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Teaching College Students How to Solve Real-Life Moral Dilemmas
will speak to the sometimes confounding, real-life, moral
challenges that quarterlife students actually face each and every
day of their lives. It will spell out an original, all-inclusive
approach to thinking about, and applying, ethical problem-solving
that takes into consideration people's acts, intentions,
circumstances, principles, background beliefs,
religio-spiritualities, consequences, virtues and vices,
narratives, communities, and the relevant institutional and
political structures. This approach doesn't tell students exactly
what to do as much as it evokes important information in order to
help them think more deeply and expansively about ethical issues in
order to resolve actual ethical dilemmas. There is no text like it
on the market today. Teaching College Students How to Solve
Real-Life Moral Dilemmas can be used in a variety of ethics
courses.
Teaching College Students How to Solve Real-Life Moral Dilemmas
will speak to the sometimes confounding, real-life, moral
challenges that quarterlife students actually face each and every
day of their lives. It will spell out an original, all-inclusive
approach to thinking about, and applying, ethical problem-solving
that takes into consideration people's acts, intentions,
circumstances, principles, background beliefs,
religio-spiritualities, consequences, virtues and vices,
narratives, communities, and the relevant institutional and
political structures. This approach doesn't tell students exactly
what to do as much as it evokes important information in order to
help them think more deeply and expansively about ethical issues in
order to resolve actual ethical dilemmas. There is no text like it
on the market today. Teaching College Students How to Solve
Real-Life Moral Dilemmas can be used in a variety of ethics
courses.
At a time when STEM research and new technologies are dominating
the curricula of colleges and universities, this important book
refocuses the conversation on holistic education for all students.
Organized around the most important and difficult questions that
students face, Preparing Students for Life Beyond College explores
a vision of education that will enable students to talk about
universal issues openly and honestly, preparing them for life
beyond their formal education. Featuring a variety of traditional
and innovative pedagogies, strategies, recommendations, and case
studies, this practical resource provides student affairs
practitioners and higher education faculty in a variety of
disciplines with concrete approaches for developing campuses and
classes that encourage critical thinking and reflection. This
exciting book prepares colleges and universities to help students
create meaning in their lives-no matter the discipline, campus
location or delivery system.
Our Stories Matter explains and exemplifies the methodology of
Scholarly Personal Narrative (SPN) writing for marginalized,
underrepresented, and previously "disappeared" students at all
levels of higher education. Presently no book looks at the whys and
hows of scholarly personal narrative writing that focuses on this
particular audience of underrepresented students. SPN writing has
its origins in early slave narratives; 1960s feminist liberation
stories; religio-spiritual autobiographies; existential,
postmodern, and postcritical theory; and memoir/autobiographies of
victimization and victory. Our Stories Matter attempts to fill a
huge vacuum in the literature on the art and craft of personal
narrative writing for undergraduates and graduates, because it
appeals to a hugely expanding, previously underrepresented
audience. It also provides faculty with a substantive pedagogical
rationale and a writer's guide for teaching this kind of scholarly
research - not just to underrepresented students but to all
students who are ready to tell their stories in their own original,
creative ways.
This book has received the AESA (American Educational Studies
Association) Critics Choice Award 2013. The book deals concretely
with the most effective ways for educators to be social justice
advocates, with questions about what it means to be a social
justice advocate, and with the best communication strategies to
advocate for a particular social justice view that might start and
sustain an open dialogue. The book presents a number of practical
approaches to dialoguing about social justice in formal educational
settings. It is well suited for college students, graduate
students, faculty and higher education administrators, politicians,
and anyone interested in having a civil discourse addressing social
justice.
There is no book exactly like Fifty Years of Interdisciplinary
Teaching in Academe: One Professor's Pedagogical Tips and
Reflections. Very few professors have taught for half a century.
Even fewer have written books on pedagogy from a personal narrative
perspective and in plain English, without a particular cause to
promote or axe to grind. Countless numbers of books have ruminated
on the past, present, and future of higher education, but few
authors have written their books as memoirs meant for both an
academic and general audience. Few actually offer concrete tips
drawn from years of personal experience for classroom teaching,
mentoring, constructing curricula, courses, and programs, working
with colleagues, and creating an interdisciplinary philosophy of
educational theory and practice. Few of these books can be
generalized to a number of helping professions. Teaching and
learning happen in all the human service professions, not just in
the American university. This book is grounded largely in author
Robert J. Nash's experiences, both positive and negative. Nash is
less interested in propounding or expounding and more concerned
with narrating his always-evolving stories of being an
interdisciplinary professor who has experienced both success and
struggle but who has always emerged as inspired and rejuvenated by
his work, and the work of his students, in higher education. This
book is a personal-narrative celebration of all that is and can be
wonderful about the American university, including students,
colleagues, and administrators. Nash concentrates on possibility
rather than on liability but strives always to present an honest
picture of higher education (both its strengths and weaknesses) and
his place in it throughout the decades. The result of Fifty Years
of Interdisciplinary Teaching in Academe is a vote of confidence
for faculty, staff, and students.
At a time when STEM research and new technologies are dominating
the curricula of colleges and universities, this important book
refocuses the conversation on holistic education for all students.
