"I link what I am talking about with musical themes," says Cox. "Students associate what I am saying with some other dimension of the brain," Cox adds, explaining that students tend to remember facts by association. "I play the theme again, as students come into the classroom, and it gets them remembering."

Cox also uses cartoons, paintings and photographs displayed on a wide screen throughout his lectures, which commonly draw between 150 and 200 students.

"I consider myself a very good lecturer," concludes Cox, adding, "I love the performance element. Pacing, timing, voice intonation, and a lot of eye contact" are the key to his success, he adds.

Despite the professors' abilities as teachers, some students say they are drawn to these scholars' courses because of their relatively light workloads. For example, Fleming's courses commonly feature a midterm which does not count unless it boosts one's final grade. Fleming justifies his policy, saying he views the midterm as a "learning exercise."

Cox's course, "Jesus and the Moral Life," has the ever-popular attraction of omitting the final exam. The only requirements are a 15-page paper, a one-hour midterm and an uncommonly small reading load. "Some find my course easy, some find it rather difficult," Cox says.

When setting reading loads, Cox says he tries to pay close attention to what type of material he assigns rather than the volume. "Many students and teachers think of all reading as the same. The gospels should be read very slowly; students should ponder and think about it," he adds