Events

Highlights from Past Years at the AAR & SBL Annual Meetings A Conversation about Starting Conversations about Teaching (2016) In celebration of 20 years of supporting teachers of theology and religion, the Wabash Center hosted this conversation panel of faculty who have participated in Wabash workshops and are now leading projects to promote reflection on teaching at their own institutions. We started with a small panel conversation about the challenges and effective strategies for supporting teachers and how one helps them to critically reflect on their teaching practice, and then enlarged the conversation to everyone in the room. Panelists: 
Thomas Pearson (Wabash Center), 
Brooke Lester (Garrett-Evangelical Theological Seminary), 
Jocelyn McWhirter (Albion College)
, Kristi Upson-Saia (Occidental College) Graduate Student Lunch” Teach with Confidence: Insights and Advice (2016) Graduate students joined us for lunch and an interactive presentation about teaching in higher education. Panelistsfrom a variety of institutional types and disciplines will shared reflections on such matters as: How does the institution at which you work shape your teaching?Our panelists commented on such topics as teaching undergraduate vs. graduate students; teaching in a public vs. a denominational setting; teaching online vs. in a classroom; and teaching outside your area of expertise. How do the needs and concerns of your students shape your teaching?Our panelists described how they acknowledge such realities as diversity in the classroom; power dynamics in the classroom; and student issues in and beyond the classroom. How do course mechanics and methods shape your teaching?Our panelists offered adviceon such “nuts and bolts” as constructing a syllabus, crafting assignments, and conducting assessment; integrating student evaluation; and the pros and cons of teaching techniques (lectures, discussions, projects, technology, etc.). How does who you are shape your teaching?Our panelists discussed how their commitments (e.g., religious, personal, and political) and qualities (e.g., personality, gender, race) influence how they teach. Dealing with “imposter syndrome” will receive special notice! Panelists: Tamara Lewis (Perkins School of Theology,Southern Methodist University), Jeremy Posadas (Austin College), Robert Rivera (St. John's University, New York), Mary Stimming (Wabash Center) Pre-Conference Workshop: "Teaching for Civic Engagement in Religious and Theological Studies" (2016) Few topics excite greater interest among academics and their many critics than the public, civic purpose of contemporary higher education. But what counts as civic engagement in the university classroom? How do I design effective civic engagement assignments? And what distinctive resources do the disciplines of religious studies and theology have to offer this task? In this 5-hour workshop, participants hadthe opportunity to share expertise, to learn how and why to adopt these sorts of pedagogies, to discover new strategies and heuristic frameworks, and to reflect on issues of accountability and assessment. We started with buffet lunch at noon and concluded with a reception for participants. 
Workshop leaders: Reid Locklin (University of Toronto) and Elizabeth Corrie (Candler School of Theology). Pre-Conference Workshop for ATSI, FTE, HTI and NAIITS Doctoral Students on Teaching and Learning (2015) A gathering of doctoral students associated with ATSI, FTE, HTI, and NAIITS in their final year of studies or at the dissertation writing stage to discuss particular issues about teaching and learning such as:

