Main Article Content
The long title of this article reflects the multiple dynamics at work in a new type of class commonly found in adult degree completion programs in higher education. These characteristics are briefly surveyed in order to show how they impinge upon one another to both limit and complicate strategies for effective learning. These dynamics and complications are illustrated by exploring how they affect an introductory class on biblical interpretation. The article closes by considering some further strategies that may be employed in this highly constrained type of class.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The Wabash Center Journal on Teaching is published pursuant to a Creative Commons Attribution-Non-Commercial License (CC-BY-NC).