Awarded Grants - 449 results
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Consultation on New Media for Professors of Christian Education
Proposal abstract :
We find ourselves constantly striving to stay current with the means and opportunities of new media. We propose to bring new media specialists into dialogue with Christian education faculty of four theological seminaries in Atlanta to create a space where faculty can envision ways to advance teaching and learning about theology and religion in a media literate culture. By understanding how new media and technologies are developing and how they will impact the way future generations communicate, collaborate, socialize, do research, persuade, teach and learn, we expect to improve the ways in which we meet the needs of younger seminarians. The rapidity and pervasiveness of the change challenges professors of Christian education to new networks of learning. The consultation we propose will open for us new knowledge and new networks of learning.
Learning Abstract :
The intention behind this small grant was to bring together Christian education professors from the four Atlanta area theological schools: Candler School of Theology at Emory University, MacAfee School of Theology at Mercer University, Interdenominational Theological Center, and Columbia Theological Seminary to discuss with cutting age new media developers and educators the latest trends in online education. This meant coordinating many schedules of many different institutions and individuals. To some extent the event that was held on May 2, 2009 was a success as we had representatives from both the academic community and the technology sages, although not as many as we hoped. The evaluations were positive and participants learned a lot about virtual worlds, electronic textbooks, and other social internet media. We hope to continue this learning through an electronic social media site with Christian education professors in other locations.
We find ourselves constantly striving to stay current with the means and opportunities of new media. We propose to bring new media specialists into dialogue with Christian education faculty of four theological seminaries in Atlanta to create a space where faculty can envision ways to advance teaching and learning about theology and religion in a media literate culture. By understanding how new media and technologies are developing and how they will impact the way future generations communicate, collaborate, socialize, do research, persuade, teach and learn, we expect to improve the ways in which we meet the needs of younger seminarians. The rapidity and pervasiveness of the change challenges professors of Christian education to new networks of learning. The consultation we propose will open for us new knowledge and new networks of learning.
Learning Abstract :
The intention behind this small grant was to bring together Christian education professors from the four Atlanta area theological schools: Candler School of Theology at Emory University, MacAfee School of Theology at Mercer University, Interdenominational Theological Center, and Columbia Theological Seminary to discuss with cutting age new media developers and educators the latest trends in online education. This meant coordinating many schedules of many different institutions and individuals. To some extent the event that was held on May 2, 2009 was a success as we had representatives from both the academic community and the technology sages, although not as many as we hoped. The evaluations were positive and participants learned a lot about virtual worlds, electronic textbooks, and other social internet media. We hope to continue this learning through an electronic social media site with Christian education professors in other locations.
Engaging Diversity: Developing Faculty Capacities in Teaching and Institutional Vision
Proposal abstract :
This grant aims to build an Interdisciplinary Faculty Diversity Group to develop and deepen capacities to engage diversity in teaching and learning. It aims for institutional change that welcomes and negotiates complex diversity. This project, with the support of the Principal, will involve six (half) of the Faculty in a three stage process, concluding junior and mid-career faculty in co-operative and individual work on diversity and “whiteness” dynamics in Canada, in the United Church, and in our classrooms. Professors of Christian Education, Christian Ethics, History of Christianity, Old Testament, Theology, and Worship will undertake this project in six sessions plus interim work from Fall 2005 to Fall 2006.
Learning Abstract :
Overall, the project contributed to fostering the agenda of Emmanuel College to be "contextual" and integrative in its theological education outcomes. A workshop on diversity was conducted with outside consultant, Dr. Matt Ouellett. The project was a starting point to build upon for future groups and constituencies which include the United Church of Canada, Aboriginal Christians/communities, Curriculum Review folks, Lexington Seminar participants, and more members of the faculty.
A list of resources by consultant Professor Wenh-In Ng (expert in racial justice and education for contextual ministries) was created for the group. The group did not get as much reading done as they had hoped in the original plan but new knowledge about themselves and their students was generated. Discussions were held regularly on content and methods from their different disciplines and experiences and syllabi were shared and discussed. All participants said the project was personally and institutionally worthwhile.
Many faculty members are committed to exploring and implementing the value and practices of "diversity" in some concrete ways. The faculty has been energized by talking about what it loves to do - teach! The Wabash grant made possible space and resources for gathering, reflecting, engaging and connecting to consider some tough issues relating to "diversity." In the process, the faculty involved became a trusting and collegial team who want to teach and learn in their various classrooms and institutional arrangements with diversity and justice as a living, connective tissue.