 What do you want your teaching to do in the world?
Community teaching and learning
. Vocation and institutional contexts. Evaluation and assessment as ways for celebration and reflection on mutual growth. 
Collaboration in the first year(s) of teaching.
 Gifts we leave one another.Leadership Team:
 Elizabeth Conde-Frazier, (Esperanza College), 
Terry LeBlanc (NAIITS), 
Tat-siong Benny Liew (College of the Holy Cross), 
Stephen Ray (Garrett-Evangelical Theological Seminary
). Workshop - Teaching for a Culturally Diverse and Racially Just World (2014) This 90-minutemini-workshop explored specific dimensions of the issues inTeaching for a Culturally Diverse and Racially Just World (edited by Eleazar Fernandez) -- as they pertain to teaching practice and leveraging institutional change. Issues explored involved a range of topics, including: • When SubjectsMatter: The Bodies We Teach By • What Shall We Teach? The Content of Theological Education • Thoughts on Curriculum as Formational Praxis for Faculty, Students, and their Communities • Teaching Disruptively: Pedagogical Strategies to Teaching Cultural Diversity and Race Workshop Leaders: Eleazar Fernandez (United Theological Seminary of Twin Cities), 
Elizabeth Conde Frazier (Esperanza College), 
Willie James Jennings (Duke Divinity School), 
Boyung Lee (Pacific School of Religion), and 
Mai-Anh Le Tran (Eden Theological Seminary) Thinking About Writing About Teaching (2015) Participants in this interactive and hands-on session thought together about how and why various types of writing about teaching become valuable for authors as well as readers who are reflecting on their teaching and student learning. Participants were led through a hands-on, small group interactive process to reflect on their teaching practice and begin to “workshop” an idea for a writing project about teaching. How can writing and reading about teaching support your reflective teaching practice?Leadership: Eugene Gallagher (Connecticut College), 
Martha Stortz (Augsburg College), and 
Thomas Pearson (Wabash Center, Editor ofTeaching Theology and Religion) Pre-Conference Workshop: Teaching Visual Arts in Religious Studies and Theology Classrooms (2014) This workshop provided faculty with various strategies and methods for teaching the visual arts in religious studies and theology classrooms. Participants explore da range of ways by which specific pedagogical methods can help students engage the visual arts as loci for the study of religious studies, theology, ethics, bible, etc.Specific attention was given to the following pedagogical methods: a dialogical method that sees artist, art, and the viewer (theologian, ethicists, whomever) in conversation, drawing on material from other disciplines; a method that considersthe role of material evidence, which means beginning with methodologicalquestionsin order to engage students (and colleagues no less) in the definition of evidence in historical and cultural analysis; and a method thatattends to the ethics of observation as part of the hermeneutics of visual cultures, including the viewer's gaze. Workshop participants explored both meta-level questions about engaging the visual arts and specific strategies for teaching visual arts in contemporary higher educational contexts through a range of questions. The pre-meeting workshop included mini-lectures, plenary conversations, and small group work. In addition, participants were exposed to materials for study and teaching including:methods of visual analysis, ethics of inquiry, exhibition practices, subject areas (Christianity, Buddhism, Islam, etc.), theories of visual culture, and so on. Sample Questions that were Explored:
 • How do religions happen visually and how do we study them? • How do faculty help students identify various intersections between religion and visuality/visual culture, and then see how they might be studied? • How do teachers effectively attend to the ethics of observation and teach students concerning the ethics of observation? • How do teachers effectively teach theology, bible, religious studies, etc. through the visual arts? • By what means do teachers help students effectively engage visual arts as places to begin the study of various disciplinary topics rather than as illustrations for particular points in those disciplines? • How do contextual readings of visual art aid teaching and learning in theology and religion? • What do faculty need to know about visual art historical methods, visual textual methods, cultural studies methods, etc. in order to teach visual arts in religious studies and theology classrooms? • What specific teaching methods help students with little experience in engaging visual arts and who may feel intimidated by invitations to respond to discussing visual art as religious or theological texts? • How do teachers help students engage the multi-variegated textures associated with both the study of the visual arts and religious studies, and theology? Co-sponsored with The Society for the Arts in Religious and Theological Studies Workshop Leaders: David Morgan (Duke University), 
Vivian-Lee Nyitray (Prospect College, China), Wilson Yates (United Theological Seminary of the Twin Cities), 
Paul Myhre (Wabash Center; President, SARTS) Pre-Conference Workshop: Teaching with Social Media (2013) The Wabash Center offered a four hour pre-meeting workshop on Friday, November 22, from 1:00 - 5:00 pm on the topic of Teaching with Social Media. The structure and design for the workshop consisted of three distinct movements. First, Mary Hess (Luther Seminary)facilitated a one-hour session on the topic "The New Culture of Learning” that is emerging in digitally mediated contexts in relation to teaching religious studies and theology. Second, Robert Williamson, Jr. (Hendrix College) facilitated a one-hour session on "Using Twitter in Teaching and Learning." Finally, Roger Nam (George Fox Evangelical Seminary) facilitated a one-hour session on “Blogs and Effective Teaching: Reimaging our Physical and Symbolic Classrooms.” Resources • Wabash Center Resources • Digital Tech and Theological Education
 • Tomorrow’s Professor • MacArthur Foundation Digital Learning
 • Teaching with Twitter Stephanie Hedge
 • A Framework for Teaching with Twitter Mark Sample
 • Using Twitter to Improve Student Learning Robert Williamson Jr.
 • “Using Twitter to Teach Reader-Oriented Biblical Interpretation.” Robert Williamson Jr. Teaching Theology & Religion 16, no. 3 (2013): 274-286. • A New Culture of Learning. Douglas Thomas and John Seely Brown. Createspace, 2011.

