Book Review of Elizabeth A. Norell, The Present Professor: Authenticity and Transformational Teaching, volume 3 in the Teaching, Engaging, and Thriving in Higher Ed Series by Beth Petitjean, Digital Learning Specialist, Reinert Center It’s nearing the end of July. You know what that means? This is the last in my mini blog series reviewing books… Continue reading No Time Like the Present
Category: Transformative Learning
What’s Your Name?
Book Review of Michelle D. Miller, A Teacher’s Guide to Learning Student Names, volume 2 in the Teaching, Engaging, and Thriving in Higher Ed Series by Beth Petitjean, Digital Learning Specialist, Reinert Center Names are part of our identity. We might not like our names, we might love our names, we might have nicknames, we… Continue reading What’s Your Name?
For Your Summer Reading Pleasure
For Your Summer Reading Pleasure - Book Review of Catherine J. Denial, A Pedagogy of Kindness (2024), volume 1 in the Teaching, Engaging, and Thriving in Higher Ed Series by Beth Petitjean, Digital Learning Specialist, Reinert Center Summertime! Although the livin’ might not be as seemingly idyllic as a Gershwin tune, the pace of academic… Continue reading For Your Summer Reading Pleasure
Preparing for Election-Related Discussions in the Classroom
by Christopher Grabau, Program Director, Reinert Center Political and global affairs often enter our learning spaces. While these discussions can be challenging to navigate, they offer a unique opportunity to engage with and develop critical reflection. As we anticipate potentially challenging but crucial conversations in the classroom, it's essential to approach these moments with intentionality… Continue reading Preparing for Election-Related Discussions in the Classroom
New Resource Guide
A new resource guide on Problem Based Learning is now available [Problem Based Learning Resource Guide]. If you want to talk with someone about collaborative assignments or projects 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… Continue reading New Resource Guide
New Resource Guide Available
A new resource guide on Capstone Projects has been posted to the Reinert Center website [LINK]. If you want to talk with someone about capstone projects, or other high-impact practices, 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… Continue reading New Resource Guide Available
First Person Video and Learning
by Chris Grabau, Instructional Developer, Reinert Center Video tutorials have become an increasingly popular way to effectively learn new tasks. In a recent study on Google customer trends, 7-10 of all YouTube viewers use the platform to seek help with everything from work, studies, or hobbies (O’Neil-Hart, 2017 However, when demonstrating certain tasks, the perspective… Continue reading First Person Video and Learning
The Power of “Constructive Controversies”
by Debra Lohe, Director, Reinert Center Transformative learning necessarily involves change -- in knowledge, in perspective, and ultimately, in behavior. Key to this process is the idea of perspective transformation. There are many ways to link course learning to opportunities for students to shift their perspectives, about themselves and about others. Helping students transform their… Continue reading The Power of “Constructive Controversies”
Interleave Practice to Transform Learning
by Chris Grabau, Instructional Developer, Reinert Center The sequence in which information or skills are rehearsed can have an influence on recall, memory, or mastery of learning. Interleaving is an approach to learning where several related items are mixed together in a single study session. “When practice is interleaved rather than blocked, the practice of… Continue reading Interleave Practice to Transform Learning
Selecting and Providing Information
by James Fortney, Instructional Developer, Reinert Center Transformative learning theory encourages instructors to question the meaning and purpose of information they provide to learners (Cranton & King, 2003). This requires a process of critical self-reflection on course content that can occur before, during, and after we teach. During the design phase of a course, for… Continue reading Selecting and Providing Information
The Notebook 