Resources

Four theories of teaching are presented based on faculty definitions of teaching: knowledge transfer; shaping students to a predetermined mold; exploratory; and developmental. These theories are related to student attitudes about learning and are offered as a means of resolving misunderstandings among teachers and between teachers and students.

Personal reflection on the importance of informal moments in the education of students, and the implications for our metaphor of teaching.

A short article in which a teaching-scholar defines what she means by “active and meaningful learning,” discusses unstructured cooperative learning and critical thinking, and reflects on experience in using these concepts in the courses she teaches and the textbooks she writes. Idea Paper no. 34, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

Walks through the entire process, covering issues such as: peer observation versus peer evaluation; formative versus summative peer observation process, key issues to remember, recommendations, etc.

Looks at a project by the American Association for Higher Education (AAHE) to develop cases about college teaching and learning that would prompt in-depth discussion of pedagogical issues. Work of Ted Marchese; Cases and how they can help reconnect process and content; Related readings; Addresses for more information.

Discusses the historical-critical paradigm in analyzing the New Testament. Gap between the discipline of New Testament studies and its intended purpose; Changing character of student clientele as a challenge to the historical-critical method; Applying sociological methods in theological discussions; Capturing the dimensions of early Christian texts.