 • Engaging Technology in Theological Education: All That We Can’t Leave Behind. Mary E. Hess. Rowman and Littlefield Publishers, 2005

 • Hanging out, Messing Around, Geeking Out. Mizuko Ito, et al. MIT Press, 2010. • Teaching Reflectively in Theological Contexts: Promises and Contradictions. Mary E. Hess and Stephen D. Brookfield, editors. Krieger, 2008.

 • The Heart of Higher Education. Parker Palmer, Arthur Zajonc, Megan Scribner and Mark Nepo. Jossey-Bass, 2010.

 • Social Media in Higher Education: Teaching Web 2.0. Monica Patrut and Bogdan Patrut, editors.
IGI Global, 2013. AAR & SBL 2025 Offerings Questions about the Wabash Center's activities at AAR & SBL may be directed to Dr. Sarah Farmer Associate Director farmers@wabash.edu

2008 Online Course for Theological School Faculty Teaching Online 
Dates Course Dates: June 2 to July 25, 2008 
 Cost: $100 per person 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 the online seminary classroom are of particular concern to us. 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. 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 better, and Flash Player Plug-In (or be able to download the free plug-in). 2008 Online Course Participants Alice Bellis, Howard University School of Divinity William Booth, Hampton University Ann Brock, Iliff School of Theology Mark Chapman, Ambrose University College Joe Conte, Wesley Theological Seminary Vicki Copp, Nazarene Theological Seminary Eric Crump, Lutheran Theological Seminary at Gettysburg Kathy Dawson, Columbia Theological Seminary Susan Ebertz, Wartburg Theological Seminary Darwin Glassford, Calvin Theological Seminary George Heyman, St. Bernard's School of Theology and Ministry Travis Hines, Trinity Episcopal School for Ministry Jeffrey Jones, Andover Newton Theological School Kristine Lund, Waterloo Lutheran Seminary Joan Martin, Episcopal Divinity School Shera Melick, Golden Gate Baptist Theological Seminary Eugene Park, San Francisco Theological Seminary Carolyn Pressler, United Theological Seminary of Twin Cities Darleen Pryds, Franciscan School of Theology Rollin Ramsaran, Emmanuel School of Religion Shirl Schiffman, Columbia Seminary/School of Missions of Columbia International University Faye Schott, Lutheran Seminary Program in the Southwest Dennis Smith, Phillips Theological Seminary Marsha Snulligan-Haney, Interdenominational Theological Center Melinda Thompson, University of Dubuque Theological Seminary Harold Washington, Saint Paul School of Theology Ellen Wondra, Seabury - Western Theological Seminary

2008 Conference for Doctoral Programs Preparing Graduate Students as Teachers Dates October 3-5, 2008 - University Place Conference Center and Hotel at IUPUI Participants: J. Matthew Ashley, University of Notre Dame William Bellinger, Baylor University Elias Bongmba, Rice University Michael Brown, Wabash College James Byrd, Vanderbilt University/The Divinity School Euan Cameron, Union Theological Seminary, NY John Carroll, Union Presbyterian Seminary Anthony Ciorra, Fordham University Wendy Cotter, Loyola University Chicago Robert Foster, Southern Methodist University Joel Green, Fuller Theological Seminary Jay Hammond, Saint Louis University Thomas Hughson, Marquette University Richard Jaffe, Duke University Randy Maddox, Duke Divinity School Maureen Maloney, Graduate Theological Union John Marshall, University of Toronto Stephen Moore, Drew Theological School Thorsten Moritz, Bethel University Robert Priest, Trinity Evangelical Divinity School Richard Rosengarten, University of Chicago Divinity School Katharine Sakenfeld, Princeton Theological Seminary Eileen Schuller, McMaster University J. Jayakiran Sebastian, Lutheran Theological Seminary at Philadelphia Randall Styers, University of North Carolina - Chapel Hill Richard Taylor, Dallas Theological Seminary Terrence Tilley, Fordham University Theodore Vial, Iliff School of Theology James Watts, Syracuse University Charles Wood, Perkins School of Theology Southern Methodist University Phil Zylla, McMaster Divinity College 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

