A (Special) New Publication: Leadership Lessons from Lasso

Publication day is always fun – and this one, is just a bit more fun. In August 1997, I met Piya Bose. Back then, she was Piya and I was Ms. Graves.  Now, (25 years!) later, she’s Dr. Bose and I’m Dr. Wolf.  It makes my heart happy that we’ve stayed in touch for all of these years. My time at the International Academy was filled with so many happy memories and people – and Piya, my tech lab buddy, holds a very significant place in my heart.

A few months ago Piya reached out to see if I would be interested in writing something together with her, and of course I said yes. We wanted to write something fun about Ted Lasso & Leadership…and…here is the result! It was a tremendous process (and the editor we worked with was absolutely fantastic!) If you haven’t watched Ted Lasso, we tried to reduce the spoilers – but, a few slipped through so be aware – and enjoy!

Bose, P. & Wolf, L.G. (2022) Leadership lessons from Lasso. NASPA Leadership Exchange. 20(1), 22-25.

WiPSCE 2021 Keynote: Computing Education Online: Critical Perspectives, Ponderings, and Possibilities

I’m a bit behind with documenting (there is still a pandemic happening!) – and I realized that I failed to post my slides from my Workshop in Primary and Secondary Computing Education (WiPSCE) 2021 Keynote.  I’m so thankful to Dr. Marc Berges for the invitation.  The session was not recorded – but – I can attest that it was a really wonderful discussion, and it was so great to reconnect with the Computing Education & Computational Thinking community! 

Catching Up & Documenting All the Things

As of late I primarily use my blog to document presentations and publications (to help with my annual review process) – and I’m behind (like pretty much everyone I know living through the pandemic.) I have a handful of reflective blog posts started, but, they’re not ready to publish yet. So, before too much time slips away, here is documentation of quite a few things (that I’ll need to add to my review document at the end of the year!)


ICTEDU – May 15, 2021 (Ireland, Virtual)

I was honored to Keynote the 2021 ICTEDU conference. My talk was titled “I’m not complaining, I’m just explaining…Reflecting on Teaching and Learning: Effective Practices and Processes in a Pandemic/” The title is an homage to my dear grandmother. My slides can be found below (and I’ll link to the recording when it is available.)

Carnegie Project on the Education Doctorate (CPED)

I am still actively involved in CPED.  Along with Dr. Danah Henriksen I am co-leading the Dissertation in Practice CPED Improvement Group (CIG). In June we (re)launched the CIG – slides are below.


I am the faculty co-advisor for the CIE Journal along with Dr. Josephine Marsh.  The students published an issue in May and they also worked very hard to get indexed by the DOAJ. (This work was spearheaded by Ivonne Lujano.)

I was the coordinator for the 2021 ASU EdD Doctoral Research Conference (we had almost 200 students present this year!)

I am the faculty advisor for the 2021 Scholarly Practitioner Forum and I am a member of the 2021 Convening Committee.


I’m delighted to share this (open access) piece written with my dear colleague Ray Buss:

Buss, R. R., & Wolf, L. G. (2021). Building and sustaining community in an online EdD program. Impacting Education: Journal on Transforming Professional Practice, 6(3), 47–53. https://doi.org/10.5195/ie.2021.192

I was also approached by OneHE to create a course around improving feedback in asynchronous course environments and the course was launched in August. (You must sign into view the course.)

Improving Feedback in Asynchronous Online Courses Leigh Graves Wolf Leigh Graves Wolf Feedback in asynchronous online courses is critical as students may have limited opportunities to discuss their work with peers and teachers. This course explores how you can enrich your feedback between tasks and make good use of technology to improve student learning.

Recap – CPED EdD Fireside Chat: Building an Online Presence

It was great to talk with CPED students, faculty, and staff a few weeks ago for the EdD Fireside Chat on Building an Online Presence. In preparing for the chat I was able to revisit a lot of the great scholarly and digital presence work that I did with Chris Long, Kristen Mapes, Stephen Thomas, and Scott Schopieray many years ago.

Here is the workshop description:

While many conversations about online presence start with the “how to”, this chat is designed to help you navigate challenging and nuanced questions like: Why should you have a digital presence? Who is interested in my work and scholarship? How can this work be recognized professionally? We will discuss issues of “control” over online spaces, provide resources for building an online presence strategy, and then move to discussing options for digital tools to support your strategy. This conversation will be relevant for all members of the CPED community (students, faculty, and program support staff are welcome to attend!)

Here is the recording:

And here are the slides:

My (virtual) week in Ireland

A few weeks ago I was lucky to spend time with my dear Irish friends and colleagues. On Monday, April 12th I got a notice that my book review of Blended and Online Learning for Global Citizenship: New Technologies and Opportunities for Intercultural Education was published in Irish Educational Studies.

