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Innovative Teaching Fellows
- Current Innovative Teaching Fellows
- Future Innovative Teaching Fellows
- Past Innovative Teaching Fellows
Douglas Ryan Boin, Ph.D., Fall 2014
Douglas Ryan Boin is an assistant professor of history and an expert on the religious history of the Roman Empire. A native of Chicago, he received his B.A. from Georgetown University and an M.A. and Ph.D. from The University of Texas at Austin. From 2010-2013, he taught in the Department of Classics at his alma mater, Georgetown, in Washington, D.C. His first book, Ostia in Late Antiquity (Cambridge University Press, 2013) looked at urban and social changes at the old harbor town of Rome during the "end of the empire." His next book, titled Coming Out Christian in the Roman World, is forthcoming from Bloomsbury Press. He speaks regularly on aspects of late Roman history, archaeology, and religion at national and international conferences.
In the Learning Studio, Prof. Boin will be teaching "The Rise of Christianity in Rome and the Transformation of the City," a section of the first- and second-year history class, Origins of the Modern World to 1500. Designed around this seminal moment in both ancient and world history, this course asks students to integrate textual and archaeological evidence in order to see the rise of Christianity in a social-historical perspective. It will also focus on integrating both old and new technologies-helping students develop their skills as writers while also learning how to curate accurate and relevant historical information from new media.
Kim Druschel, Ph.D., Fall 2014
Kim Druschel is an Associate Professor in the Department of Mathematics and Computer Science. Her research area is topology, the study of spaces, with a specialization in certain singular spaces called orbifolds. These arise in physics and also give one way to explain the symmetries in M.C. Escher's art. Kim has taught a diversity of courses from freshman Algebra to graduate topics courses in Topology, as well as Statistics and Computer Science courses, including a Computer Graphics course. She feels this breadth of courses, as well as the strong support for and work of her department colleagues in innovative teaching, have been beneficial in her development as an educator. She has been a recipient of and finalist for the College of Arts and Science Outstanding Teaching Award in the Natural Sciences. She is looking forward to using the technology and room versatility in the Leaning Studio for the course Mathematics and the Art of M.C. Escher to help students explore and understand the geometry in Escher's work through several means, including iPad apps, computer programs, the multi-input video wall, and printmaking.
Leslie Hinyard, Ph.D., MSW, Fall 2014
Leslie Hinyard is an assistant professor and the associate director for academic affairs at the Saint Louis University Center for Outcomes Research (SLUCOR). Her research interests include methodologic and measurement issues surrounding the use of generic measures of health related quality of life in disease-specific populations, medication and treatment adherence patterns in persons with diabetes, and health related quality of life in patients with head and neck cancer and taste dysfunction. Dr. Hinyard teaches courses in research methods, biostatistics, epidemiology, and health outcomes measurement and teaches using both online and in-person formats. The course being taught in the Learning Studio in Fall 2014-ORES 230 Survey of Epidemiology in Health Services Research-is an introduction to epidemiologic methods and their applications in improving health services and, ultimately, population health. As an instructor, Dr. Hinyard works hard to create an active an engaging learning atmosphere and she is excited to use the space and technology available in the Learning Studio to create a highly interactive peer-learning environment.
Anne Stiles, Ph.D., Spring 2015
Anne Stiles is Assistant Professor of English and Director of the Medical Humanities Interdisciplinary Minor at Saint Louis University. Her research focuses on intersections between literature, neurology, and pseudoscience. Most recently, she has investigated faith healing methods popular during the nineteenth century, such as Christian Science and New Thought, in the works of Frances Hodgson Burnett and Henry James.
Since coming to SLU in 2011, Stiles has taught courses on Victorian literature and psychology, as well as introductory courses in medical humanities. In spring 2015, she will use the Learning Studio to teach English 349: Public Health and the Victorian Built Environment. This course explores the spaces in which Victorians lived their day-to-day lives, reflecting upon the architecture, furniture, interior design, and fashion of the period, not to mention the public health issues that loomed large in nineteenth-century cities. Students will examine primary source materials uniquely available here in St. Louis, including local Victorian house museums and nineteenth-century books and manuscripts held in SLU's Special Collections Department. They will also create short videos about these artifacts, using the technologies available in the Learning Studio.
