Seminarium

The Elements of Great Teaching

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Formational Theological Education—Part 1: Troubling a Metaphor

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Change is coming to theological education….

In the future, one of the great elements of teaching will be tending not only to the knowledge our students need, but also competency and character-based practices. Pedagogy, curriculum and technological innovation can support this shift, but it seems to me that at its heart is a shift of vocational understanding for theological educators….

 

Writing With a Point—Part 3: Literature Reviews in the Humanities

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Literature reviews offer a chance to experiment with drawing connections. They train students to attentive to what previous research has said. Like a jazz musician, the seasoned learner knows when to hold ponderous silence, when to harmonize, when to bring some dissonance, and when to breakout with a solo. Ultimately, the literature review is an exercise in active listening….

Sleep in Academia: Sleep Tight

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Step One: We admitted that we were powerless over academia’s sleep-deprivation culture, that our lives had become unmanageable.

If we want better sleep, then there are two aspects. First, there are the physiological solutions, many of which will seem both obvious and impractical. Second, there is the task of making these possible by Jobby-Jobbing Our Job.

Writing With a Point—Part 2: The Annotated Bibliography 2.0

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Few things are sadder than the student who cites a work without the foggiest idea of the author’s argument or its relevance to a discourse. To help my undergraduates clarify the reading process, I have them keep an annotated bibliography of course materials and independent research. “Isn’t that a little much?” Here’s the thing. If a student is going to read something for me, I want them to at least get the point of what they’ve read….

Writing With a Point—Part 1: Calculating Introductions

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As far as I’m concerned, STEM education is not the enemy, it’s one of our best allies. In my experience, students with STEM backgrounds have an easier time at transitioning from descriptive writing to critical writing. Their theses are clearer; their questions, more profound; their topics, beautifully honed.

The difference lies in the logic undergirding the scientific method. STEM students hold that a good topic is a defined topic. They presume that a good question is an answerable question. And they maintain that a good thesis is a valid thesis. Once they perceive how all three are functions of each other, they can calculate introductions with this in mind….