This grant aims to build an Interdisciplinary Faculty Diversity Group to develop and deepen capacities to engage diversity in teaching and learning. It aims for institutional change that welcomes and negotiates complex diversity. This project, with the support of the Principal, will involve six (half) of the Faculty in a three stage process, concluding junior and mid-career faculty in co-operative and individual work on diversity and “whiteness” dynamics in Canada, in the United Church, and in our classrooms. Professors of Christian Education, Christian Ethics, History of Christianity, Old Testament, Theology, and Worship will undertake this project in six sessions plus interim work from Fall 2005 to Fall 2006.
Learning Abstract :
Overall, the project contributed to fostering the agenda of Emmanuel College to be "contextual" and integrative in its theological education outcomes. A workshop on diversity was conducted with outside consultant, Dr. Matt Ouellett. The project was a starting point to build upon for future groups and constituencies which include the United Church of Canada, Aboriginal Christians/communities, Curriculum Review folks, Lexington Seminar participants, and more members of the faculty.
A list of resources by consultant Professor Wenh-In Ng (expert in racial justice and education for contextual ministries) was created for the group. The group did not get as much reading done as they had hoped in the original plan but new knowledge about themselves and their students was generated. Discussions were held regularly on content and methods from their different disciplines and experiences and syllabi were shared and discussed. All participants said the project was personally and institutionally worthwhile.
Many faculty members are committed to exploring and implementing the value and practices of "diversity" in some concrete ways. The faculty has been energized by talking about what it loves to do - teach! The Wabash grant made possible space and resources for gathering, reflecting, engaging and connecting to consider some tough issues relating to "diversity." In the process, the faculty involved became a trusting and collegial team who want to teach and learn in their various classrooms and institutional arrangements with diversity and justice as a living, connective tissue.
Generative Congregations for Theological Field Education
Proposal abstract :
Support for a project that seeks to identify critical qualities of teaching congregations that distinguish them as generative centers for theological field education.
Learning Abstract :
The project sought to identify critical qualities of teaching congregations that distinguish them as "generative centers of theological education." The research would be done as a "modest congregational studies project, involving in an analysis of five to six congregations."
One could argue that these fourteen habits and virtues of generative congregations (future oriented, theologically grounded, missionally focused, worship-centered, contextually savvy, publicly engaged, cooperatively linked, shared leadership, personally hospitable, grace-fully managed, programmatically balanced, missional resources, highly participatory, and spiritually nurturing) are merely a personal description of the "ideal church," and there are grounds for such a critique. However, it is important to note that numerous qualities of the ideal church did not make their way onto this list. For example, no one theological perspective was found to be a common characteristic. These congregations range from moderately evangelical-conservative to relatively liberal. Likewise, no one political ideology was found. Some congregations are predominately Republican; others are largely Democratic - with all of the customary partisan views about war, abortion, taxation, welfare and other issue. Also, fewer than half of these congregations see themselves as having strong programs of ministry with children and youth. And numerous other qualities that one might expect on a personal "wish list" do not appear on this list of habits and virtues.
One characteristic not on the list is assumed - but should be acknowledged. All of these congregations are obviously deeply faithful to God, and this faith commitment profoundly influences the identity and mission of each church. While different congregations may emphasize different aspects of the Christian Gospel, all of them live out their faith in ways that have integrity with their understanding of their vocation as Christian disciples.
It was suggested earlier that a critical element of any pastoral internship is the supervising pastor. And this premise is borne out with each of these five congregations. Without exception, there is a strong and able supervisor who is a careful mentor with personal enthusiasm for working with theological students. Without this commitment, even the most generative of congregations would probably struggle as a teaching partner in theological education.
Perhaps the ultimate test of congregational generativity has to do with the competencies cultivated by an intern in the field setting. The following is my own minimal list of competencies that one might hope an intern will address in a pastoral internship: Constructive theological reflection, self-knowledge, authentic personal piety or spirituality, healthy interpersonal relationships, leadership, insightful contextual analysis, pastoral skills, and vocational clarity.
