by James Fortney, Instructional Developer, Reinert Center I recently taught an undergraduate course on small group processes, with an emphasis on the role of communication in the development of the ‘work’ done by group members. It was an exciting opportunity for me to consider interdisciplinary perspectives on small groups (i.e., the content of selected readings… Continue reading Designing and Facilitating Group Work
Author: cttl740935600
Creating Significant Learning Experiences: Takeaways from the Annual National Workshop
by Sandy Gambill, Instructional Developer, Reinert Center Now in it’s 2nd edition, L. Dee Fink’s Creating Significant Learning Experiences has impacted many instructors’ decisions around course design. I recently had the opportunity to attend the annual workshop offered by Fink and Associates on applying the course design model they have developed. Here are two elements… Continue reading Creating Significant Learning Experiences: Takeaways from the Annual National Workshop
Reinert Center Pilots New Program on Culturally Responsive Teaching
by Debie Lohe, Director, Reinert Center Next week, the Reinert Center will launch a pilot for a new program focused on helping SLU faculty and graduate student instructors design and teach courses in ways that are culturally responsive. While the particular emphasis for the pilot is on engaging international students more inclusively, the concepts of… Continue reading Reinert Center Pilots New Program on Culturally Responsive Teaching
Book Review: Teaching Intensive and Accelerated Courses: Instruction That Motivates Learning
by Sandy Gambill, Reinert Center, Instructional Developer Teaching Intensive and Accelerated Courses: Instruction That Motivates Learning by Raymond J. Wlodkowski and Margery B. Ginsberg July is traditionally a time for the beach and BBQs. It’s also traditionally the time both teachers and students question their decisions to be in the classroom instead of the swimming… Continue reading Book Review: Teaching Intensive and Accelerated Courses: Instruction That Motivates Learning
Summer Reading List
by Jerod Quinn, Instructional Developer I have the good fortune to be in a place where there is an abundance of great reading and research available for my profession, instructional development. My co-workers point me towards exciting new ideas in the field along with keeping a list of the foundational writings. And with all that… Continue reading Summer Reading List
Using Ground Rules to Support a Diverse Learning Environment
by Elisabeth Hedrick-Moser, Instructor When I was a college student, and before I thought about it more intentionally, I thought “diversity” in education was really code for “politically correct,” or just a way to prevent or correct racism or stereotyping. I’ve since learned that diversity is, in itself, a positive force for education. Think about… Continue reading Using Ground Rules to Support a Diverse Learning Environment
Dealing with Classroom Management Challenges
by Dipti Subramanium, Post-Doctoral Fellow, Reinert Center Classroom management challenges are not uncommon; they are something that all instructors face at different levels and times. Below are some tips to address some common issues. Dominating students: While dominating students are often eager, knowledgeable, and help keep the discussion going, they could also hinder other students… Continue reading Dealing with Classroom Management Challenges
OTLI 2015 Recap
On June 1st through June 4th, faculty from across the University attended the 6th annual Online Teaching and Learning (OTLI) Institute at The Learning Studio in Des Peres Hall. The four-day institute provided an opportunity to explore effective teaching practices and pedagogy for teaching. Members of the Reinert Center facilitated discussions on course design, assessment… Continue reading OTLI 2015 Recap
Framing Assignments for Clarity
by Jerod Quinn, Instructional Developer I have known for a long time that I like to ramble when I talk, but it has been a recent discovery of mine that I also like to ramble when I write. While that’s not inherently a bad thing, it has been adding some undesirable tension between me and… Continue reading Framing Assignments for Clarity
The Assertion-Evidence Approach to Scientific Presentations
by Chris Grabau, Instructional Developer, Reinert Center In his 2003 book, The Craft of Scientific Presentations: Critical Steps to Succeed and Critical Errors to Avoid, Associate Professor of engineering communication at Pennsylvania State University, Michael Alley describes how an “assertion-evidence” approach to scientific presentations can create powerful and memorable learning experiences. Instead of presenting information… Continue reading The Assertion-Evidence Approach to Scientific Presentations
The Notebook 