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Project to Train Graduate Students in Undergraduate Teaching
Proposal abstract :
Development of graduate courses on the vocation of teaching and faculty discussion on teaching religion, facilitated by educational consultants.
Learning Abstract :
The project sought to train graduate students in the undergraduate teaching. They focused on three areas of attention: the practice of teaching, the development of academic professional identity, and an exploration of the teaching profession as vocation. This was pursued through a course entitled, "The Vocation of Teaching Theology" and through informed faculty discussion about teaching theology.
The process of designing and implementing the course involved important faculty discussion about pedagogy in a formal and disciplined way. The department found great value in having a professional in the field of education lead faculty workshops. Also, receiving a grant brought attention of the administration who were then willing to contribute financial support. As a result, the course was made a permanent part of the curriculum. From this point, each teaching fellow will be assigned a faculty mentor for advisement. The faculty expressed a strong desire to continue discussions and workshops on teaching. In general there was an interest in developing the program further.
Development of graduate courses on the vocation of teaching and faculty discussion on teaching religion, facilitated by educational consultants.
Learning Abstract :
The project sought to train graduate students in the undergraduate teaching. They focused on three areas of attention: the practice of teaching, the development of academic professional identity, and an exploration of the teaching profession as vocation. This was pursued through a course entitled, "The Vocation of Teaching Theology" and through informed faculty discussion about teaching theology.
The process of designing and implementing the course involved important faculty discussion about pedagogy in a formal and disciplined way. The department found great value in having a professional in the field of education lead faculty workshops. Also, receiving a grant brought attention of the administration who were then willing to contribute financial support. As a result, the course was made a permanent part of the curriculum. From this point, each teaching fellow will be assigned a faculty mentor for advisement. The faculty expressed a strong desire to continue discussions and workshops on teaching. In general there was an interest in developing the program further.