Resources

This essay is part of a collection of short essays solicited from authors around the globe who teach religion courses at the college level (not for professional religious training). They are published together with an introduction in Teaching Theology and Religion 18:3 (July 2015). The authors were asked to provide a brief overview of the curriculum, student learning goals, and pedagogical techniques employed in their courses.

This essay is part of a collection of short essays solicited from authors around the globe who teach religion courses at the college level (not for professional religious training). They are published together with an introduction in Teaching Theology and Religion 18:3 (July 2015). The authors were asked to provide a brief overview of the curriculum, student learning goals, and pedagogical techniques employed in their courses.

This essay is part of a collection of short essays solicited from authors around the globe who teach religion courses at the college level (not for professional religious training). They are published together with an introduction in Teaching Theology and Religion 18:3 (July 2015). The authors were asked to provide a brief overview of the curriculum, student learning goals, and pedagogical techniques employed in their courses.

This essay is part of a collection of short essays solicited from authors around the globe who teach religion courses at the college level (not for professional religious training). They are published together with an introduction in Teaching Theology and Religion 18:3 (July 2015). The authors were asked to provide a brief overview of the curriculum, student learning goals, and pedagogical techniques employed in their courses.

This essay is part of a collection of short essays solicited from authors around the globe who teach religion courses at the college level (not for professional religious training). They are published together with an introduction in Teaching Theology and Religion 18:3 (July 2015). The authors were asked to provide a brief overview of the curriculum, student learning goals, and pedagogical techniques employed in their courses. Wendy Wiseman taught Humanities courses at Ozyegin University in Istanbul from 2008-2013, taught Religious Studies at Indiana University the following year, and returned to Istanbul to teach at Beykent University. Burak Kesgin is Chair of Sociology at Beykent University, with a focus on political economy and sociology of religion.

This essay introduces a collection of short essays solicited from authors around the globe who teach religion courses at the college level (not for professional religious training). The central question uniting this collection is whether religious studies is a unified and global pedagogical field, and this introduction teases out salient continuities and discontinuities driven by broad cultural and political contexts. These essays are published together with this introduction in Teaching Theology and Religion 18:3 (July 2015). The authors were asked to provide a brief overview of the curriculum, student learning goals, and pedagogical techniques employed in their courses.

This essay is part of a collection of short essays solicited from authors around the globe who teach religion courses at the college level (not for professional religious training). They are published together with an introduction in Teaching Theology and Religion 18:3 (July 2015). The authors were asked to provide a brief overview of the curriculum, student learning goals, and pedagogical techniques employed in their courses.

One page Teaching Tactic: student activities in the initial face-to-face gathering help establish community in an online course.

One page Teaching Tactic: active learning strategy in which students use e-tools to research and represent how historic religious events have been portrayed.

Based on a real teaching experience in the classroom, the author reflects on the dynamics of gender, race/ethnicity, power, and privilege in the context of an undergraduate course in Christian sexual ethics. Through this analysis of pedagogical style and process initiated by a challenging moment at the midpoint of the semester, the author develops ten guiding principles for good teaching, using the metaphor that “good teaching is like good sex,” which emphasize the necessary elements and outcomes of a positive learning environment: intimacy, flexibility, creativity, satisfaction, care and attentiveness, vulnerability, fun and playfulness, reciprocity, full engagement, and risk-taking. This experience provided the foundation for planning and assessment for the author's courses since.