Jason Albertson

I think most of us are used to thinking of Christian worldview in education as something that affects class content. For example, if I’m teaching a high school science class, I might take time to talk about what creation reveals about God, and I might think of that as Christian worldview integration.  Those content-level connections often end up feeling—and being —squashed in where they aren’t actually helpful. When that happens, it cheapens the way we and our students think about the truth, because it’s a misuse of the truth. That kind of mis-integration can lead us to think of a Christian worldview as a habit of tipping our cap toward God at the end of every conversation. If we only ever portray God’s perspective as an obligatory afterthought, I would argue that that’s actually a subversion of a Christian worldview. There’s a deeper level of Christian worldview integration available, and I think it’s actually a more helpful level. What if we could apply Christian teaching not jus...

This month, Wiley published an infographic with survey results from college students and teachers about how the shift online for COVID19 affected learning. You can find it here: Emergency Remote Learning Satisfaction for Students and Instructors . A couple of key takeaways stuck out to me, especially because they lined up with some professional development reading and webinars I did this past summer. Students think lecture videos are better than online readings. This was the case before the pandemic, too. Assessment stats actually don't back it up, but pretty consistently, students think videos are better than readings ( source ). Student perception connects to student motivation, so it's probably worth recording lectures. Even if you already have a handout on the material, give students the option of watching and/or reading. Standard best practices for video lectures apply, of course: brief (<10 minutes), tight (1-2 topics) and personable videos are the most watchable. Prod...