Resources

The ability to teach across cultures is more important than ever and many professors are searching for practical resources to help navigate the complexities of twenty-first century classrooms that are both face-to-face and online. Ikpeze’s Teaching across Cultures offers practical tools and it provides the theory behind the approaches he outlines although at times, he leaves the reader wanting more detail on how to incorporate his strategies in the classroom. Ikpeze trains teachers in pedagogy for a cross-cultural context, and emphasizes that all classrooms are multicultural. Through his own experiences as a teacher, he identifies the gaps and missteps that occur in a multicultural classroom and how to address these problems primarily with two approaches: Cultural Responsive Pedagogy (CRP) and the cultivation of “Third Space” in classrooms and online environments. Ikpeze shares freely the classroom problems he encounters as a self-disclosed foreign born (of African descent) and accented English speaker. His openness is refreshing and invites the reader to connect their own teaching challenges with his.  CRP demands a responsive teaching style that invites students to bring their wisdom and cultural selves to learning. The creation of third spaces brings together opposing viewpoints into a space where they are questioned and blended. It is an ambiguous space that moves out of binary modes of thinking and learning to a mode of hybridity. The first step Ikpeze covers is the concept of a self-study. Self-study involves intensive data gathering that moves beyond the troublesome student course surveys that often perpetuates race, gender, and class biases to a mode of gathering data from a variety of sources to construct a picture of a teacher’s self-presentation, reception of this presentation, and pedagogy. It is not a one-time process. Ikpeze emphasizes the need for maintaining academic rigor and teaching objectives while addressing the problems discovered in the self-study. The second step in his work emphasizes building relationships between student and teacher, between students and their selves, and between students to allow greater understanding. This work allows the creation of a “third space” where students’ knowledge from day to day living is invited into conversation with academic knowledge.  This technique requires intentional exercises and regular engagement with students both in and outside the classroom. Teaching across Cultures is theory heavy and at times frustrates the practitioner who wants to move directly to the practical strategies. While Ikpeze emphasizes relationship building as the foundation for cross-cultural pedagogy, the realities of class size and teaching load shapes the ability of professors to effectively employ many of these tools.

A group of English, Scottish, Irish, and Australian scholars has produced a thorough and insightful resource for effective teaching in higher education that seeks “to bring together the latest knowledge and understanding of teaching, learning, and assessment in higher education” (xi). The editorial team developed the approach to reflective teaching on the basis of the ten point Teaching and Learning Research Programme (TLRP) developed in the UK. The chapters in each section refer to the relevant principles in TLRP and put forward credible arguments grounded in recent empirical research. The editors intersperse useful reflective activities and case studies throughout each chapter in order to promote reflective inquiry by individuals and groups of teachers. The editors organized the book into five parts: Becoming Reflective; Creating Conditions for Learning; Teaching for Understanding; Reflecting on Consequences; and Deepening Understanding. Taken together, these five elements constitute a model for the development of effective teaching in higher education that is comprehensive, open-ended, and ongoing. The approach offered here functions like a dynamic spiral toward adaptive expertise. The emphases on evidence-based theory and practice, constructivism, teaching as jazz improvisation, assessment as a crucial component of learning, and robust inclusion all recommend this book to contemporary educators in higher education. I find only two deficiencies in this impressive body of work. At four hundred pages, only the most dedicated teachers or administrators in higher education will read the work as a whole. I tried to plow my way through to the end several times, but could only make limited progress in any one session of reading due to the density of the material. I think a book half the size of the existing volume would have sufficed. The second problem concerns the commitment of the authors to critical pedagogy. Toward the end of the book, the editors advocate ever more strongly for a largely Frierian-based approach to diversity and inclusion as the best – perhaps the only – way forward in higher education today. While I have more than a passing interest in critical pedagogy, I find the narrowing of the philosophy of education bandwidth advocated here to be overly confining and surprisingly uncritical. I would have liked to see a treatment of multiple approaches that would support the establishment of egalitarian and inclusive communities of learning in higher education. I see four likely uses for this book. Those charged with leading doctoral seminars on teaching in higher education may find this a particularly valuable resource. I know that I will. It could well serve as a viable alternative to Barbara Gross Davis’s Tools for Teaching (2nd ed., Jossey-Bass, 2009). This book could also help new professors develop the kind of reflective practice that will enable them to become expert practitioners of the craft of teaching. Many individual chapters of the book could find use by those leading in-service faculty development sessions. Finally, academic deans or committees responsible for promoting effective teaching in faculties could profitably work their way through this resource in its entirety as a way to gain a 360° sense of effective teaching and learning in higher education today.

