Pecha Kucha in the Classroom Posted on March 3, 2020 by Chris ParisClassroom presentations often seem like a good idea. After all, why not give students a chance to share their thoughts, engage their classmates in quality conversations, and earn valuable experience? Then it happens. The class falls victim to a well researched, but over-the-top presentation where as much text as possible is squished onto the screen….
Teaching Bible with Tech at #AARSBL15 Posted on November 20, 2015 by Richard NewtonWhether you’re a veteran scholar or are attending the Society of Biblical Literature for the first time, you may be asking how to narrow your session options….The Academic Teaching and Biblical Studies and Global Education and Research Technology groups are joining up to bring you a program that you won’t want to miss.
Teaching the Bible and Race in the USA Posted on July 1, 2015 by Richard NewtonLast fall at Elizabethtown College, I taught an upper-level seminar entitled the Bible and Race in the USA. Our small class was divided evenly among Caucasian and African American participants. At the close of the semester, I asked a few students to reflect on their learning experience. With their permission, I’ve edited together their remarks into the collaborative essay below.
“I’m Using My Bible for a Roadmap” Posted on June 8, 2015 by Charles MillerThe conventional way that introductory biblical studies courses are taught is that one proceeds through, say, the New Testament either canonically (from Matthew to Revelation), or historically (1 Thessalonians to 2 Peter), or some combination of the two. The focus is on information acquisition with the assumption that the Bible’s content is somehow meaningful, especially when placed within its various historical contexts. In other words, we who teach the Bible, along with our students who wish to learn about it, approach the Bible as insiders, taking for granted its inherent value.
Learning to Fish: Part 3—Methods for Teaching Methods Posted on December 23, 2014 by David RhoadsJust as our scholarly use of new methods can open vistas of interpretation for scholars, my students were awakening to ways of studying the Bible that were wholly new to them. Even more delightful was when students employing a method that had never been applied to the text they were studying. In those cases, they are on the cutting edge of biblical scholarship—not just in doctoral courses but also in college electives and seminary classes, even survey courses….