Written by religious scholars for those engaged in the task of theological education, Seminarium Elements bridges the gap between pedagogical theory and the practice of teaching within seminary’s on a day-to-day basis. The goal of the series is to explore new ideas about teaching in the twenty-first century, and explore how those ideas can be implemented to the advantage of the student. Fresh, innovative, and challenging, the books in this series are hotbeds of creative energy and academically critical pedagogy developed and supported by professors with a passion for designing cutting-edge classroom experiences.
In the Logos editions, these volumes are enhanced by amazing functionality. Important terms link to dictionaries, encyclopedias, and a wealth of other resources in your digital library. Perform powerful searches to find exactly what you’re looking for. Take the discussion with you using tablet and mobile apps. With Logos Bible Software, the most efficient and comprehensive research tools are in one place, so you get the most out of your study.
Today’s seminary and religious education instructors are expected to design and redesign their courses more nimbly than in the past. They must adapt courses to new learning environments, more diverse learners, and more diverse vocations—all while receiving fewer rewards from their institutions for the extra time they invest in course design.
Understanding Bible by Design helps you revise your courses quickly, intuitively, and effectively. G. Brooke Lester introduces an approach to course design that is time-efficient and grounded in a firm commitment to “big ideas and essential questions.” Contributors Jane Webster and Christopher Jones demonstrate the value of this method for the biblical studies instructor—whether seminary or university, face-to-face or online, intimate seminar or massive lecture hall.
Chock-full of specific examples of rubrics, assignments, and key questions, this book also offers a friendly counterpoint to academe’s all-too-frequent dismissal of pedagogical reflection.
—Mary E. Hess, professor of educational leadership and chair of leadership division, Luther Seminary
If you care about teaching and want to do more than just tweak your syllabi, this exciting volume is for you.
—Nyasha Junior, assistant professor of Hebrew Bible, Howard University School of Divinity
G. Brooke Lester is assistant professor of Hebrew Scriptures and director for emerging pedagogies at Garrett-Evangelical Theological Seminary in Evanston, Illinois.
Effective Social Learning: A Collaborative, Globally-Networked Pedagogy
The ground of higher education is shifting, but learning ecosystems around the world have much more space than MOOCs and trendy online platforms can fill. Loewen shows how professors have an indisputable pedagogical edge that gives them a crucial role to play in higher education. By adopting the collaborative pedagogical process in this book, professors can create effective social learning experiences that connect students to peers and professional colleagues in real time.
Loewen moves beyond surface questions about technology in the classroom to a problem best addressed by educators in bricks-and-mortar institutions: if students are social learners, how do we teach in a way that promotes actual dialogue for learning?
Designing learning experiences that develop intercultural competencies puts the test to students’ social inclinations, and engagement with course material increases when it’s used to dig deeper into the specificities of their identity and social location. Loewen’s approach to interinstitutional collaborative teaching will be explored with examples and working templates for collaborative design of effective social learning experiences. This is done by collaborative dialogue with G. Brooke Lester and Christopher Duncanson-Hales. As a group, Loewen, Lester, and Duncanson-Hales create a text that extends pedagogical innovation in inspiring but practical ways.
The author and contributors to this text demonstrate a promising collaborative pedagogy that opens up new possibilities for faculty and students alike seeking to engage one another within and across global networks and classrooms for more dynamic social learning.
—Fred Glennon, professor of religious and social ethics, Le Moyne College
Loewen, Lester, and Duncanson-Hales sketch how internet-based technology can successfully be put to practical use in our physical classrooms. Through illustrations of multiple victories and pitfalls, the team provide a large set of tools for navigating social learning environments.
—Kristian Petersen, assistant professor of religious studies, University of Nebraska—Omaha
A highly informed, accessible, and practical guide for teachers keen to develop cross-cultural, innovative, engaged learning opportunities for their students.
—Michel Desjardins, associate dean, Wilfrid Laurier University
Nathan R.B. Loewen is an assistant professor in the department of religious studies at the University of Alabama. He also serves as the faculty technology liaison for eTech in the faculty of arts and sciences. His research on teaching and learning seeks to adopt and adapt web-based technologies in order to enact pedagogies of active learning, universal design, and sustainable internationalization. As scholar of religious studies, Loewen’s publications focus on globalizing discourses within the philosophy of religion and analyzing the intersection of religious studies and development studies.
