Resources
In a poem entitled The World’s Feeling,[1] the Brazilian poet Carlos Drummond de Andrade has a line that says: “I have only two hands and all the feelings of the world.” I love this metaphor and I feel that this is how I have been living lately. The political arena seems to be depleting us day by day with news of atrocities, shocking moves that place the world at a tipsy point, and new national laws that put people in danger and potential situations of disaster. And we have just started! Too many feelings, too much disastrous news, and too few defused responses and ideas without anything that seems to be truly articulating the moment in any clarifying direction. Every movement is divided. The so-called leftists, living in a time of potentialities to create a new left, is bitterly divided over issues either defending one candidate or accusing another. However, there have been positive moments. The Women’s March was a balm to many of us. As were the responses from Boston and NYC about Trump’s threat to immigrants and registering Muslims. As a citizen and as a teacher, I feel the weight of the feelings of the world and yet I only have two hands to deal with it all. The task of living our days in resistance to power seems insurmountable and that also seems to be the hope of the leaders of this country. The battle at hand is not only on the front of new laws and administrative resolutions but also on the controlling of feelings and emotions. The attack on media as the new enemy, the creation of “alternative facts,” and actions such as “President Donald Trump to publish a weekly list of crimes committed by immigrants,”[2] are all tactics used by the government to disturb our feelings and confuse our ideas. This is not removed from the classroom. Students carry their emotions into every class. Teaching engages the world of ideas and contemporary movements. Teachers must engage ideas and human feelings at the same time. Ideas are dependent on feelings and feelings are affected by ideas and it is in this chiaroscuro time and place where teachers work. Antonio Gramsci defines our time in precise ways: “The old world is dying, and the new world struggles to be born; now is the time of monsters.” An empire is eroding, a collapsing new world order is emerging and in the midst of it all, there are monsters of all kinds! We can surely name them! It is in this chiaroscuro time that faculty are called, even demanded, to attend to teaching in ways that take seriously the complicated interplay between ideas and feelings in their subject matters and within the student’s lives. Our classrooms are containers of the world’s feelings with only few hands. However, if education is for life and not for a program of profit and if outcomes are hoped for the decolonization of the minds and bodies and not to fulfill a neoliberal project of processual measurement, then we can meet each other now; but also, beyond the surroundings of the classroom: in soup kitchens, in marches for rights of people, in strikes against economic austerity deals of destitution. We can continue to organize something that will be plural, filled with ambiguities and paradoxes, but that can somewhat, produce sustainable forms of resistance to be engaged. In order to do that, teachers must teach with their heart and mind filled with feelings of strength and possibilities. Classrooms must be places for thinking and feeling, where emotions embolden ideas and where ideas help organize emotions. Our classes should fuse Descartes with Antonio Damasio: we think and we feel, therefore we are! We need idea-feelings, that is, thinking that feels and feelings that think. In this way, classrooms will be spaces with deep liberating thinking and expansive feelings. The song Volver a Los 17[3] (Returning to seventeen) calls us to engage our feelings: What feelings can grasp knowledge cannot understand, not even the clearest move not even the widest thought, the moment changes everything We need poetry and songs to continue moving! Art, poetry, and songs to expand us, to help us be better teachers. The same song says something akin to our endless task of teaching: Entangling, entangling it moves, like the ivy on the wall, and so it flowers, and it grows, like tiny moss on the stone. Oh yes oh yes We are ivy on the wall of empire! Entangling in everything there is. We are flowers inside of guns, we are tiny mosses on the stones of our reality. Oh yes oh yes! When our minds cannot grasp the intensity of this moment, we can recur to our hearts. For there, in our hearts, if well cared, we can find solace, peace, and sustenance. For the hearts of teachers are bigger than anything. The hearts of teachers embrace all kinds of students and realities, wrestle with all kinds of theories, and engage all forms of thinking-feeling. So we don’t fear the world! If the world looks frightening, our heart knows better. As the same poet Drummond says… World, world, wide world, wider is my heart.[4] [1] Carlos Drummond de Andrade, Sentimento do Mundo. [2] http://www.independent.co.uk/news/world/americas/donald-trump-publish-weekly-list-crimes-immigrants-commit-refugees-aliens-executive-order-us-a7546826.html?cmpid=facebook-post [3] Song by Violeta Parra. Hear the song here by Mercedes Sosa and Milton Nascimento: https://www.youtube.com/watch?v=MB37oAxOkzA [4] Carlos Drummond de Andrade, Poema de Sete Faces.
