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From Cordiality to Collegiality: A Faculty Reforming, Part II
Proposal abstract :
Increasingly, theological education turns to issues of formation. If curriculum focuses on what students study, and pedagogy hones in on how effective teaching and learning happens, then formation addresses the question: who do we want our graduates to be? That question raises another: who do we need to be as a faculty to guide our students, when we are ourselves in formation. Faculty formation is vital, on-going, and coterminous with the formation we offer our students. Our faculty will meet monthly for a year to develop more fully our dimensions of faculty excellence and to encourage a culture of collegiality and hospitality among ourselves and with our GTU colleagues.
Learning Abstract :
Increasingly theological education turns to issues of "formation:" Who do we want our graduates to be? At Pacific Lutheran Theological Seminary, faculty addressed the question by pointing to eight dimensions of ministry excellence and identifying four implementing perspectives (http://www.plts.edu/how_we_teach2.html)
As we worked these into our common life, however, we found ourselves facing another question of formation: who do we need to be as a faculty to support this work?
As faculty, we most faithfully and effectively form our students, when we are in formation ourselves. Student and faculty formation are coterminous, and they are ongoing.
As a faculty we committed to meeting monthly and outside regularly scheduled faculty meetings, in order to develop more fully an engagement in formation and to engender a culture of collegiality and hospitality among ourselves and with our GTU colleagues. These meetings would open with prayer, then discussion of brief vocational autobiographies, which faculty prepared and disseminated in advance. Finally, we shared a meal together.
Increasingly, theological education turns to issues of formation. If curriculum focuses on what students study, and pedagogy hones in on how effective teaching and learning happens, then formation addresses the question: who do we want our graduates to be? That question raises another: who do we need to be as a faculty to guide our students, when we are ourselves in formation. Faculty formation is vital, on-going, and coterminous with the formation we offer our students. Our faculty will meet monthly for a year to develop more fully our dimensions of faculty excellence and to encourage a culture of collegiality and hospitality among ourselves and with our GTU colleagues.
Learning Abstract :
Increasingly theological education turns to issues of "formation:" Who do we want our graduates to be? At Pacific Lutheran Theological Seminary, faculty addressed the question by pointing to eight dimensions of ministry excellence and identifying four implementing perspectives (http://www.plts.edu/how_we_teach2.html)
As we worked these into our common life, however, we found ourselves facing another question of formation: who do we need to be as a faculty to support this work?
As faculty, we most faithfully and effectively form our students, when we are in formation ourselves. Student and faculty formation are coterminous, and they are ongoing.
As a faculty we committed to meeting monthly and outside regularly scheduled faculty meetings, in order to develop more fully an engagement in formation and to engender a culture of collegiality and hospitality among ourselves and with our GTU colleagues. These meetings would open with prayer, then discussion of brief vocational autobiographies, which faculty prepared and disseminated in advance. Finally, we shared a meal together.