Resources

Click Here for Book Review Abstract: What comes to mind when you hear student-centered learning? Do you immediately see a classroom without a teacher? Do you see students teaching other students? How do you know which pedagogies to use when designing the best learning environment? The question of determining what pedagogies to use within the classroom (on-ground or virtual) can often plague teachers given today's student. This book will help you to identify the difference between teacher-centered and student-centered learning and the various pedagogies commonly associated with each. This book will draw upon the research and experience of three different educators and their pedagogical variations and uses within the classroom and online. Crumly’s synopsis of student-centered learning and suggested action is followed by a collaborative dialogue with Pamela Dietz and Sarah d'Angelo. Dietz and d'Angelo provide practical commentary regarding the successful implementation of Crumly's proposed approaches. As a group, Crumly, Dietz, and d'Angelo create a text that extends pedagogical innovation in inspiring but practical ways. (From the Publisher)

Click Here for Book Review Abstract: There is still resistance in Christian institutions to interreligious dialogue. Many feel that such a practice weakens Christian faith, and promotes the idea that Christianity is merely one among many different religious options. When it comes to higher education, there is the fear that both college and seminary students will “lose their faith” if they are invited to study other religious traditions from a positive perspective. Unfortunately, this attitude belies the current culture in which we live, which constantly exposes us to the beliefs and practices of others. Kristin Johnston Largen sees this setting as an opportunity and seeks to provide not only the theological grounding for such a position but also some practical advice on how both to teach and live out this conviction in a way that promotes greater understanding and respect for others and engenders a deeper appreciation of one’s own faith tradition. Largen’s synopsis of interreligious education and suggested action includes contributions by Mary E. Hess and Christy Lohr Sapp. Hess and Sapp provide practical commentary regarding the successful implementation of Largen’s proposed approach. As a group, Largen, Hess, and Sapp create a text that extends pedagogical innovation in inspiring but practical ways. (From the Publisher)

Click Here for Book Review Abstract: The Guide is a welcome companion for women in religious studies. From undergraduates to retired professors, this distilled wisdom of several generations of colleagues is an important book to have handy. Whether seeking a job, preparing for tenure, working at a non-profit organization, entering the publishing world, figuring finances, mentoring or being mentored, the reader will find just what she (or he—men find it useful too) needs to know. This volume reflects the diversity of women's experiences, the range of opportunities, the pitfalls and promises of religious studies that span ministry, academia, and activism. It is a good investment for one's future career and a welcome gift for students. This second edition is updated to reflect the rapidly changing field, especially technological innovations. (From the Publisher)

"Graff offers a highly readable and down-to-earth perspective on some of the most ballyhooed issues in higher education today. . . . By encouraging us to argue together, he may yet help us to reason together."—Henry Louis Gates, Jr. Higher education should by a battleground of ideas: the real problem, Gerald Graff says, is that students are not getting more out of the battle. In this lively book, Graff argues that the "culture wars" now being fought over multiculturalism and political correctness are actually a sign of the intellectual vitality of American education—but they need to be used creatively, made part of the educational process itself. (From the Publisher)

Journal Issue. In this issue of Spotlight, contributors suggest that the shift to online education involves a complex process of translation. Not unlike language translation, translation from traditional educational models to online environments requires a greater or lesser reconceptualization of education itself. Full text is available online.

Journal Issue. Full text is available online.

Journal Issue. Full text is available online.

Journal Issue. Full text is available online.

Journal Issue. Full text is available online.