Inspiration & Information for those who want more from
college than just a degree.

Who do you want to be? Are you spiritual? Religious? Still figuring it out? Regardless of where you are, college is an intense time of choices, challenge, and growth.

Full of opportunities to learn from students from around the country and many different faith traditions, "Spirituality 101 "is the perfect companion for college students seeking spiritual fulfillment on campus. Including practical, hands-on advice and information from experienced faculty and student affairs professionals, this is your indispensable guide to the choices and possibilities available throughout your college experience, and beyond.

"Spirituality 101 "also offers more than 40 personal student reflections sometimes funny, sometimes serious, always honest and wise that will motivate and energize you to explore your own questions and commitments.

Your complete guide to navigating a spiritual life on campus: Finding Your Place: Who Do You Want to Be? Reading, Writing, and Religion: Spirituality in the Classroom and Beyond The Club Scene: Membership and Leadership in Campus Organizations Sex, Drugs, and Rock n Roll: Spirituality and Your Social Life Turning Points: Spiritual Awakening or Crisis of Faith? Assumptions, Intolerance, Hate, and a Hope for Something Better Hey, What Does That Mean? Talking with Others about Your Spirituality Significant Others: Family, Friends, and Mentors Taking It Off Campus A Cap, a Gown, and a Commitment to Faith

At a time when many aspects of the faculty role are in question, Harriet Schwartz, the author of Connected Teaching, argues that the role of teachers is as important as ever and is evolving profoundly. She writes "Understanding our inner lives as teachers and our relational stance and practice with students is vital, as increasingly our role is less about transmitting information and more about inviting learning and shaping the nuance of dynamic learning spaces." She believes the relationships faculty have with individual students and with classes and cohorts are the essential driver of teaching and learning. This book explores teaching as a relational practice - a practice wherein connection and disconnection with students, power, identity, and emotion shape the teaching and learning endeavor. The author describes moments of energetic deep learning and what makes these powerful moments happen. She calls on readers to be open to and seek relationship, understand their own socio-cultural identity (and how this shapes internal experience and the ways in which they are met in the world), and vigilantly explore and recognize emotion in the teaching endeavor. Connected Teaching is informed and inspired by Relational Cultural Theory (RCT). The premise of RCT is that the experience of engaging in growth-fostering interactions and relationships is essential to human development. RCT's founding scholars believed the theory would be relevant in many different settings, but this is the first book to apply them to teaching and learning in higher education. In this book, the author shows that RCT has much to offer those devoted to student learning and development, providing a foundation from which to understand the transformative potential of teaching as a relational practice.

At a time when many aspects of the faculty role are in question, Harriet Schwartz, the author of Connected Teaching, argues that the role of teachers is as important as ever and is evolving profoundly. She writes "Understanding our inner lives as teachers and our relational stance and practice with students is vital, as increasingly our role is less about transmitting information and more about inviting learning and shaping the nuance of dynamic learning spaces." She believes the relationships faculty have with individual students and with classes and cohorts are the essential driver of teaching and learning. This book explores teaching as a relational practice - a practice wherein connection and disconnection with students, power, identity, and emotion shape the teaching and learning endeavor. The author describes moments of energetic deep learning and what makes these powerful moments happen. She calls on readers to be open to and seek relationship, understand their own socio-cultural identity (and how this shapes internal experience and the ways in which they are met in the world), and vigilantly explore and recognize emotion in the teaching endeavor. Connected Teaching is informed and inspired by Relational Cultural Theory (RCT). The premise of RCT is that the experience of engaging in growth-fostering interactions and relationships is essential to human development. RCT's founding scholars believed the theory would be relevant in many different settings, but this is the first book to apply them to teaching and learning in higher education. In this book, the author shows that RCT has much to offer those devoted to student learning and development, providing a foundation from which to understand the transformative potential of teaching as a relational practice.