by Christopher Grabau, Instructional Developer, Reinert Center Now that the semester is underway, it may be difficult to find space to reflect on teaching. Below are three simple suggestions you may want to consider incorporating into practice this year. Each suggestion offers space for self-reflection but also models research-supported best practices for teaching. If… Continue reading Reflection Tools for Teaching
Category: Jesuit/Ignatian
Mission Matters Episode 21: The Reinert Center
Ignatian Pedagogy Is About You Too
by Gina Merys, Director, Reinert Center Thinking about Ignatian pedagogy as we begin our spring semester 2022, it is nearly impossible not to think about the current, on-going context in which we are living: the COVID pandemic, racial disparities, the climate crisis, and so many more issues and challenges that weigh heavily on us both… Continue reading Ignatian Pedagogy Is About You Too
New Resource Guides
In the spirit of the Reinert Center’s focus on Ignatian Pedagogy, two Resources Guides have been posted to help you reflect on ways to get to know your students. The Ignatian Pedagogical framework helps articulate how a deeper reflection on the conditions of teaching and learning can prompt a more spiritual and person-centered educational experience.… Continue reading New Resource Guides
Shocking the System: Why Talk about Race in the Classroom?
by Elisabeth Hedrick-Moser, Instructional Consultant, Reinert Center Recent waves of violence against black lives and a rising tide of protest have raised cultural awareness of the depth of systemic racism. Many educators are pondering whether or how to acknowledge this cultural upheaval in the classroom. Some may feel that, although racism is a problem in… Continue reading Shocking the System: Why Talk about Race in the Classroom?
Who We Are is How We Teach
by Gina Merys, Acting Director, Reinert Center If students and subjects accounted for all the complexities of teaching, our standard ways of coping would do—keep up with our fields as best we can, and learn enough techniques to stay ahead of the student psyche. But there is another reason for these complexities: we teach who… Continue reading Who We Are is How We Teach
How Do You “Accompany” Students?
by Debie Lohe, Director, Reinert Center As we prepare to (re)engage students at the start of this new academic year, I’ve been thinking a lot about teaching as accompaniment. Earlier this summer, Fr. Arturo Sosa, the Superior General of the Society of Jesus (a.k.a., “the Jesuits” for those new to Jesuit education), articulated four key… Continue reading How Do You “Accompany” Students?
New Year’s Resolutions
by Stephen Belt, Assistant Professor, Aviation Science It is August and all things are possible for the coming academic year. This year, I will be more energetic, have better and more interactive classroom activities. This year, I will improve my exams. I’ll provide more feedback. I’ll get assignments back more quickly. I’ll do more research,… Continue reading New Year’s Resolutions
Jesuit Universities as Sanctuaries for Truth and Justice
by Debra Lohe, Director, Reinert Center Although the spring issue of Conversations on Jesuit Higher Education is already out, I find myself still thinking about the fall issue, which focused on Jesuit universities as “sanctuaries for truth and justice.” (You can read the full issue here: LINK.) From cover to cover, the Fall 2017 issue… Continue reading Jesuit Universities as Sanctuaries for Truth and Justice
Mindful Minutes: Towards a Contemplative Pedagogy
by James Fortney, Instructional Developer, Reinert Center I recently attended a workshop* on contemplative pedagogy at the Professional and Organizational Development Network in Higher Education (POD) conference in Louisville, Kentucky. Facilitated by Dr. Michael Sweet from Northeastern University, participants were invited to practice, discuss, and develop mindfulness activities for any teaching situation. Contemplative pedagogy emphasizes… Continue reading Mindful Minutes: Towards a Contemplative Pedagogy
The Notebook 