Teaching in the Study of Religion and Beyond A Practical Guide for Undergraduate Classes
Produktdetaljer
Biografisk notat
Russell T. McCutcheon is University Research Professor and the Chair of the Department of Religious Studies at the University of Alabama, USAWhether new to the business of teaching in higher education or endowed with decades of experience, this volume will incite new perspectives on teaching and lay the groundwork for meaningful changes ... A truly inspiring companion and work of reference for undergraduate instructors in the liberal arts!
Carmen Becker, Postdoctoral Researcher, Leibniz University Hannover, Germany
This is a tremendously useful volume that I wish I had had as a new faculty member. From classroom suggestions to program building, it’s like having the best of mentors at your fingertips.
Julie Ingersoll, Professor of Religious Studies, University of North Florida, USA 3
A great teaching resource with insightful reflections and practical recommendations.
Stefanie Sinclair, Senior Lecturer in Religious Studies, The Open University, UK
<i>Teaching in the Study of Religion and Beyond</i> is arranged as a delightful A-Z compendium of practical wisdom about the contexts and conundrums of teaching and working in contemporary colleges and universities. Its contributors all just happen to work in the ‘study of religion’, but they bring transdisciplinary insights and advice relevant to every corner of campus.
Matt Baldwin, Professor of Religion and Philosophy, Mars Hill University, USA
Drawing on their wide experience in the undergraduate classroom, the contributors address basic but current issues in university teaching. This book provides practical commentary and invites instructors to consider how to address the learning needs of their students, while taking into account the wider structural requirements of administrations, governments, or credentialing agencies.
Consisting of about forty, readable, short entries – on topics ranging from curriculum, grading, group work, digital humanities and large lectures, to learning management systems, office hours, online/remote courses, recruiting and seminars – this book provides a wealth of practical help and reassurance to teachers working with undergraduate students.
This book is a valuable tool for early instructors in universities and colleges, showing them how to impact a class’s success. It provides a critical background on the issues involved whilst also offering suggestions on how to navigate the competing demands on teachers.
About This Book, Russell T. McCutcheon (University of Alabama, USA)
Introduction, Russell T. McCutcheon (University of Alabama, USA)
Acknowledgments
Contributors
1. Academic Misconduct, Leslie Dorrough Smith (Avila University, USA)
2. Accessibility, Russell T. McCutcheon (University of Alabama, USA)
3. Accommodations, Rita Lester (Nebraska Wesleyan University, USA)
4. Assessment, Steven Ramey (University of Alabama, USA)
5. Assignments, Teemu Taira (University of Helsinki, Finland)
6. Attendance, Leslie Dorrough Smith (Avila University, USA)
7. Class Participation, Khurram Hussain (Lehigh University, USA)
8. Core Curriculum/General Education, Craig Martin (St. Thomas Aquinas College, USA)
9. Critical Thinking, Emily Crews (University of Chicago Divinity School, USA)
10. Curriculum, Rita Lester (Nebraska Wesleyan University, USA)
11. Digital Humanities, Michael Altman (University of Alabama, USA)
12. Directed Readings/Independent Studies, Khurram Hussain (Lehigh University, USA)
13. Diversity, Equity, and Inclusion (DEI), Merinda Simmons (University of Alabama, USA)
14. Examples, Michael Altman (University of Alabama, USA)
15. Experiential Learning, Emily Crews, (University of Chicago Divinity School, USA)
16. Extra Credit, Vaia Touna, (University of Alabama, USA)
17. Films, Khurram Hussain (Lehigh University, USA)
18. Final Examinations, Michael Altman (University of Alabama, USA)
19. Grading, Vaia Touna, (University of Alabama, USA)
20. Group Work, Teemu Taira (University of Helsinki, Finland)
21. High Impact Practices, Rita Lester (Nebraska Wesleyan University, USA)
22. Honors, Merinda Simmons (University of Alabama, USA)
23. Introduction vs. Survey, Vaia Touna (University of Alabama, USA)
24. Large Lectures, Steven Ramey (University of Alabama, USA)
25. Learning Management Systems (LMS), Russell McCutcheon (University of Alabama, USA)
26. Library Resources, Emily Crews (University of Chicago Divinity School, USA)
27. Office Hours, Leslie Dorrough Smith (Avila University, USA)
28. Online/Remote Courses, Steffen Führding (Gottfried Wilhelm Leibniz Universität, Germany)
29. Peer Tutors, Russell McCutcheon (University of Alabama, USA)
30. Prerequisites, Steffen Führding (Gottfried Wilhelm Leibniz Universität, Germany)
31. Primary vs. Secondary Sources, Craig Martin (St. Thomas Aquinas College, USA)
32. Professionalization, Richard Newton (University of Alabama, USA)
33. Public Humanities, Richard Newton (University of Alabama, USA)
34. Readings, Craig Martin (St. Thomas Aquinas College, USA)
35. Recruiting Majors, Richard Newton (University of Alabama, USA)
36. Seminars, Steffen Führding (University of Alabama, USA)
37. Senior Seminars, Rita Lester (Nebraska Wesleyan University, USA)
38. Student Evaluations of Instruction, Russell McCutcheon (University of Alabama, USA)
39. Syllabi, Richard Newton (University of Alabama, USA)
40. Teaching Assistants, Steven Ramey (University of Alabama, USA)
41. Theory, Merinda Simmons (University of Alabama, USA)
42. Transferable Skills, Steven Ramey (University of Alabama, USA)
43. Undergraduate Research, Suzanne Owen (Leeds Trinity University, UK)
44. Writing, Merinda Simmons (University of Alabama, USA)
Afterword: The Introductory Course: Less is Better, Jonathan Z. Smith (University of Chicago, USA)
Extended Glossary, Russell T. McCutcheon (University of Alabama, USA)
Index