Resources

2012 Online Course for Theological Faculty Teaching Online 
DatesMay 30 to July 27, 2012 Application deadline: March 15, 2012 Course Fee: $100 per person (due in early May upon acceptance) A growing number of seminaries and theological schools offer parts of their curriculum online. The circumstances that lead to the use of online courses are many and complex, as are the pedagogical challenges. To meet this need, the Wabash Center has 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 a 9-week online course for seminary faculty to learn about and experience effective practices for teaching online. Eligibility We invite deans, rectors, or principals at accredited theological schools and seminaries in the US and Canada to nominate a faculty member to participate. This letter of nomination should accompany the faculty member's application and include a brief description of the seminary's plans to use online learning in its coursework as well as the applicant's role in these plans. More About the Course This is 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, yet course material will be valuable to faculty at more advanced levels as well. The course uses 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 provides resource materials, readings, and online activities to engage participants in active discussion, case studies, mini-projects, and other group or individual work. Technologies used may include an internal course management system as well as external technologies such as a wiki or web-based audio tools. Participants should expect to create additional accounts with these external tools. Scheduled Interactive Learning: At certain points in the course, participation will be required in collaborative online group work activities within a specified schedule: A welcome webinar (approximately 1 hour, scheduled during the 1st week of class); A collaborative online activity during the week of June 25 (tentative date); A collaborative online activity and an optional webinar during the week of July 16 (tentative date). Participants will be required to contribute to activities such as discussions and group projects for a minimum of 4 days during the week, for approximately an hour each day. Independent Learning: During the rest of the course, participants will direct their own learning independently. There will be deadlines for completion, but because there is no expectation of interaction with other members of the course during this time, participants are free to choose when to access those resources and complete the activities. Project Requirement: Participants will work independently on a course design project throughout the nine weeks. There will be interim deadlines for completion of project components, as well as a peer-review process towards the end of the course during which participants will be responsible for offering feedback on other participants' designs. Personalization: This is a concentrated, resource-rich learning experience. Especially during the self-directed, independent portions of the course, participants will have the chance to review many additional resources related to the unit's topics and to address issues that are most relevant to your situation and context. The approximate time commitment is 8-10 hours per week for reading and activities. This course focuses on how teaching and learning changes when the course format includes geographic separation between and among learners and instructors, mediated and aided by technologies and sound pedagogy. IT IS NOT a course about technology or about web design. It will expose participants to a handful of technologies that might be used in online or blended learning, but it will not cover the specifics of these technologies or learning management systems. Participants will not create video lectures, course websites, wikis, etc. Michel Elias Andraos, Catholic Theological Union of Chicago Willard Ashley, New Brunswick Theological Seminary Shane Berg, Princeton Theological Seminary Carson Brisson, Union Theological Seminary - PSCE Susan Carole, Nazarene Theological Seminary John Coakley, New Brunswick Theological Seminary Kenda Creasy Dean, Princeton Theological Seminary F.W. 'Chip' Dobbs-Allsopp, Princeton Theological Seminary Wilda Gafney, Lutheran Theological Seminary at Philadelphia Amy Gall Ritchie, Bethany Theological Seminary Frances Taylor Gench, Union Theological Seminary - PSCE Ella Johnson, St. Bernard's School of Theology and Ministry William Stacy Johnson, Princeton Theological Seminary Susan Kendall, Pittsburgh Theological Seminary Denise Kettering, Bethany Theological Seminary Eric Kyle, College of Saint Mary Tat-siong Benny Liew, Pacific School of Religion Marian Love, Aquinas Institute of Theology Kimberly Majeski,Anderson University School of Theology William McDonough, St. Catherine University Gordon S. Mikoski, Princeton Theological Seminary Donn F. Morgan, Church Divinity School of the Pacific Caleb O Oladipo, Baptist Theological Seminary at Richmond Aline Paris, College of Saint Mary Jennifer Reed-Bouley, College of Saint Mary Gregory Robertson, Anderson University School of Theology Warren Cal Robertson, M. Christopher White School of Divinity of Gardner-Webb University Bernie Schlager, Pacific School of Religion Randi Jones Walker, Pacific School of Religion Roland C Ziegler, Concordia Theological Seminary (IN) Course Topics 1. Major differences and similarities between online teaching and face-to-face teaching 2. Online course models and best practice principles (including the "hybrid model" that blends distance education and face-to-face education) 3. Instructor and learner roles and competencies in online learning 4. Teaching strategies that promote interaction and engagement 5. Formation, community, and spirituality in the online seminary classroom There is no certificate awarded for successful completion of the course.