Organized around the most important and difficult questions that
students face, Preparing Students for Life Beyond College explores
a vision of education that will enable students to talk about
universal issues openly and honestly, preparing them for life
beyond their formal education. Featuring a variety of traditional
and innovative pedagogies, strategies, recommendations, and case
studies, this practical resource provides student affairs
practitioners and higher education faculty in a variety of
disciplines with concrete approaches for developing campuses and
classes that encourage critical thinking and reflection. This
exciting book prepares colleges and universities to help students
create meaning in their lives-no matter the discipline, campus
location or delivery system.
There is no book exactly like Fifty Years of Interdisciplinary
Teaching in Academe: One Professor's Pedagogical Tips and
Reflections. Very few professors have taught for half a century.
Even fewer have written books on pedagogy from a personal narrative
perspective and in plain English, without a particular cause to
promote or axe to grind. Countless numbers of books have ruminated
on the past, present, and future of higher education, but few
authors have written their books as memoirs meant for both an
academic and general audience. Few actually offer concrete tips
drawn from years of personal experience for classroom teaching,
mentoring, constructing curricula, courses, and programs, working
with colleagues, and creating an interdisciplinary philosophy of
educational theory and practice. Few of these books can be
generalized to a number of helping professions. Teaching and
learning happen in all the human service professions, not just in
the American university. This book is grounded largely in author
Robert J. Nash's experiences, both positive and negative. Nash is
less interested in propounding or expounding and more concerned
with narrating his always-evolving stories of being an
interdisciplinary professor who has experienced both success and
struggle but who has always emerged as inspired and rejuvenated by
his work, and the work of his students, in higher education. This
book is a personal-narrative celebration of all that is and can be
wonderful about the American university, including students,
colleagues, and administrators. Nash concentrates on possibility
rather than on liability but strives always to present an honest
picture of higher education (both its strengths and weaknesses) and
his place in it throughout the decades. The result of Fifty Years
of Interdisciplinary Teaching in Academe is a vote of confidence
for faculty, staff, and students.
As authors, we are convinced that the time has finally arrived in
academe for an extensive, experience?based, firsthand, seamless
examination of what we are calling crossover pedagogy. There is no
book?length examination of facultystudent affairs administrators
collaboration in the academic realm anywhere. Nobody has yet to
produce a case?based, hands?on, book?length treatment of how (and
why) faculty and student affairs administrators can co?teach,
co?author, and co?consult with one another as co?equal educators
and campus leaders-with each group complementing the other in terms
of their special skills, knowledge, background, and experiences.
Without coming to practical terms with the case for collaboration
that the above authors make, the why rationale developed in these
publications on the topic of faculty?administrator collaboration
(sometimes referred to as "blended" efforts) around the
teaching?learning venture is lost in the logistics of technical
policy issues and challenges.
As authors, we are convinced that the time has finally arrived in
academe for an extensive, experience?based, firsthand, seamless
examination of what we are calling crossover pedagogy. There is no
book?length examination of facultystudent affairs administrators
collaboration in the academic realm anywhere. Nobody has yet to
produce a case?based, hands?on, book?length treatment of how (and
why) faculty and student affairs administrators can co?teach,
co?author, and co?consult with one another as co?equal educators
and campus leaders-with each group complementing the other in terms
of their special skills, knowledge, background, and experiences.
Without coming to practical terms with the case for collaboration
that the above authors make, the why rationale developed in these
publications on the topic of faculty?administrator collaboration
(sometimes referred to as "blended" efforts) around the
teaching?learning venture is lost in the logistics of technical
policy issues and challenges.
The New Covenant-Revealed God changed The Old Covenant to The New
Covenant. Find out how and what it means for you.
Now more than ever, with the explosion of new technologies and
human service delivery systems, innovative teaching methodologies
and assessment instruments, classic ethical questions and problems
still remain. Some examples of these are: unprecedented internet
and e-mail dilemmas involving student plagiarism or violations of
privacy; sexual harassment in the workplace or in the classroom;
lying to students, clients, and patients in order to bring about
beneficial outcomes; and subtle forms of racial, gender, and sexual
orientation discrimination that continue to persist in schools,
colleges, and other human service venues. The "Second Edition of
Robert Nash's bestseller expands on his earlier work with the
addition of an extensive "question-and-answer" epilogue that
masterfully adds layers of explanation and understanding to ethical
issues raised in the original text. Nash practices his own
principles of having meaningful moral conversations with students
and critics by responding to their questions about the first
edition. This new chapter incorporates the latest research in
applied ethics teaching and in resolving ethical dilemmas in the
professions. The only applied ethics book written for both
educators and human service professionals, ""Real World" Ethics is
essential reading for everyone who finds themselves faced with
making critical ethical decision in their work. Praise for the
First Edition of ""Real World" Ethics!
Robert Nash tackles one of today's most difficult and controversial
topics-religion in American schools. Nash deftly employs his own
classroom experience to achieve a balanced presentation and
comprehensive analysis of four different religious
perspectives-fundamentalist, prophetic, alternative spiritualities,
and post-theist. This ground-breaking volume is practical
pedagogical tool for teaches who want to deal intelligently and
responsibly with religion in the classroom.
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