by Debie Lohe, Director, Reinert Center In a blog post earlier this semester, I offered some thoughts on the important distinction between reaction and response when teaching in times of crisis. Since then, the need for response (versus reaction) has only grown stronger. We’ve had continuing protests (on campus, in the St. Louis region, and… Continue reading Seeking “the Gray”: Further Thoughts on Teaching in a Time of Crisis
Author: cttl740935600
Congratulations Fall 2014 Certificate in University Teaching Skills Recipients!
The Reinert Center for Transformative Teaching and Learning will honor three Certificate in University Teaching Skills recipients and four Foundations Certificate in University Teaching Skills recipients at our Fall Ceremony on Friday, December 5, 2014 from 3:30-5:00 in the Pere Marquette Gallery (second floor, DuBourg Hall). Long-time board member and professor in the Department of… Continue reading Congratulations Fall 2014 Certificate in University Teaching Skills Recipients!
Teaching Students to Think like Experts
by Kelly McEnerny, Graduate Assistant, Reinert Center An expert guitarist might hear Tom Petty’s “Free Falling” and be able to discern patterns related to a chromatic scale and relate those patterns to other songs – I recently learned from a colleague and professional musician that The Kingsmen’s “Louie Louie” shares the same pattern as “Free… Continue reading Teaching Students to Think like Experts
Fostering Critical Thinking through the Socratic Method
by Dipti Subramanium, Post-Doctoral Fellow, Reinert Center As one of the oldest styles of teaching, the Socratic method is an open-ended, inquiry-based model that prompts the students with questions as opposed to providing answers. It is an effective technique for those interested in fostering and promoting critical thinking in the classroom. Often, the biggest misconception… Continue reading Fostering Critical Thinking through the Socratic Method
Moving from “Why Aren’t They Reading?” to Creating a Culture of Reading
by Elisabeth Hedrick-Moser, Graduate Assistant, Reinert Center Skeptical that your students did the reading? Chances are you’re probably right to be. Studies show that on any given day, about 1/3 of the students will have read the assignment (Hobson 2). Eric Hobson’s IDEA paper*, “Getting Students to Read: Fourteen Tips,” offers a diagnosis of student… Continue reading Moving from “Why Aren’t They Reading?” to Creating a Culture of Reading
Ferguson at the Clock Tower: When community-based inquiry comes to campus
by Lauren Arend, Assistant Professor, Education On the morning of Monday, October 13, the day the SLU campus woke to protestors and activists setting up camp at the clock tower, I was busy preparing for my School and Community class for preservice teachers. As has happened often over the two semesters I have taught this course,… Continue reading Ferguson at the Clock Tower: When community-based inquiry comes to campus
Reinert Center Supports Research on Teaching and Learning
Thanks to the vision of Dr. Elena Bray Speth, the Reinert Center's Mary L. Stephen Faculty Fellow for Scholarly Teaching, on Friday, October 17, 2014, the Reinert Center hosted the first annual Scholarship of Teaching and Learning Symposium. The symposium showcased IRB-approved research being conducted on teaching and learning by 22 faculty members and graduate… Continue reading Reinert Center Supports Research on Teaching and Learning
“Metanoia” in PhD Mentoring
by Kenneth L. Parker, Steber Professor in Theological Studies, Department of Theological Studies Metanoia is a transliteration of the Greek word, μετάνοια, and means “change of mind, repentance, regret.” While the Greek word means far more than the English terms “repentance” or “regret” can convey, the expression “change of mind” is too vague to carry the force of… Continue reading “Metanoia” in PhD Mentoring
Student Engagement Technique: Liven Up Class Discussions with the IF-AT Form
By Elizabeth Sweeny Block, Assistant Professor, Department of Theological Studies Have you ever posed a question to your students only to be met with blank stares and silence? Have you wondered how you could better facilitate discussion in class? Have you wished that you could motivate your students to participate in class conversations? The IF-AT… Continue reading Student Engagement Technique: Liven Up Class Discussions with the IF-AT Form
Empowering Students to Use Sources Responsibly: One Small, Powerful Book for Students
by Debie Lohe, Director, Reinert Center Let me begin with a confessional tale: When I was first assigned Gordon Harvey’s Writing with Sources, I was a young graduate student, preparing to teach an undergraduate course. The book seemed straightforward enough, and there were many things in it I already knew (e.g., the literal definition of… Continue reading Empowering Students to Use Sources Responsibly: One Small, Powerful Book for Students
The Notebook 