Communicating Engagement, Engaging Communication: Part 2

by James Fortney, Instructional Developer, Reinert Center Earlier this fall, I posted a short entry in The Notebook about the role of communication in developing and sustaining classroom engagement. I described engagement as a “potentially inventive conversation between communities with differences,” wherein members work together to generate new ways of thinking and talking (Deetz, 2008, […]

Collaborations in Teaching and Learning: A Transformative Experience

by Lenin Grajo, Assistant Professor, Occupational Science and Occupational Therapy In the Fall semester of 2013, I started having conversations about an international teaching and learning collaboration with a colleague and mentor of mine from the Department of Occupational Therapy in the University of the Philippines in Manila (UPM) for implementation in the fall of the following […]

How Do I Get My Students to Read the Assignment?

by Kim Levenhagen PT, DPT, WCC, Department of Physical Therapy and Athletic Training This has been a problem for me since my early years of teaching: I would come to class after assigning a reading ready for a robust conversation in the classroom.  Then, I would pose a softball of a question to the class to […]

Make Office Hours Great Again

by Mitch Lorenz, Graduate Assistant, Reinert Center The focus on effective teaching within the classroom can overshadow the importance of effective teaching outside of the classroom. Interactions with students outside of class can take many forms, from the post-class clarification to the awkward public run-in, but the most structured outside of class interactions occur during […]

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 […]

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 […]

New Resource Guide: Making Student Work Public Online

The Reinert Center has a series of brief resource guides designed to provide quick information on topics related to teaching.   Our latest resource guide, Making Student Work Public Online, addresses some of the major considerations needed when using online platforms for student assignments. As more assignments go online, it is important for faculty to know some of the ethical and […]

Effective Classroom Demonstrations

by Kelly McEnerney, Graduate Assistant, Reinert Center As pedagogical tools for engaging students, demonstrations serve a useful role in the classroom, particularly when used to introduce concepts that are difficult to convey in words. To extend this point, imagine a classic example of a child learning to tie shoes. Take a few seconds to formulate […]

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 […]

Using Ground Rules to Support a Diverse Learning Environment

by Elisabeth Hedrick-Moser, Instructor  When I was a college student, and before I thought about it more intentionally, I thought “diversity” in education was really code for “politically correct,” or just a way to prevent or correct racism or stereotyping.  I’ve since learned that diversity is, in itself, a positive force for education. Think about […]