Author: cttl740935600

by Debie Lohe, Director, Reinert Center The syllabus is a fraught document. It needs to do different kinds of work, for different kinds of audiences, and often these differences seem downright contradictory. Although a dominant metaphor for the syllabus is that of a contract, other metaphors also apply - and often resonate more with faculty:… Continue reading The Graphic Syllabus

by Sandy Gambill, Sr. Instructional Developer, Reinert Center The idea that individuals learn in different ways has been around for centuries. “As early as 334 BC, Aristotle said that “each child possessed specific talents and skills” and he noticed “individual differences in young children.” (Reiff, 92.) Research on learning styles in the 1970s (Kolb’s Experiential… Continue reading Learning Styles Mini-Literature Review

by Chris Grabau, Instructional Developer, Reinert Center "Learning of all kinds goes on best, lasts best, and tends to lead itself on more when it grows out of a real focus of interest in the learner."  - Carl Rogers Establishing an inclusive learning environment can depend on how well instructors encourage and maintain working relationships… Continue reading Person-Centered Perspectives on Inclusive Teaching

A new resource guide on Assessment in Diverse Classrooms [LINK] has been posted to the Reinert Center website [LINK]. If you want to talk with someone about this topic 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 like to see posted, share them here [LINK].

by James Fortney, Instructional Developer, Reinert Center Queer pedagogy is an emerging area of research among scholars and instructors who are committed to creating inclusive learning environments for all students. Informed largely by queer theory and concerned with the experiences of gay, lesbian, bisexual, and transgender learners, queer pedagogy is an interdisciplinary approach that emphasizes… Continue reading Queer Pedagogy