2008-09 Colloquy Mid-Career Religion Faculty Teaching at Colleges and Universities 
Dates July 15-21, 2008 - First Summer Session at Wabash College January 15-18, 2009 -Episcopal Retreat Center, Mustang Island, Corpus Christi, Texas June 3-8, 2009 - Second Summer Session at Wabash College 
Leadership Team Eugene Gallagher, Director, Connecticut College Carolyn Medine, University of Georgia Bruce Forbes, Morningside College Betty DeBerg, University of Northern Iowa Thomas Pearson, Wabash Center 
 Description: The Wabash Center is pleased to announce its Mid-Career Colloquy on teaching. The colloquy covers an extensive period of a teacher’s life, from the granting of tenure (or its equivalent) and the last decade or so before retirement. This period in a teaching career presents its own particular challenges for teaching and learning. This is a time when reflection can help mid-career faculty to identify possibilities, renew commitment, venture in a heretofore unconsidered direction, and compose a more clarified sense of self and purpose. At this point faculty find themselves asking questions such as: How do faculty find they have changed and adapted to the demands and culture of their institution? How does a mid-career person keep herself/himself interested and retain a sense of who they are and what they are doing? What are the boundaries and rhythms of teaching, research, and citizenship at this stage in one’s career? What are the necessary losses and the satisfactions that go with being generative and with being a leader at mid-career? What is the relationship among leadership, roles, institutional context, and person? How do mid-career faculty take on appropriately the role of generative leaders in their profession and in their institutions? How do mid-career faculty continue to form themselves and to be formed? The colloquy is an opportunity for mid-career faculty to gather for reflection on the particular challenges and opportunities of teaching at mid-career. Goals: To support sustained reflection on the rhythms, responsibilities, and challenges of teaching, scholarship, and university citizenship at mid-career; To support excellence in teaching and mentoring of teaching for faculty on the other side of the tenuring process To provide opportunity and resources for participants to develop self-selected projects related to teaching and learning in their courses; To consider the shape and challenges of leadership for mid-career faculty at this time in the field and in higher education; To help mid-career faculty strategize about ways they can support and cultivate their own and others' vocations as teachers; To develop projects that will encourage excellence in teaching in participants' schools and broader academic settings. Front Row (left to right): Amy DeRogatis (Michigan State University), *Carolyn Jones Medine (University of Georgia), Beverly Stratton (Augsburg College), Michael Vines (Lees-McRae College), James Wilhoit (Wheaton College). Second Row: *Bruce Forbes (Morningside College), Debra Mubashshir Majeed (Beloit College), Joanne Robinson (University of North Carolina, Charlotte), Lynn Japinga (Hope College). Third Row: Charles Miller (University of North Dakota), *Betty DeBerg (University of Northern Iowa), Daniel Deffenbaugh (Hastings College), John Lanci (Stonehill College), Todd Penner (Austin College). Fourth Row: Arch Wong (Ambrose University College), *Eugene Gallagher (Connecticut College), Yvonne Chireau (Swarthmore College), Richard Ascough (Queen’s Theological College), *Thomas Pearson (Wabash Center). *leadership/staff

2007 Online Course for Theological School Faculty Teaching Online Dates Course Dates: June 4 to July 27, 2007 Cost: $100 per person 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 the online seminary classroom are of particular concern to us. 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. 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 better, and Flash Player Plug-In (or be able to download the free plug-in). Participants: Mikael Broadway, Shaw University Divinity School Teresa Brown, Church Divinity School of the Pacific Dent Davis, Columbia Theological Seminary Gloria Doherty, George Fox Evangelical Seminary Rob Douglass, Ashland Theological Seminary Brian Dunn, St. Peter's Seminary Steven Edscorn, Memphis Theological Seminary Robert Freeman, Fuller Theological Seminary Peter Gräbe, Regent University School of Divinity Barry Hamilton, Northeastern Seminary at Roberts Wesleyan College Mark Hoffman, Lutheran Theological Seminary at Gettysburg Gayle Koontz, Associated Mennonite Biblical Seminary Julie Lytle, Episcopal Divinity School Christian McConnell, University of St. Michael's College Robert O’Gorman, Loyola University Chicago Juan Oliver, General Theological Seminary Duane Priebe, Wartburg Theological Seminary Douglas Rutt, Concordia Theological Seminary (IN) Ken Sawyer, McCormick Theological Seminary Patricia Schoelles, St. Bernard's School of Theology and Ministry James Schwenk, Evangelical Theological Seminary Jane Thayer, Seventh-Day Adventist Theological Seminary - Andrews University George Thompson, Interdenominational Theological Center Scott Thumma, Hartford Seminary Jean Trumbauer, United Theological Seminary of Twin Cities Steve Veteto, Golden Gate Baptist Theological Seminary Sarah Wile, Sewanee: The University of the South Nathan Yoder, Eastern Mennonite Seminary

