Mirjam Glessmer

I loved this episode! Here are some of my thoughts on it: mirjamglessmer.com/2025/05/31/e...

..including at least 2 articles to check out, probably more: Månefjord et al. "Mind the Gender Gap: Implicit bias in STEM education" doi.org/10.5324/njst..., and Costello, Hammarlund et al. "STEM students prefer assessment practices known to reduce the impact of test anxiety" doi.org/10.5324/njst...

buy it, read it, share it, teach it ❤️

Or, back in 2023, Daae, Årvik, @elindarelius.bsky.social & my “Student guides: supporting learning from laboratory experiments through across-course collaboration”. doi.org/10.5324/njst...

NJSTEME publishes really interesting articles, like for example our recent “STEM Students Prefer Assessment Practices Known to Reduce the Impact of Test Anxiety” by Costello, Hammarlund et al. doi.org/10.5324/njst...

Excited to see the Nordic Journal of STEM Education @njsteme.bsky.social here! Scholarly, peer-reviewed, open-access in the broad field of educational research and development in Science, Technology, Engineering, and Mathematics higher education -- totally worth a follow! :)

Currently reading: Tai et al. (2022) on "Assessment for inclusion: rethinking contemporary strategies in assessment design" - Adventures in Oceanography and Teaching I just read this really interesting and important article about “assessment for inclusion, which seeks to ensure diverse students are not disadvantaged through assessment practices” by Tai et al. (202...

Currently reading: Tai et al. (2022) on “Assessment for inclusion: rethinking contemporary strategies in assessment design”
@mirjamglessmer.bsky.social's blogpost on a recent HERD article
mirjamglessmer.com/2025/03/12/c...

I read your book and we'll discuss it in our book club next week! The process is the point!

mirjamglessmer.com/2025/02/26/g... :)

I obviously did, as one does, a literature search on "Generous Scholarship", and it feels like I have found a new language to express myself. Now I just also need to find the time to write the blog post. Thank you!

I feel like "generous scholarship" is the best compliment anyone can give me regarding my work. That is what I strive for! And it is definitely what I see and hugely appreciate in @agnesbosanquet.bsky.social & colleagues' MOOC, too!

This reminds me of someone btw!

You should check her science stuff 👇 😉!

It may not be cool or hip in some circles, but we legitimately do need a massive amount of people to run for office.

Flood the school boards, councils, county seats, state legislatures, Congress, etc.

Big changes at the top happen when the ground shifts at the bottom. And that can start now.

Wahlrecht für Deutsche im Ausland sichern: Keine Stimme darf verloren gehen! - Online-Petition Alle deutschen Staatsangehörige sollten ihr Wahlrecht ausüben können! Jetzt handeln! Problem: Viele deutsche Staatsangehörige im Ausland können ihr Grundrecht auf Teilnahme an der Bundestagswahl fakti...

Es werden immer mehr. Schon über 3,300 Unterschriften -- 1000 mehr seit ich gestern geschaut hatte. Das geht rasch. Please keep the momentum going and share! #btw25 #whereismyballot #jedestimmezaehlt #germany #election #wahlen #vote #democracy #demokratie
www.openpetition.de/petition/onl...

“Teachers should be allowed to be learners”! Currently reading Lidgren et al. (2006) What are the barriers to including sustainability into courses and curricula at Lund University? Lidgren, Rodhe and Huisingh (2006) start from the premise that universities have an important role to play, "the state of the world is not the work of ignorant people, but rather the opposite, the result of work made by people with ". But after a strong start towards environmental responsibility and sustainability, by 2004 they report that Lund University has fallen into a bit of a slump, where for example the university president's excuse for not meeting environmental goals is that the goals were too ambitious in the first place.

“Teachers should be allowed to be learners”! Currently reading Lidgren et al. (2006)

What are the barriers to including sustainability into courses and curricula at Lund University? Lidgren, Rodhe and Huisingh (2006) start from the premise that universities have an important role to play, "the…

Ice watching and thinking about reflections - in the water, and in Harvey et al. (2025)'s article - Adventures in Oceanography and Teaching Climbing the steps out of the water after an ice dip lets me see the world from a different perspective. Instead of focussing on not slipping and on controlling my breath on the way down, on the way u...

Well that was quick! Mirjam Glessmer blogs about reflective practice and the eight new principles.
Ice watching and thinking about reflections - in the water, and in Harvey et al. (2025)'s article - Adventures in Oceanography and Teaching mirjamglessmer.com/2025/02/17/i...
@herdjournal.bsky.social

excerpt from the link posted that focuses on statistics around student distraction with technology

"However, if there are two or more options for engaging with learning material, then it is best to select the tool that will yield the best results. As we’ve seen, that tool will rarely be digital in nature."

substack.com/home/post/p-...

