by James Fortney, Instructional Developer, Reinert Center One of my early teaching mentors encouraged me to prioritize difference during the first class of the semester. “But, how?” I asked, with a heavy feeling of accountability. She told me I needed to reflect on my goals for the course and their relationship to matters of difference… Continue reading Acknowledging Difference on the First Day
Inclusive Teaching: Reflections on the Reinert Center’s 2016-2017 Theme
by Debie Lohe, Director, Reinert Center Each year, the Reinert Center chooses a theme of broad interest to SLU educators, around which we focus programs and resources. This year, our theme is Inclusive Teaching. In what follows, I offer a few thoughts to orient you to the theme and provide a brief overview of how… Continue reading Inclusive Teaching: Reflections on the Reinert Center’s 2016-2017 Theme
Teaching Online: A 24 X 7 Job
by Sandy Gambill, Senior Instructional Developer, Reinert Center When working with professors to develop online courses, the questions I get asked most often have to do with student contact. How will I communicate with my students? How will I keep this from becoming a 24 x 7 job? These are certainly valid concerns, especially when… Continue reading Teaching Online: A 24 X 7 Job
Teaching Center Work as “After Pedagogy”: A Personal Reflection
by Gina Merys, Associate Director, Reinert Center Last Fall, I had the pleasure of reading After Pedagogy: The Experience of Teaching, by Saint Louis University’s own Paul Lynch, Ph.D. (Associate Professor in the Department of English), and to discuss it on a panel created in its honor. What follows here is an adaptation of my… Continue reading Teaching Center Work as “After Pedagogy”: A Personal Reflection
Book Review: Small Changes in Teaching
by Sandy Gambill, Sr. Instructional Developer, Reinert Center Often when we think about course design or learning new teaching practices, it’s easy to become paralyzed by the seemingly enormous task. That’s why the recent James M. Lang series on Small Changes in Teaching in the Chronicle of Higher Education is compelling as a reminder that sometimes… Continue reading Book Review: Small Changes in Teaching
The Culturally Responsive Teaching Academy Enters Second Year
by Debie Lohe, Director, Reinert Center The newest members of the Reinert Center’s Culturally Responsive Teaching Academy (CRTA) convened last week for a four-day summer institute, the first commitment in the program. First piloted last year, the CRTA is a year-long development opportunity for SLU faculty and graduate student instructors who teach INTO-SLU Pathway courses… Continue reading The Culturally Responsive Teaching Academy Enters Second Year
Incorporate Active Learning Strategies Using Little Known Features of Campus Technologies
by Chris Grabau, Instructional Developer, Reinert Center Incorporating active learning strategies into a course’s design can improve students’ recall of course information, improve academic performance, reduce cognitive load, and promote student engagement (Bonwell & Eison, 1991; Mayer & Moreno, 2003; Prince, 2004). Although there are a number of University-supported academic resources available to faculty, knowing… Continue reading Incorporate Active Learning Strategies Using Little Known Features of Campus Technologies
Teaching International Students
by Gina Merys, Associate Director, Reinert Center As we look ahead to the fall semester, and the arrival of the first official cohort of INTO students arriving in our classrooms, the summer is a good time to think about making changes to courses in order to promote learning for all of our students. The book,… Continue reading Teaching International Students
Rethinking Learning Space as DeafSpace
by James Fortney, Instructional Developer, Reinert Center As teachers, we have limited control over the spaces where we teach – let alone the built design of those spaces! However, we do have some control over the activities and orientations that students experience in those spaces. Room features such as furniture, lighting, acoustics, and technology each… Continue reading Rethinking Learning Space as DeafSpace
Start Small: Tips for Fostering Effective Class Discussion
If you’re looking for small ways to enhance class discussions – whether in online or on-ground courses – you might find our two newest resource guides of interest. The tips presented in the Fostering Discussion in Face-to-Face Classes may apply to a wide range of discussion types. Those provided in Fostering Discussion in Online Classes… Continue reading Start Small: Tips for Fostering Effective Class Discussion
The Notebook 