Book

Additional Info:
Journal Issue. This journal presents a collection a essays that offer several new perspectives on teaching practice; give descriptive and narrative accounts of curricular and teaching innovations; and discusses a range of shared learnings obtained from public university, community college, and private college multicultural change processes. (From the Publisher)

Table Of Content:
Editor's Notes
ch. 1 Dynamics of Diversity in the Teaching-Learning Process: A Faculty Development Model for Analysis and Action (Linda S. Marchesani, Maurianne Adams)
ch. 2 Racial Identity Development: Understanding Racial Dynamics in College Classrooms and on Campus (Rita Hardiman, Bailey W. Jackson)
ch. 3 Bias Issues in the Classroom: Encounters with the Teaching Self (Gerald Weinstein, Kathy Obear )
ch. 4 International and Multicultural Education: Unrelated Adversaries or Successful Partners? (June Noronha)
ch. 5 Cultural Pluralism and Core Curricula (Betty Schmitz)
ch. 6 Diversity in Required Writing Courses (Marcia S. Curtis, Anne J. Herrington)
ch. 7 Curricular Innovations: Social Diversity as Course Content (Maurianne Adams, Linda S. Marchesani)
ch. 8 Monoculturalism to Multiculturalism: Lessons from Three Public Universities (John A. Hunt ... [et al.] )
ch. 9 Community College Contexts for Diversity: Miami-Dade Community College and Joliet Junior College (Mardee S. Jenrette, J.Q. Adams)
ch. 10 Institutional Transformation for Multicultural Education: Bloomfield College and St. Norbert College (Martha J. LaBare, Stuart G. Lang)
Index

Additional Info:
Teaching for Diversity and Social Justice is a much needed resource that addresses the need to facilitate communication and understanding between members of diverse social groups. It provides a unified framework by which students can engage and critically analyze several forms of social oppression and discrimination. (From the Publisher)

Table Of Content:
ch. 1 Theoretical Foundations for Social Justice Education (Lee Anne Bell)
ch. 2 Conceptual Foundations for Social Justice Courses (Maurianne Adams)
ch. 3 Pedagogical Frameworks for Social Justice Education (Rita Hardiman, Bailey Jackson, & Pat Griffin)
ch. 4 Designing Social Justice Education Courses (Lee Anne Bell, Pat Griffin)
ch. 5 Introductory Module for the Single Issue Courses (Pat Griffin, Matt Ouellett, & Lee Anne Bell)
ch. 6 Racism Curriculum Design (Lee Anne Bell, Barbara J. Love, & Rosemarie A. Roberts)
ch. 7 Sexism Curriculum Design (Lee Anne Bell, Khyati Y. Joshi, Ximena Zúñiga, & Pat Griffin)
ch. 8 Heterosexism Curriculum Design (Steven Botkin, JoAnne Jones, Tanya Kachwaha)
ch. 9 Antisemitism Curriculum Design (Pat Griffin, Katja Hahn D’Errico, Bobbie Harro, Tom Schiff)
ch. 10 Ableism Curriculum Design (Chase Catalano, Linda McCarthy, Davey Shlasko, & Maurianne Adams)
ch. 11 Classism Curriculum Design(Maurianne Adams and Khyati Y. Joshi)
ch. 12 Multiple Issues Course Overview (Maurianne Adams, Katja Hahn d’Errico)
ch. 13 Facilitating Social Justice Education Courses (Betsy Leondar-Wright and Felice Yeskel)
ch. 14 Knowing Ourselves As Instructors (Pat Griffin, Madeline L. Peters, Robin M. Smith)
ch. 15 Knowing Our Students (Barbara J. Love and Kathy Phillips)
ch. 16 Knowing Ourselves As Social Justice Educators (Lee Anne Bell, Barbara Love, Sharon Washington)
ch. 17 Knowing Our Students (Maurianne Adams, JoAnne Jones, Beverly Daniel Tatum)

References
Index

Additional Info:
It is generally accepted that theological education and ministerial formation must both take place "in context". The context, in most parts of the world today, is one of religious pluralism where Christians must live in dialogue and grow in commmunity with neighbours of other faiths. Ministers have a crucial role in shaping the attitudes of church people, especially in the area of interfaith relations. How may they be equipped to play this positive role? What, in other words, are the implications of interfaith dialogue for theological education?
That was the question discussed by a group of theological teachers when they met in Malaysia in June 1985, called together by the World Council of Churches' Programme on Theological Education (PTE) and the Dialogue Sub-unit. Ministerial Formation in a Multifaith Milieu presents an informal report of that meeting. (From the Publisher)

Table Of Content:
Introduction
ch. 1 A Step Forward (T.K. Thomas)
ch. 2 A Reflective Report ( S. Wesley Ariarajah)
ch. 3 Introducing the Concern (Samuel Amirtham)
ch. 4 Teaching Theology in a MultiFaith Context (M. Thomas Thangaraj)
ch. 5 A Response from Another Context
ch. 6 The Perspective of Pluralism in Theological Education (Diana Eck)
ch. 7 A Response
ch. 8 Implications of Interfaith Dialogue for the Teaching of Mission and Evangelism (Elizabeth G. Dominguez)
ch. 9 A Group Response
ch. 10 Ministerial Formation in a Multifaith Parish (Rienzie Perera)
ch. 11 A Response
ch. 12 Theological Education in a Pluralistic Context: An Overall Assessment (J. Paul Rajashekar)

Appendix

Additional Info:
There is much at stake in the graduate enterprise. Here students are prepared to become leaders, professionals, researchers, and scholars who will be responsible for the advancement of our knowledge and well-being. But what of the students themselves? What do they go through in graduate school? What is the graduate experience like? This volume of New Directions for Higher Education addresses the graduate experience from the standpoint of the students themselves. From a variety of perspectives and across many fields of study, these chapters present what students have reported about their experience through interviews, surveys, ongoing discussions, and autobiographies. This is the 101st issue of the quarterly journal New Directions for Higher Education. For more information on the series, please see the Journals and Periodicals section. (From the Publisher)

Table Of Content:
ch. 1 Reflections on the Graduate Student Experience: An Overview - Melissa Anderson
ch. 2 "Grand Possibilities and Perilous Business": Academic Autobiographers on Graduate Education - Steven Weiland
ch. 3 Survival Skills for Graduate School and Beyond - Beth A. Fischer, Michael J. Zigmond
ch. 4 Developing Self-Authorship in Graduate School - Marcia B. Baxter Magolda
ch. 5 Beginning Graduate School: Explaining First-Year Doctoral Attrition - Chris M. Golde
ch. 6 Students' Perspectives on Their Master's Degree Experiences: Disturbing the Conventional Wisdom - Clifton F. Conrad, Katherine M. Duren, Jennifer Grant Haworth
ch. 7 Preparing College Faculty - Jerry G. Gaff, Anne S. Pruitt-Logan
ch. 8 Best Practices for Enculturation: Collegiality, Mentoring, and Structure - Peg Boyle, Bob Boice
ch. 9 If We Want Things to Stay as They Are, Things Will Have to Change - Jules B. LaPidus

Additional Info:
Assigning grades to student work raises many dilemmas for college and university teachers. This volume helps teachers deal with these dilemmas by providing rubrics to be used as guides for scoring various kinds of student performance. The authors offer a range of alternative approaches to assessing student performance that are rooted in the belief that students should be active rather than passive learners.They draw on their own classroom experience to explain how to use each assessment measure presented--including developing criteria, integrating peer and self-assessment, and assigning grades--and discuss the advantages and disadvantages of each. This is the 74th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals section. (From the Publisher)

Table Of Content:
Editors' Notes

ch. 1 Why Talk About Different Ways to Grade? The Shift from Traditional Assessment to Alternative Assessment (Rebecca S. Anderson)
ch. 2 Unveiling Some of the Mystery of Professional Judgment in Classroom Assessment (Bruce W. Speck)
ch. 3 Grading Classroom Participation (John C. Bean, Dean Peterson)
ch. 4 Designing and Grading Oral Communication Assignments(Brooke L. Quigley)
ch. 5 Designing and Grading Written Assignments (Eric H. Hobson)
ch. 6 Grading Cooperative Projects (Karl A. Smith)
ch. 7 Evaluating Technology-Based Processes and Products(Gary R. Morrison, Steven M. Ross)
ch. 8 Portfolios: Purposeful Collections of Student Work(Joan A. Mullin)
ch. 9 Grading Inquiry Projects (Beverly Busching)
ch. 10 Grading Student Performance in Real-World Settings (Patricia A. Scanlon, Michael P. Ford)

Index

Additional Info:
This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels of experience detailed, how-to advice on classroom assessment—from what it is and how it works to planning, implementing, and analyzing assessment projects. The authors illustrate their approach through twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. (From the Publisher)

Table Of Content:
Preface
The Authors

Part 1 Getting Started in Classroom Assessment
ch. 1 What Is Classroom Assessment?
ch. 2 The Teaching Goals Inventory
ch. 3 First Steps
ch. 4 Planning and Implementing Classroom Assessment Projects
ch. 5 Twelve Examples of Successful Projects

Part 2 Classroom Assessment Techniques
ch. 6 Choosing the Right Technique
ch. 7 Techniques for Assessing Course-Related Knowledge and Skills
ch. 8 Techniques for Assessing Learner Attitudes, Values, and Self-Awareness
ch. 9 Techniques for Assessing Learner Reactions to Instruction
pt. 3 Building on What We Have Learned
ch. 10 Lessons and Insights from Six Years of Use
ch. 11 Taking the Next Steps in Classroom Assessment and Research

A. Colleges Participating in the 1990 Teaching Goals Inventory Survey
B. Teaching Goals Inventory and Self-Scorable Worksheet
C. 1990 Comparative Data on the Teaching Goals Inventory in Community Colleges
D. 1990 Comparative Data on the Teaching Goals Inventory in Four-Year Colleges
E. Bibliography of Resources on Classroom Research and Assessment

References
Index

Additional Info:
Designed to spark reflection and lively dialogue in College and university departments and faculty development programs, Dilemmas in Teaching is a collection of short, insightful cases that will strike a chord with experienced faculty and help prepare newer faculty and teaching assistants for the complexities of their chosen profession. Written by faculty as part of a six-year project sponsored by The Collaboration for the Advancement of College Teaching & Learning, the twenty-nine cases are grouped in three sections, each with an introduction, focusing on the classroom, departments and institutions, and the changing culture in higher education. Features include a listing of case abstracts, discussion questions, essays about using cases in faculty development, and a bibliography. This collection is a useful resource for college, department, and faculty development center libraries — certain to be pulled off the shelf often for individual reflection and faculty development programming. (From the Publisher)

Table Of Content:
Foreword
Introduction

Part I: Resource Materials
ch. 1 Stories for Reflective Teaching: using cases in faculty development (Chris M. Anson)
ch. 2 In Case You're Writing a Case: some suggestions (Kathryn Heltne Swanson)

Part II: Cases about Classrooms
ch. 3 Critical Thinking or Thinking Critically (James H. Smith)
ch. 4 Group Cases: one professor's dilemma (Srinivasan Ragothaman)
ch. 5 Judgment Day (Marie McNeff)
ch. 6 The Loafing Letdown (Ronald A. Klocke)
ch. 7 The Case of the Harassed Teacher (Tony Filipvitch)
ch. 8 Yes, Virginia, You're in a Pickle (Mary R. DeMaine)
ch. 9 Too Much Thinking (Richard Jewell)
ch. 10 Grade Expectations (Jeannine L. Saabye)
ch. 11 The Jonas Incident (Chris M. Anson)

Part III:Cases about Departments and Institutions
ch. 12 The Academic Purist (Deborah Petersen-Perlman)
ch. 13 Best in the Class (Carol Rutz)
ch. 14 The Fly in the Ointment (James Swanson)
ch. 15 Risky Business (Lesley K. Cafarelli)
ch. 16 To 'B' or not to 'B': a case of academic appeal (Benedict J. Arogyaswamy)
ch. 17 To Tell or not to Tell (Shamsul Huda, Argirl L. Morgan, and William Serban)
ch. 18 Unpopular Senior Professor (Bruce L. Smith)
ch. 19 Wendy Lamb (Tom Mason and Melissa Shepard)
ch. 20 Assessment at Woebegone State (Lesley K. Cafarelli)
ch. 21 Is Something Rotten in Denmark? (Rebecca Kamm)
ch. 22 Teaching Semantics: euphemisms, taboos, and obscenities (Richard Betting)

Part IV: Cases about the Changing Culture As It Affects Higher Education
ch. 23 The Cancer Student (Carol Rutz)
ch. 24 Facing the Reality of Students' Preparation and Research Skills (Deborah Peterson-Perlman)
ch. 25 Faltering Steps Under the Americans with Disabilities Act (Richard W. Metcalf)
ch. 26 Jalen (Eugene Hermitte and Phyllis Worthy Dawkins)
ch. 27 Special Circumstances (Jeannine L. Saabye)
ch. 28 They're Acting Really Squirrelly (Thomas D. Peacock)
ch. 29 Organic Lab is Hell (Maria C. Milletti and Elva Mae Nicholson)
ch. 30 Who's Learning? (Beverly J. Stratton)
ch. 31 Dissin' the Prof (Susan J. Huber)

Bibliography

Additional Info:
In this detailed study, Astin examines why assessment activity has produced such meager results and, just as important, how existing activities can be improved. The author also discusses what new assessment practices can be implemented and shares specific and sometimes startling ideas on: How assessment information can most effectively be used for evaluation How results can be used to enlighten and inform the practitioner How practical, technical, and political problems can be overcome when building an assessment database from student and faculty input How the movement of externally mandated assessments in various states is having a negative impact on higher education. (From the Publisher)

Table Of Content:
Preface

ch. 1 The Philosophy and Logic of Assessment
ch. 2 A Conceptual Model for Assessment
ch. 3 Assessing Outcomes
ch. 4 Assessing Student Inputs
ch. 5 Assessing the Environment
ch. 6 Analyzing Assessment Data
ch. 7 Use of Assessment Results
ch. 8 Building a Data Base
ch. 9 Assessment as Direct Feedback to the Learner
ch. 10 Assessment and Equity
ch. 11 Assessment and Public Policy
ch. 12 The Future of Assessment

Appendix
Statistical Analysis of Longitudinal Data
References
Index

Additional Info:
Twenty-nine articles from international journals that 'will provide the reader with both a comprehensive map of how contemporary Christian theologians approach the tasks of Christian education, and also skillfully selected excursions in the complex terrain. (From the Publisher)

Table Of Content:
Preface
Foreword(Stephen W. Sykes)

ch. 1 Theology and Christian education theory (Jeff Astley, Colin Crowder)
1.1 Contemporary approaches to Christian education (Jack L. Seymour)
1.2 Theological and educational concepts: problems of integration and differentiation (Karl Ernst Farley)
1.3 Can church education be theological education? (Edward Farley)
1.4 Religious education and theology (James Michale Lee)

ch. 2 Theological foundations: the bible
2.1 Passion and perspective: two dimensions of education in the bible (Walter Brueggemann)
2.2 The reaction against classical education in the New Testament (E.A. Judge)
2.3 'Tell it slant'(John Tinsley)

ch. 3 Theological foundations: the church
3.1 The gesture of a truthful story (Stanley Hauerwas)
3.2 No longer strangers: the church and its educational ministry (Craig R. Dykstra)
3.3 Educating in the Spirit (Carol Lakey Hess)

ch. 4 Theological approaches: postliberal theology
4.1 The significance of postliberalism for religious education (Gregory C. Higgins)
4.2 Theology and belonging: Christian identity and the doing of theology (Lucien Richard)

ch. 5 Theological approaches: liberation theology
5.1 Education, liberation and the church (Paulo Freire)
5.2 Liberation theology and Christian education theory (Frank Marangos)

ch. 6 Theological approaches: feminist theology
6.1 The unity of the sacred and the public possibilities from feminist theology(Mary Elizabeth Moore)
6.2 Feminist images of redemption in education (Mary C. Grey)

ch. 7 Spiritual formation and the worshipping community
7.1 Christian affections and the catechumenate (John A. Berntsen)
7.2 The role of worship in Christian learning (Jeff Astley)
7.3 The formative power of the congregation (Craig R. Dykstra)

ch. 8 Spiritual formation and minesterial education
8.1 Transformation in Christian education (James E. Loder)
8.2 Spiritual formation and theological education (George Lindbeck)
8.3 Theological education and education for church leadership (Charles M. Wood)

ch. 9 The theological education debate
9.1 Thinking theologically about theological education (Francis Schussler Fiorenza)
9.2 Theological inquiry and theological education (Charles M. Wood)
9.3 Emerging issues and theological education (Rebecca S. Chopp)
9.4 Can virtue be taught? Education, character and the soul (David Tracy)

ch. 10 Theology, education and the university
10.1 Theology in the context of the university (Stephen Toulmin)
10.2 The place of theology in the study of religion (Edward Farley)
10.3 Theology: university and church. Is a synergism possible?(Claude Welch)

Select bibliography
Acknowledgements
Index of subjects
Index of names

Additional Info:
Banks enters the debate on contemporary theological education with a comprehensive and refreshingly practical call to a missional model for theological education. He strives to root this model in a greater appreciation for biblical perspectives on formation for ministry.... Banks provides an extensive review of historical and contemporary issues and models of theological education. His review is critical, and while his missional model is ambitious, he does not avoid facing the practical consequences and challenges faced by those who would move toward what he considers a more authentic approach to the formation of persons called to theological education as teachers and students. (From the Publisher)

Table Of Content:
Introduction

Part One - Reassessing Theological Education: The Present Stage of Debate
ch. 1 Retrieving Aspects of the "Classical" Model
ch. 2 Revising Aspects of the "Vocational" Model
ch. 3 Developing a More "Synthetic" Model
ch. 4 Some Final Responses to the Debate

Part Two - Backing Into the Future: A Biblical Angle of Vision
ch. 1 The Relevance of a Biblical Starting Point
ch. 2 Ministry Formation Before Christ
ch. 3 Ministry Formation by Christ
ch. 4 Ministry Formation After Christ

Part Three - Developing A Missional Model: From the Margins to the Center
ch. 1 Beyond Mission-Oriented and Missiological Education
ch. 2 Recasting Major Issues in the Debate
ch. 3 The Nature of Learning in a Missional Model
ch. 4 Reconceiving Teaching as a Missional Practice

Part Four - Bringing About Systemic Change: Some Guideposts To Reform
ch. 1 Reconfiguring the Student Profile
ch. 2 Rethinking Personal and Communal Formation
ch. 3 Refashioning Key Institutional Cultures
ch. 4 Reshaping the Theological Curriculum

Conclusion
ch. 1 Further Barriers to Institutional Reform
ch. 2 Other Avenues for Change

Index

Additional Info:
Good practice in assessment is taking place on hundreds of campuses across the country, yet much of this work goes unreported. Now, Assessment in Practice brings together in one volume the best current knowledge of assessment methods that work and principles that should be incorporated into all effective assessment efforts - whether at institutional, program, or departmental levels.

Drawing from 165 actual cases-and reporting 86 of them in their entirety, in the words of those who developed them-the authors illustrate methods and techniques covering a wide range of assessment objectives in diverse types of institutions. Classroom assessment topics include mathematics, foreign language, technology, and more. Topics on overall institutional effectiveness range from student motivation in standardized testing to a multiple-campus, course-embedded approach to assessment of general education. A helpful cross-referencing system that enables readers to access cases by assessment objective, institutional type, and measurement method is included. (From the Publisher)

Table Of Content:
Part 1 - Identifying Principles of Good Practice In Assessment
ch. 1 Assessment: It Starts with What Matters Most.
ch. 2 An Imaginative Consideration of Learning.
ch. 3 The Road to Success Is Paved with Goals.
ch. 4 It's Not Only Where They End Up, But How They Get There.
ch 5. Assessment Doesn't Just Happen, It Evolves.
ch. 6 Involvement in Assessment: A Collaborative Endeavor.
ch. 7 Making Data Meaningful.
ch. 8 The Important Part Is What You Do With It.
ch. 9 The Train Is Leaving the Station.
ch. 10 Perhaps There Are Ten?

Part 2 - Examples of Effective Assessment Practices
ch. 11 Assessing Student Achievement in the Major.
ch. 12 Assessing Student Achievement in General Education.
ch. 13 Assessing Student Development and Progress.
ch. 14 Assessment at the Classroom Level.
ch. 15 Faculty Development to Promote Assessment.
ch. 16 Developing a Campus-Wide Approach to the Assessment.
ch. 17 Has Assessment Made a Difference?

Resources:
A. Carnegie Classification Code Definitions
B. List of Contributors.

