HOMOSEXUALITY - a cursed sin

GENETICS AND HOMOSEXUALITY

Homosexually is NOT something which is inherited genetically through DNA of homosexual's parents. Of course in 1993, the American geneticist, author, and filmmaker, Dean Hamer published a research saying that there is a genetic linkage with homosexuality. He presented that the Xq28 marker on the X chromosome is associated with male homosexuality. This research was wrong and it was claimed the person who proposed this (Dean Hamer) himself was a homosexual. So there's no scientific proof yet. That is an assumption.

In 1999, in the largest study of its kind to date, George Rice, George Ebers and colleagues at the University of Western Ontario failed to reproduce a statistically significant linkage to the Xq28 marker in a sample of 52 gay brother pairs. Another unpublished study led by Alan Sanders at the University of Chicago produced inconclusive results. Further evidence of a genetic link to homosexuality has not been produced.

See: Rice, G., C. Anderson; N. Risch; and G. Ebers. 1999. Male homosexuality: absence of linkage to microsatellite markers at Xq28. Science. 284: 665-67.

and also see: Wickelgren, I. 1999. Discovery of gay gene questioned Science. 284: 571.

DID ALMIGHTY CREATED THEM WITH “HOMOSEXUAL PSYCHOLOGY”?
Psychologically speaking if something is overdone or when boundaries are transgressed, he/she will start losing the pleasure. So what the Almighty permitted was the normal sexual way of life. (i-e having sex with one's spouse in their vaginal opening.) In most cases when someone is fed-up having sex with wife at the back and over do it, they want to enjoy more. So that thing what is normal does not suffice the one any longer so start doing unnatural things like homosexuality . So what about the unmarried people and children who did not satisfy their pleasure in that way, but yet attracted to their sex and considers themselves homosexual? And what about the people who were homosexuals before getting married? Most of them watch pornographic movies. They are affected by their environment, society, media, peer pressure and so on and so forth. Think about more than 24,000,000 porn sites in the world. Researches says that 24% of Internet searches directly related to porn. 68,000,000 daily searches of pornography. 72,000,000 people accessing porn every month. 28,000 viewers every second.

All these have the psychological impact on the them. As Albert Bandura states learning is both behavioral and cognitive process which takes place in social context. It has been experimentally proven that people learn by observing other (as you can see in Bobo-doll experiment) & we should take into account that the external reinforcers have a tremendous effect on cognitive state and thus learning. So homosexuality is something which they have learnt and not inherited.

It is quite interesting to note that in 1952, when the American Psychiatric Association published its first Diagnostic and Statistical Manual of Mental Disorders, homosexuality was included as a disorder, but later it was removed in 1973, perhaps to promote LGBT.

Homosexuality is “unbiological”

Some may ask, is it unnatural to penetrate through anal opening, I would say yes, it is unnatural. First of all “rear entrance” is not adapted for copulation. Think about how well vagina is adapted for copulation while anus and rectum is not. To list few: vagina contains elastic muscular canal with stratified squamous epithelium at its lining – beneath which is stratified squamous epithelium which contracts during child birth and sexual intercourse. Both Bartholin's gland and vaginal transudation helps in vaginal lubrication during sexual arousal which makes it easy for penetration and reduce the risk of some sexually transmitted diseases.

See: http://www.salon.com/1999/12/10/drysex/

On other hand anal opening – which is the main source of pleasure for most homosexual males and some heterosexuals – has lots of health risks. Although rectal stimulation can cause sexual arousal due to sharing of nerves of vagina in females and prostate in males, rectum is a media rich in microorganisms which are not found elsewhere on the body. Moreover due to fragility of anus and rectum they are prone to physical damage.

Furthermore there are many health risks which are associated with homosexuality. It has been reported that HIV spreads faster amongst homosexuals than that of heterosexuals in the same population. Moreover there is high probability of spreading of HIV and other diseases through anal intercourse

See: http://www.ncbi.nlm.nih.gov/pubmed/22819660 , http://www.ncbi.nlm.nih.gov/pubmed/6116083 & http://www.nytimes.com/1982/05/11/science/new-homosexual-disorder-worries-health-officials.html

Moreover it was reported that lymphadenopathy is more persistent amongst homosexual males than heterosexuals

See: http://www.cdc.gov/mmwr/preview/mmwrhtml/00001096.htm

I was wondering what happens to our society if everyone on the face of this earth becomes straight men and women. Would there be any social problems? In fact homosexuality was “evolved” during the time of Lot (pbuh) – and there were no harmful affect on their societies in any way by them being straight. But on the other hand if everyone on the face of the earth becomes homosexuals (with no bisexuals or heterosexuals) there would definitely be no procreation. When there's no bearing of offspring it would create all sorts of social, economical, political, psychological and medical problems. So I see a crystal clear affects of homosexuality on the society or us in many ways. If everyone on the face of this earth becoming homosexuals have a negative affect, even few becoming homosexuals have affects which might not be observable to blind eyes of some homosexuals, due to so called “small magnitude” of the affect.

