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Monday, May 7, 2012
Wednesday, May 2, 2012
The Best Courses Always Include...(Part One)
By Steve Huerd
It’s the most wonderful feeling as a speaker or teacher when
someone comes up to you after you’ve finished speaking and says, “I felt like
God was directly speaking to me through what you said. It’s like you were just talking to me.” These affirmations provide the speaker with
assurance that God is using them in people’s lives through their teaching.
If our purpose as Christian educators is to teach to change
lives so that we might present everyone mature in Christ (Col. 1:28), then this
dynamic interaction must occur somewhere in the teaching process. When it occurs and the light bulb comes on, a
glorious thing transpires in the student’s mind and life as the Holy Spirit
uses our words and life to create change in the learner.
Having sat under many Godly men and women educators during
my twelve years of graduate school, I’ve noticed that the best courses always
included professors making the material especially applicable to my life.
For example, while I was taking a course called Human Growth
and Development at Talbot School of Theology, party of Biola University’s graduate
school, I had no idea there was a scholarly area entitled “Faith Development.” At that time, I had spent roughly twenty years
investing in people to help them in their faith development as a practitioner
and I was shocked to learn that scholars had been researching my life’s
work! I was so thrilled at this discovery,
and grateful to my professor, Dr. Jonathan Kim, of Talbot School of Theology,
for his teaching, that I devoted my dissertation to the subject of spiritual
development in youth.
It was Dr. David Clark, now provost of Bethel University,
whose unique and simple way of presenting his arguments in the apologetics
course I took from him years ago enabled me to share these arguments with
hundreds of students over the years. Or
Dr. Walter Kaiser, Old Testament Scholar and former president of Gordon-Conwell
Theological Seminary, whose love and passion for the Old Testament inspired me
to read and love the Old Testament every year in my devotions. It can even be as simple as sharing from your
own life as Dr. Klaus Issler, professor of Christian Education and Theology at
Talbot School of Theology, often did in our Philosophical Issues class causing
me to rethink my own presuppositions and see Jesus in new ways.
While there is certainly not just one way to make material
applicable to student’s lives, it seems all the best courses include professors
who somehow have figured out how to make that happen. Whether through their teaching methods, their
insights, personal examples, relationships, etc., they always find a way to connect
their subject matter to their students’ lives.
Wednesday, April 25, 2012
Relationships and Influence (Part 3 - Online Teaching)
by Steve Huerd
Last year I began teaching an online master’s level
course. At first I admit to being
overcome and even intimidated by all the technology and the speed at which I
had to learn it all. Being that I was located
a thousand miles away from the university where I was teaching, the only real
instruction I received was watching online videos dealing with how to use
blackboard. And, of course, I had
problems! However, with patient email
interaction with the university, I was finally able to communicate with my
students.
I somehow obtained pictures of my students’ faces and
immediately printed them out in color along with other vital information so
that I could put a name with a face. At
the outset, it seemed like there was no one out there, only dark blackness! I was posting all of this information,
syllabus, pictures, etc. without seeing anyone or hearing anything back.
Then one by one, they started to respond with, “Hey, is this
such and such a class? I just found out
that I was taking this course and …” The
first assignment I gave them was to pick out who the prof was in a group
picture I had put on the main page. I
wanted them to put my name with my face.
A couple of students “forced” me to initiate with them individually
since they hadn’t initially responded to my online stimulus package. During our first “discussion thread
interaction,” there was hardly any interaction at all. So, I decided to apply my old coaching
philosophy of coming down hard the first week of practice and laying down my
expectations. I told them, “I can’t give
you full credit here since you didn’t interact with at least two other people
in here.” They responded well to that
and I began to see much more traffic the following week.
In an effort to further establish relationships, I offered
times for them to Skype with me but no one responded. Then I knew that the “relationship” I had
with them was just going to be different and there wasn’t a whole lot I could
do about it. So, I threw caution to the
wind and just kept encouraging and constantly sending them relevant materials
right up to the end of the course.
