Saint Louis University

White Papers

Periodically, the Center publishes White Papers: Focus on Teaching and Learning. The White Papers Series is intended as a showcase for scholarly articles, written by faculty and graduate students at Saint Louis University. Articles selected for publication focus on issues related to teaching and learning in higher education. They are selected by peer review, in a process led by SLU faculty.

Edition 4: May 2012

Welcome to the fourth edition of the Reinert Center for Teaching Excellence's peer-reviewed publication, White Papers: Focus on Teaching and Learning. The White Papers Series is intended as a showcase for articles written by faculty and graduate students at Saint Louis University. Articles selected for publication focus on issues related to teaching and learning in higher education.

This fourth edition contains four papers. The first paper develops an international perspective on the convergence of accounting practices, "The SEC Roadmap for the Application of IFRS to U.S. Issuers: a New Way to Teach Advanced Accounting" written by Professor María Alvarado, Ph.D. Rey Juan Carlos University, Madrid, Spain and Professor Laura Muro, Ph.D, St. Louis University, Madrid, Spain. And the second focuses on the link between cognitive functions of memory and student attention in the classroom, "Mind Wandering in the Classroom" written by Sara L. Bagley, Carrie M. Brown, Brandon Smit, and Rachel E. Tennial Psychology Department Graduate Students, Saint Louis University. "The Urban/Housing Issues Symposium: A Proposal for an Interdisciplinary Capstone Problems Course", by Professor Mary R. Domahidy (Saint Louis University), and Professor Peter W. Salsich, Jr. (Saint Louis University), is the third paper. It showcases the utilization of interdisciplinary courses to solve social issues. The fourth paper in this edition, "Issues Surrounding English as a Second Language Students and Exams", by graduate student, Erin D. Solomon (Saint Louis University), addresses issues with evaluating the course exams of English Language Learners.

Edition 3: September 2010

Welcome to the third edition of the Reinert Center for Teaching Excellence's peer-reviewed publication, White Papers: Focus on Teaching and Learning. The White Papers Series is intended as a showcase for articles written by faculty and graduate students at Saint Louis University. Articles selected for publication focus on issues related to teaching and learning in higher education.

This third edition contains three papers covering a range of topics. The first deals with computers in the classroom, "If You Can't Beat Em', Join Em': Using Computers in the Classroom" written by Elizabeth Fathman, Ph.D. Saint Louis University. The second article discusses a framework for teaching ethics, "An Integrated Micro-insertion Teaching Strategy for Business Ethics" by Sylvia Rohlfer, Ph.D. and Alesia Slocum, Ph.D. Saint Louis University, Madrid. The third and final article addresses communicating with students outside the regular classroom, "Reaching Out After Class: A Call for Research Examining Out-of-Class Contact with Students in Post Secondary Education" written by Amy M. Garczynski, Ursula A. Sanborn, and Kelly Reed Saint Louis University Graduate Students.

Edition 2: March 2009

Welcome to the second edition of the Reinert Center for Teaching Excellence's peer-reviewed publication, White Papers: Focus on Teaching and Learning. The White Papers Series is intended as a showcase for articles written by faculty and graduate students at Saint Louis University. Articles selected for publication focus on issues related to teaching and learning in higher education.

This second edition contains two papers: "Easing Our Pain: A Statistical Guide for Graduate Students" by Jana Hackathorn, Heather Thornton, Rachel Tennial, and LaMarcus Bolton, graduate students in psychology; and "Writing Letters of Recommendation: A Form to Help Students Help You, So You Can Help Them" by Scott Harris, Ph.D., Associate Professor of Sociology & Criminal Justice.

Edition 1: May 2008

This first issue includes four papers. Psychology graduate student, Jana Hackathorn, reviews the literature on the role of humor in teaching and learning and identifies the need for research on the effects of humor on student learning in "dreaded" courses. Psychology graduate student, Jana Hackathorn, reviews the literature on the role of humor in teaching and learning and identifies the need for research on the effects of humor on student learning in "dreaded" courses. Beth Kania-Gosche, graduate student in educational studies, explores how the direct writing assessment format required in standardized exams, such as SAT and ACT, might impact instruction based on writing as process. Shawn Nordell, Ph.D., assistant professor in the department of biology, reports on a study showing that sessions on study skills strategies for university students can increase student achievement, while identifying the need for more research on why university students who need academic assistance the most are least likely to take advantage of such opportunities. Brien Ashdown and Kristin Kiddoo, graduate students in psychology, report on a study exploring whether students considered professors' personal backgrounds as a factor in students' willingness to learn particular course topics.

Click here to download all four papers from Edition 1 combined in a PDF (54 pages).

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