Resources

An early review of Barbara Walvoords’ study showing a "great divide" in the introductory religious-studies classroom, especially at schools with a religious affiliation: While instructors want to prioritize the development of critical thinking, students want discussion that will develop their own religious beliefs and their moral & ethical values. (This is less true at secular colleges, where students are more on board with putting critical thinking first.)

From the Vanderbilt University Center for Teaching comes this deceptively brief help on case studies. The features of a good case study are described, then a series of bullets serve as an exceedingly practical "check list" for the instructor generating her first case studies for class use.

This Boston University Center for Excellence & Innovation in Teaching article describes the elements of a proper case study, its advantages for learning, guidelines for using case studies in class, and select additional online resources.

This Times Higher Education piece introduces the "case study" as a learning activity. A bit choppy in its prose, the piece nonetheless offers a solid introduction to case studies. Includes reasons why they are valuable, a framework for the activity (motivation, exploration, analysis toward deeper understanding), instructions for preparation, and the attention to the use of case studies in examinations.

Video. A lengthy You Tube video (1 hour), and dated 2008, but still relevant. Cultural anthropologist Michael Wesch discusses "media literacy" as a site of ongoing struggle and professional development for an instructor in higher education. If our students come to us unprepared for school, does that mean they are unprepared for learning? Is the problem with them, or with school? Have we taught learners the wrong things about learning?

An early You Tube mix of submissions for "The Visions of Students Today," a project by cultural anthropologist Michael Wesch. Learners express apathy and discouragement concerning their education, but also strong desire for empowering experiences of learning as creating, exploring, risking.

A referenced study suggests that, while discussing content of one's research with students does not significantly improve instruction, there is a better way to use your research in teaching: choose forms of teaching (like inquiry-based and problem solving approaches) that "mirror the research process."

Podcast. 2014 podcast episode. You're dismayed by the job market in higher ed, and have heard of "alt-ac" (alternative academic) careers, but don't know how to begin exploring the possibilities. Sanders offers a practical set of steps toward discerning and researching the possibilities off the beaten, tenure-track, teaching path.

Podcast. In this 2013 podcast, the GradHacker podcasters are joined by three guests who discuss the prospect of #altac (alternative academic) careers for today's graduate students preparing to enter the workforce. (The hosts first discuss recent posts relating to grad-student concerns, including "Training grad students for a new scholarly landscape.")

Criteria used to identify nontraditional students: 1) enrollment patterns, 2) financial and family status, and 3) high school graduation status.