Then, I trotted off to Munster Technological University on Wednesday, April 14th for #GastaGoesGlobal, One Year Later. You can check out the entire recording here:

Finally, I popped over to NUI Galway on Friday, April 16th in the early morning (my time) to meet with the lovely folks in the Teaching Online course with the Centre for Excellence in Learning and Teaching (CELT). We had a nice informal chat and I shared some of my experiences and resources for teaching online.

I’ll be headed back on Saturday, May 15th for #ICTEDU! Registration is open, so please click through and join us!

In the meantime, I’ll be continuing to perfect my Gaeilge. I took an adult learning course through the Two Rivers Gaelic League this winter and I’m working my way through (and beyond) Dia duit, Is mise Leigh. Cad é mar atá tu?

Slán go fóill!

Reflecting on COE 691 – Teaching Online: Bringing Theory to Practice

This past fall I had the privilege of teaching an online doctoral seminar – on teaching online. I’ve been sitting on a reflective blog post for quite a while, and, just want to get something out in the digital ether before I look at the clock and it’s fall 2021!

Here is the syllabus and schedule from the course. We developed the course and topics as we went week by week – and it was terrifying.  I’ve been accustomed to set content for the past three years in the online teaching I’ve been doing with the EdD program (and when I taught MAET online.) While there is room for spontaneity and flexibility with set content, it is a great comfort to know week to week, module to module where we are headed. (I honestly never thought I would find so much comfort in that mode.) Don’t get me wrong, it doesn’t allow me to rest on my laurels, but provides much needed stability and structure. Eliminating that structure, during a pandemic, caused me quite a bit of stress.  With that said, I could not have asked for a better group of scholars to learn from and with.  They all embraced and welcomed the unknown directions and ultimately each found ways to connect to the content and the course. (For example, Mikey Hall created a fantastic assignment and site for his English 101 course (which you can visit here.)

There are lots of other posts that I could (and probably should) write – but – for now, I got something up here to share! Hopefully the schedule (which contains all of the readings) will be helpful for others. If not open source, the links go to ASU Library resources, but, should not be hard to find via other library systems.

I also have to give a special shout out to our amazing ASU education librarian Linda DeFato – she was instrumental in helping us get full online access to the following books via the library that came out as the seminar was being delivered:

Bayne, S. (2020). The Manifesto for Teaching Online. The MIT Press.

Blum, S., & Kohn, A. (2020). Ungrading: Why rating students undermines learning (and what to do instead). West Virginia University Press.

T&L Forum Recap – Presence in an Online Teaching Environment

On January 20th I was delighted to visit (virtually) Munster Technological University (by invitation from the marvelous Tom Farrelly!) as a part of the National Forum T&L Seminar Series. If you’re not familiar with the series, take a moment to look through the upcoming offerings – all online now due to COVID-19, which, allows participation from a global audience.  It was such a joy to have participants from all over the globe (northern and southern hemispheres!) in my session.

You can view the recording of the session here:

And the slides with the links can be found here:

I tried something new with breakout sessions, that, I think went quite well. Often we’re jolted into breakouts in large online sessions/webinars when the time comes to collaborate or interact – with no choice or scaffolding. When I’m in a seminar and this happens, I find myself wanting to shut down and I didn’t want to do that to my participants. Luckily, Zoom now allows participants to select their own breakout rooms. SO, when it came time to discuss – I shared this document with participants which gave them an idea of what would be happening in each room along with some scaffolded directions for the comments and they could choose where they wanted to go (including a quiet room where they did not have expectations to interact with others.) The following rooms generated some fantastic lists and resources – all of which can be used as springboards for further conversations:

Learning from Failure

Instructional Designers 

Tertiary (Students & Faculty) 

I sincerely want to thank the participants for giving so generously of their time, the T&L National Forum for hosting the seminar, and Tom Farrelly for being an amazing collaborator and friend.

ShapingEDU Winter Games Recap – We Care a Lot: Humanizing Teaching through Technology

A few weeks ago I had the pleasure of presenting at the 2021 ShapingEDU Winter Games. The ShapingEDU community, spearheaded by Laura Geringer & Samantha Becker is incredible – be sure to check out all of the resources on the site and visit regularly as the site is a living repository!

My session was titled We Care a Lot: Humanizing Teaching through Technology

Session description:

Digital tools that were once at the periphery for some, are now central to our daily lives for all. This breakout session will start by sharing a curated list of possibilities, practices and promises for embedding analog care between the cold digital 0s and 1s in educational spaces. Then, we will move on to collectively engage in interactive brainstorm that models caring practices while simultaneously generating more possibilities and hope.

Here is the recording from the session:

And the session slides w/links:

Sincere thanks to all who attended and also to Sabrina Cervantes Villa who helped out on the back end of the zoom session!

Special Issue: Educational Technology in Higher Education: Emergent Practices for Teaching Future Educators

Picture of Leigh & Linda I’m delighted to announce that the special issue of Special Issue of UTE. Universitas Tarraconensis: Revista de Ciències de l’Educació that I co-edited along with the amazing Linda Castañeda, has been published!  The special issue is titled: Educational Technology in Higher Education: Emergent Practices for Teaching Future Educators.

