Resources
This guide will help you design your course in the Children and Family Ministry and the Youth and Student Ministry M.Div. concentrations at Baptist Theological Seminary at Richmond. Using two proven educational frameworks for course design you will be able to create a powerful course that will facilitate a meaningful learning experience for your students, and a rewarding teaching adventure for you. Using the frameworks of Understanding by Design (Wiggins and McTighe) and the learning principles of that classic educational theory of Constructivism you will be able to design a course that: Is student-centered Applies theory to practice Is experiental Leads toward self-understanding Is congregationally focused (From the Publisher)
Article by James M. Lang in the Chronicle of Higher Education. Suggestions ways to create a teaching philosophy that will be remembered by a search committee or a tenure and promotion committee. Recommends: thinking about end goals; distinguishing general and specialized courses; giving specific examples; and citing influential sources.
Article by James M. Lang in the Chronicle of Higher Education. Suggestions ways to create a teaching philosophy that will be remembered by a search committee or a tenure and promotion committee. Recommends: thinking about end goals; distinguishing general and specialized courses; giving specific examples; and citing influential sources.
Link from Vanderbilt University, Center for Teaching. Describes purpose and elements of portfolio as well as general guidelines. Includes reflection questions on teaching to jump-start the writer. Has links to other websites with resources and exercises to help with drafting the portfolio.
Link from University of Michigan, Center for Research on Learning and Teaching. Provides suggestions on how to begin drafting document. Includes characteristics of effective statements. Has a rubric with elements that search committee may consider. Addresses questions that job candidates may face relating to the teaching philosophy.
Link from Washington University in St. Louis, The Teaching Center. Suggests four questions to consider: 1) Why do you teach? 2) What do you teach? 3) How do you teach? 4) How do you measure your effectiveness?. Offers formatting tips and strategies for beginning the first draft of the document.
Link from Ohio State University, University Center for the Advancement of Teaching. Describes purpose and components of a philosophy of teaching statement. Gives formatting suggestions and includes examples from humanities, sciences, and social sciences. Provides links to other sites and hard copy references.
Click Here for Book Review Abstract: If institutions are to create campus environments that provide welcoming and engaging contexts for personal and professional development of students, faculty, administrators, and staff, all members of campus communities must be willing to look closely not just at what they do (or do not do) on a daily basis, but also why. This book offers an analysis of how faculty perceive intersections between spirituality and higher education, and what implications their spiritual inclinations have, not only for undergraduate education, but also for faculty life within academic workplaces. The Quest for Meaning and Wholeness draws on the 2012 Faculty Beliefs and Values Survey of just over 8,500 faculty employed at a range of institutions, and features faculty voices to answer the “So what?” question about why administration, faculty developers, and researchers should care about the spiritual and religious lives of faculty. (From the Publisher)
Click Here for Book Review Abstract: Grounded in research on neuroscience, faculty development, work productivity, positive psychology, and resilience, this faculty development guide is filled with the techniques and strategies that go beyond a discussion of work-life balance and teaching tips to offer practical tools for managing the life of the professor while maximizing his or her potential. Faculty who complete the book’s exercises are able to anchor their work, roles, and use of time in their most deeply held values, to integrate their personal and professional lives into a seamless garment, and to create a legacy of a life well-lived. (From the Publisher)
Pedagogies for the Future illustrates a unique and exciting endeavor whereby a group of academics across one university developed a professional learning community for the purposes of investigating, articulating and developing their scholarship of practice. Through their collaborative efforts, these educator-researchers sit at the forefront of calls to take teaching seriously in higher education and to recognize the powerful potential of interdisciplinary collaboration. The book provides a model for establishing learning communities in higher education and demonstrates that such work is not only possible but also successful. From vision to reality, Pedagogies for the Future offers important insights into the complex nature of researching teaching and learning in higher education from the perspectives of those directly engaged in it. This book will be of great interest and value to both scholars and administrators. (From the Publisher)