Structured Reading Groups

This paper explored James’ Lang’s work Small Teaching as a useful resource for developing and incorporating structured reading groups in the required upper-level theology courses at the institutions where I teach. The purpose of the reading groups is to increase student engagement and facilitate deep learning, with each reading group role patterned on one of Lang’s models or principles of knowledge, understanding, and inspiration.

Grading Rage in the Pastoral Care Classroom

Assessment and grading can elicit rage on the part of both learners and teachers. Can rage lead to creative transformation of classroom cultures to support students in achieving learning goals? Can rage sharpen pedagogical commitments? The author reviews a critical incident of unexpected grading rage that emerged in her once a week three-hour masters level introductory pastoral care classroom, what she did about it in the moment, and how three strategies she employed could be helpful for teaching and learning religion and theology more broadly. When grading rage emerges in the pastoral care classroom and beyond, teaching and learning misunderstanding stories, facilitated by neutral questions in charged contexts, can make room for creative transformation when supported by third voices.

Tackling Islamophobia in a Course on Religion and Politics

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Latinx/a/os in Higher Education: Exploring Identity, Pathways, and Success

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A Guide to Collaborative Communication for Service-Learning and Community Engagement Partners

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Inequality, Innovation and Reform in Higher Education

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Enhancing Education and Training Initiatives Through Serious Games

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Educational Politics for Social Justice

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Teaching Mindful Writers

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Partnership in Higher Education: Trends between African and European Institutions

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