Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts

10 August 2016

The Role of Metacognition in Learning and Achievement


The Role of Metacognition in Learning and Achievement


MindShift
Excerpted from “Four-Dimensional Education:
The Competencies Learners Need to Succeed,” by Charles Fadel, Bernie Trilling and Maya Bialik. The following is from the section, “Metacognition—Reflecting on Learning Goals, Strategies, and Results.”

Metacognition, simply put, is the process of thinking about thinking. It is important in every aspect of school and life, since it involves self-reflection on one’s current position, future goals, potential actions and strategies, and results. At its core, it is a basic survival strategy, and has been shown to be present even in rats.

Perhaps the most important reason for developing metacognition is that it can improve the application of knowledge, skills, and character qualities in realms beyond the immediate context in which they were learned. This can result in the transfer of competencies across disciplines—important for students preparing for real-life situations where clear-cut divisions of disciplines fall away and one must select competencies from the entire gamut of their experience to effectively apply them to the challenges at hand. Even within academic settings, it is valuable—and often necessary—to apply principles and methods across disciplinary lines.

Read it all at the link below:

23 May 2016

What American Parents Can Learn From Chinese Philosophy

This is a book that I am looking forward to reading!

Reviewed in the New York Times "Well" Blog

 




Christine Gross-Loh is the co-author, with Michael Puett, of “The Path: What Chinese Philosophers Can Teach Us About the Good Life,” from which this essay is adapted.
Here’s the conventional wisdom about raising kids in modern-day America. Teach them to know who they are. Encourage them to think big and to aim high. Show them how to play to their strengths and plan a route to future success.
But there is a better way to turn a child into a flourishing adult, one based on just about the opposite of everything we think we should do. This “new” way is actually very old – over 2,000 years old — and is inspired by the wisdom of Chinese philosophers including Mencius, Confucius and Laotzu.
Consider what they might say if they were raising today’s children:
Stop Looking For Your Passion...
...read it all HERE...

What American Parents Can Learn From Chinese Philosophy

This is a book that I am looking forward to reading!

Reviewed in the New York Times "Well" Blog


 






Christine Gross-Loh is the co-author, with Michael Puett, of “The Path: What Chinese Philosophers Can Teach Us About the Good Life,” from which this essay is adapted.
Here’s the conventional wisdom about raising kids in modern-day America. Teach them to know who they are. Encourage them to think big and to aim high. Show them how to play to their strengths and plan a route to future success.
But there is a better way to turn a child into a flourishing adult, one based on just about the opposite of everything we think we should do. This “new” way is actually very old – over 2,000 years old — and is inspired by the wisdom of Chinese philosophers including Mencius, Confucius and Laotzu.
Consider what they might say if they were raising today’s children:
Stop Looking For Your Passion...
...read it all HERE...

16 April 2016

“The Only Thing We Have to Fear Is Fear Itself”: FDR’s First Inaugural Address

What an amazing difference than our current political rhetoric! Take a read!





“The Only Thing We Have to Fear Is Fear Itself”: FDR’s First Inaugural Address
Franklin Delano Roosevelt
1933




I am certain that my fellow Americans expect that on my induction into the Presidency I will address them with a candor and a decision which the present situation of our people impel. This is preeminently the time to speak the truth, the whole truth, frankly and boldly. Nor need we shrink from honestly facing conditions in our country today. This great Nation will endure as it has endured, will revive and will prosper. So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is essential to victory. I am convinced that you will again give that support to leadership in these critical days.

In such a spirit on my part and on yours we face our common difficulties. They concern, thank God, only material things. Values have shrunken to fantastic levels; taxes have risen; our ability to pay has fallen; government of all kinds is faced by serious curtailment of income; the means of exchange are frozen in the currents of trade; the withered leaves of industrial enterprise lie on every side; farmers find no markets for their produce; the savings of many years in thousands of families are gone.

More important, a host of unemployed citizens face the grim problem of existence, and an equally great number toil with little return. Only a foolish optimist can deny the dark realities of the moment.

Yet our distress comes from no failure of substance. We are stricken by no plague of locusts. Compared with the perils which our forefathers conquered because they believed and were not afraid, we have still much to be thankful for. Nature still offers her bounty and human efforts have multiplied it. Plenty is at our doorstep, but a generous use of it languishes in the very sight of the supply. Primarily this is because the rulers of the exchange of mankind’s goods have failed, through their own stubbornness and their own incompetence, have admitted their failure, and abdicated. Practices of the unscrupulous money changers stand indicted in the court of public opinion, rejected by the hearts and minds of men.

