- Current Innovative Teaching Fellows
- Upcoming Innovative Teaching Fellows
- Recent Past Innovative Teaching Fellows
Sheri Anderson-Gutiérrez, Ph.D., Fall 2020
Sheri Anderson-Gutiérrez is Assistant Professor of Spanish Applied Linguistics at Saint Louis University in the Deaprtment of Languages, Literatures and Cultures where she teaches courses such as: Second Language Teaching Methodology, Spanish in the U.S., History of the Spanish Language, and Introduction to Hispanic Linguistics as well as numerous Spanish language courses at all levels. Broadly, her research focuses on contexts of second language acquisition and individual differences of language learners, for example, looking at the factors that impact study abroad success and K-12 dual-immersion language programs. Currently she is involved in several research projects related to the assessment of intercultural competence and linguistic and social gains made by students through service learning projects in the community.
For her Spring 2019 Learning Studio course, she will be working with Assistant Professor of History Clair Gilbert, to design a co-taught course for both Spanish and History students. This course will be an interdisciplinary exploration of the history of linguistics in Spain from the Roman period to the Renaissance. Through this course students will gain direct experience with methodologies from diverse fields of study which will enable them to critically analyze primary sources from Spanish history in context and by their linguistic features.
Claire Gilbert, Ph.D., Fall 2020
Claire Gilbert (Ph.D., UCLA 2014) is Assistant Professor in the Department of History. Her research interests include early modern Spain and the Maghreb, Mediterranean studies, and the Social History of Language and Translation. She has published several peer-reviewed articles on these topics in international journals and has just completed a book, In Good Faith: Arabic Translation and Translators in Early Modern Spain, forthcoming in 2020 with University of Pennsylvania Press. Her research has been supported by the National Endowment for the Humanities, the Social Science Research Council, the Fulbright Commission. Over the past seven years she has taught undergraduate courses in Spanish, Islamic, Mediterranean, and World History and graduate classes which focus on European and Transregional topics in early modern history.
For her Spring 2020 Learning Studio Course, she will collaborate with Assistant Professor of Spanish, Sheri Anderson-Gutiérrez, to design a co-taught course of both Spanish and History students. This course will be an interdisciplinary exploration of the history of Linguistics in Spain from the Roman Period to the Renaissance. Through this course, students will gain direct experience with methodologies from diverse fields of study which will enable them to critically analyze primary sources from Spanish history in context and according to their linguistic features.
Kate Holdener, Ph.D., Fall 2020
Kate Holdener (Ph.D., Computer Science, Missouri University of Science and Technology) is an Assistant Professor in the Department of Computer Science. She teaches a variety of courses, and her primary focus is on teaching software engineering skills of various levels to graduate and undergraduate students. Her research interests include automation of software engineering processes and application of evolutionary algorithms to software engineering. Before joining SLU, Dr. Holdener worked in industry for ten years, at Exegy, Inc in various roles such as Software Engineer, Senior API Engineering, and Product Manager. It’s been her goal to bring her practical experience into her classroom.
In the Fall of 2020, Dr. Holdener will teach her course on Software Architecture, re-designed for the Learning Studio. This course teaches traditional and modern approaches on structuring software components to create quality software. The newly re-designed course will be based on software architecture case studies, which the students will perform in the Learning Studio. Outside of the Learning Studio, students will do independent reading and prepare questions to be discussed during meeting times.
Christina Garcia, Ph.D.
Christina García (Ph.D. Hispanic Linguistics, The Ohio State University) is an Assistant Professor of Spanish and Linguistics at Saint Louis University in the Department of Languages, Literatures, and Cultures. She teaches Spanish courses at all levels with a particular focus on Spanish pronunciation, Sociolinguistics, and Medical Spanish. Her research interests include phonetic variation of the Spanish-speaking world, sociophonetic perception, and L2 pronunciation acquisition. She has done fieldwork in Ecuador and Argentina, examining how sounds are socially meaningful and contribute to the formation of regional identities, and her research on L2 pronunciation harnesses technological tools to provide diverse types of pronunciation feedback to learners. Her work has been published in journals such as Language Variation and Change, Studies in Hispanic and Lusophone Linguistics, and Spanish in Context.