2014 Workshop for ATSI Doctoral Fellows 
 Co-Sponsored with the Asian Theological Summer Institute (ATSI) A gathering of Asian Theological Summer Institute Doctoral Fellows to discuss issues about teaching and learning related to syllabi design, professional teaching development, and other issues related to the first years of teaching. Dates March 28-30, 2014- at Wabash College 
Leadership Team Boyung Lee, Pacific School of Religion Benny Liew, College of the Holy Cross Paul Rajashekar, ATSI, The Lutheran Theological Seminary of Philadelphia Paul Myhre, Wabash Center 
 Front row (left to right): Devin Singh (Yale University), *Paul Rajashekar (ATSI, The Lutheran Theological Seminary of Philadelphia), *Boyung Lee (Pacific School of Religion), William Yoo. Second row: Kayko Hesslein, SueJeanne Koh, Janette Ok, Gerald Liu (Drew Theological School), Rakesh Dass, Jin-Young Choi (Colgate Rochester Crozer Divinity School). Third row: Timothy Lim, *Tat-siong Benny Liew (College of the Holy Cross), Chan Park, Sung Uk Lim, Hee-Kyu Heidi Park, Yii-Jan Lin, *Paul Myhre (Wabash Center). *leadership/staff position

2014 Summative Conference 3 Graduate Program Teaching Initiative 
DatesMarch 23-25, 2014 Alexander Hotel, Indianapolis 
Leadership Team Eugene Gallagher, Connecticut College Willie Jennings, Duke Divinity School Patricia Killen, Gonzaga University 
 This conference gathers the representatives from nine doctoral programs that received grants in 2013-14 to meet with recently graduated doctoral students for structured feedback and conversation on their preparation by the doctoral program for their careers as teachers. Purposes of the Conference: To continue the reflective work within each school about their doctoral program and how it contributes to the teaching preparedness of its graduates; To contribute to the work and programming of the Wabash Center as it plans its future work with doctoral-granting institutions. Agenda Meeting Notes Building Reflective Teaching Practices Among Doctoral Students by Patricia Killen(pdf) Whom Will Your Alumni/ae be Teaching by Eugene Gallagher (pdf) Discussion Questions for Teaching Aptitude Information About Teaching Expectations Applicant Teaching Expectations Somewhat Consistent Practices across Institutional and Departmental Ph.D. Programs Auburn Study (pdf) The "Spine (pdf) National Center for Faculty Development & Diversity Descriptions and Findings of Programs Duke Divinity School(pdf) Duke University(pdf) Garrett-Evangelical Theological Seminary (pdf) Indiana University(pdf) Trinity Evangelical Divinity School(pdf) Hebrew Union College(pdf) University of Chicago Divinity School(pdf) University of North Carolina at Chapel Hill (pdf) University of Ottawa(pdf) Leadership: Eugene Gallagher, Connecticut College Willie Jennings, Duke Divinity School Patricia Killen, Gonzaga University Conference Participants: Duke Divinity School Susan Eastman, Director, Doctor of Theology Program Sujin Pak, Associate Dean for Academic Programs Duke University Graduate Program in Religion Richard Jaffe, Director of Graduate Studies Stephen Chapman, Associate Director of Graduate Studies Garrett Evangelical Theological Seminary David Hogue, Director, Ph.D. Program Luis Rivera, Vice President for Academic Affairs and Academic Dean Jack Seymour, Professor of Religious Education Hebrew Union College - Jewish Institute of Religion Nili Fox, Director - School of Graduate Studies Jason Kalman, Chair in Jewish Intellectual History Jan Katzew, Director of Service Learning Indiana University Aaron Stalnaker, Director of Graduate Studies Robert Jaques, Associate Professor, Dept of Religious Studies Jason Mokhtarian, Assistant Professor, Dept of Religious Studies Trinity Evangelical Divinity School Richard Averbeck, Director of the Ph.D. (Theological Studies) Donald Guthrie, Director of the Ph.D. (Educational Studies) Harold Netland, Director of the Ph.D. (Intercultural Studies) University of Chicago Divinity School Margaret Mitchell, Dean of the Divinity School Brandon Cline, Program Coordinator, The Craft of Teaching Jeffrey Stackert, Assistant Professor of Hebrew Bible University of North Carolina - Chapel Hill Lauren Leve, Director of Graduate Studies Randall Styers, Chair of the Department of Religious Studies University of Ottawa Adele Reinhartz - Director of Graduate Programs Lori Beaman, Professor of Religious Studies Peter Beyer, Professor of Religious Studies Wabash Center Staff: Nadine Pence, Director Paul Myhre, Associate Director Thomas Pearson, Associate Director

2013 Teaching and Learning Colloquy on The Role of Theological School Librarians 