The result? I
received good instructor ratings with one student commenting to another
professor that this course was in the top two he had taken during the whole master’s
program! The next semester another
student from that initial cohort signed up for another online course I
taught. To this day, I’ve never met any
of these students in person, but at least I know I made a small difference in
their lives!
Tuesday, April 24, 2012
Line of Research
by Sharon Warkentin Short
In the course of my doctoral studies,
I observed a variety of attitudes toward their dissertations among professors,
authors, and colleagues. One of my instructors, for example, commented that
after she finally finished her dissertation she wanted to take it outside and
bury it. The author of a book I read remarked that she wished the library copy
of her dissertation could have been bound on all four sides. Some—perhaps
many—doctoral graduates set their finished manuscripts on a shelf with a
grateful sigh of relief and move on with their lives.
For others, however, dissertation
studies produce a more profitable outcome: for these scholars, the monumental
amount of work that they poured into literature reviews, investigations, and
analyses endures in an ongoing journey of learning, writing, and teaching about
their area of research. Another professor I know, for example, regularly uses
data from her research in the master’s courses that she teaches, and she
involves her students in collecting new data using the interview protocol that
she designed for her investigation. Similarly, the instructor of my qualitative
research methods class described how she continued to build on the research
that began with her dissertation. This professor encouraged us to establish a “line
of research” based on our dissertation work to which we intended to continue
contributing all our lives.
A great deal depends, of course,
upon what subject one chooses to research. I am blessed to still be fascinated
by the topic of my research, and to still enjoy working with this subject
matter. My dissertation has already provided me with meaningful content to
present in the form of papers at two different conferences, in addition to a
research report already published in a journal and a chapter in a newly-published
book. I look forward to developing and extending my findings into a book that
will benefit a larger audience than the small sphere of scholars who currently
have access to it.
Not that the journey so far has been
completely straightforward and linear! The dissertation topic that I finally investigated
was my third attempt. I entered my Ph.D. program with one research issue in
mind, which I continued to pursue for most of the first year. In my second year
I jettisoned that idea completely and took off in another direction, for which
I wrote a 75-page dissertation proposal before concluding that that topic was
not tenable either. The third try, finally, had that proverbial “charm” that
has kept me engaged and intrigued ever since.
In short, dear doctoral student, follow
your heart, keep looking for something that excites you for the long haul, and
don’t be afraid to change direction if necessary. Certainly it is important to
get that dissertation done, but it is
even better if its completion inaugurates a lifetime of fruitful scholarship.
Wednesday, April 18, 2012
Relationships and Influence (Part 2)
By Steve Huerd
One of the criteria by which college ranking organizations
classify different institutions is class size.
The thinking behind this is the smaller the class size, the more
personal interaction the student will receive with the professor. Thus, personal access and instruction from a
knowledgeable professor becomes premium when considerations are being made.
Yet, even within these smaller classrooms, having good
relationships between the professor and the student is naturally implied. There’s an old adage that says, “People don’t
care how much you know until they know how much care.” This truth definitely applies to mentoring
relationships as the perceived quality of the relationship between the mentor
and mentee is possibly the single most important factor to mentoring
effectiveness.
I believe the same is true in teaching. If a student intuitively knows that his or
her professor not only is an expert in their field, but that he/she also cares
about them individually as a person, then they tend to allow the professor
greater access to their inner thinking.
We all intuitively determine who we can trust and who we can’t,
sometimes without even saying a word to that person. People’s actions publically display certain
levels of trust; either inviting us to be real, to use caution, or even to be fearful.
When a teacher has shown signs of being a trustworthy
person, then those around them begin to allow them access to their
thinking. This relational trust, then,
enables the professor to have more influence in their students’ lives and thinking.
Granted, no one can have close, personal relationships with
all their students in every class, but by simply being aware of the relational
factors present within the classroom, our effectiveness as instructors is
greatly increased. Our teaching then
becomes better leveraged through relational influence resulting in greater
impact upon the minds we seek to sway.
