Educational Leadership: The Bishop as Teacher
The College for Bishops Leadership Institute was established to provide educational resources for new bishops as well as trending informational resources for all bishops. Educational Leadership: The Bishop as Teacher focuses on specific resources related to teaching:
- Effective Teaching Practices
- Teaching Adult Learners
- Training the Trainers
- Trends in Educational Technology
- Technology Tips for Teachers
New items are added monthly. To comment or suggest new topics or resources, please use the feedback form at the bottom of this page.
Teaching Adult Learners
Many colleges are unprepared to deal with the rising level of anxiety disorders and clinical depression that faculty, staff and residential life staff are seeing among students. This 28-page collection of articles from The Chronicle of Higher Education examines the forces behind the growing wave of students with mental-health struggles, and what campuses are doing about it.
When you think of a typical college student, what do you envision? Some unfortunate features of the experience of current college students are all over the media: rising prices, high debt loads, low graduation rates, difficulty translating degrees into jobs. Developing a better understanding of the changing demographics of our students and their means of making ends meet sets the stage for understanding why a growing population of students don't have dependable access to their daily bread.
We continue to discover more about the ways in which our individual biases distort our perception and logic; however, as David Brooks explores in this New York Times editorial, a lot of our thinking is actually for social bonding, not truth-seeking. Alan Jacobs’ new book How to Think examines the social component of our thinking processes, giving some hope that we can all learn how to think well.
In the current storm of breaking-news stories, Rebecca L. Erbelding, an archivist at the United States Holocaust Memorial Museum, advises historians and scholars to take a moment to document the events. Ms. Erbelding recommended that historians write down their reactions to the day’s news and keep the journal safe after writing. While working on an exhibit for the museum that highlights how the United States took note of the Nazi threat before World War II, she began thinking about what archived material worked as the best sources and made some of her recommendations based on her work.
“Humility" isn’t a word that most academics — or Americans — identify with. Indeed, if there is a single attitude most closely associated with our culture, it’s the opposite of humility. The deﬁning trait of the age seems to be arrogance — in particular, the kind of arrogance of thinking that you know it all and that you don’t need to improve because you are just so great already. A part of the academic culture we’ve helped to create has only fed into the perception that academics are no longer willing to engage in dialogue and debate.
Impostor syndrome is the feeling that you don’t belong — in graduate school or in your ﬁrst job — and it’s more common that you might think. It makes people believe that they aren’t good enough, smart enough, or deserving enough. Imposter syndrome is a real thing and that discovery is particularly important for women, people of color, and ﬁrst generation college students because all of those groups are particularly prone to impostor syndrome. Here are some suggestions for students and others who are grappling with impostor syndrome.
In enabling clergy to stay current and learn effectively, much is at stake for people across the spectrum of mainline Protestantism. Cash-strapped congregations easily grow leery of continuing education and travel expenses when they don’t experience the return on investment they expect. Unless education systems evolve to make learning experiences more productive, frustration will likely haunt clergy, even in an age of abundant information. The need for new approaches to clergy continuing education stems from a dramatic cultural shift on the American religious landscape.
As a denomination, we’ve discussed the importance of adult faith formation; we’ve produce official documents and vision statements; we’ve sponsored conferences and workshops; and we’ve even produced a variety of resources for adults. But to no avail. Adult faith formation remains stuck in neutral. It is the weakest ministry in most congregations—even though we are talking about everyone over 18! A recent issue of The Episcopal Teacher from VTS Center for the Ministry of Teaching focuses on different stages of adult learning. Two articles can be found here.
Adult learners are fundamentally different from their younger counterparts in many ways. Unfortunately, most teachers have been left to their own devices to find ways to reach these students. Here are a number of ways to create a better classroom environment for the adult learner.
Facilitating adult learning is very different from teaching traditional students in a classroom setting. This brief article from Edutopia offers ten great suggestions for planning worthwhile continuing education programs for adults.
The Lewis Center for Church Leadership was established by the Wesley Theological Seminary in 2003 with the stated purpose of advancing the understanding of Christian leadership and promoting effective and faithful practice of Christian leadership in the church and the world. The Lewis Center serves as a resource for clergy, lay leaders, congregations, and denominational leaders, offering teaching, research, publications and other resources such as this one from the 50 Ways Series. 50 Ways to Strengthen Adult Education lists practical tips for teaching adults: creating a culture that supports adult study; varying formats, schedules, and approaches; meeting people where they are; and promoting participation and fostering leadership.
This toolkit was developed by the Northwest Center for Public Health Practice at the University of Washington School of Public Health. It provides a practical approach to planning adult learning, developing content, and selecting appropriate delivery modes. Included are a variety of approaches to answering the following questions: How is teaching adults different? How can I increase retention of material taught? What are some different ways to deliver instruction? How do I plan and design a course?