Peter Rennert-Ariev, Ph.D.

Rennert-ArievAssociate Professor
Education Specialties Department
Loyola University Maryland
School of Education
2034 Greenspring Drive, Room # 26B
Timonium, Maryland 21093
(410) 617-5580
prennertariev@loyola.edu

Education

Ph.D. University of Maryland at College Park. Curriculum and Instruction, specializing in teacher education/professional development
M.Ed. George Mason University. Curriculum and Instruction.
B.A. Hamilton College. Major in political science and theatre arts.

Bio

Peter Rennert-Ariev is an associate professor of Curriculum and Instruction and Chair of the Education Specialties Department. His scholarship addresses characteristics of teacher education programs, the role of “performance-based” assessment in teacher development, and the use of teaching portfolios to promote professional development for higher education faculty.  His work has highlighted the role of assessment in promoting student learning, the political context of teacher education reform, and the complex challenges underlying institutional change. Dr. Rennert-Ariev was the recipient of the University of Maryland’s School of Education Outstanding New Scholar award in 2009. Dr. Rennert-Ariev’s research has appeared in publications such as Teachers College Record, The Journal of Teacher Education, Teacher Education and Practice, and The Journal of Curriculum Studies and he has presented his work at various educational conferences including the American Educational Research Association, the American Association of Colleges for Teacher Education, the National Media Education Conference, and the International Conference on College Teaching and Learning. Dr. Rennert-Ariev has been involved in mentoring Loyola University faculty in developing teaching portfolios and his analysis of the role of teaching portfolios in higher education  appears in the 2010 book The Teaching Portfolio, published by Jossey-Bass.

Awards and Grants

2009 Outstanding New Scholar Award, University of Maryland School of Education

Research Interests

Performance-based assessment in teacher development, teaching portfolios to promote professional development for higher education faculty, the role of assessment in promoting student learning, the political context of teacher education reform, and the complex challenges underlying institutional change.

Recent Publications

Rennert-Ariev, P. (2010). Representations of teaching and assessment: A study of faculty teaching portfolios at Loyola University. In P. Seldin, The Teaching Portfolio (4th Ed.). Jossey Bass.

Rennert-Ariev, P. (2008). The hidden curriculum of performance-based teacher education. Teachers College Record, 110(1), 105-138.

Rennert-Ariev, P. (2006).  The National Board as professional development: Technical, practical, and emancipatory dimensions. Teacher Education and Practice, 19(3), 308-320.

Valli, L., vanZee E.H., Rennert-Ariev, P.L., Mikeska, J., Catlett-Muhammad, S., & Roy, P. (2006). Initiating and sustaining a culture of inquiry in a teacher leadership program. Teacher Education Quarterly, 33(3), 97-114.

Sample Conference Presentations

Kerins, M., Rennert-Ariev, P, & Moore-Thomas, C. (2011, May). Cura Persponalis: A case study of teaching portfolios at a Jesuit University. Paper Presented at the Scholarship of Teaching and Learning (SoTL) Academy Conference.

Rennert-Ariev, P. (2009, April). Towards a model of formative assessment for faculty and students in higher education: What can we learn from teaching portfolios?  Paper presented at the Annual Meeting of the American Educational Research Association.

Rennert-Ariev, P. (2009, April). Teaching portfolios as representations of  faculty and institutional views of assessment. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, and at the International Conference of College Teaching and Learning, Jacksonville, FL.

Rennert-Ariev, P. (2008, April). Understanding teachers’ responses to developing a professional portfolio.  Paper presented at the Annual Meeting of the American Educational Research Association.

Dissertation

Interrogating Coherence in Preservice Teacher Education
University of MD

Professional Activities/Society Memberships

Reviewer for Journal of Teacher Education;
Reviewer for Review of Educational Research

Member, American Educational Research Association;
Member, Association of Teacher Educators