Resources
Click Here for Book Review Using Action Inquiry in Engaged Research: A Professional Guide offers higher education and school professionals practical guidance and methods for using the Action Inquiry Model (AIM) in engaged research initiatives and community partnerships. Replete with group exercises and case studies, this guide was originally developed to supplement workshops for faculty, administrators and students working on action initiatives that focused on critical educational issues facing local communities. It provides a useful framework and straightforward techniques for building empowering partnerships. The Action Inquiry Model (AIM) includes four stages: • Assessment: Using research and experience to identify critical challenges facing the university with respect to the improvement of educational opportunities • Organization: Developing workgroups to collaborate on initiatives that address critical challenges; providing financial support for new initiatives; and providing release time and professional development opportunities for faculty and staff who engage in reform initiatives • Action Initiatives: Treating reforms as pilot tests for new strategies, as a means of promoting organizational learning, professional development, and student success • Evaluation: Integrating the evaluation of current programs and incorporating new initiatives into the reform process. This guide provides two methods for learning the inquiry process: a step-by-step process for defining tasks for teams of researchers and practitioners working together to use research to inform the educational improvement; and sets of case studies on assessment and action inquiry to inform groups in collectively discussing problems and strategies, an approach that supports the classroom use of the Guide. The key tasks in action inquiry initiatives include: 1. Build an understanding of the challenge 2 Identify the causes of the challenge using data to test hypotheses 2. Look internally and externally for solutions 3. Assess possible solutions 4. Develop action plans 5. Implement pilot test, and evaluate This guide is appropriate for professional development programs and as a text for higher education Masters and Ph.D. programs. (From the Publisher)
This volume is the continuation of a two-part series that focuses on salient topics and issues affecting Black males as they engage in adult education and learning. Considering the historical and current effects on the way these men participate in adult education, this volume broadens the conversations around adult Black males’ educational experiences by utilizing academic research as well as program descriptions and personal narratives with a concern for the “lived experiences.” More specifically, the authors explore: - the agency of Black men in carving out pathways to success - the programs that support these endeavors, and - the role of civil society in facilitating or inhibiting their progress. Topics covered include the digital divide, sports, professional career development, sexuality, role of religion, college as a choice, and the Black Lives Matter initiative. Practitioners will be encouraged to reflect on their own practices as they work toward engagement of Black males in learning communities. This is the 150th volume of the Jossey Bass series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of education settings, such as colleges and universities, extension programs, businesses, libraries, and museums. (From the Publisher)
If you ask faculty members across various institutions of higher education what common topics of discussion with other faculty are, one recurring response will inevitably pertain to difficult students. These students regularly display behaviors that resist classroom teaching and learning strategies. Tolman and Kremling argue that the recurrence of this particular topic points to the critical need for institutions to understand and grapple with the complexity and interaction of factors that cause such behaviors. These behaviors, which they identify as student resistance, can be reduced when institutions develop strategies that benefit both students and instructors through defining and addressing the underlying causes. To this end, they propose an integrated model of student resistance (IMSR). IMSR utilizes Dewey’s three modes of inquiry (self-action, interaction, and transaction) as a framework and synthesizes research from diverse disciplines to comprehensively analyze the factors for student resistance. Five interactive elements are present in IMSR - namely environmental forces, institutional culture, negative classroom experiences, cognitive development, and metacognition. While these elements can be grouped into external and internal forces, Tolman and Kremling assert that they are transactional and work together as a system to either increase or reduce student resistance. Between Chapters 2 and 9, Tolman and Kremling unpack these elements – analyzing the salient characteristics, highlighting the impact of student resistance (such as personal, social, and national costs), and providing suggestions to reduce resistance. These chapters also incorporate the personal experiences of students. Tolman and Kremling’s inclusion of these experiences provides a glimpse into the daily realities experienced by students and hopefully generates compassion and understanding among faculty. In the concluding sections, they recommend specific strategies and provide a variety of instruments institutions can use to implement the IMSR. This text can serve as an invaluable tool to identify and overcome student resistance in the following ways. First, it encourages institutions to review their strategies to reduce student resistance in totality – for example, going beyond “single-field explanations” (211). Everyone matters – leadership, faculty, staff, and students – and must collaborate such that the decisions on institutional learning systems and practices meet students’ needs and address their challenges. Second, it is replete with engaging examples (drawn from research and student voices), approaches, and instruments that give institutions fresh perspectives and practical resources to move forward in strengthening motivation and reducing resistance. Furthermore, by welcoming institutions to field-test IMSR, Tolman and Kremling provide an impetus for institutions to improve their current practices in addressing student resistance. Its limitation is the absence of examples and voices drawn from institutions that may have been successful in reducing student resistance. What strategies did they employ? How do these strategies corroborate with and shed further insights into IMSR? While the voices of the students who learnt from their resistance are important, the learning of institutions that have reduced student resistance needs to be incorporated into this evolving model. Nevertheless, IMSR is of value for institutions that desire to address the myriad factors contributing to student resistance. It can serve as the focus of institutional and faculty conversations, such that these revolve around possibilities of transformation instead of endless complaints.
