Resources

If we believe that the welfare of individuals and the organization are one and the same, the points of compatibility and mutual support must be found and nurtured. If we value the "developmental culture" of an academic institution, the concerns of individuals for growth, change, advancement, recognition, and support can be brought into harmony with the goals of the "organizational culture" for stability, continuity, and community. The twenty-first century will bring new challenges to higher education. Academic institutions must renew their responsibility to support the developmental needs of all their members. This commitment to support human growth is also part of institutional regeneration. An integrated, comprehensive model of personal and organizational development that includes mentoring for students, faculty, staff, and administrators can make a significant contribution to the best use of human resources, community building, and institutional vitality. (From the Publisher)

Reissued in response to many requests, this is a book about the Bible--specifically about Christian ways of relating to, using, and understanding Christian scripture and tradition. Professor Wood demonstrates that the aim of Christian understanding is the knowledge of God and the changes in outlook on the Bible that came with the rise of biblical criticism. (From the Publisher)

This completely revised edition of Enhancing Adult Motivation to Learn offers updated, culturally responsive practical advice and strategies in the jargon-free, readable style that made the original work so popular. This valuable resource is for teachers, trainers, and anyone who wants learning to be a motivating experience for all adults. (From the Publisher)

The issue of women's status in higher education continues to be contested. Building on her experience as a teacher in higher education and as a staff developer, the author discusses successful practices which have empowered women, and examines the issues which concern women students and staff in higher education. The first part focuses on women students, their needs and experiences and the changes to courses, teaching and learning practices which encourage women's learning. The second part examines women staff and issues such as recruitment, training, promotion and balancing teaching pressures with family life. Gina Wisker's book is essential reading for all women working in higher education, from graduate students to full professors, for staff development groups and administrators, and men teaching women students. (From the Publisher)

This book shows college administrators, deans, department heads, and faculty development professionals how to improve the instructional performance of faculty members. It offers strategies for overcoming resistance and motivating faculty members to improve their teaching--and identifies the resources, activities, and services that will help them to succeed. (From the Publisher)

If you're like most instructors, this is a question that you've asked yourself many times. That's why Weimer, Parrett, and Kerns have compiled this guide–so it's easier to get the answers that you need to this crucial question. How Am I Teaching? contains nine forms and activities that allow you to gather information about what you're doing and how well you're doing it. The authors begin with a simple diagnostic matrix to guide you to the form or activity which best suits your needs. Then they summarize each of the nine tools, highlighting the value and limitations. Make copies of whichever tool(s) you've selected and you're on your way to better teaching! (From the Publisher)

Applying theory to practice, Women Teaching for Change reveals the complexity of being a feminist teacher in a public school setting, in which the forces of sexism, racism, and classism, which so characterize society as a whole, are played out in multiracial, multicultural classrooms. "A fine book, a rich melding of critical theory in education, feminist literature, and pedagogical experience and expertise." Maxine Green, Columbia University. (From the Publisher)

In this updated version of her landmark book Learning to Listen, Learning to Teach, celebrated adult educator Jane Vella revisits her twelve principles of dialogue education with a new theoretical perspective gleaned from the discipline of quantum physics. Vella sees the path to learning as a holistic, integrated, spiritual, and energetic process. She uses engaging, personal stories of her work in a variety of adult learning settings, in different countries and with different educational purposes, to show readers how to utilize the twelve principles in their own practice with any type of adult learner, anywhere. New material includes: the latest research on learning tasks; updated ways to do needs assessment; and new insights from the field of quantum physics applied to adult teaching and learning. (From the Publisher)

Written by one of today’s leading theorists in the field of pastoral theology, Volume 24 in the Louvain Theological & Pastoral Monographs series critically evaluates the diverse educational models available for ministry in today’s societal and ecclesial context in the West. Johannes van der Ven also proposes his own "reflective ministry" model designed to teach pastors to make self-reliant—yet foundationally sound—choices when working in their own unique ministry settings. (From the Publisher)

Susan Toohey focuses not on teaching techniques but on the strategic decisions which must be made before a course begins. She provides realistic advice for university and college teachers on how to design more effective courses without underestimating the complexity of the task facing course developers. In particular, she examines fully the challenges involved in leading course design teams, getting agreement among teaching staff and managing organizational politics. (From the Publisher)