Additional Info:
An ethnographic study of a series of workshops on pedagogy in religious studies, inaugurated by the American Academy of Religion. Reporting on workshops in New England and the Maritimes, the east, southeast, and southwest, discusses what was and was not effective in the workshops, variables contributing to success that people setting up similar workshops can draw on, and the current state and recent history of religious studies. (From the Publisher)

Table Of Content:
Forward
Acknowledgments

ch. 1 How It All Came About
ch. 2 The Tools of Teaching: The New England / Maritimes Workshop
ch. 3 Non-Textual Materials and Gender: The Eastern International Workshop
ch. 4 Teaching Religious Studies in the Southeast
ch. 5 Teaching Religious Studies in the Southwest
ch. 6 What Made Them Work?
ch. 7 Implications for Faculty Development

Appendix
Index

Additional Info:
This third edition of Teaching and the Case Method is a further response to increased national and international interest in teaching, teachers, and learning, as well as the pressing need to enhance instructional effectiveness in the widest possible variety of settings. Like its predecessors, this edition celebrates the joys of teaching and learning at their best and emphasizes the reciprocal exchange of wisdom that teachers and students can experience. It is based on the belief that teaching is not purely a matter of inborn talent. On the contrary, the knowledge, skills, and attitudes that make for excellence in teaching can be analyzed, abstracted, and learned. One key premise of Teaching and the Case Method is that all teaching and learning involve a core of universally applicable principles that can be discerned and absorbed through the study and discussion of cases. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Teaching and the Case Method: Premises and Practices
Readings
Thinking in Education
Teachers Also Must Learn
Premises and Practices of Discussion Teaching
Teaching with Cases at the Harvard Business School

ch. 2 The Seminar Program

Section 1. Teaching and the Case Method of Discussion: Opportunities, Dilemmas, and Risks
Cases
The French Lession
The Day the Heat Went On
The Introduction
Readings
Why Teach?
The Dreaded Discussion: Ten ways to Start
The Gifted Can't Weigh That Giraffe
Seven Questions for Testing My Teaching

Section 2. The Roles, Responsibilities, and Skills of the Case Discussion Leader
Cases
``Look at the Fish!'': Karen Prentiss and Professor Lockwood
``How Do You Expect Us to Get This If It Isn't in Your Notes?''
``Trouble in Stat. 1B''
The Case of the Dethroned Section Leader The Professor-Student Barrier to Growth
Bike Riding and the Art of Learning
Louis Agassiz as a Teacher
Personal Thoughts on Teaching and Learning

Section 3. Establishing, Monitoring, and Modifying a Teaching/Learning Contract
Cases
A Question of Cookies
George Perkins
Ernie Building
The Offended Colonel
Reading
Sandboxes and Honeybees

Section 4. Questioning, Listening, and Responding: The Key Skill Requirements
Cases
Assistant Professor Graham and Ms. Macomber
Bill Jones
Bound Feet
Class on World Hunger
Reading
A Little Coffee to the Rescue

Section 5. The Critical Instructional Choice: Guidance vs. Control
Cases
That Discussion Just Fell Apart
We're Just Wasting Our Time
The Section Just Took Over: A Student's Reflections
Barn Raising: Collaborative Group Process in Seminars
Six Common Non-Facilitating Teaching Behaviors

Section 6. The Case Discussion Leader in Action: Operational Challenges and Opportunities
The Teacher-Student Relationship
Cases
The Puzzling Student
An Earthquake Had Started
Evaluation and Discipline
Cases
Bob Lunt
``The Blank Page''
Herr Faber's New Course
Readings
Angels on a Pin
Should I Fail Her?
Gender
Cases
The Thin Grey Line
A Night School Episode
The Blooper of the Week
Peter Morgan
Diversity
Cases
``Am I Going to Have to Do This by Myself?'': Diversity and the Discussion Teacher
Japanese Students' Participation in U.S. Classrooms: A Sociolinguistic Perspective

Section 7. Ethical Dilemmas and the Case Discussion Process
Cases
Message Intended and Message Received
``When the Cat's Away''
Bob Thompson
I Felt as If My World Had Just Collapsed!
Reading
Teaching and Teachers: Three Views

Section 8. Some Wider Questions
Cases
Who Should Teach?
Winter Oak

ch. 3 Improving Current Practice: Reflection and Reappraisal

Next Steps: Writing Cases for Your Own Teaching Seminars
Reading
The Uses of Videotape Replay
Student Learning Beyond the Classroom: Implications for a Discussion Methods Teacher
Reading
Leading Discussion in a Lecture Course: Some Maxims and an Exhortation
One Teacher's Nightmare: Cases (A) and (B) and Teaching Note
Readings
Memorandum to Michelangelo: Tenure Denied
Good Teaching: A Matter of Living the Mystery

Additional Info:
Bartolome explores issues in teaching working-class minority students the mainstream academic ways of speaking necessary for success in school. Drawing from her own experience as a white teacher of Mexican- American students, she reveals the veiled antagonism between students and teacher, emphasizes the political dimensions of language, and critiques the dominant deficit ideology that underlies the cultural difference explanation of academic underachievement among linguistic minority students. (From the Publisher)

Table Of Content:
Foreword

ch. 1 Understanding Academic Discourses
ch. 2 Language and Ideology: The (Il)literacy of Linguistic-Minority Students
ch. 3 A Potentially Ideal Classroom
ch. 4 The Misteaching of Academic Discourses: Three Discourse Events
ch. 5 Student Language Performance on Language Tasks
ch. 6 Rethinking Academic Discourses: Some Pedagogical Comments

Notes
Index

Additional Info:
With its ecumenical perspectives and its comprehensive consideration of Christian practices, this is a fitting volume to inaugurate Jossey-Bass's new Religion in Practice series. The volume's editor, Dorothy Bass, a United Church of Christ minister and Director of the Valparaiso Project on the Education and Formation of People in Faith, identifies the book's audience as those who seek a way of life rich in faith and integrity. Bass and Craig Dykstra, v-p for religion at the Lilly Endowment, provide opening and closing essays, which focus, respectively, on the yearning of believers for ways to incorporate faith in their lives and on how to keep the practice of faith alive. In the book's 12 central essays, a wide variety of theologians from a range of Christian communities explores practices vital to Christian daily life. These practices include honoring the body, providing hospitality, caring for the household, keeping Sabbath, speaking truthfully, forgiving and shaping worthy communities. All of the practices are informed by two essential Christian practices: prayer and Bible study. This excellent collection of essays presents ways of thinking about and engaging in a spiritual life. (From the Publisher)

Table Of Content:
Preface
ch. 1 Times of Yearning, Practices of Faith (Craig Dykstra, and Dorthy C. Bass)
ch. 2 Honoring the Body (Stephanie Paulsell)
ch. 3 Hospitality (Ana Maria Pineda)
ch. 4 Household Economics (Sharon Daloz Parks)
ch. 5 Saying Yes and Saying No (M. Shawn Copeland)
ch. 6 Keeping Sabbath (Dorthy C. Bass)
ch. 7 Testimony (Thomas Hoyt, Jr.)
ch. 8 Discernment (Frank Rogers, Jr.)
ch. 9 Shaping Communities (Larry Rasmussen)
ch. 10 Forgiveness (L. Gregory Jones)
ch. 11 Healing (John Koenig)
ch. 12 Dying Well (Amy Plantinga Pauw)
ch. 13 Singing Our Lives (Don E. Saliers)
ch. 14 Growing in the Practices of Faith (Dorothy C. Bass, and Craig Dykstra)

References
The Contributors
Index
Index of Scripture References

Additional Info:
A practical nuts and bolts guide for teachers from any discipline who want to design interest-provoking writing and critical thinking activities and incorporate them into their courses in a way that encourages inquiry, exploration, discussion and debate. (From the Publisher)

Table Of Content:
Preface
Foreword
The Author

ch. 1 Using Writing to Promote Thinking: A Busy Professor's Guide to the Whole Book
ch. 2 How Writing Is Related to Critical Thinking
ch. 3 Engaging All Learners: Valuing Professional and Personal Writing
ch. 4 Dealing with Issues of Grammar and Correctness
ch. 5 Formal Writing Assignments
ch. 6 Informal, Exploratory Writing Activities
ch. 7 Designing Tasks for Active Thinking and Learning
ch. 8 Helping Students Read Difficult Texts
ch. 9 Coaching Thinking Through the Use of Small Groups
ch. 10 Alternative Approaches to Active Learning in the Classroom
ch. 11 Enhancing Learning and Critical Thinking in Essay Exams
ch. 12 Encouraging Engagement and Inquiry in Research Papers
ch. 13 Coaching the Writing Process and Handling the Paper Load
ch. 14 Writing Comments on Students' Papers
ch. 15 Developing and Applying Grading Criteria

References
Index

Additional Info:
Reveals the deep and pervasive search for meaning that haunts Generation X. This book is must reading for anyone who would understand the spirituality of young people at the turn of a new millennium.—Robert A. Ludwig, author of Reconstructing Catholicism for a New Generation In Virtual Faith, Beaudoin explores fashion, music videos, and cyberspace concluding that his generation has fashioned a theology radically different from, but no less potent or valid than, that of their elders. Beaudoin's investigation of popular culture uncovers four themes that underpin his generation's theology. First, all institutions are suspect — especially organized religion. Second, personal experience is everything, and every form of intense personal experience is potentially spiritual. Third, suffering is also spiritual. Finally, this generation sees ambiguity as a central element of faith. This book opens a long overdue conversation about where and how we find meaning, and how we all can encourage each other in this central human searching. (From the Publisher)

Table Of Content:
Part One: Why Religion Still Matters: GenX, Pop Culture, and the Search for God
ch. 1 A GenX Journey: Living on the Boundary Between Religion and Culture
ch. 2 Formed by Pop Culture: The Shared Immersion That Makes Us a Generation
ch. 3 Being Virtually Religious: Appreciating GenX Irreverence

Part Two: How Religion Still Matters: Four Central Themes in GenX Religiosity
ch. 4 Institutions Are Suspect
ch. 5 Experience Is Key
ch. 6 Suffering Has a Religious Dimension
ch. 7 Ambiguity Is Central to Faith

Part Three: Being Religious Now: A New Understanding
ch. 8 Making the Virtual Lead Somewhere: A Spiritual Challenge to Generation X
ch. 9 Rediscovering Humility in Ministry: A Spiritual Challenge from Generation X

Conclusion: Giving Irreverence Its Due

Additional Info:
Despite the progress of the women's movement, many women still feel silenced in their families and schools. Based on in-depth interviews with 135 women, this moving and important book explains why. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction:: To the Other Side of Silence
Part I The Ways of Knowing
ch. 1 Silence
ch. 2 Received Knowledge: Listening to the Voices of Others
ch. 3 Subjective Knowledge: The Inner Voice
ch. 4 Subjective Knowledge: The Quest for Self
ch. 5 Procedural Knowledge: The Voice of Reason
ch. 6 Procedural Knowledge: Separate and Connected Knowing
ch. 7 Constructed Knowledge: Integrating the Voices
Part II: Development in Context: Families and Schools
ch. 8 Family Life and The Politics of Talk
ch. 9 Toward an Education for Women
ch. 10 Connected Teaching
Appendix A: Interview Schedule
Appendix B: Educational Dialectics
References

Additional Info:
Discussions surrounding collegial practices and exchanges are common, but this volume departs from the usual and focuses on serious problems facing professionals in higher education--from being "open to corrections" and paying more attention to the "ethics of higher education," to creating collegial models that counter the traditional models of "insistent individualism." Bennett looks at the basic structure of what academic professionalism in higher education is and could be. Focusing on the flaws of autonomy that weaken the academy, he develops a more "relational model," which emphasizes "togetherness," "constructive education," "roles and virtues," "hospitality," and "thoughtfulness." He defines and reviews criticism, and he covers topics such as faculty individualism, departmental separatism, generational differences, codes of ethics, collective bargaining, and the competition in the academy for funding and students. The author does not call for an "unreachable academic utopia," but rather for change toward incorporating the collegial ethic of hospitableness and thoughtfulness. Not a bad idea in a world that often seems self-absorbed and disconnected. Upper-division undergraduates through professionals. (From the Publisher)

Table Of Content:
Prologue

ch. 1 Assessing the Academy
ch. 2 Self and Community in the Collegium
ch. 3 Professionalism: Academic or Collegial?
ch. 4 Institutions: Fragmented or Connected?
ch. 5 Relationality in Teaching and Scholarship
ch. 6 Creating and Nourishing Communities of Hope

Epilogue
Bibliography
Index

Additional Info:
In the charged atmosphere of the debate on multicultural issues, higher education professionals must take action, even in the face of incomplete information and complicated arguments and counter arguments, and are often expected to set standards when many assumptions are made in deep-rooted, taken-for-granted institutional practices. This volume of New Directions for Teaching and Learning speaks in a practical way to administrators, instructors, faculty/TA developers, and support staff who work in the multicultural classroom and offers valuable information that will serve as a basis for recognizing and solving issues in diversity. This is the 49th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page. (From the Publisher)

Table Of Content:
Editors' Notes

ch. 1 Cultural Inclusion in the American College Classroom (Robert M. Diamond)
ch. 2 Acknowledging the Learning Styles of Diverse Student Populations: Implications for Instructional Design(Mary Sorcinelli)
ch. 3 Stirring It Up: The Inclusive Classroom (Delivee L. Wright)
ch. 4 Ensuring Equitable Participation in College Classes (L. Dee Fink)
ch. 5 Inside Feminist Classrooms: An Ethnographic Approach(L. Dee Fink)
ch. 6 Creating Multicultural Classrooms: An Experience-Derived Faculty Development Program (Karron G. Lewis)
ch. 7 Improving the Climate: Eight Universities Meet the Challenges of Diversity(LuAnn Wilkerson and Karron G. Lewis)
ch. 8 The Future Is Now: A Call for Action and List of Resources (Nancy A. Diamond)

Index

Additional Info:
This book is a wake-up call for environmentalists who need to consider how current educational ideals and practices undermine efforts to create a more sustainable future. It is also a wake-up call for educators who continue to base their reform efforts on the primacy of the individual, while ignoring the fact that the individual is nested in culture, and culture is nested in (and thus dependent upon) natural ecosystems. Bowers argues that the modern way of understanding moral education, creativity, intelligence, and the role of direct experience in the learning process cannot be supported by evidence. (From the Publisher)

Table Of Content:
Acknowledgments

ch. 1 Introduction
ch. 2 Toward a Radical and Ecologically Sustainable Approach to Moral Education
ch. 3 Rethinking the Modern Ideal of Creativity
ch. 4 Educational Computing and the Ecological Crisis: Some Critical Concerns
ch. 5 Toward an Ecological View of Intelligence
ch. 6 Toward the Recovery of Trans-Generational Communication in the Educational Process
ch. 7 Educational Models of Community and Environmental Renewal

References
Index

Additional Info:
Bowers examines how the educational process perpetuates cultural myths that contribute to the ecological crisis, particularly how thought patterns from the past are reproduced through the metaphorical language used in the classroom. He suggests that a more ecologically sustainable ideology is being formulated by such writers as Aldo Leopold and Wendell Berry. (From the Publisher)

Table Of Content:
Introduction

ch. 1 The Cultural Aspects of the Ecological Crisis
ch. 2 The Conservative Misinterpretation of the Educational Crisis
ch. 3 The Liberal Impasse: Technocrats and Emancipators
ch. 4 Anthropocentrism in Textbooks
ch. 5 Toward Deep Changes in the Educational Process
ch. 6 The Political and Spiritual Dimensions of the Ecological Crisis: Toward a New Sense of Balance

Notes
Index

Additional Info:
Controversies about affirmative action hires, admission policies, intercultural relations in the classroom, the role of ethnic studies departments, and changes in course curriculum all seem to swirl around the changing ethnic composition of the campus. How do we all get along? Tackling this question are authors Bowser, Auletta, and Jones, who suggest some practical strategies for dealing with questions of racism, diversity, and intercultural communication. (From the Publisher)

Table Of Content:
Preface

ch. 1 The Unwritten Organization
The Unwritten Rules
The Power of Networks
People of Color as Perceived Threats
What Can Be Done?
Ideas for Improving Treatment of Students of Color
Ideas for Improving Treatment of Faculty of Color

ch. 2 What Did You Say You Were? Am I a Racist?
Racism and Self-Identity for Whites
Racism and Self-Identity for People of Color
The Myths and Realities of Racism
What Can Be Done?

ch. 3 Communication, Communication, Communication!
Communication: Racial Dividers and Connectors
Why Race and Power Matter

ch. 4 Dealing With Conflict and Diversity in the Academic Community
The Purpose of Education
Issues of Access and Affirmative Action
Freedom of Speech: Fighting Words
Ethnic Studies and Multicultural Education
Summary

ch. 5 Toward New Racial and Cultural Boundaries in the Academy
Communities of Interest Defined
Redefining Communities of Interests
Models of Success
Selected References and Suggested Readings
About the Authors

Additional Info:
Ernest L. Boyer's Scholarship Reconsidered offers a new paradigm that recognizes the full range of scholarly activity by college and university faculty and questions the existence of a reward system that pushed faculty toward research and publication and away from teaching. (From the Publisher)

Table Of Content:
Acknowledgements
Preface
ch. 1 Scholarship over Time.
ch. 2 Enlarging the Perspective.
ch. 3 The Faculty: A Mosaic of Talent.
ch. 4 The Creativity Contract.
ch. 5 The Campuses: Diversity with Dignity.
ch. 6 A New Generation of Scholars.
ch. 7 Scholarship and Community.

Additional Info:
A uniquely comprehensive resource about instructional consultation in higher education -- At many colleges, universities, and professional schools, consultants are available to faculty who wish to assess and improve their teaching. Consultation is widely regarded as a powerful intervention for improving teaching and learning. No service provided by teaching centers has greater potential for producing deep and enduring effects on teachers and teaching. A think tank was charged with identifying the knowledge base underlying instructional consultation, examining current practices, and recommending how best practices might best be disseminated. This book is the result of the think tank's work. The book offers a thoughtful blend of research-based principles and practical advice. It speaks practically to the practitioner. (From the Publisher)

Table Of Content:
Skills and techniques of instructional consultation. Interactions of teaching improvement / Kathleen T. Brinko
Instructional consulting : a guide for developing professional knowledge / L. Dee Fink
Creative art of effective consultation / Laura L.B. Border
First meeting with the client / Bette LeSere Erickson, Mary Deane Sorcinelli
Collecting information using class observation / Karron Lewis
Small group methods for collecting information from students / Richard Tiberius
Collecting information using videotape / Eric Kristensen
Collecting information using student ratings / Michael Theall, Jennifer Franklin
Data review and follow up consultation / Bette LeSere Erickson, Mary Deane Sorcinelli
Collaborative consultation for international faculty / Erin Porter, Ghislaine Kozuh
Consulting with faculty in small groups / William C. Rando
Programmatic approaches to instructional consultation. Overview of instructional consultation in North America / Diane E. Morrison
Microteaching, teaching laboratory, and alliances for change / Richard Tiberius
Partners in learning : breaking down the barriers around teaching / Myrna Smith
Small Group Instructional Diagnosis (SGID) / Lisa Firing Lenze
Instructional skills workshop program : a peer based model for the improvement of teaching and learning / Judy Wilbee
Teaching improvement process / Mary Deane Sorcinelli
Considerations in setting up a peer consultant program / Michael Kerwin
Context of instructional consultation. Higher education in North America / Charles Claxton
Local variables that affect consultation / Diane E. Morrison
Variability among faculty / Mary Ann Shea
Faculty face student diversity / Milton G. Spann, Jr., Suella McCrimmon
Effects of classroom environments / Gabriele Bauer
Identifying and assessing your consultation style / Laura L.B. Border
Developmental stages of an educational consultant : theoretical perspective / Richard Tiberius, Jane Tipping, Ronald Smith
Personal account of the development of one consultant / David Way
Evaluating instructional consultation. Issues in evaluating consultation ; Evaluating a teaching consultation service / Glenn R. Erickson
Evaluating a consultation program for part time faculty / Barbara J. Millis
Training instructional consultants. Instructional consultants as reflective practitioners / Ronald Smith
Training new consultants in the Connecticut Community Technical College system / Bille Searle, Patricia A. Cook
Training new consultants in the Kentucky Community College system : the teaching consultants' workshop / Michael Kerwin, Judy Rhoads
Training TA's as consultants at the University of Michigan ; workshop for peer mentors / Beverly Black, Bronwen Gates
Professional development for consultants at the University of Washington's Center for Instructional Development and Research / Jody D. Nyquist, Donald H. Wulff
Training new consultants at Stanford University : the TA Consultants Program / Michele Marincovich
Reflecting on practice : observing ourselves consulting / Barbara Hofer, Beverly Black, Linda Acitelli
Using case studies to train instructional consultants / Barbara J. Millis
Professional organizations of instructional consultation / Kathleen T. Brinko

Additional Info:
"Developing Critical Thinkers" is a book practitioners and others interested in applying critical thinking principles will find extremely useful. The writing is clear, the examples are many, and the ideas are well grounded in theory and research. (From the Publisher)

Table Of Content:
Understanding Critical Thinking in Adult Life.
Practical Approaches for Developing Critical Thinkers.
Helping Adults Learn to Think Critically in Different Arenas of Life.

