Resources

This book explores the various ways in which computer networking, and more specifically the Internet, is changing the practices, the structure, and the products of academic scholarship. It considers research, teaching, and dissemination of knowledge across a range of disciplines in the humanities, sciences, and social sciences in order to identify particular uses of networking that will come to constitute the academic world of the future. The contributors consider such themes as how networking and particular software environments can be used to support inquiry within research specialties and how scholars in diverse disciplines respond to the availability of new networked channels of scholarly communication. In the context of education, they argue that networking can reconfigure the process of learning, encompassing new audiences, new relationships with teachers, and new learning skills adapted for the network environment. The products of such new configurations are also discussed. The future of electronic journal publication is considered by innovators who have designed some of the first experiments in refereed electronic journal publication. Finally, the new responsibilities and roles of the academic library and academic publishers in a networked environment are debated. (From the Publisher)

Based on the most extensive research on community college teaching to date, this book examines the nature of teaching and the institutional forces that shape it in a variety of course settings, ranging from innovative approaches to complex subjects to conventional didactic instruction. Drawing on observations of and interviews with over 300 instructors and administrators, this book documents the idiosyncratic instructional practices of teachers who learn to teach primarily by trial and error. It argues that in order to realize their enormous potential, community colleges must take greater advantage of the many institutional influences on the quality of teaching--such as personnel policies, instructor training, and the culture established by administrators--only then will they be able to successfully carry out their many roles in both mainstream education and in workforce development. (From the Publisher)

Blends the best contemporary biblical scholarship, theology, and theories of education to give a coherent account of the nature, purpose, context, method, stages, and role of teachers in Christian education. (From the Publisher)

The long-awaited masterwork from the author of Christian Religious Education in which he applies the "shared praxis" approach to the whole of religious education and pastoral ministry. (From the Publisher)

With a mixture of autobiographical facts and literary insights, the author (English, Kalamazoo Coll.) supports her belief that the ``motherheart must be at the center of all teaching.'' Teachers should ``create an environment where human beings can grow in and toward the fullness of themselves.'' This type of teaching is exemplified by the women teachers in higher education of the mid-1800s who, as the author found following her ``calling'' to Kalamazoo College, were the leaders in a profession that often brings teacher and student together in crisis situations, situations that the author believes are better confronted from a feminist perspective. This is a well-written, often humorous account of one woman's entry into the feminist side of academe. (From the Publisher)

Practical Grasha never strays from showing readers how the content applies to them and their teaching. Comprehensive The book takes the reader on a journey that includes an understanding of the elements of teaching and learning styles; the need for discovering Who am I as a teacher? and What do I want to become?; personal change processes in teaching; exploring one's philosophy of teaching; and an integrative model for selecting instructional processes that are keyed to different blends of the Expert, Formal Authority, Personal Model, Facilitator, and Delegator styles of teaching and the Independent, Avoidant, Collaborative, Dependent, Competitive, and Participant learning styles. Creative Written to integrate the involvement of a workshop with the information of a text, Teaching With Style captures and holds our attention. Throughout each of the eight chapters, a variety of self-reflection activities - including the Teaching Styles Inventory, Grasha-Riechmann Student Learning Style Scales, Metaphors We Teach By Questionnaire, inventories of Psychological Type, Theoretical and HIstorical Assumptions About Teaching, and numerous checklists - help faculty motivate learners, promote critical thinking, encourage active learning and retention, and develop self-directed learners. Scholarly Provides citations to more than 200 works by researchers and practitioners across disciplines. (From the Publisher)

Where adolescents and young adults are looking for a solid, wide-ranging introduction to gender issues, Gmelch's survey may be a useful acquisition. Although its focus is the college campus, cultural anthropologist Gmelch, head of the women's studies program at Union College, takes a straightforward, practical approach that may be helpful in other contexts as well. Gmelch incorporates discussions of race, class, disability, sexual identity, body image, violence, and substance abuse in brief but focused chapters on gender issues; and she includes material on language and gender, opportunities for women in sports, and treatment of women in the media, the workplace in general, and politics. Each chapter closes with bullet-pointed "Did You Know?" and "What You Can Do" lists and annotated comments on videos and organizations; most include one or two apropos cartoons (sources include Nicole Hollander, Garry Trudeau, and the New Yorker). Mary Carroll (From the Publisher)

Begun under the oversight of Ernest L. Boyer and completed by authors Glassick, Huber, and Maeroff, Scholarship Assessed examines the changing nature of scholarship in today's colleges and universities. It proposes new standards for assessing scholarship and evaluating faculty with special emphasis on methods for documenting effective scholarship. Based on the findings of the Carnegie Foundation's National Survey on the Reexamination of Faculty Roles and Rewards, this is an excellent resource for anyone engaged in the debate about creating institutional standards of rigor and quality in our colleges and universities. (From the Publisher)

At a time of widespread perplexity about the social role of humanistic scholarship, few disciplines are as anxious about their nature and purposes as academic theology. In this important work, W. Clark Gilpin, dean of the University of Chicago Divinity School, proposes that American theological scholarship become responsible to a threefold public: the churches, the academic community, and civil society. Gilpin approaches this goal indirectly, by investigating the historic social roles of Protestant theologians and the educational institutions in which they have pursued their scholarship and teaching. Ranging from analyses of the New England Puritan Cotton Mather to contemporary theologians as "public intellectuals," Gilpin proposes that we find out what theology is by asking what theologians do. By showing how particular cultural problems have always shaped the work of theologians, Gilpin's work profoundly illuminates the foundations of American academic theology, providing insights that will help guide its future. (From the Publisher)

A critical and global issue in higher education today is the implementation of technology in our individual, institutional, and collective settings for the enhancement of teaching and learning in the widest sense. (From the Publisher)