Resources

This report provides an evaluation of the research and conversations on religion and higher education that the Lilly Endowment has sponsored. Chief among the report's findings is the emergence of a movement to revitalize religion in higher education that gathered momentum in the 1990s.

This essay is a discussion of effective teaching in the science and religion classroom. I begin by introducing Alfred North Whitehead’s three stages of learning -- romance, discipline, and generalization -- and consider their implications for powerful pedagogy in the science and religion classroom. Following Whitehead’s three principles, I develop a number of additional heuristics that deal with active, visual, narrative, cooperative, and dialogical learning styles. Finally, I present twelve guidelines for how to use e-mail and class-based listservers to achieve some of these outcomes.

Reports on the challenges of United States accredited schools of Christian theology in teaching master's-level students with little or no preparation, either academically or personally. Theological ignorance of many incoming students; Poor undergraduate training; Remediation efforts done by seminaries.

A brief review and annotated bibliography on designing a teaching portfolio.

Very helpful overview, followed by more detailed and extended discussion as well as references.

Discusses the development of an effective teaching portfolio. Selecting the contents; Developing profile; Objective of portfolios.

Stresses that the knowledge and the love of God should be central to theological education. Information on the program of spiritual formation developed by Duke Divinity School; How the program works.

Discusses information on the comprehensive program in contextual education launched by the Candler School of Theology in 1998. First two stages of a three-stage process under way; Six major aspects of concern.