While there are no guarantees that an intern and congregational placement will experience the chemistry needed to develop a constructive internship, there is an interesting correlation between this list of pastoral competencies and the characteristics of generative congregations. One might easily conclude that congregations with the habits and virtues described in this report are positioned to contribute significantly to the personal growth and professional development of students in ministry.
Support for a project that seeks to identify critical qualities of teaching congregations that distinguish them as generative centers for theological field education.
Learning Abstract :
The project sought to identify critical qualities of teaching congregations that distinguish them as "generative centers of theological education." The research would be done as a "modest congregational studies project, involving in an analysis of five to six congregations."
One could argue that these fourteen habits and virtues of generative congregations (future oriented, theologically grounded, missionally focused, worship-centered, contextually savvy, publicly engaged, cooperatively linked, shared leadership, personally hospitable, grace-fully managed, programmatically balanced, missional resources, highly participatory, and spiritually nurturing) are merely a personal description of the "ideal church," and there are grounds for such a critique. However, it is important to note that numerous qualities of the ideal church did not make their way onto this list. For example, no one theological perspective was found to be a common characteristic. These congregations range from moderately evangelical-conservative to relatively liberal. Likewise, no one political ideology was found. Some congregations are predominately Republican; others are largely Democratic - with all of the customary partisan views about war, abortion, taxation, welfare and other issue. Also, fewer than half of these congregations see themselves as having strong programs of ministry with children and youth. And numerous other qualities that one might expect on a personal "wish list" do not appear on this list of habits and virtues.
One characteristic not on the list is assumed - but should be acknowledged. All of these congregations are obviously deeply faithful to God, and this faith commitment profoundly influences the identity and mission of each church. While different congregations may emphasize different aspects of the Christian Gospel, all of them live out their faith in ways that have integrity with their understanding of their vocation as Christian disciples.
It was suggested earlier that a critical element of any pastoral internship is the supervising pastor. And this premise is borne out with each of these five congregations. Without exception, there is a strong and able supervisor who is a careful mentor with personal enthusiasm for working with theological students. Without this commitment, even the most generative of congregations would probably struggle as a teaching partner in theological education.
Perhaps the ultimate test of congregational generativity has to do with the competencies cultivated by an intern in the field setting. The following is my own minimal list of competencies that one might hope an intern will address in a pastoral internship: Constructive theological reflection, self-knowledge, authentic personal piety or spirituality, healthy interpersonal relationships, leadership, insightful contextual analysis, pastoral skills, and vocational clarity.
While there are no guarantees that an intern and congregational placement will experience the chemistry needed to develop a constructive internship, there is an interesting correlation between this list of pastoral competencies and the characteristics of generative congregations. One might easily conclude that congregations with the habits and virtues described in this report are positioned to contribute significantly to the personal growth and professional development of students in ministry.
Teaching and Learning toward Eco-Justice: Where Sustainability and Social Justice Meet in Theological Education
Proposal abstract :
Funding will support the development of a three-day consultation exploring the pedagogical problems and possibilities that accompany theological education that connects ecology and social justice. This consultation will gather, from around the nation, ten professors in graduate level theological education who teach “ecology and theological studies” and who desire to expand “ecology” to “eco-justice.” (“Eco-justice” here refers to the convergence of ecological concerns and social justice concerns). Participants will collaborate to: 1) identify pedagogical issues and challenges inherent in a curriculum linking environmental issues to social justice; 2) design questions for exploring these challenges; 3) construct knowledge for meeting these challenges; 4) broadly disseminate this knowledge within their professional communities; and 5) build local collegial support for teaching eco-justice. The group’s findings eventually will be summarized in an edited volume on teaching eco-justice in theological education, designed to give practical support for professors venturing into this little explored domain.
Learning Abstract :
This project catalyzed learning on varied levels. On a primary level participating faculty learned a great deal about challenges and possibilities that emerge in theological education when social justice issues (such as environmental racism and climate imperialism) are brought to bear on ecological issues. Moreover, we learned from one another a wealth of approaches to exploring the intersection of social justice and ecologic sustainability, and teaching in that nexus.
Participating faculty raised and led one another in exploring such issues as:
- Eco-justice as the framework for seeking to dismantle sexism and racism and to eradicate poverty.
- Using womanist methodology as the pedagogical basis for teaching eco-justice in theological education.
- The epistemological challenge of learning from voices of the Earth.
- How to prepare our students to forge paths toward sustainable earth-human relations that we have failed to forge.
