Resources

Breaking the Academic Mold: Liberating the Powerful, Personal Voice Inside You Writing Workshop - Wabash Center & Collegeville Institute (Online) Many scholars yearn to speak to a broader audience through creative nonfiction, blogs, op-eds, and memoir. This workshop is for academics who have written mainly for peers but long to share their knowledge or personal experience in a more innovative way with a wider audience. Participants in this workshop will develop their writing voice in service of topics about which they care, and about which they have some expertise. A combination of seminars, workshops, and individual instruction, our week together will help you unlearn the worst academic habits, free your creative spirit, structure your work more effectively, and speak on the page in a truer, more engaging voice. Our focus will be on releasing the professors’ voice to the public square. This inaugural Wabash Center/Collegeville Institute workshop is by invitation only. Invited participants are scholars and teachers of religion and theology. Due to COVID precautions, the workshop will meet in the virtual sphere via Zoom. Dates Wednesday, July 21 through Monday, July 26, 2021 Leadership Team Sophfronia Scott, Director of the MFA Program in Creative Writing, Alma College Michael N. McGregor, Writing Faculty, Collegeville Institute Dr. P. Kimberleigh Jordan, Associate Director of Educational Design, The Wabash Center Participants Miguel A. De La Torre, Iliff School of Theology Willie James Jennings, Yale Divinity School Nami Kim, Spelman College Rodolfo R. Nolasco, Garrett-Evangelical Theological Seminary Maureen H. O'Connell, La Salle University Mayra R. Rivera, Harvard University Shively T. J. Smith, Boston University School of Theology Lakeesha Walrond, New York Theological Seminary Ralph Basui Watkins, Columbia Theological Seminary For Questions: P. Kimberleigh Jordan Associate Director of Educational Design The Wabash Center jordank@wabash.edu

2021-22 Teaching and Learning Workshop for Early Career Theological School Faculty (digital format) Dates of Sessions July 8, 2021 12:00 to 5:00 p.m. EST August 19, 2021 1:00 to 4:00 p.m. EST September 9, 2021 1:00 to 4:00 p.m. EST October 21, 2021 1:00 to 4:00 p.m. EST November 11, 2021 1:00 to 4:00 p.m. EST December 16, 2021 1:00 to 4:00 p.m. EST January 20, 2022 12:00 to 5:00 p.m. EST February 17, 2022 1:00 to 4:00 p.m. EST March 17, 2022 1:00 to 4:00 p.m. EST April 28, 2022 1:00 to 4:00 p.m. EST Leadership Team Amy Oden Ph.D., Independent Scholar Ralph Basui Watkins, MFA, D.Min, Ph.D., Columbia Theological Seminary For More Information, Please Contact: Paul Myhre Senior Associate Director Wabash Center 301 West Wabash Ave. Crawfordsville, IN 47933 myhrep@wabash.edu Instructions for Leaders Participants Frederick David Carr, Northeastern Seminary at Roberts Wesleyan College Sarah F. Farmer, Indiana Wesleyan University Rebecca Seungyoun Jeong, Portland Seminary Yohana Agra Junker, Claremont School of Theology Jina Kang, McCormick Theological Seminary Justin Nickel, Lutheran Theological Southern Seminary Allison L. Norton, Hartford Seminary Sue K. Park, Columbia Theological Seminary Susan Bigelow Reynolds, Candler School of Theology - Emory University Kimberly D. Russaw, Christian Theological Seminary James Elisha Taneti, Union Presbyterian Seminary Catherine D. Williams, Lancaster Theological Seminary Colin H. Yuckman, Duke Divinity School Description This cohort experience invites teachers who are in their first years of teaching to join a community of peers and leaders who value the cultivation of capacities for empathic care, generative collegiality, and imaginative reflection about teaching as socially responsive craft, vocation and employment. Our conversation will recognize the liminality brought on by the COVID 19 pandemic, the need for Black Lives Matter protests, and the social uncertainty in the wake of the 2020 Presidential election. We will grapple with such questions as: Who is the self who teaches? What is required to accurately read institutional contexts? What kinds of self-care are needed to be a generative and passionate teacher? In what ways might early career colleagues contribute to the health of the institution? Considering the seasons of a teaching career, what are the metrics of good teaching in the early years? What pedagogies might strengthen my teaching? What are the unforeseeable challenges for which a peer conversation might be beneficial? This cohort builds itself