Resources

This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two previous AAR Teaching Award Winners, Joanne Maguire and Lynn Neal. After initial discussion about teaching the intro course we launch into a long discussion of “Reflective Structured Dialogue” – an effective teaching technique for staging contentious conversations, building trust and understanding, and a dialogic culture of curiosity.

This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two previous AAR Teaching Award Winners, Joanne Maguire and Lynn Neal. After initial discussion about teaching the intro course we launch into a long discussion of “Reflective Structured Dialogue” – an effective teaching technique for staging contentious conversations, building trust and understanding, and a dialogic culture of curiosity.

This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two previous AAR Teaching Award Winners, Joanne Maguire and Lynn Neal. After initial discussion about teaching the intro course we launch into a long discussion of “Reflective Structured Dialogue” – an effective teaching technique for staging contentious conversations, building trust and understanding, and a dialogic culture of curiosity.

This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two previous AAR Teaching Award Winners, Joanne Maguire and Lynn Neal. After initial discussion about teaching the intro course we launch into a long discussion of “Reflective Structured Dialogue” – an effective teaching technique for staging contentious conversations, building trust and understanding, and a dialogic culture of curiosity.

This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two previous AAR Teaching Award Winners, Joanne Maguire and Lynn Neal. After initial discussion about teaching the intro course we launch into a long discussion of “Reflective Structured Dialogue” – an effective teaching technique for staging contentious conversations, building trust and understanding, and a dialogic culture of curiosity.

This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two previous AAR Teaching Award Winners, Joanne Maguire and Lynn Neal. After initial discussion about teaching the intro course we launch into a long discussion of “Reflective Structured Dialogue” – an effective teaching technique for staging contentious conversations, building trust and understanding, and a dialogic culture of curiosity.

This project proposes to look at the emergence of Black theology as a discipline within the academy and how Black theology may serve as a resource for excellence in teaching. (From the Publisher)

World-renowned theologian Jeremy Begbie has been at the forefront of teaching and writing on theology and the arts for more than twenty years. Amid current debates and discussions on the topic, Begbie emphasizes the role of a biblically grounded creedal orthodoxy as he shows how Christian theology and the arts can enrich each other. He explains the importance of critically examining key terms, concepts, and thought patterns commonly employed in theology-arts discourse today, arguing that notions such as "beauty" and "sacrament" are too often adopted uncritically without due attention given to how an orientation to the Triune God's self-disclosure in Christ might lead us to reshape and invest these notions with fresh content. Throughout A Peculiar Orthodoxy, Begbie demonstrates the power of classic trinitarian faith to bring illumination, surprise, and delight whenever it engages with the arts. (From the Publisher)

From the Executive Summary: As the U.S. population has grown more racially and ethnically diverse, so too have students across all levels of higher education. The Hispanic population’s growing numbers and rising postsecondary enrollment rates figured centrally in both trends. While much progress has been made for nearly all groups, we nonetheless see stagnant and low levels of secondary school completion, college participation, and educational attainment for many communities of color. At both the undergraduate and graduate levels, advances in Black students’ enrollment and attainment have been accompanied by some of the lowest persistence rates, highest undergraduate dropout rates, highest borrowing rates, and largest debt burdens of any group. How students pay for higher education varied considerably by race and ethnicity, especially in terms of who borrows and who leaves college with high levels of student loan debt. Racial and ethnic diversity among college faculty, staff, and administrators still doesn’t reflect that of today’s college students.