Why does Islam forbid lesbianism and homosexuality?

The Muslim should not doubt, even for an instant, that what Allaah has prescribed is wise. He should know that there is great wisdom in what Allaah has commanded and what He has forbidden; it is the straight path and is the only way in which man can be safe and at peace, protecting his honour, his mind and his health, in accordance with the natural disposition (fitrah) with which Allaah has created man. 

Some heretics have tried to attack Islam and its rulings; they have denounced divorce and plural marriage and permitted alcohol. Those who look at the state of their societies will see the state of misery which those societies have reached. 

When they rejected divorce, murder took its place. When they rejected plural marriage, men started to take mistresses instead. When they allowed alcohol, all kinds of shameful and immoral actions became widespread. 

They (gays and lesbians) both go against the natural disposition (fitrah) which Allaah has created in mankind – and also in animals – whereby the male is inclined towards the female, and vice versa.
Whoever goes against that goes against the natural disposition of mankind, the fitrah. 

The spread of homosexuality has caused man diseases which neither the east nor the west can deny exist because of them. Even if the only result of this perversion was AIDS – which attacks the immune system in humans – that would be enough. 

It also causes the breakup of the family and leads people to give up their work and study because they are preoccupied with these perversions. 

Since the prohibition has come from his Lord, the Muslim should not wait until medicine proves that harm befalls the one who does that which Allaah has forbidden. Rather he must believe firmly that Allaah only prescribes that which is good for people, and these modern discoveries should only increase his certainty and confidence in the greatness of Allaah’s wisdom. 

Ibn al-Qayyim said: 

Both of them – fornication and homosexuality – involve immorality that goes against the wisdom of Allaah’s creation and commandment. For homosexuality involves innumerable evil and harms, and the one to whom it is done would be better off being killed than having this done to him, because after that he will become so evil and so corrupt that there can be no hope of his being reformed, and all good is lost for him, and he will no longer feel any shame before Allaah or before His creation. The semen of the one who did that to him will act as a poison on his body and soul. The scholars differed as to whether the one to whom it is done will ever enter Paradise. There are two opinions which I heard Shaykh al-Islam (may Allaah have mercy on him) narrate.” 

(al-Jawaab al-Kaafi, p. 115). 

2. Lesbianism means one woman doing to another something like that which a man does to a woman. Homosexuality means having intercourse with males in the back passage. This was the action of the accursed people of the Prophet of Allaah Loot (peace be upon him). In sharee’ah terminology it refers to inserting the tip of the penis into the anus of a male. 

What is mentioned concerning these actions in the Qur’aan and Sunnah: 

A – Allaah says (interpretation of the meaning): 

“And (remember) Loot (Lot), when he said to his people: ‘Do you commit the worst sin such as none preceding you has committed in the ‘Aalameen (mankind and jinn)?

Verily, you practise your lusts on men instead of women. Nay, but you are a people transgressing beyond bounds (by committing great sins)’”

[al-A’raaf 7:80-81] 

B – “Verily, We sent against them a violent storm of stones (which destroyed them all), except the family of Loot (Lot), them We saved in the last hour of the night”

[al-Qamar 54:34 – interpretation of the meaning] 

C – “And (remember) Loot (Lot), when he said to his people: ‘Do you commit the worst sin such as none preceding you has committed in the ‘Aalameen (mankind and jinn)?”

