Resources
One page Teaching Tactic: students apply earlier material to assess current reading assignment.
In this article I propose a method of selecting and assigning readings in the religious studies or theology classroom, such that these readings complicate one another, rather than standing in opposition or as simple alternatives. Such a strategy emulates key pedagogical insights of twelfth-century sentence collection, an activity at the very heart of the earliest universities in Europe. It also draws support from the theories of intellectual development advanced by William G. Perry, Jr. and the Women's Ways of Knowing Collaborative. Both precedents suggest a principle of “complicating views” that can be flexibly employed in a variety of ways and diverse pedagogical contexts, as illustrated by examples from several classes. Such strategies aim to avoid reinforcing intellectual patterns of dualism or undifferentiated relativism; instead, they attempt to promote students' ability to integrate discordant voices and to appreciate diverse points of view, while also staking their own claims relative to them.
One page Teaching Tactic: students work in groups to reflect on the learning goals of the course.
Mentoring is an important but often overlooked resource in theological education and students' academic and spiritual formation. This essay profiles the mentoring practices and postures of the writing tutor and the spiritual director as exemplars of academic and spiritual mentoring. An extended probe of this analogy affirms the integration of academic and spiritual formation as a core value in theological education; identifies mentoring in theological education as a hidden treasure fostering this integration and warranting attention as a theological practice; and re-envisions the theological practice of mentoring under the traditional rubric of the “care of souls,” embracing the relational, educational, formational, spiritual, and rhetorical dimensions of this practice.
Journal Issue.
Knowledge, Pedagogy, and Postmulticulturalism opens for examination the research and experimental pedagogies of a teacher education faculty at a large, urban, public university, where teacher candidates from working-class and ethnic and linguistic minority backgrounds are prepared to work with learners from similar backgrounds. The pedagogies discussed have been expressly designed to elicit the funds of knowledge and community cultural wealth of these teacher education candidates. The research in this volume calls attention to the distinctive, complex perspectives that individuals from historically marginalized groups bring to the university classroom, and demonstrates how these valuable perspectives can be brought front and center in the university's teacher education curriculum. It counters contemporary trends of discouraging and preventing students and teachers from critically and intellectually engaging with issues of which knowledges are taught, and how. (From the Publisher)
This book is designed as a practical resource that reviews some of the most helpful approaches and exercises that teachers use when working with adult learners. Written in an accessible style, with numerous examples of practical applications scattered throughout the text, the book does not assume any prior experience with adult learning theory or adult educational history and philosophy on the reader's part. The book invites the reader into a conversation about some of the major challenges and problems involved in teaching adults, a conversation which draws on the author's long history of working with adult learners to describe how to understand and respond to these same challenges and problems. (From the Publisher)
Click Here for Book Review Abstract: Latinos’ postsecondary educational attainment has not kept pace with their growing representation in the U.S. population. How can Latino educational attainment be advanced? This monograph presents relevant contemporary research, focusing on the role of institutional contexts. Drawing particularly on research grounded in Latino students’ perspectives, it identifies key challenges Latino students face and discuss various approaches to address these challenges. Because so many Latino students are enrolled in federally designated Hispanic-Serving Institutions (HSIs), it also specifically explores HSIs’ role in promoting Latinos’ higher education access and equity. As a conclusion, it offers recommendations for institutional, state, and federal policies that can foster supportive contexts. This is Volume 39 Issue 1 of the Jossey-Bass publication ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication. (From the Publisher)
This book encourages and enables faculty to deeply examine their teaching experiences, stories, and choices so real insight results. The author invites faculty to recall stories from their own biographies, demonstrates how to view these stories as critical incidents instead of mere reminiscences, and introduces an approach faculty can undertake to analyze then interpret these stories for the benefit of professional growth in teaching. (From the Publisher)
Click Here for Book Review Abstract: From the Inter-generational Mentoring Community project, which develops the next generation of academic leaders, comes formation mentoring, a process to enable faculty to recover, sustain, and further develop a sense of vocation, mission, and purpose. This book is a concise and practical guide to convening and sustaining these kinds of formation mentoring groups in higher education. It provides the necessary direction and structure to orient the process but is open-ended enough to apply across many settings and professional or educational disciplines. (From the Publisher)