True they have tried, but their efforts have been cast in the pattern of an outworn tradition. Faced by failure of credit they have proposed only the lending of more money. Stripped of the lure of profit by which to induce our people to follow their false leadership, they have resorted to exhortations, pleading tearfully for restored confidence. They know only the rules of a generation of self-seekers. They have no vision, and when there is no vision the people perish.

The money changers have fled from their high seats in the temple of our civilization. We may now restore that temple to the ancient truths. The measure of the restoration lies in the extent to which we apply social values more noble than mere monetary profit.

Happiness lies not in the mere possession of money; it lies in the joy of achievement, in the thrill of creative effort. The joy and moral stimulation of work no longer must be forgotten in the mad chase of evanescent profits. These dark days will be worth all they cost us if they teach us that our true destiny is not to be ministered unto but to minister to ourselves and to our fellow men.

Recognition of the falsity of material wealth as the standard of success goes hand in hand with the abandonment of the false belief that public office and high political position are to be valued only by the standards of pride of place and personal profit; and there must be an end to a conduct in banking and in business which too often has given to a sacred trust the likeness of callous and selfish wrongdoing. Small wonder that confidence languishes, for it thrives only on honesty, on honor, on the sacredness of obligations, on faithful protection, on unselfish performance; without them it cannot live.

Restoration calls, however, not for changes in ethics alone. This Nation asks for action, and action now.

Our greatest primary task is to put people to work. This is no unsolvable problem if we face it wisely and courageously. It can be accomplished in part by direct recruiting by the Government itself, treating the task as we would treat the emergency of a war, but at the same time, through this employment, accomplishing greatly needed projects to stimulate and reorganize the use of our natural resources.

Hand in hand with this we must frankly recognize the overbalance of population in our industrial centers and, by engaging on a national scale in a redistribution, endeavor to provide a better use of the land for those best fitted for the land. The task can be helped by definite efforts to raise the values of agricultural products and with this the power to purchase the output of our cities. It can be helped by preventing realistically the tragedy of the growing loss through foreclosure of our small homes and our farms. It can be helped by insistence that the Federal, State, and local governments act forthwith on the demand that their cost be drastically reduced. It can be helped by the unifying of relief activities which today are often scattered, uneconomical, and unequal. It can be helped by national planning for and supervision of all forms of transportation and of communications and other utilities which have a definitely public character. There are many ways in which it can be helped, but it can never be helped merely by talking about it. We must act and act quickly.

Finally, in our progress toward a resumption of work we require two safeguards against a return of the evils of the old order; there must be a strict supervision of all banking and credits and investments; there must be an end to speculation with other people’s money, and there must be provision for an adequate but sound currency.

There are the lines of attack. I shall presently urge upon a new Congress in special session detailed measures for their fulfillment, and I shall seek the immediate assistance of the several States.

Through this program of action we address ourselves to putting our own national house in order and making income balance outgo. Our international trade relations, though vastly important, are in point of time and necessity secondary to the establishment of a sound national economy. I favor as a practical policy the putting of first things first. I shall spare no effort to restore world trade by international economic readjustment, but the emergency at home cannot wait on that accomplishment.

The basic thought that guides these specific means of national recovery is not narrowly nationalistic. It is the insistence, as a first consideration, upon the interdependence of the various elements in all parts of the United States—a recognition of the old and permanently important manifestation of the American spirit of the pioneer. It is the way to recovery. It is the immediate way. It is the strongest assurance that the recovery will endure.

In the field of world policy I would dedicate this Nation to the policy of the good neighbor—the neighbor who resolutely respects himself and, because he does so, respects the rights of others—the neighbor who respects his obligations and respects the sanctity of his agreements in and with a world of neighbors.

If I read the temper of our people correctly, we now realize as we have never realized before our interdependence on each other; that we can not merely take but we must give as well; that if we are to go forward, we must move as a trained and loyal army willing to sacrifice for the good of a common discipline, because without such discipline no progress is made, no leadership becomes effective. We are, I know, ready and willing to submit our lives and property to such discipline, because it makes possible a leadership which aims at a larger good. This I propose to offer, pledging that the larger purposes will bind upon us all as a sacred obligation with a unity of duty hitherto evoked only in time of armed strife.
With this pledge taken, I assume unhesitatingly the leadership of this great army of our people dedicated to a disciplined attack upon our common problems.