 Dates of Colloquy: April 8-13, 2013 
Leadership Team Cait Kokolus, St. Charles Borromeo Seminary Amy Limpitlaw, Boston University School of Theology Paul Myhre, Wabash Center Miguel Figueroa, ATLA representative 
 Description Theological librarians in the 21st-century play an essential role in theological education. Institutional standards developed by the Association of Theological Schools (ATS) highlight the centrality of the library for theological scholarship and education. Librarians serve at a nexus of faculty, student, and institutional instructional needs. 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 and learning process in their institutional and professional contexts. Goals 1. To provide an opportunity for those new to the profession to reflect on the distinctiveness of theological librarianship in the 21st-century as a vocation and profession 2. To assist theological librarians in developing their role as educators 3. To explore the role of librarians as partners with faculty in theological education 4. To consider the future of libraries, including the librarian's role in implementing changes related to distance education, new technologies, and trends in higher education 5. To provide opportunities for participants to consider the collaborative nature of librarianship in theological education 6. To engage with a community of peers Stipend Participants will receive a stipend of $1,500 for full participation in the colloquy, plus local expenses and travel. We are limited in paying stipends to participants who are teaching in the U.S. under an H-1B visa. Read More about Stipend Payments The colloquy is sponsored jointly by the Wabash Center and the ATLA. Front row (left to right): Karl Stutzman (Anabaptist Mennonite Biblical Seminary), Miguel Figueroa (ATLA representative), *Amy Limpitlaw (Boston University School of Theology), *Cait Kokolus (St. Charles Borromeo Seminary), Lyle Buettner (Concordia Seminary). Second Row: Jane Pinzino (Earlham School of Religion), Nicholas Weiss (Naropa University), Jaeyeon Lucy Chung (Garrett-Evangelical Theological Seminary), Christina Geuther (University of St. Mary of the Lake), Kelly Riddle (Boston University), James Humble (St. Charles Borromeo Seminary), Matthew Thiesen (Golden Gate Baptist Theological Seminary), *Paul Myhre (Wabash Center staff). Third Row: Matthew Collins (Candler School of Theology – Emory University), James Estes (Wesley Theological Seminary), Sandy Shapoval (Phillips Theological Seminary), James Darlack (Gordon-Conwell Theological Seminary), Matthew Wasielewski (Gordon-Conwell Theological Seminary). *leadership/staff position

2013 Online Workshop for Theological Faculty Teaching Online 
Dates May 3-5, 2013- First Session at Wabash College May 27 to July 25, 2013 - Online course July 26-28, 2013 - Second Summer Session at Wabash College 
Leadership Team Richard Nysse, Luther Seminary Steve Delamarter, George Fox Seminary Erin McCloskey, University of Wisconsin-Madison Paul O. Myhre, Wabash Center 
 Description This workshop is designed in collaboration with the University of Wisconsin-Madison for theological faculty to gain online teaching experience. It will be conducted in a "hybrid" design, with two face-to-face weekends bookending a nine-week online course. A final Webinar will be offered in December to share, discuss, and assess participants' online teaching experiences. The online component provides hands-on experience and will use a "principles-to-practice" approach that presents guidelines and strategies for applying principles of online learning to the participant's courses. It attends to the issue of how teaching and learning changes when the class format includes geographic separation between and among learners and instructors, mediated and aided by technologies and pedagogical theory. The primary focus is on developing and implementing a successful, free-standing fully online or hybrid course. The workshop is not about technology or web design, nor will participants create videos, websites, wikis, etc. It will expose participants to technologies that may be used in online or blended learning, and attend to questions relevant for the design and implementation of curricular programs with significant distance elements. This workshop will present major elements involved in using the Internet for instruction. No prior experience is necessary, yet course material will be valuable to those at advanced levels as well. It is a concentrated, resource-rich learning experience where participants will have the chance to review additional resources related to the topics, and address issues relevant to their teaching