by Kelly McEnerny, Graduate Assistant, Reinert Center Imagine attending a course that seemed not to relate to your goals and showed little compatibility with your interests. For anyone who can remember furtively glancing at the clock in the back of the classroom, this exercise should be easy. Your experience would likely have involved some lack… Continue reading Students’ Perspectives on the Meaning of Course Relevance
Has the balance of power changed in classrooms full of millennial students? Jennifer Waldeck, in a short article in The Teaching Professor*, “Reflections on Teacher Power in the Contemporary Classroom,” argues that current student behaviors challenge “traditional assumptions” about the power teachers have to influence students. She lists conventional ways of influencing students: Using “rewards”… Continue reading Power Over or Power To?
by Chris Grabau, Instructional Developer, Reinert Center With the recent events in Ferguson, many educators have been looking to find useful resources to help teach about race, racism, inequality, and justice. In response, Marcia Chatelain, a historian of African-American life and culture at Georgetown University, created the Twitter hashtag, #Fergusonsyllabus. Since the hashtag's creation, there… Continue reading What’s on our minds: How current events can help inform our approach to teaching and serving students
by Elisabeth Hedrick-Moser, Graduate Assistant, Reinert Center Student motivation can be an elusive creature. Many of us have come up with the perfect lesson plan to convey the most exciting subject matter that our discipline offers…only to look out upon a sea of lifeless faces. Yet, when we step out into the sunshine and see… Continue reading Channeling Student Motivation