through the exploration of: the significance of embodiment in and beyond the classroom institutional culture and politics emerging pedagogies and pedagogical encounters the spirituality, imagination and creativity of teaching the agency and commitments of the teacher who knows teaching as liberative the multiple epistemologies which might need to inform 21st century teaching the impacts of larger sociopolitical and economic dynamics on whom, what, how, and where we teach The workshop will gather 16 faculty peers, 2 co-leaders, and a staff person to establish an online cohort for enhanced teaching and deepening of the teaching life. Workshop Goals To create a generative space in which participants can reflect on their vocation, craft and employment as teachers To engage participants as they reflect on a variety of practices, methods, wisdoms of being a teacher of adult learners To encourage participants to own and develop their sense of embodied agency in their teaching, institutional life, and career path To develop peer relationships with colleagues who also pursue improved teaching To consider self-care as necessary for the health of family, community, career and self To envision teaching as a form of sociopolitical activism within specific cultural framework Participant Eligibility 2-5 years in a tenure-track, contingency, or continued contract Job description and contract that is wholly or primarily the responsibility of teaching Teaching in an accredited seminary or theological school in the United States, Puerto Rico, or Canada Doctoral degree awarded by January 2021 Tenure decision (if applicable) no earlier than June 2022 Institutional support to participate fully in workshop sessions and to complete teaching fellowship project in the 2022-23 academic year Application Materials Please complete and attach the following documents to the online application: 1. Application contact information form 2. An introductory letter that describes the challenges and opportunities at your institution as regards to your teaching, scholarship, and/or service. (200 words) 3. Application Essay: When you critically and imaginatively reflect upon your teaching, to what metaphor or simile do you aspire and why? How does this metaphor or simile present itself in your classroom teaching as well as in relationship with colleagues? What are the joys and challenges of embodying this metaphor or simile as you teach adult learners? (600 to 750 words) 4. Academic CV (4-page limit) 5. A letter of institutional support for your full participation in this workshop from your Department Chair, Academic Dean, Rector, Provost, Vice President, or President. Please have this recommendation uploaded directly to your application according to the online application instructions. Honorarium and Fellowship Participants will receive an honorarium of $3,500 for full participation in the workshop. In addition, participants are eligible to apply for a $2,500workshopfellowship for work on a teaching project during the following academic year (2022-23). Read More about Payment of Participants Read More about the Digital Workshop Fellowship Program Important Information Foreign National Information Form Policy on Participation (Digital Cohort)

2021-22 Teaching and Learning Workshop for Early Career Religion Faculty Teaching Undergraduates (digital format) Dates of Sessions July 14, 2021 2:30 to 6:30 PM EST September 1, 2021 7:00 to 9:00 PM EST October 6, 2021 7:00 to 9:00 PM EST November 3, 2021 7:00 to 9:00 PM EST December 1, 2021 7:00 to 9:00 PM EST January 12, 2022 2:30 to 6:30 pm EST February 2, 2022 7:00 to 9:00 PM EST March 2, 2022 7:00 to 9:00 PM EST April 6, 2022 7:00 to 9:00 PM EST May 4, 2022 7:00 to 9:00 PM EST one hour asynchronous time will be added to each session Participants Sunder John Boopalan, Canadian Mennonite University Laura Carlson Hasler, Indiana University Dixuan Yujing Chen, Grinnell College Christy Cobb, Wingate University Jessica Coblentz, St. Mary’s College Erin Galgay Walsh, University of Chicago Divinity School Jason Jeffries, University of Denver Jaisy Joseph, Seattle University Jin Young Kim, Oklahoma State University Jeffrey D. Meyers, DePaul University Nermeen Mouftah, Butler University Michelle Wolff, Augustana College Stephanie M. Wong, Valparaiso University Kimberly Wortmann, Wake Forest University Leadership Team Tat siong Benny Liew, Ph.D., College of the Holy Cross Maureen O’Connell, Ph.D., LaSalle University Paul Myhre, Ph.D., Wabash Center Instructions