Debra Rudder Lohe, Ph.D
Debra Rudder Lohe, Ph.D
phone: (314) 977-3485
fax: (314) 977-1695
Role in the Center
As director, Debie determines vision and strategic direction for the Center; oversees the creation of new programs and collaborations across the University; and manages the daily operations of the Center and its staff.
Areas of Interest and Expertise
- Instructional design, development, and assessment at all levels (course to institution)
- Learner-centered pedagogies
- Pedagogical theory and research, including Ignatian pedagogy
- The culture of American higher education in the 21st Century
- Faculty development research and theory
- Practices of composition
- Graduate student formation and development
- Writing as a high-impact educational practice
- Faculty writing communities
Dr. Lohe first came to the Center in September 2009, as Program Director for Teaching Enhancement; she was appointed director in July 2011. She came to SLU from Washington University in St. Louis, where she served as Director of Writing Courses and Program Administrator for first-year writing in the Department of English. In those roles, Debie designed, implemented, and assessed curriculum at the program and course level; mentored graduate student teachers; consulted on academic integrity cases; and oversaw the daily operations of the program, among other things. For almost fifteen years, she taught writing, literature, and Women's Studies courses at the university level. She also has almost ten years of experience working in information technology in a medical environment.
Debie received her Ph.D. in English and American Literature from Washington University, where she studied gendered authority in Victorian novels. She has developed numerous pedagogy workshops, and in December 2010, she was invited as a Visiting Scholar to McMaster University in Ontario, Canada, where she facilitated writing workshops and an all-day writing retreat for faculty in all disciplines. She is an active member of The Professional and Organizational Development (POD) Network in Higher Education, where she has presented, and she is co-author of "Rethinking and Unthinking the Graduate Seminar," in a forthcoming special issue of Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, focused on doctoral education in English Studies.