by Mitch Lorenz, Graduate Assistant, Reinert Center This week, a resource guide related to undergraduate involvement in research is being added to our collection of pedagogical materials on our website [link]. This brief overview includes links to articles detailing how undergraduate students benefit from participation in undergraduate research and ways to improve student involvement in… Continue reading Undergraduate Participation in Research: A High Impact Practice
Scholarship of Teaching and Learning Symposium and James H. Korn Award
November 2, 2017, 3:00-4:30 Pere Marquette Gallery We invite all faculty and graduate students to attend the third annual Scholarship of Teaching and Learning (SoTL) Symposium. The goal of the symposium is to showcase the SoTL work being conducted by Saint Louis University faculty and graduate students, and to promote a community of SoTL practitioners.… Continue reading Scholarship of Teaching and Learning Symposium and James H. Korn Award
Resources to Support LGBTQ Inclusive Curriculum and Classroom Climate
The Center for Ethics Education at Fordham University hosted a discussion in October 2013 with faculty and teaching fellows on creating LGBTQ inclusive classroom experiences. As a result of that discussion, the center maintains a website with regularly updated information and resources to support course-, department-, and institution-level efforts towards LGBTQ inclusion at Fordham. You… Continue reading Resources to Support LGBTQ Inclusive Curriculum and Classroom Climate
New Resource Guide
A new resource guide on assessing affective learning has been posted to the Reinert Center website [LINK]. If you want to talk with someone about assessing affective learning 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
Autonomy, Structure, and Support
by Chris Grabau, Instructional Developer, Reinert Center Self-determination theory (or SDT) is a theory of motivation that articulates the inherent (or intrinsic) factors needed in order for person to exhibit self-motivating and self-determined behaviors. SDT founders, Edward Deci and Richard Ryan propose there are three intrinsic “nutriments” or behaviors that are not only important for… Continue reading Autonomy, Structure, and Support
Affective Learning
by James Fortney, Instructional Developer, Reinert Center When defining transformative learning, Jack Mezirow (1997) argues it is “an active process involving [the] thought, feelings, and disposition” of the learner (p. 10). By drawing attention to the more affective dimensions of teaching and learning, he gives authority to many of the things we hope our students… Continue reading Affective Learning
New Resource Guide
A new resource guide on integrating technologies into assignments has been posted to the Reinert Center website [LINK]. If you want to talk with someone about integrating technology into assignments 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… Continue reading New Resource Guide
Resources to help facilitate difficult dialogues in the classroom
by Chris Grabau, Instructional Developer, Reinert Center With the recent events surrounding the Stockley verdict, renewed conversations related to race, privilege, class and equity can make their way into the classroom. Facilitating dialogue and creating an equitable learning environment can be a challenging task even for the most seasoned faculty member. Last year, the Reinert… Continue reading Resources to help facilitate difficult dialogues in the classroom
Fellowship, Award, and Symposium Open Calls
The Reinert Center currently has 3 separate calls open that you might be interested in. Innovative Teaching Fellowship- Call for Applications Each semester, the Reinert Center awards a small number of Innovative Teaching Fellowships to full-time, permanent teaching faculty who will teach in our highly-flexible, technology-rich classroom, the Learning Studio. Innovative Teaching Fellows spend the first… Continue reading Fellowship, Award, and Symposium Open Calls
Intentional Change
by James Fortney, Instructional Developer, Reinert Center George Slavich and Philip Zimbardo suggest that a variety of instructional methods, ranging from experiential learning to problem-based learning, “share important underlying characteristics and can be viewed as complimentary components of a broader approach to classroom instruction called transformational teaching” (Slavich & Zimbardo, 2012, p. 569). One of… Continue reading Intentional Change
The Notebook 