for Leaders For More Information, Please Contact: Paul Myhre, Senior Associate Director Wabash Center 301 West Wabash Ave. Crawfordsville, IN 47933 myhrep@wabash.edu Honorarium and Fellowship Participants will receive an honorarium of $3,500 for full participation in the workshop. In addition, participants are eligible to apply for a $2,500workshopfellowship for work on a teaching project during the following academic year (2022-23). Read More about Payment of Participants Read More about the Digital Workshop Fellowship Program Important Information Policy on Participation (Digital Cohort) Foreign National Information Form Description This cohort experience invites teachers who are in their first years of teaching to join a community of peers and leaders who value the cultivation of capacities for empathic care, generative collegiality, and imaginative reflection about teaching as socially responsive craft, vocation and employment. Our conversation will recognize the liminality brought on by the COVID 19 pandemic, the need for Black Lives Matter protests, and the social uncertainty in the wake of the 2020 Presidential election. We will grapple with such questions as: Who is the self who teaches? What is required to accurately read institutional contexts? What kinds of self-care are needed to be a generative and passionate teacher? In what ways might early career colleagues contribute to the health of the institution? Considering the seasons of a teaching career, what are the metrics of good teaching in the early years? What pedagogies might strengthen my teaching? What are the unforeseeable challenges for which a peer conversation might be beneficial? This cohort builds itself through the exploration of: the significance of embodiment in and beyond the classroom institutional culture and politics emerging pedagogies and pedagogical encounters the spirituality, imagination and creativity of teaching the agency and commitments of the teacher who knows teaching as liberative the multiple epistemologies which might need to inform 21st century teaching the impacts of larger sociopolitical and economic dynamics on whom, what, how, and where we teach The workshop will gather 16 faculty peers, 2 co-leaders, and a staff person to establish an online cohort for enhanced teaching and deepening of the teaching life. Workshop Goals To create a generative space in which participants can reflect on their vocation, craft and employment as teachers To engage participants as they reflect on a variety of practices, methods, wisdoms of being a teacher of adult learners To encourage participants to own and develop their sense of embodied agency in their teaching, institutional life, and career path To develop peer relationships with colleagues who also pursue improved teaching To consider self-care as necessary for the health of family, community, career and self To envision teaching as a form of sociopolitical activism within specific cultural framework Participant Eligibility 2-5 years in a tenure-track, contingency, or continued contract Job description and contract that is wholly or primarily the responsibility of teaching Teaching in an accredited college or university theology, religion, or religious studies department in the United States, Puerto Rico, or Canada Doctoral degree awarded by January 2021 Tenure decision (if applicable) no earlier than June 2022 Institutional support to participate fully in workshop sessions and to complete teaching fellowship project in the 2022-23 academic year Application Materials Please complete and attach the following documents to the online application: 1. Application contact information form 2. An introductory letter that describes the challenges and opportunities at your institution as regards to your teaching, scholarship, and/or service. (200 words) 3. Application Essay: When you critically and imaginatively reflect upon your teaching, to what metaphor or simile do you aspire and why? How does this metaphor or simile present itself in your classroom teaching as well as in relationship with colleagues? What are the joys and challenges of embodying this metaphor or simile as you teach adult learners? (600 to 750 words) 4. Academic CV (4-page limit) 5. A letter of institutional support for your full participation in this workshop from your Department Chair, Academic Dean, Provost, Vice President, or President. Please have this recommendation uploaded directly to your application according to the online application instructions.