Additional Info:
Offers a variety of practical ideas, tools, and techniques for creating democratic classrooms. The authors suggest exercises to get discussion started, strategies for maintaining its momentum, ways to elicit a diversity of views and voices, ideas for creative groupings and formats, and processes to encourage student participation. In exploring the role of the teacher in discussion, they address the tensions and possibilities arising from ethnic, cultural, social class, and gender difference. Throughout, they emphasize how discussion fosters democratic participation and enhances learning, and they review how to balance the voices of students and teachers. (From the Publisher)

Table Of Content:
Preface
Gratitudes
The Authors

ch. 1 Discussion in a Democratic Society
ch. 2 How Discussion Helps Learning and Enlivens Classrooms
ch. 3 Preparing for Discussion
ch. 4 Getting Discussion Started
ch. 5 Keeping Discussion Going Through Questioning, Listening, and Responding
ch. 6 Keeping Discussion Going Through Creative Grouping
ch. 7 Discussion in Culturally Diverse Classrooms
ch. 8 Discussing Across Gender Differences
ch. 9 Keeping Students' Voices in Balance
ch. 10 Keeping Teachers' Voices in Balance
ch. 11 Evaluating Discussion

References
Index

Additional Info:
The essays in this volume ... were prepared for a conference sponsored by the Institute for the Advanced Study of Religion of the Divinity School of the University of Chicago on October 8-11, 1987. (From the Publisher)

Table Of Content:
Preface
Introduction

ch. 1 Theological Education: Biblical Studies (Schussler Fiorenza)
ch. 2 Christian Theology and Theological Education (Odgen)
ch. 3 Judaism in Christian Theological Education: Some New Implications (Pawlikowski)
ch. 4 Practical Wisdom and Theological Education (Paris)
ch. 5 When the Center Cannot Contain the Margins (Chopp)
ch. 6 A Religious Educator's Response (Groome)
ch. 7 Religious Imagination and the Cultivation of Christian Worlds or, the Minister as Christian (Bricoleur, and Reynolds)
Responses: Hough, Cobb

Additional Info:
The author argues for collaborative learning at the college and university level, a method which engenders interdependence among peers rather than cultivating passivity, authoritarianism, irresponsibility, and hyper-competitiveness. (From the Publisher)

Table Of Content:
Preface
Acknowledgments

ch. 1 Collaboration, Conversation, and Reacculturation
ch. 2 Consensus Groups: One Kind of Classroom Collaboration
ch. 3 Writing and Collaboration
ch. 4 Toward Reconstructing American Classrooms
ch. 5 Collaborative Learning and Cooperative Learning
ch. 6 Peer Tutoring and Institutional Change
ch. 7 Collaborative Learning and Computers
ch. 8 Education as Conversation
ch. 9 The Authority of College and University Professors
ch. 10 Science and Engineering in a Poststructural World
ch. 11 The Procrustean Bed of Cognitive Thought
ch. 12 A Plurality of Forces, Desires, and Not Wholly Commensurable Visions
ch. 13 Reading Literature as Common Property
ch. 14 A Nonfoundational Curriculum
ch. 15 Collaborative Learning and the Collaboratively Learned: A Postscript on Graduate Education

App. A Classroom and Laboratory Design
App. B Research on Collaborative Learning
App. C Some Notes on Nesting

Notes
Glossary
Works Cited
Index

Additional Info:
This book offers a wealth of thinking about the complex and often contradictory definitions surrounding the concepts of plagiarism and intellectual property. The authors show that plagiarism is not nearly as simple and clear cut a phenomenon as we may think. Contributors offer many definitions and facets of plagiarism and intellectual property, demonstrating that if defining a supposedly "simple" concept is difficult, then applying multiple definitions is even harder, creating practical problems in many realms. This volume exposes the range and breadth of these overlapping and complex issues, reflecting a postmodern sensibility of fragmentation, and clarifies some of the confusion, not by reducing plagiarism to ever-simpler definitions and providing new or better rules to apply, but by complicating the issue, examining what plagiarism and intellectual property are (and are not) in our more or less postmodern world. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments
Introduction

Pt. I Definitions
Legal and Historical Definitions
Copy Wrong: Plagiarism, Process, Property, and the Law (Laurie Stearns)
Originality, Authenticity, Imitation, and Plagiarism: Augustine's Chinese Cousins (C. Jan Swearingen)
Intellectual Property, Authority, and Social Formation: Sociohistorical Perspectives on the Author Function (James Thomas Zebroski)
Competing Notions of Authorship: A Historical Look at Students and Textbooks on Plagiarism and Cheating (Sue Carter Simmons)
Academic Definitions
Whose Words These Are I Think I Know: Plagiarism, the Postmodern, and Faculty Attitudes (Alice M. Roy)
"But I Wasn't Cheating": Plagiarism and Cross-Cultural Mythology (Lisa Buranen)
A Distant Mirror or Through the Looking Glass? Plagiarism and Intellectual Property in Japanese Education (L.M. Dryden)
The New Abolitionism Comes to Plagiarism (Rebecca Moore Howard)
Literary and Theoretical Definitions
The Illusion of Modernist Allusion and the Politics of Postmodern Plagiarism (Kevin J.H. Dettmar)
Poaching and Plagiarizing: Property, Plagiarism, and Feminist Futures (Deborah Halbert)
From Kant to Foucault: What Remains of the Author in Postmodernism (Gilbert Larochelle)
Imperial Plagiarism
Literary Borrowing and Historical Compilation in Medieval China (Robert André LaFleur)

Pt. II Applications
In the Writing Center
Writing Centers and Plagiarism (Irene L Clark)
Writing Centers and Intellectual Property: Are Faculty Members and Students Differently Entitled? (Carol Peterson Haviland and Joan Mullin)
Plagiarism, Rhetorical Theory, and the Writing Center: New Approaches, New Locations (Linda Shamoon and Deborah H. Burns)
In Academic Administration
Confusion and Conflict about Plagiarism in Law Schools and Law Practice (Terri LeClercq)
Student Plagiarism as an Institutional and Social Issue
When Collaboration Becomes Plagiarism: The Administrative Perspective (Edward M. White)
In Instruction and Research
Plagiarism as Metaphor (David Leight
The Ethics of Appropriation in Peer Writing Groups (Candace Spigelman)
The Role of Scholarly Citations in Disciplinary Economies (Shirley K. Rose)
In the Marketplace
Brand Name Use in Creative Writing: Genericide or Language Right? (Shawn M. Clankie)
GenX Occupies the Cultural Commons: Ethical Practices and Perceptions of Fair Use (John Livingston-Webber

Works Cited
Contributors
Index

Additional Info:
Dialogue in Teaching presents a detailed examination of dialogue as a cluster of related dialogical styles and approaches, not just a single entity. The author offers a critical and conceptual study of the nature of dialogue and a discussion of concrete issues in teaching with dialogue: how it works, why it is beneficial for teaching, how it sometimes fails, and how to improve on it. Organizing his book around the metaphor of playing a game, Burbules speaks to scholars and teachers, in sophisticated yet accessible language, about a topic of great interest to both groups. (From the Publisher)

Table Of Content:
Foreward
Introduction

ch. 1 Why Dialogue? Why Theory and Practice?
ch. 2 The Dialogic Relation
ch. 3 Playing the Dialogue Game
ch. 4 Rules in the Dialogue Game
ch. 5 Movies in the Dialogue Game
ch. 6 Four Types of Dialogue
Interlude: A Dialogue on Teaching
ch. 7 Why Dialogues Fail

References
Index

Additional Info:
You have finished your Ph.D. and landed your first academic job. Scanning the fine print, you realize the introductory class you have been assigned to teach is being held in an auditorium. A really big auditorium. Panic begins to set in. . . . In this handy and practical book, Elisa Carbone offers a wealth of sound advice on how to deal with a large class, from the first day to end-of-semester evaluations. Full of examples taken from many different disciplines, Teaching Large Classes will be an ideal companion for any teacher facing the challenge of the large introductory class. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments
Introduction: Listening to the Experts

ch. 1 Starting the Semester: The First Class
ch. 2 Personalizing the Large Class
ch. 3 Lecturing 101: Getting Your Students to Listen
ch. 4 Lecturing 102: Using Stories and Examples
ch. 5 Using Demonstrations, Visual Aids, and Technology
ch. 6 Active Learning in a Large Class
ch. 7 Are There Any Questions?
ch. 8 Assessment and Feedback in Large Classes
ch. 9 Managing Student Behavior
ch. 10 Working Effectively With Teaching Assistants (TAs)

Index
About the Author

Additional Info:
The aim of this book is both to raise questions about the contemporary theological enterprise and to suggest ways to improve theological education at the college, seminary, and graduate levels. With that in mind the editors have here gathered together important essays by leading theologians and prominent bishops that provide expert assessment of the present state of Catholic theological education and its future prospects, treating a full range of the most pressing topics, from undergraduate and graduate programs to the role of bishops and the task of inculturation. (From the Publisher)

Table Of Content:
Acknowledgments
List of Abbreviations
Introduction (Patrick W. Carey)

ch. 1 Theological Education in the Catholic Tradition (Avery Dulles)
ch. 2 Catholic Higher Education as Historical Context for Theological Education (Philip Gleason)
ch. 3 Mission and Identity in Catholic Universities (Joseph A. Komonchak)
ch. 4 Catechesis Isn't Just for Children Anymore (Berard L. Marthaler)
ch. 5 Theological Education in the Undergraduate Core Curriculum (Monika K. Hellwig)
ch. 6 Introduction of Theology in the Catholic Tradition (Arthur L. Kennedy)
ch. 7 The Undergraduate Theology Major (Lawrence S. Cunningham)
ch. 8 Challenges for Catholic Graduate Theological Education (Matthew L. Lamb)
ch. 9 The Future of Graduate Education in Theology: A Clear Sky with the Possibility of a Late Afternoon Thunderstorm (William M. Shea)
ch. 10 Faculty Research and Catholic Identity (John C. Haughey)
ch. 11 Theological Education in Seminaries (Robert J. Wister)
ch. 12 Theological Faculty and Programs in Seminaries (Katarina Schuth)
ch. 13 Theology's Place in a Catholic University (James L. Heft)
ch. 14 Institutional Resources in the Seminary ((Thomas R. Kopfensteiner)
ch. 15 Bishops and Theologians (Francis E. George)
ch. 16 Theologians and Bishops (Robert P. Imbelli)
ch. 17 Faith: Normative for Bishops and Theologians (Oscar H. Lipscomb)
ch. 18 Theologians and Bishops: With Each Other (John J. Leibrecht)
ch. 19 Inculturation and Acculturation for an American Bishop and Theologian (Donald E. Pelotte)
ch. 20 Biblical Studies in University and Seminary Theology (Lawrence E. Boadt)
ch. 21 Historical Theology in the Curriculum (Joseph T. Lienhard)
ch. 22 Liturgy: The Integrative Center of the Theological Disciplines (Susan K. Wood)
ch. 23 The Divorce of Spirituality from Theology (Keith J. Egan)
ch. 24 The Integration of Theology and Spirituality: a View from the Seminary (Austin C. Doran)
ch. 25 Theological Education of African American Catholics (M. Shawn Copeland)
ch. 26 Catholic Theological Education and U.S. Hispanics (Roberto S. Goizueta)
Afterword (Earl C. Muller)

Selected Bibliography on Theological Education in American Catholic Higher Education, 1881-1995 (Pamela C. Young)
Contributors
Index

Additional Info:
The essays in this volume explore the educational implications of unsettling shifts in contemporary culture associated with postmodernism. These shifts include the fragmentation of established power blocs, the emergence of a politics of identity, growing inequalities between the haves and the have-nots in a new global economy, and the rise in influence of popular culture in defining who we are. In the academy, postmodernism has been associated with the emergence of new theoretical perspectives that are unsettling the way we think about education. These shifts, the authors suggest, are deeply contradictory and may lead in divergent political directions—some of them quite dangerous
Power/Knowledge/Pedagogy examines these issues with regard to four broad domains of educational inquiry: state educational policy and curriculum reform, student identity formation, the curriculum as a text, and critical pedagogy. The book contributes to the dialogue on the forging of a new commonsense discourse on democratic educational renewal, attuned to the changing times in which we live. (From the Publisher)

Table Of Content:
Introduction: Critical Educational Theory in Unsettling Times (Dennis Carlson and Michael W. Apple)

ch. 1 State Educational Policy And Curriculum Reform In Unsettling Times: Education in Unsettling Times: Public Intellectuals and the Promise of Cultural Studies (Henry Giroux)
ch. 2 Pulp Fictions: Education, Markets, and the Information Superhighway (Jane Kenway)
ch. 3 Citizens or Consumers? Continuity and Change in Contemporary Education Policy (Geoff Whitty)
ch. 4 Respondent: "Distressed Worlds": Social Justice Through Educational Transformations (Madeleine Arnot)

ch. 5 Becoming Right: Education and the Formation of Conservative Movements (Michael W. Apple and Anita Oliver)
ch. 6 On Shaky Grounds: Constructing White Working-Class Masculinities in the Late Twentieth Century (Michelle Fine, Lois Weis, and Judi Addelston)
ch. 7 Self and Education: Reversals and Cycles (Philip Wexler)
ch. 8 Respondent: Self Education: Identity, Self, and the New Politics of Education (Dennis Carlson)

ch. 9 Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence, and Suburban Security (Cameron McCarthy, et al.)
ch. 10 Fiction, Fantasy, and Femininities: Popular Texts and Young Women’s Literacies (Linda K. Christian-Smith)
ch. 11 Image Is Nothing: Struggling to Unsettle Basal Readers and More (Patrick Shannon and Patricia Crawford)
ch. 12 Respondent: Loose Change: The Production of Texts (William G. Tierney)

ch. 13 On the Limits to Empowerment Through Critical and Feminist Pedagogies (Jennifer M. Gore)
ch. 14 Who Will Survive America? Pedagogy as Cultural Preservation (Gloria Ladson-Billings)
ch. 15 Global Politics and Local Antagonisms: Research and Practice as Dissent and Possibility (Peter McLaren and Kris Gutierrez)
ch. 16 Respondent: Pedagogy for an Oppositional Community (Kathleen Weiler)

Additional Info:
"The sadness I feel," writes Denise Carmody, "stems from watching the capitulation of good schools, both Christian and secular, to the pragmatism of recent times and their concomitant loss of a pervasive vision of their enterprise." Such capitulation has produced a serious crisis in American higher education, including also church-sponsored higher education, leading to a preoccupation with research and publication instead of teaching and to frequent inattention to ultimate human questions. Following an introductory discussion of teaching, research and publication, and "the difference that God makes," the book moves through such topics as human nature, physical nature, politics, divinity or ultimate reality, and education (including community services, academic freedom, and the arts and sciences). A concluding chapter focuses on vision in higher education, that is, gaining a clear sense of what a collegiate venture wants to do and the kind of curriculum and teaching that squares with what a college is trying to achieve. (From the Publisher)

Table Of Content:
Preface
Introduction

ch. 1 On Human Nature
ch. 2 On Physical Nature
ch. 3 On Politics
ch. 4 On Divinity
ch. 5 Education Revisited

Conclusion
Index

Additional Info:
Using the research of feminist literary critics and building upon the work of feminist biblical scholars, Emily Cheney offers three strategies for women whose ecclesiastical traditions expect them to base their sermons on biblical texts, and for women who want their sermons to reflect a feminist consciousness and compassion. The strategies focus on gender reversal, analogy, and women as exchange objects, all tested on several texts without female characters from the Gospel of Matthew. A concluding section reflects upon what role the authority of the text plays when readers use these strategies. (From the Publisher)

Table Of Content:
Preface
List of Abbreviations
Introduction
ch. 1 The Need for Reading Strategies
ch. 2 Scholarship of Feminist Literary Critics
ch. 3 Gender Reversal
ch. 4 Analogy
ch. 5 Women as Exchange Objects
ch. 6 Application of the Strategies to Mt. 1:18-25
Conclusion
Appendix: Sample Sermon
Notes
Bibliography of Works Cited
Scripture Index
General Index

Additional Info:
The colorful study of university divinity schools in America.
This historical analysis of American Protestant university-related divinity schools tells their story in terms of powerful social and cultural forces that decisively influenced American education in general and Protestant theological education in particular. (From the Publisher)

Table Of Content:
Preface
Introduction: Visions and Strategies of Influence

pt. I Specialization
ch. 1 Strategies for a System of Education
ch. 2 Educating to Understand the Other
ch. 3 Theological and Religious Sciences

pt. II Professionalization
ch. 4 Theory and Practice
ch. 5 Two Yokes of Responsibility

pt. III Formation and Reform
ch. 6 Social Class and Social Gospel
ch. 7 Formation and the Heritage of Revolt

pt. IV Pluralism
ch. 8 The Challenge of Social and Cultural Diversity
ch. 9 The Challenge of the Multiversity

Conclusion: The Ambiguities of a Heritage
Notes
Index

Additional Info:
One of the most significant changes in theological education during the past two decades has been a dramatic rise in the enrollment of women in the seminaries. In this ground-breaking book, Rebecca Chopp explores the impact these new voices are having on theological education. She looks at how women and men are actually forming a new Christian praxis through their engagement with feminist practices and thought that often exist outside the sphere of official recognition. This important book will be a starting point for dialogue about the role theological education will play as this new Christian praxis emerges. (From the Publisher)

Table Of Content:
Preface

ch. 1 Women as Subjects of Theological Education?
ch. 2 Shaking the Foundations: The Practice of Narrativity
ch. 3 Places of Grace: The Practice of Ekklesia
ch. 4 The Warming Quilt of God: The Practice of Theology
ch. 5 A Particular Vision: New Ways of Thinking about Theological Education

Notes
Index

Additional Info:
Everyday Knowledge and Uncommon Truths: Women of the Academy draws on the life experience and varied backgrounds of academic women from the United States, Australia, New Zealand, and Canada. To provide diverse perspectives on women's experiences of being and knowing in and outside the academy, contributors draw on a range of critical approaches derived from feminism, post-structuralism, postmodernism, critical education theory, discourse theory and analysis, narrative inquiry, and life histories. (From the Publisher)

Table Of Content:
Series Editor's Foreword
Acknowledgments
Introduction

ch. 1 Feminism in New Times
ch. 2 Unsettling Academic/Feminist Identity
ch. 3 Her-story: Life History as a Strategy of Resistance to Being Constituted Woman in Academe
ch. 4 Strangers in a Strange Land: A Woman Studying Women's Literacies
ch. 5 The Backlash Factor: Women, Intellectual Labour and Student Evaluation of Courses and Teaching
ch. 6 Can Feminist Voices Survive and Transform the Academy?
ch. 7 Deconstructing Feminist Pedagogy: Seeing That Which Is Ordinarily Obscured by the Familiar
ch. 8 Asian Women Leaders of Higher Education: Stories of Strength and Self Discovery
ch. 9 Dancing on the Sharp Edge of the Sword: Women Faculty of Color in White Academe
ch. 10 Negotiating Daily Life in the Academy and at Home
ch. 11 Feeling Blue, Seeing Red, and Turning Fifty: Moving in from the Margins
ch. 12 Against the Grain: Reflections on the Construction of Everyday Knowledge and Uncommon Truths

About the Editors and Contributors
Index

Additional Info:
This unusual book begins each chapter by posing a question with which college and university teachers can be expected to identify; and then goes on to answer the question by presenting a series of examples; finally, each chapter closes with 'second thoughts', presenting a viewpoint somewhat distinct from that taken by John Cowan. This book will assist university teachers to plan and run innovative activities to enable their students to engage in effective reflective learning; it will help them adapt other teachers' work for use with their own students; and will give them a rationale for the place of reflective teaching and learning in higher education. (From the Publisher)

Table Of Content:
Preface - Why This Book Was Written

ch. 1 Introduction
ch. 2 What is Meant in Education by 'Reflecting'?
ch. 3 What Does Reflection Have to Offer in Education?
ch. 4 Is There a Methodology You Can and Should Follow?
ch. 5 What Can You Do to Encourage Students to Reflect?
ch. 6 What is Involved for Students in Analytical Reflection?
ch. 7 What is Involved in Evaluative Reflection?
ch. 8 How Can You Adapt Ideas from My Teaching, for Yours?
ch. 9 How Should You Get Started?
ch. 10 How Can Such Innovations Be Evaluated?
ch. 11 Where Should You Read about Other Work in This Field?

A Postscript: Final Reflections
References
Index

Additional Info:
This book is as much, perhaps more, an exhortation to action than a piece of social science research. In an age when the idols of the tribe or the centrality of self are aggrandized, is it possible to restore a sense of human purpose that extends beyond place or person? To answer this question a core of 100 people, determined as "capable of sustaining commitment to the common good in the face of global complexity," were interviewed, not so much to "prove hypotheses" but to develop "fertile insights" for further research and action in order to "kindle a common fire and forge a new synthesis of practical wisdom." This requires people who can regard space as hospitable, inhabited by mentors and others capable of demonstrating that one can and ought to make a difference in the world; people who can develop habits of mind to engage others and a symbolic world, including the world of story and faith, capable of sustaining a committed consciousness. Two "interludes" describe those who exhibit that concern for the commons, and an epilogue suggests an individual and collective strategy to nourish the sense of the collective. (From the Publisher)

Table Of Content:
ch. 1 Connection and Complexity: The Challenge of the New Commons
ch. 2 Community: Becoming at Home in the World
ch. 3 Compassion: Living Within and Beyond the Tribe
ch. 4 Conviction: Developing Critical Habits of Mind
ch. 5 Courage: A Responsible Imagination
ch. 6 Confession: The Struggle with Fallibility
ch. 7 Commitment: The Power of the Double Negative

Epilogue Compass Points: The Power of Location and Direction

Additional Info:
Brings together two related topics: the practice of ethics in the university, and the teaching of practical or applied ethics in the university. Surveys practical ethics, offering an explanation of its recent emergence as a university subject, and identifies some problems that the subject generates for universities. Examines research ethics, including the problem of plagiarism, and discusses how ethics can be integrated into the university curriculum and what part particular cases should play in teaching of ethics. Also looks at sexual ethics. (From the Publisher)

Table Of Content:
ch. 1 The ethics boom, philosophy, and the university
ch. 2 Academic freedom, academic ethics, and professorial ethics
ch. 3 The new world of research ethics: a preliminary map
ch. 4 Science: after such knowledge, what responsibility?
ch. 5 University research and the wages of commerce
ch. 6 Of Babbage and kings: a study of a plagiarism complaint
ch. 7 Ethics across the curriculum
ch. 8 Case method
ch. 9 A moral problem in teaching of practical ethics
ch. 10 Sex and the university

Index

Additional Info:
This guide to supervising doctoral research is a practical handbook for both the novice and the experienced higher degree supervisor. It looks at how to get students to produce good PhD theses on time, and how to prevent failed theses. (From the Publisher)

Table Of Content:
Preface and acknowledgements

ch. 1 A most persuasive piece of argument
ch. 2 Caught and held by a cobweb: getting the student started
ch. 3 The balance between tradition and progress: designing and planning a project
ch. 4 Old manuscripts: the literature review
ch. 5 Heavy and thankless task: overseeing the data collection
ch. 6 Disagreeableness and danger: keeping up the student's motivation
ch. 7 Contorted corkscrew: the getting and giving of judgement
ch. 8 An emotional excitement: writing up the thesis
ch. 9 A lack of genuine interest: choosing the right external and preparing the student for the examination
ch. 10 The brave pretence at confidence: launching the student's career
ch. 11 A rather unpromising consignment: selecting successful students and building a research culture

Appendix: Further reading
References
Index
The Society for Research into Higher Education

Additional Info:
Learning Was Never Like This !

Take control of your life... free your natural genius to perform to its true potential. Quantum Learning features a revolutionary new format that introduces the reader to a world of learning unlike any other.

Never before has a guide been designed to accomodate the unique learning style of the individual. Whether you're a professional, a student, or a person who simply wants to improve his or her learning capacity, this extraordinary guide will increase your personal power, help you learn more, earn more, and take you where you want to go.