Graduate Programs Teaching Initiative 
 Leadership Team Eugene Gallagher, Connecticut College Willie Jennings, Duke Divinity School Patricia Killen, Gonzaga University Joretta Marshall, Brite Divinity School RobertPazmiño,Andover Newton Theological School Frank Yamada, McCormick Seminary Purpose: To enable doctoral programs in theology and religion to assess their preparation of Ph.D. and Th.D. students for teaching appointments. The assessment involved conversations with recent alumni/ae to explore the alignment between the preparation they received and the context in which they are currently teaching. Description: 33 graduate programs were awarded $15,000 grants to host Teaching Initiative Gatherings at their school or at a site in close proximity. These gatherings involved 8-10 recent alumni/ae (graduated in the last 5 years and in a teaching appointment), the Dean of the School, Graduate Program Director, and 2-3 key faculty members. The Wabash Center provided each school with a consultant to help them design and lead the 2-day/1 night meeting and a Wabash Center staff person as an observer. The focus of the Teaching Initiative gathering was to explore questions of teaching preparedness with alumni/ae and key parties at the school. 2015-16 Schools Claremont School of Theology Southern Baptist Theological Seminary University of Virginia 2013-14 Schools Duke Divinity School Duke University Garrett-Evangelical Theological Seminary Hebrew Union College Indiana University - Bloomington Trinity Evangelical Divinity School University of Chicago Divinity School University of North Carolina - Chapel Hill University of Ottawa Summative Conference for 2013-14 schools March 23-25, 2014 Indianapolis, IN 2012 Schools: Boston College Brown University The Catholic University of America Drew University Theological School New Orleans Baptist Theological Seminary Summative Conference for 2012 schools November 2-4, 2012 at the Wabash Center 2011 Schools: Baylor University Boston University School of Theology Candler School of Theology Dallas Theological Seminary University of Denver/Iliff School of Theology Joint Program Graduate Theological Union Jewish Theological Seminary of America Loyola University Chicago Marquette University McGill University McMaster University Princeton Theological Seminary Southern Methodist University Southwestern Baptist Theological Seminary Syracuse University University of Notre Dame Summative Conference for 2011 schools April 23-25, 2012 at IUPUI Conference Place Hotel (Indianapolis)

2010 Teaching and Learning Colloquy on The Role of Theological School Librarians 
Dates April 22-26, 2010 – Wabash College 
Leadership Team Roger Loyd, Duke Divinity School, Director Amy Limpitlaw, Yale Divinity School Cait Kokolus, St. Charles Borromeo Seminary Dennis Norlin, American Theological Library Association Paul Myhre, Wabash Center 
 Eligibility: full-time professional librarian working in an accredited seminary or theological school in the United States or Canada within the first seven years of librarian role member of the American Theological Library Association (ATLA) commitment to full participation, from the beginning to ending date and time, for the workshop session Read our Policy on Full Participation (click here) Description: Theological librarians play an essential role in the educational process. Institutional standards developed by the Association of Theological Schools (ATS) highlight the need for librarians to contribute to theological scholarship – teaching, learning, and research – in ways specific both to the profession and to the particular school, its mission, curriculum, and resources. Yet in practice, the means of fulfilling this expectation are not always clear or immediately available to librarians. 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/learning/research process in their own institutional and professional contexts. The colloquy is sponsored jointly by the Wabash Center for Teaching and Learning in Theology and Religion and the American Theological Library Association (ATLA). Colloquy Goals: 1. To provide an opportunity for theological librarians new to the profession to reflect on the distinctiveness of theological librarianship as a vocation and a profession. 2. To assist theological librarians in developing their role as educators and as partners with faculty and students in the task of theological scholarship. 3. To explore the future of theological libraries, including the theological librarian’s role in implementing change in educational practices related to the impact of new technologies, methods, resources, paradigms and trends on theological scholarship/librarianship. 4. To provide opportunities for participants to consider the collaborative nature of librarianship in theological education and to engage in a community of peers. Stipend: Participants will receive a stipend of $1,250 for full participation in the colloquy, plus local expenses and travel. Please Note: U.S. Law prohibits the Wabash Center from paying stipends to participants with certain classes of foreign national status. The Wabash Center is, however, able to reimburse ALL participants for travel and other expenses. Read More (click here) Immigration status has no bearing on the Wabash Center’s selection of participants. It impacts only our ability to pay these participants a stipend. We deeply regret these restrictions but are confident that participants who are not eligible for a stipend will nonetheless find our programs valuable even without a stipend. Front Row (left to right): Suzanne Estelle-Holmer (Yale Divinity School), Miranda Bennett (University of Houston), Lisa Gonzalez (Catholic Theological Union of Chicago), Rebecca Miller (Trinity International University), Lorraine Olley (University of St. Mary of the Lake/Mundelein Seminary). Second Row: *Amy Limpitlaw (Yale Divinity School), Elena Nipper (Vanguard University of Southern California), *Cait Kokolus (St. Charles Borromeo Seminary), Tracy Powell Iwaskow (Candler School of Theology – Emory University), Erica Durham (Columbia Theological Seminary), Leland Deeds (Union Theological Seminary – PSCE). Third Row: *Paul Myhre (Wabash Center), Brad Ost (Clark Atlanta University), *Roger Loyd (Duke Divinity School), Lee Webb (Oklahoma City University), Christopher Benda (Vanderbilt University), *Dennis Norlin (American Theological Library Association), Jared Porter (Asbury Theological Seminary). *leadership/staff