Tuesday, April 17, 2012
Promoting Self or Sharing Knowledge?
by Sharon Warkentin Short
Most
people would agree that individuals who brag about themselves are obnoxious. “Showing
off,” “tooting your own horn,” even “calling undue attention to yourself” are
generally deemed unacceptable social behaviors. Descriptors such as “blowhard,”
“loudmouth,” and “windbag” come to mind, and none of them are complimentary.
This negative sentiment about “putting oneself forward” can create considerable
dissonance for someone who is seeking employment and is suddenly expected to
become an aggressive self-promoter.
In his book Become a Recognized Authority in your Field in 60 Days or Less,
author Robert Bly (2002) describes the marketing of oneself as establishing
one’s “guru status,” and in his book he outlines a strategy for positioning oneself
as a “guru” in a particular field. In Bly’s words, “Gurus are not born, they
are ‘manufactured’ through self-marketing and promotion.” (p. 21).
Many job seekers might find such
strategies odious. We do not want to
be the kind of people who boast about themselves! Fortunately, in this
situation a subtle shift in perspective can make a world of difference. Bly
explains that what he means by a “guru” is someone who has gained significant
mastery over a specific discipline, and is able to communicate this knowledge “in
a clear, understandable, and useful manner to a well-defined target audience”
(p. 9). Bly goes on, “You build your reputation as an expert in your field by giving your knowledge away [emphasis
added] in a variety of forums—articles, books, seminars, speeches, newsletters,
e-zines, Web sites, and information products” (p. 41). If building a
professional reputation in order to gain a desirable position can be redefined
as sharing one’s useful knowledge with others, then the odium of “marketing
oneself” is greatly diminished.
I can enthusiastically endorse the
premise of becoming an expert in a well-defined niche and then sharing that
knowledge in many different ways. If that is what a guru is, then bring it on! What
I can not get excited about
“selling,” “marketing,” or “promoting” myself.
I am not a commodity to be bought and sold, nor do I want to be regarded and
treated as such. Sharing my knowledge, though, is an altogether different and
more positive mission. That sounds like something I would be glad to do.
Wednesday, April 11, 2012
Relationships and Teaching (Part 1)
by Steve Huerd
Everyone wants to influence someone’s life when they
teach. Teaching is, after all, the
passing of knowledge from one mind to another with the intent to help and
improve another life. But, what makes
for effective teaching? While there are
many writings dealing with pedagogical techniques and tips out there, there is
comparatively few dealing with how relationships affect teaching efficacy.
In my recently published dissertation, I argued that spiritual
development occurs through personal, trusted relationships. In other words, most people choose what to
believe religiously through being influenced by those with whom they have personal
trusted relationships. These people
could be their parents, extended family, key nonparental adults, friends, etc. Thus effective transmission of faith and religious values,
which most definitely includes knowledge, is passed along relationally from one
person to another.
This makes sense because we are all created in the image of
God to be relational beings connecting with one another. Even within the universe as a whole, truth is
personal, found in the person of Jesus Christ.
This is in contrast to the notion that truth is merely a collection of
facts or knowledge that fit reality that must be drilled into every young mind.
Even Jesus noted that, “this is eternal life that they might KNOW you” (John
17:3 emphasis mine) implying relational knowledge as being the highest form of
knowledge for eternity.
Thus there appears to be an inseparable link between
knowledge and relationship as God created them.
Knowledge can exist outside of relationships, but it gains its full
meaning and significance through relationships.
Indeed, even the entire universe has a relational connection to Jesus
being created “by Him…through Him and for Him” (Col. 1:17).
This truth has profound implications for how we teach in
Christian education. For if knowledge is
best communicated via relationships, then the types of relationships we have
with our students will affect how they interpret the knowledge we are
attempting to teach them. In fact, I
would argue, that the healthier and stronger our relationships with students
are, the better they will receive and hear what we have to say. This has been true in my experience in
ministry all these years of working with students and I believe it is core
principle essential to pedagogical efficacy at every level.
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