Action in this image and to this end is feasible under the form of government which we have inherited from our ancestors. Our Constitution is so simple and practical that it is possible always to meet extraordinary needs by changes in emphasis and arrangement without loss of essential form. That is why our constitutional system has proved itself the most superbly enduring political mechanism the modern world has produced. It has met every stress of vast expansion of territory, of foreign wars, of bitter internal strife, of world relations.

It is to be hoped that the normal balance of executive and legislative authority may be wholly adequate to meet the unprecedented task before us. But it may be that an unprecedented demand and need for undelayed action may call for temporary departure from that normal balance of public procedure.

I am prepared under my constitutional duty to recommend the measures that a stricken nation in the midst of a stricken world may require. These measures, or such other measures as the Congress may build out of its experience and wisdom, I shall seek, within my constitutional authority, to bring to speedy adoption.

But in the event that the Congress shall fail to take one of these two courses, and in the event that the national emergency is still critical, I shall not evade the clear course of duty that will then confront me. I shall ask the Congress for the one remaining instrument to meet the crisis—broad Executive power to wage a war against the emergency, as great as the power that would be given to me if we were in fact invaded by a foreign foe.

For the trust reposed in me I will return the courage and the devotion that befit the time. I can do no less.

We face the arduous days that lie before us in the warm courage of the national unity; with the clear consciousness of seeking old and precious moral values; with the clean satisfaction that comes from the stern performance of duty by old and young alike. We aim at the assurance of a rounded and permanent national life.

We do not distrust the future of essential democracy. The people of the United States have not failed. In their need they have registered a mandate that they want direct, vigorous action. They have asked for discipline and direction under leadership. They have made me the present instrument of their wishes. In the spirit of the gift I take it.

In this dedication of a Nation we humbly ask the blessing of God. May He protect each and every one of us. May He guide me in the days to come.

Source: Franklin D. Roosevelt, Inaugural Address, March 4, 1933, as published in Samuel Rosenman, ed., The Public Papers of Franklin D. Roosevelt, Volume Two: The Year of Crisis, 1933 (New York: Random House, 1938), 11–16.

14 April 2016

How to Raise a Creative Child. Step One: Back Off

In a wonderful article that he wrote in January, Adam Grant argues that for us to develop creative children, we need to back off - not the easiest thing these days, but an essential one to do.  I think his discussion of "gifted" kids relates pretty well to those of us who teach and work at schools where there a large number of hard-working and driven kids.  As great as the regimented educational process can be, Grant argues that we need creative and artistic young adults, and to encourage creativity, a different approach is needed.




How to Raise a Creative Child. Step One: Back Off



THEY learn to read at age 2, play Bach at 4, breeze through calculus at 6, and speak foreign languages fluently by 8. Their classmates shudder with envy; their parents rejoice at winning the lottery. But to paraphrase T. S. Eliot, their careers tend to end not with a bang, but with a whimper.
Consider the nation’s most prestigious award for scientifically gifted high school students, the Westinghouse Science Talent Search, called the Super Bowl of science by one American president. From its inception in 1942 until 1994, the search recognized more than 2000 precocious teenagers as finalists. But just 1 percent ended up making the National Academy of Sciences, and just eight have won Nobel Prizes. For every Lisa Randall who revolutionizes theoretical physics, there are many dozens who fall far short of their potential.
Child prodigies rarely become adult geniuses who change the world. We assume that they must lack the social and emotional skills to function in society. When you look at the evidence, though, this explanation doesn’t suffice: Less than a quarter of gifted children suffer from social and emotional problems. A vast majority are well adjusted — as winning at a cocktail party as in the spelling bee.
What holds them back is that they don’t learn to be original. They strive to earn the approval of their parents and the admiration of their teachers. But as they perform in Carnegie Hall and become chess champions, something unexpected happens: Practice makes perfect, but it doesn’t make new.
The gifted learn to play magnificent Mozart melodies, but rarely compose their own original scores. They focus their energy on consuming existing scientific knowledge, not producing new insights. They conform to codified rules, rather than inventing their own.Research suggests that the most creative children are the least likely to become the teacher’s pet, and in response, many learn to keep their original ideas to themselves. In the language of the critic William Deresiewicz, they become the excellent sheep.
Read it all HERE

To raise a creative child: Back Off ~ argues Adam Grant

In a wonderful article that he wrote in January, Adam Grant argues that for us to develop creative children, we need to back off - not the easiest thing these days, but an essential one to do.  I think his discussion of "gifted" kids relates pretty well to those of us who teach and work at schools where there a large number of hard-working and driven kids.  As great as the regimented educational process can be, Grant argues that we need creative and artistic young adults, and to encourage creativity, a different approach is needed.




