Encounters with Primary Sources: On Teaching Critical Thinking in History

by Luke Yarbrough, Assistant Professor, Department of History Last week a student in one of my courses told me that she was feeling frustrated. In the course—an advanced seminar on how the concept of “jihad” has been interpreted historically—students break up each week into three “task forces,” each of which works to master an assigned primary or […]

One Key to Pedagogical Success: Questions and Enduring the Awkward Silence

by Kenneth L. Parker, Steber Professor in Theological Studies At the beginning of each academic year, I have to relearn the same lesson: enduring the awkward silence after a question has been asked. At the start of my career this “skill” seemed unendurable. It felt far easier to fill the empty void of fifty or seventy-five […]

Critical Thinking in Medicine: Reflections of a Third Year Student

by Priya Parikh, Graduate Student, School of Medicine “So, what is your assessment and plan for this patient?” As a third year medical student, I am used to hearing this question during rounds when we present the patients we have been following to our residents and attending physician.  Early on in the year, this was […]

Mind Body Spirit: Teaching in the Jesuit tradition

by Stephen Belt, Assistant Professor, Aviation Science I started riding my bicycle to work again. Finally. A week before classes began I made the (quiet) commitment to ride to work 80% of the time- 4 out of 5 days. Two weeks in and I’m at 75%. For you overachievers, I consider that a victory. I’ll […]

Communicating Engagement, Engaging Communication

by James Fortney, Instructional Developer, Reinert Center The term “engagement” continues to be fashionable in conversations about teaching, research, and the role of service in higher education. It often functions as a buzzword, referenced here and there to signify a thing we value and strive to achieve in our work. And yet, we are rarely […]