Pedagogies for Student-Centered Learning: Online and On-Ground
What comes to mind when you hear student-centered learning? Do you immediately see a classroom without a teacher? Do you see students teaching other students? How do you know which pedagogies to use when designing the best learning environment? The question of determining what pedagogies to use within the classroom (on-ground or virtual) can often plague teachers given today’s student.
This book will help you identify the difference between teacher-centered and student-centered learning and the various pedagogies commonly associated with each. This book will draw upon the research and experience of three different educators and their pedagogical variations and uses within the classroom and online. Crumly’s synopsis of student-centered learning and suggested action is followed by a collaborative dialogue with Pamela Dietz and Sarah d'Angelo. Dietz and d'Angelo provide practical commentary regarding the successful implementation of Crumly's proposed approaches. As a group, Crumly, Dietz, and d'Angelo create a text that extends pedagogical innovation in inspiring but practical ways.
Crumly, Dietz, and d’Angelo share this actively engaging text featuring a multitude of interactive quotes, diagrams, QR codes, and URLs that appeal to the learning explorer who likes to ‘change it up.’
—Paul Gebb, associate professor of dance, Oklahoma City University
If one is looking to identify the difference between teacher-centered and student-centered learning and the various pedagogies commonly associated with each, this is hands-down the piece to review.
—John A. McCoy, education specialist, Achiever Education and Training
Crumly, d'Angelo, and Dietz explore unique and highly effective approaches for applying student-centric learning methods in the classroom. Written in a conversational style, this book is a useful resource for adult educators. It is truly a welcome addition to my professional library.
—Barry Leslie, instructor, Army Management College
Cari Crumly manages a number of educational elements from project consulting on educational contracts, including curriculum development and instructional design, to research and writing. Crumly is from Springfield, Illinois and graduated from Capella University with a master of science in education-training and performance improvement and a doctorate in philosophy with an emphasis on post-secondary and adult education.
Interreligious Learning and Teaching: A Christian Rationale for a Transformative Praxis
In view of our current multi-cultural setting—one which constantly exposes us to the beliefs and practices of others—this text advocates understanding other religious traditions in a way that promotes respect and engenders a deeper appreciation of one’s own faith. Speaking primarily to those in education, Kristin Johnston Largen analyzes why and how interreligious learning can be transformative for students. She not only lays the theological groundwork for interreligious study, but also offers advice on facilitating such study.
Largen’s synopsis of interreligious education and suggested action includes contributions by Mary E. Hess and Christy Lohr Sapp. Hess and Sapp provide practical commentary for implementing Largen’s approach. As a group, Largen, Hess, and Sapp create a text that extends pedagogical innovation in inspiring but practical ways.
An interreligious society and world such as ours makes such study an ethical must for all citizens and members of all faith traditions.
—Kelly Denton-Borhaug, associate professor of religion, Moravian College
This text presents comparative theology and other paradigms for interreligious engagement in an engaging and accessible manner. It’s like joining a conversation already going on between Christians on how they have been learning to encounter interreligious contexts in ways that transform their own faith and the faith of those they encounter.
This is a thoughtful and discerning guide for all Christians interested in exploring interreligious relationships in light of the best contemporary educational practices.
—Leo D. Lefebure, professor of theology, Georgetown University
This work calls Christians to engage that world through creative reading of the Bible and the Christian tradition, which ‘walks the line between holy envy and misappropriation’ of another’s tradition. The text will challenge the reader to think in deeper ways about what she or he would appropriate or refuse to appropriate from the teachings and practices of the religious ‘others.’
—Winston D. Persaud, professor of systematic theology, Wartburg Theological Seminary
Kristin Johnston Largen is associate professor of systematic theology at Gettysburg Seminary in Gettysburg, Pennsylvania. She is also the author of Fortress Press Contemporary Theology Collection (7 vols.) and What Christians Can Learn from Buddhism: Rethinking Salvation. She is also the editor of Dialog.