Author: cttl740935600

by James Fortney, Instructional Developer, Reinert Center Earlier this fall, I posted a short entry in The Notebook about the role of communication in developing and sustaining classroom engagement. I described engagement as a “potentially inventive conversation between communities with differences,” wherein members work together to generate new ways of thinking and talking (Deetz, 2008,… Continue reading Communicating Engagement, Engaging Communication: Part 2

by Lenin Grajo, Assistant Professor, Occupational Science and Occupational Therapy In the Fall semester of 2013, I started having conversations about an international teaching and learning collaboration with a colleague and mentor of mine from the Department of Occupational Therapy in the University of the Philippines in Manila (UPM) for implementation in the fall of the following… Continue reading Collaborations in Teaching and Learning: A Transformative Experience

by Kim Levenhagen PT, DPT, WCC, Department of Physical Therapy and Athletic Training This has been a problem for me since my early years of teaching: I would come to class after assigning a reading ready for a robust conversation in the classroom.  Then, I would pose a softball of a question to the class to… Continue reading How Do I Get My Students to Read the Assignment?

by Mitch Lorenz, Graduate Assistant, Reinert Center The focus on effective teaching within the classroom can overshadow the importance of effective teaching outside of the classroom. Interactions with students outside of class can take many forms, from the post-class clarification to the awkward public run-in, but the most structured outside of class interactions occur during… Continue reading Make Office Hours Great Again