Laura Carlson Hasler is Assistant Professor of Religious Studies and Jewish Studies  and Alvin H. Rosen Chair of Hebrew Bible at Indiana University. 

What are teaching strategies when the religious identity of students presents obstacles to learning in religious study courses? How do you teach academic inquiry when curiosity is considered antithetical to faith? What does it mean to teach a student who cannot, by faith tradition, admit not knowing? When students have "ah-hah!" moments - what is the best way to acknowledge their learning and support their faith journey?