Reflective structured dialogue: A conversation with 2018 American Academy of Religion excellence in teaching award winner Jill DeTemple

This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two previous AAR Teaching Award Winners, Joanne Maguire and Lynn Neal. After initial discussion about teaching the intro course we launch into a long discussion of “Reflective Structured Dialogue” – an effective teaching technique for staging contentious conversations, building trust and understanding, and a dialogic culture of curiosity. 1 1 The authors would like to dedicate this article to the memory of Ruel W. Tyson, Jr., a champion of collaborative scholarship and intellectual community. The research referenced in this article was supported by a subaward agreement from the University of Connecticut with funds provided by Grant No. 58942 from the John Templeton Foundation. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of UCONN or the John Templeton Foundation.
     

Creating Flexible Careers: Some Observations on a 'Bridge' Programme for Unemployed Professionals

Redundancy among qualified people is a continuing problem. Those affected can be helped by group programmes providing both career guidance and training in job-getting skills. Re-employment rates are high, regardless of age, gender, and ethnic origin. The long-term unemployed also respond well to this type of programme. An important factor in re-employment is the ability to change occupation in mid-career, which is dependent upon confidence rather than qualifications or mental skills. Confidence-building by means of social support is suggested as the primary objective and particular competence of group programmes. An opportunity for future development is the provision of language training for members of ethnic minorities.