Whether you're a teaching-track faculty member starting your career or looking to enhance your scholarly teaching practices, this blog series will guide you to pause, reflect, and define what scholarly teaching means for you. In this post, we explore scholarly teaching through my ORCHID acronym, offering actionable insights for the upcoming school year.

This week, I am wrapping up teaching an eight-week, online version of my “Putting the Lit in Literacies” Intro to Fiction course here at IU Bloomington. To celebrate the occasion, I want to share an updated look at one of my favorite summative assessments.

Whether you are a faculty member looking for course design inspiration or an educational developer seeking new strategies to support your colleagues, we can all benefit from tools that can make the course design process more flexible, collaborative, and student-centered.

Writing a FDP helps you capture and distill the inner voice— informed by many years of scholarship, professionalization, and experience— that intuitively guides the choices you make when planning, delivering, and assessing a program or workshop.  

Let’s flip the teaching philosophy script to reimagine this important career document as a creative platform for self-efficacy and intentional storytelling.

This spring, I was a finalist for the FACET Innovate Award in the Creative Uses of Online Tools category for one of the first installments in my Empower Your Learning module series.

In March and April 2025, I had the privilege of leading faculty development events with the IU Center of Excellence for Women & Technology and the Digital Gardeners Faculty Fellows Program.

On talking Mary Blair with Eric Molinsky, host of Imaginary Worlds