[al-A’raaf 7:80 – interpretation of the meaning] 

And Allaah says (interpretation of the meaning): 

“And (remember) Loot (Lot), when he said to his people: ‘You commit Al Faahishah (sodomy the worst sin) which none has preceded you in (committing) it in the ‘Aalameen (mankind and jinn)’”

[al-‘Ankaboot 29:28] 

D – “And (remember) Loot (Lot), We gave him Hukm (right judgement of the affairs and Prophethood) and (religious) knowledge, and We saved him from the town (folk) who practised Al Khabaa’ith (evil, wicked and filthy deeds). Verily, they were a people given to evil, and were Faasiqoon (rebellious, disobedient to Allaah)”

[al-Anbiya’ 21:74 – interpretation of the meaning] 

E – “And (remember) Loot (Lot)! When he said to his people, ‘Do you commit Al Faahishah (evil, great sin, every kind of unlawful sexual intercourse, sodomy) while you see (one another doing evil without any screen)

Do you practise your lusts on men instead of women? Nay, but you are a people who behave senselessly.’

There was no other answer given by his people except that they said: ‘Drive out the family of Loot (Lot) from your city. Verily, these are men who want to be clean and pure!’

So We saved him and his family, except his wife. We destined her to be of those who remained behind.

And We rained down on them a rain (of stones). So evil was the rain of those who were warned”

[al-Naml 27:54-58 – interpretation of the meaning] 

These verses refer to the punishment that befell the people of Loot. With regard to the rulings on them: 

F – Allaah says (interpretation of the meaning]: 

“And the two persons (man and woman) among you who commit illegal sexual intercourse, hurt them both. And if they repent (promise Allaah that they will never repeat, i.e. commit illegal sexual intercourse and other similar sins) and do righteous good deeds, leave them alone. Surely, Allaah is Ever All-Forgiving (the One Who forgives and accepts repentance), (and He is) Most Merciful”

[al-Nisa’ 4:16] 

Ibn Katheer said: 

“The words of Allaah ‘And the two persons (man and woman) among you who commit illegal sexual intercourse, hurt them both’ mean, those who commit immoral actions, punish them both. Ibn ‘Abbaas (may Allaah be pleased with him), Sa’eed ibn Jubayr and others said: By condemning them, shaming them and hitting them with shoes. This was the ruling until Allaah abrogated it and replaced it with whipping and stoning. ‘Ikrimah, ‘Ata, al-Hasan and ‘Abd-Allaah ibn Katheer said: This was revealed concerning a man and woman who commit fornication. Al-Saddi said, it was revealed concerning young people before they get married. Mujaahid said:  it was revealed concerning two men if they admit it bluntly; a hint is not sufficient  – as if he was referring to homosexuality. And Allaah knows best.” 

(Tafseer Ibn Katheer, 1/463). 

G – It was narrated that Jaabir (may Allaah be pleased with him): “The Prophet (peace and blessings of Allaah be upon him) said: ‘There is nothing I fear for my ummah more than the deed of the people of Loot.’”

(Narrated by al-Tirmidhi, 1457; Ibn Maajah, 2563. This hadeeth was classed as saheeh by Shaykh al-Albaani (may Allaah have mercy on him) in Saheeh al-Jaami’, no. 1552). 

H – It was narrated that Ibn ‘Abbaas said: “The Prophet (peace and blessings of Allaah be upon him) said: “… cursed is the one who has intercourse with an animal, cursed is the one who does the action of the people of Loot.”

(Narrated by Ahmad, 1878. This hadeeth was classed as saheeh by Shaykh al-Albaani in Saheeh al-Jaami’, no. 5891). 

I – It was narrated that Ibn ‘Abbaas said: “The Prophet (peace and blessings of Allaah be upon him) said: ‘Whoever you find doing the deed of the people of Loot, kill the one who does it and the one to whom it is done.”

(Narrated by al-Tirmidhi, 1456; Abu Dawood, 4462; Ibn Maajah, 2561. This hadeeth was classed as saheeh by Shaykh al-Albaani in Saheeh al-Jaami’, no. 6589). 

And Allaah knows best.

Important Links

1. BRIEF ON SEXUAL ORIENTATION AND GENETIC DETERMINISM http://www.councilforresponsiblegenetics.org/ViewPage.aspx?pageId=66
2. ISLAM'S POSITION ON HOMOSEXUALITY - DR. BILAL PHILIPS http://www.islamicemirate.com/articles/jurisprudence/2763-islams-position-on-homosexuality-dr-bilal-philips.html
3. Dealing With Homosexual Urges: Yasir Qadhi to Muslim Student - http://muslimmatters.org/2009/04/13/dealing-with-homosexual-urges/
4. Why does Islam forbid lesbianism and homosexuality?
   http://islamqa.info/en/10050

