Person-Centered Perspectives on Inclusive Teaching

by Chris Grabau, Instructional Developer, Reinert Center “Learning of all kinds goes on best, lasts best, and tends to lead itself on more when it grows out of a real focus of interest in the learner.”  - Carl Rogers Establishing an inclusive learning environment can depend on how well instructors encourage and maintain working relationships […]

A new resource guide on Assessment in Diverse Classrooms

A new resource guide on Assessment in Diverse Classrooms [LINK] has been posted to the Reinert Center website [LINK]. If you want to talk with someone about this topic 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 posted, share them here [LINK].

Collecting and Reacting to Student Feedback

by Mitch Lorenz, Graduate Assistant, Reinert Center When thinking about asking students for feedback there are a number of factors to consider. Your motivation as the instructor, the students’ motivation to provide authentic feedback, as well as your intentions for how to use the feedback all play a role in how the feedback might look, […]

Queer Pedagogy

by James Fortney, Instructional Developer, Reinert Center Queer pedagogy is an emerging area of research among scholars and instructors who are committed to creating inclusive learning environments for all students. Informed largely by queer theory and concerned with the experiences of gay, lesbian, bisexual, and transgender learners, queer pedagogy is an interdisciplinary approach that emphasizes […]

What We’re Reading Lately: About Online Teaching and Learning

Online Learning Journal Volume 2, Issue 4 – December 2016 The Online Learning Consortium (formerly Sloan C) recently published a special issue of the seven best research papers presented at The 2016 American Educational Research Association Special Interest Group (SIG) on Online Teaching and Learning.  Research topics include Culturally Responsive Teaching Knowledge and Practices […]