2008 Online Course for Theological School Faculty Teaching Online Dates Course Dates: June 2 to July 25, 2008 Cost: $100 per person The Wabash Center is increasingly aware of the growing number of seminaries that offer at least some of their curriculum online. The circumstances that lead to the use of online seminary courses are many and complex. The pedagogical challenges and opportunities of the online seminary classroom are of particular concern to us. Therefore, as part of our mission to enhance teaching and learning, we have contracted with the University of Wisconsin-Madison’s Distance Education Certificate Program – a nationally recognized leader in instructional design for e-learning environments – to offer an 8 week online class for seminary faculty to learn about and experience effective practices for teaching online. This an introductory course that will present the major elements involved in using the internet for instruction. It will be conducted online to provide hands-on experience with online learning. The course is designed to accommodate faculty with a wide range of online teaching experience. No prior experience is necessary; course material will be valuable to faculty at more advanced levels as well. It will use a “principles-to-practice” approach that presents guidelines and strategies for applying principles of online learning to the practices of individual faculties’ online courses. Each week will include resource materials, readings, and online activities to engage participants in active discussion, debate, case studies, mini-projects, and other group or individual work. The course will use threaded discussion forums and an asynchronous format, meaning you can log in at any time to read and post messages – although posting early in the week and then later in the week is required for group cohesion. This is a concentrated, resource-rich, learning experience. You must think through what you’re hoping to learn, to help guide you in selecting resources most relevant to your situation and context. The approximate time commitment is 8-10 hours per week for reading and activities. To participate, you must be able to login and post responses at least twice every week. There is no “certificate” that is awarded for successful completion of the course. You will need a computer with a broadband connection to the Internet, a browser such as Internet Explorer 6.0 or better, and Flash Player Plug-In (or be able to download the free plug-in). 2008 Online Course Participants Alice Bellis, Howard University School of Divinity William Booth, Hampton University Ann Brock, Iliff School of Theology Mark Chapman, Ambrose University College Joe Conte, Wesley Theological Seminary Vicki Copp, Nazarene Theological Seminary Eric Crump, Lutheran Theological Seminary at Gettysburg Kathy Dawson, Columbia Theological Seminary Susan Ebertz, Wartburg Theological Seminary Darwin Glassford, Calvin Theological Seminary George Heyman, St. Bernard's School of Theology and Ministry Travis Hines, Trinity Episcopal School for Ministry Jeffrey Jones, Andover Newton Theological School Kristine Lund, Waterloo Lutheran Seminary Joan Martin, Episcopal Divinity School Shera Melick, Golden Gate Baptist Theological Seminary Eugene Park, San Francisco Theological Seminary Carolyn Pressler, United Theological Seminary of Twin Cities Darleen Pryds, Franciscan School of Theology Rollin Ramsaran, Emmanuel School of Religion Shirl Schiffman, Columbia Seminary/School of Missions of Columbia International University Faye Schott, Lutheran Seminary Program in the Southwest Dennis Smith, Phillips Theological Seminary Marsha Snulligan-Haney, Interdenominational Theological Center Melinda Thompson, University of Dubuque Theological Seminary Harold Washington, Saint Paul School of Theology Ellen Wondra, Seabury - Western Theological Seminary
2008 Conference for Doctoral Programs Preparing Graduate Students as Teachers Dates October 3-5, 2008 - University Place Conference Center and Hotel at IUPUI Participants: J. Matthew Ashley, University of Notre Dame William Bellinger, Baylor University Elias Bongmba, Rice University Michael Brown, Wabash College James Byrd, Vanderbilt University/The Divinity School Euan Cameron, Union Theological Seminary, NY John Carroll, Union Presbyterian Seminary Anthony Ciorra, Fordham University Wendy Cotter, Loyola University Chicago Robert Foster, Southern Methodist University Joel Green, Fuller Theological Seminary Jay Hammond, Saint Louis University Thomas Hughson, Marquette University Richard Jaffe, Duke University Randy Maddox, Duke Divinity School Maureen Maloney, Graduate Theological