I believe that useful and healthy pedagogy when it comes to Christian-Muslim relations is the same as with other fields, that is:

--providing enough structure or ‘set up’ to guide the class into constructive dialogue on the issue or topic at hand, and

--the ability to cede enough of your own control over the group that dialogue flourishes and isn’t stunted by imposing your own opinions or agendas.

Timekeeping and ensuring that healthy interpersonal boundaries are being observed are of course appropriate roles for the instructor. The goal is to get students doing the task of interfaith exploration and dialogue on their own.

Building Classroom Cohesion

· This should come as no surprise, but classroom experience can be enhanced through effective small-groups facilitation. This is especially important in the Christian-Muslim studies classroom, where majority religion-minority religion representation dynamics are likely to be present. For example, classes in my own program usually included four Muslim students and twenty Christian students. Constructive small groups do not happen on their own. They need fostering, supervision, and an appropriate amount of time to do the work.

· Ground Rules: Even at the Master’s level, group guidelines for effective interfaith dialogue are not obvious. They should be printed in the syllabus, explained on the first day of class, and posted for all to see throughout the term.

· Allow time for building trust: having the same groups meet several times in a row gives students a chance to develop trusting relationships with one another and create a safer space for more authentic interfaith dialogue.

· And then mix it up: this doesn’t mean that the groups should remain the same throughout the entire term. After several sessions, the groups should mix up so that students have access to as wide a variety of perspectives as possible. This also offers a better chance that the students will be acquainted enough to spend time with each other outside of class.

· It is perfectly fine for the professor to assign the groups also, as long as it’s done in an equitable manner.

· Particularly when language skills may be an issue, it can be helpful for students to bring extra copies of short ‘reader responses’ to assigned texts for their colleagues in their group. Offer a moment to review the writings before discussion.

· If possible, try to avoid having only one representative of the minority religion in each group. If the groups have to be a little larger to make this possible, it may well be worth it.

· Unsupervised groups tend to flounder. So do groups whose task or questions to discuss are not made very clear.

· Sit in on small groups in a meaningful way: don’t neglect them, and don’t drop in only briefly (this can be intimidating or stifling). Instead, ‘have your game on:’ prepare follow-up questions that you want to ask, gently challenge opinions offered, offer your own experiences. Think always about how to make dialogue more inviting and comfortable.