The Scholarship Committee is excited to announce registration for the Fall 2022 POD Scholarly Reads.

Recent Patterns of (Dis)Engagement

Many instructors witnessed a significant shift in students’ patterns of engagement this past academic year; sources like Inside Higher Ed (e.g., Mintz 2022) and The Chronicle of Higher Education (e.g., McMurtrie 2022) reported students showing unprecedented levels of disconnection and disengagement. At the same time, educational developers noticed instructors feeling “overburdened” and many witnessed lower attendance at teaching workshops and other programming (Supiano 2022). This semester, we will delve deeper into these patterns of (dis)engagement, considering how burnout and disengagement has impacted students, instructors, and instructional support staff.

Please note we have shifted the timing (day of week and time) of some of our meetings to accommodate authors’ and participants’ varying availability. Please register and join us!


Tuesday October 4, 1:00-2:00 PM EST 

Hensley, L. C, Iaconelli, R., & Wolters, C. A. (2022). “This weird time we’re in”: How a sudden change to remote education impacted college students’ self-regulated learning. Journal of Research on Technology in Education, 54:SS203-S218. 

The present study investigates the impacts that a sudden change to online instruction had on undergraduates’ engagement in self-regulated learning during the COVID-19 global pandemic. Using reflexive thematic analysis to examine college students’ written responses, we identified four themes that illustrated the challenges of emergency remote learning: feeling disconnected, discordant, and distracted; struggling to engage amid lost autonomy and personal stressors; experiencing academic burden and burnout; and encountering both caring and disregard from instructors. The implications of these findings highlight the importance that learning contexts and social connectedness have on undergraduates’ willingness and ability to enact self-regulated learning behaviors and strategies.


Thursday November 3, 2:00-3:00 PM EST

DeFelippo, A. M, & Dee, J. R. (2022). Vitality in the academic workplace: Sustaining professional growth for mid-career faculty. Innovative Higher Education, 47:565-585. 

This study seeks to identify dimensions of the academic work environment that affect mid-career faculty vitality. Previous research suggests that mid-career faculty may struggle to maintain their vitality, as they are susceptible to high levels of burnout and extensive workload demands. We distributed an online survey to a random sample of 300 tenured faculty who were employed at three public comprehensive universities. Mid-career faculty (N=30) with the highest scores on a vitality survey measure were invited to participate in individual interviews. Study findings highlight the importance of creating vitality-enhancing work environments for mid-career faculty. In addition to identifying collegiality as a contributor to mid-career vitality, the study findings reveal specific sources of vitality-enhancing collegiality, including informal relationships in academic departments, participation in faculty development programs, and support and messaging from top-level academic leaders. Additionally, this study found that public comprehensive university missions served as a compelling basis for establishing collegial relationships and sustaining faculty vitality.


Wednesday November 30, 4:00-5:00 PM EST

Loi, N. M. & Pryce, N. (2022). The role of mindful self-care in the relationship between emotional intelligence and burnout in university students. The Journal of Psychology, 156(4): 295-309.

Academic burnout can have serious consequences for university students. Students are prone to higher levels of stress and depression, poorer academic performance, and attrition from university. It is therefore important to investigate factors associated with these deleterious outcomes in order to assist educators develop effective programs to proactively address student well-being. The purpose of this study was to explore the associations between emotional intelligence (EI), student well-being, mindful self-care (MSC), and academic burnout. A further aim was to investigate the mediating role of MSC in the EI-burnout relationship. A sample of 216 university students (167 females; 78%) 18 years and older (M=35.57, SD=11.59) completed a battery of questionnaires associated with life satisfaction, EI, MSC, and academic burnout. Results found that EI was positively associated with well-being and MSC and negatively associated with each dimension of academic burnout. A series of multiple regression mediation analyses found that MSC mediated the relationship between EI and the exhaustion and efficacy dimensions of academic burnout. However, MSC did not mediate the relationship between EI and cynicism. The findings of this study suggest that MSC may be an important factor for improving student well-being and protecting against academic burnout.




POD Scholarly Reads

What is it? 