How to Raise a Creative Child. Step One: Back Off



THEY learn to read at age 2, play Bach at 4, breeze through calculus at 6, and speak foreign languages fluently by 8. Their classmates shudder with envy; their parents rejoice at winning the lottery. But to paraphrase T. S. Eliot, their careers tend to end not with a bang, but with a whimper.
Consider the nation’s most prestigious award for scientifically gifted high school students, the Westinghouse Science Talent Search, called the Super Bowl of science by one American president. From its inception in 1942 until 1994, the search recognized more than 2000 precocious teenagers as finalists. But just 1 percent ended up making the National Academy of Sciences, and just eight have won Nobel Prizes. For every Lisa Randall who revolutionizes theoretical physics, there are many dozens who fall far short of their potential.
Child prodigies rarely become adult geniuses who change the world. We assume that they must lack the social and emotional skills to function in society. When you look at the evidence, though, this explanation doesn’t suffice: Less than a quarter of gifted children suffer from social and emotional problems. A vast majority are well adjusted — as winning at a cocktail party as in the spelling bee.
What holds them back is that they don’t learn to be original. They strive to earn the approval of their parents and the admiration of their teachers. But as they perform in Carnegie Hall and become chess champions, something unexpected happens: Practice makes perfect, but it doesn’t make new.
The gifted learn to play magnificent Mozart melodies, but rarely compose their own original scores. They focus their energy on consuming existing scientific knowledge, not producing new insights. They conform to codified rules, rather than inventing their own.Research suggests that the most creative children are the least likely to become the teacher’s pet, and in response, many learn to keep their original ideas to themselves. In the language of the critic William Deresiewicz, they become the excellent sheep.
Read it all HERE

21 September 2015

Blessing of the Gries Center



Blessing of the Gries Center
Berkeley Preparatory School
25 August 2015



God, you show us evidence of your creation through logic and mathematics.  Be with our students and their teachers as they strive to become diligent problem solvers.  Be a source of strength and comfort to those who struggle to solve ever more complicated problems.  May these math classrooms be places of great struggles and great successes.



God gives us the gift of beauty and art in our lives. Be ever-present with our students and teachers who seek through music and visual and performing arts to create and display this gift.  May these art spaces inspire our students engage their creativity in new and incredible ways.



God created the heavens and the earth, the sky, vegetation, and every living creature that moves.  Help our students engage fully in the pursuit of scientific inquiry.  May these science spaces be wonderful laboratories of discovery. 



Visit, O blessed Lord, this place of learning with the gladness of your presence, that this may a be a lively center for sound learning, new discovery, and the pursuit of wisdom; and grant that those who teach and those who learn here may find you to be the source of all truth; through Jesus Christ our Lord. Amen.


31 October 2014

With School Ban Nearing End, New York City Works on How and When to Allow Cellphones

I'm pretty surprised that NYC has held off on allowing students to have cell phones until now!

With School Ban Nearing End, New York City Works on How and When to Allow Cellphones




As New York prepares to lift its longstanding ban on cellphones carried by students in schools, it joins an increasing number of cities, including Chicago and Miami, where school leaders are yielding to the ubiquity of mobile phones and the futility of trying to keep them out of the classroom.
In an era when many parents want constant access to their children and students live in a digital social milieu, banning cellphones from schools is increasingly seen as counterproductive. And teachers are experimenting with technology and finding that the miniature computers many students carry in their pockets can be valuable classroom tools.



