Brett McKay and Mithu Storoni discuss how to improve resilience to stress, something that biblical scholars too can often benefit from a good bit greater competence in.
In Didaktikos’s July issue, Kenneth Berding discusses the “benefits and challenges of living in community with students” (9–10). The Berdings now have a larger property near Biola where they rent out several of the living spaces to university students. But Kenneth comments, in part,
Community living is simply about participating in everyday life with students; you don’t have to be their next-door neighbor. (10)
I’ve recently had the opportunity of working through Andrew Babyak’s article, “A Teaching Strategy for a Christian Virtual Environment” (Journal of Research in Christian Education 24, no. 1 : 63–77). A number of Babyak’s reflections are quite insightful and helpful. According to the abstract,
The current landscape in education is changing rapidly as online learning programs are experiencing great growth. As online learning grows, many professors and students are entering into new learning environments for the first time. While online learning has proven to be successful in many cases, it is not a journey upon which Christian professors or students should begin without some preparation. This article articulates a basic Christian teaching strategy by providing recommendations for those who are entering the online environment for the first time or desire to improve their online teaching effectiveness. These principles and recommendations are presented so that Christian professors can create Christian virtual environments in which they can have a significant impact on their students’ spiritual development in an online environment. It is critical that professors design their courses with the needs of online students in mind, ensuring that students of all learning styles are able to excel. Furthermore, professors should understand that online teaching often takes more time than traditional methods of teaching, increasing the importance of clear instructions and communication with students.
Sunday’s New York Times had a disquieting article about a potentially dramatic increase in substance abuse among teens for the sake of improved academic performance:
The boy exhaled. Before opening the car door, he recalled recently, he twisted open a capsule of orange powder and arranged it in a neat line on the armrest. He leaned over, closed one nostril and snorted it.
Throughout the parking lot, he said, eight of his friends did the same thing.
The drug was not cocaine or heroin, but Adderall, an amphetamine prescribed for attention deficit hyperactivity disorder that the boy said he and his friends routinely shared to study late into the night, focus during tests and ultimately get the grades worthy of their prestigious high school in an affluent suburb of New York City. The drug did more than just jolt them awake for the 8 a.m. SAT; it gave them a tunnel focus tailor-made for the marathon of tests long known to make or break college applications.
“Everyone in school either has a prescription or has a friend who does,” the boy said.
In his article Sunday in the Chronicle of Higher Education, Jeffrey Young comments:
[Pooja] Sankar, a recent graduate of Stanford University’s M.B.A. program, leads a start-up focused on finding a better way for college students to ask questions about course materials and assignments online. Her company, Piazza, has built an online study hall where professors and teaching assistants can easily monitor questions and encourage students who understand the material to help their peers.
At first blush, the service seems unnecessary. Students can already e-mail questions to professors or fellow students, and most colleges already own course-management systems like Blackboard that include discussion features. But Ms. Sankar feels that such options are clunky. She says professors are finding that Piazza can save them hours each week by allowing them to post answers to a single online forum rather than handle a scattershot of student e-mails.
Piazza is a Web site that refreshes with updates as new questions or answers come in. Professors simply set up a free discussion area for their course on the service at the beginning of the term and invite their students to set up free accounts to participate. Ms. Sankar says that students typically keep Piazza open on their screens as they work on homework, often staying on the site for hours at a time.
For more information, including a Piazza tour and demonstration version, see here.