Testimonials

Revealing World Religions provided the students in my Hinduism-Buddhism class with the right combination of history, theology, culture & arts to provide them a basis for reading the primary sources that were the focus of the course. The students enthusiastically endorsed Revealing World Religions as an alternative to a textbook. I appreciated being able to confirm when, where, and how long students were using the courseware. I look forward to using it again…

Katharine R. Meacham, Ph.D.
Professor of Philosophy & Religion, Mars Hill College

I’ve used Revealing World Religions twice, and the more I reflect on how it streamlined some of the more onerous tasks of teaching (e.g., the pressure to “cover” basic information and tediously to document that students gained some mastery of it), the more I’m convinced I won’t teach World Religions (or Western Religious Traditions) without it.

Jon Pahl
Temple University & The Lutheran Theological Seminary at Philadelphia

Revealing World Religions has strengthened student learning in my liberal arts core course on the world religions.

First-year students often take a haphazard approach to textbook assignments, which results in their uneven grasp of course content. Revealing World Religions promotes good study habits and the mastery of key concepts: at regular intervals during each course unit, students are required to upload to the Interactive Grade Book the results of a courseware quiz on a unit section.

In their course evaluations, students express strong approval for Revealing World Religions. They report that the courseware format actually makes learning fun, and they value the opportunity to reinforce their learning with the mini-quizzes. Revealing World Religions has enabled me to successfully “flip” the classroom: outside the classroom, the courseware helps students build a solid foundation in the world religions; inside the classroom, students and I work on building their analytical skills through discussing primary source readings and analyzing visual media.

The Interactive Grade Book is almost like having a TA! That’s a real nice bonus for using Thinking Strings courseware.

Martha Reineke
University of Northern Iowa & Professor of Religion,
Recipient, 2012 American Academy of Religion Award for Teaching Excellence

Cynthia Eller has performed a valuable service in producing Revealing World Religions. In this digital multi-media era, students and faculty alike need material like this. I am impressed by the high academic quality of the project, the scope of information included, and the ease with which the material can be navigated.

Robert Wuthnow
Princeton University

The exercises are creative and relevant, and are the next best thing to hands-on archaeological experience.

They really contribute to learning in a way a traditional textbook can’t.

Susan Johnston
Department of Anthropology
George Washington University

The Revealing Archaeology courseware from Thinking Strings has provided a terrific, experiential learning environment for my archaeology students.

Students can explore areas of archaeology at their own pace and are exposed to more topics than I can cover in class. Several students have commented that they really like having a courseware instead of a textbook because it is much more interactive.

In addition, the Thinking Strings support team is wonderful. They are quick to respond to questions from myself and my students. Because of this, I don’t have to worry about technical issues and can concentrate on my pedagogy.

Renee B. Walker
Assistant Professor
Department of Anthropology
SUNY College at Oneonta

I really like Revealing Archaeology. I was just telling myself I will never go back to a standard text. I wish I had a similar product for my World Prehistory course.

Jack Broughton, Ph.D.
Professor of Anthropology
University of Utah

After nearly two decades of teaching Introduction to Archaeology I have found the perfect solution to engage students in the field of archaeology. That solution is Thinking Strings Revealing Archaeology.

I have enjoyed using Thinking Strings course materials in my larger courses. It allows me to see who is keeping up with their assignments and how well they do on them. That of course helps me when exam come because I can monitor “homework” without having to deal with papers and marking grade sheets.

Classroom lectures are reinforced with interactive homework exercises that engage the students in the excitement of archaeology. All this without additional paperwork to physically handle and grade. It will revolutionize the teaching of introductory archaeology.

Russell K. Skowronek, Ph.D.
Associate Professor of Anthropology
Santa Clara University

The most sophisticated interactive educational software I’ve encountered; it raises the bar high for this mode of study.

Its engaging style makes even the detailed mechanics of dating methods appealing! It is so versatile that, depending upon the nature and size of the class, I’ve used it as a primary “text” as well as a complementary homework vehicle.

Thinking Strings student support is spectacular, and the continuous updating of scholarly references for every topic covered is impressive. The three-dimensionality of the exercises offer effective practice of everything from excavation to faunal analysis.

Anne Pike-Tay
Professor of Anthropology
Vassar College

I have used Revealing Archaeology for several years now. I find that students have a better understanding of the nuances of fieldwork and the interpretation of archaeological sites than they did when I used a traditional textbook.

