Teaching Center Work as “After Pedagogy”: A Personal Reflection

by Gina Merys, Associate Director, Reinert Center Last Fall, I had the pleasure of reading After Pedagogy: The Experience of Teaching, by Saint Louis University’s own Paul Lynch, Ph.D. (Associate Professor in the Department of English), and to discuss it on a panel created in its honor. What follows here is an adaptation of my […]

Book Review: Small Changes in Teaching

by Sandy Gambill, Sr. Instructional Developer, Reinert Center Often when we think about course design or learning new teaching practices, it’s easy to become paralyzed by the seemingly enormous task. That’s why the recent James M. Lang series on Small Changes in Teaching in the Chronicle of Higher Education is compelling as a reminder that sometimes […]

Student-Teacher Narratives: Teaching at the Intersection of Identities

by James Fortney, Instructional Developer, Reinert Center        Reading personal narratives about teaching is a powerful way to reflect on the more visceral dimensions of our work. I am particularly drawn to narratives that attend to matters of difference in teaching, as both a topic of inquiry and an embodied presence in our classrooms. […]

Book Review: Best Practices for Flipping the College Classroom

by Chris Grabau, Instructional Developer, Reinert Center Best Practices for Flipping the College Classroom by Julee B. Waldrop & Melody A. Bowdon (Eds.) Although there are a number of resources to offer tips and strategies for implementing the flipped classroom instructional method, evidence to show how the flipped approach can support college-level learning outcomes can […]

Designing and Facilitating Group Work

by James Fortney, Instructional Developer, Reinert Center I recently taught an undergraduate course on small group processes, with an emphasis on the role of communication in the development of the ‘work’ done by group members. It was an exciting opportunity for me to consider interdisciplinary perspectives on small groups (i.e., the content of selected readings […]

Creating Significant Learning Experiences: Takeaways from the Annual National Workshop

by Sandy Gambill, Instructional Developer, Reinert Center Now in it’s 2nd edition, L. Dee Fink’s Creating Significant Learning Experiences has impacted many instructors’ decisions around course design. I recently had the opportunity to attend the annual workshop offered by Fink and Associates on applying the course design model they have developed.  Here are two elements […]

Book Review: Teaching Intensive and Accelerated Courses: Instruction That Motivates Learning

by Sandy Gambill, Reinert Center, Instructional Developer Teaching Intensive and Accelerated Courses: Instruction That Motivates Learning by Raymond J. Wlodkowski and Margery B. Ginsberg July is traditionally a time for the beach and BBQs. It’s also traditionally the time both teachers and students question their decisions to be in the classroom instead of the swimming […]

Summer Reading List

by Jerod Quinn, Instructional Developer I have the good fortune to be in a place where there is an abundance of great reading and research available for my profession, instructional development. My co-workers point me towards exciting new ideas in the field along with keeping a list of the foundational writings. And with all that […]

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 […]

Taking Another Look at the Project-Based Class

by Gina Merys, Associate Director, Reinert Center In a recent article, “The Road to a Project-Based Classroom,” Gintaras Duda explains how he has moved from lecture to projects in his quantum mechanics course. The course he describes is one that has gone through three iterations as it has evolved into the wholly project-based class that […]