Resources

From the “Forward” by Stephen D. Brookfield, Distinguished University Professor, University of St. Thomas, Minneapolis St. Paul, Minnesota “These days it is fashionable to lament the passing of adult education’s transgressive spirit. The historical myth that exercises considerable influence on the field is that adult education used to be a radical expression of the democratic spirit, but it has been tamed, moved to the dark side, become the lapdog of workplace learning, sold its soul to the devil of professionalism in a misguided attempt to be taken seriously by more powerful branches of education. This myth is just that – a myth. I have never believed it. The radical, transgressive spirit of adult education has endured and constantly reconfigured itself, doing its best to escape and outwit those who would contain and neutralize its energy and surfacing in ways that constantly take adult e ducators by surprise. The colleagues I work with in adult and higher education and the learners I serve and study with are neither tamed nor ideologically hoodwinked. This volume of spirited commitment — defiantly hopeful, seriously playful, and placing matt ers of desire and resistance at its center — is an apt representation of the enduring radical spirit of the best of adult education.”

Journal Issue.

Journal Issue.

Just-in-Time Teaching (JiTT) is a pedagogical approach that requires students to answer questions related to an upcoming class a few hours beforehand, using an online course management system. While the phrase “Just in time” may evoke shades of slap-dash work and cut corners, JiTT pedagogy is just the opposite. It helps students to view learning as a process that takes time, introspection, and persistence. Students who experience JiTT come to class better prepared, and report that it helps to focus and organize their out-of-class studying. Their responses to JiTT questions make gaps in their learning visible to the teacher prior to class, enabling him or her to address learning gaps while the material is still fresh in students’ minds – hence the label “just in time.” JiTT questions differ from traditional homework problems in being designed, not only to build cognitive skills, but also to help students confront misconceptions, make connections to previous knowledge, and develop metacognitive thinking practices. Students consequently spend more time on course concepts and ideas, but also read their textbooks in ways that result in more effective and deeper learning. Starting the class with students’ work also dramatically changes the classroom-learning environment, creating greater student engagement. This book demonstrates that JiTT has broad appeal across the academy. Part I provides a broad overview of JiTT, introducing the pedagogy and exploring various dimensions of its use without regard to discipline. Part II of the book demonstrates JiTT’s remarkable cross-disciplinary impact with examples of applications in physics,biology, the geosciences, economics, history, and the humanities. Just-in-Time Teaching article from The Hispanic Outlook in Higher Education Reprinted with permission from Hispanic Outlook in Higher Education Magazine. www.hispanicoutlook.com (From the Publisher)

Presenting the human face of internationalization, this discursive text examines the social learning experience of international students against the background of current cultures in Higher Education. (From the Publisher)

Journal Issue.

Essential principles of timeless learning include attention, contemplation, connection, participation, and responsibility; helping students achieve a sense of purpose; and improving alertness and mental health. (From the Publisher)

After decades of marginalization in the secularized twentieth-century academy, moral education has enjoyed a recent resurgence in American higher education, with the establishment of more than 100 ethics centers and programs on campuses across the country. Yet the idea that the university has a civic responsibility to teach its undergraduate students ethics and morality has been met with skepticism, suspicion, and even outright rejection from both inside and outside the academy. In this collection, renowned scholars of philosophy, politics, and religion debate the role of ethics in the university, investigating whether universities should proactively cultivate morality and ethics, what teaching ethics entails, and what moral education should accomplish. The essays quickly open up to broader questions regarding the very purpose of a university education in modern society. (From the Publisher)

In this volume - the third book in the Missional Church series - eminent missional church expert Craig Van Gelder continues to track and contribute to the expanding missional church conversation, inviting today's brightest minds in the field to speak to key questions concerning church leadership. (From the Publisher)

"This guide is primarily for the Master of Divinity degree program ... and the M.Div. concentrations"--P. 1.