In Spring 2021, she will teach a re-designed version of Spanish for the Health Professions in the Learning Studio. This service learning course is targeted to Spanish majors and minors who are also majoring in a health-related field. In the class, topics such as health barriers and disparities, cultural views of health and wellness, health literacy, and indigenous and traditional medicine are discussed, and students engage in interpretation simulations and other hands on activities. Outside of the classroom, students are paired with a Latino-serving community organization and put their language skills to practice while learning more about our community and getting a glimpse of what it is like to be an immigrant in St. Louis.
David Letscher, Ph.D.
David Letscher (Ph.D. in Mathematics from the University of Michigan 1997) is a Professor in the Computer Science Department. His research interests include computational topology, shape analysis and topological data analysis. His research has been supported by multiple NSF grants. In addition to this research, he a co-authored a textbook and a number of papers in computer science pedagogy. Since joining SLU he has taught a wide range of courses. Recently, these courses include artificial intelligence, computer ethics, introduction to object-oriented programming and data structures.
In Spring 2020, Dr. Letscher will be teaching a Data Structures course that is required of all Computer Science majors and minors. This course is typically taken in the second year and focused on how information is stored in computers and how it is implemented. The new design for the course will integrate hands on a conceptual design with online tools to aid the students in implementation these design in the C++ programming language.
Liz Burke, M.A., Fall 2019
Liz Burke (M.A., Teaching English as a Second Language, Southern University of Illinois-Edwardsville, 2008) is an Assistant Professor of English as a Second Language in the INTO-SLU department. For over twelve years, she has taught English language skills to high school, undergraduate, graduate, and adult learners both here at Saint Louis University as well as at Washington University in St. Louis. Her courses taught range from general beginning English to general undergraduate and graduate English courses to English for Specific Purposes for international graduate students entering diverse fields such as law, social work/public health, engineering, and hard sciences. She has also been a part of several curriculum revisions at the departmental level and currently chairs the Pathway Curriculum Committee. For the next step in her career, Ms. Burke plans to begin her Ph.D. in Higher Education Administration here at Saint Louis University in the summer of 2019.
Her Fall 2019 Learning Studio course will be an undergraduate reading course designed to give international students an introduction to a flipped reading classroom. International students often understand language skills but encounter difficulty when applying them to new contexts. One goal of the course is to bring students together collaboratively in class to apply their reading skills to difficult yet engaging texts that encourage them to create meaning through discussion. The course will take advantage of the Learning Studio’s multi-source projection capabilities that allow students to collaborate with texts, project them in real time, and discuss them alongside reading skills and vocabulary simultaneously.
Colleen McCluskey, Ph.D., Fall 2019
Colleen McCluskey (Ph.D., Philosophy, University of Iowa, 1997) is a Professor in the Department of Philosophy. Her areas of specialization include medieval philosophy, philosophy of feminism, and philosophy of race. She teaches a wide range of courses, including Introduction to Philosophy, Ethics, Symbolic Logic, Medieval Philosophy, Philosophy of Feminism, Philosophy of Race, and Disaster Narratives, which she has co-taught with Toby Benis, Professor in the English Department. In additional to a number of articles, she has written two books: Aquinas’s Ethics: Metaphysical Foundations, Moral Theory, and Theological Context (co-authored with Rebecca Konyndyk DeYoung and Christina Van Dyke; Notre Dame Press, 2009) and Thomas Aquinas on Moral Wrongdoing (Cambridge University Press, 2017). Her current research includes projects on pacifism, contemporary whiteness studies, and the use of racial terms in medieval Latin texts.
In the Learning Studio, she will teach a revised version of the core philosophy course on ethics. This course introduces students to four major philosophical accounts of morality: relativism, utilitarianism, deontic ethics, and virtue theory. In redesigning this course, she will investigate how to use technology effectively in illustrating how these often abstract ethical theories illuminate ordinary moral experience. Her goal is to deepen students’ understanding of relevant moral concepts in their daily decision making processes. She will also explore how to enhance student engagement in learning through the use of the flexible physical space of the Learning Studio.