Important lessons for every Da'i

Calling non-Muslims and helping Muslims to remain steadfast in Islam

1. A serious dialogue with a Christian 
2. The Merits of Islam 
3. Questions from a confused Christian 
4. Discussion with a Christian about the Crucifixion 
5. Discussion With a Christian: The Oneness of God is the Message of Jesus and all the Prophets, Peace be Upon Them 
6. Doubts about what the Qur’aan says about ‘Eesa (peace be upon him) 
7. How to call a Christian to Islam 
8. A Christian woman whose father died and her co-religionists ignore her; she is thinking about entering Islam 
9. How can I call someone who wants to become Christian?

Writing 11: Creating a Positive Learning Environment

Creating a Positive Learning Environment

Many forces combine to create a classroom's learning environment. This environment could be positive or negative, efficient or inefficient. Much of this depends on the plans you have in place to deal with situations that affect this environment. The following list looks at each of these forces in order to help teachers better understand how to ensure that they are creating a positive learning environment for all students.

1. Teacher Behaviors

Teachers set the tone for the classroom setting. If as a teacher you try hard to be even-tempered, fair with your students, and equitable in rule enforcement than you will have set a high standard for your classroom. Of the many factors that affect a classroom environment, your behavior is the one factor that you can completely control.

2. Teacher Characteristics

The core characteristics of your personality also affect the classroom environment. Are you humorous? Are you able to take a joke? Are you sarcastic? Are you an optimist or a pessimist? All of these and other personal characteristics will shine through in your classroom and affect the learning environment. Therefore, it is important that you take stock of your traits and make adjustments if necessary.

3. Student Behavior

Disruptive students can really affect the classroom environment. It is important that you have a firm discipline policy that you enforce on a daily basis. Stopping problems before they start by moving students or diffusing situations before they begin are key. However, it is hard when you have that one student who always seems to push your buttons. Use all the resources at your disposal including mentors, guidance counselors, phone calls home, and if necessary the administration to help you keep the situation under control.

4. Student Characteristics

This factor takes into account overriding characteristics of the group of students you are teaching. For example, you will find that students from urban areas like New York City will have different characteristics than those from rural areas of the country. Therefore, the classroom environment will also be different.

5. Curriculum

What you teach will have an effect on the classroom learning environment. Mathematicsclassrooms are much different than social studies classrooms. Typically, teachers will not be holding classroom debates or using role playing games to help teach math. Therefore, this will have an effect on teacher and student expectations of the classroom learning environment.

6. Classroom Setup

Classrooms with desks in rows are quite different than those where students sit around tables. The environment will be different too. Talking is typically less in a classroom set up in the traditional manner. However, interaction and teamwork are much easier in a learning environment where students sit together.

7. Time

Time refers to not only time spent in class but also the time of day in which a class is held. First, the time spent in class will have an impact on the learning environment. If your school uses a block schedule, there will be more time on certain days spent in the classroom. This will have an impact on student behavior and learning.

The time of day in which you teach a specific class is beyond your control. However, it can have a huge impact on student attention and retention. For example, a class right before the end of the day is often less productive than one at the beginning of the morning.

8. School Policies

Your school's policies and administration will have an impact within your classroom. For example, the school's approach to interrupting instruction can impact learning during the school day. Schools do not want to interrupt class time. However, some administrations put in policies or guidelines that strictly regulate those interruptions while others are more lax about calling into a class.

9. Community Characteristics

The community-at-large impacts your classroom. If you live in an economically depressed area, you might find that the students have different concerns than those in a well-off community. This will impact classroom discussions and behavior.

Source

http://712educators.about.com/od/classroomhelpers/tp/Creating-A-Positive-Learning-Environment.htm

Writing 10: Assessment and Evaluation

Assessment

Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes, and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole (also known as granularity).

Types

The term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress.[2] Though the notion of assessment is generally more complicated than the following categories suggest, assessment is often divided for the sake of convenience using the following distinctions:

1.       initial, formative, and summative

2.       objective and subjective

3.       referencing (criterion-referenced, norm-referenced, and ipsative)

4.       informal and formal

Initial, formative and summative

Assessment is often divided into initial, formative, and summative categories for the purpose of considering different objectives for assessment practices.

Initial assessment - Also referred to as pre-assessment or diagnostic assessment, initial assessments are conducted prior to instruction or intervention to establish a baseline from which individual student growth can be measured.