Inside you will learn:

-How to spark your motivation.
-How to master high-tech note-taking techniques.
-How to discover your own personal learning style and cultivate a winning attitude.
- How to work your own memory miracles, how to write with confidence, and much, much more!
(From the Publisher)

Table Of Content:
ch. 1 relearning how to learn
ch. 2 the limitless power of your mind
ch. 3 the power of WIIFM-- what in it for me?
ch. 4 setting the stage: the right learning environment
ch. 5 cultivating a winning attitude: what would you do if you knew you couldn't fail
ch. 6 discovering your personal learning style
ch. 7 techniques of high-tech note-taking
ch 8 write with confidence
ch. 9 work your own memory miracles!
ch. 10 blast off with power reading
ch. 11 think logically, thinking creatively
ch. 12 making the quantum learning leap
recommended resources
index

Additional Info:
Designing and Assessing Courses and Curricula reflects the best current knowledge and practice in course and curriculum design and connects this knowledge with the critical task of assessing and learning outcomes at both course and curricular levels. Tested and refined through long-term use and study, the change model presented in this book shows how to move from concept to actualization, from theory to practice. (From the Publisher)

Table Of Content:
Preface
The Author

ch. 1 A Learning-Centered Approach to Course and Curriculum Design
ch. 2 Systematic Design: Model and Benefits
ch. 3 Making the Decision to Go Ahead
ch. 4 Getting Started
ch. 5 Linking Goals, Courses, and Curricula
ch. 6 Gathering and Analyzing Essential Data
ch. 7 Developing a Design for an Ideal Course or Curriculum
ch. 8 Adjusting from the Ideal to the Possible
ch. 9 Clarifying Instructional Goals and Objectives
ch. 10 Designing Assessment Instruments and Procedures
ch. 11 Designing the Learning Experience
ch. 12 Selecting and Using Technology
ch. 13 Developing a Learning-Centered Syllabus
ch. 14 Cultivating a Respect for Diversity
ch. 15 Implementing, Evaluating, and Refining the Course or Curriculum
ch. 16 Learning from Experience

Resource A Questions for Evaluating a College Course
Resource B Case Studies in Developing Learning Outcomes
Resource C Mathematics Prerequisites and Student Success in Introductory Courses: Final Report
Resource D Sample Alumni Survey for Evaluating Program Effectiveness and Needs
Resource E Additional Case Studies in Course Design
Resource F Developing an Institutional Assessment Culture at Truman State University
Resource G Qualities of the Liberally Educated Person: A Description of Important Competencies
Resource H Sample Copyright Agreement
Resource I Teaching Goals Inventory: Self-Scorable Version

References
Name Index
Subject Index

Additional Info:
This book identifies optimal practices or "benchmarks" for creating a quality learning environment within higher education and outlines steps faculty and administrators can take to improve student learning. Author Janet Donald integrates extensive research on teaching and learning with findings from her in-depth interviews with faculty and administrators at four of America's premier research institutions. She focuses on key factors influencing learning, identifies practices and policies central to effectiveness, and offers timely and feasible solutions for meeting student learning challenges. Using the voices of faculty, administrators, and members of higher education centers, Donald investigates institutional missions and priorities. She examines how learning goals vary across the disciplines and what this means in terms of student outcomes. She also describes practices that support the improvement of teaching and she discusses classroom assessment techniques that measure learning and teaching. Donald examines student selection and access - especially questions of quality and diversity - and discusses how to foster motivation for learning. In addition, she provides strategies for recognizing teaching in tenure and reward systems and points out the importance of academic leadership. (From the Publisher)

Table Of Content:
Preface
The Author
ch. 1 Frameworks for Improving Learning
ch. 2 The Role of the Disciplines in the Quality of Learning
ch. 3 Student Selection and Access
ch. 4 Fostering Students' Motivation for Learning
ch. 5 Improving Instruction by Focusing on Learning
ch. 6 Providing Institutional Support for the Improvement of Teaching
ch. 7 Using Assessment of Define Tasks and Measure Learning
ch. 8 Faculty Responsibilities, Rewards, and Assessment
ch. 9 Institutional Assessment to Improve Learning
References <
Index

Additional Info:
Peter Elbow's widely acclaimed and original theories on the writing process, set forth in Writing Without Teachers and Writing With Power, have earned him a reputation as a leading educational innovator. Now Elbow has drawn together twelve of his essays on the nature of learning and teaching to suggest a comprehensive philosophy of education. At once theoretical and down-to-earth, this collection will appeal not only to teachers, adminitrators and students, but to anyone with a love of learning.

Elbow explores the "contraries" in the educational process, in particular his theory that clear thinking can be enhanced by inviting indecision, incoherence, and paradoxical thinking. The essays, written over a period of twenty-five years, are engaged in a single enterprise: to arrive at insights or conclusions about learning and teaching while still doing justice to the "rich messiness" of intellectual inquiry. Drawing his conclusions from his own perplexities as a student and as a teacher, Elbow discusses the value of interdisciplinary teaching, his theory of "cooking" (an interaction of conflicting ideas), the authority relationship in teaching and the value of specifying learning objectives. A full section is devoted to evaluation and feedback, both of students and faculty. Finally, Elbow focuses on the need to move beyond the skepticism of critical thinking to what he calls "methodological belief" -- an ability to embrace more than one point of view. (From the Publisher)

Table Of Content:
Introduction

Part 1 The Learning Process
ch. 1 Nondisciplinary Courses and the Two Roots of Real Learning
ch. 2 Cooking: The Interaction of Conflicting Elements
ch. 3 Teaching Two Kinds of Thinking by Teaching Writing

Part 2 The Teaching Process
ch. 4 Exploring My Teaching
ch. 5 The Pedagogy of the Bamboozled
ch. 6 Trying to Teach While Thinking About the End
ch. 7 Embracing Contraries in the Teaching Process

Part 3 The Evaluation Process
ch. 8 Evaluating Students More Accurately
ch. 9 Collaborative Peer Evaluation by Faculty
ch. 9a Visiting Pete Sinclair
ch. 9b On Being Visited
ch. 9c Contraries in Responding
ch. 10 Trustworthiness in Evaluation

Part 4 Contraries and Inquiry
ch. 11 The Value of Dialectic
ch. 12 Methodological Doubting and Believing: Contraries in Inquiring

Bibliography
Index

Additional Info:
Drawing on media studies, literary theory, and the work of psychoanalytical feminist theorist Shoshana Felman, Ellsworth (curriculum and instruction, U. of Wisconsin-Madison) portrays the work of pedagogy as a performance practice. She argues that pedagogy's mode of address - its positioning of teachers and students in relation to one another - is crucial in the success or failure of education efforts. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

Part I Teaching as a Scene of Address
ch. 1 Mode of Address: It's a Film Thing
ch. 2 The Paradoxical Power of Address: It's an Education Thing, Too
ch. 3 "Who" Learns? "Who" Teaches? Figuring the Unconscious in Pedagogy
ch. 4 Who Does Communicative Dialogue Think You Are?
ch. 5 Communicative Dialogue: Control Through Continuity
ch. 6 The Power of Discontinuity: Teaching Through Analytic Dialogue

Part II Teaching Through Paradoxical Modes of Address
ch. 7 A Paradox: Teaching as the Taking of Action Without a Positive Reference
ch. 8 A Second Paradox: The Paradox of Power and Authority in Teaching
ch. 9 A Third Paradox: Teaching as a Performance Suspended in the Space Between Self and Other
ch. 10 A Fourth Paradox: Teaching as Performance Suspended in Time - Interactive Pedagogy in New Media
ch. 11 A Fifth Paradox: Pedagogy as a Performance Suspended in Thought - The Power of a Magical Realist Address in Academic Writing

Coda
References
Index
About the Author

Additional Info:
These probing essays, factual case studies and critical commentaries by thirty-nine prominent scholars, educators, seminary administrators and church executives together address the emerging issues of the globalization of theological education. What does it mean to minister in a world of both interdependence and polarization? How can leaders be prepared to build up a church able and willing to respond to the challenge of global witness and service? What new ways of teaching and learning can seminaries and congregations develop toward the ultimate goal of faithfully and effectively embracing all of God's creation? (From the Publisher)

Table Of Content:
Forewords (Walter Brueggemann, Daniel J. Harrington, Garth M. Rosell, and Barbaraa Brown Zikmund)
Introduction (David A. Roozen, Alice Frazer Evans, and Robert A. Evans)

ch. 1 An Historical Survey
Essay: Justo L. González, and Catherine G. González
Case Study: Winning Over the Faculty - The director of a seminary globalization program faces strong opposition from a traditional faculty member.
Teaching Note
Commentary: Susan Brooks Thistlethwaite

ch. 2 Meanings of Globalization
Essay: William E. Lesher
Case Study: Why Globalization? The faculty of an established seminary struggles with the theological rationale for a globilization program and debates the value of experimental education
Teaching Note
Commentary: M. Shawn Copeland

ch. 3 Globalization as Evangelism
Essay: Paul G. Hiebert
Case Study: Changing the Face of the Parish
A parish priest, whose concept of ministry was shaped by required foreign language study, counsels members of his congregation threatened by a growing Hispanic population in their parish and suggestions of a Spanish Mass
Teaching Note
Commentary: Harold J. Recinos

ch. 4 Globalization as Ecumenical/Interfaith Dialogue
Essay: Jane I. Smith
Case Study: Sacred Sites
An Australian pastor must decide on his demination's role in a dispute between the Australian government and an Aborginial community's claim of sacred land.
Teaching Note
Commentary: L. Shannon Jung

ch. 5 Globalization as Cross-Cultural Dialogue
Essay: Robert J. Schreiter
Case Study: Text and Context
A debate between seminary faculty members about written vs. oral reports raises implications for the validity of academic requirements for extension education courses in indigenous communities
Teaching Note
Commentary: Pierre Goldberger

ch. 6 Globalization as Justice
Essay: Alice Frazer Evans and Robert A. Evans
Case Study: Evangelicals in a New Key
A Latin American student in a North American evangelical seminary faces a vocational dilemma as eh questions the relevance of his theological education for addressing "third-world" poverty.
Teaching Note
Commentary: W. L. Herzfeld

ch. 7 Liberation: Gender, Race, and Class
Essay: Toinette M. Eugeme
Case Study: To Go Home Again
A white middle-class seminarian struggles to reconcile her experiences in a required "developing world" immersion seminar with her understanding of the mission of the North American church and the purpose of seminary education
Teaching Note
Commentary: Daniel Spencer

ch. 8 Implications of Globalization for Biblical Understanding
Essay: Craig L. Blomberg
Case Study: Affirmation of Life
A Latin American seminary deals with the implications for its lifestyle and investment policies as a consequence of a radically revised program of study based on biblical and contextual analyses
Teaching Note
Commentary: Elsa Tamez

ch. 9 Global Economy and the Globalization of Theological Education
Essay: M. Douglas Meeks
Case Study: A Place for Reconciliation
A Sough African seminary faculty is divided over the seminary's role int he rebuilding of a community devastated by the economic and political repercussions of apartheid.
Teaching Note
Commentary: Itumeleng J. Mosala

ch. 10 Liberating Pedagogies in the Globalization of Theological Education
Essay: William Bean Kennedy
Case Study: More Questions Than Answers
A dramatic encounter during an international seminar challenges an experienced ethics professor to revise his approach to teaching and his relationship to international students
Teaching Note
Commentary: Heidi Hadsell do Nascimento

ch. 11 Institutional Change and the Globalization of Theological Education
Essay: David A. Roozen
Case Study: Globalization Gone Wild
The president of a seminary involved in a five-year globalization program encounters the complexity of institutional change as he faces competing demands for time and resources
Teaching Note
Commentary: Eleanor Scott Meyers

ch. 12 Mutuality in Global Education
Essay: Mortimer Arias
Cast Study: Apart from His People
Jamaican church leaders debate the costs and benefits of international education following a meeting with a young pastor, trained abroad, who is experiencing serious conflict with his Jamaican parishoners.
Teaching Note
Commentary: Henry S. Wilson

Contributors
Case Authors
Erskine Clarke, Columbia Theological Seminary
Gordon Dicker, United Theological Seminary Australia
Alice Frazer Evans, Plowshares Institute
Robert A. Evans, Plowshares Institute
Lisa Jafta, Rhodes University, South Africa
G. Douglass LEwis, Wesley Theological Seminary
James N. Pankratz, Concord College, Canada
Anne Reissner, Maryknoll School of Theology
Robert L. Stivers, Pacific Lutheran University
Richard F. Vieth, Lancaster Theological Seminary
Ronald C. White, Huntington Library and University of Southern California

Additional Info:
As academic service-learning continues to grow rapidly, practitioners are discovering a pressing need for solid empirical research about learning outcomes. Where's the Learning in Service-Learning? helps define learning expectations, presents data about learning, and links program characteristics with learning outcomes. It is the first book to explore the experience of service-learning as a valid learning activity. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments
The Authors

ch. 1 Identifying the Learning Outcomes of Service
ch. 2 Personal and Interpersonal Development
ch. 3 Understanding and Applying Knowledge
ch. 4 Engagement, Curiosity, and Reflective Practice
ch. 5 Critical Thinking
ch. 6 Perspective Transformation
ch. 7 Citizenship
ch. 8 Program Characteristics of Effective Service-Learning
ch. 9 Strengthening the Role of Service in the College Curriculum

Resource A College and University Participants in the Studies
Resource B Sample and Methods of the Studies
Resource C Survey and Interview Instruments
Resource D Survey Regression Tables: Impact of Service-Learning
Resource E Survey Regression Tables: Impact of Program Characteristics
Resource F Interview Regression Tables: Impact of Well-Integrated
Service-Learning
References
Index

Additional Info:
How do the careers and lives of academic couples differ from those of other academics? What advantages and disadvantages do they face, and what problems and opportunities do their increasing numbers present to academic institutions? Sixteen experts address these and many other questions in Academic Couples, offering new research and much vital information. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Changes in American Society: The Context for Academic Couples (Karen Miller-Loessi)
ch. 2 The History of Women and Couples in Academe (Paula E. Stephan and Mary Mathewes Kassis)
ch. 3 For the Good of the Race: Married African-American Academics - A Historical Perspective (Linda M. Perkins)
ch. 4 POSSLQs and PSSSLQs: Unmarried Academic Couples(Dorothy C. Miller and Anita Skeen)
ch. 5 The Status of Academic Couples in U.S. Institutions (S. Astin and Jeffrey F. Milem)
ch. 6 The Scholarly Productivity of Academic Couples (Marcia L. Bellas)
ch. 7 Are Academic Partners at a Disadvantage? (Marianne A. Ferber and Emily P. Hoffman)
ch. 8 Work-Family Policies for Faculty: How "Career- and Family-Friendly" Is Academe? (Phylis Hutton Raabe)
ch. 9 From Antinepotism Rules to Programs for Partners: Legal Issues (Elaine W. Shoben)
ch. 10 Academic Couples: The View from the Administration (Lilli S. Hornig)
ch. 11 Programs for Academic Partners: How Well Can They Work? (Jane W. Loeb)

Findings and Conclusions (Jane W. Loeb and Marianne A. Ferber)
Contributors
Index

Additional Info:
Colleges and universities in the United States are experiencing a major shift: while their student bodies change, their faculties remain largely the same--at least in the short run. The student body grows increasingly diverse in terms of ethnicity, economic status, and academic preparedness, with more and more students coming from the groups that have been least-well-served by higher education in the past. Student retention and ultimate success depends, in part, on the ability of professors--most of whom have been teaching for many years--to provide appropriate classroom experiences and learning assistance.
Faculty demographics present a start contrast: the professoriate, mostly white and male, will continue to age as the large faculty cohort hired in the 1960s and early 1970s reaches mid- and late career. More than half of all full-time faculty members in 1988 were over forty-five, nearly two-thirds had tenure, and relatively few between the ages of forty-five and sixty anticipated leaving their current position. The faculty members who face the challenges and opportunities of the college classroom in the 1990s are a seasoned, stable, and job-secure group. Happily for students and for institutions, faculty members frequently focus their energies on teaching in their later decades of their careers; to date, institutions seeking to support this crucial refocusing have not had resources or models to draw upon.
If senior faculty in their last decades of professional service do, in fact, turn their collective energies to improving teaching and learning, the potential for long-term impact on collegiate education is tremendous. Engaging senior faculty, who control the reward structure, in reflection on how excellent teaching is best supported can fundamentally alter institutional priorities toward a more appropriate balance between teaching and research--and create a better teaching environment. (From the Publisher)

Table Of Content:
Editors' Notes (Mark LaCelle-Peterson)

ch. 1 The Senior Faculty: A Portrait and Literature Review(R. Eugene Rice, Martin J. Finkelstein)
ch. 2 Institutions Matter: Campus Teaching Environments' Impact on Senior Faculty (Mark W. LaCelle-Peterson, Martin J. Finkelstein)
ch. 3 Primal Origins and Later Correctives for Midcareer Disillusionment (Robert Boice)
ch. 4 Designing a Reward System to Promote the Career Development of Senior Faculty (Donald W. Farmer)
ch. 5 Building Coalitions for Faculty Revitalization: The Case of Long Island University's Brooklyn Campus (Bernice Braid)
ch. 6 Redefining the Role of Senior Faculty at a Research University (William K. Jackson, Ronald D. Simpson)
ch. 7 Revitalizing Senior Faculty Through Statewide Efforts (Barbara Leigh Smith, Myrna J. Smith)
ch. 8 The Senior Faculty: Higher Education's Plentiful Yet Largely Untapped Resource (Martin J. Finkelstein, Nina Dorset Jemmott)
ch. 9 Resources for Developing Senior Faculty as Teachers (Robert K. Seal)

Index

Additional Info:
Higher education researchers Martin Finkelstein, Robert Seal, and Jack Schuster focus on the changing face of American academe, as women, foreign-born, and minority scholars enter the professorate in large numbers. Considering this trend, the authors argue that the next generation will usher in an era of dramatic changes and that the long-term implications of these changes will be profound. 7 illustrations. (From the Publisher)

Table Of Content:
List of Figures and Tables
Preface and Acknowledgments

ch. 1 Context: The Faculty at a Crossroads
ch. 2 Taking the Measure of a New Academic Generation
ch. 3 Demographic Contours of the New Academic Generation
ch. 4 The Preparation and Careers of the New Academic Generation
ch. 5 The New Academic Generation at Work
ch. 6 The Attitudes and Values of the New Academic Generation
ch. 7 The New Academic Generation and the Future of American Higher Education
App. A Extended Tables
App. B Selected Comparisons of New- and Senior-Faculty Cohorts
App. C 1993 National Study of Postsecondary Faculty: Faculty Questionnaire

Notes
References
Index

Additional Info:
This sourcebook provides workshop leaders and designers with the information necessary to hone their skills in everything from planning and instructional design to delivery and evaluation. The authors are seasoned workshop veterans who give practical suggestions grounded in both experience and theory. This volume will help professionals navigate the challenges and exploit the potential of distance learning; effectively use technology and the media to enhance their workshops; and negotiate power dynamics in the intensity of the workshop atmosphere. This is the 76th issue of the quarterly journal New Directions for Adult and Continuing Education. For more information on the series, please see the Journals and Periodicals page. (From the Publisher)

Table Of Content:
ch. 1. Workshop Planning (Thomas J. Sork)
ch. 2. Motivationwith a Mission: Understanding Motivation and Culture in Workshop Design (Raymond J. Wlodkowski)
ch. 3. Group Learning in Workshops (Anne M. Will)
ch. 4. Negotiating Power Dynamics in Workshops (Juanita Johnson-Bailey, Ronald M. Cervero)
ch. 5. Residential Workshops (Gretchen Bersch, Jean Anderson Fleming)
ch. 6. Workshops at a Distance (Chere Campbell Gibson, Terry L. Gibson)
ch. 7. Workshop Evaluation: Old Myths and New Wisdom (Grover J. Andrews)
ch. 8. Confessions of a Workshop-aholic (Doe Hentschel)
ch. 9. The Workshop Through New Eyes (Jean Anderson Fleming)

Additional Info:
In this new volume, theologians reflect on sociological methods, explore social theories of the human agent, and offer a theological transformation of sociology. Spanning such developments as local, non-stipendiary ministries, the identification of the roots of church growth, and giving voice to gay and lesbian Christians, this collection of innovative essays provides a fascinating and important dialogue on how the seemingly disparate fields of sociology and theology can illuminate and enrich one other. This is essential reading for anyone concerned with the shifting dynamics of these two disciplines. (From the Publisher)

Table Of Content:
Preface

Part I Foundations
ch. 1 Christian Foundations, Sociological Fundamentals (Rev Canon Prof David Martin)
ch. 2 A Theological Response to Sociology (Rev Canon Prof Ronald Preston)

Part II Theoretical Perspectives
ch. 3 Theological Reflection and Sociological Method (Andrew Dawson)
ch. 4 Social Theories of the Human Agent and Monastic Dialogue (Jeff Vass)
ch. 5 The Problem of Charismatic Religious Experience for the Sociology of Religion: Label or Libel? (Rev Canon Dr Martyn Percy)
ch. 6 Sociological Methodologies and the Changing Nature of Contemporary Fundamentalism(Stephen J. Hunt)
ch. 7 Sociology in Evangelical Theological Colleges (Tony Walter)
ch. 8 Is Self-assigned Religious Affiliation Socially Significant?