Applications closed January 15, 2016 Workshop Information Dates First Session: May 31-June 3, 2016 Wabash College Online Sessions: June 6-July 31, 2016 Second Session: August 4-6, 2016 Wabash College Third Session: May 23-26, 2017 Wabash College Leadership Team Steve Delamarter,George Fox Evangelical Seminary, Director Stacy Williams-Duncan, Curry School of Education, UVa Bridget Powell, University of Wisconsin-Madison Paul O. Myhre, Wabash Center Eligibility At least 5 years of teaching experience Teaching at the master’s level in an accredited seminary or theological school in the United States, Puerto Rico, or Canada Scheduled to teach a master’s level or doctor of ministry course in the 2016-17 academic year that is a hybrid or fully online format Institutional release time to participate fully in all sessions (f2f and online) For More Information, Please Contact: Paul O. Myhre, Associate Director Wabash Center 301 West Wabash Ave. Crawfordsville, IN 47933 800-655-7117 myhrep@wabash.edu Travel and Accommodations Philosophy of Workshops Policy on Participation Travel Reimbursement Form Procedures for Payment of Stipends Description The workshop is designed in collaboration with the University of Wisconsin-Madison for full-time theological school faculty to conceive, build, implement, assess, and redesign an online or hybrid course to be taught in the 2016-17 academic year. The primary focus is on developing and implementing a successful free-standing course, through an exploration of sound pedagogical practice within the hybrid or online venue. The workshop will be offered in a hybrid design, blending elements of individual work, three face-to-face sessions with peers on the Wabash College campus, and collaborative work in a virtual learning community. During the first summer participants will engage in an intensive program that includes an online course bookended by meetings on the Wabash College campus. In two face-to-face sessions and an online experience, participants will design and build their own online or hybrid course. It is necessary for participants to teach the course they designed during the 2016-17 year and to gather assessment information from their students. Concluding with a session in the summer of 2017, participants will review their assessment information, share best practices, wrestle with deeper issues of pedagogy and sociology of learning, and revise their courses accordingly Goals Participants will be able to: Identify the unique opportunities and challenges for effective teaching and learning posed by each of the traditional, hybrid, and online teaching venues Explore issues of pedagogy and the sociology of learning communities as applied in the online and hybrid venues Make informed decisions about how to shape effective pedagogical and sociological strategies for the venue in which they will be used, in order to achieve the desired learning outcomes Design, construct, implement, assess, and revise a well-conceived and pedagogically sound course for delivery in an online or hybrid format Experience how to design and execute activities and processes in the various venues in order to achieve learning outcomes aimed at affective, relational, and formational outcomes. Application Materials Applications are closed. Application contact information form One-page cover letter answering the following questions: What do you believe is the potential for offering theological education in online or hybrid venues? What are the limitations and concerns you have to offering online or hybrid theological education? What is your motivation for participating in this workshop? What experience have you already had in using educational technology as part of your teaching practice, whether to enhance a face-to-face course, or to deliver a fully online or hybrid course? Keep in mind that you do not need to have had a great deal of experience with technology or online teaching, nor do you need to be without reservation about its potential. Academic CV (4-page limit) Letter from your dean, rector, or principal: confirming that you will teach this hybrid or online course during the 2016-17 academic year; identifying the learning management system support person at the institution who will provide IT infrastructure and support for the course; certifying that you will be ready to enter the first summer sessions with a course shell ready in your institution’s course management system. Please have this signed letter sent directly to you on institutional letterhead and include it with your application materials. Stipend The Wabash Center will cover all local expenses and travel to Crawfordsville, Indiana for the three face-to-face sessions. In addition, participants will receive a stipend of $3,400 for full participation in the online course and all face-to-face sessions. Read More about Stipend Payments Read our Policy on Participation

