Resources

Journal Issue.

Journal Issue.

Journal Issue. Full text is available online.

New lecturers, part-time teachers and graduate teaching assistants are often required to both deliver an existing course and design their own teaching based on a module description. But where do they start? Underpinned by sound theory, Designing Learning is a practical guide that aims to help busy professionals design, develop and deliver a course, from module outcome outline to effective teaching. Illustrated with useful checklists and action points, this book covers the essentials of designing learning: supporting and promoting student learning, matching content to outcomes, selecting effective teaching and learning methods, assessment that supports and promotes learning and provides feedback, learning materials and resources for diverse learners, C&IT tools and how to use them best, creating an inclusive learning environment, managing and evaluating your course, quality enhancement and assurance processes. Guided by principles of good practice and reflecting the educational research that underpins them, this book is essential reading for anyone new to teaching in higher education.(From the Publisher)

A group of eminent African American scholars of religoius and theological studies examines the problems and prospects of Black scholarhip in the theological academy. They assess the role that prominent African American scholars have played in transforming the study and teaching of religion and theology, the need for a more thorough-going incorporation of the fruits of black scholarship into the mainstream of the academic study of religion, and the challenges and opportunities of bringing black art, black intellectual thought, and black culture into predominantly white classrooms and institutions. (From the Publisher)

Preaching's most able practitioners gather in this book to call for a radical change in how Christian preaching is taught. Arguing that preaching is a living practice with a long tradition, an identifiable shape, and a broad set of norms and desired outcomes, these scholars propose that teachers initiate their students into the larger practice of preaching-the habits of mind, patterns of action, and ways of being that are integral to the ministry of preaching. The book concludes with designs for a basic preaching course and addresses the question of how preaching courses fit into the larger patterns of seminary curricula. (From the Publisher)

Journal Issue.