Part III Empirical Perspectives
ch. 9 The Socialization of Glossolalia (Mark Cartledge)
ch. 10 Pentecostalism: Charismata and Church Growth (William K. Kay)
ch. 11 Student Expectations of a Church College
ch. 12 Sociology Students and Christianity in a Church College (Bernadette Casey Et Al)
ch. 13 Immanent Faith: Young People in Late Modernity (Sylvia Collins)
ch. 14 Gay and Lesbian Christians: The Lived Experiences (Andrew K.t. Yip)
ch. 15 Developing Identity as a Local Non-stipendiary Priest (Rev Canon Dr Michael Wes)

Name Index
Subject Index

Additional Info:
This book represents some of the last writings by Paulo Freire, who has been acclaimed one of the most important educators of the 20th century. Pedagogy of the Heart is filled with Freire's reminiscences of his early life and meditations "under my mango tree." Many of these will be familiar themes to those who have walked with Freire before. For those coming to his work for the first time, Pedagogy of the Heart will open new doors to the interrelations of education and political struggle. Further enhancing the text are substantive notes by Ana Maria Araujo Freire. (From the Publisher)

Table Of Content:
Foreword
Preface
Under the Shade of a Mango Tree
Solitude-Communion
Life Support and the World
My First World
Hope
The Limit of the Right
Neoliberals and Progressives
Democratic Administration
Lessons from Exile
The "Lefts" and the Right
Seriousness and Happiness
Dialogism
My Faith and Hope
Notes

Additional Info:
Harvard psychologist Howard Gardner has been acclaimed as the most influential educational theorist since John Dewey. His ideas about intelligence and creativity - explicated in such bestselling books as Frames of Mind and Multiple Intelligences (over 200,000 copies in print combined) - have revolutionized our thinking. In his groundbreaking 1983 book Frames of Mind, Howard Gardner first introduced the theory of multiple intelligences, which posits that intelligence is more than a single property of the human mind. That theory has become widely accepted as one of the seminal ideas of the twentieth century and continues to attract attention all over the world. Now in Intelligence Reframed, Gardner provides a much-needed report on the theory, its evolution and revisions. He offers practical guidance on the educational uses of the theory and responds to the critiques leveled against him. He also introduces two new intelligences (existential intelligence and naturalist intelligence) and argues that the concept of intelligence should be broadened, but not so absurdly that it includes every human virtue and value. Ultimately, argues Gardner, possessing a basic set of seven or eight intelligences is not only a unique trademark of the human species, but also perhaps even a working definition of the species. Gardner also offers provocative ideas about creativity, leadership, and moral excellence, and speculates about the relationship between multiple intelligences and the world of work in the future. (From the Publisher)

Table Of Content:
Acknowledgments
ch. 1 Intelligence and Individuality
ch. 2 Before Multiple Intelligences
ch. 3 The Theory of Multiple Intelligences: A Personal Perspective
ch. 4 Are There Additional Intelligences?
ch. 5 Is There a Moral Intelligence?
ch. 6 Myths and Realities about Multiple Intelligences
ch. 7 Issues and Answers Regarding Multiple Intelligences
ch. 8 The Intelligences of Creators and Leaders
ch. 9 Multiple Intelligences in Schools
ch. 10 Multiple Approaches to Understanding
ch. 11 Multiple Intelligences in the Wider World
ch. 12 Who Owns Intelligence?
Notes
Appendix A Books and Articles by Howard Gardner
Appendix B Other Works About the Theory of Multiple Intelligences
Appendix C Videos, Newsletters, and Miscellany
Appendix D Contacts on Multiple Intelligences Theory and Its Applications
Index

Additional Info:
In an era in which the teaching enterprise is freighted with tactics, techniques, and methods, M. Robert Gardner guides us back to the spirit of teaching. He writes especially about the dilemmas and challenges of teaching, about how it feels to be trying to teach. A clinical teacher of psychiatry and psychoanalysis for over four decades, Gardner is both enlightening and entertaining in relating his own teacherly struggles, including his efforts to harness the teacher's ever-present furor to teach" and thence to discern and engage his students' "hidden questions." Written in simple but evocative prose, On Trying to Teach is a wonderful companion volume to Self Inquiry (1983). In the earlier work, Gardner explored the play between patient and analyst; now, in the same gracefully self-reflective voice, he turns to the play between student and teacher. Gardner's provocative, often iconoclastic musings will goad teachers of all subjects to reflect anew on their calling, on what exactly it means to teach. Analysts and other clinical readers will take special pleasure in the humane psychoanalytic sensibility that not only infuses Gardner's own teaching, but shapes his approach to the most basic questions about teaching and learning in general. (From the Publisher)

Table Of Content:
On Essaying Teaching
Beginnings

Bk. I The School of Soft Knocks
The Furor to Teach
The Unknown Student
Gulliver at Home and Abroad
On Teacherly Versatility
The Warp and the Woof
On Creativity, Discipline, and Other Desiderata
A Concise History of Teaching
Concise Addendum to a Concise History of Teaching

Bk. II A Gentle Symbiosis: The Student and the Teacher
On New and Old Beginnings
Gumbel's Gambit
Hidden Questions
On Catching Burrs
A Brief Case Of Hidden-Question Chasing
More on the Besetting Challenges of Hidden-Question Catching
Some Added Questions on the Question of What Attention to Hidden Questions Is Good For
On Passing Events
Other Clues to Hidden Questions
On Purple Trees, Purple Cows, Telling Right from Wrong, and Bearing the Distresses of Being Wrong
More Reflections on the Nature of Hidden Questions
Once More Backward
On the Importance of Being a Bit Off
On Trying to Teach in Large Groups as Well as Small, or Almost as Well
On Finding Three-Ring Circuses and on Other Merits of Tending to Hidden Questions
Afterword: Studenthood
Other Thoughts on Assessing Teaching

Additional Info:
With this splendid monograph by Allan Gredalof the Society for Teaching and Learning in Higher Education launches its new series of Green Guides. Each guide will deal with some aspect of teaching and learning in higher education. They will be solidly based on relevant research and theory, but the approach will be pragmatic and applied. The guides will be short, with an emphasis on clear, jargon-free expression, and plentiful examples of how the ideas being discussed relate to real teaching situations faced by Canadian academics. Another feature of the guides is their reasonable price, which is made possible by the generous donation of time by STLHE members in writing, reviewing, editing, and distributing these valuable resources.
The idea of Grene Guides originated with our sister organization on the other side of hte world, the Higher Education and Research Development Society of Australasia. HERDSA published its first guide in 1984, and they have now published more htan 20 guides on a wide range of topics related to teaching and learning in higher education. HERDSA has very generously allowed us to use their title for the series, and we will shortly be embarking on a collaborative endeavour to jointly publish some titles in both Canada and Australia. This arrangement has been greatly facilitated by the generous help of Dr. Kym Fraser of Monash University, who chairs the HERDSA publications committee.
Other Grene Guides are in the works and will be published shortly. Meanwhile, any readers inspired to make their own proposals for a new guide are invited to contact one of their series editors. (From the Publisher)

Table Of Content:
Acknowledgments
Preface

ch. 1 Preliminary Matters
ch. 2 What is a large class? Do you teach one?
ch. 3 Some fundamental and general problems
ch. 4 Facing our anxiety
ch. 5 Passion, intensity, and energy
ch. 6 Motivatiing

Additional Info:
During the twentieth century, theological and religious perspectives have been marginalized, if not utterly excluded, in many of our colleges and universities. The essays in this book argue in different ways for the critical, appreciative, inclusion of theological and religious perspectives in higher education. The contributors believe that even in our secular, religiously disestablished era, religion and God continue to occupy an important and dynamic role in personal and social life. If our colleges and universities are to fulfill their higher aspirations of educating whole persons for the real world in all of its diversity and challenge, we need to go bravely against the flow and "give God tenure." (From the Publisher)

Table Of Content:
Acknowledgments
Contributors
Introduction: Should God Get Tenure? (David W. Gill)

ch. 1 On Being a Professor: The Case of Socrates (Bruce R. Reichenbach)
ch. 2 Academic Excellence: Cliche or Humanizing Vision? (Merold Westphal)
ch. 3 Religion, Science, and the Humanities in the Liberal Arts Curriculum (H. Newton Malony)
ch. 4 Tolstoy and Freud on Our Need for God (Robert C. Roberts)
ch. 5 Religious Toleration and Human rights (Paul A. Marshall)
ch. 6 Christianity, Higher Education, and Socially Marginalized Voices (Lauree Hersh Meyer)
ch. 7 Diversity, Christianity, and Higher Education (Robert G. Clouse)
ch. 8 Evangelical Civility and the Academic Calling (Richard J. Mouw)
ch. 9 Ethics With and Without God (David W. Gill)
ch. 10 C. S. Lewis on Eros as a Means of Grace (Corbin Scott Carnell)
ch. 11 Faith and Imagination (Jill Pelaez Baumgaertner)
ch. 12 Prayer and Higher Education (Carnegie Samuel Calian)
ch. 13 What We Can Learn About Higher Education from the Jesuit (W. Ward Gasque)
ch. 14 The Evangelical Mind in America (Mark A. Knoll)
ch. 15 The Brethren and Higher Education: Tension and Tradition (Donald F. Durnbaugh)

Postscript: J. Omar Good: The Man and His Legacy (Earl C. Kaylor, Jr)

Additional Info:
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)

Table Of Content:
Editor's Notes

ch. 1 Technology's Impact on Faculty Life and Work (Roger G. Baldwin )
ch. 2 Brave New World? The Challenge of Technology to Time-Honored Pedagogies and Traditional Structures (Anita Gandolfo )
ch. 3 Instructional Design for the New Technologies (Frank Gillespie )
ch. 4 Community On-Line: New Professional Environments for Higher Education (Tony Di Petta )
ch. 5 Overcoming Obstacles Through Use: A Case Study(Karen T. Carey, Shelly M. Dorn )
ch. 6 Using Technology in Faculty Development: Practical Examples (Kay Herr Gillespie ; with contributors)

Index

Additional Info:
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)

Table Of Content:
Acknowledgments
Introduction: What Do Theologians Do?

ch. 1 The Fruition of the Seminary Ideal, 1720-1830
ch. 2 Scholarship and the Culture of Protestantism, 1830-1880
ch. 3 The Case for Theology in the University, 1880-1930
ch. 4 Intellectual Center of the Church's Life, 1930-1960
ch. 5 The Background of Possibilities

Notes
Index

Additional Info:
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)

Table Of Content:
Preface
The Authors
Prologue: Scholarship - A Personal Journey
ch. 1 Scholarship in Transition
ch. 2 Standards of Scholarly Work
ch. 3 Documenting Scholarship
ch. 4 Trusting the Process
ch. 5 The Qualities of a Scholar
App. A Questionnaire for the National Survey on the Reexamination of Faculty Roles and Rewards, 1994
App. B Results of the National Survey on the Reexamination of Faculty Roles and Rewards, 1994
App. C Technical Notes
App. D Carnegie Classifications
Notes
Index

Additional Info:
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)

Table Of Content:
Acknowledgments
Gender Issues on Campus
ch. 1 What Is Feminism?
ch. 2 Sexism in the Genderless Classroom
ch. 3 Language and Gender
ch. 4 Women and Sports
Dealing With Diversity
ch. 5 Sexual Identity and Homophobia
ch. 6 Racism in the Colorblind Academy
ch. 7 Beyond the Coed
ch. 8 Women and Disability
Sexuality and the Body
ch. 9 Eating and Body Image
ch. 10 Women, Drinking, and Drugs
ch. 11 Sexuality and Reproductive Issues
ch. 12 Rape and Sexual Assault
College and Beyond
ch. 13 Women in the Media
ch. 14 Women and Work
ch. 15 Women and Politics
Appendix Safety on Campus
Notes
Index

Additional Info:
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)

Table Of Content:
ch. 1 Identifying the Elements of Teaching Style
ch. 2 The Role of Self-Reflection in Enhancing Our Teaching Style
ch. 3 Developing a Conceptual Base for Our Teaching Style
ch. 4 An Integrated Model of Teaching and Learning Style
ch. 5 Teaching and Learning Styles in the Management of Five Basic Instructional Concerns
ch. 6 Managing the Expert, Formal Authority, Personal Model Styles
ch. 7 Developing Consultant, Resource Person, Active Listening, and Group Process Skills
ch. 8 Managing the Facilitator and Delegator Style of Teaching
References
Subject/Author Index

Additional Info:
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)

Table Of Content:
The fortunate fall
The fair arcadian hill, or "Yes there really is"
Alma mater
A rite of passage
Serafina: an angel in my house
A good and worthy voice
Man hating: voices in the dark
Teacher’s pet
Orphans of the storm: the F-word and the post-feminist generation
Vocation
A purple creature
No abstract fires: a new year’s message
Unlearning not to speak, or Why the caged bird sings
A room of one’s own revisited, or, Running away to New Jersey and other holy places
To the land of the dead and back again: my "last lecture."

Additional Info:
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)

Table Of Content:
Preface
Acknowledgments

Part 1 Foundations
Prologue
ch. 1 Educating for Conation in Christian Faith
ch. 2 Epistemology Re-visioned: In Search of Conation
ch. 3 The Dimensions and Dynamics of "Being" Engaged for Conation in Christian Faith

Part 2 An Approach: Shared Christian Praxis
ch. 4 An Overview of Shared Christian Praxis
ch. 5 The Focusing Activity in Shared Praxis
ch. 6 Movement 1: Naming/Expressing "Present Action"
ch. 7 Movement 2: Critical Reflection on Present Action
ch. 8 Movement 3: Making Accessible Christian Story and Vision
ch. 9 Movement 4: Dialectical Hermeneutics to Appropriate Story/Vision to Participants’ Stories and Visions

Additional Info:
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)

Table Of Content:
The Nature of Christian Religious Education
Education in Time
A Coming to Terms

The Purpose of Christian Religious Education
Education for the Kingdom of God
For Christian Faith
For Human Freedom

The Context of Christian Religious Education
On Becoming Christian Together

An Approach To Christian Religious Education: Shared Praxis
In Search of a "Way of Knowing" for Christian Religious Education
Some Philosophical Roots for a Praxis Way of Knowing
Shared Christian Praxis
Shared Praxis in Praxis

Readiness For Christian Religious Education by Shared Praxis
Shared Praxis from a Piagetian Perspective

The Copartners in Christian Religious Education
Our Students, Our Selves
Postscript: Until Break of Day

Bibliography
Index

Additional Info:
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)

Table Of Content:
Acknowledgments
Introduction: Who Cares for Teaching in Community Colleges? The Rationale and Methodology of Our Inquiry

ch. 1 Instructors' Approaches to Pedagogy and the Multiple Conceptions of "Good Teaching"
ch. 2 The Modal Classroom: The Varieties of Lecture/Discussion
ch. 3 Lecture/Workshop and "Hands-On" Learning: The Complexities of Occupational Instruction
ch. 4 Literacy Practices in the Classroom: The Foundation of Schooling
ch. 5 Remedial/Developmental Education: The Best and the Worst
ch. 6 Standards and Content: The Special Dilemmas of Community Colleges
ch. 7 Innovative Practices: The Pedagogical and Institutional Challenges
ch. 8 The Institutional Influences on Teaching: The Potential Power of "Teaching Colleges"
ch. 9 Funding and Policy: The Neglect of Teaching
ch. 10 Alternative Futures: Creating the "Teaching College"

References
Appendix
Index

Additional Info:
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)

Table Of Content:
Preface

ch. 1 Computer Networking, Communication, and Scholarship (Teresa M. Harrison and Timothy Stephen)
ch. 2 How Is the Medium the Message? Notes on the Design of Networked Communication (Peter Lyman)
ch. 3 Institutional and Policy Issues in the Development of the Digital Library (Brian Kahin)
ch. 4 Assessing the Costs of Technopoly: Constructing Scholarly Services in Today's Network Environment (Timothy Stephen and Teresa M. Harrison)
ch. 5 Computer Networking and Textual Sources in the Humanities (Susan Hockey)
ch. 6 Cooperative and Collaborative Mediated Research (Duncan Sanderson)
ch. 7 How Do You Get a Hundred Strangers to Agree?: Computer Mediated Communication and Collaboration (Fay Sudweeks and Sheizaf Rafaeli)
ch. 8 Living Inside the (Operating) System: Community in Virtual Reality (John Unsworth)
ch. 9 The Multifaceted and Novel Nature of Using Cyber-Texts as Research Data
ch. 10 Computer Networking in Ornithology (Jack P. Hailman)
ch. 11 Roadmap to Scholarly Electronic Communication and Publishing at the American Mathematical Society (David L. Rodgers, Kevin W. Curnow, Drury R. Burton, Greg S. Ullmann, William B. Woolf)
ch. 12 The Labyrinth: An Electronic Information Network for Medieval Studies (Deborah Everhart)
ch. 13 Online Education: The Future (Linda Harasim)
ch. 14 Hypermedia and Higher Education (J. L. Lemke)
ch. 15 Equal Access to Computer Networks for Students and Scholars with Disabilities (Sheryl E. Burgstahler)
ch. 16 Medieval Misfits: An Undergraduate Discussion List (Carolyn P. Schriber)
ch. 17 VICE in REST (William D. Graziadei)
ch. 18 The Solidarity Network: Universities, Computer-Mediated Communication, and Labor Studies in Canada (Jeff Taylor)
ch. 19 Creating a Virtual Academic Community: Scholarship and Community in Wide-Area Multiple-User Synchronous Discussions (Michael Day, Eric Crump, Rebeca Rickly)
ch. 20 Dimensions of Electronic Journals (Brian Gaines)
ch. 21 Electronic Academic Journals: From Disciplines to "Seminars"? (Jean-Claude Guédon)
ch. 22 The Electronic Journal and Its Implications for the Electronic Library (Cliff McKnight, Andrew Dillon, Brian Shackel)
ch. 23 The Role of Academic Libraries in the Dissemination of Scholarly Information in the Electronic Environment (Lyman Ross, Paul Philbin, Merri Beth Lavagnino, Albert Joy)
ch. 24 The Body in the Virtual Library: Rethinking Scholarly Communication (Kenneth Arnold)
ch. 25 Equality in Access to Network Information by Scholars with Disabilities (Tom McNulty)
ch. 26 Building New Tools for the Twenty-First-Century University: Providing Access to Visual Information (David L. Austin)
ch. 27 A Short Primer for Communicating on the Global Net (John December)

List of Contributors
Index

Additional Info:
The purpose of this volume, according to the editors, "is to provide historical perspective necessary for measuring the strength, vitality, and character as well as the weaknesses and failures of evangelical theological institutions." This study accomplishes this goal by examining the origins, distinctive contributions, and tensions within theological education in the evangelical tradition. The essays are organized by themes: a historical survey of theological training in various theological traditions, the place of spiritual formation, the role of women in theological education, the relationship between the academy and the church, and perspectives on the future of evangelical theological education. (From the Publisher)

Table Of Content:
Foreword (Richard J. Mouw)
Introduction (D. G. Hart, R. Albert Mohler, Jr.)
Contributors

ch. 1 The Baptist Tradition (Timothy George)
ch. 2 The Early Methodist Episcopal Experience (Russell E. Richey)
ch. 3 Holiness Churches (Melvin E. Dieter)
ch. 4 Presbyterian and Methodist Education (Gary Scott Smith)
ch. 5 The Era of Protestant Orthodoxy (Richard A. Muller)
ch. 6 New Divinity Schools of the Prophets (David W. Kling)
ch. 7 The Nineteenth Century (James E. Bradley)
ch. 8 Ministry to Women in the Antebellum Seminaries (Karen E. Gedge)
ch. 9 Learning in the Margins (Virginia Lieson Brereton)
ch. 10 Science and the Presbyterian Academies (Nina Reid-Maroney)
ch. 11 Spurgeon and British Evangelical Theological Education (David W. Bebbington)
ch. 12 Kuyper and Dutch Theological Education (James D. Bratt)
ch. 13 Canadian Protestant Theological Education (James D. Bratt)
ch. 14 Educating the Church (Gabriel Fackre)
ch. 15 Thinking of the Future (Albert Mohler, Jr.)
ch. 16 Challenge of Evangelical Theological Education (Albert Mohler, Jr.)
ch. 17 Educating for a Countercultural Spirituality (David F. Wells)

Bibliographical Essay (D. G. Hart)
Index

Additional Info:
Many faculty and graduate students from other countries expect language difficulties when they teach, but are unprepared for other surprises: different cultures make different assumptions about the academic background of college students, how students learn, the appropriate roles of teachers and students, and even the fundamental purpose of a college education.

The third edition of Teaching American Students explains the expectations of undergraduates at American colleges and universities and offers practical strategies for teaching, including how to give clear presentations, how to teach interactively, and how to communicate effectively. Also included are illustrative examples as well as advice from international faculty and teaching assistants. Appendices offer concrete suggestions on topics from planning the first day of class to grading papers and problem sets. (From the Publisher)

Table Of Content:
ch. 1 Starting out : a quick guide for beginning teachers
ch. 2 Assumptions that affect teaching in the American classroom
ch. 3 Bridging the gap : approaching your students and helping them approach you
ch. 4 Giving presentations that students can understand
ch. 5 Leading a discussion : providing direction and continuity
ch. 6 Understanding meanings beyond words
ch. 7 Appendices

Additional Info:
American church-related liberal arts colleges are dedicated to two traditions: Christian thought and liberal learning. According to Haynes, the moral continuity of these traditions was severed by the Holocaust. Because so many representations of these traditions contributed to the Nazis' ideological and physical efforts to annihilate millions of men, women, and children, it is unclear whether these traditions can any longer be said to facilitate human flourishing. Haynes presents a convincing argument that the post-Holocaust church-related college can participate in the restoration of these ruptured traditions through a commitment to Holocaust Education. This book provides valuable information for teachers who already offer a Holocaust course or for those who are considering doing so. In addition, the author presents an accurate picture of Holocaust Education at church-related colleges through an analysis of his nationwide survey. This book will be an important resource for scholars, teachers, and administrators. (From the Publisher)

Table Of Content:
Series Foreword
Foreword
Acknowledgments
Preface

ch. 1 Holocaust Education in America: Reviewing, Assessing, Imagining
ch. 2 The Church-Related College: Identifying the Tradition, Privileging the Tradition
ch. 3 Ordinary, Educated Men: The Holocaust and the Liberal Arts Ideal
ch. 4 The Long Journey: The Holocaust and the Christian Scholar
ch. 5 The Postmodern Challenge: The Holocaust and Higher Education in the Twenty-first Century
ch. 6 Toward Effective Holocaust Education: Challenges and Strategies
ch. 7 A Radical Proposal for Holocaust Education

App A Survey of Holocaust Education at American Church-Related Liberal Arts Colleges
Bibliography
Index

Additional Info:
This important new work will help department chairs, faculty, and administrators understand and address the increasing complexity of relationships within higher education, as well as the growing influence of external factors. The Department Chair as Academic Leader is a completely updated revision of Allan Tucker's seminal contribution, Chairing the Academic Department, last published in 1992. This work reflects the approach used in the ACE Workshops for Division and Department Chairs and Deans. (From the Publisher)

Table Of Content:
Foreword
Introduction
Acknowledgments
Roles and Responsibilities: Past, Present, and Future
The Academic Department: A New Geography
Roles and Responsibilities of Department Chairs
The Department and its People
The Chair and Department Members
Recruiting the Department's Constituents
Faculty Work and Workload
Developing and Evaluating Department Members
The Department and its Operations
The Department as a Collectivity
Curriculum, Pedagogy, and Student Advising
Resource Management for Chairs
Strategic Planning in the Department
The Department and the University
The Chair and the Dean
Legal Issues for Chairs
Evaluating the Department
The Chair and External Audiences
Epilogue
Index

Additional Info:
Presenting numerous activities--for both individuals and groups--designed to foster self-knowledge and growth in teaching, the authors examine the primary elements of the teaching-learning exchange. Valuable special resources, including scales for measuring beliefs and values about teaching describes individual teaching styles. (From the Publisher)

Table Of Content:
The Authors

Pt. 1 Exploring the Personal Side of Teaching
ch. 1 Relating Personal Growth and Teaching Style
ch. 2 Understanding Basic Concepts of Teaching and Learning
ch. 3 Analyzing the Instructional Process

Pt. 2 Reflecting on the Teaching and Learning Exchange
ch. 4 Content
ch. 5 Environment
ch. 6 The Teacher
ch. 7 The Learning Community
ch. 8 The Learner

Pt. 3 Integrating Teaching Concepts with Teaching Style
ch. 9 Matching Methods to Teaching Style
ch. 10 Developing a Personal Style

