by Eric Royer, Program Director, Reinert Center
The Reinert Center’s Resources Revisited series highlights existing resources available to the SLU teaching community that may be especially timely or useful at certain points in the academic year.
The past two entries in this series have focused on the Teaching Effectiveness Framework, which is meant to promote greater consistency and equity in teaching at SLU. The framework establishes a set of learning-focused, mission-aligned, and growth-oriented practices that all SLU instructors strive to incorporate into their teaching practice.
In Part 3 of this entry, we dig deeper into the growth-oriented dimension. As you reflect on how your teaching is already growth-oriented, and how you might further strengthen that focus, explore the following curated resources, organized by the essential practices within this dimension.
As always, we invite you to explore the full range of resource offerings on the Reinert Center website. We’d also be happy to meet with you to discuss how you are situating the Teaching Effective Framework in your own teaching by requesting a teaching consultation with Reinert Center staff.
Articulating your views on teaching and learning
Reflecting on your choices as an instructor and the impact of those choices on student learning and experience
- Resource guide: Seeing the diversity in your classroom
- Resource guide: Considering the use of AI in your course
- Resource guide: Developing guidelines for generative AI use
- Resource guide: Active listening to support inclusive teaching
- Blog post: Instructor-identity: Student implicit bias
- Resource guide: Considerations when teaching online: Part 1
- Resource guide: Experiencing emotional labor
- Resource guide: Strategies for anti-racist classrooms
- Resource guide: Gratitude expressions in teaching
Soliciting and engaging with feedback on teaching
Explaining instructional choices and course expectations with transparency about the rationales
Revising course design in response to professional development, patterns in student learning, and/or changes in disciplinary knowledge
- Blog post: Course design strategies for student identity development
- Resource guide: Overcoming common instructor concerns about culturally responsive teaching
- Resource guide: Avoiding deficit thinking by embracing cultural wealth
- Resource guide: Avoiding microaggressions in the classroom
- Resource guide: Five things to know when setting up your Canvas course
- Resource guide: Online time management for faculty
- Blog post: How inclusive are your courses? Tools for self-assessment
The Notebook 