Jintong Tang, Ph.D., Spring 2015
Jintong Tang, Ph.D., is an associate professor of entrepreneurship and management at John Cook School of Business. Her research interests include entrepreneurs' alertness, affect, entrepreneurial orientation, and social performance of Chinese SMEs. She has published in a variety of premier entrepreneurship and management journals such as Journal of Management, British Journal of Management, Journal of Business Venturing, Entrepreneurship Theory and Practice, Strategic Entrepreneurship Journal, Journal of Small Business Management, , etc. She is a Coleman Fellow, Innovative Teaching Fellow, and VOICES Faculty Fellow in Ethics at Saint Louis University. She plans to utilize the learning studio to create a friendly environment for effective teamwork and as well as a real business atmosphere for students' feasibility projects.
Ann Wainscott, Ph.D., Spring 2015
Ann Wainscott is Assistant Professor of Political Science at St. Louis University with a specialty in the study of the Middle East and North Africa. Her research examines the politicization of Islamic education in the Moroccan public schools in the age of the War on Terror. Her research languages are Arabic, French, and Spanish.
In the classroom, Wainscott challenges students to critically engage with the American industry of knowledge production about the Middle East. In addition, she focuses on how the classroom can be a space for exploring and developing skills, especially rhetoric and analysis. At SLU, she teaches classes addressing the Arab Uprisings, gender, American foreign policy as well as an introductory class on the politics of the Middle East. In the Spring of 2015, Wainscott will teach "America and the Middle East" in the Learning Studio. The class addresses the notion of "expertise" that pervades American foreign policy about the Middle East. Students will be challenged to assess others' expertise and perform their own expertise publicly.
Robert Cole, Ph.D., Spring 2014
Robert Cole is an instructor in the Education Department. His research interests include technology trends in P-12 education, 1:1 computer initiative, and technology integration. He has worked with the International Society for Technology in Education (ISTE) for eight years evaluating programs in context of the National Educational Technology Standards. His most recent project is working with Jefferson County schools to implement a 1:1 initiative that will provide a Chromebook for each middle and high school student in the district. Robert teaches Methods of Technology Integration for undergraduate education majors. He will benefit from the uniqueness of the Learning Studio by providing a collaborative environment in which students learn about the use of technology in the P-12 classroom. He will utilize the innovative tools provided to help students envision what classrooms have the potential to be in the near future.
Ajlina Karamehic-Muratovic, Ph.D., Spring 2014
Ajlina Karamehic-Muratovic is an assistant professor in the Department of Sociology and Anthropology. Dr. Karamehic-Muratovic earned her Ph.D. in Health Communication from the University of Kentucky. Since coming to SLU, she has taught classes in Research Methodology, Quantitative Analysis, Sociology of Medicine, Sociology of Mental Health, and Comparative Health and Health Systems. She previously worked at SLU's School of Public Health as well as the Missouri Institute of Mental Health. In her research, she has used her Health Communication degree to address the needs of immigrant, refugee and other minority populations. She has been both a Principal Investigator and a Co-investigator on funded projects dealing with St. Louis Bosnian refugees in particular. She has experience evaluating large nationally funded grants and has helped develop culturally appropriate interventions in the areas of mental health, substance abuse and cancer prevention. She is currently working on several projects that address the wellbeing and mental health of Bosnian refugees in St. Louis.
Shawn Nordell, Ph.D., Spring 2014
Shawn Nordell is an associate professor in the Biology Department. Her research encompasses two areas: animal behavior and metacognition in humans. In her animal behavior research she examines communication networks between species. Traditional approaches to studying animal behavior focused on dyadic interactions with a single signaler and receiver. However, multiple animals often reside within a signaling and receiving range. Eavesdroppers are individuals that can intercept signals communicated between others and these signals can contain important information regarding sex, status, location, and predators. Dr. Nordell is currently examining the communication network of Eastern gray squirrels eavesdropping on blue jay calls. Gray squirrels cache (store) food for later use and blue jays are known to steal (cache robbers) these stored foods. Her research examines gray squirrels learning about the presence of blue jays by hearing their vocalizations and how they modify their caching behavior to reduce cache losses when jays are nearby.
Dr. Nordell's other area of research focuses on metacognition and student learning. Metacognition refers to the ability to self assess understanding and determine whether or not it is adequate and is a critical component of the learning process. Expert learners are expected to demonstrate a transfer of learning where they can extend what they learned in one context to new contexts. However, poor metacognition will hinder this process. Previous research indicates that both students and faculty are not always accurate in their metacognitive abilities. Dr. Nordell is examining the effect of cognitive complexity on metacognition and developing strategies to develop metacognitive abilities.