Gör studenter redo att bidra i omställningen 163 universitetsanställda: Vi kräver förändring av högre utbildningar

Vi är 163 universitetsanställda som ställer sig bakom studenters krav att påskynda förändringen av högre utbildning så att studenterna som medborgare och i sina framtida yrkesliv ska kunna bidra till en samhällsomställning för hållbarhet.

www.aftonbladet.se/debatt/a/bm6...

Kirsty Dunnett on Galløe (2023)’s “emotions differentiate opportunities” My most loyal guest poster strikes again! Welcome Kirsty Dunnett, today writing about Galløe (2023)'s chapter on how emotions differentiate opportunities.

Kirsty Dunnett on Galløe (2023)’s “emotions differentiate opportunities”

My most loyal guest poster strikes again! Welcome Kirsty Dunnett, today writing about Galløe (2023)'s chapter on how emotions differentiate opportunities.

If I'm reading the abstract right, "We tried having GenAI help us better understand info from our surveys/interviews. GenAI responses looked right, but they actually weren't, and it's impossible to know why. We don't recommend trusting it for these types of things."

#AIinEducation #EduSkyAI

Academics have been perfecting our skills at flighting fascism during faculty meetings.

A figure summarizing an analysed data set (Glessmer, Persson & Forsyth, 2024) with an arrow going into a black box simbolising GenAI, and out again to a blurred figure that looks very similar to the first one, with text describing the main message of the paper: Results of analysing qualitative SoTL data with GenAI look superficially plausible, but are not reproducible, incomplete, different from our consensus coding, misinterpretations of data, extrapolations of data and context, and not reflecting the instructions

“Superficially Plausible Outputs from a Black Box: Problematising GenAI Tools for Analysing Qualitative SoTL Data” by @rmforsyth.bsky.social and myself published today: doi.org/10.20343/tea...

You don’t have to be a net zero hero – how focus on personal climate action can distract from systemic problems Shifting the blame for the climate crisis onto individuals hides the larger issue. True progress demands systemic accountability from governments and corporations.

Thanks Katharine, this is a fab example of individual action leading to community engagement & hopefully change!

You might also like this piece I just wrote exploring why we need to move away from personal 'blame' and work together to hold companies to account: theconversation.com/you-dont-hav...

Developing “principles for quality education” to guide course development. Where does one even start? I've been feeling inspired by Karolinska Institutet's "Principles for Quality Education", and I would like to develop something similar for my own work, and the group I work in. I think it is important for me and us to articulate what we believe is good education, mainly so we figure that out for ourselves, but also so we ourselves, as well as people who are considering approaching us, know what we stand for.

Developing "principles for quality education" to guide course development. Where does one even start?

The process is the point. I picked up my copy of Venet (2024)'s "Becoming an Everyday Changemaker: Healing and Justice at School" this morning and I loved the book before I even started reading the introduction, because one sentence in the acknowledgements (that I was going to skip) caught my eye: "writing from bed is a time-honored [...] way of being an activist and cultural worker".

The process is the point.

I picked up my copy of Venet (2024)'s "Becoming an Everyday Changemaker: Healing and Justice at School" this morning and I loved the book before I even started reading the introduction, because one sentence in the acknowledgements (that I was going to skip) caught my eye:…

I actually sent it out to engineering teachers taking my "teaching for sustainability" course and asked them to fill it in with examples from/for the courses they are currently working with. We'll discuss in next meeting, I'm excited to see what they come up with! Will keep you posted, thanks again!

Teaching about, with, in, through, for sustainability? - Adventures in Oceanography and Teaching This morning on the bus I was browsing bluesky, and came across a post by Kyle Bartlett, suggesting a framework for how to think about Education for Sustainable Development with, for, in, about, and t...

Thank you, this really resonated with me and I did a quick first attempt to adapt it to my STEM context, to support conversations with teachers about their goals and how to work towards them: mirjamglessmer.com/2025/01/08/t...

I've found it helpful to think about Education for Sustainable Development (ESD) in five forms: with, for, in, about, and through sustainable development. This framework makes ESD less abstract and more actionable, offering practical ways to embed sustainability into music education. #ESD #MusicEd

Good teaching as care in higher education - Higher Education Care has received relatively little attention in higher education (HE) literature. However, literature alluding to care reveals contrasting perspectives. Some scholars diminish care concerns as a prod...

Today I found an article we should have cited: Anderson et al. (2020) write that students described good teachers as people who care about their discipline, about teaching & about students, powerfully influencing students’ engagement, enthusiasm, & aspirations for the future doi.org/10.1007/s107...

Ultimately, I hope folks can stop equating social media with the totality of someone’s work and beliefs. This assumption can lead to a lot of despair, and the false sense that the work isn’t happening and people don’t care (see also: climate). We all use these spaces differently.