Union John Marshall, University of Toronto Stephen Moore, Drew Theological School Thorsten Moritz, Bethel University Robert Priest, Trinity Evangelical Divinity School Richard Rosengarten, University of Chicago Divinity School Katharine Sakenfeld, Princeton Theological Seminary Eileen Schuller, McMaster University J. Jayakiran Sebastian, Lutheran Theological Seminary at Philadelphia Randall Styers, University of North Carolina - Chapel Hill Richard Taylor, Dallas Theological Seminary Terrence Tilley, Fordham University Theodore Vial, Iliff School of Theology James Watts, Syracuse University Charles Wood, Perkins School of Theology Southern Methodist University Phil Zylla, McMaster Divinity College Wabash Center Staff: Paul Myhre,Wabash Center for Teaching and Learning in Theology and Religion Thomas Pearson,Wabash Center for Teaching and Learning in Theology and Religion Nadine Pence,Wabash Center for Teaching and Learning in Theology and Religion
2008-09 Colloquy Mid-Career Religion Faculty Teaching at Colleges and Universities Dates July 15-21, 2008 - First Summer Session at Wabash College January 15-18, 2009 -Episcopal Retreat Center, Mustang Island, Corpus Christi, Texas June 3-8, 2009 - Second Summer Session at Wabash College Leadership Team Eugene Gallagher, Director, Connecticut College Carolyn Medine, University of Georgia Bruce Forbes, Morningside College Betty DeBerg, University of Northern Iowa Thomas Pearson, Wabash Center Description: The Wabash Center is pleased to announce its Mid-Career Colloquy on teaching. The colloquy covers an extensive period of a teacher’s life, from the granting of tenure (or its equivalent) and the last decade or so before retirement. This period in a teaching career presents its own particular challenges for teaching and learning. This is a time when reflection can help mid-career faculty to identify possibilities, renew commitment, venture in a heretofore unconsidered direction, and compose a more clarified sense of self and purpose. At this point faculty find themselves asking questions such as: How do faculty find they have changed and adapted to the demands and culture of their institution? How does a mid-career person keep herself/himself interested and retain a sense of who they are and what they are doing? What are the boundaries and rhythms of teaching, research, and citizenship at this stage in one’s career? What are the necessary losses and the satisfactions that go with being generative and with being a leader at mid-career? What is the relationship among leadership, roles, institutional context, and person? How do mid-career faculty take on appropriately the role of generative leaders in their profession and in their institutions? How do mid-career faculty continue to form themselves and to be formed? The colloquy is an opportunity for mid-career faculty to gather for reflection on the particular challenges and opportunities of teaching at mid-career. Goals: To support sustained reflection on the rhythms, responsibilities, and challenges of teaching, scholarship, and university citizenship at mid-career; To support excellence in teaching and mentoring of teaching for faculty on the other side of the tenuring process To provide opportunity and resources for participants to develop self-selected projects related to teaching and learning in their courses; To consider the shape and challenges of leadership for mid-career faculty at this time in the field and in higher education; To help mid-career faculty strategize about ways they can support and cultivate their own and others' vocations as teachers; To develop projects that will encourage excellence in teaching in participants' schools and broader academic settings. Front Row (left to right): Amy DeRogatis (Michigan State University), *Carolyn Jones Medine (University of Georgia), Beverly Stratton (Augsburg College), Michael Vines (Lees-McRae College), James Wilhoit (Wheaton College). Second Row: *Bruce Forbes (Morningside College), Debra Mubashshir Majeed (Beloit College), Joanne Robinson (University of North Carolina, Charlotte), Lynn Japinga (Hope College). Third Row: Charles Miller (University of North Dakota), *Betty DeBerg (University of Northern Iowa), Daniel Deffenbaugh (Hastings College), John Lanci (Stonehill College), Todd Penner (Austin College). Fourth Row: Arch Wong (Ambrose University College), *Eugene Gallagher (Connecticut College), Yvonne Chireau (Swarthmore College), Richard Ascough (Queen’s Theological College), *Thomas Pearson (Wabash Center). *leadership/staff
