Instructional Resources to Support Transgender Students

by James Fortney, Instructional Developer, Reinert Center The Reinert Center is committed to delivering programs, services, and instructional resources that support inclusive teaching at Saint Louis University. By inclusive teaching, we mean “the intentional use of course design and teaching methods to create equitable learning environments where all learners can be successful, regardless of differences […]

Remembering Mark Wilson

Many of us in the SLU community are remembering Mark Wilson this week, a cherished colleague and friend who died very unexpectedly one year ago. Mark was an associate professor in the theatre program and taught undergraduate courses on performance, lighting, and design. At the time of his death, there was an outpouring of stories […]

In Case You Missed It…

Just in case you were too busy during the spring semester and missed some of our resources or blog postings, here are three things we would like to draw to your attention. -Technology for Teaching, an e-journal by the Reinert Center’s instructional developer staff made it’s debut. You can read the first issue at https://sites.google.com/slu.edu/teachforteaching. […]

First Issue of New eJournal Now Available

The Reinert Center invites you to read the first issue of our new ejournal Technology for Teaching. Technology for Teaching is a semi-annual publication from the Instructional Developer team in Saint Louis University’s Reinert Center. Each issue will explore innovative ways technology might be used in teaching. It is available online at https://tinyurl.com/TechforTeachingSLU

What Should We Know about Stereotype Threat?

Recently, the Reinert Center hosted two book group discussions on Claude Steele’s Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do. A readable distillation of Steele’s social psychological research on stereotypes and identity (as well as subsequent research inspired by his work), the book can help us to understand educational performance gaps between […]

Fostering Self-Reflection at Mid-Term

by Debie Lohe, Director, Reinert Center Mid-term can be a powerful time for reflection – reflection for you on how you’re experiencing your teaching, reflection for students on how they’re experiencing their learning. For students who have found course content challenging during the first half of the semester, it can be a time when the […]

Upcoming Events: March 2016

Teaching with Technology: Effective Practices for Lecture/Lesson Capture March 3, 3:00-4:00 p.m., Des Peres 213 Ignatian Pedagogy Institute March 10, Il Monastero, St. Louise Room During this day-long institute, participants will increase and deepen their knowledge of Ignatian Pedagogy as an extension of Ignatian spirituality using the lens of imagination. Through multiple interactive sessions, participants will engage in […]

Reinert Center Announces Fall 2016 Innovative Teaching Fellows

The Reinert Center is pleased to announce Fall 2016 Innovative Teaching Fellows. These fellows will work with the center’s instructional developers in the spring 2015 session to prepare for teaching in the learning studio in fall 2016. The fellows and their courses are: Chris Carroll, Ph.D., Civil Engineering “Structural Analysis” Cathleen Fleck, Ph.D, Fine and […]

The Reinert Center Welcomes New Staff

The Reinert Center for Transformative Teaching and Learning enthusiastically announces the newest members of our staff. Instructional Developer: James Fortney James has been teaching undergraduate courses on communication, identity, and difference for nearly a decade. Prior to joining the Center, he was faculty in the Department of Communication Studies at Western Washington University. He also […]

Embracing Challenging Students

by Mitch Lorenz, Graduate Assistant, Reinert Center Following thoughtful class design, lecture preparation, online class portal updating, and first day of class clothing selection comes the time when we, as teachers, must step into the classroom and actually interact with students. Regardless of the degree of preparation, unexpected problems may arise as students begin to […]