POD Scholarly Reads is a professional development initiative of the POD Scholarship Committee that aims to:

  • support POD members in meaningful engagement with scholarly literature and
  • provide POD members with low-investment, ongoing opportunities to participate in a scholarly community

How does it work?

Anyone can join the POD Scholarly Reads group, which meets monthly to discuss a scholarly article during a 60-minute Zoom meeting run by the Scholarship Committee. We are often fortunate enough to be joined by the authors of the article, and the group is a great way to engage with research, researchers, and POD members from a variety of institutions.

Our readings focus on one topic for a 3-month series (see previous topics below). Topics and readings are chosen based upon POD member suggestions. Commit to one article or the 3-month series, the choice is yours!

During the Zoom session, the Scholarship Committee facilitator introduces the session, and if present, gives the author of the article a chance to share a bit about the origins of the study. The facilitator then breaks up the larger group into smaller (4-5 participants) breakout rooms to discuss the article. Some of the questions that drive the small group discuss include:

  • What are the primary strengths and weaknesses of this study, in terms of its design?
  • How does this study connect with other work you may be involved in (e.g., questions your faculty have, programs you offer, initiatives at your institution, the broader landscape of higher education)?
  • What else do you want to learn about as a result of reading this study?
  • What questions do you have for the author?

After the small group discussion, the facilitator brings the group back together to ask the author questions.

Who participates? 

We typically have anywhere from 15-20 participants per Zoom session, which include:

  • Scholarship committee members, including:
    • Heather Dwyer, Tufts University
    • Chris Kilgore, UT-Knoxville
    • Kate Hamilton, Harvard University
    • Isabeau Iqbal, University of British Columbia
  • Article author(s) and/or researchers in the same field as author(s)
  • POD members and faculty members (who may or may not be POD members) from a wide variety of institutions

How do I register for the next session?

For more information and to register, please go to: POD Scholarly Reads Registration

What do participants read? 

Intergenerational Challenges (Summer 2022)

  • June 7 Grayson, J. P. (2021). “Boomers and Generation Z on campus: Expectations, goals, and experiences.” Canadian Review of Sociology, 58:549-568.
  • July 12 Schlee, Regina P., Eveland, Vicki B., and Harich, Katrin R. (2020). “From Millennials to Gen Z: Changes in student attitudes about group projects.” Journal of Education for Business, 95(3):139-147.

Students as Partners (SaP) (Spring 2022)

  • February 8: Felten, P., Abbot, S., Kirkwood, J., Long, A., Lubicz-Nawrocka, T., Mercer-Mapstone, L., & Verwoord, R. (2019). Reimagining the place of students in academic development. International Journal for Academic Development, 24(2), 192-203.
  • March 8: Cook-Sather, A., Addy, T. M., DeVault, A., & Litvitskiy, N. (2021). Where Are the Students in Efforts for Inclusive Excellence? Two Approaches to Positioning Students as Critical Partners for Inclusive Pedagogical Practices. To Improve the Academy: A Journal of Educational Development, 40(1).
  • April 5: Debelius, M., McGowan, S., Maciel, A., Reid, C., & Eason, A. (2021). “Things are different now” a student, staff, and faculty course design institute collaboration. In Thurston, T. N., Lundstrom, K., & González, C. (Eds.), Resilient pedagogy: Practical teaching strategies to overcome distance, disruption, and distraction (pp. 272-288). Utah State University.

Alternative Approaches in Assessment: Beyond Ungrading (Fall 2021)

  • October 12: Montenegro, E., & Jankowski, N. A. (2020). A New Decade for Assessment: Embedding Equity into Assessment Praxis. Occasional Paper No. 42. National Institute for Learning Outcomes Assessment.
  • November 1: Buckmiller, T., Peters, R., & Kruse, J. (2017). Questioning points and percentages: Standards-based grading (SBG) in higher education. College Teaching, 65(4), 151-157.
  • December 7: Quintana, R., & Quintana, C. (2020). When classroom interactions have to go online: The move to specifications grading in a design course. Information and Learning Sciences.