2007 Online Course for Theological School Faculty Teaching Online Dates Course Dates: June 4 to July 27, 2007 Cost: $100 per person The Wabash Center is increasingly aware of the growing number of seminaries that offer at least some of their curriculum online. The circumstances that lead to the use of online seminary courses are many and complex. The pedagogical challenges and opportunities of the online seminary classroom are of particular concern to us. Therefore, as part of our mission to enhance teaching and learning, we have contracted with the University of Wisconsin-Madison’s Distance Education Certificate Program – a nationally recognized leader in instructional design for e-learning environments – to offer an 8 week online class for seminary faculty to learn about and experience effective practices for teaching online. This an introductory course that will present the major elements involved in using the internet for instruction. It will be conducted online to provide hands-on experience with online learning. The course is designed to accommodate faculty with a wide range of online teaching experience. No prior experience is necessary; course material will be valuable to faculty at more advanced levels as well. It will use a “principles-to-practice” approach that presents guidelines and strategies for applying principles of online learning to the practices of individual faculties’ online courses. Each week will include resource materials, readings, and online activities to engage participants in active discussion, debate, case studies, mini-projects, and other group or individual work. The course will use threaded discussion forums and an asynchronous format, meaning you can log in at any time to read and post messages – although posting early in the week and then later in the week is required for group cohesion. This is a concentrated, resource-rich, learning experience. You must think through what you’re hoping to learn, to help guide you in selecting resources most relevant to your situation and context. The approximate time commitment is 8-10 hours per week for reading and activities. To participate, you must be able to login and post responses at least twice every week. There is no “certificate” that is awarded for successful completion of the course. You will need a computer with a broadband connection to the Internet, a browser such as Internet Explorer 6.0 or better, and Flash Player Plug-In (or be able to download the free plug-in). Participants: Mikael Broadway, Shaw University Divinity School Teresa Brown, Church Divinity School of the Pacific Dent Davis, Columbia Theological Seminary Gloria Doherty, George Fox Evangelical Seminary Rob Douglass, Ashland Theological Seminary Brian Dunn, St. Peter's Seminary Steven Edscorn, Memphis Theological Seminary Robert Freeman, Fuller Theological Seminary Peter Gräbe, Regent University School of Divinity Barry Hamilton, Northeastern Seminary at Roberts Wesleyan College Mark Hoffman, Lutheran Theological Seminary at Gettysburg Gayle Koontz, Associated Mennonite Biblical Seminary Julie Lytle, Episcopal Divinity School Christian McConnell, University of St. Michael's College Robert O’Gorman, Loyola University Chicago Juan Oliver, General Theological Seminary Duane Priebe, Wartburg Theological Seminary Douglas Rutt, Concordia Theological Seminary (IN) Ken Sawyer, McCormick Theological Seminary Patricia Schoelles, St. Bernard's School of Theology and Ministry James Schwenk, Evangelical Theological Seminary Jane Thayer, Seventh-Day Adventist Theological Seminary - Andrews University George Thompson, Interdenominational Theological Center Scott Thumma, Hartford Seminary Jean Trumbauer, United Theological Seminary of Twin Cities Steve Veteto, Golden Gate Baptist Theological Seminary Sarah Wile, Sewanee: The University of the South Nathan Yoder, Eastern Mennonite Seminary
Graduate Programs Teaching Initiative Leadership Team Eugene Gallagher, Connecticut College Willie Jennings, Duke Divinity School Patricia Killen, Gonzaga University Joretta Marshall, Brite Divinity School RobertPazmiño,Andover Newton Theological School Frank Yamada, McCormick Seminary Purpose: To enable doctoral programs in theology and religion to assess their preparation of Ph.D. and Th.D. students for teaching appointments. The assessment involved conversations with recent alumni/ae to explore the alignment between the preparation they received and the context in which they are currently teaching. Description: 33 graduate programs were awarded $15,000 grants to host Teaching Initiative Gatherings at their school or at a site in close proximity. These gatherings involved 8-10 recent alumni/ae (graduated in the last 5 years and in a teaching appointment), the Dean of the School, Graduate Program Director, and 2-3 key faculty members. The Wabash Center provided each school with a consultant to help them design and lead the 2-day/1 night meeting and a Wabash Center staff person as an observer. The focus of the Teaching Initiative gathering was to explore questions of teaching preparedness with alumni/ae and key parties at the school. 