Events

2010-11 Teaching and Learning Colloquy for Mid-Career Theological School Faculty 
Dates July 12-17, 2010 - First Summer Session at Wabash College January 27-30, 2011 - Winter Session at Mustang Island June 13-18, 2011 - Second Summer Session at Wabash College 
Leadership Team Willie James Jennings, Duke Divinity School, Director Robert Pazmiño, Andover Newton Theological School Amy Oden, Wesley Theological Seminary Virginia Wiles, New Brunswick Theological Seminary Paul Myhre, Wabash Center 
 Description: This colloquy will gather 14 teachers who are in their mid-years of teaching, from the granting of tenure (or its equivalent) to 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. This year's mid-career colloquy will take as its organizing theme, "The Art of the Teaching Life" giving faculty the opportunity to reflect on their identities as teachers in their institutions through the identities of artists. How might our understanding of the teaching life be deepened by imagining its form through the identities and realities of artists? This colloquy is not aimed necessarily at those in the arts, rather we are looking for faculty who are at the point of asking questions such as: Now that I have given myself to the teaching life, do I like who I have become or who I am becoming? Have I found my voice in the classroom, in my scholarship, at my institution? Or have I lost interest in the intellectual expressions of my discipline, my institution, or the vocation of teaching? Now that I have gained distance from my teachers and mentors, how have I charted my own vision of the teaching life in terms of my pedagogy, my scholarship, and involvement in my institution? In what ways am I yet expressing the gratitude and/or grief of the doctoral formation process in my vocational identity? In what ways do I sense my unique contribution to the classroom, my discipline, and my institution? Or is the uniqueness of my voice absent or weak in one or more of these crucial sites? Where is the dream now, for my teaching, my scholarship, or my institutional life? What are the projects that now I am prepared to imagine that will demand all my wisdom, experience, and skill? If here is no dream now, what does that mean? Where do I want to take the students with the art of teaching? Is it the same places I have grown accustomed to taking them and do I remain satisfied with the destination? Or are there new places I want to go and have them go with me? Do I sense generational, cultural, theological, political, and ideological differences from my students and what does that mean for my life as their teacher? Is the health of my institution such that I will have to imagine taking on a greater leadership role or must I now begin to imagine the teaching life apart from my institution or even apart from a foreseeable teaching position? Colloquy Goals: The overarching goal of the colloquy will be to engage in sustained reflection on the teaching life in terms of our work in the classroom environment, our scholarship, and our citizenship in our theological institution through the identities of artists. We will do this through: Reflecting carefully on the teacher as artist by considering the formation of artists, noting the parallels, differences, and points of convergence Comparing pedagogical form to artistic form by considering the best practices available in teaching and learning in relation to various artistic media (for example, in acting, dancing, oratory, singing, playing an instrument, painting, sculpting, and other forms of crafting) Exploring the significance of a "life with students," and the necessary relationships for sustaining such an "exposed" life Exploring the mentoring, nurturing, facilitating, and directing characteristics of a "life that teaches" by comparing the embodied wisdom of a teacher with the intimate relation of the artist and her art Reflecting on the political nature of the teaching life in its context and content, and its problems and possibilities Forming a modest project that will deepen participant familiarity with an artistic form Building relationships that will support and sustain participants during the time of the colloquy, and hopefully beyond Stipend: Participants will receive a stipend of $3,000 for full participation in the three sessions, 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. Follow-up grant or fellowship: Participants will be eligible to apply for a follow-up grant or fellowship of $1,000 for deepening a sense of artistry or spiritual direction tied to teaching and learning. Details will be provided during the colloquy. Front Row (left to right): *Amy Oden (Wesley Theological Seminary), Craig Satterlee (Lutheran School of Theology at Chicago), Rollin Ramsaran (Emmanuel School of Religion), Fred Edie (Duke Divinity School), Julia Speller (Chicago Theological Seminary), Lai Ling Elizabeth Ngan (Truett Theological Seminary of Baylor University). Second Row: *Paul Myhre (Wabash Center), Stacey Floyd-Thomas (Vanderbilt University/The Divinity School), Carol Bechtel (Western Theological Seminary), *Robert Pazmiño (Andover Newton Theological School), Klaus Issler (Talbot School of Theology/Biola University), Bruce Fields (Trinity Evangelical Divinity School), *Willie James Jennings (Duke Divinity School), Juan Floyd-Thomas (Vanderbilt University/The Divinity School), David Johns (Earlham School of Religion), Lisa Withrow (Methodist Theological School in Ohio), Ruth Anne Reese (Asbury Theological Seminary), Mignon Jacobs (Fuller Theological Seminary). Not Pictured *Virginia Wiles (New Brunswick Theological Seminary). *leadership/staff

