2nd Annual Learning Studio Symposium
2nd Annual Learning Studio Symposium
Friday, April 19, 2013
Des Peres Hall, Room 213
Seating is limited for this event, so please register in advance
Interested in learning more about how and why Innovative Teaching Fellows are using collaborative and problem-based learning, online global partnerships, digital and social media, and more? Then please join the Reinert Center for Transformative Teaching & Learning's 2nd Annual Learning Studio Symposium on April 19 from 2-3:30 p.m. in Room 213, Des Peres Hall. Full-time faculty are encouraged to attend to see what's possible in the Learning Studio, a state-of-the-art teaching space designed by a team of faculty and students as part of the Herman Miller Learning Spaces Research Program.
A five-person panel of past and current Innovative Teaching Fellows will share their perspectives and experiences about teaching in the Learning Studio:
- Jenny Agnew, Ph.D., School for Professional Studies, will share her reflections on teaching the food-and-culture themed writing course, "English 150: The Process of Composition," in the Fall 2012.
- Beccy Aldrich, Ph.D., Department of Occupational Sciences and Occupational Therapy, will explore what she and her "Occupational Science 372: Occupations in Diverse Contexts" students are currently learning from an online partnership with the Karolinska Institutet, a medical university in Sweden.
- Paul Lynch, Ph.D., Department of English, will discuss how his "English 501: Teaching Writing" course is currently preparing graduate students for teaching college-level composition.
- Nathaniel Rivers, Ph.D., Department of English, will share his reflections on teaching "English 401: New Media Science Writing" and facilitating students' digital composition process during the Fall 2012.
- Thomas Stewart, J.D., School of Law, will review how collaborative and problem-based learning influenced his teaching of Evidence to first-year law students during the Fall 2012 semester.
Flannery Burke, Ph.D., Department of History and a Spring 2012 Innovative Teaching Fellow, will introduce the symposium panel and facilitate the conversation. Symposium presenters and attendees will also have an opportunity to discuss how to create engaging and interactive learning experiences designed especially for today's learners and how these lessons may be extended into others' classrooms and teaching philosophies.
Please note the following:
- Refreshments will follow the symposium in the first-floor International Lounge in Des Peres Hall.
- The front entrance of Des Peres Hall is currently under construction. Enter Des Peres Hall on the second-floor entrance via the back (south) stairwell, which faces Laclede Ave. For those who need accommodations, access to the basement of Des Peres Hall requires a SLU ID swipe and needs to be requested in advance by contacting Jane Jones, Program Director of Disability Services, at (314) 977-8885 or email@example.com.
About the 2nd Annual Learning Studio Panel Presenters and Moderator
Flannery Burke, Ph.D., is an associate professor in the Department of History. She specializes in environmental history, the history of the American West, cultural history, and gender history. She has been involved in the scholarship of teaching and learning (SoTL) history since 2004, and she currently serves on the writers committee drafting K-12 Common Core State Standards for social studies. She loves history and does her very best to develop a passion for the subject in her students.
Jenny Agnew, Ph.D., is an assistant professor of English and assistant chair of the Core Curriculum and General Studies Program at Saint Louis University's School for Professional Studies. Her areas of interest are American Literature, Gothic fiction, adult learners, and food studies. She is excited to teach an English 150 writing course based on food and culture in the Learning Studio, where the class will be able to take advantage of the unique space and technology to become better writers.
Beccy Aldrich, Ph.D., is an assistant professor in the Department of Occupational Science and Occupational Therapy. Her research interests include the theoretical and philosophical foundations of occupational science and occupational therapy; the relationship of resources to daily routines and activities; sociopolitical influences on everyday life; and the experiences of marginalized groups such as long-term unemployed people. Beccy derives her teaching philosophy from the work of John Dewey, who held that active, experience-based inquiry is key to creating real-world growth and change. Deweyan philosophy aligns closely with Ignatian pedagogy, and Beccy capitalizes upon that alignment when developing learning spaces. Her ideal learning space is one through which students' reflections, inquiries, and actions ignite appreciation of the learning process and spark improvements in the real world.
Paul Lynch is an assistant professor of English. He earned his Ph.D. in rhetoric and composition from Purdue University in 2008. Since coming to SLU, Paul has taught first-year writing, history of rhetoric, and composition theory. He was the recipient of the James H. Korn Scholarship of Teaching and Learning Award in 2010. Prior to attending graduate school, Paul taught high school English as a Jesuit Volunteer in Kingston, Jamaica; he also taught at the Santa Fe Indian School in New Mexico. His interests include writing pedagogy, rhetoric and ethics, and the history of Jesuit rhetorical education.
Nathaniel A. Rivers, Ph.D., is an assistant professor of English. His primary area of research and teaching is rhetorical theory and composition, with specializations in technical and professional communication, new media, and public rhetoric. As a teacher, Nathaniel works to foster student engagement-with themselves, each other, and the world at large. With respect to teaching with technology, he assumes that technology in the classroom is nothing new. Desks, textbooks, quizzes and tests, lecterns and lectures, and even classrooms themselves are all pedagogical technologies. He attempts, then, to productively pair course goals with a particular tool or suite of tools (some old, some new). Additionally, he works to examine the ethical implications of his pedagogy, acknowledging that if education is more than knowledge-banking, then it is certainly more personal, more participatory, and thus much more ethically precarious. His research has appeared in College Composition and Communication, Technical Communication Quarterly, Journal of Technical Writing and Communication, Kairos, Janus Head, and Ecology, Writing Theory, and New Media.
Professor Tom Stewart, J.D., is an assistant clinical professor of law and director of the trial advocacy program at Saint Louis University's School of Law. This semester Professor Stewart is teaching Evidence in the Learning Studio. The Learning Studio's flexible arrangement is especially conducive to the problem-based, collaborative teaching and learning Professor Stewart will use to introduce and guide students through the Federal Rules of Evidence (and the Missouri counterparts). Students in the Evidence course will also act as lead and second chair trial groups throughout the semester. In May 2012, Professor Stewart presented on using technology to teach advocacy at "Educating Advocates: Teaching Advocacy Skills 2012" at Stetson Law School. Professor Stewart is the first Law School professor to teach in the Learning Studio.