2015-16 Schools Claremont School of Theology Southern Baptist Theological Seminary University of Virginia 2013-14 Schools Duke Divinity School Duke University Garrett-Evangelical Theological Seminary Hebrew Union College Indiana University - Bloomington Trinity Evangelical Divinity School University of Chicago Divinity School University of North Carolina - Chapel Hill University of Ottawa Summative Conference for 2013-14 schools March 23-25, 2014 Indianapolis, IN 2012 Schools: Boston College Brown University The Catholic University of America Drew University Theological School New Orleans Baptist Theological Seminary Summative Conference for 2012 schools November 2-4, 2012 at the Wabash Center 2011 Schools: Baylor University Boston University School of Theology Candler School of Theology Dallas Theological Seminary University of Denver/Iliff School of Theology Joint Program Graduate Theological Union Jewish Theological Seminary of America Loyola University Chicago Marquette University McGill University McMaster University Princeton Theological Seminary Southern Methodist University Southwestern Baptist Theological Seminary Syracuse University University of Notre Dame Summative Conference for 2011 schools April 23-25, 2012 at IUPUI Conference Place Hotel (Indianapolis)
2010 Teaching and Learning Colloquy on The Role of Theological School Librarians Dates April 22-26, 2010 – Wabash College Leadership Team Roger Loyd, Duke Divinity School, Director Amy Limpitlaw, Yale Divinity School Cait Kokolus, St. Charles Borromeo Seminary Dennis Norlin, American Theological Library Association Paul Myhre, Wabash Center Eligibility: full-time professional librarian working in an accredited seminary or theological school in the United States or Canada within the first seven years of librarian role member of the American Theological Library Association (ATLA) commitment to full participation, from the beginning to ending date and time, for the workshop session Read our Policy on Full Participation (click here) Description: Theological librarians play an essential role in the educational process. Institutional standards developed by the Association of Theological Schools (ATS) highlight the need for librarians to contribute to theological scholarship – teaching, learning, and research – in ways specific both to the profession and to the particular school, its mission, curriculum, and resources. Yet in practice, the means of fulfilling this expectation are not always clear or immediately available to librarians. This colloquy will explore the vocation of theological librarianship and promote the development of strategies and skills for increasing the effectiveness of librarians in the teaching/learning/research process in their own institutional and professional contexts. The colloquy is sponsored jointly by the Wabash Center for Teaching and Learning in Theology and Religion and the American Theological Library Association (ATLA). Colloquy Goals: 1. To provide an opportunity for theological librarians new to the profession to reflect on the distinctiveness of theological librarianship as a vocation and a profession. 2. To assist theological librarians in developing their role as educators and as partners with faculty and students in the task of theological scholarship. 3. To explore the future of theological libraries, including the theological librarian’s role in implementing change in educational practices related to the impact of new technologies, methods, resources, paradigms and trends on theological scholarship/librarianship. 4. To provide opportunities for participants to consider the collaborative nature of librarianship in theological education and to engage in a community of peers. Stipend: Participants will receive a stipend of $1,250 for full participation in the colloquy, plus local expenses and travel. Please Note: U.S. Law prohibits the Wabash Center from paying stipends to participants with certain classes of foreign national status. The Wabash Center is, however, able to reimburse ALL participants for travel and other expenses. Read More (click here) Immigration status has no bearing on the Wabash Center’s selection of participants. It impacts only our ability to pay these participants a stipend. We deeply regret