Resource A. The Van Tilburg/Heimlich Teaching Beliefs Scale
Resource B. The Norland/Heimlich Teaching Values Scale
Resource C. Focusing on Culture as a Characteristic of Learners
Resource D. Representative Teaching Methods and Techniques
References

Index

Additional Info:
The author provides a provocative description of ways society's institutions have colluded to undermine the full development of women and girls. Relies on Gilligan and Kegan's theories of development; critiques Neibuhr's theology of sacrifice. Weaves biblical stories of women and personal stories into the data and suggests ways that parents, families -- and communities of faith can create environments in which girls and women may find their own voices as expressions of authentic selves. This book is being used by a women's discussion group in an Episcopal parish. Participants find it very provocative and insightful. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction
ch. 1 Theology and Women: Giving Our Selves Away
ch. 2 The Dance of Human Development: In Celebration of "Sheila"
ch. 3 Rebuilding Our Mothers' House: Caretaking and Being in Genuine Relation
ch. 4 Your Daughters Shall Prophesy: "Safe-Houses" for Raising Girls in Families and Communities of Faith
ch. 5 Wrestling with Our Sisters: Together Building Our Households of Faith
ch. 6 Women and Conversational Education: Hard Dialogue and Deep Connections in Communities of Faith
ch. 7 Caretaking Leadership: Women of Fire and Mothers of Israel
Notes
Selective Bibliography
Index

Additional Info:
Drawing upon classical and modern theological resources as well as postmodern pedagogical theories, Peter Hodgson argues that God's Wisdom, incarnate in paradigmatic teachers such as Jesus of Nazareth, forms and transforms human beings by evoking critical thinking, heightened imagination, and liberating practice. This groundbreaking book reexamines the place of religion in liberal education and the relationship between religious and theological studies. (From the Publisher)

Table Of Content:
Preface

ch. 1 Introduction: Teaching as a Religious Vocation
Religious Dimensions of Teaching
"The Lord's Way of Education"

ch. 2 God as Teacher: Classical and Modern Theologies
The Hebraic and Hellenic Heritages: Torah and Paideia
The Greek Fathers: The Alexandrines and Cappadocians
Latin Theology: Augustine, Aquinas, Bonaventure
Reformed Theology: Calvin and Bushnell
The Enlightenment: Lessing and Herder
Speculative and Existential Philosophy: Hegel and Kierkegaard

ch. 3 Transformative Pedagogy: Modern and Postmodern Theories
Education and Life Formation
The Rhythm of Education
Constructive and Interactive Knowledge
Education as the Practice of Freedom
Connected Teaching and Cooperative Learning

ch. 4 God's Wisdom: Education as Paideia
The Figure of Wisdom: Sophia/Spirit 8
The Incarnation of Wisdom
The Pedagogy of Wisdom: Paideia

ch. 5 Conclusion: Paideia in Higher Education Today
Paideia in Liberal Education
Paideia in Religious and Theological Studies

Notes
Index

Additional Info:


Table Of Content:
Foreword

Part One:
A Congregational Paradigm for Theological Education (James F. Hopewell )
On the Christian Congregation (David H. Kelsey)
Ministry of the World: A New Professional Paradigm (John B. Cobb)
Which Congregations? A Mission Focus for Theological Education (Letty Russell)
A Theological Curriculum About and Against the Church (David H. Kelsey)
Friends in the Family: Church, Seminary, and Theological Education (Marjorie Hewitt Suchocki)

Part Two:
Disciplinary Perspectives on the Study of the Congregation
Historical Studies
A Study of the Congregation in History (Jane Dempsey Douglass)
The Congregation and New Testament Studies (Carl Holladay)
The Historian and the Congregation (E. Brooks Holifield)
Practical Studies
Pastoral Care and the Study of the Congregation (Don S. Browning)
The Ministry of a Congregation: Rethinking Christian Ethics for a Chuch-Centered Seminary (Stanley Hauerwas)
Toward A Christian Feminist Liberation Hermeneutic for Demystifying Class Reality in Local Congregations (Beverly W. Harrison)

Additional Info:
Higher education today suffers from lack of a clearly articulated purpose-a deficiency particularly challenging to religious-affiliated institutions. What is the relationship of secular learning to the faith that originally undergirded these institutions? This book offers the reader answers to this and other major questions currently facing denomination-affiliated institutions of higher education. Following a chapter on civil government's relationships to these institutions, 24 chapters survey the colleges, universities, and seminaries associated with denominations. Each chapter begins with an historical essay followed by annotated bibliographic entries covering primary and secondary sources dating back to 1986 on various denomination-connected institutions. There are 614 bibliographic entries, an epilogue on critical issues covered throughout the book, as well as a subject and author index. (From the Publisher)

Table Of Content:
Introduction (Thomas C. Hunt, and James C. Carper)

ch. 1 Government Aid to and Regulation of Religious colleges and universities (Ralph D. Mawdsley)
ch. 2 The educational system of the church of Jesus Christ of latter day saints (Robert L. Millett)
ch. 3 Quakers and higher education (William C. Kashatus)
ch. 4 Lutheran college education in the US (Richard W. Solberg)
ch. 5 Reformed colleges and seminaries (Peter P. DeBoer)
ch. 6 Higher Education among Churches of Christ (Robert E. Hooper)
ch. 7 Moravian colleges and universities (Daniel R. Gilbert)
ch. 8 United Church of Christ colleges, universities and seminaries (Lowell H. Zuck)
ch. 9 Disciples of Christ colleges, universities and seminaries (John M. Imbler)
ch. 10 Episcopal colleges and universities (Donald S. Armentrout)
ch. 11 Higher education institutions of the Church of the Brethren (Kenneth M. Shaffer)
ch. 12 Foursquare Gospel Church colleges (John C. Holmes)
ch. 13 Wesleyan Colleges and University (John C. Holmes)
ch. 14 Free Methodist Colleges (John C. Holmes)
ch. 15 Catholic Higher Education in the US (Gerald P. Fogarty, S. J., Mary A. Grant, Anna M. Donnelly)
ch. 16 Baptist Colleges and Universities (Jerry M. Self)
ch. 17 Seventh Day Adventist higher Education in the US (George R. Knight)
ch. 18 Jewish Seminaries and colleges (Harold S. Wechsler)
ch. 19 American Bible colleges (Virginia Lieson Brereton)
ch. 20 Higher education in the United Methodist Church (L. Glenn Tyndall)
ch. 21 Mennonite Institutions of higher education (Donovan D. Steiner, and Judy H. Mullet)
ch. 22 Independent Christian colleges and universities (William Vance Trollinger, Jr.)
ch. 23 Church of the Nazarene Universities, colleges and theological seminaries (Harold E. Raser)
ch. 24 Pentecostal colleges and seminaries
Epilogue (Edith L. Blumhofer)

Indexes

Additional Info:
Describes strategies through which faculty can document and "go public" with their teaching - be it for purposes of improvement or evaluation. Each of nine chapters features a different strategy - from the fairly simple, low-risk "teaching circle," to "course portfolios," to more formal departmental occasions such as faculty hiring - with reports by faculty who have actually tried each strategy, guidelines for good practice, and an annotated list of resources. Offers lessons campuses can use to create more effective systems for the formal evaluation and reward of teaching. (From the Publisher)

Table Of Content:
Preface by Russell Edgerton
Introduction

ch. 1 Teaching Circles: Starting the Conversation; Setting a Scholarly Tone Teaching Circles in the History Department at Kent State University by John Jameson; Fostering Collective Responsibility for Student Learning Teaching Seminars in the University of North Carolina at Charlotte Mathematics Department by Charles Burnap and Miriam Leiva; Learning Together An Online Faculty Conversation About Online Student Conversation at Rio Hondo College by Susan Obler

ch. 2 Reciprocal Visits and Observations: Opening the Classroom Door; Reciprocal Classroom Visits An Experiment in the Temple University History Department by William Cutler and Howard Spodek; The Teacher Observation/Peer Support (TOPS) Program at California State University-Dominguez Hills by Kathleen McEnerney and Jamie L. Webb; The Featured Faculty Program at Eastern Michigan University byDeborah DeZure

ch. 3 Mentoring: Teachers Teaching Other Teachers; A New Faculty Mentoring Program in the Stanford English Department byDavid Halliburton;The Faculty Tutorial Program at Saint Olaf College by Jonathan Hill; The Issue of Supply Fostering Senior Faculty Leadership at The College of Saint Catherine by Marilou Eldred

ch. 4 A Focus on Student Learning; Interviewing Each Other's Students in the Legal Studies Program at the University of Georgia by Peter Shedd; Classroom Assessment as a Context for Faculty Conversation and Collaboration at California State University-Long Beach by Susan Nummedal; Making Students More Active Agents in Their Learning TQM in the Syracuse University School of Business by Frances Zollers

ch. 5 Portfolios: Putting the Pieces Together; Inventing a New Genre The Course Portfolio at the University of Wisconsin-La Crosse by William Cerbin; Developing a Course Portfolio in Math A Report From the University of Nebraska-Lincoln by Steve Dunbar

ch. 6 Team Teaching and Teaching Teams; Teaching Teams in the Math Department at the University of Nebraska-Lincoln by Steve Dunbar; A Team Approach to Course Design and Teaching in an Integrated Arts and Humanities Course at Alverno College by Kevin Casey; Coordinated Studies A Model for Faculty Collaboration and Team Teaching in a Consortium of Washington Campuses by Jean MacGregor; Team Teaching About Teaching the Disciplines The Pedagogy Seminar at Millersville University by Barbara Stengel

ch. 7 Collaborative Inquiry and Pedagogical Scholarship; Collaborative Inquiry in the Teaching of Writing Theory and Practice at the University of Nebraska-Lincoln by Joy Ritchie; Collaborative Inquiry in an Early Childhood Education Course at the University of Wyoming by Jane Nelson; A Collaborative, Comparative Study of Student Learning in Chemistry at the University of Wisconsin-Madison by John Wright

ch. 8 Departmental Occasions for Collaboration; The Pedagogical Colloquium Focusing on Teaching in the Hiring Process in the Stanford University History Department by Richard Roberts; A Professional Development Program for Graduate Students Fostering Collaboration in the Writing Program at Northern Arizona University by Geoffrey Chase; The Departmental Teaching Library A Mathematics Course File at the University of North Carolina at Charlotte by Charles Burnap

ch. 9 Intercampus Collaboration and external Review of Teaching External Peer Review of Teaching A New Effort in the Chemistry Department at IUPUI by David Malik; Piloting Long Distance Interviews With Students as a Potential Component of the External Peer Review of Teaching by Jere Morehead

Conclusion: From Peer Collaboration to Peer Review
About the AAHE Teaching Initiative
About the AAHE’s Peer Review of Teaching Project

Additional Info:
In 1986, 43 percent of Disciples clergy were between fifty and sixty. Where will their replacements come from, and how can we help them recognize and respond to their call? (From the Publisher)

Table Of Content:
(individual authors not identified)
Introduction

ch. 1 Practical, spiritual, and intellectual criteria for ministry
ch. 2 Ecclesiastical linkages
ch. 3 Congregational enlistment
ch. 4 Faith development
ch. 5 Changing North American demographics
ch. 6 Disciples women in ministry
ch. 7 Characteristics for success

Afterword
Notes
Bibliography

Additional Info:
Learning in groups has deep historical roots in adult education, and adult educators use groups frequently in structuring learning experiences. Also, groups form the basis for mauch informal adult learning, both within and outside institutional boundaries. Although many adult educators espouse the value of learning in groups, the topic has been a relatively minor theme in the field's recent literature. The purpose of this volume of New Directions for Adult and Continuing Education is to examine selected aspects of learning in groups, including both theoretical concepts and actual practice. The chapter authors assess the status of group learning in adult education; the volume should be helpful to adult educators as they reflect on their use of groups. This is the 71st issue in the journal series New Directions for Adult and Continuing Education. (From the Publisher)

Table Of Content:
Editor's Notes
Issues and Trends to Take Us into the Twenty-First Century
Competence in Teaching at a Distance
Interactivity: From Agents to Outcomes
Visual Thinking: Let Them See What You Are Saying
Student-Centered Instruction for the Design of Telecourses
Learner Development: Beyond the Technology
Teaching by Television
Teaching by Telephone
The Internet: A Learning Environment
Networked Learning Environments
Evaluating Teaching and Learning at a Distance
Copyright: Opportunities and Restrictions for the Teleinstructor
Distance Learning and the Digital Library: Transforming the Library into an Information Centerave Article
Managing Information Resources and Services in a Distance Environment

Additional Info:
"This handbook provides essential information on regulations and procedures. It is a compilation of policy and procedure statements from a variety of the Department, College of Arts and Science, and the University Graduate School documents. It is intended as a guide to fulfilling the responsibilities associated with an appointment as an Associate Instructure"

Table Of Content:
1 Associate Instructor as Teacher
1 Preparing to Teach
2 Your Own Class
4 A Section of a Larger Class
5 The Syllabus
6 Class Rolls and Grade Books
6 Course Packets and Readers
7 Classrooms
7 Office Hours
9 Ideas for Teaching
9 Choosing an Instructional Style
11 First Class Survival Tips
12 Skills of a Good Teacher
12 Show You Care
14 Keep Students Engaged
16 Communication Checklist
20 Using Instructional Media
25 Discussion Sections
25 Preparing for Discussions
27 Facilitating Discussions
28 Problems With Discussions
30 Laboratory Sections
30 Preparing Lab Sections
31 Managing Lab Sections
31 Safety Procedures
31 Student Preparation
32 Supervising the Experiment
32 Refrain from giving outright answers
33 Lecturing
33 Preparing Lectures
36 Questioning in the Classroom
37 Rewarding Student Participation and Providing Feedback
38 Teaching Outside the Field of Specialty
39 Evaluation of Student Performance
39 Determining Evaluative Criteria
40 Test Construction
42 Constructing Writing Assignments
43 Responding to Student Writing
45 Grading
46 Recording and Distribution of Grades
46 Complaints about Grades
47 The University Grading System
48 Evaluation of Instruction
48 Teacher-Course Evaluation Options for AIs
50 Ethics and the Associate Instructor
50 Academic Integrity
50 Academic Misconduct
52 Privacy of Student Records
52 Letters of Recommendation
53 Sexual Harassment
54 Assisting Emotionally Troubled Students
54 Assisting Students with Disabilities
54 Diversity
54 Accomodating Religious Holidays
55 Teachings with Student Diversity in Mind
59 Cultural Differences for International AIs
60 What Help is Available for New Instructors?
61 Sources
62 Bibliography on College Teaching
64 References
Appendix: Instructor's Guide to Student Services

Additional Info:
This best-selling book is a broad integrative overview of group dynamics. It introduces readers to the theory and research findings needed to understand how to make groups effective and to the skills required to apply that knowledge in practical situations. Joining Together illustrates how this knowledge and mastery of skills creates choices, opportunities, and successes for each individual. No other book offers the scope of coverage and the range of experiential exercises of Joining Together. Bridges the gap between theory and practice by combining theoretical and empirical knowledge with practical ways to apply it to the groups in which readers belong. For anyone interested in group dynamics in business, psychology, and social work. (From the Publisher)

Table Of Content:
Preface.
ch. 1. Group Dynamics..
ch. 2. Experiential Learning..
ch. 3. Group Goals, Social Interdependence, and Trust..
ch. 4. Communication Within Groups..
ch. 5. Leadership..
ch. 6. Using Power..
ch. 7. Decision Making..
ch. 8. Controversy and Creativity.
ch. 9. Managing Conflict of Interests..
ch. 10. Valuing Diversity..
ch. 11. Cooperative Learning in the Classroom..
ch. 12. Leading Growth and Counseling Groups..
ch. 13. Team Development, Team Training..
ch. 14. Epilogue..
Appendix: Answers..
Glossary..
References..
Index.

Additional Info:
A really thoughtful and skillful examination (based on two research projects conducted between 1978 and 1987 which involved fifteen institutions) of the ways in which faculty and students think and learn, offering a concept of undergraduate teaching as a lifelong art that involves the continuous interaction of professors and students. (From the Publisher)

Table Of Content:
Foreword
Conditions of a New Pedagogy for Undergraduate Learning
An inquiry-oriented approach to faculty development and student learning
Thinking styles in the disciplines and in student learning
Promoting student learning
Three professors report about observing their teaching and their students' learning
Tools for understanding students - the Omnibus personality inventory
Tools for understanding students - the interview
Interviews about teaching and student learning with a biologist and a political scientist
Reenvisioning undergraduate teaching
References
Index

Additional Info:
Today's Colleges and Universities face a new environment in which information technology is rapidly becoming the preferred mode of learning and academic institutions can no longer rely on traditional methods to survive and prosper. In this collection of essays, seven highly respected institutional, association, and financial leaders examine the formidable challenges facing all types of campuses. (From the Publisher)

Table Of Content:
ch. 1 Can Colleges and Universities Survive in the Information Age?
ch. 2 Competitive Strategies for Higher Education in the Information Age
ch. 3 Assessing the New Competitive Landscape
ch. 4 The New Technologies and the Future of Residential Undergraduate Education
ch. 5 Developing and Using Technology as a Strategic Asset
ch. 6 Tying Things Together: Advice for the Practitioner

Index

Additional Info:
In this candid and delightful memoir, Alvin Kernan recalls his life as a student, professor, provost, and dean during turbulent decades of change in the hallowed halls of Columbia, Williams, Oxford, Yale, and Princeton. His vividly remembered account is a unique personal story and more--it is also a history of what has been won, and lost, in the culture wars of the second half of the twentieth century. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction: Shifting Educational Plates

ch. 1 Theater and Reality in Greenwich Village: Columbia, 1946
ch. 2 The Other End of the Log: Williams College, 1946-1949
ch. 3 Chatter About Shelley: Oxford, 1949-1951
ch. 4 See My George Gascoigne: Yale Graduate School, 1951-1954
ch. 5 Keeping Them Quiet: Yale, 1954-1960
ch. 6 The Two Cultures, Science and Literature
ch. 7 Publish or Perish: Tenure at Yale, 1960-1964
ch. 8 Goodbye, Boola Boola: Yale Administration, 1964-1970
ch. 9 When Do We Want It? Now! The Bobby Seale Trial, New Haven, 1970
ch. 10 Question All Authority: The Breakdown of Meaning and Language, Yale, 1970-1973
ch. 11 A Long Walk After Lunch: Princeton and the Later 1970s
ch. 12 The New Technology Calls All in Doubt: Television, Books, Libraries, Computers
ch. 13 No Obligation to Be Right, Only to Be Interesting: Teaching as Power and Politics, Princeton, the 1980s
ch. 14 The Break Between Generations, Retirement

Epilogue: The Dogs Bark, the Caravan Passes On
Index

Additional Info:
Here is a book for the millions of Christians who want to make a vital connection between their faith and their lives. This practical book provides a way for all of us to experience greater meaning in life and a more tangible sense of God's creative presence. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Searching for a Way to Be Faithful
ch. 2 The Movement Toward Insight: The Human Process of Coming to Wisdom
ch. 3 Theology as a Form of Human Reflection
ch. 4 Personal Theological Reflection
ch. 5 Guiding Groups in Theological Reflection
ch. 6 Creating Designs for Theological Reflection
ch. 7 Conclusion

Notes
Resources For Theological Reflection: An Annotated Bibliography

Additional Info:
Unauthorized Methods makes accessible some of the best theoretical innovations in critical pedagogy of the last decade. The contributors consider how an integration of popular culture and cultural studies into the lesson plan can enrich and reinvigorate the learning experience. These essays, ranging widely in topic and educational level, are grounded in theory but intended for practical application. By focusing on classroom methods, the contributors provide educators with techniques, strategies, and examples designed to transform the classroom into a truly multicultural and democratic space. Unauthorized Methods will be an indispensable resource for teachers, students, and policy makers. (From the Publisher)

Table Of Content:
Series Editor's Foreword

ch. 1 Lesson Plans from the Outer Limits: Unauthorized Methods (Joe L. Kincheloe and Shirley R. Steinberg)
ch. 2 Towards an Alternative Pedagogy (Ivor F. Goodson)
ch. 3 Nurturing the Imagination of Resistance: Young Adults as Creators of Knowledge (Kathleen S. Berry)
ch. 4 Gorillas ... Oops: Guerrillas in our Midst - (RE)dux: Kitchen Knowledge (Karen Anijar, Joshuea Anijar, Ronald Gonzales, and Lana Krievis)
ch. 5 The Critical Transformation of a Special Education Classroom: A Beginning Teacher Puts Theory into Practice (Nina Zaragoza and Marge Scardina)
ch. 6 A Textbook for Everyone: Balancing Canons and Culture in English Textbooks (Timothy A. Dohrer)
ch. 7 Deep Viewing: A Critical Look at Visual Texts (Ann Watts Pailliotet)
ch. 8 Still Crazy After All of These Years: Teaching Critical Media Literacy (Ladi Semali)
ch. 9 Bilingual Education in America: In Search of Equity and Social Justice (Lourdes Diaz Soto)
ch. 10 Innovative Pedagogy in Art Education (Dennis E. Fehr)
ch. 11 Teacher Says, Simon Says: Dualism in Science Learning (David B. Pushkin)
ch. 12 Teaching/Learning Mathematics in School (Peter M. Appelbaum)
ch. 13 Surfing and Getting Wired in a Fifth Grade Classroom: Critical Pedagogical Methods and Techno-Culture (John A. Weaver and Karen Grindall)
ch. 14 Teachers and Administrators: A Vision of Prophetic Practice (Patrick Slattery and Rebecca McElfresh Spehler)

Notes on Editors and Contributors
Index

Additional Info:
Religious Advocacy and American History explores the general question of bias and objectivity in higher learning from the perspective of the role of religious convictions in the study of American history. The contributors to this book, many of whom are leading historians of American religion and culture, address primarily two related questions. First, how do personal religious convictions influence one's own research, writing, and teaching? And, second, what place should personal beliefs have within American higher education? (From the Publisher)

Table Of Content:
Foreword
Introduction

ch. 1 Christian Advocacy and the Rules of the Academic Game (George M. Marsden)
ch. 2 Traditional Christianity and the Possibility of Historical Knowledge (Mark A. Noll)
ch. 3 On Critical History (Bruce Kuklick)
ch. 4 Advocacy and Academe (Murray G. Murphey)
Marxism, Christianity, and Bias in the Study of Southern Slave Society (Eugene D. Genovese)
ch. 5 Advocacy and the Writing of American Women's History (Elizabeth Fox. Genovese)
ch. 6 In Search of the Fourth "R": The Treatment of Religion in American History Textbooks and Survey Courses (Paul Boyer)
ch. 7 What's So Special about the University, Anyway? (D.G. Hart)
ch. 8 Understanding the Past, Using the Past: Reflections on Two Approaches to History (Grant Wacker)
ch. 9 A Transcendentalist's Aristotle: Non-evangelical Reflections on Conviction and the Writing of History (Catherine L. Albanese)
ch. 10 Seldon's Choice: Variations on a Theme by Asimov (Paul A. Carter)
ch. 11 One Historian's Sundays (Leslie Woodcock Tentler)

Afterword

Additional Info:
Here is a compelling read for every teacher in higher education who wants to refresh or reexamine his or her classroom practice.

