Events

2009-10 Workshop on Teaching and Learning for: Pre-Tenure Religion Faculty of African Descent 
Dates July 21-27, 2009 - First Summer Session at Wabash College January 28-31, 2010 - Winter Session at Mustang Island June 16-21, 2010 - Second Summer Session at Wabash College 
Leadership Team N. Lynne Westfield, Drew Theological School (Director) Carol B. Duncan, Wilfrid Laurier University Alton B. Pollard, III, Howard University School of Divinity Stephen G. Ray, Jr., Garrett-Evangelical Theological Seminary Thomas Pearson, Wabash Center 
 Front Row (left to right): Angela Sims (Saint Paul School of Theology), Renee Harrison (Payne Theological Seminary), Velma Love (Florida A&M University), Luke Powery (Princeton Theological Seminary), Joy Bostic (Case Western Reserve University), *Stephen Ray (Garrett-Evangelical Theological Seminary). Second Row: *Carol Duncan (Wilfrid Laurier University), Roger Sneed (Furman University), Elizabeth Johnson Walker (Louisville Presbyterian Theological Seminary),*Thomas Pearson (Wabash Center). Third Row: Darius Makuja (LeMoyne College), Lisa Allen (Interdenominational Theological Center), Nyasha Junior (Howard University School of Divinity), *Alton Pollard (Howard University). Fourth Row: LeRhonda Manigault-Bryant (Wake Forest University), Jamal-Dominque Hopkins (Interdenominational Theological Center), Althea Spencer-Miller (Drew Theological School), Kenneth Ngwa (Drew Theological School), *N. Lynne Westfield (Drew Theological School). *leadership/staff

2009-10 Workshop on Teaching and Learning for Pre-Tenure Religion Faculty at Colleges and Universities 
Dates July 28 to August 3, 2009 - First Summer Session at Wabash College January 21-24, 2010 - Winter Session at Mustang Island June 9-14, 2010 - Second Summer Session at Wabash College 
Leadership Team Richard Ascough, Queen's University, Director A. G. Miller, Oberlin College Dianne Oliver, University of Evansville Martha Reineke, University of Northern Iowa Paul Myhre, Wabash Center 
 Front Row (left to right): Abraham Zablocki (Agnes Scott College), Karline McLain (Bucknell University), *Martha Reineke (University of Northern Iowa), Lillian Larsen (University of Redlands), Colleen Cullinan (St. Catherine University). Second Row: Deborah Whitehead (University of Colorado, Boulder), Angela Harkins (Fairfield University), Whitney Bauman (Florida International University), Melissa Conroy (Muskingum College), *Dianne Oliver (University of Evansville), Antonios Finitsis (Pacific Lutheran University). Third Row: Maureen O’Connell (Fordham University),Michelle Voss Roberts (Rhodes College),Sara Koenig (Seattle Pacific University), *A.G. Miller (Oberlin College), Sara Patterson (Hanover College). Fourth Row: *Paul Myhre (Wabash Center), Joseph Marchal (Ball State University), *Richard Ascough ( Queen’s Theological College). *leadership/staff

2010 Workshop for Fund for Theological Education Dissertation Fellows 
Dates Date: March 25-27, 2010 at Wabash College 
Leadership Team Sharon Fluker, Fund for Theological Education Carolyn Medine, University of Georgia Stephen Ray, Garrett Evangelical Theological Seminary Paul O. Myhre, Wabash Center 
 Front Row (left to right): Nichole Phillips (Vanderbilt University), *Stephen Ray (Garrett-Evangelical Theological Seminary), *Sharon Watson Fluker (Fund for Theological Education), *Carolyn Medine (University of Georgia), Tamura Lomax (Vanderbilt University). Second Row: *Paul Myhre (Wabash Center), Monique Moultrie (Vanderbilt University), Almeda Wright (Emory University), Paula McGee (Claremont Graduate University), Stephanie Crumpton (Columbia Theological Seminary), Jeffery Thomas (Claremont Graduate University), Robert Green (University of California – Santa Clara), Eboni Marshall (Union Theological Seminary), Lerone Martin (Emory University). *leadership/staff