Many former students have told me they have gone back to their courseware over the years to revisit topics and because they enjoyed the learning process so much. The technical support Thinking Strings provides is extraordinary! They always respond quickly, knowledgably and patiently to the students and to me. They have shown great flexibility in resolving issues that arise and responding to all of our needs and questions.

Debra L. Gold
Professor of Anthropology
St. Cloud State University

I am a fan of Revealing Archaeology. It provides an engaging and thoughtful introduction to the field and most importantly, gives students “hands on” experiences that have been difficult to incorporate into my introduction to archaeology course before.

To be honest, I’ve been skeptical about using software as a teaching aid; I liked the course I taught, the book I used, and the exercises I’d developed in the past 10 years of teaching. I didn’t think the available software introduced students to the range of challenges we encounter in archaeology and, given the added expense and hassle, I’ve relied on traditional aids–a textbook, films, handouts.

Well, after one term of using Revealing Archaeology, I see that this software does what a textbook-based course simply cannot do. The method and theory of archaeology is introduced in a series of chapter-like modules, illustrated with stunning photographs and line drawings from around the world and a variety of archaeological projects. This is impressive, but in format not materially different from what students could learn from a textbook. What is distinctive about the software (and the student’s learning experience) are the clever, well-designed exercises, simulations of activities that students carry out as they work through the modules. Using the mouse and keyboard, students actually seriate a set of ceramics assemblages, correlate stratigraphic beds across a valley, figure out which items make good index fossils, negotiate a land-use agreement, excavate a multi-component site, and graph results of an analysis. And these are just a few examples. Students get as close to doing archaeology as possible without actually getting in the field or taking a lab class.

In short, I strongly recommend Revealing Archaeology for use in introduction to principles (method and theory) in archaeology. It was a joy to teach from and I’m absolutely convinced that students have a deeper, richer understanding about how archaeology “works” than they obtained from the text-based approach I’ve used in previous years.

Virginia L. Butler
Professor of Anthropology
Portland State University

Revealing Criminology provides an engaging and informative platform in the study of criminology. More importantly, it assists students in understanding and linking criminological theory with real-life examples. Now that I am using Revealing Criminology, I always seem to hear students sharing their personal perspectives based on examples in the Revealing Criminology program. The engaging format of the material makes this program an excellent alternative to traditional texts.

Gregory Broberg
Arizona State University

Revealing Archaeology is the most effective text I have used in more than ten years of teaching introductory archaeology classes.

Attractive, witty, and simple to use, Revealing Archaeology seamlessly blends perspectives and examples from the Old and New Worlds and from historic and prehistoric contexts. Using simulated survey, excavation and analysis sections, it effectively engages students in the technical aspects of fieldwork. I was especially impressed by how Revealing Archaeology moves the student from the discovery phase of research, through the mechanics of sampling, analysis, and quantification to the ethical and interpretive issues of contemporary archaeology.

Not having much experience using multimedia or internet-based learning technologies, I approached Revealing Archaeology with no small amount of anxiety. However, the Thinking Strings staff and technical support were always helpful in smoothing over the inevitable rough patches at the beginning and throughout the semester. There was not one single problem my students encountered that Thinking Strings was unable to solve promptly and effectively.

A remarkable thing has occurred in the last two semesters. The course average has gone from 65% to 75% and then to 85% this semester. It is not that my tests are getting any easier, nor likely that the students are getting smarter. The only variable that has changed is Revealing Archaeology. You have an outstanding product, quite possibly the best thing to hit archaeology education in colleges for decades. And, if anybody asks, you may tell them I said so.

John J. Shea
Professor of Anthropology
Stony Brook University

We are very pleased with Revealing® the Hebrew Bible and I will definitely be using it again. I’m excited to have finally found a text I enjoy using for my Old Testament class!

Melody Maxwell
Assistant Professor
Howard Payne University

I am SO loving this text! Thanks for all the hard work. All is going very well, indeed, and all the feedback I get from students on the text is positive. The fact that this system builds in accountability has improved student performance. My grades are definitely up since initiating the use of the text.

Molli E. Vassar
Instructor
Pennsylvania State University-Fayette

Why isn’t there Thinking Strings courseware for every course I teach?

Susan Hill
Professor of Religion
Northern Iowa University

Students do their work on time! No surprise, they learn more and their grades are higher.

Gregory Pasquarello
Instructor of Philosophy
Northampton Community College

Finally, I know that my students are reading the text and enjoying it!

E. Keith Ewing
Florida Southern College