context. Goals To experience a significant stand-alone nine-week online component at the core of a hybrid course under the guidance of three experienced teachers To learn online teaching strategies that promote interaction and engagement To learn how community building, ministry, and spiritual formation take place within an online course To come to an understanding of the major differences and similarities between online and face-to-face teaching and appreciate the unique opportunities and challenges of the online environment To apply what is learned about online pedagogy to individual online courses. Stipend The Wabash Center will cover all local expenses and travel to Crawfordsville for the weekend sessions. Participants will also receive a stipend of $1,000 upon completion of the online course and the two-weekend sessions. We are limited in paying stipends to participants who are teaching in the U.S. under an H-1B visa. Read More about Stipend Payments Front Row (left to right): Merrill Hawkins (Carson - Newman College), Javier Alanis (Lutheran Seminary Program in the Southwest), Stanley Saunders (Columbia Theological Seminary), Jon Pahl (Lutheran Theological Seminary at Philadelphia). Second Row: *Bridgett Powell (University of Wisconsin-Madison), Susan McArver (Lutheran Theological Southern Seminary), Mary Young (Virginia Union University), Beverly Wallace (Interdenominational Theological Center), Elaine Robinson (Saint Paul School of Theology), Lincoln Galloway (Claremont School of Theology). Third Row: Michael Newheart (Howard University School of Divinity), Sheri Prud'homme (Starr King School for the Ministry), Gilson Waldkoenig (Lutheran Theological Seminary at Gettysburg), Debbie Roberts (Bethany Theological Seminary), Carmen Págan Cabrera (Evangelical Seminary of Puerto Rico), *Richard Nysse (Luther Seminary), *Steve Delamarter (George Fox Evangelical Seminary), *Paul Myhre (Wabash Center). Not pictured Liza Rankow (Starr King School for the Ministry). *leadership/staff

2013-14 Teaching and Learning Colloquy for Theological School Deans While a theological school exists in service to the church, it is planted in the field of higher education and requires educational leadership. This is the role of the dean. 
Dates June 3-8, 2013 - First Session at Wabash College January 8-12, 2014 - Final Session at Mustang Island 
Leadership Team Rebecca Slough, Anabaptist Mennonite Biblical Seminary Israel Galindo, Columbia Theological Seminary Thomas Pearson, Wabash Center 
 Description In this colloquy, deans of theological schools will explore their role as educational leaders in the fast-changing contours of theological education. In the prior era, a dean was often seen as the mechanic who tended the curricular or institutional machinery. The realities of theological education in the 21st century require re-visioning the role of the dean. This colloquy seeks to strengthen participants' vision of their work as educational leaders and to contribute to the larger conversation about the changing realities of deanship in theological schools. The spirit of the colloquy design will be a cohort learning experience in which the richness of insights, outcomes, and wisdom can arise from the shared experience of the participants. They will explore together the intersection of professional identity, institutional context, and their role as educational leaders in the work as theological school deans. Conversation about the everyday challenges of deanship will include opportunities for small group and individual conversations about particularly urgent issues for theological school deans. Participants will leave the first session with frameworks and tools for understanding leadership in their own context that can be used to shape their work in the ensuing months. Before the second session participants will be asked to reflect on their experience of the practice of deanship as it is informed by the colloquy's work. These reflections will be shared as the starting point for the second session of the colloquy. Colloquy Goals Participants will cultivate together frameworks and concepts helpful in defining patterns of educational leadership within theological schools Participants will reinterpret their settings in order to address the challenges facing them in theological education today. Participants will be supported in claiming their identity, authority, and agency as leaders in the changing educational enterprises in their schools. Stipend Participants will receive a stipend of $2,500 for full participation, plus local expenses and travel. We are limited in paying stipends to participants who are