Becoming Anti-Racist and Catalysts for Change Virtual Symposium Using Mobilization Pedagogy Leadership Melanie Harris, Ph.D., Texas Christian University Jennifer Harvey, Ph.D., Drake University Paul Myhre, The Wabash Center Participants Anthony Bateza, St. Olaf College Michelle Clifton-Soderstrom, North Park Theological Seminary María Teresa Dávila, Merrimack College Teresa Delgado, Iona College Michal Beth Dinkler, Yale Divinity School Holly Hillgardner, Bethany College Michael S. Hogue, Meadville Lombard Theological School Deborah M. Jackson, Sewanee: The University of the South Beatrice Marovich, Hanover College Michael Brandon McCormack, University of Louisville Angela Nicole Parker, Mercer University - Atlanta Heike Peckruhn, Daemen College Justin Michael Reed, Louisville Presbyterian Theological Seminary Nathaniel Samuel, Loyola University Chicago Tyler Schwaller, Wesleyan College Katherine A. Shaner, Wake Forest University Divinity School Deanna Ferree Womack, Candler School of Theology - Emory University Yvonne Zimmerman, Methodist Theological School in Ohio Description 0f Cohort The most recent protest activities of the Black Lives Matter coalitions have rekindled the national consciousness and served to nurture moral courage across our society. The pervasiveness of white supremacy in higher education contexts adversely affects the formation of all students as well as the vocational trajectory of faculty and administrators. In this moment, there is a desperate need for professors and administrators of religion and theology to discuss issues of race and racism, and these conversations have to then mobilize actions of equity, reparation and healing. Talking about race means naming the reality of white privilege, hierarchy, and the pain of the oppressed and the oppressor; it is a risky conversation, but worthwhile if change is to occur. This virtual symposium will gather colleagues, representatives of schools, for six sessions (November to June), while, at the same time, those representatives also meet regularly with colleagues at their respective schools. The meetings with colleagues at each school will be to metabolize, disseminate, and design based upon the discussions with Harris and Harvey. In so doing, the gathered conversations with Harris and Harvey will seed and inspire embedded projects in multiple locations about the nature and workings of race, racism, and white supremacy. The two layers of discussions along with the embedded project will be catalysts for institutional change toward health and wholeness of many campus climates and institutional ecologies. Embedded Project In additional to participation with the cohort group, which will meet regularly with Dr. Harris and Dr. Harvey, each applicant is asked to create a conversation group at their own institution. The applicant, as the leader of the institutional conversation group, will recruit 2 to 5 members of your institution (staff, faculty, administration) who will meet from November to June to: (a) hear your report and continue the discussion on racism as sparked by the conversation with the cohort group and Drs. Harris and Harvey and, (b) design an embedded project which will mobilize your school on an issue of race, racism and healing. The embedded project is eligible for a non-competitive small grant from Wabash Center. See guidelines for Small Grants Proposal on the Wabash Center website. The small grant deadline is May 12, 2021. Goals This cohort experience, coupled with the embedded project, is meant to: Equip faculty to be active and able participants in classrooms and institutions that are, or are becoming, racially diverse. Grapple with the ramifications and realities of working in a school that remains racially unjust. Create space to conceive strategies to help facilities learn to function well in racial diversity. Mobilize faculties toward projects of equity, reparation, and healing. Model being and feeling equipped to talk about race, anti-racism in classrooms of religion and theology. Dates and Times Cohort will convene via Zoom with Harris and Harvey on the following Wednesdays, 