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Click Here for Book Review If only we could do a better job of helping students at "connecting the dots," theological educators commonly lament. Integration, often proposed as a solution to the woes of professional education for ministry, would help students integrate knowledge, skills, spirituality, and integrity. When these remain disconnected, incompetence ensues, and the cost runs high for churches, denominations, and ministers themselves. However, we fail in thinking that integrating work is for students alone. It is a multifaceted, constructive process of learning that is contextual, reflective, and dialogical. It aims toward important ends--competent leaders who can guide Christian communities today. It entails rhythms, not stages, and dynamic movement, including disintegration. Integrating work is learning in motion, across domains, and among and between persons. It is social and communal, born of a life of learning together for faculty, staff, administrators and students. It is work that bridges the long-standing gaps between school, ministry practice, and life. It's a verb, not a noun. Here a diverse group of theological educators, through descriptive case studies, theological reflection, and theory building, offer a distinctive contribution to understanding integrating work and how best to achieve it across three domains: in community, curriculums, and courses. (From the Publisher)
Ground TransportationAbout a week prior to your travel you will receive an email from Beth Reffett (reffettb@wabash.edu) with airport shuttle information. This email includes the cell phone number of your driver, where to meet, and fellow participants with arrival times. Please print off these instructions and carry them with you.
2008 Wabash Center Workshop Series Teaching College Introductory Religion Courses From November 2007 to November 2008, the Wabash Center hosted a series of workshops at regional guild society meetings across the United States and Canada. These daylong workshops emphasized collaborative, hands-on work, and small group discussion on aligning the goals, design, and assessment of college introductory religion courses. Follow-up Department Grants Participants were eligible to apply for a non-competitive $2000 Introductory Course Department Grant to host a workshop on teaching introductory courses at their school or in their region. Teaching and Learning in College Introductory Religion Courses, by Barbara Walvoord (Blackwell, 2008). Participants received a copy of this book, which presents the findings from a 2-year empirical study of 533 introductory courses in theology and religion at 4-year colleges and universities, both public and private across the U.S. Complete List of Workshops San Diego CA – November 16, 2007 National Conference of the AAR and SBL Workshop Leaders: Eugene Gallagher, Connecticut College Priscilla Pope-Levison, Seattle Pacific University Rebecca Todd Peters, Elon University Atlanta, GA - March 7, 2008 Southeastern Commission for the Study of Religion – Regional Meeting of AAR, SBL and ASOR Workshop Leaders: Katherine Jones, Wofford College Rebecca Todd Peters, Elon University Tina Pippin, Agnes Scott College David Ratke, Lenoir-Rhyne College Michelle Tooley, Berea College Dallas, TX - March 14-15, 2008 Southwest Commission on Religious Studies-Southwest Regional Meeting of AAR, SBL, and ASOR Workshop Leaders: Katherine Jones, Wofford College Lucinda Nolan, Catholic University of America John Starkey, Oklahoma City University St. Paul, MN - March 28, 2008 Upper-Midwest Regional Meeting of AAR and SBL Workshop Leaders: Lori Hale, Augsburg College Martha Reineke, University of Northern Iowa Elna Solvang, Concordia College (MN) Kimberly Vrudny, University of St. Thomas (MN) River Forest, IL - April 4, 2008 Midwest Regional meeting of AAR Workshop Leaders: Shane Kirkpatrick, Anderson University Clodagh Weldon, Dominican University Martha Reineke, University of Northern Iowa Newberg, OR - May 2 Pacific Northwest Regional meeting of AAR, SBL, and ASOR Workshop Leaders: Priscilla Pope-Levison, Seattle Pacific University Richard Steele, Seattle Pacific University James Wellman, University of Washington Worcester, MA – May 17, 2008 College of the Holy Cross Workshop Leaders: Rosemary Carbine, Holy Cross Eugene Gallagher, Connecticut College Vancouver, BC – June 3, 2008 Congress of the Humanities and Social Sciences Workshop Leaders: Katherine Jones, Wofford College David Ratke, Lenoir-Rhyne College Chicago, IL - October 31, 2008 AAR National Meeting Workshop Leaders: Lucinda Nolan, Catholic University of America Priscilla Pope-Levison, Seattle Pacific University Boston, MA - November 21, 2008 SBL National Meeting Workshop Leaders: Eugene Gallagher, Connecticut College Elna Solvang, Concordia College (MN) Questions Please Contact: Paul Myhre Associate Director, Wabash Center myhrep@wabash.edu 1-800-655-7117
2016-17 List of Peer Mentoring Clusters Funds for mid-career faculty of color who have been participants in a past Wabash Center workshop or colloquy More about the Peer Mentoring Program List of 2016-2017 Peer Mentoring Clusters Sustaining a Sense of Vocation through Latino/a Peer Mentoring Gregory Cuéllar, Austin Presbyterian Theological Seminary (Cluster Leader) Cláudio Carvalhaes, McCormick Theological Seminary Angela Tarángo, Trinity University Christopher Tirres, DePaul University Santiago Slabodsky, Hofstra University Working Together as Colleagues for Mutual Mentoring & Success Miguel De La Torre, Iliff School of Theology (Cluster Leader) Luis León, University of Denver Albert Hernández, Iliff School of Theology George Tinker, Iliff School of Theology Jennifer Leath, Iliff School of Theology Michele Watkins-Branch, Iliff School of Theology Keeping the Faith: Teaching Hard Truths in Troubled Times Stacey Floyd-Thomas, Society of Race, Ethnicity, and Religion (Cluster Leader) Anthony Pinn, Rice University Juan Floyd-Thomas, Vanderbilt University Divinity School Blanche Cook, Wayne State University Mentoring for Interdisciplinary Latinx Religion Scholars Jacqueline Hidalgo, Williams College (Cluster Leader) Neomi DeAnda, University of Dayton Peter Mena, Phillips Theological Seminary Navigating Mid-Career in Teaching and Research for Korean Women Faculty Wonhee Anne Joh , Garrett-Evangelical Theological Seminary (Cluster Leader) Seung Ai Yang, Chicago Theological Seminary Boyung Lee, Pacific School of Religion Nami Kim, Spelman College K. Christine Pae, Denison University Jin Young Choi, Colgate Rochester Crozer Divinity School Philadelphia Peer-to-Peer Mentoring Cluster Nyasha Junior, Temple University (Cluster Leader) Emerson Powery, Messiah College AnneMarie Mingo, Pennsylvania State University Stephanie Crumpton, Lancaster Theological Seminary Richard Newton, Elizabethtown College Seen Yet Unseen: Underrepresented Asian American Faculty Hyun Paul Kim, Methodist Theological School in Ohio (Cluster Leader) John Ahn, Howard University School of Divinity Bo Lim, Seattle Pacific University Roger Nam, George Fox Evangelical Seminary Paul Cho, Wesley Theological Seminary Mentoring Through Marginalized Realities: Female Faculty of Color at Beloit College Debra Majeed, Beloit College (Cluster Leader) Jennifer Esperanza, Beloit College Nicole Truesdell, Beloit College Lisa Anderson-Levy, Beloit College Sonya Maria Johnson, Beloit College Peer Mentoring Cluster Carolyn Medine, University of Georgia (Cluster Leader) Melanie Harris, Texas Christian University Helen Rhee, Westmont College Swasti Bhattacharyya, Buena