employed in the U.S. under H-1B visa. Read More about Stipend Payments In addition, the Wabash Center will reimburse expenses up to $500 for your attendance at the Association of Theological School's CAOS meeting to be held prior to the ATS Biennial in June 2014. Front Row (left to right): Harold Washington (Saint Paul School of Theology), Michael DeLashmutt (Trinity Lutheran College), Paul Chilcote (Ashland Theological Seminary), Justus Baird (Auburn Theological Seminary), *Thomas Pearson (Wabash Center). Second Row: Morris Davis (Drew Theological School), Ronald Feenstra (Calvin Theological Seminary), Sue Garrett (Louisville Presbyterian Theological Seminary), Steven Peay (Nashotah House Theological Seminary), *Rebecca Slough (Anabaptist Mennonite Biblical Seminary), Sarah Drummond (Andover Newton Theological School), Sang-Ehil Han (Pentecostal Theological Seminary), *Israel Galindo (Columbia Theological Seminary). *leadership/staff position

2013-14 Teaching and Learning Colloquy on Religious Commitments in the Undergraduate Classroom 
Dates June 10-15, 2013 - First Summer Session at Wabash College February 6-9, 2014 - Winter Session at Mustang Island June 16-21, 2014 - Second Summer Session at Wabash College 
Leadership Team Joseph Favazza, Stonehill College, Director Georgia Frank, Colgate University Charles Hallisey, Harvard University Jane S. Webster, Barton College Thomas Pearson, Wabash Center 
 Description At first glance, it might seem odd that there should be a question about the place of religious commitments in undergraduate classes in religion and theology. But most teachers in undergraduate settings know first-hand the force of the question. Should we treat religious commitments differently from other personal commitments? Is their presence in the undergraduate classroom problematic or can they enrich learning? How might teachers and students navigate personal religious commitments in the undergraduate classroom, and beyond? This colloquy will examine the potential tensions and transformations that arise when religious commitments emerge in the classroom. We will develop teaching practices and critically reflect on the many contexts that motivate and shape our work as teachers. We will explore, as teachers at "mid-career," how our teaching has changed or remained the same regarding these dynamics. This colloquy will not presume any pre-existing solution or agreement on this issue. Nor do we assume that agreement will be reached by the end of our time together. Instead, the aim of the colloquy is to surface and analyze the many contours and ramifications of this issue and for colloquy participants to develop their own concrete teaching strategies to address religious commitments appropriately and effectively in their own specific teaching context. Colloquy Goals 1. To form a learning community of reflective teachers rooted in conversation and cooperation 2. To develop teaching practices that foster conditions that address the: place of religious commitments in learning place for the transformation of religious commitments contours of particular religious commitments in the context of many religious and non-religious commitments nature of religious commitments in connection with other aspects of human life nature of religious commitments in connection with just and compassionate institutions 3. To reflect on these teaching practices in the context of: the formation of an educated person student expectations departmental and/or institutional mission curriculum and course design learning beyond the classroom expectations of one's scholarly field professional and personal identities of the teacher-scholar (past, present, and future) the role of colleges/universities as institutions of civil society Stipend Participants will receive a stipend of $3,400 for full participation in the three sessions, plus local expenses and travel. We are limited in paying stipends to participants who are teaching in the U.S. under an H-1B visa. Read More about Stipend Payments Front Row (left to right): *Thomas Pearson (Wabash Center), Nicole Johnson (University of Mount Union), John Thompson (Christopher Newport University), S. Brent Rodriguez-Plate (Hamilton College), Jocelyn McWhirter (Albion College). Second Row: *Georgia Frank (Colgate University), Melanie Harris (Texas Christian University), Grace Burford (Prescott College), Fiona Black (Mount Allison University), Anita Houck (Saint Mary’s College – Notre Dame), Jennifer Harvey (Drake University), Jonathan Lawrence (Cansius College), Karla Bohmbach (Susquehanna University). Third Row: *Jane Webster (Barton College), Mary Lowe (Augsburg College), Mark Graham (College of Wooster), Sidney Brown (Sewanee: The University of the South), *Charles Hallisey (Harvard University), Joseph Favazza (Stonehill College), Elna Solvang (Concordia College), Dean Johnson (West Chester University of Pennsylvania). *leadership/staff position

