Yesterday, I joined the Rebus team again to talk about my experiences with open pedagogy for a webinar called Open Pedagogy Basics. The organizers asked me lots of questions (shared in advance so I could think through them a bit), and one of the questions nudged me to put into words some things that have…

I prepared these remarks for a presentation with Apurva Ashok and Amber Hoye for OER2025. The presentation was entitled “To AI or Not To AI: The Educator’s Dilemma when Creating OER Supplemental Materials,” and my role was to speak to my experience as facilitator of the Rebus Supplemental Resources Certificate program, which includes optional AI…

Treatises abound on the evils of learning management systems, but my primary complaint has always been that the one at my institution traps instructional materials and student work inside a password-protected virtual space that also happens to be fairly unattractive. I use it because the institution requests that I do so and I have learned…

I think it’s safe to call the distinction between writing to learn and learning to write one of the pillars of writing pedagogy. I think most writing instructors would agree that we should use low-stakes, informal writing to encourage students to process what they’ve read, seen, or heard. The WAC Clearinghouse at Colorado State University…

Adaptation is a powerful tool in the literature classroom. What works well when teaching literature does not always work well when teaching writing, but I have found adaptation equally beneficial for both tasks. This is because it interrupts the common student expectation that there is a single story that should be interpreted in a particular…