Vista University Teaching the Bible in a Rapidly Changing World Kenneth Ngwa, Drew Theological School (Cluster Leader) Aliou Niang, Union Theological Seminary (NYC) Andrew Mbuvi, Shaw University Divinity School AliceYafeh-Deigh, Azusa Pacific University Discernment in These Times: Career Explorations of Four Teachers Who Lead While Called to Follow Stephen Ray, Garrett-Evangelical Theological Seminary (Cluster Leader) Nancy Westfield, Drew University Theological School Barbara Holmes, United Theological Seminary Twin Cities Dale Andrews, Vanderbilt Divinity School African American Women Negotiating Academia with Self-Care Mitzi Smith, Ashland Theological Seminary (Cluster Leader) Sheila Winborne, Northeastern University Janice McLean-Farrell, City Seminary of New York Peer Mentoring Cluster Julia Speller, Chicago Theological Seminary (Cluster Leader) Lee Butler, Chicago Theological Seminary JoAnne Terrell, Chicago Theological Seminary Christopher Ringer, Chicago Theological Seminary Cultural Taxation on African American Mothers in Theological Education Andrea White, Union Theological Seminary (NYC) (Cluster Leader) Stephanie Buckhanon Crowder, Chicago Theological Seminary Monica Coleman, Claremont School of Theology Yolanda Pierce, Princeton Theological Seminary Chanequa Walker-Barnes, McAfee School of Theology More about the Peer Mentoring Program Additional questions, please contact: Dr. Tim Lake laket@wabash.edu Associate Director, Wabash Center
Grants for mid-career faculty of color who have been participants in a past Wabash Center workshop or colloquy More about the Peer Mentoring Program List of 2017-2018 Peer Mentoring Clusters Womanist Scholars in Contemplative Conversation for Strengthening the Soul Nancy Lynne Westfield, DrewTheological School (Cluster Leader) Annie Lockhart-Gilroy,DrewTheological School Kimberleigh Jordan, DrewTheological School Lisa Thompson, Union Theological Seminary, NY How Shall We Sing the Lord’s Song in a Strange Land? Peer-Mentoring for Vocational Longevity among Caribbean American Biblical Scholars Margaret Aymer Oget,Austin Presbyterian Theological School(Cluster Leader) Steed Davidson,McCormick Theological Seminary Mignon Jacobs,Fuller Theological Seminary Althea Spencer-Miller,Drew University Womanist Separation for Wholeness Wilda Gafney, Brite Divinity School at Texas Christian University (Cluster Leader) Pamela Lightsey, Boston University School of Theology Valerie Bridgeman, Fuller Theological Seminary Peer Mentoring Cluster: Transnational Korean Women Faculty Mentoring K. Christine Pae, Denison University (Cluster Leader) Jin Young Choi, Colgate Rochester Crozer Divinity W. Anne Joh, Garrett-Evangelical Seminary Nami Kim, Spelman College Boyung Lee, Pacific School of Religion/Iliff Seung Ai Yang, Chicago Theological Seminary Teaching as Racialized Bodies Grace Kim, Earlham School of Religion (Cluster Leader) Grace Kao, Claremont School of Theology Linda Thomas, Lutheran School of Theology at Chicago 1903: Returning to the Past, Negotiating the Future Roger Nam, George Fox University (Cluster Leader) John Ahn, Howard University Divinity School Paul Cho, Wesley Theological Seminary Paul Kim, Methodist Theological School in Ohio Bo Lim, Seattle Pacific University Being a Paracletos to One Another: Peer Mentoring Cluster for Four West-Coast Korean-American Biblical Scholars Eugene Park, San Francisco Theological Seminary/Graduate Theological Union (Cluster Leader) Uriah Kim, Graduate Theological Union Kyong-Jin Lee, Fuller Theological Seminary Janette Ok, Azusa Pacific Seminary at Azusa p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 15.0px Arial; -webkit-text-stroke: #000000} span.s1 {font-kerning: none}
Wabash Center Staff Contact
Sarah Farmer, Ph.D.
Associate Director
Wabash Center
farmers@wabash.edu