2003-04 Workshop on Teaching and Learning for Pre-Tenure Theological School Faculty

Front Row (left to right):*Stephen Reid (Austin Presbyterian Theological Seminary), J. Kameron Carter (Duke Divinity School), Per Almquist (Covenant Theological Seminary, D. Brent Laytham (North ParkTheological Seminary), Tracy Trothen (Queen’s University), Lester Ruth (Asbury Theological Seminary), Paul Barton (Episcopal Theological Seminary of the Southwest).

Second Row: *Martha Stortz (Pacific Lutheran Theological Seminary), *Joretta Marshall (Eden Theological Seminary), Audrey West (Lutheran School of Theology at Chicago), Lincoln Galloway (Claremont School of Theology), Carol Cook (Louisville Presbyterian Theological Seminary), Matthew Skinner (Luther Seminary), *Lucinda Huffaker (Wabash Center).

Third Row: Robin Steinke (Lutheran Theological Seminary at Gettysburg), Sharon Betcher (Vancouver School of Theology), Angella M. Pak Son (Drew Theological School), Joy Ann McDougall (Candler School of Theology), *Faustino Cruz (Franciscan School of Theology), Dora Mbuwayesango (Hood Theological Seminary), Jaime Clark-Soles (Perkins School of Theology).

* leadership/staff; + librarian consultant.

Participants and Project Titles:
Paul Barton , Episcopal Theological Seminary of the Southwest
“Teaching Diversity and Reconciliation in the Classroom”
My goal in this project is to help students deal with diversity and reconciliation so that they can address these issues successfully in their ministries and in their own lives. To this end, I will reconfigure my missiology course with a focus on reconciliation.

Sharon Betcher, Vancouver School of Theology
“Resurrecting Christianity — Addressing the psycho-religious need for ‘ontological security’ (Giddens) while engaging critical theory, particularly post-structuralism and postcolonialism, in the teaching of constructive christological theology”
Resurrecting Christianities: Addressing the Psycho-Religious Need for “Ontological Security” while working with Critical Theories in the Teaching of Constructive Christology: Given that modernity thwarts psychosocial integration, occasioning–especially in the religious venue–an increased yearning for “ontological security,” this project considers how progressive Christianities, which critique various foundationalist postures, might attend to this psychic need while continuing to work with critical theory.

J. Kameron Carter, Duke University Divinity School
“Introduction to African American Theologies: Focusing on the Lecture”
This project–“Introduction to African American Theologies: Focusing on the Lecture”–takes as its central concern exploring ways of putting the lecture to more effective use to facilitate a deeper intellectual ownership of course material. It seeks to accomplish this objective (1) by developing a course syllabus, (2) through exploring ways of strategically using media technologies to assist in constructing and delivering more effective lectures, and finally (3) by employing media technologies to evaluate my development over the term of this fellowship as a lecturer.

Jaime Clark-Soles, Perkins School of Theology Southern Methodist University
“How Then Shall We Live? A Course in New Testament Ethics”
I am designing a course entitled: “How Then Shall We Live? A Course in New Testament Ethics.” In planning and teaching it, I hope to address various questions that have arisen for me from relatively straightforward issues such as the purpose of grading to deeper issues such as knowledge integration.

Carol Cook, Louisville Presbyterian Theological Seminary
“Interdisciplinary Teaching and Learning through the use of Human Stories”
The project involves substantive revision of an interdisciplinary course entitled Human Growth and Transformation that includes educational, psychological, and theological perspectives. Learning how to use biblical and students’ stories, along with those of fiction and non-fiction writers to enhance the teaching-learning experience, is a central dimension of this project.

Lincoln Galloway, Claremont School of Theology
“Experiencing the Radicality of Diversity: Towards a Model for Teaching/Preaching the Parables”
A course on “Preaching the Parables” will be designed reflecting diverse scholarship, multiple readings including historical-critical, reader response, feminist/womanist, liberationist, or socioeconomic approaches. Sermons must reflect dynamic integration of global readings, students own cultural perspectives juxtaposed to the text providing creative, evocative and meaningful parabolic readings.

D. Brent Laytham, North Park Theological Seminary
“’Look Closer’ — Integrating Critique of Popular Culture into Basic Theology Instruction”
“Look Closer: Integrating Critique of Popular Culture into Basic Theology Instruction” seeks to integrate cultural awareness with theological understanding. It will investigate pedagogical strategies for inculcating cultural critique as a theological skill, and explore a more conversational model of instruction for the introductory theology class.

Dora Mbuwayesango, Hood Theological Seminary
“Sexuality in the Old Testament”
My project is to develop a course titled “Sexuality in the Hebrew Bible/Old Testament” that is designed to assist students in wrestling with sexuality as depicted in the Bible and in developing skills to deal with controversial issues that may or may not be quite clear in the biblical texts.

Joy Ann McDougall, Candler School of Theology
“Re-visioning Sin and Forgiveness: Practicing Theology through Film”
This project is two-fold: first, to develop a critical pedagogy and resources for cultivating students’ pastoral-theological imagination through the medium of film; second, to develop a syllabus for a course in theology, film and preaching in which I utilize this pedagogy to re-vision the contemporary meanings of sin and forgiveness.

Lester Ruth, Asbury Theological Seminary
“Teaching Liturgy in Large Classes”
I seek an overhaul of the pedagogical techniques I use to teach liturgy as a multidimensional, experiential discipline with integrity in both large, multi-denominational classes and in purely online settings. The use of surveys from past students, observation of comparable classes, and consultations will hopefully achieve this aim.

Matthew Skinner, Luther Seminary
“Biblical Exegesis Skills”
“Hell_nisti Gin_skeis? (Do You Know Greek?): Strategies for Cooperative Learning in Biblical Exegesis Courses” addresses the specific challenge of teaching exegetical skills to students with and without competency in biblical Greek. Through the development of group exercises and assignments, it implements strategies for fostering cooperative learning within a classroom of students who possess varying knowledge bases and diverse goals.

Angella M. Pak Son, Drew University Theological School
“The Development of Lay Leadership and Pastoral Care”
My project focuses on the development of a course titled, “The Development of Lay Leadership and Pastoral Care,” as well as the research and implementation of case studies for this course. The course develops a model of lay leadership as self-objects based on Heinz Kohut’s Psychology of the Self.

Robin Steinke, Lutheran Theological Seminary at Gettysburg
“Public Theology: Vocation, Mission, and Witness”
A primary goal is to research descriptive and normative claims in so-called “public theology” which will provide solid theological grounding for the seminary’s emphasis on preparing students to be public theologians and mission leaders. The implications of this emphasis on public theology concerning curriculum and pedagogy will be explored.

Tracy Trothen, Queen’s University, Canada
“Residency in Ministry — Integrating Theology, Ethics, and Field Education”
I will explore the application of experiential learning models to creating and teaching an interdisciplinary course. This course will address the disciplines for which I am responsible in my teaching portfolio: systematic theology, ethics and the practice of ministry.

Audrey West, Lutheran School of Theology at Chicago
“Context, Multi-text, and the Biblical Text ”
To develop course materials — handouts, readings, in-class exercises, etc. – that respect and encourage the contributions of a diversity of students and provide shared learning experiences in and beyond the classroom (for an introductory New Testament course on Paul). I am especially interested in recent developments in adult learning.