these restrictions but are confident that participants who are not eligible for a stipend will nonetheless find our programs valuable even without a stipend. Front Row (left to right): Suzanne Estelle-Holmer (Yale Divinity School), Miranda Bennett (University of Houston), Lisa Gonzalez (Catholic Theological Union of Chicago), Rebecca Miller (Trinity International University), Lorraine Olley (University of St. Mary of the Lake/Mundelein Seminary). Second Row: *Amy Limpitlaw (Yale Divinity School), Elena Nipper (Vanguard University of Southern California), *Cait Kokolus (St. Charles Borromeo Seminary), Tracy Powell Iwaskow (Candler School of Theology – Emory University), Erica Durham (Columbia Theological Seminary), Leland Deeds (Union Theological Seminary – PSCE). Third Row: *Paul Myhre (Wabash Center), Brad Ost (Clark Atlanta University), *Roger Loyd (Duke Divinity School), Lee Webb (Oklahoma City University), Christopher Benda (Vanderbilt University), *Dennis Norlin (American Theological Library Association), Jared Porter (Asbury Theological Seminary). *leadership/staff
2010-11 Writing the Scholarship of Teaching Dates October 1-4, 2010 - First Session at Wabash College February 25-28, 2011 - Second Session atWabash College Leadership Team Patricia O'Connell Killen, Pacific Lutheran University Eugene V. Gallagher, Connecticut College Thomas Pearson, Wabash Center Description: The purpose of this colloquy is to cultivate the scholarship of writing about teaching among teachers of religion and theology in colleges, universities, seminaries and divinity schools. The colloquy will gather a small group of experienced and critically reflective teachers for a year-long process of writing and conversation about writing the scholarship of teaching and learning. The colloquy involves two weekends and assignments between the sessions. Participants will work on their own article length manuscript through the course of the colloquy year, engage in peer review, and converse about writing this genre. The colloquy is designed with the intention that each participant will produce a publishable essay in the scholarship of teaching and learning in theology and religion. Colloquy Goals: Provide a supportive context within which participants develop and produce publishable work in the scholarship of teaching in theology and religion Facilitate reflection on writing the scholarship of teaching and learning in theology and religion that helps to articulate general characteristics of quality and to refine forms of the genre Identify strategies that will support the production of high quality scholarship of teaching and learning Increase the number of persons in the field who are conversant with the scholarship of teaching and learning in theology and religion as well as the broader scholarship on teaching and learning Stipend: Participants will receive a stipend of $1,500 for full participation in both sessions, plus local expenses and travel. Participants will receive an additional stipend of $500 for submission of an article manuscript on teaching to either Teaching Theology and Religion, or some other appropriate academic journal, by January 1, 2012. Please Note: U.S. Law prohibits the Wabash Center from paying stipends to participants with certain classes of foreign national status. The Wabash Center is, however, able to reimburse ALL participants for travel and other expenses. Read More (click here) Immigration status has no bearing on the Wabash Center’s selection of participants. It impacts only our ability to pay these participants a stipend. We deeply regret these restrictions but are confident that participants who are not eligible for a stipend will nonetheless find our programs valuable even without a stipend. Front Row (left to right): Luke Powery (Princeton Theological Seminary), *Patricia O’Connell Killen (Gonzaga University), Gay Byron (Colgate Rochester Crozer Divinity School), Norris Palmer (Saint Mary’s College of California). Second Row: Joanne Robinson (University of North Carolina – Charlotte), Elizabeth Corrie (Candler School of Theology – Emory University), Lucretia Yaghjian (Episcopal Divinity School), Bruce Forbes (Morningside College), Michael Koppel (Wesley Theological Seminary), Kristi Upson-Saia (Occidental College). Third Row: *Thomas Pearson (Wabash Center), *Eugene Gallagher (Connecticut College), Reid Locklin (University of Toronto), Arch Wong (Ambrose Seminary), Elijah Siegler (College of Charleston). *leadership/staff
