Resources

Discusses the challenge that cultural diversity presents to the curriculum and how to engage faculty involvement. New constructs; Bringing cultures into the classroom; Resistance produced by change; Fear of what will happen when students are exposed to the knowledge of cultures that have suffered historical subordination; Innovations; More.

Cram and Saunders utilize biblical studies and Christian religious educational praxis to clarify the dimensions of the crisis in theological education, and argue for a practice of teaching which is communal and theological education which is formative, critical and most of all, public. They propose a new concept of theological education built on models of early Christian communities.

Discusses how university presidents and provosts across America have been re-examining various aspects of the faculty reward system--from the obligations faculty are expected to perform, to the ways teaching and service are evaluated, to the bases for promotion and advancement. What set off this re-examination; Observations into changing expectations; Changes in how faculty are evaluated; Shifts in faculty incentives and rewards.

Common faculty concerns about implementing student-centered learning are discussed, and useful techniques for addressing them are offered. Issues include budgeting in-class activity time, losing control of the class, uncompleted assignments, student understanding of open-ended problems, student dislike or abuse of group work, and helping at-risk students become involved.