On a secondary level, consultation planners gained tremendous insight into method and process for creating further venues in which faculty may collaboratively construct pedagogies that equip students to face the Earth crisis as a theological issue and a social justice, and to lead others in that venture.
Funding will support the development of a three-day consultation exploring the pedagogical problems and possibilities that accompany theological education that connects ecology and social justice. This consultation will gather, from around the nation, ten professors in graduate level theological education who teach “ecology and theological studies” and who desire to expand “ecology” to “eco-justice.” (“Eco-justice” here refers to the convergence of ecological concerns and social justice concerns). Participants will collaborate to: 1) identify pedagogical issues and challenges inherent in a curriculum linking environmental issues to social justice; 2) design questions for exploring these challenges; 3) construct knowledge for meeting these challenges; 4) broadly disseminate this knowledge within their professional communities; and 5) build local collegial support for teaching eco-justice. The group’s findings eventually will be summarized in an edited volume on teaching eco-justice in theological education, designed to give practical support for professors venturing into this little explored domain.
Learning Abstract :
This project catalyzed learning on varied levels. On a primary level participating faculty learned a great deal about challenges and possibilities that emerge in theological education when social justice issues (such as environmental racism and climate imperialism) are brought to bear on ecological issues. Moreover, we learned from one another a wealth of approaches to exploring the intersection of social justice and ecologic sustainability, and teaching in that nexus.
Participating faculty raised and led one another in exploring such issues as:
- Eco-justice as the framework for seeking to dismantle sexism and racism and to eradicate poverty.
- Using womanist methodology as the pedagogical basis for teaching eco-justice in theological education.
- The epistemological challenge of learning from voices of the Earth.
- How to prepare our students to forge paths toward sustainable earth-human relations that we have failed to forge.
On a secondary level, consultation planners gained tremendous insight into method and process for creating further venues in which faculty may collaboratively construct pedagogies that equip students to face the Earth crisis as a theological issue and a social justice, and to lead others in that venture.
Congregational Studies: A Cross-Disciplinary Approach to Contextualize Teaching in Theological Education
Proposal abstract :
Support for a study leave project that concerns the intersections between congregational studies and teaching-learning in theological education. The purpose of the project is to explore the use of congregational studies as an important and valuable tool for teaching and learning across the disciplines in theological education, contributing to a broader conversation about teaching-learning issues among seminary faculties, and offering new possibilities for contextual education in theology.
Learning Abstract :
This study leave project examined the intersections between congregational studies and teaching-learning issues in theological education. Congregational studies offers opportunities to contextualize such teaching and learning by locating it in the interstices between particular contexts of ministry (congregations and other settings), the processes by which learners analyze these contexts, and the larger questions of theology, biblical studies, history, ethics, leadership, etc. that go beyond any one particular setting or context. Instead of studying the issues and questions that make up the explicit curriculum of theological education in the abstract, a congregational studies-based pedagogy allows particular ministry settings to operate as "case studies" for teaching and learning. Because a congregational studies approach apprentices learners in the practices of "reading" congregational contexts, it invites them into the "community of practice" made up of public theologians/church leaders able to understand such contexts and think theologically without reducing the scope of their concern to a single case. Such practices are portable across contexts for ministry.
Support for a study leave project that concerns the intersections between congregational studies and teaching-learning in theological education. The purpose of the project is to explore the use of congregational studies as an important and valuable tool for teaching and learning across the disciplines in theological education, contributing to a broader conversation about teaching-learning issues among seminary faculties, and offering new possibilities for contextual education in theology.
Learning Abstract :
This study leave project examined the intersections between congregational studies and teaching-learning issues in theological education. Congregational studies offers opportunities to contextualize such teaching and learning by locating it in the interstices between particular contexts of ministry (congregations and other settings), the processes by which learners analyze these contexts, and the larger questions of theology, biblical studies, history, ethics, leadership, etc. that go beyond any one particular setting or context. Instead of studying the issues and questions that make up the explicit curriculum of theological education in the abstract, a congregational studies-based pedagogy allows particular ministry settings to operate as "case studies" for teaching and learning. Because a congregational studies approach apprentices learners in the practices of "reading" congregational contexts, it invites them into the "community of practice" made up of public theologians/church leaders able to understand such contexts and think theologically without reducing the scope of their concern to a single case. Such practices are portable across contexts for ministry.