Dr. Nordell will be using the Learning Studio to teach a new course in Animal Behavior. This course combines students being fully engaged in their own original animal behavior research in the field with digital technology for the analysis, storage, and distribution of their research. This unique combination will provide students with the active experience of becoming fully engaged in the scientific process and incorporating relevant digital technology. Each research group will develop a research question, testable hypotheses, and data collection methodology. Students will collect digital video of animal behavior and then work on compiling, editing and analyzing their digital data.
Bobbi Shatto, Ph.D., MSN, RN, CNL, Spring 2014
Bobbi Shatto is an assistant professor at the School of Nursing and has recently completed her Ph.D. in Curriculum and Instruction. Bobbi teaches in the Advanced Generalist Masters of Science in Nursing Program which is a new pre-licensure program at Saint Louis University and the only one of its kind in the Missouri. Her research interests include exploring the Transition to Practice of nursing students in all three nursing undergraduate programs; identifying the career trajectory of Clinical Nurse Leader students; and studying how various State Boards of Nursing are responding to the current nursing faculty shortage. Prior to teaching at SLU, Bobbi held various positions at Saint Louis University Hospital including Assistant Head Nurse of the Coronary Care ICU, Head Nurse of the Neurotrauma ICU, and Administrative Manager of the Outpatient Medical Specialties Units. She is excited to receive this Fellowship and utilize innovative technology to help nursing students bridge the gap between the classroom and the real world.
Palash Bera, Ph.D., Fall 2013
Palash Bera is an assistant professor at the John Cook School of Business in the Department of Decision Sciences and Information Technology Management. His research interests include Information Systems Analysis and Design, Project Management, and Business Intelligence. He has published in top-tiered journals such as MIS Quarterly and the Journal of Database Management. Palash is passionate in bringing research and corporate experience to the classroom. He specializes in teaching Business Intelligence, which is concerned about the ability to explore information that can improve the way a business operates. He wants to use the Learning Studio to create a collaborative learning environment for students. The Studio will also provide the opportunity to create a real-world business environment.
Daniel Bustillos, JD/Ph.D., Fall 2013
Daniel Bustillos' research interests are broad though they center on the moral, legal and philosophical issues surrounding health care, and focus on health disparities, the meaning and experience of illness, and population health. He is a co-Editor-in-Chief of the peer-reviewed Internet Journal of Law, Healthcare and Ethics, as well as a founding editorial board member for the peer-reviewed journal Narrative Inquiry in Bioethics, and a reviewer for several other journals. He reviews book proposals for Cambridge University Press and Jones & Bartlett Learning. In the past two years, Dr. Bustillos has published articles in American Journal of Bioethics: Primary Research, Current Opinion in Psychiatry, Journal of Medical Humanities, and the Cambridge Quarterly of Health Care Ethics, among others. He is currently under contract to finish a textbook on the law and ethics of health administration due out late 2014.
As faculty at the Albert Gnaegi Center for Health Care Ethics, Dr. Bustillos focuses on excellence in the teaching of subjects related to health care ethics and humanities. He has developed both undergraduate and graduate courses for various schools and audiences. Since arriving at SLU, he has taught graduate courses in Informed Consent and Surrogate Decision Making, Ethical, Political, and Social Issues of Pain Management and Palliative Care, Health Care Law, Public Health Ethics, Ethics of Health Administration, Law & Ethics of Genetics, Genetic Privacy, Inter-Professional health care ethics, Humanism and the Medical Humanities, Narrative Approaches to Bioethics and Cross-Cultural Understanding in the Clinical Context. Dr. Bustillos also teaches for undergraduates at SLU, with offerings in Law & Bioethics, The Health Care Ethics of Race, Ethnicity and Identity and a course on Medical Ethics & Film for the Honors Crossroads program. Dr. Bustillos is also one of the founders, along with Dr. Sara Van Den Berg and Dr. Mark Clark of the undergraduate minor in medical humanities at SLU.
Dr. Bustillos endeavors to bring innovative and fruitful strategies and technologies in service to "cura personalis" and a deeper understanding by students to cultivate "men and women for others." This commitment has prompted him to be a part of SLU's Reinert Center for Transformative Teaching and Learning certificate program and greatly enjoyed being a part of the CTTL's pilot Online Teaching and Learning Institute, where his course for SLU's new School of Public Health Executive Masters in Health Administration was "work-shopped." His hope is that he will do justice to the awesome capabilities of the Reinert CTTL and of its Herman Miller Learning Studio as he develops his Medical Ethics & Film course as an Innovative Teaching Fellow for 2013.