The high attrition rate of doctoral candidates remains a major problem for higher education in the United States. Drawing upon her experience as the manager of graduate research and retention at Western Michigan University, Di Pierro offers an engaging text aimed at new faculty who are advising candidates and their advisees. Di Pierro argues that “despite abundant research and often-echoed affirmations that something must be done to quell doctoral attrition, progress is essentially hampered by a reluctance to recognize that advising faculty cannot continue to work with doctoral advisees by replicating models that are passé” (1). She believes that faculty and candidates need to be aware that models have changed “and are moving in the direction of collaborative, integrative, and interdisciplinary styles” (10). Furthermore, faculty need formal advising training before directing dissertations or serving on committees. Di Pierro makes dissertation committee work a reoccurring subject throughout this book. She begins by addressing communication within committees and with the advisee. She covers expectations, roles, duties, expertise, and responsibilities not by offering a model but by outlining the areas the advisor needs to establish to ensure healthy and helpful communication on the committees. She also explores topics such as vetting a committee by the candidate, dealing with toxic committees, and considerations for faculty members to consider before accepting a role on a committee. Another major subject of Di Pierro’s work is the actual writing of the dissertation. She explores subjects including finding a dissertation topic, the role of literature reviews, concept papers, maintaining draft files, combating the writing blues, responding to plagiarism, and working with human subject review boards. Building on the theme of communication, some of Di Pierro’s strongest chapters cover expectations for editing both from the perspectives of the advisors and the advisee. She explains line-by-line editing versus conceptual editing, explores using technology to give editorial feedback, and engages the problem of when editorial feedback is not working. In her final chapters, Di Pierro offers a number of ideas including developing a “Student’s Bill of Rights” and a “Dissertation Advisor’s Bill of Rights” (173-174) and dealing with the post-dissertation blues. In her closing, she presents her views on the future of doctoral education by calling for the establishment of dissertation wellness checks and envisioning the creation of Graduate Centers for Scholarship, where candidates will find writing experts, statisticians, qualitative and quantitative methodological experts, and digital technology experts all in one place. Di Pierro’s work is very reader-friendly with take-away lists, end-of-chapter biographies, and checklists, but the overall organization of the chapters seems out-of-sync. The author jumps around quickly from topic to topic and back again frequently. That said, the content of the chapters is valuable for its intended audience. Chapter 25, which provides an outline of each chapter, is a useful tool for navigating the book itself. For schools of theology and seminaries, dissertation completion and dissertation quality are important subjects for both PhD and Doctor of Ministry programs. With limited resources for faulty training, Di Pierro’s book offers a valuable discussion starter for faculty and administrators and could serve as a planning tool for overhauling program handbooks. This title is strongly recommended for academic libraries with PhD and Doctor of Ministry programs, veteran faculty who want to improve their advising for candidates, as well as the book’s target audience of new doctoral advising faculty and their graduate students.

Caleb Elfenbein Assistant Professor Grinnell College Some time back, I wrote a blog post called “Teaching Islam and gender: why we need to set an ethical agenda for the classroom.” It described how, working collaboratively, my class on Islam, gender, and sexuality drew on the work of Lila Abu-Lughod to..

Cláudio Carvalhaes Associate Professor McCormick Theological Seminary It was my first semester teaching. I was anxious and fearful. I was trying to know what to do, while pretending I knew everything. In my second or third class, as I was saying something critical of the US in relationship to 9/11

Martin Nguyen Associate Professor, Faculty Chair for Diversity Fairfield University In the teaching of Islam, there are many ways through which we can engage our students in the classroom. My intention here is to share one assignment that I have developed over the years that has proven to be incredibly.

Tat-siong Benny Liew Class of 1956 Professor in New Testament Studies College of the Holy Cross Five years ago, Yale law professor Amy Chua published a controversial book, Battle Hymn of the Tiger Mother. According to Chua, there is a basic difference in parenting practices between those of Asian (particularly.

Theological school deans are not just theological leaders for their institution, they must be EDUCATIONAL leaders. That is, they must implement sound educational practices related to curriculum, instruction, supervision, assessment, and administration. There is a variety of ways to assess...