Building on the insights offered by recent discoveries about the biological basis of learning, and on his own thought-provoking definitions of teaching, learning and education, the author proceeds to the practical details of instruction that teachers are most interested in — the things that make or break teaching.

Practical and thoughtful, and based on forty years of teaching, wide reading and much reflection, Robert Leamnson provides teachers with a map to develop their own teaching philosophy, and effective nuts-and-bolts advice.

His approach is particularly useful for those facing a cohort of first year students less prepared for college and university. He is concerned to develop in his students habits and skills that will equip them for a lifetime of learning.

He is especially alert to the psychology of students. He also understands, and has experienced, the typical frustration and exasperation teachers feel when students ingeniously elude their teachers' loftiest goals and strategies. Most important, he has good advice about how to cope with the challenge.

This guide will appeal to college teachers in all disciplines. (From the Publisher)

Table Of Content:
Preface

ch. 1 Thinking About Thinking About Teaching: How a philosophy of teaching develops and why it is important to have one
ch. 2 The Biological Basis of Learning: Learning as brain change, rather than brain use
ch. 3 Language: On the questionable utility of unexpressed ideas
ch. 4 Today's First-Year Students: Culture, motivation and preparation
ch. 5 Teaching and Pedagogy: How the way we teach affects the way students learn
ch. 6 The Classroom: The classroom as dynamic arena - What students are really doing
ch. 7 Writing and other Technologies: Technology, old, and new, and as a means to an end
ch. 8 Final Thoughts: Reflections and ruminations

App Two sample assignment sheets
References
Annotated Bibliography
Index

Additional Info:
Drawing on his wealth of experience as both a seminary professor and minister, John Leith identifies and confronts the contemporary crisis in theological education. He argues that the crisis in the seminaries is interwoven with the crisis in the church, and that the secularization of educational institutions has led seminaries to move away from their primary responsibility - preparing pastors for ministry. (From the Publisher)

Table Of Content:
Preface
Introduction

ch. 1 The Crisis
ch. 2 The Boundaries of Christian Faith
ch. 3 Teaching the Church's Faith
ch. 4 Teaching Church Practice
ch. 5 On Choosing a Seminary Professor
ch. 6 The Moral Use of Endowments
ch. 7 Seminary Constituencies and Boards
ch. 8 The Recruitment of Students

Epilogue
Notes

Additional Info:
Part-time and temporary faculty now constitute a majority of all those teaching in colleges and universities. This volume presents analyses of the changes in academic work, in faculty careers, and in the economic conditions in higher education that are associated with the shift away from full-time academic jobs. Issues for research, policy, and practice are discussed.

The chapters in this volume were originally prepared for a conference on part-time and adjunct faculty sponsored by the Alfred P. Sloan Foundation.This is the 104th issue of the quarterly journal New Directions for Higher Education. (From the Publisher)

Table Of Content:
Using Part-Time Faculty More Effectively (F. Jacobs)
A Framework for Assessing Trends in Academic Careers (J. Lawrence)
The Changing Pattern of Employment Relations (M. Rasell & E. Appelbaum)
The Subfaculty (D. Langenberg)
Variations in the Characteristics of Part-Time Faculty by General Fields of Instruction and Research (E. Benjamin)
Implications for Knowledge Production and Careers in Science (C. Gaddy)
Two-Tiered Faculty Systems and Organizational Outcomes (P. Tolbert)
Part-Time Faculty, Quality Programs, and Economic Realities (J. Haeger)
Adjunct Faculty in the Community College: Realities and Challenges (B. Wyles)
New Directions for Research, Policy Development, and Practice (D. Leslie)

Additional Info:
From one student's off hand remark, the idea of a casebook for use in adult education grew into a reality. Regina Lopata Logan and Robert M. Fromberg have collected twenty cases representing various experiences of faculty, students, and administrators which, while not necessarily representing historical facts, are all true. These cases convey a sense of the dynamism and complexity that educators of adults and adult students experience when they return to school in the midst of busy adult roles and responsibilities. This is an ideal workbook for those involved in higher education, especially faculty developers, deans, department chairs, or anyone else who teaches about adults in the classroom. (From the Publisher)

Table Of Content:
Foreword

Part 1: Adult Higher Education and the Use of Case Studies
Using Cases to Promote Adult Learning
Using Cases to Create a Culture of Teaching and Learning
Including Adult Students in Case Discussions

Part 2: Cases from a Faculty Perspective
Of Pride and Prejudice
Stuart
Practicing Theory
The Crush
A Case of Dislike
The Dominating Auditor
The Group that Couldn't Keep Up
A Case of Culture Shock
The Case of the Bewildered Student
Seeing Strengths and Weaknesses
A Brief Course in Conflict

Part 3: Cases from a Student Perspective
Confronting the Grade
A Case of Diffidence
To Hell in a Handbasket
Bridging the Gap
Real Work

Part 4: Cases from an Administrative Perspective
Freedom" Principles and Paradoxes
The Case of the Mixed Message
The Purloined Letter
The Art and Science of Teaching the Arts and Sciences: The Case of the New Faculty Developer

About the Authors

Additional Info:
Alasdair MacIntyre—whom Newsweek has called "one of the foremost moral philosophers in the English-speaking world"—here presents his 1988 Gifford Lectures as an expansion of his earlier work Whose Justice? Which Rationality? He begins by considering the cultural and philosophical distance dividing Lord Gifford's late nineteenth-century world from our own. The outlook of that earlier world, MacIntyre claims, was definitively articulated in the Ninth Edition of the Encyclopaedia Brittanica, which conceived of moral enquiry as both providing insight into and continuing the rational progress of mankind into ever greater enlightenment. MacIntyre compares that conception of moral enquiry to two rival conceptions also formulated in the late nineteenth century: that of Nietzsche's Zur Genealogie der Moral and that expressed in the encyclical letter of Pope Leo XIII Aeterni Patris.
The lectures focus on Aquinas's integration of Augustinian and Aristotelian modes of enquiry, the inability of the encyclopaedists' standpoint to withstand Thomistic or genealogical criticism, and the problems confronting the contemporary post-Nietzschean genealogist. MacIntyre concludes by considering the implications for education in universities and colleges. (From the Publisher)

Table Of Content:
Preface
Introduction

Adam Gifford's Project in Context
Genealogies and Subversions
Too Many Thomisms?
The Augustinian Conception of Moral Enquiry
Aristotle and/or/against Augustine: Rival Traditions of Enquiry
Aquinas and the Rationality of Tradition
In the Aftermath of Defeated Tradition
Tradition against Encyclopaedia
Tradition against Genealogy
Reconceiving the University as an Institution and the Lecture as a Genre

Index

Additional Info:
Whether you're new to teaching or an experienced veteran, this is a book you'll want to keep handy. From pre-term activities right through final exams, grading, and evaluation, 147 Practical Tips covers all the important phases of the teaching process.

Educators use 147 Practical Tips for a quick idea to spice up a class. Teaching and learning centers keep shelf copies as a reference for faculty and teaching assistants. And Chairs and Deans give the book to their faculty during orientation. Take advantage of the special pricing to the right so your colleagues can share these teaching tips. (From the Publisher)

Table Of Content:
Preface

Before You Begin
Class Organization
The First Day
At the Bell: 1, 2, 3 Go!

Physicality
-Delivery
-Movement
-Blackboards

Lecturing as Performance Art
Teaching Your Students to Think
Examples
Helping Your Students Read

Large Lectures
-Student Input
-Preparation
-Delivery

Discussion
-Teacher Participation
-Student Participation
-Concept and Structure
-Odds and Ends

Group Projects

How Are You Teaching?
-Check with Your Students
-Reacting to Student Evaluations
-Do It Yourself!

Motivating Your Students to Read
Work With Your Colleagues
Motivation: Critical Moments

Evaluating Your Students
-Grading Written Assignments
-Grading Participation
-Grading Tests

Reviewing: One More Time
-Reviews Can Help Students Cope with Exam Anxiety
-Reviews Can Help Motivate Students
-Reviews Can Provide Summary and Perspective
-Reviews Can Focus on Specific Areas of Need
-Reviews Can Aim at Specific Exam Items
-Reviews Can Provide Fresh Angles and Approaches

Final Words

(16 contributors listed in the acknowledgments)

Additional Info:
At the end of his 1994 book, The Soul of the American University, George Marsden advanced a modest proposal for an enhanced role for religious faith in today's scholarship. This "unscientific postscript" helped spark a heated debate that spilled out of the pages of academic journals and The Chronicle of Higher Education into mainstream media such as The New York Times, and marked Marsden as one of the leading participants in the debates concerning religion and public life. Marsden now gives his proposal a fuller treatment in The Outrageous Idea of Christian Scholarship, a thoughtful and thought-provoking book on the relationship of religious faith and intellectual scholarship. More than a response to Marsden's critics, The Outrageous Idea of Christian Scholarship takes the next step towards demonstrating what the ancient relationship of faith and learning might mean for the academy today. Marsden argues forcefully that mainstream American higher education needs to be more open to explicit expressions of faith and to accept what faith means in an intellectual context. Contemporary university culture is hollow at its core, Marsden writes. Not only does it lack a spiritual center, but it is without any real alternative. He argues that a religiously diverse culture will be an intellectually richer one, and it is time for scholars and institutions to take the intellectual dimensions of their faith seriously and become active participants in the highest level of academic discourse. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Why Christian Perspectives Are Not Welcomed
ch. 2 The Arguments for Silence
ch. 3 Christian Scholarship and the Rules of the Academic Game
ch. 4 What Difference Could It Possibly Make?
ch. 5 The Positive Contributions of Theological Context
ch. 6 Building Academic Communities

Getting Specific: A Readable Appendix
Notes
Index

Additional Info:
A searching exploration of a century and a half of higher education in American culture. This book will enliven, and inform, the wide-ranging discussion now taking place. Bringing together eleven new essays--most published here for the first time--on the secularization of American, British, and Canadian higher education, this text maps some of the major contours of a largely unexplored topic. It focuses on the histories of leading universities since the late nineteenth century, analyzing the transition from an era when organized Christianity and its ideals had a major role in leading institutions of higher education to an era when they have almost none. This book is an important resource for students of religion and the history of education. (From the Publisher)

Table Of Content:
Contributors
Introduction

ch. 1 The Soul of the American University: An Historical Overview (George M. Marsden )
ch. 2 From Evangelicalism to Liberalism: Public Midwestern Universities in Nineteenth-Century America (Bradley J. Longfield)
ch. 3 Secularization and Sacralization: Speculations on Some Religious Origins of the Secular Humanities Curriculum, 1850-1900 (James Turner )
ch. 4 Faith and Learning in the Age of the University: The Academic Ministry of Daniel Coit Gilman (D.G. Hart )
ch. 5 "For God, for Country, and for Yale": Yale, Religion, and Higher Education between the World Wars (Bradley J. Longfield )
ch. 6 "The Survival of Recognizably Protestant Colleges": Reflections on Old-Line Protestantism, 1950-1990 (Robert Wood Lynn )
ch. 7 American Learning and the Problem of Religious Studies (D.G. Hart )
ch. 8 American Catholic Higher Education, 1940-1990: The Ideological Context (Philip Gleason )
ch. 9 The Secularization of British Universities since the Mid-Nineteenth Century (David Bebbington )
ch. 10 Protestant Colleges in Canada: Past and Future (G.A. Rawlyk)
ch. 11 Christianity and the University in America: A Bibliographical Essay (D.G. Hart.)

Index

Additional Info:
There was a time not long ago when the only complaints students levied against professors were that they assigned too much work or that their lectures were delivered in a soporific monotone. Today, radical changes in the composition of the university, the ongoing revision of canons and curricula, and the politicization of knowledge have profoundly altered the landscape, introducing an identity-based definition of credibility as an entirely new precondition of authority. As a result, questions that previous generations of educators never considered have taken on a central importance: Can whites teach African American literature effectively and legitimately? What is at issue when a man teaches a women's studies course? How effectively can a straight woman educate students about gay and lesbian history? What are the political implications of the study of the colonizers by the colonized? More generally, how does the identity of an educator affect his or her credibility with students and with other educators? In incident after well-publicized incident, these abstract questions have turned up in America's classrooms and in national media, often trivialized as the latest example of PC excess. Going beyond simplistic headlines, Teaching What You're Not broaches these and many other difficult questions. With contributions from scholars in a variety of disciplines, the book examines the ways in which historical, cultural, and personal identities impact on pedagogy and scholarship. Teaching What You're Not gets at the heart of the ongoing debates about identity politics in the academy, and society at large. (From the Publisher)

Table Of Content:
Acknowledgments

ch. 1 Introduction: Identity Politics in the College Classroom, or Whose Issue Is This, Anyway? (Katherine J. Mayberry)
ch. 2 Redefining America: Literature, Multiculturalism, Pedagogy Nancy J. Peterson)
ch. 3 Straight Teacher/Queer Classroom: Teaching as an Ally Barbara Scott Winkler)
ch. 4 The Outsider's Gaze (Janet M. Powers)
ch. 5 No Middle Ground? Men Teaching Feminism (J. Scott Johnson, Jennifer Kellen, Gret Seibert, Celia Shaughnessy)
ch. 6 The Discipline of History and the Demands of Identity Politics (Christie Farnham)
ch. 7 Teaching What I'm Not: An Able-Bodied Woman Teaches Literature by Women with Disabilities (Barbara Dibernard)
ch. 8 Theory, Practice, and the Battered (Woman) Teacher (Celeste M. Condit)
ch. 9 Teaching What the Truth Compels You to Teach: A Historian's View (Jacqueline Jones)
ch. 10 Pro/(Con)fessing Otherness: Trans(cending)national Identities in the English Classroom (Lavina Dhingra Shankar)
ch. 11 Caliban in the Classroom (Indira Karamcheti)
ch. 12 A Paradox of Silence: Reflections of a Man Who Teaches Women's Studies (Craig W. Heller)
ch. 13 Teaching in the Multiracial Classroom: Reconsidering "Benito Cereno" (Robert S. Levine)
ch. 14 "Young Man, Tell Our Stories of How We Made It Over": Beyond the Politics of Identity (Gary L. Lemons)
ch. 15 Disciplines and Their Discomforts: The Challenges of Study and Service Abroad (Gerard Aching)
ch. 16 Scratching Heads: The Importance of Sensitivity in an Analysis of "Others" Donna J. Watson)
ch. 17 Who Holds the Mirror? Creating "the Consciousness of Others" (Mary Elizabeth Lanser)
ch. 18 Daughters of the Dust, the White Woman Viewer, and the Unborn Child (Renee R. Curry)

Contributors
Index

Additional Info:
Critical Pedagogy and Predatory Culture is a major contribution to the radical literature on culture, identity and the politics of schooling, especially as it addresses the challenge and the promise of school and social reform through what the author calls a "critical multiculturalism." The author's approach to what he calls "predatory culture" and his exploration of recent debates over the role of public institutions and the state within such culture offers the discerning reader a unique combination of neo-marxist and post-structuralist theory--referred to by the author as "resistance of postmodernist critique." (From the Publisher)

Table Of Content:
Preface
Acknowledgements
Introduction: education as a political issue

Pt. I Pedagogy, culture, and the body
ch. 1 Radical pedagogy as cultural politics: beyond the discourse of critique and anti-utopianism
ch. 2 Schooling the postmodern body: critical pedagogy and the politics of enfleshment

Pt. II Critical agency, border narratives and resistance multiculturalism
ch. 3 Border disputes: multicultural narrative, Rasquachismo, and critical pedagogy in postmodern America
ch. 4 White terror and oppositional agency: towards a critical multiculturalism
ch. 5 Pedagogies of dissent and transformation: a dialogue with Kris Gutierrez

Pt. III Postcolonial pedagogies and the politics of difference
ch. 6 Postmodernism, postcolonialism, and pedagogy
ch. 7 Multiculturalism and the postmodern critique: towards a pedagogy of resistance and transformation
ch. 8 Critical pedagogy and the pragmatics of justice

Notes
References
Index

Additional Info:
Presents the results of a research study which surveyed the state of the deans of 75 percent of North American theological schools. The study profiles, who the deans are the types of work that they due, and their role in the administration and governance of schools. Reasons for high turnover are explored and recommendations are made to help schools encourage and develop leadership qualities in academic deans. (From the Publisher)

Table Of Content:
Introduction

Part One: Roles, Responsibilities, and Relationships
ch. 1 The Nature and Scope of the Dean's Work
ch. 2 Managerial and Leadership Roles
ch. 3 The Dean-President Relationship
ch. 4 The Dean-Faculty Relationship
ch. 5 The Dean's Work with Senior Administrators, Boards, and Church Leaders

Part Two: Administration as a Vocation
ch. 6 Recruitment and Hiring of Chief Academic Officers
ch. 7 Evaluation and Professional Development
ch. 8 Academic Leadership: The Challenges Ahead

Afterword Advice to Prospective Deans
Appendices
Acknowledgements
Index

Additional Info:
The monographs collected in this volume are based on research into the role of chief academic officers in North American theological schools. (From the Publisher)

Table Of Content:
ch. 1 Leading from the center : the role of the chief academic officer / by Jeanne P. McLean
ch. 2 Challenges of academic administration : rewards and stresses in the role of the chief academic officer / by Karen M. Ristau
ch. 3 Career paths and hiring practices of chief academic officers in theological schools / by Mary Abdul-Rahman
ch. 4 Professional development for chief academic officers / by Jeanne P. McLean
ch. 5 Dean-faculty relationships / by Jeanne P. McLean with Nicholas Cafarelli

Additional Info:
This book seeks to be responsible both to biblical scholarship and to pedagogical inquiry. It focuses on wisdom texts in the Bible (Proverbs, Job, Ecclesiastes, Ecclesiasticus, Wisdom of Solomon, and the Synoptic Gospels) and on inferences about teaching and learning that can be drawn from these texts. Acknowledging that we cannot reconstruct the practices of the wise teachers of the biblical tradition with historical methods, Meltbert nevertheless argues that the wisdom texts presumably embody not only what these teachers wanted readers to learn but also how it was to be learned.

What do the literary forms and content of these texts presuppose, entail, or imply about reader-learners and about learning and teaching processes? Are some teaching-learning approaches more suitable than others for these texts or more likely to foster engagement with particular themes? Using a variation of reader-response criticism (the "readerly approach"), Melchert engages the wisdom texts (whose authorship is anonymous and whose particular historical-cultural context cannot be reconstructed with any confidence) in an effort to determine why the sages said and taught as they did and what contemporary teachers and learners might pick up from them about teaching, learning, and being wisely religious in a postmodern world. (From the Publisher)

Table Of Content:
Preface
Abbreviations
Introduction: Then, Now, and Maybe

ch. 1 "Listen, My Child": Proverbs
ch. 2 The Presence of Absence: Job
ch. 3 The Absence of Presence: Ecclesiastes
ch. 4 Sleeping with the Enemy: Education amid Culture Wars
ch. 5 Woman Wisdom: Education as Playing in the Presence of God
ch. 6 Why Didn't Jesus Tell Bible Stories?
ch. 7 What Counts as Education in a Wisdom Approach?

Index of Biblical References
Index of Subjects and Authors

Additional Info:
A Professor's Work attempts to clear up questions about the role of the college professor in society by providing a field study of what a professor actually does. The author organizes a year of his work and his colleagues into an overview of a years teaching, research, and service. The first section describes the service work, including a depiction of the search for a new faculty member, and a committee that investigated the appearance of extremely large general educational classes. Then the teaching section focuses on the teaching and evaluation of a single course, and the dealing with problems encountered by the wide variety of students who attend an urban university. Finally, the research section exposes the relationship of writing and publishing to the conflicts and interactions of scholars and with the impact the study had on the university community. The author also includes a representation of community activities, the relationship of a professor's work to his family life, and an evaluation of professors studied against two theoretical models of professional behavior and activity. (From the Publisher)

Table Of Content:
Acknowledgments

ch. 1 Perceptions of the Professor
ch. 2 Inside the Department
ch. 3 How an Intrepid Band of Professors Confronted the General Education Monsters
ch. 4 University Encounters
ch. 5 But Don't Professors Also Teach Courses
ch. 6 And Of Course There Were Students
ch. 7 The Scholar Writes War and Peace, Participates in the Scientific Enterprise, and Receives a Call From the East
ch. 8 A Professor's Work Photographs
ch. 9 Serving the Community
ch. 10 Even Professors Have Families
ch. 11 Is the Professor a Professional?

Cast
References
About the Author

Additional Info:
Each year, hundreds of academics begin new faculty appointments. Some are just launching new careers, while others are advancing to new campuses. As faculty members and their institutions struggle to ease the passage to a new environment, they are faced with critical questions. What are the challenges of the transition process? And how does that process differ for first-time faculty and seasoned faculty?

Drawing on a study conducted by researchers at the National Center on Postsecondary Teaching, Learning, and Assessment, Faculty in New Jobs shows how faculty and institutions can work together to ease the transition to a new job and facilitate the process of mastering academic work. Robert Menges and his associates offer practical, real-world advice covering all phases of the faculty career--from the difficult early process of settling in, to becoming socially and academically established, to ultimately building the institutional supports necessary for a successful career.

