Resources

Motivating Teaching in Higher Education with Technology is a useful manual for both beginning and experienced instructors teaching at the post-secondary level. Jay Wilson is the head of Curriculum Studies Department at the University of Saskatchewan. He has extensive practical experience in the areas of technology with specific application to teaching and instructions. Edwin Ralph is a professor with the College of Education at the University of Saskatchewan with mentorship in education expertise. As indicated in the title, this book is about “motivating teaching.” The authors contend that technology serves a supportive role for teaching and learning. For them, “technology, per se, will not improve poor teaching” and “incorporating technology will not change the quality of your content” (103). Beginning with the theme of motivational teaching principles, learning climate and management, and the distinction between teacher- and learner-centered pedagogies, the book then unfolds what this could mean, using specific applications of technology to teaching in subsequent chapters. The authors claim that technology can enhance the quality of teaching significantly when it is being used with thoughtful design and intention. Major benefits of using technology include: making course materials more accessible and available for review (especially for English as second language students), creating frequent opportunities for interaction beyond classroom hours, and encouraging active, participatory learning. As for online courses offerings, technology allows the possibility of bringing in a diverse student body to enrich the learning experience. The authors emphasize the importance of adequate preparation for any kind of teaching but even more so when teaching with technology. Many instructors tend to focus on the preparation of content and may neglect to consider the administrative side of teaching. This book draws the readers’ attention to the importance of good learning “management” in teaching. Attention to course details such as a clearly laid out rubric of grading criteria, class policies, and behavioral expectations for face-to-face and online discussions all contribute to the success of building a positive learning environment. Further strengthening this book are the step-by-step practical suggestions it provides for putting together learning modules, constructing concept maps, designing learning activities, developing questions for student reflection, and crafting effective assessment methods. “Instructors must carefully orchestrate the integration of technologies with appropriate methods and strategies at key junctures to maximize learner motivation” (100). Having taught both hybrid and online courses for over eight years, I find the suggestions insightful and refreshing. Since the book is designed to be a manual, its writing style is concise and does not contain as many real life examples as readers may like to see. Readers will need to do much integration between the principles articulated and application to actual situations in their own teaching contexts.

Non-academics who pick up Julie Schumacher’s epistolary novel Dear Committee Members might assume that they are encountering a parody of academic life. Schumacher’s academic readers, however, will wonder whether she sneaked into their own inboxes and printed the choicest items. The novel consists of letters penned by Jason Fitger, a disenchanted and mediocre professor of creative writing and literature in the underfunded English department of Payne University, a less-than-top-tier teaching college. Through his correspondence, Fitger both details and demonstrates most of the mundane (but annoying) challenges and bad behavior of academic life. Fitger writes letters of reference for students he cannot remember, students he can remember all too well for their lackluster performance, and spectacular students whose career choices are dramatically below (their professor’s assessment of) their capabilities. His frustration at having to write letters is made worse by the combination of technology and bureaucracy that has come to characterize online letters of recommendation – Fitger is out of patience with online form submissions, whose character limits will not let him expound as he sees fit and that log him off or cut him off mid word. He often opts instead to send a letter by mail, certain that the institution will, of course, accept a letter postmarked (rather than electronically submitted) on the due date. Fitger’s letters chronicle what are now tropes in the writing about academia – for instance, the crumbling but inhabited humanities building, though in Dear Committee Members the insult is compounded because, as Fitger’s exasperated letters detail, not only are the English department’s digs shabby by comparison to the social sciences, but are being made worse through constant construction as the floor above is renovated for the Economics department. Throughout these letters one gets a sense of the failures of Fitger’s own life. It becomes clear, for instance, that within the administration are both his ex-wife and the (now ex-) lover for whom he left her, and his letters to each intertwine their personal histories with campus politics. Similarly, letters to graduate school friends in the world of creative writing mix advocacy for students with hints of relationships between those successful or not and laments for Fitger’s own squandered promise. While in no way derivative, Dear Committee Members joins the ranks of academic novels such as Moo, Straight Man, and Wonder Boys. Schumacher, herself a professor of creative writing and literature, knows what she is talking about, and she deploys humor to excellent effect, waltzing the reader through an at best underwhelming professor's correspondence, revealing much along the way about the personalities and practices of Fitger and his fellow academics.

Jeffrey T. Kenney Walter E. Bundy Professor of Religious Studies DePauw University Many Islamicists, specialists in Islam, talk about the challenge of teaching Islam in a post-9/11 world, a world where the War on Terror (WOT), political chaos in the Middle East (exacerbated by the WOT), and global jihadi violence.

Nancy Lynne Westfield Associate Professor of Religious Education Drew Theological School Regardless of how many times pedagogical guru Parker Palmer is asked, he refuses to comply. Dr. Palmer, in his writings, speeches, and workshops, resists reducing the mystical adventure of critically reflective teaching to “tips, tricks, and techniques.” While I

Youshaa Patel Assistant Professor of Religious Studies Lafayette College These days, Islam is no stranger to controversy. Although we may deplore the mainstream media’s deliberate sensationalization of Muslim conflicts, as professors we can also exploit conflict in the classroom to help our students achieve their learning objectives. Many of my.

Cláudio Carvalhaes Associate Professor McCormick Theological Seminary At the heart of education, the most important “instrument” of our lives, the house we inhabit, is the very core of our selves: our bodies. Fully! It is in and through our bodies that we learn and are able to unlearn. The immense.

Theological school deans are not just theological leaders for their institution, they must be EDUCATIONAL leaders. That is, they must implement sound educational practices related to curriculum, instruction, supervision, assessment, and administration. There is a variety of ways to assess...

Meena Sharify-Funk Associate Professor Wilfrid Laurier University “Women and Islam.” It is a subject that is surrounded by strongly held and divergent opinions, values, and beliefs, as well as by misconceptions, over generalizations, and yes, political agendas. In the 21st Century, there are many competing projects attempting to define who

Tat-siong Benny Liew Class of 1956 Professor in New Testament Studies College of the Holy Cross If you spend much time in the Northwest of California, especially if you are someone who likes to hike, alongside trail maps at visitor centers you will see posters that instruct you how to

Sophie Gilliat-Ray Director Centre for the Study of Islam in the UK Cardiff University I ended my last blog entry by noting the value of inter-religious relationships formed among students learning about Islam in the higher education environment. Continuing with this theme, one of the consequences of this mixed-faith, or...