Events
Re-Booting Journal on Teaching! The Wabash Center is rebooting the Journal on Teaching (JoT) into a multimodal academic journal which will boast a collaborative peer review process. The collaborative peer-review process incorporates the JoT Writing Colloquy and is intended to strengthen writers and writing about teaching and the teaching life. In 2022, JoT will publish two volumes. We anticipate accepting submissions of scholarly articles, fiction, non-fiction, short-story, poetry, op-ed, etc. – based upon our volume theme. For a full description of the collaborative peer-review process, please see Journal on Teaching section of our website HERE. Description of JoT Writing Colloquy The JoT Writing Colloquy, scheduled for January 9-12, 2022 will be our debut for creating a cohort of writers for a particular volume. Participants in this first colloquy will be encouraged to submit articles for the fall 2022 issue entitled “Changing Scholarship.” The time in the January 9-12, 2022 writing colloquy will be a combination of plenary sessions, small group interactions, individual instruction and workshopping of in-process writing. All participants are asked to submit an article to the fall 2022 issue entitled “Changing Scholarship” on or before August 1, 2022. Participants in the JoT Writing Colloquy will receive a stipend in the amount of $1500 plus up to ten hours of writing coaching before article submission or by July 30, 2022. Goals To refine the emerging collaborative peer review process for JoT; To create conversation space for scholars who yearn for collaboration as they write to share their knowledges or personal experiences; To develop voices of scholars for more authentic expression of their knowledges and voices; To expand the genre of scholarly writing into multimodal expressions; To support writers as they play with accessible writing genres for a broader audience through creative nonfiction, blogs, op-eds, and memoir, etc.; To liberate the scholarly voice for access by a wider audience in society To unlearn the worst academic habits, free the creative spirit, structure your work more effectively, and speak on the page in a truer, more engaging voice.
Roundtables The Wabash Center hosts roundtables, one-time gatherings either in-person or virtually, for teachers of theological and religious studies in higher education in an accredited seminary or theological school in the United States, Puerto Rico, or Canada. Important Links Payment of Participants Policy on Full Participation Travel and Reimbursement Guidelines Reimbursement Form Things To Do In Crawfordsville Honorarium Participants in Wabash Center workshops receive an honorarium based on the number of days and amount of advance preparation and responsibility. Processes and Procedures for the Payment of Honorarium Policy on Deadlines for Program Deadlines The program deadlines are meant to facilitate application by a wide array of participants, as well as create fairness in the selection process. Program deadlines also assist administrative staff who work to support each group and all programs. The Wabash Center will, when we see the necessity, extend the deadline of an application process. We will rarely, if ever, extend the deadline for individual requests. We ask participants, as well as recommenders, to respect these important deadline boundaries. Adherence to deadlines foster fair-mindedness and a spirit of collegiality. Should an issue need to be arbitrated, please be in touch with the Director of the Wabash Center. 2025 Roundtables Creative Writing Storytelling-Based Pedagogy Racial Solidarity SoCap 2024 Roundtables Racial Solidarity Latinx Creative Writing Curiosity Roundtable Arts-Based Pedagogy Roundtable SoCap Sabbath as Teaching Womanist Meeting Past Gatherings See a complete list of Wabash gatherings. Previous Racial Solidarity Latinx Creative Writing Curiosity Arts-Based Pedagogy LGBT Faculty Solidarity Teaching the Black Woman's Experience
Accepting applications through December 15, 2021 Early Career Religion Faculty Teaching Undergraduates Early Career Theological School Faculty Faculty of African Diaspora Workshop Mid-Career Faculty Teaching at Evangelical Theological Schools and Seminaries
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Life-Giving Teaching: When Classrooms Are Not Cloistered Away from The World What if rather than teaching about the world as if it is a distant land to be grappled with after graduation we teach as if the world was our classroom? In order to create courses which are relevant meaningful and life-giving what would it mean to decenter the tried-and-true disciplinary tactics and instead place the joys sufferings perspectives and cultural meaning making apparatuses of students as the keystone of the course? Too much of our teaching is siloed away from the worlds and the realities from which our students leave and to which our students must return. This session is a discussion with colleagues who have a proven track record of seamlessly keeping the classroom connected to the world and vice versa i.e. praxis education. With intention and creativity these colleagues design courses which extend the classroom learning into connect with and operate in the world. Panelists: Nancy Lynne Westfield, Wabash Center for Teaching and Learning in Theology and Religion Almeda Wright, Yale University Kenneth Ngwa Annie Lockhart-Gilroy, Phillips Theological Seminary
Faculty Matters: Generative Formation of Early Career Colleagues Destabilizing forces in higher education and theological education increase the pressure on early career colleagues. Kindling and rekindling the genuine voice of an early career scholar requires intention planning and a supportive environment. Many colleagues report that they experience isolation and feelings of being overwhelmed with little recompense or community structures to help them adapt and thrive. What is the price of belonging in a faculty? What kind of formation is necessary to assist early career faculty with living into their creativity imagination and courage? This is a conversation with seasoned mentors of early career faculty who will discuss what they wish early career faculty colleagues know and would be about to nurture their own generativity survival and persistence. Panelists: Nancy Lynne Westfield, Wabash Center for Teaching and Learning in Theology and Religion Willie J. Jennings, Yale University Roger Nam, Emory University Jennifer Harvey, Drake University
Conversation with Authors: Becoming a White Antiracist Boldly, these authors call for the deconstruction of white supremist structures designed to maintain and reward the truncated imaginations of white professors concerning the systemic hatreds and racist activities baked-into our world of scholarly pedagogy and beyond. This conversation with Stephen D. Brookfield and Mary E. Hess, authors of Becoming a White Antiracist, will delve into their struggle to develop this counter-cultural motif. The work of becoming a white antiracist is routinely met with institutional obstacles, collegial nay-sayers, or out-and-out rejection. We will dialogue about the author’s well-crafted approaches, strategies, and methods for creating an antiracist ecology in your school, workplace, community, and home. We will discuss ways to use this book as a resource to improve the formation of students, to correct the deformation of faculty, and to explore the needed identities to become a white antiracist. Presider: Nancy Lynne Westfield, The Wabash Center for Teaching and Learning in Theology and Religion Panelists: • Stephen Brookfield • Mary E. Hess, Luther Seminary