2010 Online Course for Theological Faculty Teaching Online 
 Dates June 1 to July 26, 2010 Course Fee: $100 per person (due upon enrollment, after being accepted, in early May) 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 online seminary coursework are of particular concern. 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. Please direct your questions to the Wabash Center, not the University of Wisconsin program. 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 recommendation should accompany the faculty member's application (see "How to Apply," below), and should include a brief description of the seminary's plans to use online learning in its coursework, and the applicant's role in these plans. (Only one applicant from each school.) How to Apply Application Deadline was April 1, 2010 More About the Course 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 later, and Flash Player Plug-In (or be able to download the free plug-in). 2010 Online Course Participants Kathleen D. Billman, Lutheran School of Theology at Chicago Mary Boys,Union Theological Se minary, NY John Byron, Ashland Theological Seminary Robert A. Cathey, McCormick Theological Seminary Steed V. Davidson, Pacific Lutheran Theological Seminary Therese DeLisio, Seabury - Western Theological Seminary Timothy L. Ekblad, Oral Roberts University Brandon L. Fredenburg, Lubbock Christian University Timothy J. Geddert, Mennonite Brethren Biblical Seminary Deirdre Good, General Theological Seminary Pamela M.S. Holmes, Queen's University Tim Huffman, Trinity Lutheran Seminary Mignon R. Jacobs, Fuller Theological Seminary Willie J. Jennings, Duke Divinity School Lisa Kimball, Virginia Theological Seminary Lawrence M. LeNoir, Washington Theological Union, DC Diane H. Lobody, Methodist Theological School in Ohio Mary Elise Lowe, Erskine Theological Seminary David M. May, Central Baptist Theological Seminary Jean-Francois Racine, Jesuit School of Theology at Berkeley Rosamond C. Rodman, Mount St. Mary's John Rottman, Calvin Theological Seminary Paula K. Sampson, Vancouver School of Theology Angela D. Sims, Saint Paul School of Theology Kristine Stache, Wartburg Theological Seminary Sharon M. Tan, United Theological Seminary of Twin Cities David T. Tomlinson, San Francisco Theological Seminary Rose van Es, Ecumenical Theological Seminary Arthur Walker-Jones, University of Winnipeg Faculty of Theology Lonnie D. Yoder, Eastern Mennonite Seminary 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. The role of the instructor and course management issues 4. The role of the learner and motivation 5. Interactive teaching strategies 6. Facilitation and communication techniques 7. Formation, community, and spirituality in the online seminary classroom 8. Application issues and questions in online teaching

2011 Online Course for Theological Faculty Teaching Online 
 Dates May 31 to July 30, 2011 Course Fee: $100 per person (due upon enrollment, after being accepted, in early May) 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 online seminary coursework are of particular concern. 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 9 week online class for seminary faculty to learn about and experience effective practices for teaching online. Please direct your questions to the Wabash Center, not the University of Wisconsin program. 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 recommendation should accompany the faculty member's application (see "How to Apply," below), and should include a brief description of the seminary's plans to use online learning in its coursework, and the applicant's role in these plans. (Only one applicant from each school.) More About the Course 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 log in 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 later, and Flash Player Plug-In (or be able to download the free plug-in). 2011 Online Course Participants Deborah Appler, Moravian Theological Seminary Lee Barrett, Lancaster Theological Seminary Margaret Benefiel, Andover Newton Theological School Donald J Brash, Palmer Theological Seminary - Eastern Univ Thomas Cattoi, Jesuit School of Theology at Berkeley Steven L. Cox, Mid-America Baptist Theological Seminary Suzanne Coyle, Christian Theological Seminary Venita Doughty, Denver Seminary David G. Garber, McAfee School of Theology - Mercer University Craig Hill, Duke Divinity School Denise Dombkowski Hopkins, Wesley Theological Seminary Jamal-Dominique Hopkins, Interdenominational Theological Center Thomas Jackson, Claremont School of Theology Loren L. Johns, Associated Mennonite Biblical Seminary Cindi Beth Johnson, United Theological Seminary of Twin Cities Kent Kersey, Corban College, and Graduate School Hwacha Kim, World Mission University Cindy L Kissel-Ito, Union Presbyterian Seminary Thomas McDermott, Kenrick-Glennon Seminary Ruth A. Meyers, Church Divinity School of the Pacific Christine Mitchell, St. Andrew's College Gilles Mongeau, Regis College Samuel Ogunboye, Harvest Bible College Vicki C. Phillips, West Virginia Wesleyan College Carl Savage, Drew Theological School Vincent Skemp, St. Catherine University Laurie Ziliak, Saint Mary's University of Winona 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. The role of the instructor and course management issues 4. The role of the learner and motivation 5. Interactive teaching strategies 6. Facilitation and communication techniques 7. Formation, community, and spirituality in the online seminary classroom 8. Application issues and questions in online teaching