Ungrading (Summer 2021)

  • July 6:  Guberman, Daniel (2021). “Student Perceptions of an Ungraded Course.” Teaching and Learning Inquiry 9(1).
  • August 3:  Martin, Travis L.; Winslow, Matthew P.; Gremp, Michelle A.; Korson, Stacey J.; Bedetti, Gaby; McMahan, Ellen Hutcheson; Stumbo, David; Short, Elaina; and Morrow, Holdyn (2021). “Ungrading Across the Disciplines: Reflections of a Professional Learning Community.” Pedagogicon Conference Proceedings. 7. 

Centering Underrepresented Experiences in Higher Education (Spring 2021)

Prepared in Collaboration with the POD Diversity Committee

COVID’s Impact on Students, Faculty, and Educational Developers (Fall 2020)

  • December 1 (educational developer perspectives): POD Network members Lindsay Wheeler and Eric Kaldor are leading a collaborative Scholarship of Educational Development research project to understand how the COVID-19 pandemic and large-scale instructional changes in higher education have impacted educational developers and their work. They will join us to share some of the preliminary findings from their work.

Student Evaluations of Teaching (Spring 2020)

  • February 4: NEW! We are going to change it up and listen to an episode of Doug McKee and Edward O’Neill’s Teach Better podcast with Betsy Barre, focused on an overview of the student evaluation literature:
  • March 3: Linse, A. R. (2017). Interpreting and using student ratings data: Guidance for faculty serving as administrators and on evaluation committees. Studies in Educational Evaluation, 54, 94-106.
  • April 7: Peterson, D. A., Biederman, L. A., Andersen, D., Ditonto, T. M., & Roe, K. (2019). Mitigating gender bias in student evaluations of teaching. PloS one, 14(5), e0216241.

Imposter Syndrome (Fall 2019)

  • Walton, G. M., & Brady, S. T. (in press). The social-belonging intervention. In G. M. Walton & A. J. Crum (Eds.) Handbook of Wise Interventions: How Social-Psychological Insights Can Help Solve Problems, Guilford Press: New York, NY.
  • Rudenga, K. J., & Gravett, E. O. (2019). Impostor Phenomenon in Educational Developers. To Improve the Academy, 38(1), 1-17.
  • Hutchins, H. M. (2015). Outing the imposter: A study exploring imposter phenomenon among higher education faculty. New Horizons in Adult Education and Human Resource Development, 27(2), 3-12.

SoED and Technology (Summer 2019)

  • Stephanie Vie (2016). “What’s Going On?: Challenges and Opportunities for Social Media Use in the Writing Classroom” Journal of Faculty Development, 29, no. 2
  • Kayla Morehead, John Dunlosky, Katherine Rawson (2019). “How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014)” Educational Psychology Review, 31(3), 753-780.
  • Ashley N. Castleberry et al. (2018). “5-Minute University: A Description and Discussion of 5-Minute Faculty Teaching Training Videos” Journal of Faculty Development, 30, no. 2.

Innovative Assessment (Spring 2019)

  • Sarah Boesdorfer et al. (2018) “Emphasizing Learning: Using Standards-Based Grading in a Large Nonmajors’ General Chemistry Survey Course” Journal of Chemical Education, 95(8), 1291-1300.
  • Deborah S. Meizlish, Mary C. Wright, Joseph Howard, & Matthew L. Kaplan (2017), “Measuring the impact of a new faculty program using institutional data,” International Journal for Academic Development, 23(2), 72-85.
  • Carol Hurney et al. (2016) “The Faculty Learning Outcome Assessment Framework” Journal of Faculty Development, 30, no.2.

Resistance to Active Learning (Fall 2018)

Diversity and Inclusion (Summer 2018)

  • David A. Green & Deandra Little (2016). “Family portrait: a profile of educational developers around the world”, International Journal for Academic Development, 21(2), 135-150.
  • China Jenkins & Mary Alfred (2018). “Understanding the motivation and transformation of White culturally responsive professors” Journal of Adult and Continuing Education, 24(1), 81-99.
  • Gregory Walton & Geoffrey Cohen (2007). “A Question of Belonging: Race, Social Fit, and Achievement” Journal of Personality and Social Psychology, 92(1), 82.