Resources to Support LGBTQ Inclusive Curriculum and Classroom Climate

The Center for Ethics Education at Fordham University hosted a discussion in October 2013 with faculty and teaching fellows on creating LGBTQ inclusive classroom experiences. As a result of that discussion, the center maintains a website with regularly updated information and resources to support course-, department-, and institution-level efforts towards LGBTQ inclusion at Fordham. You […]

Resources to help facilitate difficult dialogues in the classroom

by Chris Grabau, Instructional Developer, Reinert Center With the recent events surrounding the Stockley verdict, renewed conversations related to race, privilege, class and equity can make their way into the classroom.  Facilitating dialogue and creating an equitable learning environment can be a challenging task even for the most seasoned faculty member. Last year, the Reinert […]

A Year on Inclusive Teaching: Closing Reflections

by Debie Lohe, Director, Reinert Center As the academic year comes to a close, the Reinert Center team is wrapping up a year-long focus on inclusive teaching.  Since August, we’ve hosted more than 10 events explicitly focused on different aspects of inclusive teaching, curated or created more than 40 web-based resources to promote inclusive teaching, […]

Strategies to Enhance Empathy Development in College Teaching

by Chris Grabau, Instructional Developer, Reinert Center The ability to practice empathy has become a popular topic lately.  As an important component for inclusive teaching and a crucial interpersonal skill necessary for a the 21st Century job market (Markham, 2016; National Research Council, 2013), empathy is often defined as a combination of behaviors that include […]

The Graphic Syllabus

by Debie Lohe, Director, Reinert Center The syllabus is a fraught document. It needs to do different kinds of work, for different kinds of audiences, and often these differences seem downright contradictory. Although a dominant metaphor for the syllabus is that of a contract, other metaphors also apply – and often resonate more with faculty: […]

Learning Styles Mini-Literature Review

by Sandy Gambill, Sr. Instructional Developer, Reinert Center The idea that individuals learn in different ways has been around for centuries. “As early as 334 BC, Aristotle said that “each child possessed specific talents and skills” and he noticed “individual differences in young children.” (Reiff, 92.) Research on learning styles in the 1970s (Kolb’s Experiential […]

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].

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 […]

Using Twitter to Promote Inclusive Learning

by Gina Merys, Associate Director, Reinert Center While it is easy to think of social media as a place for non-academic conversations or short bursts of impulsive prose, using social media can also be a way to link students’ experiences out of the classroom with what they are learning in the classroom. Not only can […]