Mary R. Gould, Ph.D., Fall 2013
Mary R. Gould is an assistant professor of communication at Saint Louis University and the co-director of the Saint Louis University Prison Arts and Education Program. Her research interests include the study of transgression and discipline in contemporary culture with a particular emphasis on the prison system, dark tourism and popular culture. Teaching courses in cultural studies, popular culture, documentary and community studies, Gould's classes take a hands-on approach to integrating technology (sound, still and moving image) with communication theory. The course being taught in the Learning Studio in the Fall 2013 - Digital Storytelling: Community Media Production - is designed to introduce students to the practical and theoretical components of cultural reporting and community storytelling. The students in the class will work with a community partner to design a series of digital productions (audio, visual, and web) that will benefit the public outreach and media needs of the organization. In addition to providing needed media resources to a local community organization the class provides the students the opportunity to learn with community members as they design a media campaign for the organization. The Learning Studio will provide a space for students to work in a highly collaborative and technologically advanced setting where community members can become integrated into the activities of the class. The Learning Studio provides the setting for learning in action and collaboration between the university and the community.
Alyssa Wilson, Ph.D., Fall 2013
Alyssa Wilson is an assistant professor in the Applied Behavior Analysis Program in the School of Social Work. Her research interests are on assessment and development of effective treatment approaches for a range of behavioral and emotional disorders, including gambling, intermittent explosive disorder, and food-related disorders. As part of her teaching philosophy, she integrates various learning principles into the classroom to enhance student knowledge and understanding. She will be teaching Principles and Concepts of Behavior Analysis in the Learning Studio, and she is excited to use the space to investigate the effects of exposure-based learning in the classroom.
Rebecca M. Aldrich, Ph.D., Spring 2013
Beccy Aldrich 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, Ph.D., Spring 2013
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 C. Millett, Ph.D., Spring 2013
Nathaniel C. Millett is an assistant professor in the Department of History. His research interests focus on the Atlantic World and Borderlands of colonial and revolutionary North America and the Caribbean. He is particularly interested in the history of slavery and Native Americans. Dr. Millett teaches an array of lower, upper, and graduate-level courses in the history department that include both halves of Origins of the Modern World as well as classes that reflect his research interests. He very much looks forward to using the Innovative Teaching Fellowship to redesign the second half of Origins of the Modern World.
Jintong Tang, Ph.D., Spring 2013
Jintong Tang is an assistant professor of entrepreneurship and management in the Department of Management at Saint Louis University. Her research interests include entrepreneurial orientation, alertness, affect, social skills, ethics, and innovation. She has published in various entrepreneurship and management journals such as Journal of Business Venturing, Entrepreneurship Theory and Practice, Strategic Entrepreneurship Journal, Journal of Management, Journal of Small Business Management, etc. She plans to take advantage of the many unique features and technology in the learning studio to enhance learning of entrepreneurship students and optimize students' presentations of their business plans.
Jenny Agnew, Ph.D., Fall 2012
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.
Nathaniel A. Rivers, Ph.D., Fall 2012
Nathaniel A. Rivers 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.
Emmanuel Uwalaka, Ph.D., Fall 2012
I am an associate professor of political science. I teach African Politics, International Relations of Africa, Methods, Political Systems of Sub-Sahara and the Politics of Health. My current research interest is in "The Implementation of the UN Convention against Torture (CAT) in a Failed State: The Case of Somalia." In the Fall 2012, my class on International Relations of Africa in collaboration with students at Ithaca College in New York will simulate a regional conflict: "Globalization and the Nigerian Oil." This is an excellent example of collaborative and experiential learning.
