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Suggests the use of the "tribal" metaphor to foster team building and collaborative learning in college classes. Offers examples of how linking students in the classroom in tribes builds identification and interdependence through such activities as creating a group myth and participating in membership rituals. The tribal metaphor has also led to greater teamwork among faculty. (DB)

This paper examines the contemporary student in higher education and how to position this student for success. Through analysis of Leviticus 19:14, which states "You shall not curse the deaf, and you shall not place a stumbling block before the blind," the authors examine how to remove barriers often placed in front of the contemporary post-secondary student. Utilizing the analogy of the contemporary student and the institution of higher education being "blind" and/or "deaf" as in the biblical verse, the authors propose institutional responses and institutional repercussions that can remove barriers and thereby allow the contemporary student to succeed in the complex arena of higher education. [ABSTRACT FROM AUTHOR]

Storytelling is of paramount importance in the Jewish tradition. The retelling of ancient stories by rabbinical sages is known is as Midrash. This article examines Midrash on multiple levels. Topics include an analysis of how Midrash can serve as a case study for cultural change within higher education; how Midrash can assist with the process of creating a vision and mission statement for an institution; how stories from Midrash exemplify that components of the Jewish tradition of Midrash can serve as a fundamental component of the Jesuit classroom; and how to apply them in a Jesuit classroom setting. [ABSTRACT FROM AUTHOR]

Collaborative learning techniques work to some extent but are hindered when students from different majors do not know each other or see any point in working together. Tribes differ from teams. In a tribe, everyone has value and adds to the nature of the tribe. Tribes have a sense of belonging to the group, without the danger of being "traded." Tribes are often composed of smaller groups, each of which takes a specific role for the good of the tribe. On a team, certain strengths and abilities are sought out and rewarded, while those without these specific skills are "picked last" or encouraged to leave the team. In a tribe, however, everyone is assumed to have something to add to the group. Those with unique learning styles or skills not necessarily considered useful are encouraged to participate and add their creative element to a project. Research projects also take on a tribal aspect. Students meet in small groups and discuss the nature of the group project. Each group is required to cover a project from the perspective of each of the seven directions in order to provide an integrated view of a problem. This approach forces students to use several worldviews, including a future vision, real-world application, emotional affect, environmental integration, cultural myths, and the importance of spirit. Each individual takes a task or point of view that suits his or her strengths, then sets personal goals, such as when a certain aspect of the project will be completed. These goals are then approved and monitored by the group.