Schools are trying out various policies, with some permitting students to use their phones only during breaks or at lunch. Others are encouraging students to bring cellphones to school, where teachers invite them to conduct web searches or view educational videos. Even in districts with bans in place, educators realize they cannot stop students from using their phones.
“I don’t think it’s going to be very long before it becomes very standard” for schools to allow all students to carry cellphones, said Daniel A. Domenech, executive director of the American Association of School Administrators. “I think the horse is pretty much out of the barn in general.”
Read it all HERE

27 August 2014

7 Things a Quiet Student Wishes Their Teacher Understood

Good food for thought in this article:



7 Things a Quiet Student Wishes Their Teacher Understood
By Marsha Pinto in the HuffingtonPost

The long held friction between teachers and students is one that has lasted for generations, with both sides frantically pointing fingers at each other's faults. There is the one side with teachers attempting to understand and correct their students behavior and the other side where students continue to grumble about how their teachers "just don't get them."
As the beginning of another school year approaches, students face the dreading reality of putting the sunny, less-stress summer days behind and preparing for the next 10 months of deadlines, papers, homework assignments, tests, grades and teachers that seem to not understand what it's like to be a student in 2014. While some students anticipate the teacher that gives less homework, is humorous, easy-going and fair, other students cross their fingers in hopes of the teacher that will understand and accept them for being quiet.
Who are these students? Well, they're often the ones you didn't know existed, the students who were mistakenly marked absent, the students who listened actively yet felt invisible.
For quiet students, another school year calls for the oh-so-familiar report card comments on participation and the series of unfortunate classroom events they've come to know all too well.
So teachers, listen up. Below are seven things you should know before you judge the quiet student(s) in your class this school year.
1. Being quiet doesn't make us any less smart
Teachers don't understand how frustrating it can get reading the comment, " _____ is a great student but he/she doesn't participate in class."
Remember that still waters run deep. I know that some teachers like to base grades on participation, but if you could only hear all the great ideas we have inside our head, you'd learn that we have some great ideas to share. In fact, we are practically masters of brainstorming.
However, it's difficult for us to master the art of jumping in to a conversation or interrupting. We may not raise our hands as quickly as you want us to or say as much as you wanted us to, but honestly we just like to take our time to process our ideas. Does it even make a difference if we write more than we speak?
2. We are not a problem that you need to solve.
So, we may not have participated on the first day, or the second day or the first three months of school but please don't keep pestering us about when we're going to talk. Sometimes there isn't a reason why we are so quiet, it's just part of who we are. Many people tend to assume that quiet people are stuck in this quiet prison and need to be rescued so that we can enjoy life. I can assure that this is not always the case. We quiet students are quite content with the way we are... until you start pointing out our faults. We often do not need the "help" you are suggesting, we just need your patience and understanding.
Read it all HERE

09 December 2013

Five VTS professors honored with Endowed chairs



Congrats to my former professors who were honored by Virginia Theological Seminary with Endowed Chairs!  Wonderful!




