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The authors of 147 Practical Tips for Emerging Scholars describe their work as offering much “to initiate or advance your success as a scholar, and nothing to lose as you invest a short time to read it” (22).  This is a bold claim for a slender volume. However, this clear, honest, unpretentious work lives up to that promise. Authors Kathleen King and Ann Cranston-Gingras identify a key problem with the structure of academia: Those who seek to engage with it too often find themselves without guidance: the professional lives of doctoral faculty, new faculty, and experienced faculty (the three groups the book addresses) are often unsupervised and lack critical guidance for developing and establishing professional reputations, maintaining schedules, pursuing tenure, and avoiding mistakes. Guidance for making good professional decisions is what 147 Practical Tips seeks to provide. The key word which characterizes these tips is “practical”; the tips range from advice about scheduling to reminders to spell-check all correspondence. Some of the tips are about personal development; the authors focus not just on writing, but writing well, learning to vary styles and approaches. Others concern etiquette, with the dos and don’ts of collaborating with peers and contacting publication editors. The final section encourages scholars to apply this knowledge in the service of other emerging scholars, becoming the mentors to students and colleagues we wish we had had. Throughout, there is the acknowledgment that not all of the tips are relevant to all persons at all times; instead, King and Cranston-Gingras intend this to be a re-read resource, to be returned to as often as necessary. Though both authors work in education departments, the tips are meant to be applicable across disciplines – which is one of the book’s unfortunate weaknesses, as most tips are by necessity wholly unspecific. In addition, the section on technology already feels a touch outdated, as though it were targeted to an older audience, one which could use reminders that Dropbox can facilitate collaboration and all-caps text reads like shouting. For a short, cross-discipline guidebook, however, this book provides a significant amount of helpful hints and general guidance. Even in its limited scope, it encourages readers to take the extra steps they need to learn about publications, trends, and significant works inside their own disciplines, and then to apply the information here as necessary. The advice is often simple but rarely simplistic; even the most basic suggestions are good reminders of things too easy to forget in what can be chaotic pursuits. An emerging scholar myself, I would recommend this book to others on the path to establishing academic careers, and I expect to find myself opening it again.

Cláudio Carvalhaes Associate Professor McCormick Theological Seminary In memory of William Klug and Ioan Petru Culianu Pedagogies are concerned with the study and practice of teaching and learning. Pedagogies are ways of organizing society as it has to do with ways of thinking and valuing life, shaping emotions, defining sense,

Caleb Elfenbein Assistant Professor Grinnell College Don’t we all have moments when we want to, or perhaps feel like we should, set aside a class session plan in lieu of discussing a pressing event or development? Despite the vast array of subjects that we teach within the broader field of..

Tat-siong Benny Liew Class of 1956 Professor in New Testament Studies College of the Holy Cross [O]ne thing above all—to step to one side, to leave … spare moments, to grow silent, to become slow—the leisurely art of the goldsmith applied to language: an art which must carry out slow

Theological school deans are not just theological leaders for their institution, they must be EDUCATIONAL leaders. That is, they must implement sound educational practices related to curriculum, instruction, supervision, assessment, and administration. There is a variety of ways to assess...

Najeeba Syeed-Miller Assistant Professor Claremont School of Theology In my last entry, I made curricular suggestions on teaching Islam and pluralism. The curricular suggestions continue as follows: Juristic Approaches to Diversity Ethics of Disagreement: This method is an internal modality for dissent for scholars of Islam who developed a systematized..

Nancy Lynne Westfield Associate Professor of Religious Education Drew Theological School Imagine this scenario: “YOU TOOK MY JESUS!” said the first-semester student who is feeling displaced, disoriented, disappointed and enraged while being overwhelmed, even defeated, by the unexpected convergence of seminary courses’ too dense readings along with the absence of.

Youshaa PatelAssistant Professor of Religious Studies Lafayette College Today, Islam is paired with violence so often that these two concepts have become virtually synonymous. Conversations are often wedged between criticisms that Muslims are doing too much violence or not doing enough to stop it. Jihad, the Islamic keyword that.

Cláudio Carvalhaes Associate Professor McCormick Theological Seminary Last time we talked about the body in the classroom. Our body, my body, the bodies of my students, are all shaped by institutional bodies that carry values, marks, love, deceptions, commitments and history. Just as our bodies carry constructions of race, gender,

Edward E. Curtis, IV Millennium Chair of the Liberal Arts & Professor of Religious Studies Indiana University School of Liberal Arts at IUPUI (Indiana University - Purdue University, Indianapolis)For the past fifteen years I have tried to teach about Islam as a religiously diverse tradition practiced by communities around