2:00 to 4:00 PM Eastern Time: Wednesday, November 11 2:00 to 4:00 PM Eastern Wednesday, December 9 2:00 to 4:00 PM Eastern Wednesday, February 10 2:00 to 4:00 PM Eastern Wednesday, March 24 2:00 to 4:00 PM Eastern Wednesday, April 14 2:00 to 4:00 PM Eastern Wednesday, May 12 2:00 to 4:00 PM Eastern Wednesday, June 9 2:00 to 4:00 PM Eastern Grant Application Deadline: May 12, 2021 How to be anti-racist: Speak out in your own circles features quotes from Jennifer Harvey, symposium leader. Important Links Payment of Participants Policy on Full Participation Travel and Accommodations Travel Reimbursement Form Questions about the Symposium? Dr. Paul O. Myhre Senior Associate Director myhrep@wabash.edu. Honorarium Participants in the Symposium will receive an honorarium of $3,000 for full participation in the online sessions. Honorarium for members of the embedded project is $250 each. Read More about Payment of Participants Social Media Facebook Twitter Instagram YouTube Flicker Lilly Endowment, Inc. Other Lilly Supported Initiatives

2020 Teaching Workshop for FTE Doctoral Fellows September 24-26 (Online) Co-sponsored with the Forum for Theological Exploration Eligibility is by invitation from FTE. Leadership Team: Brian Bantum,Seattle Pacific Seminary Monica Coleman,University of Delaware Mary Stimming,Wabash Center Top Row: Christopher Hunt (Colorado College), Mary Stimming* (Wabash Center), Eliezer Rolón Jeong (Claremont School of Theology), Elyse Ambrose (Drew University) Second Row: Brian Bantum* (Garrett-Evangelical Theological Seminary), Joel Kemp (Candler School of Theology-Emory University), Leonard Curry (Berea College), Monica Coleman* (University of Delaware) Third Row: Renee Monkman (Wycliffe College), Timothy Rainey (Emory University), Junehee Yoon (Drew Theological School), Yuki Schwartz (Justice Leadership Program) Fourth Row: Lisa Dellinger (Garrett-Evangelical Theological Seminary), Marvin Wickware (Lutheran School of Theology at Chicago), Itohan Idumwonyi (Gonzaga University), Kyle Brooks (Methodist Theological School in Ohio) Fifth Row: Amaryah Armstrong (Virginia Tech State University) * leadership/staff position

Teaching and Improvisation Virtual Symposium Using Creativity Pedagogy Leadership Victor L. Wooten, Five Time Grammy Award Winning Bass Player Author of The Music Lesson: A Spiritual Search for Growth Through Music Description Teaching in these times of the unforeseen and the unforeseeable necessitates the skills and abilities of making use of the context, feeling the moment, knowing how to make use of whatever is at-hand. There is, perhaps, no better time than this unpredicted moment of COVID 19, Black Lives Matter national activities, economic downturn, and higher education upheaval than to be part of a cohort of teachers, artists, and creative people discussing the necessity of improvisation. What would it mean to incorporate improvisation as a pedagogical and spiritual practice into your teaching and learning life? Who better to assist with honing creativity, spontaneity, and rhythm than five-time Grammy award winning bass guitar player Victor Wooten? We will be reading Victor’s book The Music Lesson as well as his soon to be released second title: Spirit of Music. We will learn from Victor know-how about ways of freeing one’s self from a script and letting go to the power of the Spirit in any moment, and most especially, in the teaching moment. This cohort is convened by invitation only. Goals Through the use of creativity pedagogy, the overarching goal of the symposium will be to engage in sustained reflection with a musician known for improvisational skills to get a deeper sense of the teaching life in terms of imagination, performance, artistry, and creativity. We will do this through: Reflecting mindfully on the teacher as improvisor Opening-up our imaginations in conversation about the art, task, burden and joy of teaching Hearing one another’s stories and considering the formation and deformation of teachers who struggle to be and become creative Exploring the ways musicians participate as band members, band leaders, composers and creative engineers and making parallels with the teaching life Exploring the embodied wisdom and know-how affiliated with the work and world of jazz and the accompanying skills, crafts, and knowledges of that world Exploring the significance of a “life as a student of creativity,” and the necessary relationships for a deep spirituality when attempting to sustain a vocational life in