by Chris Grabau, Instructional Developer, Reinert Center Self-determination theory (or SDT) is a theory of motivation that articulates the inherent (or intrinsic) factors needed in order for person to exhibit self-motivating and self-determined behaviors. SDT founders, Edward Deci and Richard Ryan propose there are three intrinsic “nutriments” or behaviors that are not only important for… Continue reading Autonomy, Structure, and Support
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Affective Learning
by James Fortney, Instructional Developer, Reinert Center When defining transformative learning, Jack Mezirow (1997) argues it is “an active process involving [the] thought, feelings, and disposition” of the learner (p. 10). By drawing attention to the more affective dimensions of teaching and learning, he gives authority to many of the things we hope our students… Continue reading Affective Learning
New Resource Guide
A new resource guide on integrating technologies into assignments has been posted to the Reinert Center website [LINK]. If you want to talk with someone about integrating technology into assignments in your own classes, you may request a teaching consultation by completing this form (LINK). If you have ideas for resource guide topics you would… Continue reading New Resource Guide
Resources to help facilitate difficult dialogues in the classroom
by Chris Grabau, Instructional Developer, Reinert Center With the recent events surrounding the Stockley verdict, renewed conversations related to race, privilege, class and equity can make their way into the classroom. Facilitating dialogue and creating an equitable learning environment can be a challenging task even for the most seasoned faculty member. Last year, the Reinert… Continue reading Resources to help facilitate difficult dialogues in the classroom
Fellowship, Award, and Symposium Open Calls
The Reinert Center currently has 3 separate calls open that you might be interested in. Innovative Teaching Fellowship- Call for Applications Each semester, the Reinert Center awards a small number of Innovative Teaching Fellowships to full-time, permanent teaching faculty who will teach in our highly-flexible, technology-rich classroom, the Learning Studio. Innovative Teaching Fellows spend the first… Continue reading Fellowship, Award, and Symposium Open Calls
Intentional Change
by James Fortney, Instructional Developer, Reinert Center George Slavich and Philip Zimbardo suggest that a variety of instructional methods, ranging from experiential learning to problem-based learning, “share important underlying characteristics and can be viewed as complimentary components of a broader approach to classroom instruction called transformational teaching” (Slavich & Zimbardo, 2012, p. 569). One of… Continue reading Intentional Change
Beginning Anew, Renewing Our Commitments
by Debie Lohe, Director, Reinert Center New academic years are filled with promise. All choices are open to us. We aim high, sure that the hectic pace of the old year has passed and we can finally achieve our most aspirational goals. It doesn’t take long for the calendar to fill and our best hopes… Continue reading Beginning Anew, Renewing Our Commitments
Accommodation and Course Design
by James Fortney, Instructional Developer, Reinert Center A recent article from ChronicleVitae discusses the benefits of focusing on accommodation when writing or revising syllabi for a new semester. David Goobler (2017) argues, “We’re wrong to think of accommodations as exceptions that detract from our normal way of doing things. Accommodating students is our normal way… Continue reading Accommodation and Course Design
Book Review: The Slow Professor
by James Fortney, Instructional Developer, Reinert Center If you are looking for an interesting (and motivating) book to dig into before the semester begins, I recommend picking up a copy of The Slow Professor: Challenging the Culture of Speed in the Academy (Berg & Seeber, 2016). The authors challenge the frantic pace of pedagogical and… Continue reading Book Review: The Slow Professor
Reviewing the Characteristics of Effective Teachers
by Gina Merys, Associate Director, Reinert Center The August/September 2017 issue of The Teaching Professor Newsletter reviewed two recent studies that looked at the most important teacher characteristics as identified by students. While the studies do not reveal solid evidence about any characteristic’s direct bearing on student learning, one of the studies (Gerhard, 2016) does… Continue reading Reviewing the Characteristics of Effective Teachers
The Notebook 