2010-11 Writing the Scholarship of Teaching 
Dates October 1-4, 2010 - First Session at Wabash College February 25-28, 2011 - Second Session atWabash College 
Leadership Team Patricia O'Connell Killen, Pacific Lutheran University Eugene V. Gallagher, Connecticut College Thomas Pearson, Wabash Center 
 Description: The purpose of this colloquy is to cultivate the scholarship of writing about teaching among teachers of religion and theology in colleges, universities, seminaries and divinity schools. The colloquy will gather a small group of experienced and critically reflective teachers for a year-long process of writing and conversation about writing the scholarship of teaching and learning. The colloquy involves two weekends and assignments between the sessions. Participants will work on their own article length manuscript through the course of the colloquy year, engage in peer review, and converse about writing this genre. The colloquy is designed with the intention that each participant will produce a publishable essay in the scholarship of teaching and learning in theology and religion. Colloquy Goals: Provide a supportive context within which participants develop and produce publishable work in the scholarship of teaching in theology and religion Facilitate reflection on writing the scholarship of teaching and learning in theology and religion that helps to articulate general characteristics of quality and to refine forms of the genre Identify strategies that will support the production of high quality scholarship of teaching and learning Increase the number of persons in the field who are conversant with the scholarship of teaching and learning in theology and religion as well as the broader scholarship on teaching and learning Stipend: Participants will receive a stipend of $1,500 for full participation in both sessions, plus local expenses and travel. Participants will receive an additional stipend of $500 for submission of an article manuscript on teaching to either Teaching Theology and Religion, or some other appropriate academic journal, by January 1, 2012. Please Note: U.S. Law prohibits the Wabash Center from paying stipends to participants with certain classes of foreign national status. The Wabash Center is, however, able to reimburse ALL participants for travel and other expenses. Read More (click here) Immigration status has no bearing on the Wabash Center’s selection of participants. It impacts only our ability to pay these participants a stipend. We deeply regret these restrictions but are confident that participants who are not eligible for a stipend will nonetheless find our programs valuable even without a stipend. Front Row (left to right): Luke Powery (Princeton Theological Seminary), *Patricia O’Connell Killen (Gonzaga University), Gay Byron (Colgate Rochester Crozer Divinity School), Norris Palmer (Saint Mary’s College of California). Second Row: Joanne Robinson (University of North Carolina – Charlotte), Elizabeth Corrie (Candler School of Theology – Emory University), Lucretia Yaghjian (Episcopal Divinity School), Bruce Forbes (Morningside College), Michael Koppel (Wesley Theological Seminary), Kristi Upson-Saia (Occidental College). Third Row: *Thomas Pearson (Wabash Center), *Eugene Gallagher (Connecticut College), Reid Locklin (University of Toronto), Arch Wong (Ambrose Seminary), Elijah Siegler (College of Charleston). *leadership/staff

