Resources

Collected here, without examples or detailed explanations, are practices that constitute excellence in college teaching. These elements represent the broad range of the most effective actions teachers take, and requisite conditions teachers establish, to facilitate learning. The listing is brief and serves more as a reference to the scope of excellent teaching techniques than as a source of enlightenment. For detailed information on items that are unfamiliar, refer to the works cited.

Arguing for an understanding of theological discourse in the broad social reality of which it is a part, Chopp suggests a return to rhetoric and poetics in education -- a reinvigoration of the imagination (which she opposes to modern modes of knowing). Education must emphasize the ability to envision, to produce the aesthetic images and metaphors that fund knowledge, values, and community in the church and in the world.

Asserts that faculty lack the continuing conversation with colleagues that could help them grow more fully into the demands of the teacher's craft. Possible reasons for the privatization of teaching; Good teaching as more than technique; Topics for talk about good teaching; Ground rules for creative conversation; More.

Reflects on the reasons for the lack of changes in theological seminaries. Complaints on the roots of traditional curricula in precritical assumption; Effect of religion's conservative shift on the mood of theological schools; Pressures on theological schools to offer an education that is perceived to be of high quality.

The prevailing notion of integration of college teaching and research is more myth than reality. To make the relationship more productive, educators must change the terms, redefine research, and reorient thinking about teaching, understanding that teaching and research are distinct and not automatically linked. Institutions must implement policies reflecting broader definitions of research and more intellectual orientations to teaching.

Intended to help individuals as well as companies thrive in a working world made up of increasingly diverse work forces and ever more competitive markets, this book addresses the differences in men's and women's speaking styles, without maintaining the superiority of any one style of speaking. Reinforced with extensive examples drawn from research, the book offers new ways of understanding what happens in the workplace, ranging from the simplest exchanges to the most complex contemporary issues of the glass ceiling and sexual harassment. The book notes that sex differences exist even in the college classroom, where men and women exhibit different behavior in learning situations--men ask fewer questions but interrupt others more often in traditional classrooms and often find themselves designated as "spokesperson" in small group class discussions even when they are outnumbered by women. Chapters in the book are: (1) Women and Men Talking on the Job; (2) "I'm Sorry, I'm Not Apologizing": Conversational Rituals; (3) "Why Don't You Say What You Mean?": Indirectness at Work; (4) Marked: Women in the Workplace; (5) The Glass Ceiling; (6) "She's the Boss": Women and Authority; (7) Talking Up Close: Status and Connection; (8) What's Sex Got to Do with It?; and (9) Who Gets Heard?: Talking at Meetings. The book includes both a preface and an afterword by the author, as well as extensive notes and references.

This essay is an introduction to postmodernism and deconstruction as they relate to the special challenges of scholarship and teaching in the science and religion multidiscipline.