Resources
2022 JoT Writing Colloquy: January 9-12, 2022 (Digital Format) Re-Booting Journal on Teaching! The Wabash Center is rebooting the Journal on Teaching (JoT) into a multimodal academic journal which will boast a collaborative peer review process. The collaborative peer-review process incorporates the JoT Writing Colloquy and is intended to strengthen writers and writing about teaching and the teaching life. In 2022, JoT will publish two volumes. We anticipate accepting submissions of scholarly articles, fiction, non-fiction, short-story, poetry, op-ed, etc. - based upon our volume theme. For a full description of the collaborative peer-review process, please see Journal on Teaching section of our website HERE. Description of JoT Writing Colloquy The JoT Writing Colloquy, scheduled for January 9-12, 2022 will be our debut for creating a cohort of writers for a particular volume. Participants in this first colloquy will be encouraged to submit articles for the fall 2022 issue entitled “Changing Scholarship.” The time in the January 9-12, 2022 writing colloquy will be a combination of plenary sessions, small group interactions, individual instruction and workshopping of in-process writing. All participants are asked to submit an article to the fall 2022 issue entitled “Changing Scholarship” on or before August 1, 2022. Participants in the JoT Writing Colloquy will receive a stipend in the amount of $1500 plus up to ten hours of writing coaching before article submission or by July 30, 2022. Goals To refine the emerging collaborative peer review process for JoT; To create conversation space for scholars who yearn for collaboration as they write to share their knowledges or personal experiences; To develop voices of scholars for more authentic expression of their knowledges and voices; To expand the genre of scholarly writing into multimodal expressions; To support writers as they play with accessible writing genres for a broader audience through creative nonfiction, blogs, op-eds, and memoir, etc.; To liberate the scholarly voice for access by a wider audience in society To unlearn the worst academic habits, free the creative spirit, structure your work more effectively, and speak on the page in a truer, more engaging voice. Leadership Team Sophfronia Scott – Director of the MFA program at Alma College (Sophfronia.com) Donald Quist – Program Director, MFA in Creative Writing, Vermont College of Fine Arts (https://vcfa.edu/faculty-staff/donald-quist/) Instructions for Leaders Dates of Sessions (via Zoom) Sunday, January 9 3:00 PM to 6:30PM Eastern Monday, January 10 10:00AM to 9:30 PM Eastern Tuesday, January 11 10:00AM to 9:30 PM Eastern Wednesday, January 12 10:00AM to 1:00 PM Eastern For More Information, Please Contact: Nancy Lynne Westfield, Ph.D. Director Wabash Center westfiel@wabash.edu Invited Participants Anne Carter Walker, Phillips Theological Seminary William Yoo, Columbia Theological Seminary Sarah Farmer, Indiana Wesleyan University Steed Davidson, McCormick Theological Seminary Joseph Tucker Edmonds, Indiana University-Purdue University Indianapolis Rich Voelz, Union Presbyterian Seminary Ralph Watkins, Columbia Theological Seminary Brian Bantum, Garret-Evangelical Theological Seminary Debra Mumford, Louisville Presbyterian Theological Seminary Courtney Bryant, Manhattan College Parkway Monique Moultrie,Georgia State University Rodolfo Nolasco Jr.,Garrett-Evangelical Theological Seminary Lynne Westfield, Wabash Center for Teaching and Learning in Theology and Religion
You may have heard the announcements that the Wabash Center has launched a new open-access, online journal, The Wabash Center Journal on Teaching. The entire contents of the inaugural issue of the journal is now available for free download online. For twenty-two years the Wabash Center has been publishing Teaching Theology & Religion (TTR), owned by Wiley-Blackwell. Now we’ve moved our whole editorial team from TTR to this new publishing venture in order to make our efforts available digitally without subscription. Although the Wabash Center will no longer be involved in the publication of TTR, Wiley-Blackwell intends to continue publishing it with a new editorial team beginning with volume 23 (January 2020). When we started TTR as a new and unknown center for teaching in the 1990s, we needed the prestige of a major publisher in the field of religion and theology to lend gravitas to the emerging field of the scholarship of teaching and learning. But for many years now we have regretted the paywall our articles have lived behind, limiting our ability to promote this scholarship, support authors, and inspire readers. The Wabash Center Journal on Teaching will continue publishing the high-quality, peer reviewed scholarship on teaching in the fields of theological and religious studies that has been the hallmark of TTR for over two decades. The new journal carries forward the same scope and focus of scholarship – but now our efforts will be freely available online. In the new journal you’ll find the popular Teaching Tactics. In addition to Forums (with contributions now listed individually) we will also highlight Special Topic sections. And the new journal reintroduces Book Reviews, which were removed from TTR in 2015 to allow more space for articles in the print journal. So while you’ll find The Wabash Center Journal on Teaching familiar, you will also begin to notice new developments. The open-access online platform allows us to provide convenient links to sources on the internet and links back to previously published articles. But more than that, the new platform provides the opportunity for The Wabash Center Journal on Teaching to become more than just a print journal available online. It’s easy to insert links to video clips, graphics, or sound files – although these links must be found on the web or created by authors. It takes a leap of imagination to conceive how teaching issues and contexts, arguments and evidence, could be represented graphically, in motion, visually. Until now, the written word would have seemed to be the distinctive home for sustained rigorous, reflection on teaching. But we’re moving into a new world in which the “text” that creates and makes legible academic thinking needn’t be limited to words on a page. So we issue this challenge to our readers and authors: send us sustained critical reflection on your teaching practice and context that explores the boundaries and possibilities of representational forms and genres available on an open-access online platform. 4 Highlights of the Inaugural Journal Issue 1. “State of the Field” essays by: Frank M. Yamada Eugene V. Gallagher and Joanne Maquire A Conversation with Maryellen Weimer (longtime editor of The Teaching Professor, and leading authority on disciplinary based scholarship on teaching) 2. Reflections on the teaching legacy of Dr. Katie Geneva Cannon by several of her former students: Stacey M. Floyd-Thomas Karen K. Seat Miguel A. De La Torre Angela D. Sims Edwin David Aponte 3. Special Topic: Threshold Concepts in Biblical Studies (with contributions from John Van Maaren, Tat-siong Benny Liew, Richard A. Ascough, and Jocelyn McWhirter) 4. Teaching Tactics Zoom in on Interpretive Skills by, Amy Beth Jones, Stephanie Day Powell The Buddha's Positionality, by Christina Anne Kilby Maximizing Engagement between Online and On-Campus Students Via Zoom, by Daniel Orlando Álvarez Does This Sound Religious?, by Amy DeRogatis, Isaac Weiner