E-learning or Correspondence? The Fine Line. Posted on June 9, 2014 by Cari CrumlyDid you know that there is a fine line when it comes to technology based instruction known as e-learning and correspondence? What’s the difference? Either way the lesson, assignments, tests, books, etc…are sent and/or received via mail, right? Okay, okay, maybe it is electronic mail, but isn’t it still correspondence? Well, let’s look at this a little more in depth….
Contextualization as an Ethical Practice: Part 2—Unpacking “Machine-Made” Biblical Knowledge Posted on June 2, 2014 by Gregory CuéllarThe cultural iconic status of the Bible in Western society can easily be harnessed for oppressive purposes. This demands an ethical obligation to biblical interpretation that scientific historical methods alone are unable to fulfill…. Through contextualization, we are drawn to uncover the social beliefs underwriting the default system present within the field of biblical studies….
Role-Playing the Public Voice to Integrate Teaching & Service Posted on May 27, 2014 by Mindy McGarrah SharpLove them and/or despise them, role-plays are one of the most effective strategies for developing a public theological voice. You can use role-plays in many different ways in your classes to inspire public theology while illuminating course content….
“Let Them Read Drafts!”—Integrating Teaching & Scholarship Posted on May 16, 2014 by Mindy McGarrah SharpLike brioche of “Let Them Eat Cake” fame, students need to delve into the kneading process that moves academic writing from idea to publication. Many of us get stuck believing that a first draft should be a polished draft, which is far from the case. Sharing drafts can also begin to address power dynamics by opening up what can be seen as exclusive academic conversations.
Sleep in Academia: An End-of-Term Tantrum Posted on May 15, 2014 by A+ Brooke Lester, CuratorI’m sleeping terribly this month. Because it’s May. Again. In the first two installments of this sleep-deprivation series I bragged about how meticulously I average 8+ hours of sleep per night. But it’s May. Again. Normally, “May” means “grading,” and “grading” means “throwing out my lower back and suffering 3–4 weeks of sleep- and work-inhibiting chronic pain.” As it happens, I’m on sabbatical this term, but I do have an end-of-month writing deadline, which turns out to have the same effect. You don’t need me to tell you what work-related stressors prevent you from getting enough sleep. But having named the problem, and having acknowledged the crippling effects of sleep deprivation on our performance and our health, and before looking for solutions, it seems right to ask out loud: What are the stressors in academia that kill our sleep, whether by introducing physical pain, or by keeping our brains in fight-or-flight mode, or by simply filling too many hours?