MAGNA ONLINE SEMINAR
Julie Schrock
Steven Benko is assistant professor of religious and ethical studies at Meredith College. His primary areas of interest are in contemporary ethical thought. He teaches courses at the intersection between ethics, religion, and culture, including courses on ethics and contemporary social issues, bioethics, comparative religious ethics, and religion and film. In his teaching and research he focuses on the idea of ethical subjectivity, the relationship between humor, religion, and ethics, and how critical thinking strategies enhance pedagogical practices and student learning. Benko is the advisor to Theta Alpha Kappa- the religion honor society and the Meredith College Ethics Bowl team. He is a member of the American Academy of Religion and the American Culture Association/Pop Culture Association. He has participated in professional development seminars at the National Humanities Center and The Poyner Center for Ethics and Public Life.
Updated: 08-07-2017
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- Blended and Flipped Learning, Course Delivery and Instruction, Course Design and Preparation, Faculty, Magna All Access, Magna Commons, On-Demand Seminars, Student Engagement, Teaching Strategies
- Course Design Strategies to Enhance Critical Thinking Skills
- $297.00 – $497.00
- Learn how to deliver fundamental course concepts in a way that helps develop the skills that students need in order to think like professionals in your discipline. This seminar helps you adjust your course design and components to focus on the most important materials and concepts and use them to foster engaging interactions during class.
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- Course Design and Preparation, Faculty, Magna All Access, Magna Commons, On-Demand Seminars, Student Engagement, Teaching Strategies
- Facilitate Deep Learning and Student Engagement through Socratic Questioning
- $297.00 – $497.00
- You'll view and analyze effective and ineffective examples of Socratic questioning, so you can continue to support student learning through useful questioning techniques and avoid questions that stifle student inquiry and thinking.
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