Resources

Companion piece to "Missing Connections." This guide provides step-by-step assistance for theological schools that want to conduct perceptions studies in their cities or region. A perception study is an organized way of finding out how others look at an institution.

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Prayer occurs when God's people, individually or collectively, enter into God's presence. Simple as that sounds, it is rarely simple for authentic prayer to occur in the context of Christian worship. Surrounded by distracting sights and sounds from without, and distracting thoughts and emotions from within, we enter too infrequently into the genuine spirit of prayer in corporate worship. The worship leader, therefore, has a set task. It is to usher us as close as possible to the vortex of genuine prayer, where we may be drawn in and overcome by the sense of God's being. Words must be used--and silence as well--to bait, cajole, and tease the mind into communion with the Divine Spirit. The prayers in this book are offered as an attempt to make prayer a greater reality for Christian congregations. The reader will find in these pages calls to worship, opening prayers, affirmations of faith, confessions, offeratory prayers, pastoral prayers, and benedictions. Written with the poetic language and spiritual insight that are John Killinger's trademarks, Lost in Wonder, Love, and Praise will be an essential resource for all those who plan and lead worship. (From the Publisher)

We learn by asking questions. We learn better by asking better questions. We learn more by having opportunities to ask more questions. The aim of this book is to help both teachers and students develop their questioning skills in order to share in the process of inquiry. "Teaching, Questioning and Learning" offers teachers practical suggestions, illustrated with examples from classroom experience, based upon current educational thinking. Part one sets out the reasons for the limited effectiveness of questions in present classroom, and examines the two structures which form the matrix of all educational processes: the structure for thinking and the structure for feeling. Part two looks at a simple three-part classification of general functions for questions: those which tap into what is already known and which elicit a sense of responsibility towards the conduct of and approach to the work: those which build a context for shared understanding: and those which challenge students to think critically and creatively for themselves. Part three looks at classroom discourse and the techniques which promote an environment for talk. (From the Publisher)

Journal Issue.

Rather than focus on technology to extend the reach of higher education—distance learning—Weigel favors its use in conjunction with classroom-based experiences to promote "depth education"—the use of collaborative virtual spaces, called "knowledge rooms," in which virtual teams of students work together to build skills in critical thinking and knowledge management. Weigel explains the concept of depth education, outlines the campus infrastructure requirements of depth education, explains how to use the knowledge room framework, and discusses educational vistas made possible by e- learning. The author teaches ethics and economic development at Eastern College in St. David's, Pennsylvania. (From the Publisher)

PBS Home Video. From the Producer Ground Zero in Manhattan has become a site of pilgrimage. Thousands of people visit the site, looking for consolation and questioning the events of September 11. There is a profound quiet to their meditations. Starting here, FRONTLINE sets out on a quest to find out how peoples' faith has been challenged, and how they are coping with difficult questions of good and evil, religion and apostasy, and the frailty of human life.

The portfolio is a powerful tool for learning and assessment. Introducing the electronic into the mix increases its power, especially through the key feature of interactive hyperlinks and the potential to promote continuous reflection on, and updating of, learning. This introduction examines the potential of electronic portfolios by addressing: rationales for creating an electronic portfolio; possible features of the portfolio; examples of current practice; cautions; and recommendations. Chapters by nineteen portfolio practitioners from a range of disciplines and institutions describe the construction and use of electronic portfolios. They describe the uses: * By students to display and reflect on work for a specific course or program * By faculty to document and reflect on their classroom practice and allow comment by colleagues or others * By institutions to demonstrate accountability to their stakeholders and as a vehicle for institution-wide reflection, learning, and improvement. The section on institutional portfolios includes chapters on the incorporation of institutional research and data, and the potential role for such portfolios in accreditation. (From the Publisher)

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