Events

What is white rage? What does it mean that racism so permeates school ecologies that white rage is not noticed by anyone other than its victims? What is the loss to the institution for white rage? How can white rage be counterbalanced? Register in advance for this webinar: https://us02web.zoom.us/webinar/register/WN_SLa-qYZgQKijtBopqB2PHg

2021-22 Teaching and Learning Workshop for Early Career Theological School Faculty (digital format) Dates of Sessions July 8, 2021 12:00 to 5:00 p.m. EST August 19, 2021 1:00 to 4:00 p.m. EST September 9, 2021 1:00 to 4:00 p.m. EST October 21, 2021 1:00 to 4:00 p.m. EST November 11, 2021 1:00 to 4:00 p.m. EST December 16, 2021 1:00 to 4:00 p.m. EST January 20, 2022 12:00 to 5:00 p.m. EST February 17, 2022 1:00 to 4:00 p.m. EST March 17, 2022 1:00 to 4:00 p.m. EST April 28, 2022 1:00 to 4:00 p.m. EST Leadership Team Amy Oden Ph.D., Independent Scholar Ralph Basui Watkins, MFA, D.Min, Ph.D., Columbia Theological Seminary For More Information, Please Contact: Paul Myhre Senior Associate Director Wabash Center 301 West Wabash Ave. Crawfordsville, IN 47933 myhrep@wabash.edu Instructions for Leaders Participants Frederick David Carr, Northeastern Seminary at Roberts Wesleyan College Sarah F. Farmer, Indiana Wesleyan University Rebecca Seungyoun Jeong, Portland Seminary Yohana Agra Junker, Claremont School of Theology Jina Kang, McCormick Theological Seminary Justin Nickel, Lutheran Theological Southern Seminary Allison L. Norton, Hartford Seminary Sue K. Park, Columbia Theological Seminary Susan Bigelow Reynolds, Candler School of Theology - Emory University Kimberly D. Russaw, Christian Theological Seminary James Elisha Taneti, Union Presbyterian Seminary Catherine D. Williams, Lancaster Theological Seminary Colin H. Yuckman, Duke Divinity School Description This cohort experience invites teachers who are in their first years of teaching to join a community of peers and leaders who value the cultivation of capacities for empathic care, generative collegiality, and imaginative reflection about teaching as socially responsive craft, vocation and employment. Our conversation will recognize the liminality brought on by the COVID 19 pandemic, the need for Black Lives Matter protests, and the social uncertainty in the wake of the 2020 Presidential election. We will grapple with such questions as: Who is the self who teaches? What is required to accurately read institutional contexts? What kinds of self-care are needed to be a generative and passionate teacher? In what ways might early career colleagues contribute to the health of the institution? Considering the seasons of a teaching career, what are the metrics of good teaching in the early years? What pedagogies might strengthen my teaching? What are the unforeseeable challenges for which a peer conversation might be beneficial? This cohort builds itself through the exploration of: the significance of embodiment in and beyond the classroom institutional culture and politics emerging pedagogies and pedagogical encounters the spirituality, imagination and creativity of teaching the agency and commitments of the teacher who knows teaching as liberative the multiple epistemologies which might need to inform 21st century teaching the impacts of larger sociopolitical and economic dynamics on whom, what, how, and where we teach The workshop will gather 16 faculty peers, 2 co-leaders, and a staff person to establish an online cohort for enhanced teaching and deepening of the teaching life. Workshop Goals To create a generative space in which participants can reflect on their vocation, craft and employment as teachers To engage participants as they reflect on a variety of practices, methods, wisdoms of being a teacher of adult learners To encourage participants to own and develop their sense of embodied agency in their teaching, institutional life, and career path To develop peer relationships with colleagues who also pursue improved teaching To consider self-care as necessary for the health of family, community, career and self To envision teaching as a form of sociopolitical activism within specific cultural framework Participant Eligibility 2-5 years in a tenure-track, contingency, or continued contract Job description and contract that is wholly or primarily the responsibility of teaching Teaching in an accredited seminary or theological school in the United States, Puerto Rico, or Canada Doctoral degree awarded by January 2021 Tenure decision (if applicable) no earlier than June 2022 Institutional support to participate fully in workshop sessions and to complete teaching fellowship project in the 2022-23 academic year Application Materials Please complete and attach the following documents to the online application: 1. Application contact information form 2. An introductory letter that describes the challenges and opportunities at your institution as regards to your teaching, scholarship, and/or service. (200 words) 3. Application Essay: When you critically and imaginatively reflect upon your teaching, to what metaphor or simile do you aspire and why? How does this metaphor or simile present itself in your classroom teaching as well as in relationship with colleagues? What are the joys and challenges of embodying this metaphor or simile as you teach adult learners? (600 to 750 words) 4. Academic CV (4-page limit) 5. A letter of institutional support for your full participation in this workshop from your Department Chair, Academic Dean, Rector, Provost, Vice President, or President. Please have this recommendation uploaded directly to your application according to the online application instructions. Honorarium and Fellowship Participants will receive an honorarium of $3,500 for full participation in the workshop. In addition, participants are eligible to apply for a $2,500workshopfellowship for work on a teaching project during the following academic year (2022-23). Read More about Payment of Participants Read More about the Digital Workshop Fellowship Program Important Information Foreign National Information Form Policy on Participation (Digital Cohort)

