The pastor as moral guide

Miles, Rebekah. The pastor as moral guide. Minneapolis: Augsburg Fortress, 1999. Creative pastoral care and counseling series

Les Miserables and the lepers, tragedy and fairy tale: the paradox of salvation

Luke 17:11-19

Understanding Catholic morality

Willems, Elizabeth. Understanding Catholic morality. New York: Crossroad, 1997

The tiny red bathing suit of Mr. July

Clayton, Jean. The tiny red bathing suit of Mr July. Winfield, BC: Wood Lake Books, 1997

Christ in evolution

Title: Christ in evolution. Author: Ilia Delio. Publisher: Maryknoll, N.Y.: Orbis Books, 2008. ISBN: 978157075777

Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors