- Author
- Porter, Stanley E.
- Publisher
- Wipf & Stock Publishers, Eugene, OR
- ISBN
- 9781620329368
- Table of Contents
-
List of Contributors
Introduction: Teaching as Theological Vocation (Stanley E. Porter)
ch. 1 Developing a Philosophy of Education (Stanley E. Porter)
ch. 2 Pedagogy and Course Objectives (Michael P. Knowles)
ch. 3 Designing and Evaluating Learning Experiences for Courses (Mark J. Boda)
ch. 4 Developing a Syllabus (Cynthia Long Westfall)
ch. 5 Sculpting a Lesson: The Art of Preparing a Classroom Learning Experience (Lee Beach)
ch. 6 Teaching Introductory New Testament Greek (Lois K. Fuller Dow)
ch. 7 Teaching Biblical Hebrew: Practical Strategies for Introductory Courses (Paul Evans)
ch. 8 Leading Intentional Theological Reflection in the Classroom: The Merging of Mind and Heart (Wendy J. Porter)
ch. 9 From Doctoral Program to Classroom (Steven M. Studebaker)
ch. 10 The Upside-Down Professor: The Professor in a Christian Institution (Gordon L. Heath)
ch. 11 Spirituality of Teaching and Theological Integration (Phil C. Zylla)
Modern Authors Index
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Abstract: For many aspiring academics, the transition from doctoral student to classroom teacher is a challenging one. The classroom culture, the needed pedagogical skills, and the expected level and type of work are significantly different in the two environments. Nevertheless, most doctoral students go on to teach in undergraduate or seminary classrooms. To prepare the PhD students at McMaster Divinity College to negotiate this transition successfully, the faculty holds a biennial colloquium covering the major dimensions, both theoretical and practical, of a Christian teaching vocation. On the basis of the presentations of the colloquium, the essential topics have been addressed in essays prepared for this volume for the benefit of all who aspire to excellence in their teaching, especially those in Christian higher education. (From the Publisher)
Abstract: For many aspiring academics, the transition from doctoral student to classroom teacher is a challenging one. The classroom culture, the needed pedagogical skills, and the expected level and type of work are significantly different in the two environments. Nevertheless, most doctoral students go on to teach in undergraduate or seminary classrooms. To prepare the PhD students at McMaster Divinity College to negotiate this transition successfully, the faculty holds a biennial colloquium covering the major dimensions, both theoretical and practical, of a Christian teaching vocation. On the basis of the presentations of the colloquium, the essential topics have been addressed in essays prepared for this volume for the benefit of all who aspire to excellence in their teaching, especially those in Christian higher education. (From the Publisher)