2010-11 Teaching and Learning Colloquy on Religious Commitments in the Undergraduate Classroom Dates July 19-24, 2010 - First Session at Wabash College March 23-27, 2011 - Second Session at Mustang Island Leadership Team Carolyn Medine, University of Georgia, Director Joseph Favazza, Stonehill College Kathleen Skerrett, Grinnell College Daniel Deffenbaugh, Hastings College Thomas Pearson, Wabash Center Description: Recent studies, including the HERI Report and Barbara Walvoord’s study of undergraduate introductory courses in religion (see links on the right above), suggest that most students come into the college classroom with expectations that their “big questions” will be addressed: e.g. self-understanding, development of personal values, and expression of spirituality. By contrast, faculty members tend to emphasize critical thinking and analytical distance as primary learning outcomes for their courses. This colloquy of 20 faculty will address this tension between student expectations and faculty goals. We invite religious studies and theology faculty in undergraduate colleges and universities to explore teaching practices that encourage students to integrate their religious and ethical commitments with critical thinking. Such practices might include activist pedagogies (such as service learning, feminist pedagogies, contemplative pedagogies, education for social justice) as well as more established approaches (such as reflective journaling, servant leadership, and spiritual autobiography). Through common readings, guided conversation, and sharing and analysis of teaching practices, this colloquy will engage the relationship between informing and transforming our students. Colloquy Goals: 1. To form a learning community of reflective practitioners rooted in conversation and cooperation 2. To develop teaching practices that enable students to: connect critical thinking to development, commitment and action reflect on the meaning of their commitments integrate religious commitments with other aspects of their personal identities interpret their commitments in a global and pluralistic context 3. To reflect on our teaching practices in the context of: institutional missions teaching goals and outcomes measures and instruments of assessment professional and personal identities student and guild expectations Stipend: Participants will receive a stipend of $2,500 for full participation in the two sessions, plus local expenses and travel. Front Row (left to right): Kristine Utterback (University of Wyoming), Kerry Skora (Hiram College), Steve Young (McHenry County College), Michelle Tooley (Berea College), *Joseph Favazza (Stonehill College). Second Row: Dianne Oliver (University of Evansville), Kathleen Fisher (Assumption College), *Carolyn Medine (University of Georgia), *Kathleen Skerrett (Grinnell College), *Daniel Deffenbaugh (Hastings College), David Howell (Ferrum College), Suzanne Morrison (Ohio Northern University). Third Row: Ann Pellegrini (New York University), Georgia Frank (Colgate University), *Thomas Pearson (Wabash Center), Hannah Schell (Monmouth College), Arthur Sutherland (Loyola University Maryland), Charles Miller (University of North Dakota), Phil Quanbeck (Augsburg College), Fred Glennon (LeMoyne College), Phil Wingeier-Rayo (Pfeiffer University). *leadership/staff
2010-11 Teaching and Learning Workshop for Pre-Tenure Theological School Faculty Dates July 5-10, 2010 - First Summer Session at Wabash College January 20-23, 2011 - Winter Session at Mustang Island June 20-25, 2011 - Second Summer Session at Wabash College Leadership Team Rolf Jacobson, Luther Seminary, Director Joan Martin, Episcopal Divinity School Fred Smith, Wesley Theological Seminary Tracy Trothen, Queens University Thomas Pearson, Wabash Center Front Row (left to right): *Rolf Jacobson (Luther Seminary), Inese Radzins (Pacific School of Religion), Bo Karen Lee (Princeton Theological Seminary), Roger Nam (George Fox Evangelical Seminary), Randall Woodard (Saint Leo University). Second Row: Lea Schweitz (Lutheran School of Theology at Chicago), *Tracy Trothen (Queens University), Moses Penumaka (Pacific Lutheran Theological Seminary), Insook Lee (Hood Theological Seminary), Jessicah Duckworth (Wesley Theological Seminary), Keri Day (Brite Divinity School), Dwight Zschelle (Luther Seminary), Mark Brummitt (Colgate Rochester Crozer Divinity School). Third Row: Andrea White (Candler School of Theology), *Fred Smith (Wesley Theological Seminary), *Joan Martin (Episcopal Divinity School), Angel Santiago-Vendrell (Memphis Theological Seminary), *Thomas Pearson (Wabash Center), Dominic Doyle (Boston College School of Theology and Ministry). *leadership/staff
Wabash Center Staff Contact
Sarah Farmer, Ph.D
Associate Director
Wabash Center
farmers@wabash.edu