the institutional settings of higher education Dates and Times Cohort will convene via Zoom with Victor Wooten on the following Wednesdays, 3:00 to 5:00 PM Eastern Time: Wednesday, October 7, 3:00 to 5:00 PM Eastern Wednesday, November 4, 3:00 to 5:00 Eastern Wednesday, December 2, 3:00 to 5:00 Eastern Wednesday, January 6, 3:00 to 5:00 Eastern Wednesday, February 3, 3:00 to 5:00 Eastern Wednesday, March 3, 3:00 to 5:00 Eastern Wednesday, April 21, 3:00 to 5:00 Eastern Wednesday, May 19, 3:00 to 5:00 Eastern Participants Esther E. Acolatse,University of Toronto Wonhee Anne Joh, Garrett-Evangelical Theological Seminary Tim Lake*, Wabash College/The Wabash Center for Teaching and Learning in Theology and Religion Boyung Lee, Iliff School of Theology Tat-siong Benny Liew, College of the Holy Cross AnneMarie Mingo, Pennsylvania State University Paul O. Myhre*, The Wabash Center for Teaching and Learning in Theology and Religion Nathan Myrick, Mercer University - Macon Stephen G. Ray, Chicago Theological Seminary Leopoldo A. Sánchez, Concordia Seminary (MO) Mitzi J. Smith, Columbia Theological Seminary Marcell Silva Steuernagel, Perkins School of Theology, SMU Lisa L. Thompson, Vanderbilt University, The Divinity School Katherine Turpin, Iliff School of Theology Ralph Basui Watkins, Columbia Theological Seminary Nancy Lynne Westfield*, The Wabash Center for Teaching and Learning in Theology and Religion *Symposium staff Important Links Payment of Participants Policy on Full Participation Our Philosophy of Workshops Travel and Accommodations Travel Reimbursement Form Questions about the Symposium? Dr. Paul O. Myhre Senior Associate Director myhrep@wabash.edu. https://www.youtube.com/watch?v=GONEnFyj73w Social Media Facebook Twitter Instagram YouTube Flicker Lilly Endowment, Inc. Other Lilly Supported Initiatives

Wabash Center Symposia Becoming Anti-Racist and Catalysts for Change Leadership Melanie Harris, Ph.D.,Texas Christian University Jennifer Harvey, Ph.D.,Drake University Paul Myhre, The Wabash Center Description of Cohort Teaching and Improvisation Leadership Victor L. Wooten, Five Time Grammy Award Winning Bass Player Author ofThe Music Lesson: A Spiritual Search for Growth Through Music Description of Cohort Important Links Payment of Participants Policy on Full Participation Travel and Accommodations Travel Reimbursement Form Questions about the Symposia? Dr. Paul O. Myhre Senior Associate Director myhrep@wabash.edu. Social Media Facebook Twitter Instagram YouTube Flickr Lilly Endowment, Inc. Other Lilly Supported Initiatives

Wabash Center Virtual Events at the 2020 Virtual AAR & SBL Annual Meetings Wabash Center Virtual Session #1 - Monday, November 30, 4:00 PM- 5:30 PM “After Whiteness: An Education in Belonging” A 90 minute online conversation with Dr. Willie James Jennings, moderated by Dr. Nancy Lynne Westfield, with Dr. Craig Barnes, Dr. Daisy L. Machado, Dr. Kwok Pui Lan, and Dr. Shawn Copeland. The conversation will consider the implications of Dr. Jennings' bookAfter Whiteness: An Education in Belongingfor teaching and learning in North American college, university, and theological school contexts. The session will begin and end with comments by the author, Dr. Jennings, about his book and its implications for pedagogy in the 21st century. The bulk of the session will involve a conversation among peers, moderated by Dr. Nancy Lynne Westfield, about how the book raises specific questions about contemporary higher education practice and the implications of these questions for the future of higher education, particularly as it relates to theological education. In the book, Dr. Jennings asserts, “Theological education has always been about formation: first of people, then of communities, then of the world. If we continue to promote whiteness and its related ideas of masculinity and individualism in our educational work, it will remain diseased and thwart our efforts to heal the church and the world. But if theological education aims to form people who can gather others together through border-crossing pluralism and God-drenched communion, we can begin to cultivate the radical belonging that is at the heart of God’s transformative work.” (Eerdmans.com) Wabash Center Virtual Session #2 - Monday, December 7, 4:00 PM - 5:30 PM “Pedagogies of Justice and Care in Liminal Times” A 90-minute session for early career faculty teaching in a range of higher educational contexts. Early career faculty courses are often expected to adhere stringently to