2021-22 Teaching and Learning Workshop for Early Career Religion Faculty Teaching Undergraduates (digital format) Dates of Sessions July 14, 2021 2:30 to 6:30 PM EST September 1, 2021 7:00 to 9:00 PM EST October 6, 2021 7:00 to 9:00 PM EST November 3, 2021 7:00 to 9:00 PM EST December 1, 2021 7:00 to 9:00 PM EST January 12, 2022 2:30 to 6:30 pm EST February 2, 2022 7:00 to 9:00 PM EST March 2, 2022 7:00 to 9:00 PM EST April 6, 2022 7:00 to 9:00 PM EST May 4, 2022 7:00 to 9:00 PM EST one hour asynchronous time will be added to each session Participants Sunder John Boopalan, Canadian Mennonite University Laura Carlson Hasler, Indiana University Dixuan Yujing Chen, Grinnell College Christy Cobb, Wingate University Jessica Coblentz, St. Mary’s College Erin Galgay Walsh, University of Chicago Divinity School Jason Jeffries, University of Denver Jaisy Joseph, Seattle University Jin Young Kim, Oklahoma State University Jeffrey D. Meyers, DePaul University Nermeen Mouftah, Butler University Michelle Wolff, Augustana College Stephanie M. Wong, Valparaiso University Kimberly Wortmann, Wake Forest University Leadership Team Tat siong Benny Liew, Ph.D., College of the Holy Cross Maureen O’Connell, Ph.D., LaSalle University Paul Myhre, Ph.D., Wabash Center Instructions for Leaders For More Information, Please Contact: Paul Myhre, Senior Associate Director Wabash Center 301 West Wabash Ave. Crawfordsville, IN 47933 myhrep@wabash.edu Honorarium and Fellowship Participants will receive an honorarium of $3,500 for full participation in the workshop. In addition, participants are eligible to apply for a $2,500workshopfellowship for work on a teaching project during the following academic year (2022-23). Read More about Payment of Participants Read More about the Digital Workshop Fellowship Program Important Information Policy on Participation (Digital Cohort) Foreign National Information Form Description This cohort experience invites teachers who are in their first years of teaching to join a community of peers and leaders who value the cultivation of capacities for empathic care, generative collegiality, and imaginative reflection about teaching as socially responsive craft, vocation and employment. Our conversation will recognize the liminality brought on by the COVID 19 pandemic, the need for Black Lives Matter protests, and the social uncertainty in the wake of the 2020 Presidential election. We will grapple with such questions as: Who is the self who teaches? What is required to accurately read institutional contexts? What kinds of self-care are needed to be a generative and passionate teacher? In what ways might early career colleagues contribute to the health of the institution? Considering the seasons of a teaching career, what are the metrics of good teaching in the early years? What pedagogies might strengthen my teaching? What are the unforeseeable challenges for which a peer conversation might be beneficial? This cohort builds itself through the exploration of: the significance of embodiment in and beyond the classroom institutional culture and politics emerging pedagogies and pedagogical encounters the spirituality, imagination and creativity of teaching the agency and commitments of the teacher who knows teaching as liberative the multiple epistemologies which might need to inform 21st century teaching the impacts of larger sociopolitical and economic dynamics on whom, what, how, and where we teach The workshop will gather 16 faculty peers, 2 co-leaders, and a staff person to establish an online cohort for enhanced teaching and deepening of the teaching life. Workshop Goals To create a generative space in which participants can reflect on their vocation, craft and employment as teachers To engage participants as they reflect on a variety of practices, methods, wisdoms of being a teacher of adult learners To encourage participants to own and develop their sense of embodied agency in their teaching, institutional life, and career path To develop peer relationships with colleagues who also pursue improved teaching To consider self-care as necessary for the health of family, community, career and self To envision teaching as a form of sociopolitical activism within specific cultural framework Participant Eligibility 2-5 years in a tenure-track, contingency, or continued contract Job description and contract that is wholly or primarily the responsibility of teaching Teaching in an accredited college or university theology, religion, or religious studies department in the United States, Puerto Rico, or Canada Doctoral degree awarded by January 2021 Tenure decision (if applicable) no earlier than June 2022 Institutional support to participate fully in workshop sessions and to complete teaching fellowship project in the 2022-23 academic year Application Materials Please complete and attach the following documents to the online application: 1. Application contact information form 2. An introductory letter that describes the challenges and opportunities at your institution as regards to your teaching, scholarship, and/or service. (200 words) 3. Application Essay: When you critically and imaginatively reflect upon your teaching, to what metaphor or simile do you aspire and why? How does this metaphor or simile present itself in your classroom teaching as well as in relationship with colleagues? What are the joys and challenges of embodying this metaphor or simile as you teach adult learners? (600 to 750 words) 4. Academic CV (4-page limit) 5. A letter of institutional support for your full participation in this workshop from your Department Chair, Academic Dean, Provost, Vice President, or President. Please have this recommendation uploaded directly to your application according to the online application instructions.

This virtual symposium will gather colleagues, representatives of schools, for six sessions (November to June), while, at the same time, those representatives also meet regularly with colleagues at their respective schools. The meetings with colleagues at each school will be to metabolize, disseminate, and design based upon the discussions with Harris and Harvey. In so doing, the gathered conversations with Harris and Harvey will seed and inspire embedded projects in multiple locations about the nature and workings of race, racism, and white supremacy. The two layers of discussions along with the embedded project will be catalysts for institutional change toward health and wholeness of many campus climates and institutional ecologies.