Resources

Journal Issue.

Designed to spark reflection and lively dialogue in College and university departments and faculty development programs, Dilemmas in Teaching is a collection of short, insightful cases that will strike a chord with experienced faculty and help prepare newer faculty and teaching assistants for the complexities of their chosen profession. Written by faculty as part of a six-year project sponsored by The Collaboration for the Advancement of College Teaching & Learning, the twenty-nine cases are grouped in three sections, each with an introduction, focusing on the classroom, departments and institutions, and the changing culture in higher education. Features include a listing of case abstracts, discussion questions, essays about using cases in faculty development, and a bibliography. This collection is a useful resource for college, department, and faculty development center libraries — certain to be pulled off the shelf often for individual reflection and faculty development programming. (From the Publisher)

This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels of experience detailed, how-to advice on classroom assessment—from what it is and how it works to planning, implementing, and analyzing assessment projects. The authors illustrate their approach through twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. (From the Publisher)

Assigning grades to student work raises many dilemmas for college and university teachers. This volume helps teachers deal with these dilemmas by providing rubrics to be used as guides for scoring various kinds of student performance. The authors offer a range of alternative approaches to assessing student performance that are rooted in the belief that students should be active rather than passive learners.They draw on their own classroom experience to explain how to use each assessment measure presented--including developing criteria, integrating peer and self-assessment, and assigning grades--and discuss the advantages and disadvantages of each. This is the 74th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals section. (From the Publisher)

There is much at stake in the graduate enterprise. Here students are prepared to become leaders, professionals, researchers, and scholars who will be responsible for the advancement of our knowledge and well-being. But what of the students themselves? What do they go through in graduate school? What is the graduate experience like? This volume of New Directions for Higher Education addresses the graduate experience from the standpoint of the students themselves. From a variety of perspectives and across many fields of study, these chapters present what students have reported about their experience through interviews, surveys, ongoing discussions, and autobiographies. This is the 101st issue of the quarterly journal New Directions for Higher Education. For more information on the series, please see the Journals and Periodicals section. (From the Publisher)

It is generally accepted that theological education and ministerial formation must both take place "in context". The context, in most parts of the world today, is one of religious pluralism where Christians must live in dialogue and grow in commmunity with neighbours of other faiths. Ministers have a crucial role in shaping the attitudes of church people, especially in the area of interfaith relations. How may they be equipped to play this positive role? What, in other words, are the implications of interfaith dialogue for theological education? That was the question discussed by a group of theological teachers when they met in Malaysia in June 1985, called together by the World Council of Churches' Programme on Theological Education (PTE) and the Dialogue Sub-unit. Ministerial Formation in a Multifaith Milieu presents an informal report of that meeting. (From the Publisher)

Teaching for Diversity and Social Justice is a much needed resource that addresses the need to facilitate communication and understanding between members of diverse social groups. It provides a unified framework by which students can engage and critically analyze several forms of social oppression and discrimination. (From the Publisher)

Journal Issue. This journal presents a collection a essays that offer several new perspectives on teaching practice; give descriptive and narrative accounts of curricular and teaching innovations; and discusses a range of shared learnings obtained from public university, community college, and private college multicultural change processes. (From the Publisher)

Journal Issue.

Understanding the concept, contours, and concerns of Doctor of Philosophy (PhD) studies is the central focus of this book. It explores the world of PhD as it is imagined, experienced, and analyzed in various academic contexts. It unearths the relationship between the PhD of the past and of the present, and argues that there is a tension at the core of the idea of PhD in its twenty-first century understanding. Is the PhD undergoing a radical transformation? Where is it heading? In exploring and responding to these questions, the author, Frances Kelly of the Faculty of Education at the University of Auckland, initiates a needed conversation within higher education. The book consists of four chapters, each examining an aspect of the subject matter in focus: the nature of doctoral research, the idea of the doctoral researcher, PhD pedagogy, and the spaces of doctoral research. The introduction outlines the rationale and agenda of the book and briefly reflects on the themes of the PhD and university in general as they relate to culture, images, and stories. The author also claims the book is about critical analysis of contemporary discourse on the PhD. Chapter 1 reflects on doctoral writing and with the help of illustrations and case studies argues for understanding the process of dissertation writing as work. This is a helpful perspective for graduate students working on or preparing for their dissertation writing. The second chapter explores the person, character, and identity of a “knowledge worker” and highlights five key attributes of the doctoral researcher: (1) specialist knowledge, (2) effective communication, (3) general intellectual skills and capacities, (4) independence, creativity, and learning, and (5) ethical and social understanding (45-46). This chapter contributes an important conversation on the struggle of the researcher in the context of university and society about his or her contribution as a doctoral researcher. Chapter 3 examines the nature and function of doctoral pedagogy in terms of supervision, socialization, and issues of gender, power roles, and their impacts. It begins with the study of the traditional pedagogical practice of private and dyadic supervision and proceeds with the ideas of doctoral pedagogy in groups and voices for the later. The fourth and final chapter takes up the discourse on the spatial realities of doctoral learning, which includes the university campus, the location and design of that campus, library and archives, the writing desk, and the imagined space (location) of the researcher. The significance of each of these in doctoral research are explored within a context of cultural imagination. In her conclusion, Kelly says that the cultural imagery of the PhD is tied to a Western idea and wonders about the nature of non-Western ideas of the PhD. The book is rich in illustrations from a variety of researchers and their experiences with the PhD. However, it does not define or explore the concepts of imagination – Western or non-Western – or social and cultural domains, thus taking them for granted. Some contents of the book may disappoint the experts in the field. Yet it will make a helpful tool, especially for the emerging scholars of higher education.