Celebrate Open Access Week with a free toolkit for writing stronger, more engaging course descriptions that attract students to your course and discipline.

OERs provide an extraordinary opportunity to circulate innovative teaching practices, amplify faculty voices, and expand educational equity. But doing so well requires intention. After all, open isn’t just about access. It’s about authorship, agency, and the story we tell about how we teach.

In this post, I guide you through the process of making our data collection transparent to students, and I provide a list of adaptable questions that you can use to assess your students’ understanding of the content and gather their thoughts on the course in progress.

I’m kicking off a new mini-series designed to help you reflect on your goals and commitments as you navigate life inside and outside the classroom. Each semester is a chance to pause and take stock, in this case of your of service commitments, areas for growth, and how you’ll document your impact.

I had the pleasure of being a guest speaker at IUB’s New Faculty Orientation to talk about active learning in my GenEd courses. I’m sharing 3 active learning strategies from this session and my classroom that you can apply to your courses this fall.

A recap of our week-long, three-part BYTE workshop series attended by future faculty and educational developers from the United States and abroad for POD Network’s Graduate Student, Professional Student, and Postdoctoral Scholar Development Special Interest Group.

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.

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.

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.