Art & Science of Learning, Jesuit/Ignatian

Preparing Our Students for the Future

by Kim Levenhagen PT, DPT, WCC, Assistant Professor in the Program in Physical Therapy In 2013, Hart Research Associates conducted an online survey of employers’ priorities for hiring today’s graduates.  This detailed analysis provided recommendations on changes that need to occur in education and educational assessment practices.  A brief summary of It Takes More Than a… Continue reading Preparing Our Students for the Future

Art & Science of Learning

Irrelevant or Engaged?

by Elisabeth Hedrick-Moser, Graduate Assistant, Reinert Center When Nicholas Kristof declaimed in his New York Times column that “Some of the smartest thinkers on problems at home and around the world are university professors, but most of them just don’t matter in today’s great debates,” he, unsurprisingly, unleashed some backlash from the academic community. Kristof’s… Continue reading Irrelevant or Engaged?

Art & Science of Learning

Why Are Concepts So Hard?

by Shawn Nordell, PhD, Associate Professor, Biology “Conceptual understanding” is a learning objective commonly seen in primary, secondary and post-secondary courses as well as throughout the educational literature.   Indeed, there is an emphasis in many disciplines to design a curriculum that promotes students’ conceptual understanding within a discipline rather than simple procedural knowledge or rote… Continue reading Why Are Concepts So Hard?

Art & Science of Learning, Spotlight on Teaching

“Teaching” an Upper Level Lab Course

by Michael Lewis, Associate Vice President for Faculty Development and Associate Professor of Chemistry I’m currently teaching an upper-level lab course, Biochemistry Laboratory I.  The course is required for Biochemistry majors, and given current demand for the course from students in the program, these are the only students in the course; we do not have the room… Continue reading “Teaching” an Upper Level Lab Course