by Gina Merys, Director, Reinert Center It seems difficult to believe that the fall semester has begun. Wasn’t it just yesterday that we were entering the bliss that is the end of May, when the promise of summer’s change of pace spread out before us like a picnic blanket? Now our steps are already quickening… Continue reading Another Academic Year Awaits
Author: Reinert Center
Diverse Brains in the Classroom: An Introduction to Neurodiversity
by Nicole States, Instructional Developer *a note on language: There is an ongoing discussion about whether to use person-first or identity-first language when discussing mental health and cognitive conditions. I have chosen to use identity-first language as it represents my personal stance with my neurodivergence. Studies show mixed preferences, so when speaking with or about… Continue reading Diverse Brains in the Classroom: An Introduction to Neurodiversity
Suspect the use of AI? Talk with your student.
by Robert Cole, Program Director, Reinert Center In a recent workshop I was asked about how to have a conversation with a student suspected of using generative AI to complete an assignment without permission to do so. I’ve been thinking a lot about this lately as we all continue to move through this time of… Continue reading Suspect the use of AI? Talk with your student.
Authenticity in Action
By Beth Petitjean, Ph.D., Digital Learning Specialist, Reinert Center Last month, I had the good fortune to attend and present a paper at The Teaching Professor Conference in New Orleans. I had never been to the conference nor the city before, and, honestly, I wasn’t sure what to expect from them either. A recent bout… Continue reading Authenticity in Action
Words matter: the influence of language on women in STEM disciplines.
by Elodie Pozzi, Department of Mathematics and Statistics It is widely recognized that words wield significant power and influence: their role extends beyond mere communication and persuasion, as they can evoke emotions, convey authority, instill confidence, and either motivate or demotivate. Certain usages of language can be as harmful as those with an explicit negative… Continue reading Words matter: the influence of language on women in STEM disciplines.
The End is Another Beginning
by Gina Merys, Director, Reinert Center The occasion of end of the academic year often asks us to hold in tension multiple different emotions. We are anxious about end-of-term exams, projects, and presentations; enthused about summer jobs and first “real” jobs; nostalgic about memories from years ago and yesterday; sad to say farewell to close… Continue reading The End is Another Beginning
Clickers and Peer Instruction with a Diversity, Equity and Inclusive (DEI) Approach
by Elodie Pozzi, Assistant Professor, Mathematics and StatisticesDEI Fellow, Reinert Center The Clickers and Peer Instruction is a method in education that consists in combining handheld electronic devices (called clickers) with peer-discussion. It aims at actively engaging students in the learning process and promoting peer interaction and discussion. Peer Instruction was developed by Eric Mazur,… Continue reading Clickers and Peer Instruction with a Diversity, Equity and Inclusive (DEI) Approach
Book Review: Creating Inclusive Online Communities (2022) by Sharla E. Berry
by Beth Petitjean, Ph.D., Digital Learning Specialist, Reinert Center How do you define community? How do you define inclusivity? Or, even, how do you know when your class is an engaged, inclusive learning community? We tend to throw these words around a lot, but how often do we really stop and ask ourselves what we… Continue reading Book Review: Creating Inclusive Online Communities (2022) by Sharla E. Berry
Creating counter-narratives in STEM classrooms through scientist spotlights
by Nicole States, Instructional Developer, Reinert Center Back in February, in Bedelia Richards’ “Teaching RaceTalk as a Skill” workshop, we had a great discussion on creating counter narratives to stereotypes from our fields. This discussion led me to reflect on the persistent image I see of scientists as primarily white, cisgender men. So how can… Continue reading Creating counter-narratives in STEM classrooms through scientist spotlights
The Myth of Learning Styles: Pedagogical Considerations Supporting a More Inclusive Learning Environment
by Christopher Grabau, Program Director, Reinert Center The concept of "learning styles" has persisted for decades, shaping teaching practices and curriculum design. However, a large body of research confirms that the notion of distinct learning styles, such as visual, auditory, or kinesthetic, lacks empirical support and may even be detrimental to effective teaching and learning… Continue reading The Myth of Learning Styles: Pedagogical Considerations Supporting a More Inclusive Learning Environment
The Notebook 