Resources

Journal Issue.

This first report of The Auburn Center's study of theological school faculty addresses four key issues which are central for understanding the current state of theological faculty: retirement and replacements, morale, women on theological faculties, and scholarship and church service. Bulletin No. 4 (January, 1996) of the Auburn Center's occasional research bulletin. Auburn Studies. (From the Publisher)

In 'Why Are All the Black Kids Sitting Together in the Cafeteria?' And Other Conversations About Race, Dr. Tatum provides us with a new way of thinking and talking about race through the lens of racial identity. She explains that all of us have a racial identity and must strive to affirm it. For people of color, the development of a constructive racial identity requires being able to recognize and reject the bombardment of negative stereotypes and to embrace a history of resistance and empowerment rather than passive victimization. For Whites, the challenge is to engage in a process of racial identity development which leads to an awareness of White privilege and a determination to actively work against injustice - and this requires the strength to reject a system that rewards them, and to reclaim the legacy of White allies. For many, this is uncharted territory. This book provides a road map for those who want to make the journey and better understand the racial dynamics of their daily lives. Tatum extends her ideas about racial identity development beyond the usual Black-White paradigm to embrace the unique circumstances of Latinos, American Indians, Asians, as well as biracial youth. Also included is a list of resources for further reading as well as a list of books for parents and teachers to recommend to children of all ages. Using real-life examples and the latest research, Tatum presents strong evidence that straight talk about our racial identities - whatever they may be - is essential if we are serious about facilitating communication across racial and ethnic divides. (From the Publisher)

Role-play has escaped from the drama studio and established itself as one of the most effective learning techniques in language, literature, history, geography and other curriculum subjects. It is also a crucial component of most management and human relationship training. Few teachers have the expertise to maximize the potential of role-play. In this accessible volume the authors demonstrate through numerous examples, how role-play can be applied to all kinds of interactive contexts. They provide a wealth of proven practical strategies and techniques, including sound advice on what not to do. (From the Publisher)

By the year 2000, 50 percent of full-time faculty will be over 55, and 68 percent will be over 50. Just when many universities and colleges in America are making major shifts in their missions and their organizational structures, faculty members who are expected to implement these bold new visions will be out singing up for their senior citizen discount cards. Is it any cause for alarm? (From the Publisher)

Lecturing remains the staple teaching technique for most professionals in higher education. Lecturing can be a chore, a terror or an exhilarating experience. One thing that is certain: for students, good lecturing shows, is expected and pays dividends. This book does not deal with the dry theory of lecturing, but rather it brings together the advice, experience and guidance of many experienced successful lecturers from the UK, US, Australia and New Zealand. Together they provide stimulating and motivating practical examples of how to improve lecturing technique and confidence. Written for less experienced lecturers seeking to improve their lecturing, and those with more experience who want to develop their skills further, this book is outcomes focused and covers a range of key lecturing issues. (From the Publisher)

Peer learning, where students support each others learning, is for many one of the most effective and natural forms of learning. It can form one of the most essential and satisfying parts of a student's higher education experience. As a key developing technique in higher education this book will meet the needs of many who are interested in developing a more formal approach to peer learning in their own work. The book discusses practical methods of developing more effective learning through the systematic implementation of peer learning approaches. It draws on the direct experience of the authors in their own classes across a range of disciplines. While the emphasis is on higher education, many of the ideas can be applied more widely to further education and professional learning. Key issues addressed include: What is peer learning and what is it good for? What are the design and class management issues that need addressing? How best can peer learning be introduced and fostered? What issues need to be considered by teachers and students? What are the implications for assessment? (From the Publisher)