2011 Workshop for Hispanic Theological Initiative Fellows 
Dates January 21-23, 2011 -Catholic Theological Union, Chicago A gathering of Hispanic Theological Initiative (HTI) 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. 
Leadership Team Milagros Peña, University of Florida Joanne Rodriguez, Hispanic Theological Initiative David Sanchez, Loyola Marymount University Paul Myhre, Wabash Center 
 Participants Enrique Báez García, Andrews University Victor Carmona, University of Notre Dame Jeremy Cruz, Boston College Rebecca Davis, Presbyterian College Neomi DeAnda, DePaul University Alex Gonzales, Dallas Theological Seminary Cecilia González-Andrieu, Loyola Marymount University Jacqueline Hidalgo, Williams College Néstor Medina, Queen's University Ana Therese Morua Bedard, Loyola University Chicago Adriana Nieto, Metropolitan State College of Denver Gilberto Ruiz, Emory University David Sanchez, Loyola Marymount University

2011-12 Teaching and Learning Workshop for Pre-Tenure Asian & Asian American Religion and Theology Faculty 
Dates July 18-23, 2011 - First Summer Session at Wabash College January 26-29, 2012 - Winter Session at Mustang Island June 25-30, 2012 - Second Summer Session at Wabash College 
Leadership Team Kwok Pui-Lan, Episcopal Divinity School (Director) Zayn Kassam, Pomona College Tat-siong Benny Liew, Pacific School of Religion David K. Yoo, UCLA Thomas Pearson, Wabash Center 
 Front Row (left to right): Himanee Gupta-Carlson (State University of New York Empire State College), Keun-Joo Christine Pae (Denison University), Aysha Hidayatullah (University of San Francisco), Karen Yonemoto (Claremont McKenna College). Second Row: *Zayn Kassam (Pomona College), Lily Vuong (Valdosta State University), Martin Nguyen (Fairfield University), Bo Lim (Seattle Pacific University), Courtney Goto (Boston University School of Theology), Patrick Cheng (Episcopal Divinity School), *David Yoo (UCLA), *KwokPui-Lan (Episcopal Divinity School), Tamara Ho (University of California – Riverside). Third Row: Peter Vethanayagamony (Lutheran School of Theology at Chicago), Simon Lee (Andover Newton Theological School), *Thomas Pearson (Wabash Center), *(Tat-siong Benny Liew (Pacific School of Religion), Andrea Jain (Indiana University-Purdue University Indianapolis). *leadership/staff position

