by Debie Lohe, Director, Reinert Center Another semester is coming to a close. You have stacks of exams and papers to grade, final grades to calculate. You have holiday shopping to finish, pending travel plans and family obligations. You’re tired, and cold …. maybe you have a cold. At this point in the academic year,… Continue reading Beyond the Semester’s End
Blog posts as critical reflection tools (Yes, really.)
by Amber Hinsley, Assistant Professor, Communication As a professor in the Department of Communication, you could say I’m in the business of communication. My classes tend to focus on journalism writing and developing digital skills, but regardless of the course topic all of my undergraduate students create blogs that they use to publish various assignments.… Continue reading Blog posts as critical reflection tools (Yes, really.)
“Teaching” an Upper Level Lab Course
by Michael Lewis, Associate Vice President for Faculty Development and Associate Professor of Chemistry I’m currently teaching an upper-level lab course, Biochemistry Laboratory I. The course is required for Biochemistry majors, and given current demand for the course from students in the program, these are the only students in the course; we do not have the room… Continue reading “Teaching” an Upper Level Lab Course
Adopting a “Growth Mindset” for Your Own Practice
by the Reinert Center Staff Last week, several members of the Reinert Center staff attended the annual conference of POD – the Professional and Organizational Development Network in Higher Education, the premier professional society for people who do what we do. Much of the conference focused on the field of educational development – the research,… Continue reading Adopting a “Growth Mindset” for Your Own Practice
Connecting the Dots of Practice: How One Program Improved a Collaborative Wiki Assignment
by Kim Levenhagen, Assistant Professor, Physical Therapy A year ago my colleagues and I in the Program in Physical Therapy piloted a wiki project to thread concepts from earlier and current coursework. We have continued with this project, albeit with some improvements. This project stretches the students to scaffold previously learned information in order to… Continue reading Connecting the Dots of Practice: How One Program Improved a Collaborative Wiki Assignment
2013 James H. Korn Award Recipients
The Reinert Center is proud to announce this year’s recipients of the James H. Korn Scholarship of Teaching and Learning Award, the Teaching and Learning Team from Interprofessional Education. Members of the team include: Irma Ruebling (Director of the IPE Center), Rebecca Banks (Social Work), Judy Carlson (Nursing), Ginge Kettenbach (Physical Therapy), Kathy Kienstra (Radiation… Continue reading 2013 James H. Korn Award Recipients
The Reinert Center Recognized as a Finalist for POD Innovation Award
by Michaella Thornton, Assistant Director for Instructional Design, Reinert Center Last week in Pittsburgh, Pennsylvania at the 38th Annual POD Network Conference, Reinert Center Director, Dr. Debra Rudder Lohe, presented her findings on “The Open Studio: Extending the Traditional Workshop” as one of 24 POD Innovation Award nominees. The creative idea that Debie shared with… Continue reading The Reinert Center Recognized as a Finalist for POD Innovation Award
Teaching the Graduate Seminar
by Gina Merys, Assistant Director, Reinert Center In a recent Chronicle of Higher Education article, “Student-Centered Graduate Teaching,” the author asks, “if most academics want to teach graduate students, why do so few of us think hard about how to do it?” (Cassuto, 2013). While I disagree with the premise that instructors of graduate seminars… Continue reading Teaching the Graduate Seminar
Why Won’t Students Read for Class?
by Debie Lohe, Director, Reinert Center This question arises frequently in conversations with faculty from all disciplines and at all levels of teaching. Although we’re quick to blame our attention-deficit culture – they’re too busy texting! – the fact is many students don’t do the reading for our classes because we haven’t actually taught them… Continue reading Why Won’t Students Read for Class?
Closed Books Exams: Relic or Relevant?
by Sandy Gambill, Instructional Designer, Reinert Center ProfHacker, a blog about “teaching, technology, and productivity” in the Chronicle of Higher Education, never fails to make me think. This week, coming off midterm exam period at SLU, they have me thinking about closed book exams. Are closed book exams still relevant in a world where memory… Continue reading Closed Books Exams: Relic or Relevant?
The Notebook 