Formative assessment - Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as "educative assessment," is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work and would not necessarily be used for grading purposes. Formative assessments can take the form of diagnostic, standardized tests.

Summative assessment - Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade. Summative assessments are evaluative.

Objective and subjective

Assessment (either summative or formative) is often categorized as either objective or subjective. Objective assessment is a form of questioning which has a single correct answer. Subjective assessment is a form of questioning which may have more than one correct answer (or more than one way of expressing the correct answer). There are various types of objective and subjective questions. Objective question types include true/false answers, multiple choice, multiple-response and matching questions. Subjective questions include extended-response questions and essays. Objective assessment is well suited to the increasingly popular computerized or online assessment format.

Norm-referenced, criterion-referenced and ipsative assessment

Norm-referenced assessment.

This is assessment that is based on comparing the relative performances of students, either by comparing the performances of individual students within the group being tested, or by comparing their performance with that of others of similar age, experience and background

Criterion-referenced assessment.

Here, the performance of students or trainees is assessed against pre-determined criteria, without regard to their performance relative to one another. Such assessment generally involves determining whether the student or trainee can carry out specific tasks or activities, within a particular situation or context, and to a set minimum standard

Ipsative assessment.

In this mode of assessment, a person's performance is compared with their own earlier performance, with a view to determining whether any improvement has been made, or any 'added value' brought about. Such assessment might involve setting a learner the same test prior to and after undertaking a course or unit thereof, keeping track of how a student's average percentage mark or overall grade average changes as they progress through an entire course, or seeing how an athlete's 'personal best' time, distance, etc improves with training.

Evaluation

Educational evaluation is the evaluation process of characterizing and appraising some aspect/s of an educational process.

There are two common purposes in educational evaluation which are, at times, in conflict with one another. Educational institutions usually require evaluation data to demonstrate effectiveness to funders and other stakeholders, and to provide a measure of performance for marketing purposes. Educational evaluation is also a professional activity that individual educators need to undertake if they intend to continuously review and enhance the learning they are endeavoring to facilitate.

Reference

1.       http://en.wikipedia.org/wiki/Educational_assessment

2.       http://www2.rgu.ac.uk/celt/pgcerttlt/assessing/assess5.htm

3.       http://en.wikipedia.org/wiki/Educational_evaluation

Writing 9: TEACHING STRATEGIES

TEACHING STRATEGIES

Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students' needs and more concerned about how well students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate.
Some of the more prominent strategies are outlined below. For more information about the use of these and other pedagogical approaches, contact the Program in Support of Teaching and Learning.
Lecture. For many years, the lecture method was the most widely used instructional strategy in college classrooms. Nearly 80% of all U.S. college classrooms in the late 1970s reported using some form of the lecture method to teach students (Cashin, 1990). Although the usefulness of other teaching strategies is being widely examined today, the lecture still remains an important way to communicate information.
Used in conjunction with active learning teaching strategies, the traditional lecture can be an effective way to achieve instructional goals. The advantages of the lecture approach are that it provides a way to communicate a large amount of information to many listeners, maximizes instructor control and is non-threatening to students. The disadvantages are that lecturing minimizes feedback from students, assumes an unrealistic level of student understanding and comprehension, and often disengages students from the learning process causing information to be quickly forgotten.
The following recommendations can help make the lecture approach more effective (Cashin, 1990):