The authors provide newcomers with valuable strategies for adapting to campus culture, building professional relationships, establishing a teaching style, and successfully juggling the diverse responsibilities of the faculty role. They also explain what institutions can do to select, support, and evaluate faculty more effectively. They describe the institutional climate that supports effective faculty transitions into and out of academia. They discuss what administrators can do to help faculty better understand and participate in the institutional culture, while also challenging and changing it in positive ways. (From the Publisher)

Table Of Content:
Foreword
Preface
Contributors
ch. 1 Being a Newcomer
ch. 2 Dilemmas of Newly Hired Faculty
ch. 3 New Faculty Talk About Stress
ch. 4 Experiences of Women, Experiences of Men
ch. 5 Perspectives from Faculty of Color
ch. 6 Mentoring and Collegiality
ch. 7 Learning What Students Understand
ch. 8 Seeking and Using Feedback
ch. 9 Feeling in Control
ch. 10 Faculty Well-Being and Vitality
ch. 11 How Disciplinary Consensus Affects Faculty
ch. 12 Establishing a Teaching Development Culture
ch. 13 Learning from Leavers
ch. 14 Accountability for Faculty Welfare
Index

Additional Info:
The second edition of Learning in Adulthood integrates the most important contributions to adult learning in the last decade. The result is an updated, comprehensive synthesis of what we now know about adult learning--including the context in which it takes place, who the participants are, what they learn and why, the nature of the learning process itself, major theoretical developments, and much more. Sharan Merriam and Rosemary Caffarella reveal how sociocultural influences can create specific developmental needs and interests, and how such social factors as race, class, and gender can shape learning. From this background, they construct a more inclusive perspective on adult learning, guiding readers toward new ways of thinking about teaching, learning, and the broader social implications of adult education. (From the Publisher)

Table Of Content:
Preface
The Authors

Pt. 1 The Context and Provision of Adult Learning
ch. 1 Adult Learning and Contemporary Society
ch. 2 Learning Opportunities in Adulthood
ch. 3 Participation in Adult Education
ch. 4 Providing Learning Opportunities

Pt. 2 Adult Development and Learning
ch. 5 Biological and Psychological Development
ch. 6 Sociocultural and Integrative Perspectives on Development
ch. 7 Cognitive Development in Adulthood
ch. 8 Intelligence and Aging

Pt. 3 The Learning Process
ch. 9 Memory, Cognition, and the Brain
ch. 10 Experience and Learning
ch. 11 Key Theories of Learning

Pt. 4 The Learning Transaction with Adults
ch. 12 Andragogy and Other Models of Adult Learning
ch. 13 Self-Directed Learning
ch. 14 Transformational Learning
ch. 15 Critical Theory, Postmodern, and Feminist Perspectives

Pt. 5 Reflections on Practice
ch. 16 Ethics and Adult Learning
ch. 17 Integrating Theory and Practice

References
Name Index
Subject Index

Additional Info:
Transformative Dimensions of Adult Learning describes the dynamics of how adults learn--and how their perceptions are transformed by learning--as a framework for formulating educational theory and practice. It presents an in-depth analysis of the ways in which adults learn, how they make meaning of the learning experience, and how their lives can be transformed by it. (From the Publisher)

Table Of Content:
ch. 1. Making Meaning: The Dynamics of Learning
ch. 2. Meaning Perspectives: How We Understand Experience
ch. 3. Intentional Learning: A Process of Problem Solving
ch. 4. Making Meaning Through Reflection
ch. 5. Distorted Assumptions: Uncovering Errors in Learning
ch. 6. Perspective Transformation: How Learning Leads to Change
ch. 7. Fostering Transformative Adult Learning

Additional Info:
This book presents successful programs, techniques, and strategies for helping adult learners tap into their rich and diverse life experiences as a basis for growth and lifelong learning. (From the Publisher)

Table Of Content:
Precipitating Critical Self-Reflection: Six Exemplary Programs.
Helping Learners Become Critically Reflective: Six Key Approaches.
Uncovering and Mapping the Personal Perspectives of Learners.

Additional Info:
This definitive "how-to" book on cooperative learning at the postsecondary level is designed to serve as a vital resource for faculty who use a collaborative approach to education. It offers an overview of the cooperative learning process, including its rationale, research base, value, and practical implementation. The authors also describe a variety of approaches to cooperative learning drawn from complementary movements such as classroom research, writing across the curriculum, computer technology, and critical thinking. (From the Publisher)

Table Of Content:
Preface

Part 1 Overviews of Cooperative Learning and Teaching and Learning
ch. 1 An Overview of Cooperative Learning in Higher Education
ch. 2 Why Change?

Part 2 Classroom Management
ch. 3 Planning a Cooperative Course
ch. 4 Managing the Cooperative Classroom

Part 3 Structuring the Cooperative Classroom
ch. 5 Beginning Structures
ch. 6 Structures for Problem Solving in Teams
ch. 7 Basic Paired Teaching
ch. 8 Reciprocal Teaching
ch. 9 Specialized Uses of Cooperative-Learning Principles
ch. 10 Using Cooperative Technology to Enhance Learning

Part 4 Assessing the Cooperative Classroom
ch. 11 Promoting Learning through Responsible Assessment
ch. 12 Using Teacher-Collected Assessment Data to Strengthen Cooperative Courses
ch. 13 Colleague-Assisted Assessment Procedures

Part 5 Supporting Cooperative Efforts
ch. 14 Supporting Faculty's Cooperative Efforts

Bibliography
Index

Additional Info:
Here is a thoroughly original work on the meaning of teaching by one who has been widely credited with reshaping the field of religious education in the United States, and to have had a significant effect also in many other countries. Part 1 establishes a fundamental meaning for "to teach," grounding it in its most basic forms and moving from examples in the nonhuman world (what the mountain teaches the mountain climber) to communal and nonverbal forms of teaching among humans. Part 2 explores the languages of teaching and the diverse forms of speech appropriate to teaching: rhetorical forms, including storytelling and preaching; therapeutic languages; and religion's preservation of these languages in ritualized settings, including confessing and mourning. Part 3 draws out the implications of a full understanding of "to teach" for education, the school, and the teaching of morality. Showing How addresses schoolteachers, parents, counselors, ministers, administrators, and all who recognize teaching as a fundamental human act. By exposing the root meaning of teaching, the book represents a challenge to any proposals for educational reform. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Teaching as a Moral Dilemma
ch. 2 Regrounding the Verb "To Teach"
ch. 3 Teaching by Design
ch. 4 Teaching with the End in View
ch. 5 Teaching to Remove Obstacles
ch. 6 Teaching the Conversation
ch. 7 Educational Forms of Teaching
ch. 8 Teaching in School
ch. 9 Teaching Morally, Teaching Morality

Conclusion
Notes
Index

Additional Info:
Responding to increasing enrollments of students of color, students with disabilities, students whose first language is not English, and students entering college in their mid-twenties or later, many colleges and universities are including multicultural issues in their course and curriculum preparation. Faculty members and administrators involved in multicultural initiatives will find here a suggested framework for making course and curriculum changes, along with specific examples and scenarios from a variety of disciplines. At the heart of the book is a two-dimensional model for infusing multicultural elements into a course or curriculum. The model identifies three levels of change (exclusive, inclusive, transformed) and four course components in which change can be applied (content, instructional strategies, assessment of student knowledge, and classroom dynamics). The authors suggest that instructors approach course change by focusing on one or more of these components and identifying a target level, depending on the instructor's multicultural goals and the nature of the discipline. The book draws upon the skills of experienced college and university educators to show how the model may be applied in specific disciplines and courses. This book is an indispensable, thoroughly documented resource. It will appeal to all post-secondary educators and administrators interested in creating an academic environment that reflects the needs of today's students and the reality of today's diverse society. (From the Publisher)

Table Of Content:
Preface
Background
An Overview of the Book
Authors and Affiliations

ch. 1 A Rationale and Framework for Course Change
ch. 2 What a Course Will Look Like After Multicultural Change
ch. 3 Doing Multiculturalism: Conceptualizing Curricular Change
ch. 4 Instructional Strategies
ch. 5 Assessment of Student Learning
ch. 6 Classroom Dynamics: Disclosing the Hidden Curriculum
ch. 7 Creating an Enabling Learning Environment for Non-Native Speakers of English
ch. 8 Making Mathematics Instruction Inclusive
ch. 9 Multicultural Science: Focus on the Biological and Environmental Sciences
ch. 10 The Humanities
ch. 11 Integrating Race and Gender into Introductory Economics
ch. 12 Multicultural Infusion in Teacher Education: Foundations and Applications
ch. 13 Integrating Transcultural Knowledge into Nursing Curricula: An American Indian Example
ch. 14 The Community College Curriculum
ch. 15 Evaluating the Results of Multicultural Education: Taking the Long Way Home
ch. 16 Organizational Change and Implementation Strategies for
Multicultural Infusion
References
Index

Additional Info:
This book is the written record of seven feminists' commitment to practice what they preach-to make incarnate both the fierce and the whimsical character of that which is born in every shared effort to teach and learn with minds set on justice. (From the Publisher)

Table Of Content:
Preface

ch. 1 In Search of Common Ground
ch. 2 Can We Be Different But Not Alienated? An Exchange of Letters
ch. 3 In My Voice You Will Hear Pain
ch. 4 Our God-Stories: Sharing Images
ch. 5 The Shape and Significance of Feminist Theology: A Christian Perspective
ch. 6 Trashing the Terrible, Titillating Lesbian: Dialoguing on Sexuality
ch. 7 The Mud and the Flower

Notes
Selected Bibliography

Additional Info:
These days, when popular religious movements are enthusiastic rather than reflective, it is particularly helpful for students to be given better ways of grasping the significance and strengths of their own beliefs. Nancey Murphy's new book presents the methods of contemporary argumentation analysis in a way that helps readers develop habits of critical reading and thinking that serve them well not only in religion, but in other fields of experience and action. At one and the same time easy to read, and deep in its implications, her book is something of a tour de force. (From the Publisher)

Table Of Content:
ch. 1 Claims and Grounds
ch. 2 Warrants and Backing
ch. 3 Qualifiers and Rebuttals
ch. 4 Hypothetical Reasoning
ch. 5 Rhetoric and Communication
ch. 6 Academic Papers
ch. 7 Reasoning in Sermons
ch. 8 Reasoning in Ethics
ch. 9 Reasoning in History
ch. 10 Reasoning in Biblical Studies
ch. 11 Reasoning in Theology
ch. 12 Relating the Theological Disciplines
ch. 13 Philosophy of Religion
ch. 14 Apologetics and Religious Pluralism

Additional Info:
In an effort to provide clarity about the highly charged issue of religion in US classrooms, Nash (College of Education and Social Services, Univ. of Vermont) describes and critiques four diverse religious positions, namely, fundamentalist, prophetic, alternative spiritualities, and post-theist. He uses a narrative approach, asking such questions as, is it workable? is it convincing? does it move people and provide a sense of purpose, community, moral action? and does it explain the unknown? Chapters cover the positive and negative aspects of the four religious positions Nash describes. They outline a methodology and curriculum of religious education, focusing on these four positions, which have gathered much strength throughout society and have created controversy in communities in the United States and around the world. Relevant readings are integrated into the text, which purports to help schools and colleges move toward "religious literacy." For a similar perspective, see Richard J. Bernstein's The New Constellation: The Ethical-Political Horizons of Modernity/Postmodernity (1992). Suitable for upper-division undergraduates and beyond; recommended especially for use by teachers and policy makers. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments

ch. 1 Transcendental Narratives and Education
ch. 2 The Fundamentalist Narrative
ch. 3 The Failure of the Fundamentalist Narrative
ch. 4 The Prophetic Narrative
ch. 5 The Failure of the Prophetic Narrative
ch. 6 The Alternative Spiritualities Narrative
ch. 7 The Failure of the Alternative Spiritualities Narrative
ch. 8 The Post-Theist Narrative
ch. 9 The Failure of the Post-Theist Narrative

References
Index
About the Author

Additional Info:
Are you dismayed by the lack of discussion and questioning in your classroom? Good two-way communication can be difficult. Classroom Communication explains how effective strategies can get students out of the "tell me, show me" attitude and into lively participation.

This book offers ideas on how to start and facilitate discussion, utilize group dynamics, and in-corporate discussion participation into grading. Each section ends with questions and suggestions for individual reflection, moving concepts from the page into the classroom. (From the Publisher)

Table Of Content:
Preface

Part 1 Readings on Discussion
ch. 1 The Dreaded discussion: Ten ways to start (Peter Frederick)
ch. 2 Classroom structures which encourage student participation (William H. Bergquist, and Steven R. Phillips)
ch. 3 Teaching using discussion (Willilam Ewens)
ch. 4 Improving Discussion (William E. Cahsin, and Philip C. McKnight)
ch. 5 Grading Seminar performance (Edward G. Clarke)
ch. 6 Designing discussions as group inquiry (John H. Clarke)

Part 2 Readings on Questioning
ch. 7 Learning to Question (Ralsph Thompson)
ch. 8 Research Summary: Are professors part of the problem? (Maryellen Weimer)
ch. 9 Questioning in the college classroom (Ronald T. Hyman)
ch. 10 Planning questions (Stephanie Goodwin, and Colleqgues)

Additional Info:
In Learning from Our Lives: Women, Research, and Autobiography in Education, eleven women who are eminent educational researchers speak out intimately, and from these autobiographical accounts, readers experience how research that emerges from diverse women's lives shapes (and reshapes) educational knowledge and discourse. The book offers thoughtful insights into how the field of education might change as women assume positions of intellectual leadership. The distinguished list of contributors includes Kathryn H. Au, Concha Delgado-Gaitan, Maxine Greene, Patricia J. Gumport, Gloria Ladson-Billings, Ellen Condliffe Lagemann, Martha Montero-Sieburth, Anna Neumann, Nel Noddings, Penelope L. PEterson, and Linda f. Winfield. The book will be an important resource for graduate courses in foundations, teacher education, philosophy of education, women and education, research methods, sociology of education, and politics and education; general readers will find it fascinating reading as well. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments

ch. 1 Researching Lives: Women, Scholarship, and Autobiography in Education (Anna Neumann, and Penelope L. Peterson)
ch. 2 Exclusions and Awakenings (Maxine Greene)
ch. 3 Dismantling Borders (Concha Delgado-Gaitan)
ch. 4 For colored girls who have considered suicide when the academy's not enough: Reflections of an African American Woman Scholar (Gloria Ladson-Billings)
ch. 5 Schooling, Literacy, and Cultural Diversity in Research and Personal Experience (Kathryn H. Au)
ch. 6 Ways Without Words: Learning from Silence and Story in Post-Holocaust Lives (Anna Neumann)
ch. 7 The Weaving of Personal Origins and Research: Reencuentro y Reflexion en la Investigacion (Martha Montero-Sieburth)
ch. 8 A Subjective Necessity: Being and Becoming an Historian of Education (Ellen Confliffe Lagemann)
ch. 9 Accident, Awareness, and Actualization (Nel Noddings)
ch. 10 First Words. Still Words (Patrica J. Gumport)
ch. 11 Multiple Dimensions of Reality: Recollections of an African American Woman Scholar (Linda F. Winfield)
ch. 12 Learning Out of School and In: Self and Experience at Home, School, and Work (Penelope L. Peterson)
ch. 13 Learning from Research and Everyday Life (Anna Neumann, and Penelope L. Peterson)

About the Editors and the Contributors
Index

Additional Info:
Cover title.
"A resource for faculty and staff at the University of Notre Dame"--Cover.

Table Of Content:
Introduction

Section 1 - Overview
ch. 1 The University of Notre Dame's Office for Students with disabilities
ch. 2 The Qualified Student
ch. 3 Thoughts about the Classroom Environment
ch. 4 Test Adaptation and Administration
ch. 5 Faculty Dilemmas and Challenges - Personal Experiences

Section 2 - Resources
ch. 6 Assistive Technology
ch. 7 Visual Impairments
ch. 8 Mobility and Dexterity
ch. 9 Students with Attention Deficit Disorder and Learning Disabilities
ch. 10 Hearing Impairments
ch. 11 Speech Impairments

Additional Info:
This book addresses the fundamental changes occurring in higher education, centering on productivity, quality, access, and competitiveness. The 15 chapters illustrate how public and private institutions are providing leadership for the higher education revolution. (From the Publisher)

Table Of Content:
ch. 1 "The Learning Revolution: (Diana G. Oblinger and Sean C. Rush)
ch. 2 "The Transformation of Higher Education" (Michael Hooker)
ch. 3 "Another Paradigm Shift" (Charlie Tuller)
ch. 4 "Higher Education in the Information Age" (Gregory C. Farrington)
ch. 5 "Moving Toward a Mobile Teaching and Learning Environment: Using Notebook Computers" (Donald Sargeant)
ch. 6 "Project Vision: Toward More Active and Collaborative Learning" (Robert E. Dunham)
ch. 7 "Reengineering the Undergraduate Curriculum" (Jack M. Wilson)
ch. 8 "Collaborative Legal Education" (Steve H. Nickles and Craig Runde)
ch. 9 "Transforming the Community College" (Terry O'Banion)
ch. 10 "Tradition and Change in Quest of Excellence" (Thomas K. Hearn, Jr.)
ch. 11 "The Library of the Future" (Suzanne E. Thorin and Virginia D. Sorkin)
ch. 12 "A Learning Enterprise for the CyberCentury: The Western Governors University" (Michael O. Leavitt)
ch. 13 "Life on the Wired Campus: How Information Technology Will Shape Institutional Futures" (William F. Massy)
ch. 14 "Asynchronous Learning Networks: New Possibilities" (A. Frank Mayadas);
ch. 15 "Challenges of the Learning Revolution"

Additional Info:
In a post-liberal critique of the mainline establishment, Oden identifies the failures of contemporary theological education and its accompanying ideology, maps out the ultra-liberalization of church bureaucracies and special interest politics, and calls for a return to classical Christian theological roots and categories.

Table Of Content:
Foreword by Richard John Neuhaus

ch. 1 Introit: Affectionate Anguish
ch. 2 Overture: The Feast I Left
ch. 3 Interlude: The Feast I Missed
ch. 4 Allegro: The Feast I Did Not Expect
ch. 5 Postlude: The Young Fogeys

Appendix A: Can a Goddess Be Politically Correct?
Appendix B: Case Study: Is Anything at All Incompatible with Christian Teaching?
Appendix C: Documents of Ancient Ecumenical Orthodoxy
Appendix D: Postmodern Paleo-orthodox Writers: An Expanding List

Index

Additional Info:
Teachers choose their vocation for reasons of the heart, because they care deeply about their students and about their subject. But the demands of teaching cause too many educators to lose heart. Is it possible to take heart in teaching once more so that we can continue to do what good teachers always do - give heart to our students? In The Courage to Teach, Parker Palmer takes teachers on an inner journey toward reconnecting with their vocation and their students - and recovering their passion for one of the most difficult and important of human endeavors. (From the Publisher)

Table Of Content:
Gratitudes
Introduction: Teaching from Within

I The Heart of a Teacher: Identity and Integrity in Teaching
II A Culture of Fear: Education and the Disconnected Life
III The Hidden Wholeness: Paradox in Teaching and Learning
IV Knowing in Community: Joined by the Grace of Great Things
V Teaching in Community: A Subject-Centered Education
VI Learning in Community: The Conversation of Colleagues
VII Divided No More: Teaching from a Heart of Hope

Notes
The Author
Index

Additional Info:
This primer on authentic education explores how mind and heart can work together in the learning process. Moving beyond the bankruptcy of our current model of education, Parker Palmer finds the soul of education through a lifelong cultivation of the wisdom each of us possesses and can share to benefit others. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Knowing is loving
ch. 2 Education as spiritual formation
ch. 3 The teaching behind the teaching
ch. 4 What is truth?
ch. 5 To teach is to create a space...
ch. 6 ...In which obedience to truth is practiced
ch. 7 The spiritual formation of teachers

Notes
Index

Additional Info:
With wisdom, compassion, and gentle humor, Parker J. Palmer invites us to listen to the inner teacher and follow its leadings toward a sense of meaning and purpose. Telling stories from his own life and the lives of others who have made a difference, he shares insights gained from darkness and depression as well as fulfillment and joy, illuminating a pathway toward vocation for all who seek the true calling of their lives. (From the Publisher)

Table Of Content:
Gratitudes.
Listening to Life.
Now I Become Myself.
When Way Closes.
All the Way Down.
Leading from Within.
There Is a Season.
Notes.
The Author.

Additional Info:
Assessment Clear and Simple is "Assessment 101" in a book -- a concise, step-by-step guide written for everyone who participates in the assessment process. This practical book helps to make assessment simple, cost-efficient, and useful to the institution, while at the same time meeting the requirements of accreditation agencies, legislatures, review boards, and others. Assessment Clear and Simple can help your institution employ assessment as a powerful instrument for improvement and provide a basis for wiser planning, budgeting, and change in curriculum, pedagogy, staffing, programming, and student support. (From the Publisher)

Table Of Content:
Preface
The Authors

ch. 1 The Essentials of Successful Assessment
ch. 2 Developing Definitions, Goals, and Plans
ch. 3 Encouraging Involvement in Assessment
ch. 4 Selecting Methods and Approaches
ch. 5 Using Performance Measures and Portfolios for Assessment
ch. 6 Using Tests, Classroom Assignments, and Classroom Assessment
ch. 7 Listening to Students' Voices
ch. 8 Relating Assessment to the World of Work
ch. 9 Assessing General Education
ch. 10 Assessing Campus Environments and Student Experiences
ch. 11 Reporting and Using Assessment Results
ch. 12 A Matter of Choices

References
Name Index
Subject Index

Additional Info:
This work responds to a renewed emphasis on teaching in the academy. Written from the perspective of a classroom teacher, it is a practical application of the principles behind the Critical Thinking movement to the study of religion. Emphasizing that the acquisition of critical thinking depends less on what is taught than on how it is taught, the author presents concrete examples from his own experience to illustrate a student centered approach to teaching. By demonstrating how the study of religion contributes to the development of critical thinking - through the acquisition of problem-solving, decision-making, and metacognitive skills - Penaskovic suggests its value to a broader liberal arts curriculum as well. Both a theoretical review of Critical Thinking and a "nuts-and-bolts" manual on how it can be used and assessed in the classroom, this work will challenge new and veteran teachers alike to re-examine and renew what they do in the classroom. The book includes a selected, annotated bibliography on Critical Thinking. Every teacher of religion will want to read this book. (From the Publisher)

Table Of Content:
Acknowledgements
Preface

ch. 1 What Is Critical Thinking?
ch. 2 Barriers to Critical Thinking?
ch. 3 The Three Levels of Learning
ch. 4 Teaching in the Active Mode
ch. 5 Cooperative Learning
ch. 6 Critical Thinking and Creativity
ch. 7 The Assessment of Critical Thinking
ch. 8 Unsolved Mysteries

Appendix A: Glossary of Terms
Select Annotated Bibliography