The Logos Academic Blog
Dr. Michael F. Bird | Ridley College
The information age is changing how we deliver teaching and learning in seminary education. Accordingly, our pedagogy needs to catch up with the technology and the needs of our students. My mind changed on this very slowly and very reluctantly, but several observations over the last decade have convinced me that we need to adapt to a fluid learning environment.
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Due to the editor’s conference travels, the Jobs post has been on a short hiatus, but we are back this week with three dozen new postings. There are numerous open rank and assistant professor positions on offer, as well as a handful of prestigious chairs up for grabs, from Los Angeles to Aberdeen, Germany to Austria. Happy hunting, and be sure to get your Free Book of the Month as the link below.
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Sue Edwards | Dallas Theological Seminary
How you view women influences how you teach them. Paul uses familial language to describe Christian relationships, and I’ve found this imagery useful in creating a healthy classroom ethos where both women and men thrive.
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The past two weeks we saw numerous open rank positions, postdocs, and even a number of paid PhD posts introduced to the market. Jobs available from Switzerland to New Jersey, Georgia to Belgium. Happy hunting.
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An Example of Co-Teaching as a Means of Modeling Interdisciplinary Dialogue
Eric J. Tully | Trinity Evangelical Divinity School
One of the challenges in Christian higher education is navigating the tension between various fields of study. Christian institutions should have an inherent unity that comes from our faith and mission, but there is often a basic fragmentation that reflects the academic guilds in which we have been trained and now participate.
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We’ve seen numerous new jobs appear the past two weeks, including some Dean/Head positions, OT, NT, and EC opportunities, and a handful of interesting postdocs. Jobs available from San Diego to Cardiff, Pennsylvania to Belfast. Happy hunting.
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by Scott McClelland | South University
Students take grades very seriously. Many times, they stick their personality out there, as well as any content, for professors to examine. In response, we place a quantitative score on a qualitative essay which comes from deep in the student’s heart. So we invented rubrics in the hope that we could justify our quantitative scoring. Rubrics, at least, provide a foundation to guide (and keep in check?) our qualitative responses to a student’s work. But are they enough? [Read more…]