1. Fit the lecture to the audience

2. Focus your topic - remember you cannot cover everything in one lecture

3. Prepare an outline that includes 5-9 major points you want to cover in one lecture

4. Organize your points for clarity

5. Select appropriate examples or illustrations

6. Present more than one side of an issue and be sensitive to other perspectives

7. Repeat points when necessary

8. Be aware of your audience - notice their feedback

9. Be enthusiastic - you don’t have to be an entertainer but you should be excited by your topic.
(from Cashin, 1990, pp. 60-61)Case Method. Providing an opportunity for students to apply what they learn in the classroom to real-life experiences has proven to be an effective way of both disseminating and integrating knowledge. The case method is an instructional strategy that engages students in active discussion about issues and problems inherent in practical application. It can highlight fundamental dilemmas or critical issues and provide a format for role playing ambiguous or controversial scenarios.
Course content cases can come from a variety of sources. Many faculty have transformed current events or problems reported through print or broadcast media into critical learning experiences that illuminate the complexity of finding solutions to critical social problems. The case study approach works well in cooperative learning or role playing environments to stimulate critical thinking and awareness of multiple perspectives.
Discussion. There are a variety of ways to stimulate discussion. For example, some faculty begin a lesson with a whole group discussion to refresh students’ memories about the assigned reading(s). Other faculty find it helpful to have students list critical points or emerging issues, or generate a set of questions stemming from the assigned reading(s). These strategies can also be used to help focus large and small group discussions.
Obviously, a successful class discussion involves planning on the part of the instructor and preparation on the part of the students. Instructors should communicate this commitment to the students on the first day of class by clearly articulating course expectations. Just as the instructor carefully plans the learning experience, the students must comprehend the assigned reading and show up for class on time, ready to learn.
Active Learning. Meyers and Jones (1993) define active learning as learning environments that allow “students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations, case studies, role playing, and other activities -- all of which require students to apply what they are learning” (p. xi). Many studies show that learning is enhanced when students become actively involved in the learning process. Instructional strategies that engage students in the learning process stimulate critical thinking and a greater awareness of other perspectives. Although there are times when lecturing is the most appropriate method for disseminating information, current thinking in college teaching and learning suggests that the use of a variety of instructional strategies can positively enhance student learning. Obviously, teaching strategies should be carefully matched to the teaching objectives of a particular lesson. For more information about teaching strategies, see the list of college teaching references in Appendix N.
Assessing or grading students' contributions in active learning environments is somewhat problematic. It is extremely important that the course syllabus explicitly outlines the evaluation criteria for each assignment whether individual or group. Students need and want to know what is expected of them. For more information about grading, see the Evaluating Student Work section contained in this Guide.
Cooperative Learning. Cooperative Learning is a systematic pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal. The term 'Collaborative Learning' is often used as a synonym for cooperative learning when, in fact, it is a separate strategy that encompasses a broader range of group interactions such as developing learning communities, stimulating student/faculty discussions, and encouraging electronic exchanges (Bruffee, 1993). Both approaches stress the importance of faculty and student involvement in the learning process.
When integrating cooperative or collaborative learning strategies into a course, careful planning and preparation are essential. Understanding how to form groups, ensure positive interdependence, maintain individual accountability, resolve group conflict, develop appropriate assignments and grading criteria, and manage active learning environments are critical to the achievement of a successful cooperative learning experience. Before you begin, you may want to consult several helpful resources which are contained in Appendix N. In addition, the Program in Support of Teaching and Learning can provide faculty with supplementary information and helpful techniques for using cooperative learning or collaborative learning in college classrooms.
Integrating Technology. Today, educators realize that computer literacy is an important part of a student's education. Integrating technology into a course curriculum when appropriate is proving to be valuable for enhancing and extending the learning experience for faculty and students. Many faculty have found electronic mail to be a useful way to promote student/student or faculty/student communication between class meetings. Others use listserves or on-line notes to extend topic discussions and explore critical issues with students and colleagues, or discipline- specific software to increase student understanding of difficult concepts.
Currently, our students come to us with varying degrees of computer literacy. Faculty who use technology regularly often find it necessary to provide some basic skill level instruction during the first week of class. In the future, we expect that need to decline. For help in integrating technology into a course curriculum contact the Program in Support of Teaching and Learning or the Instructional Development Office (IDO) at 703-993-3141. In addition, watch for information throughout the year about workshops and faculty conversations on the integration of technology, teaching and learning.
Distance Learning. Distance learning is not a new concept. We have all experienced learning outside of a structured classroom setting through television, correspondence courses, etc. Distance learning or distance education as a teaching pedagogy, however, is an important topic of discussion on college campuses today. Distance learning is defined as 'any form of teaching and learning in which the teacher and learner are not in the same place at the same time' (Gilbert, 1995).
Obviously, information technology has broadened our concept of the learning environment. It has made it possible for learning experiences to be extended beyond the confines of the traditional classroom. Distance learning technologies take many forms such as computer simulations, interactive collaboration/discussion, and the creation of virtual learning environments connecting regions or nations. Components of distance learning such as email, listserves, and interactive software have also been useful additions to the educational setting.
For more information about distance learning contact the Instructional Development Office at 703-993-3141 (Fairfax Campus) and watch for workshops and faculty discussions on the topic throughout the year.

Source
http://www.gmu.edu/resources/facstaff/part-time/strategy.html