2011-12 Teaching and Learning Colloquy for Theological School Deans 
Dates June 27-July 2, 2011 - First Session at Wabash College March 7-11, 2012- Second Session at Mustang Island 
Leadership Team Melanie Duguid-May, Colgate Rochester Crozer Divinity School(Director) Efrain Agosto, Hartford Seminary William Cahoy, St. John's University Paul O. Myhre, Wabash Center 
 Eligibility • Full-time chief academic officer in an accredited seminary or theological school in the United States, Puerto Rico or Canada • A minimum of one academic year of service as dean by June 2011 • Commitment to full participation from the opening to closing for both colloquy sessions Description This colloquy will gather 15 deans for two week-long sessions – one in June 2011 and the second in March 2012. It will explore the vocation of a theological dean as an academic leader and the role of the dean as a change agent in the fast changing contours of theological education in the early years of the 21st century. Theological deans are called to be leaders, educators, teachers, administrators, scholars, mentors, church leaders, and managers. Balancing this complex web of roles and tasks requires time for reflection, planning, and self-care, which this colloquy hopes to provide in a collegial and confidential atmosphere among peers. The colloquy will explore such questions as: What are the most pressing issues facing theological education in the next 5 to 10 years? What are the leadership styles and best practices that would enable a theological dean to navigate the realities of the religious landscape? How will theological deans help faculty and institutions engage the competing expectations from the academy, church, and society? How will theological deans address the pressure to provide accessible, short-term preparation, and alternative degrees while meeting the needs of students with divergent backgrounds and ministerial paths in relation to an ongoing commitment to academic integrity and quality preparation in the 21st century? How do deans creatively engage institutional responsibilities such as assessment, accreditation, and curriculum development as a means toward responding to the pressures and challenges of theological education in a changing world? How does the dean serve as leader of and advocate for the faculty in the context of shared governance structures that include the president and board of trustees? How does one find, recover, inspire, and retain joy in the strife of deaning? Workshop Goals To provide an opportunity for professional growth in a collegial and confidential atmosphere among peers To deepen understandings of the interrelatedness of religious and ecclesial ecologies, the vocation of deans, the mission of theological schools, and the purpose of theological education To identify the best practices – skills, strategies, styles – for the dean to strike a balance between vision setting and the day-to-day operations of academic life in a theological school To encourage theological deans to develop specific action plans that nourish their own vocations, nurture relationships with colleagues in leadership, faculty, and external constituencies, and enhance professional capacities To clarify the dean's role as a teacher among teachers who leads faculty development in teaching and learning Front Row (left to right): Lynn Jost (Fresno Pacific Biblical Seminary), Jack Holland (Emmanuel Christian Seminary), Randy Litchfield (Methodist Theological School in Ohio), Arch Wong (Ambrose University College Seminary), and Albert Hernandez (Iliff School of Theology). Second Row: *Paul Myhre (Wabash Center), Leanne Van Dyk (Western Theological Seminary), Robert Alvis (Saint Meinrad School of Theology), Elizabeth Liebert (San Francisco Theological Seminary), *Melanie Duguid-May (Colgate Rochester Crozer Divinity School), *William Cahoy (St. John’s School of Theology Seminary), and *Efrain Agosto (Hartford Seminary). *leadership/staff position.

2012 Summative Conference 2 Graduate Program Teaching Initiative DatesNovember 2-4, 2012, Wabash College This conference gathered the representatives from five doctoral programs that received grants in 2012 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. Leadership Team Eugene Gallagher, Connecticut College Willie Jennings, Duke Divinity School Patricia Killen, Gonzaga University Read about Our Current Work with Doctoral Programs Descriptions of Schools' Doctoral Teaching Programs Boston College Brown University The Catholic University of America Drew University Theological School New Orleans Baptist Theological Seminary Conference Documents Agenda (pdf) Doctoral Spine Worksheet (pdf) Future Teaching Contexts (pdf) GPTI Summary Findings Nov. 2012 (pdf) Developing a Faculty Ecology (pdf) Front Row (left to right):Tom Pearson (Wabash Center), Willie James Jennings (Duke Divinity School), Nadine Pence (Wabash Center), Patricia O'Connell Killen (Gonzaga University), Eugene Gallagher (Connecticut College). Second Row: Rhyne Putman (New Orleans Baptist Theological Seminary), Jeffrey Riley (New Orleans Baptist Theological Seminary), Virgina Burrus (Drew University), Ross Kraemer (Brown University), James Keenan (Boston College), Paul Myhre (Wabash Center). Third Row: Charles Ray (New Orleans Baptist Theological Seminary), Thomas Lewis (Brown University), Rick Gaillardetz (Boston College), Catherine Cornille (Boston College), Robert Miller (The Catholic University of America), David Bosworth (The Catholic University of America).

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.