2013-14 Teaching and Learning Workshop for Pre-Tenure Theological School Faculty 
Dates July 15-20, 2013 - First Summer Session at Wabash College January 23-26, 2014 - Winter Session at Mustang Island June 23-28, 2014 - Second Summer Session at Wabash College 
Leadership Team Amy Oden, Wesley Theological Seminary, Director Rolf Jacobson, Luther Seminary Stephen Ray, Garrett-Evangelical Theological Seminary Ruth Anne Reese, Asbury Theological Seminary Paul O. Myhre, Wabash Center 
 Front Row (left to right): *Ruth Anne Reese (Asbury Theological Seminary), *Amy Oden (Saint Paul School of Theology, Oklahoma City), *Rolf Jacobson (Luther Seminary), *Stephen Ray (Garrett-Evangelical Theological Seminary). Second Row: *Paul Myhre (Wabash Center), Chanequa Walker-Barnes (Mercer University), Elias Ortega-Aponte (Drew Theological School), Melissa Browning (Loyola University, Chicago), Vanessa Lovelace (Interdenominational Theological Center), Ella Johnson (St. Bernard’s School of Theology and Ministry), Derek Hicks (Wake Forest University Divinity School). Third Row: Amanda Benckhuysen (University of Dubuque Theological Seminary), Meredith Riedel (Duke Divinity School), Randy Woodley (George Fox Evangelical Seminary), Kyle Small (Western Theological Seminary), Ed Waggoner (Brite Divinity School at TCU), Heather Vacek (Pittsburgh Theological Seminary), Reggie Williams (McCormick Theological Seminary), David King (Memphis Theological Seminary). *leadership/staff position

2012 Conference for Doctoral Programs Preparing Graduate Students as Teachers 
Dates September 30-October 2, 2012 - University Place Conference Center and Hotel at IUPUI 
Leadership Team Eugene Gallagher, Connecticut College Willie Jennings, Duke Divinity School Patricia Killen, Gonzaga University Joretta Marshall, Brite Divinity School at TCU Barbara Wheeler, Auburn Theological Seminary 
 Handouts, Presentations, and Materials Agenda (pdf) Outline of Dena Pence's presentation, "Observations from Consultations with Graduate Programs," and "Elements of Good Programs" (pdf) Outline of Dena Pence's presentation on "the spine" of the doctoral program (pdf) Barbara Wheeler's presentation: "But Not the Ph.D" (pdf) Gene Gallagher's handout: "Future Teaching Contexts" (pdf) Gene Gallagher's list of resources on teaching in higher education (pdf) Patricia Killen's slides on "Disciplinary and Cross-Disciplinary work in Graduate School" (pdf) Outline of Joretta Marshall's presentation: "What is Good to Teach about Teaching" (pdf) Slides from Joretta Marshall's presentation Joretta Marshall's handout on the teaching portfolio (pdf) Slide from Willie Jenning's presentation on "Developing on Ecology of Reflective Teaching" (pdf) Participants: Ellen Aitken, McGill Faculty of Religious Studies Andrew Bartelt, Concordia Seminary (MO) William Bellinger, Baylor University Carson Brisson, Baylor University Virginia Burrus, Drew University James Byrd, Vanderbilt University/The Divinity School Diana Cates, University of Iowa Peter Cha, Trinity Evangelical Divinity School Stephen Chapman, Duke University Paul DeHart, Vanderbilt University/The Divinity School Susan Eastman, Duke Divinity School Pamela Eisenbaum, Iliff School of Theology Nili Fox, Hebrew Union College - J I R Frances Garrett, University of Toronto David Grafton, Lutheran Theological Seminary at Philadelphia Jennifer Harris, University of Toronto David Hogue, Garrett-Evangelical Theological Seminary Arthur Holder, Graduate Theological Union James Kay, Princeton Theological Seminary Patricia Kirkpatrick, McGill Faculty of Religious Studies Sheryl Kujawa-Holbrook, Claremont School of Theology Mark Leeds, Southwestern Baptist Theological Seminary Paul Lokken, Luther Seminary Maureen Maloney, Graduate Theological Union Bruce Marshall, Perkins School of Theology Southern Methodist University Eugen Matei, Fuller Theological Seminary Terry Muck, The Louisville Institute Joseph Mueller, Marquette University Carol Newsom, Candler School of Theology - Emory University James Nogalski, Baylor University Vivian-Lee Nyitray, University of California - Riverside Shawn Oliver, Princeton Theological Seminary Lalsangkima Pachuau, Asbury Theological Seminary Charles Ray, New Orleans Baptist Theological Seminary Lallene Rector, Garrett-Evangelical Theological Seminary Don Richter, The Louisville Institute Susan