Our editorial (Tecnología educativa en la educación superior: prácticas emergentes para la enseñanza de futuros educadores – Educational Technology in Higher Education: Emergent Practices for Teaching Future Educators), can be found here (in both Spanish and English.) 

The issue features fantastic pieces from: Victoria I. Marín, Sara Lorena Villagra Sobrino, Iván Manuel Jorrín Abellán, Ainara Zubillaga del Río, Elia María Fernández Díaz, Lorea Fernández Olaskoaga, Prudencia Gutiérrez Esteban, Víctor Abella García, Cornelia Connolly, Sean O Gorman, Tony Hall, Raquel Hijón-Neira, Jodie Donner, Melissa Warr, Sean M Leahy, Punya Mishra, Gemma Tur, and Urith Ramírez-Mera.

Linda and I have been talking about working together for ages and I’m so thankful we finally had the opportunity to do so here! This was challenging work for all given the pandemic, yet, we all persevered and the issue was published on schedule! I would like to sincerely thank all of the authors for contributing, the reviewers for reviewing, and to Linda for sharing this opportunity with me. We have the ball rolling and I look forward to many more collaborations ahead!

CPED 2020: Quick Recap

Last week the 2020 CPED Virtual Convening took place. The theme this year was REIMAGINING & RECONSTRUCTING THE DISSERTATION IN PRACTICE: Dismantling the hegemonic practices of establishing knowledge in the education profession.  I was on the program committee and over the past several months have been working with a great team from ASU and CPED to move the convening to its first ever virtual format. In addition to the work with the committee, I spearheaded the first ever Student Research Forum. The student forum was fantastic and I hope something that will become a regular feature of CPED Convenings. in the future.

During the conference I presented a Learning Exchange session with the amazing friend and colleague Danah Henriksen. Our session was centered around how advisors can foster creative mindsets for mentoring innovative dissertations.  Our slides are below, along with the reference list. Over the next few weeks, recordings of the sessions will be released by CPED – so stay tuned to their Vimeo page for additional resources coming out from the convening. The conference theme (and resulting discussions) have certainly sparked even more ideas on my end and I’m very excited to work with students (and faculty) interested in pushing the boundaries of the shape and form of dissertations by and for scholarly practitioners.

Baer, M., & Oldham, G. R. (2006). The curvilinear relation between experienced creative time pressure and creativity: moderating effects of openness to experience and support for creativity. Journal of Applied Psychology, 91(4), 963.

Carnegie Project for the Education Doctorate (n.d.). The CPED Framework. https://www.cpedinitiative.org/the-framework

Carson, A. D. (2017). Owning my masters: The rhetorics of rhymes & revolutions. ProQuest Dissertations & Theses Global. 

Cropley, A.J (2003). Creativity in education & learning. Routledge Falmer.

Davidovitch, N., & Milgram, R. M. (2006). Creative thinking as a predictor of teacher effectiveness in higher education. Creativity Research Journal, 18 (3), 385-390.

Henriksen, D., Mishra, P., Greenhow, C., Cain, W., & Roseth, C. (2014). A tale of two courses: innovation in the hybrid/online doctoral program at Michigan State University. TechTrends, 58(4), 45.

Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach to educational problems of practice. Thinking skills and Creativity, 26, 140-153. 

Karwowski, M. (2014). Creative mindsets: Measurement, correlates, consequences. Psychology of Aesthetics, Creativity, and the Arts, 8(1), 62.

Kim, K. H. (2017). The Torrance Tests of Creative Thinking-Figural or Verbal: Which One Should We Use?. Creativity. Theories–Research-Applications, 4(2), 302-321.

Miles, C. (2016). The queer critical research and video editing practices of the Gender Project: Consent, collaboration, and multimodality. ProQuest Dissertations Publishing.

Perry, J. A. (Ed.). (2016). The EdD and the scholarly practitioner. IAP.

Prabhu, V., Sutton, C., & Sauser, W. (2008). Creativity and certain personality traits: Understanding the mediating effect of intrinsic motivation. Creativity Research Journal, 20(1), 53-66.

Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity research journal, 24(1), 92-96.

Silvia, P. J., Nusbaum, E. C., Berg, C., Martin, C., & O’Connor, A. (2009). Openness to experience, plasticity, and creativity: Exploring lower-order, high-order, and interactive effects. Journal of Research in Personality, 43(6), 1087-1090

Vellanki, V. (2020). Thinking, feeling, and creating with photography: Widening the lens of visual research in education. ProQuest Dissertations Publishing.

Williams, A. (2019). My gothic dissertation: A podcast ProQuest Dissertations Publishing. 

Willis, J. W., Valenti, R., & Inman, D. (2010). Completing a professional practice dissertation: A guide for doctoral students and faculty. IAP.