The R.I.S.E. Framework for Effective Teaching
The R.I.S.E. framework was created to describe characteristics of good teaching that are relevant in all disciplines and courses. The pillars of rigor, inclusiveness, support, and engagement were chosen based on research findings that demonstrate their broad benefits for student learning and their benefits for specific students who are part of underrepresented or marginalized groups. R.I.S.E. Project definitions (which are based on definitions in the research literature as well as on themes collected from Lindenwood faculty) are provided below. For associated research findings, references, readings, teaching strategies and resources for each pillar, please see R.I.S.E. Guides: Definitions, Research, And Teaching Resources.
Courses can be rigorously designed and designed for rigor, and both are characteristic of effective teaching.
Rigorous course design involves thoughtfully planning a learning experience that aligns with program and institutional expectations, the traditions and trends of the field, and proven methods for learning.
Courses that are designed for rigor are those in which an instructor sets appropriately high expectations for student learning, engage students in deep learning of meaningful content, assesses learning at levels of cognitive complexity beyond recall and understanding, and challenges students to develop new habits of mind that transfer across concepts and contexts.
At Lindenwood, we want students to feel challenged in their coursework and to experience intellectual growth. We want our graduates to be analytical thinkers, adaptable problem solvers, and ethical decision makers, and rigorous academic experiences can help them to develop these attributes.
Inclusive teaching involves ongoing reflection and actions to mitigate biases, value difference, enhance accessibility, encourage meaningful dialogue, and increase feelings of belonging among students.
At Lindenwood, we want our students to feel that they belong, that they are valued, and that their experiences matter. We want them to feel that their diversity of experience, ability, identity, and opinion are appreciated and won’t prove to be barriers to their learning. We want them to feel that they have the ability to succeed not only in a given course, but in the discipline being taught in that course. We want our graduates to become responsible citizens, global advocates, and effective communicators, and being a part of a diverse and inclusive learning community can help them to develop these attributes.
Instructional support refers to course design, organization, guidance, interactions, or resources that aid student learning or success and/or enhance students’ self-efficacy.
At Lindenwood, we want our students to feel that they have the guidance and resources they need to rise to the high expectations we set. We want our graduates to head into their futures with confidence that they can achieve the goals they set for themselves, and that they built the foundation for their future success here at Lindenwood.
Engagement refers to course design or instructional strategies designed to stimulate student interest, motivation, and involvement in learning.
At Lindenwood, we want students to feel a sense of curiosity, excitement, and ownership in their learning experiences, and engaging teaching is an important way to motivate these things. We want our graduates to become lifelong learners and being engaged in their learning here at Lindenwood will help them to develop this attribute.
R.I.S.E. Faculty Development
The first year of the R.I.S.E Project focuses on faculty development opportunities, outlined below.
Peer Coaching with R.I.S.E. Scholars
One faculty member within each college will serves as a R.I.S.E. Scholar. Scholars support their peers in learning about the pillars and how to implement teaching strategies that elevate course design, classroom cultures and, ultimately, student learning. Scholars serve as champions of the R.I.S.E. framework, provide input to professional development resources, lead discussions in their colleges, and provide coaching to their peers through conversation, teaching observation, facilitation of student focus groups, review of materials, and feedback on any and all of these.
To schedule a consultation, simply email your college’s scholar directly.
Throughout the academic year, R.I.S.E. Scholars will lead sessions in their college faculty meetings where faculty can explore the R.I.S.E. pillars, research on the benefits for student learning, and teaching strategies to enhance each pillar in their courses.
- August – October: Rigor Roundtables
- October – December: Inclusiveness Roundtables
- January – March: Support Roundtables
- March - May: Engagement Roundtables
In order to provide faculty with insight into the experiences and needs of various student groups, the R.I.S.E. Project includes video interviews with students in which they talk about who they are, their experiences at Lindenwood, and their perspectives on the R.I.S.E. pillars.
The R.I.S.E. Project website will continue to be expanded to include on-demand resources on each pillar throughout the year. For each pillar, faculty will find a definition, research on the benefits for student learning, and teaching strategies for enhancing it in their courses. On-demand resources include research articles, suggested readings, tutorials, templates, and examples. For some of the teaching strategies presented, faculty have the opportunity to submit their work to the Learning Academy for feedback.
Other R.I.S.E. Events
Throughout the year, there will be other events scheduled wherein faculty can learn about teaching approaches related to R.I.S.E. Check the Digest or the Learning Events Calendar for information about upcoming events.