disciplinary canons and institutional ethos norms regardless of world events, national happenings, or social movements. At the same time, early career faculty are often expected to be the nimblest, most adept, most technologically savvy, and most able to adjust to complicated teaching tasks, yet they rarely have more than a little experience with teaching in higher education. In addition, they often find an abundance of expectations related to peer responsibilities like advising, mentoring, teaching, service to the institution through committees, and scholarship.Teaching during uncertain times can make teaching more difficult, even overwhelming. Justice and care for students and faculty in liminal times is often in short supply and finding practices and strategies of incorporating real time goings-on can be daunting. This session will attend to a range of topics and questions related to pedagogies of justice and care for the early career colleague. Presider: Dr. Nancy Lynne Westfield, The Wabash Center for Teaching and Learning in Theology and Religion Panelists: Dr. Shehnaz Haqqani, Mercer University - Macon Dr. Christine Hong, Columbia Theological Seminary Dr. Sara Ronis, St. Mary’s University, Texas Dr. Ben Sanders, Eden Theological Seminary Dr. Lisa Thompson, Vanderbilt University Divinity School Panelists will respond to such questions and topics as: What’s the alternative in social upheaval to pretending all is the same? What pedagogies of care might be employed in contested spaces and liminal times? How does one attend to student resistance and fear when engaging justice concerns and topics? What strategies of listening can support teaching during upheaval within or beyond the institutional context? How does one prepare one’s self to teach while the world is shifting? What does it mean for an early career scholar to read the institutional politics when the institution is, itself, in crisis? What is the role of educational imagination and design when creating syllabi in uncertain times? Registration for these programs is through the AAR & SBL Meetings Registration Website. Non-Member Registration. Member Cost: $200 Non-Member Cost: $385 AAR Virtual Meetings Website SBL Virtual Meetings Website

Salon 2 Vocational Trajectories for Mid-Career Theological School Educators Leadership Team Evelyn L. Parker, Perkins School of Theology Joretta L. Marshall, Brite Divinity School Paul O. Myhre, Wabash Center Participants Duane R. Bidwell, Claremont School of Theology Meghan J. Clark, St. John's University (Queens) Julián Andrés González Holguin, Church Divinity School of the Pacific Timothy Hartman, Columbia Theological Seminary Mark Chung Hearn, Church Divinity School of the Pacific Michael S. Koppel, Wesley Theological Seminary Tyler Mayfield, Louisville Presbyterian Theological Seminary Melinda A. McGarrah Sharp, Columbia Theological Seminary Robert G. O'Lynn, II, Kentucky Christian University Lisa Powell, Saint Ambrose University Emily Reimer-Barry, University of San Diego Description Specific goals: Reflect on vocational trajectories for mid-career theological educators Conversations and themes include: Honoring justice issues in hybrid and online teaching (gender and sexual justice; racial justice; intersecting oppressions) Developing strategies for forming faculty communities and other learning communities online Negotiating the culture and politics of institutions in virtual spaces Attending to care for self, family, and others in a changing environment Dates & Times 7 sessions over 9 months (60-90 minutes) 2nd Monday evenings (September 14, October 12, November 9, January 11, February 8, March 8, April 12) 6:00 Central Time (7 Eastern, 5 Mountain, 4 Pacific) Monday, September 14 (6:00 pm, Central) Monday, October 12 (6:00 pm, Central) Monday, November 9 (6:00 pm, Central) Monday, January 11 (6:00 pm, Central) Monday, February 8 (6:00 pm, Central) Monday, March 8 (6:00 pm, Central) Monday, April 12 (6:00 pm, Central) Digital Salon Grants Important Links Payment of Participants Policy on Full Participation Our Philosophy of Workshops Travel and Accommodations Travel Reimbursement Form Questions about the Salons? Dr. Paul O. Myhre Senior Associate Director myhrep@wabash.edu. Honorarium Participants in the Salons will receive an honorarium of $3,000 for full participation in the online Salon meetings. Read More about Payment of Participants Social Media Facebook Twitter Instagram YouTube Flicker Lilly Endowment, Inc. Other Lilly Supported Initiatives