Jamel Bell, Ph.D., Fall 2012
As an Innovative Teaching Fellow for the fall 2012 semester, Professor Jamel Santa Cruze Bell will be teaching Communication 512, Contemporary Issues in Media: Crossroads of Race, Class, and the Digital Divide on Tuesday nights, just in time for the 2012 Presidential and Vice Presidential debates. Dr. Bell's research and teaching interests revolve around the study of race, ethnicity, and gender, specifically questioning the extent to which dominant discourses like media influence and contribute to the social construction of race and gender as well as the reproduction of social inequality. Through a critical/cultural lens, Dr. Bell interrogates these images focusing on the sociopolitical, power, and economic considerations that drive the depictions and the issues of identity that may result. Dr. Bell has presented her research at many scholarly conferences nationally and internationally as well as in local communities. She has written multiple book chapters and has articles published in journals such as the Howard Journal of Communications and Race, Gender, and Class. Dr. Bell is currently working on two book projects, including a co-edited volume that focuses on the work of media mogul, Tyler Perry, and a solo-authored book examining the role of race and new media in apologetic discourse. In addition to her focus on research, Dr. Bell is also an award-winning teacher who views the classroom as a "safe haven" where multiple and diverse perspectives are encouraged, discussed, and critiqued.
Thomas L. Stewart, J.D., Fall 2012
Professor Tom Stewart 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.
Flannery Burke, Ph.D., Spring 2012
I am an associate professor in the Department of History. I specialize in environmental history, the history of the American West, cultural history and gender history. I have been involved in the scholarship of teaching and learning history since 2004, and I currently serve on the writers committee drafting K-12 common core standards for social studies. I love history and I do my very best to develop a passion for the subject in my students.
Elena Bray Speth, Ph.D., Spring 2012
Dr. Bray Speth is an assistant professor of biology at Saint Louis University. Before coming to SLU in August 2009, she earned her Ph.D. in Biochemistry and Molecular Biology in the DOE-Plant Research Laboratory at Michigan State University, where she studied the cellular and molecular bases of the interaction between plants and bacterial pathogens. Toward the end of her doctorate, she became interested in biology education research and pursued this interest as a postdoc, sponsored by the Michigan State University Center for Research on College Science Teaching and Learning.
At SLU, Elena was hired in the Biology Department to conduct Discipline-Based Education Research. She teaches one large section of Introductory Biology for science majors and a graduate-level course in Scientific Communication. In spring 2013, she will begin teaching biology for education majors. Her work includes undergraduate and graduate students conducting research on college biology teaching and learning. Current work focuses on (a) distributing and scaffolding active and meaningful learning of biology in and out of class; (b) analyzing students' models of complex biological systems; and (c) characterizing students' causal reasoning about biological mechanisms that span multiple levels of organization.
Kathleen Llewellyn, Ph.D., Spring 2012
Kathleen Llewellyn is an associate professor of French in the Department of Modern and Classical Languages. Her research interests are early modern women as writers and as the subject of French literature, as well as devotional literature from the early modern era. In addition to her courses on French literature, Kathleen teaches courses on "French and the Sciences" and "French and Francophone Media." Teaching a course on the French language and culture in the Learning Studio, with its innovative layout and excellent access to a wide variety of technology, provided a "near immersion" experience for students for several hours every week. It is an ideal space for acquisition of both linguistic and intercultural competency.
Stephanie Mooshegian, Ph.D., Fall 2011
Stephanie Mooshegian is an assistant professor and Chair of Organizational Studies in the School for Professional Studies. Her primary research interests include employee and student retention and work-life balance with a secondary research focus on the Scholarship of Teaching and Learning. Dr. Mooshegian teaches courses in Organizational Studies Program, including OSTD 300, Organizational Foundations, which she instructed in the learning studio. She has instructed in multiple modalities (video-conference, online, and traditional classrooms) and enjoys bringing new and innovative teaching practices into the classroom.
Timothy G. Howell, Ed.D., Fall 2011
Timothy Howell is an assistant professor in the Department of Athletic Training and Physical Therapy housed within the Doisy College of Health Sciences. His primary research interests include students' perceptions, and the use of educational technologies, in various learning environments. Dr. Howell taught Administration in Athletic Training in the Learning Studio in the fall of 2011. He views the use of technology in the classroom as a tool to deliver content to students in an engaging and meaningful way. Dr. Howell's desire is to use the right technological tools to achieve the right student outcomes.
Rachel Schwartz, MS, MFA, Ph.D., Fall 2011
Rachel Schwartz has worked in the School of Public Health teaching online in Biosecurity and Disaster Preparedness, and in the new undergraduate Public Health major. Her interest in the interactive classroom, service learning, and student-focused education makes the hybrid classroom an exciting place to be. She believes that "texts" can be found everywhere, and understanding and producing them requires creativity, critical ability, and enthusiasm.