Resources

Journal Issue.

"This handbook provides essential information on regulations and procedures. It is a compilation of policy and procedure statements from a variety of the Department, College of Arts and Science, and the University Graduate School documents. It is intended as a guide to fulfilling the responsibilities associated with an appointment as an Associate Instructure"

Learning in groups has deep historical roots in adult education, and adult educators use groups frequently in structuring learning experiences. Also, groups form the basis for mauch informal adult learning, both within and outside institutional boundaries. Although many adult educators espouse the value of learning in groups, the topic has been a relatively minor theme in the field's recent literature. The purpose of this volume of New Directions for Adult and Continuing Education is to examine selected aspects of learning in groups, including both theoretical concepts and actual practice. The chapter authors assess the status of group learning in adult education; the volume should be helpful to adult educators as they reflect on their use of groups. This is the 71st issue in the journal series New Directions for Adult and Continuing Education. (From the Publisher)

In 1986, 43 percent of Disciples clergy were between fifty and sixty. Where will their replacements come from, and how can we help them recognize and respond to their call? (From the Publisher)

Describes strategies through which faculty can document and "go public" with their teaching - be it for purposes of improvement or evaluation. Each of nine chapters features a different strategy - from the fairly simple, low-risk "teaching circle," to "course portfolios," to more formal departmental occasions such as faculty hiring - with reports by faculty who have actually tried each strategy, guidelines for good practice, and an annotated list of resources. Offers lessons campuses can use to create more effective systems for the formal evaluation and reward of teaching. (From the Publisher)

Higher education today suffers from lack of a clearly articulated purpose-a deficiency particularly challenging to religious-affiliated institutions. What is the relationship of secular learning to the faith that originally undergirded these institutions? This book offers the reader answers to this and other major questions currently facing denomination-affiliated institutions of higher education. Following a chapter on civil government's relationships to these institutions, 24 chapters survey the colleges, universities, and seminaries associated with denominations. Each chapter begins with an historical essay followed by annotated bibliographic entries covering primary and secondary sources dating back to 1986 on various denomination-connected institutions. There are 614 bibliographic entries, an epilogue on critical issues covered throughout the book, as well as a subject and author index. (From the Publisher)

Drawing upon classical and modern theological resources as well as postmodern pedagogical theories, Peter Hodgson argues that God's Wisdom, incarnate in paradigmatic teachers such as Jesus of Nazareth, forms and transforms human beings by evoking critical thinking, heightened imagination, and liberating practice. This groundbreaking book reexamines the place of religion in liberal education and the relationship between religious and theological studies. (From the Publisher)

The author provides a provocative description of ways society's institutions have colluded to undermine the full development of women and girls. Relies on Gilligan and Kegan's theories of development; critiques Neibuhr's theology of sacrifice. Weaves biblical stories of women and personal stories into the data and suggests ways that parents, families -- and communities of faith can create environments in which girls and women may find their own voices as expressions of authentic selves. This book is being used by a women's discussion group in an Episcopal parish. Participants find it very provocative and insightful. (From the Publisher)

Presenting numerous activities--for both individuals and groups--designed to foster self-knowledge and growth in teaching, the authors examine the primary elements of the teaching-learning exchange. Valuable special resources, including scales for measuring beliefs and values about teaching describes individual teaching styles. (From the Publisher)