Five Professors Honored with Endowed Chairs

11/27/2013
FOR IMMEDIATE RELEASE

Media Contact: Curtis Prather
Tel: 703-461-1782
Email: cprather@vts.edu


ALEXANDRIA, VA—Upon recommendation of the Dean and President, the Very Rev. Ian S. Markham, Ph.D., the  Virginia Theological Seminary Board of Trustees unanimously appointed five members of the Seminary faculty to endowed chairs at their November 13 meeting.
“Without exception, all these professors have published significant works and served the Church with distinction. The Board was pleased to vote in favor of the resolution that authorized these chairs,” said Markham. “Please join me in congratulating these recipients on this appropriate recognition. Their contributions and accomplishments make VTS a strong and vibrant seminary.”
The Rev. Anne Katherine Grieb, Ph.D.  was appointed to the Meade Chair in Biblical Interpretation. Grieb came to Virginia Theological Seminary in 1994 and is Professor of New Testament.  After graduating from VTS in 1983, she earned a doctorate degree at Yale and taught at Bangor Theological Seminary before returning to teach at VTS. In her twenty years of service at Virginia Theological Seminary she has been a participant in the Inter-Anglican Theological and Doctrinal Commission, a member of the Anglican Communion Covenant Design Group and now serves on the Inter-Anglican Standing Commission on Unity, Faith and Order. Grieb is the author of The Story of Romans: A Narrative Defense of God's Righteousness (Westminster John Knox Press, 2002) as well as co-editor for The Word Leaps the Gap (Eerdmans, 2008).
The Rev. James Barney Hawkins IV, Ph.D. was appointed to the Arthur Carl Lichtenberger Chair in Pastoral Theology and Continuing Education. Hawkins came to VTS in 2000 as Professor of Pastoral Theology and Director of the Doctor of Ministry Program. Currently, he is Vice President for Institutional Advancement and oversees the Lifetime Theological Education office at VTS. Hawkins also serves as President of the North American Committee of St. George’s College, Jerusalem, and honorary associate at Immanuel Church-on-the Hill, Alexandria, Va. The author and editor of several books, including Episcopal Etiquette & Ethics: Living the Craft of Priesthood in the Episcopal Church (Church Publishing, 2012) as well as The Wiley-Blackwell Companion to the Anglican Communion (Wiley-Blackwell, 2013), Hawkins has an M.Div. from Duke Divinity School and a Ph.D. in American Religious Studies from Duke University.
The Rev. Joyce Mercer, Ph.D.  was appointed to the Arthur Lee Kinsolving Chair in Pastoral Theology. Mercer came to Virginia Theological Seminary in 2006 after serving as a faculty member of Graduate Theological Union in California and Union Theological Seminary in the Philippines. Mercer is currently Professor of Practical Theology. She completed a doctorate at Emory University, earned a D.Min. from McCormick Theological Seminary in Chicago; a Master of Social Work from the University of Connecticut; and an M.Div. from Yale Divinity School. An ordained minister in the Presbyterian Church USA for twenty-eight years, Mercer is the author of several books including GirlTalk Godtalk: Why Faith Matters to Adolescent Girls-And Their Parents (San Francisco, Jossey Bass, 2008) and Welcoming Children: A Practical Theology of Childhood (St. Louis, MO: Chalice Press, 2005).
The Rev. Katherine Sonderegger, Ph.D. was appointed to the William Meade Chair in Systematic Theology. Sonderegger came to Virginia Theological Seminary in 2002 and is currently Professor of Theology. In her eleven years of service at VTS, Sonderegger has published work on assessing the thought of Karl Barth and is currently writing the first volume of her systematic theology. In addition, she serves on the editorial board for International Journal of Systematic Theology, New Studies in Dogmatics. She completed her doctorate at Brown University; earned a D.Min. and STM from Yale and an A.B. in Medieval Studies from Smith College. Sonderegger is the author of several articles and papers, and the book That Jesus Christ was Born a Jew: Karl Barth's 'Doctrine of Israel' (Penn State Press, 1992).
The Rev. John Yueh-Han Yieh, Ph.D. was appointed to the Molly Laird Downs Chair in New Testament. Yieh serves as Professor of New Testament having joined the faculty in 1995. In his eighteen years of service, he has written and contributed to a number of books, articles and essays on the Gospel of Matthew, Johannine Epistles, Revelation and Chinese biblical interpretation. Yieh earned a Ph.D., M.Phil. and an M.A. in religious studies specializing in New Testament from Yale University;  an M.Div. from Taiwan Theological Seminary; and an M.A. from Fu-Jen Catholic University. An ordained minister in the Presbyterian Church USA, Yieh is currently the President of the Ethnic Chinese Biblical Colloquium and is Moderator of the Chesterbrook Taiwanese Presbyterian Church in Falls Church, Va. An associate editor of the Chinese Union Study Bible series, Yieh is also the author of Conversations with Scripture: The Gospel of Matthew (Morehouse Publishing, 2012).
With a combined seventy years of service to Virginia Theological Seminary, the five professors receiving an endowed chair join a distinguished history of Christian educators at VTS who have received this honor, including current colleagues Stephen L. Cook, Ph.D., Amelia J. Gearey Dyer, Ph.D., the Rev. Robert W. Prichard, Ph.D.  and Timothy F. Sedgwick, Ph.D.
"I would also like to extend my thanks to the Rev. Melody Knowles, Ph.D., our vice president for academic affairs,” added Markham. ”She spoke movingly about the ways in which faculty can be recognized by an institution and explained that beyond tenure and movement from assistant to associate to full professor, the highest accolade that an institution can bestow is the invitation to occupy an endowed chair.”
###
Founded in 1823, Virginia Theological Seminary is the largest of the 11 accredited seminaries of the Episcopal Church. The school prepares men and women, representing more than 40 different dioceses and nine different countries, for service in the Church, both as ordained and lay ministers, and offers a number of professional degree programs and diplomas. Visit us online at www.vts.edu.