by Eric Royer, Instructional Developer, Reinert Center The pandemic has, once again, disrupted teaching plans and learning arrangements as we embark on a new semester. Recent work has focused on the ways in which instructors can be flexible with their course designs or show more care and grace to students, but how can we assist… Continue reading The Role of Metacognition During Times of Disrupted Learning
Category: Instructional Continuity
Pandemic Lessons for Spring
by Eric Royer, Instructional Developer, Reinert Center for Transformative Teaching and Learning Remote and now dual-mode teaching has forced many of us to change (and likely question) our teaching activities, tools, and strategies in the classroom. With the start of a new semester, I’d like to briefly reflect on our shared pandemic teaching experience and… Continue reading Pandemic Lessons for Spring
Digital Storytelling as a Pandemic Community-Building Mechanism
by Eric Royer, Instructional Developer, Reinert Center Since our shift to remote and now dual-mode teaching, students have become more adept at using our course sites to access materials and complete course activities. They’re also more comfortable using Zoom and other tools to collaborate, engage, and meet key learning outcomes. At the same time, countless… Continue reading Digital Storytelling as a Pandemic Community-Building Mechanism
Don’t Forget: Breakout Rooms Require Community, Too
by Eric Royer, Instructional Developer, Reinert Center for Transformative Teaching and Learning In our push to accommodate the needs of students participating in online, hybrid, and remote learning formats, Zoom breakout rooms are consistently promoted as a viable tool to engage and connect students with content, each other, and course activities. The format has even… Continue reading Don’t Forget: Breakout Rooms Require Community, Too
Planning for Uncertainty: Tips to help establish a sense of consistency, care, and community
by Christopher Grabau, Instructional Developer, Reinert Center As we look ahead to the next semester, there may be an air of confusion as to how best to plan for the next term. While we cannot predict the future impact of the pandemic on our community, there are several ways instructors can offset uncertainty associated with… Continue reading Planning for Uncertainty: Tips to help establish a sense of consistency, care, and community
Resources for Teaching in the Hyflex Classroom
by Sandy Gambill, Sr. Instructional Developer, Reinert Center We’ve put a lot of time this summer into thinking about virtual students. What about students in the face to face (mask to mask?) classroom. Here are some recent articles and studies that might be helpful as you think about the physical classroom. When combining students in… Continue reading Resources for Teaching in the Hyflex Classroom
A Model for Pandemic Era Course Design
by Sandy Gambill, Sr. Instructional Developer, Reinert Center As we face the uncertainty of the fall semester, it is hard to see how our instructional time with students won’t change. We may go through the entire semester without transitioning to remote learning, as we were forced to in the spring. Even if that proves to… Continue reading A Model for Pandemic Era Course Design
Taking the Guesswork Out of Developing Hybrid Courses
by Katie Devany, M.S., Program Director & Instructor - Leadership and Organizational Behavior, School for Professional Studies I was selected for the Innovative Teaching Fellowship (ITF) in fall 2017 and taught an introductory entrepreneurship course. My experience differs from many SLU faculty in that I have been teaching online almost exclusively for seven years. While… Continue reading Taking the Guesswork Out of Developing Hybrid Courses
Implementing a Hybrid-Flipped Classroom Model in Biomedical Engineering
by Scott Sell, Associate Professor of Biomedical Engineering; Program Coordinator in Biomedical Engineering For a long time I had wanted to “flip” one of my classes. It was a pedagogy that I was intrigued by, where students are exposed to a significant amount of content prior to class through reading, exercises and videos and then… Continue reading Implementing a Hybrid-Flipped Classroom Model in Biomedical Engineering
Resources for Creating Asynchronous Courses Elements
Working asynchronously in a remote teaching and learning situation means that the instructor and the students are not required to meet simultaneously in order to participate in the course fully or to fulfill the learning objectives of the course. Despite not meeting together at the same time, students and instructors continue to interact regularly and… Continue reading Resources for Creating Asynchronous Courses Elements
The Notebook 