Resources

Walks through the entire process, covering issues such as: peer observation versus peer evaluation; formative versus summative peer observation process, key issues to remember, recommendations, etc.

Looks at a project by the American Association for Higher Education (AAHE) to develop cases about college teaching and learning that would prompt in-depth discussion of pedagogical issues. Work of Ted Marchese; Cases and how they can help reconnect process and content; Related readings; Addresses for more information.

Discusses the historical-critical paradigm in analyzing the New Testament. Gap between the discipline of New Testament studies and its intended purpose; Changing character of student clientele as a challenge to the historical-critical method; Applying sociological methods in theological discussions; Capturing the dimensions of early Christian texts.

Collected here, without examples or detailed explanations, are practices that constitute excellence in college teaching. These elements represent the broad range of the most effective actions teachers take, and requisite conditions teachers establish, to facilitate learning. The listing is brief and serves more as a reference to the scope of excellent teaching techniques than as a source of enlightenment. For detailed information on items that are unfamiliar, refer to the works cited.

Arguing for an understanding of theological discourse in the broad social reality of which it is a part, Chopp suggests a return to rhetoric and poetics in education -- a reinvigoration of the imagination (which she opposes to modern modes of knowing). Education must emphasize the ability to envision, to produce the aesthetic images and metaphors that fund knowledge, values, and community in the church and in the world.

Asserts that faculty lack the continuing conversation with colleagues that could help them grow more fully into the demands of the teacher's craft. Possible reasons for the privatization of teaching; Good teaching as more than technique; Topics for talk about good teaching; Ground rules for creative conversation; More.

Reflects on the reasons for the lack of changes in theological seminaries. Complaints on the roots of traditional curricula in precritical assumption; Effect of religion's conservative shift on the mood of theological schools; Pressures on theological schools to offer an education that is perceived to be of high quality.