Bridget Arend

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Bridget Arend

Associate Director of Teaching & Learning

Center for Teaching, Learning and Design

Biography

Bridget Arend is the Associate Director of Teaching and Learning at the Center for Teaching, Learning and Design. She manages and facilitates programs that support faculty in their teaching practice, supports Scholarship of Teaching and Learning projects, and conducts teaching consultations and workshops.

Research Interests

    Bridget pursues research interests in the Scholarship of Teaching and Learning (SoTL), including teaching strategies in higher education, the role of reflection in learning, encouraging critical thinking in different discussion formats, and alternative ways to evaluate teaching.

Teaching Interests

    Bridget teaches HON 2110: The Art and Science of Learning each Fall semester.

Education

PhD in Higher Education and Adult Learning

University of Denver

MA in Education

University of Denver

BA in Central and East European Studies

University of Colorado at Boulder

Personal Website

https://www.linkedin.com/in/bridget-arend/

Published Works

    Arend, B., Hosler, K., Cottrell, S. B., Pitts, V., Umaña, N. (2026). Exploring the use of the Taxonomy of Significant Learning: a scoping review. International Journal for Academic Development, -20. https://doi.org/10.1080/1360144X.2026.2663927. Arend, B., Hosler, K., Cottrell, S. B., Pitts, V., Umana, N. (2025). Toward Holistic College Teaching: A Scoping Review of the Taxonomy of Significant Learning. AERA, https://doi.org/10.3102/2195191 Arend, B., Davis, R. J. (2025). Facilitating Seven Ways of Learning: A Resource for More Purposeful, Effective, and Enjoyable College Teaching. (Issue 2nd Edition, pp 227). Routledge. https://doi.org/10.4324/9781003567509 Arend, B., Carlson, R. E. (2023). What Makes Assignments Meaningful?. (pp 37-53). Routledge. https://doi.org/10.4324/9781003443797-4 Arend, B., Archer-Kuhn, B., Hiramatsu, K., Ostrowdun, C., Seeley, J. (2021). Minding the Gap: Comparing Student and Instructor Experiences with Critical Reflection. Teaching and Learning Inquiry, 9(1). https://doi.org/10.20343/teachlearninqu.9.1.21. Arend, B., Paguyo, C., Sponslor, L. (2019). Ill-Defined Borders: Defining Non-Tenure Track Teaching Identity. International Society for the Scholarship of Teaching and Learning, Hailu, M., Pan, J., Mackey, J., Arend, B. (2016). Turning Good Intentions into Good Teaching: Five Common Principles for Culturally Responsive Pedagogy. (pp 20-53). IGI Global. https://doi.org/10.4018/978-1-5225-1732-0.ch002 Arend, B. (2007). Course Assessment Practices and Student Learning Strategies in Online Courses. Online Learning, 11(4). https://doi.org/10.24059/olj.v11i4.1590.