Ross, Loyola University Chicago Timothy Sandoval, Chicago Theological Seminary Bruce Schuchard, Concordia Seminary (MO) Jayakiran Sebastian, Lutheran Theological Seminary at Philadelphia Aaron Stalnaker, Indiana University Bryan Stone, Boston University School of Theology Randall Styers, University of North Carolina - Chapel Hill Richard Taylor, Dallas Theological Seminary Tite Tienou, Trinity Evangelical Divinity School Todd Walatka, University of Notre Dame Laceye Warner, Duke Divinity School Joseph Wawrykow, University of Notre Dame Jeffrey Williams, Brite Divinity School at TCU John Wimmer, Lilly Endowment Inc. Susan Wood, Marquette University 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

2014 Online Workshop for Theological Faculty Teaching Online 
Dates June 3-5, 2014 - First Session at Wabash College Online course: June - July 2014 July 30 - August 1, 2014 -Final Session at Wabash College 
Leadership Team Richard Nysse, Luther Seminary Steve Delamarter, George Fox Evangelical Seminary Bridget Powell, University of Wisconsin-Madison Thomas Pearson, Wabash Center 
 Description This workshop is designed in collaboration with the University of Wisconsin-Madison for theological faculty to gain online teaching experience. It will be conducted in a “hybrid” design, with two face-to-face sessions bookending a nine-week online component. The workshop will expose participants to technologies that may be used in online or blended learning, and attend to questions relevant for the design and implementation of curricular programs with significant distance elements. This workshop will present major elements involved in using the Internet for instruction. The online component provides hands-on experience and will use a “principles-to-practice” approach that presents guidelines and strategies for applying principles of online learning to the participant’s courses. It attends to the issue of how teaching and learning changes when the class format includes geographic separation between and among learners and instructors, mediated by technologies and pedagogical theory. The primary focus is on developing and implementing a successful, free-standing fully online or hybrid course. The primary focus is on the pedagogical and sociological dynamics that make for a successful, free-standing fully online or hybrid course, as opposed to issues of web design where participants would create videos, websites, wikis, etc. No prior experience is necessary, yet course material will be valuable to those at advanced levels as well. It is a concentrated, resource-rich learning experience where participants will have the chance to review additional resources related to the topics, and address issues relevant to their teaching context. Goals To experience a hybrid course under the guidance of three experienced teachers To learn online teaching strategies that promote interaction and engagement To learn how community building, ministry, and spiritual formation take place within this format To come to an understanding of the major differences and similarities between online and face-to-face teaching and appreciate the unique opportunities and challenges of the online environment To apply what is learned about online pedagogy to individual online courses Stipend The Wabash Center will cover all local expenses and travel to Crawfordsville for the two face-to-face sessions. Participants will receive a stipend of $1,500 upon completion of the online and face-to-face sessions. We are prevented from paying stipends to participants who are teaching in the U.S. under an H-1B visa. Front Row (left to right): Merrill Hawkins (Carson - Newman College), Javier Alanis (Lutheran Seminary Program in the Southwest), Stanley Saunders (Columbia Theological Seminary), Jon Pahl (Lutheran Theological Seminary at Philadelphia). Second Row: *Bridgett Powell (University of Wisconsin-Madison), Susan McArver (Lutheran Theological Southern Seminary), Mary Young (Virginia Union University), Beverly Wallace (Interdenominational Theological Center), Elaine Robinson (Saint Paul School of Theology), Lincoln Galloway (Claremont School of Theology). Third Row: Michael Newheart (Howard University School of Divinity), Sheri Prud'homme (Starr King School for the Ministry), Gilson Waldkoenig (Lutheran Theological Seminary at Gettysburg), Debbie Roberts (Bethany Theological Seminary), Carmen Págan Cabrera (Evangelical Seminary of Puerto Rico), *Richard Nysse (Luther Seminary), *Steve Delamarter (George Fox Evangelical Seminary), *Thomas Pearson (Wabash Center). Not pictured Liza Rankow (Starr King School for the Ministry). *leadership/staff