2010-11 Teaching and Learning Colloquy on Religious Commitments in the Undergraduate Classroom 
Dates July 19-24, 2010 - First Session at Wabash College March 23-27, 2011 - Second Session at Mustang Island 
Leadership Team Carolyn Medine, University of Georgia, Director Joseph Favazza, Stonehill College Kathleen Skerrett, Grinnell College Daniel Deffenbaugh, Hastings College Thomas Pearson, Wabash Center 
 Description: Recent studies, including the HERI Report and Barbara Walvoord’s study of undergraduate introductory courses in religion (see links on the right above), suggest that most students come into the college classroom with expectations that their “big questions” will be addressed: e.g. self-understanding, development of personal values, and expression of spirituality. By contrast, faculty members tend to emphasize critical thinking and analytical distance as primary learning outcomes for their courses. This colloquy of 20 faculty will address this tension between student expectations and faculty goals. We invite religious studies and theology faculty in undergraduate colleges and universities to explore teaching practices that encourage students to integrate their religious and ethical commitments with critical thinking. Such practices might include activist pedagogies (such as service learning, feminist pedagogies, contemplative pedagogies, education for social justice) as well as more established approaches (such as reflective journaling, servant leadership, and spiritual autobiography). Through common readings, guided conversation, and sharing and analysis of teaching practices, this colloquy will engage the relationship between informing and transforming our students. Colloquy Goals: 1. To form a learning community of reflective practitioners rooted in conversation and cooperation 2. To develop teaching practices that enable students to: connect critical thinking to development, commitment and action reflect on the meaning of their commitments integrate religious commitments with other aspects of their personal identities interpret their commitments in a global and pluralistic context 3. To reflect on our teaching practices in the context of: institutional missions teaching goals and outcomes measures and instruments of assessment professional and personal identities student and guild expectations Stipend: Participants will receive a stipend of $2,500 for full participation in the two sessions, plus local expenses and travel. Front Row (left to right): Kristine Utterback (University of Wyoming), Kerry Skora (Hiram College), Steve Young (McHenry County College), Michelle Tooley (Berea College), *Joseph Favazza (Stonehill College). Second Row: Dianne Oliver (University of Evansville), Kathleen Fisher (Assumption College), *Carolyn Medine (University of Georgia), *Kathleen Skerrett (Grinnell College), *Daniel Deffenbaugh (Hastings College), David Howell (Ferrum College), Suzanne Morrison (Ohio Northern University). Third Row: Ann Pellegrini (New York University), Georgia Frank (Colgate University), *Thomas Pearson (Wabash Center), Hannah Schell (Monmouth College), Arthur Sutherland (Loyola University Maryland), Charles Miller (University of North Dakota), Phil Quanbeck (Augsburg College), Fred Glennon (LeMoyne College), Phil Wingeier-Rayo (Pfeiffer University). *leadership/staff

2010-11 Teaching and Learning Workshop for Pre-Tenure Theological School Faculty 
Dates July 5-10, 2010 - First Summer Session at Wabash College January 20-23, 2011 - Winter Session at Mustang Island June 20-25, 2011 - Second Summer Session at Wabash College 
Leadership Team Rolf Jacobson, Luther Seminary, Director Joan Martin, Episcopal Divinity School Fred Smith, Wesley Theological Seminary Tracy Trothen, Queens University Thomas Pearson, Wabash Center 
 Front Row (left to right): *Rolf Jacobson (Luther Seminary), Inese Radzins (Pacific School of Religion), Bo Karen Lee (Princeton Theological Seminary), Roger Nam (George Fox Evangelical Seminary), Randall Woodard (Saint Leo University). Second Row: Lea Schweitz (Lutheran School of Theology at Chicago), *Tracy Trothen (Queens University), Moses Penumaka (Pacific Lutheran Theological Seminary), Insook Lee (Hood Theological Seminary), Jessicah Duckworth (Wesley Theological Seminary), Keri Day (Brite Divinity School), Dwight Zschelle (Luther Seminary), Mark Brummitt (Colgate Rochester Crozer Divinity School). Third Row: Andrea White (Candler School of Theology), *Fred Smith (Wesley Theological Seminary), *Joan Martin (Episcopal Divinity School), Angel Santiago-Vendrell (Memphis Theological Seminary), *Thomas Pearson (Wabash Center), Dominic Doyle (Boston College School of Theology and Ministry). *leadership/staff