On June 1st through June 4th, faculty from across the University attended the 6th annual Online Teaching and Learning (OTLI) Institute at The Learning Studio in Des Peres Hall. The four-day institute provided an opportunity to explore effective teaching practices and pedagogy for teaching. Members of the Reinert Center facilitated discussions on course design, assessment… Continue reading OTLI 2015 Recap
Framing Assignments for Clarity
by Jerod Quinn, Instructional Developer I have known for a long time that I like to ramble when I talk, but it has been a recent discovery of mine that I also like to ramble when I write. While that’s not inherently a bad thing, it has been adding some undesirable tension between me and… Continue reading Framing Assignments for Clarity
The Assertion-Evidence Approach to Scientific Presentations
by Chris Grabau, Instructional Developer, Reinert Center In his 2003 book, The Craft of Scientific Presentations: Critical Steps to Succeed and Critical Errors to Avoid, Associate Professor of engineering communication at Pennsylvania State University, Michael Alley describes how an “assertion-evidence” approach to scientific presentations can create powerful and memorable learning experiences. Instead of presenting information… Continue reading The Assertion-Evidence Approach to Scientific Presentations
Teaching Podcasts
Looking for an easy way to get in some professional development during your summer travels? Teaching in Higher Ed is a free podcasting site with episodes on topics ranging from How to Take a Break to Eliciting and Using Student Feedback. Teaching in Higher Ed http://teachinginhighered.com/episodes/
Looking Back: Reaction or Response?
by Debie Lohe, Director, Reinert Center At the beginning of this academic year, I wrote about the importance of moving from reaction to response when teaching in a time of crisis. That blog post, offered at the start of a new semester, recommended reflection as a means of helping students to avoid “reactive monologue” and… Continue reading Looking Back: Reaction or Response?
Congratulations to the Spring 2015 Certificate in University Teaching Skills Recipients!
The Reinert Center for Transformative Teaching and Learning honored fifteen Certificate in University Teaching Skills recipients and twelve Foundations Certificate in University Teaching Skills recipients at our Spring Ceremony on Friday, May 1 from 3:30-5:00 in the Level 2 Gallery (second floor, Pius Library). Long-time board member and professor in the School of Social Work, Dr. Sue… Continue reading Congratulations to the Spring 2015 Certificate in University Teaching Skills Recipients!
Assessing Higher-Order Thinking
by Kelly McEnerney, Graduate Assistant, Reinert Center The tendency for students to become consumed with grades at the expense of learning is all too common. It is evidenced in certain questions students ask, such as “do we need to know this?” or “will this be on the exam?” Whatever the response, it then influences students’… Continue reading Assessing Higher-Order Thinking
Engaging Students to Improve Academic Integrity
by Kim Levenhagen, Assistant Professor, Department of Physical Therapy & Athletic Training On March 24, 2015, Provost John Etchemendy wrote a letter to all faculty at Stanford University regarding an increasing number of allegations regarding academic dishonesty. He wrote, “Dishonesty is corrosive in an academic community.” In his letter he implored faculty to define academic… Continue reading Engaging Students to Improve Academic Integrity
Coming up from the Reinert Center
4th Annual Learning Studio Symposium April 24, 1:30 - 3:00 p.m., Des Peres 213 Please join us for our 4th Annual Learning Studio Symposium where past and current Innovative Teaching Fellows will share their perspectives and experiences about teaching in the Learning Studio, a state-of-the-art teaching space designed by a team of faculty and students as part… Continue reading Coming up from the Reinert Center
Promoting student self-assessment in the classroom
by Dipti Subramanium, Post-Doctoral Fellow, Reinert Center The idea of student self-assessment is not something that we always think to incorporate into our teaching practices. However, being intentional about involving students in their own learning process is an integral part of a learning cycle as well as effective teaching. Why involve students? Integrating student self-assessment has… Continue reading Promoting student self-assessment in the classroom
The Notebook 