by Beth Petitjean, Digital Learning Specialist, Reinert Center
The element of Ignatian Pedagogy that I appreciate the most is reflection. Anyone can reflect on anything, and the act of reflecting can be useful in many aspects of teaching practice and work as a higher education professional. It’s baked into our annual self-evaluations and performance reviews. It’s a learning activity many SLU faculty embed within their courses. In our continuing practice of modelling effective teaching, I offer you, dear reader, a “wrapper,” like the discussion wrappers we use in a distance course to sum up student discussion posts. This wrapper, though, is more of a reflection on our distance learning programming as the current academic year ends. To put it plainly, we have done a lot in the last twelve months; no wonder we need a moment or two to restore and reset before beginning all the preparations for the start of the summer sessions. So, if you will indulge me, I’d like to share some of my reflections with you.
Looking Back to a Busy Year
A quick look at the numbers: six sessions of the two-week asynchronous course, Introduction to Distance Teaching; seven one-week asynchronous courses on a variety of topics; two workshop series each with four one-hour virtual workshops; two collaborative projects with SLU partners; and a plethora of blog articles and resource guides about all things distance teaching.
The numbers only reveal part of the story, however. Reflecting on the design of the programming reveals the intentional choices made to align our content with larger themes relevant to SLU and the changing landscape of higher education. For example, the Introduction to Distance Teaching course is offered frequently because completing this course is one of the first steps instructors take to prepare and plan for the Distance Course Review Process, and we designed the course using the University’s Integrated Distance Course Design Rubric as the structure for course content.
Another revelation is that all of the programming aligns with and supports SLU’s Teaching Effectiveness Framework (TEF). Although the Reinert Center is non-evaluative and has no direct relationship to the Framework’s implementation in evaluating teaching effectiveness, our programming and services can help instructors develop the pedagogical tools and knowledge to use in their daily teaching practices. Four of the one-week courses (Generative AI, Assessing the Online Learner, Rubrics, Dynamic Discussions) explored aspects of the Learning-Focused essential practices; one course (Instructor Presence) explored the Growth-Oriented essential practice of reflecting on how choices as instructors impacts student learning and experience; and two courses (Inclusive Online Courses, Accessibility in Online Formats) highlighted Mission-Aligned essential practices. Since our programs are voluntary, participation in any course or workshop is an act of professional development which is an essential Growth-Oriented practice of effective teachers at SLU.
Both workshop series followed a similar pattern with emphasis on the Teaching Effectiveness Framework while also highlighting very specific aspects and challenges of teaching in online formats. The Fall 2025 series offered four one-hour workshops on Focused Topics such as creating Panopto videos, designing effective group work online, promoting regular and substantive interaction in synchronous formats, and supporting student well-being. The Spring 2026 series on Technology for Teaching brought a similar adherence to TEF practices but through the lens of university-supported instructional tools. Although full technological training and support is beyond our purview at the Reinert Center, many pedagogical choices underpin the technology used in distance formats and warrant discussion to support instructors in their choices of tools. Workshops included instructional tools such as Canvas Media for feedback, using Zoom to support multiple distance formats, settings with the Discussions Tool, and how the Ally Tool can help improve student accessibility.
A final theme that is clear from my reflections (and one you’ve perhaps noticed by now) is the priority we have placed on accessibility. Two online courses (Inclusive Online Courses, Accessibility) related specifically to making accessible and inclusive online learning spaces, and many of the workshops addressed accessibility both directly (the Ally workshop) and indirectly (student well-being, interactions). In fact, I can say that accessibility concerns permeated all our work, but especially when discussing Canvas tools and how students use the materials and technologies in distance formats. Moreover, accessibility was at the heart of two of our many collaborations with SLU administrative and teaching units. In February, the Reinert Center partnered with the Center for Accessibility and Disability Resources (CADR) to facilitate Universal Design and the American with Disabilities Act, a two-week asynchronous course that was open to all faculty, staff, and teaching grad students. This month, we partnered with the Distance Education Office (DEO) to present Getting Started with Creating Accessible Course Materials: Resources and Strategies, a one-hour virtual workshop open to all that introduced participants to SLU’s Checklist for Accessible Online Course Materials and its Canvas resource site that supports accessible design in documents, media, and course pages.
Finishing Touches on the Wrapper
Whew, quite a year! And I’ve used so many words just reflecting on last year that there is no space in this blog to talk about what is on the horizon for us in Distance Learning at the Reinert Center. Consequently, join us next time, dear reader, when my colleague Eric Royer, the Reinert Center’s Program Director for Distance Learning, shares with you our plans for the 2026-2027 academic year. Mini spoiler: it’s already looking like another busy year. I’m looking forward to developing exciting programming that the Reinert Center will bring to the SLU community!
For more information or to discuss how you might incorporate these ideas into your courses, contact the Reinert Center by email or submit a consultation request form.
The Notebook 