2010-11 Teaching and Learning Colloquy for Theological School Deans: Changing Times for Theological Education 
Dates May 27-June 2, 2010 - Summer Session at Wabash College January 10-14, 2011 - Winter Session at Mustang Island 
Leadership Team Michael Jinkins, Austin Presbyterian Theological Seminary Melanie A. May, Colgate Rochester Crozer Divinity School Paul Myhre, Wabash Center 
 Eligibility: full-time chief academic officer in an accredited seminary or theological school in the United States or Canada (commenced position by May 2010) commitment to full participation from the opening to closing session for both workshop meetings Read our Policy on Full Participation (click here) Description: This colloquy will gather 15 deans from theological schools in the United States and Canada for two sessions to focus on the unique role and responsibility of academic deans in theological education. This focus is predicated on careful attention to emerging trends and new models of theological education for the complex 21st-century world. Set in this context, it is clear that the dean’s leadership role and responsibility is more demanding today than ever. The increasingly complex role of the dean requires, first and foremost, the unswerving capacity to be guided by educational mission, as informed by integrative theological reflection. The dean’s role also calls for exceptional communication skills to articulate this mission to a school’s diverse constituencies. This colloquy will explore how deans nurture the wider aims and purposes of theological education, seeking ways in which deans can renew their vision for theological education’s crucial and irreplaceable mission while attending to scholarly, pedagogical, administrative, and ecclesial relationships that frame every aspect of the dean’s work. Issues to be explored include: advancing a school’s educational mission in an environment of shifting economic paradigms, aware that deans are frequently a school’s foremost advocate for this mission among administrative colleagues, members of Boards of Trustees, the faculty and students, and related constituencies; strengthening the ecclesial connections that undergird theological schools, realizing theological education is never an exclusively academic enterprise, nor an enterprise best engaged in reacting to momentary anxieties and infatuations of church and society, since education entails challenge as well as preparation; forging connections with diverse arenas of public life wherein religion plays a more and more crucial role, in order to revise curricula for the preparation of women and men of faith for leadership in these arenas; encouraging cross-disciplinary and interdisciplinary conversation among faculty colleagues, including integrative learning experiences for students, aware that life requires practitioners to bring a full range of understandings, attitudes, knowledge and skills to bear in order to engage in ministerial leadership in congregations, in nonprofits and chaplaincies, and in other arenas of public life; becoming more effective interpreters among schools, and regional and theological accrediting bodies, so the best aspects of peer accountability structures (represented by the accrediting bodies) contribute to their schools’ educational mission, while other aspects of the accrediting process do not distract the faculty from its distinctive role and responsibility; providing institutional leadership for multifaceted discussion of both the potential for information technologies to enhance the educational mission and to enable multiple educational delivery systems, on one hand, and of the need for residential and hybrid learning models, given the limits of these technologies, on another hand, all the while balancing the “end game” of theological education with the interests of a school’s diverse constituencies. Colloquy Goals: This colloquy is designed to provide a forum in which deans explore the overall mission of theological education, articulate new insights, reflect on their own leadership styles and best practices—in community with others engaged in the unique vocation of academic deanship in a theological school. Out of this exchange, we envision goals that will: articulate—from the perspective of academic deans in theological schools—a creative vision for theological education in the 21st century generate published and personal resources to assist deans to understand their distinctive role and responsibility in this newly emerging context, and in relation to shifting institutional priorities amid attendant challenges create resources to address the particular challenges that present themselves to theological deans, given societal, ecclesial, and institutional realities, and to inspire deans to bring to their multifaceted role and responsibility a life-renewing imagination identify ways to support deans’ professional balance of attention to daily tasks and creative reflection on the mission of theological education enhance professional capacities to relate well to diverse constituencies as emerging trends and new models for theological education present new challenges and opportunities encourage academic deans to develop specific action plans that nourish their own vocations, improve relationships with colleagues in leadership, faculty, and constituencies, and enhance professional capacities as they seek to promote their school’s pursuit of theological education in service to church and society Stipend: Participants will receive a stipend of $2,500 for full participation in both sessions, 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): Rebecca Slough (Associated Mennonite Biblical Seminary), Zaida Maldonado Pérez (Asbury Theological Seminary – Florida), *Michael Jinkins (Austin Presbyterian Theological Seminary), *Melanie Duguid-May (Colgate Rochester Crozer Divinity School), José Irizarry-Mercado (Evangelical Seminary of Puerto Rico), Angela Bauer-Levesque (Episcopal Divinity School). Second Row: *Paul Myhre (Wabash Center), Efrain Agosto (Hartford Seminary), James Kay (Princeton Theological Seminary), Luis Rivera Rodriguez (McCormick Theological Seminary), Mark Markuly (Seattle University), Robin Steinke (Lutheran Theological Seminary at Gettysburg), Steven Schweitzer (Bethany Theological Seminary), Israel Galindo (Baptist Theological Seminary at Richmond). *leadership/staff

The Interruptive Move: Theology and the Arts Consultation 
 Dates March 13-15, 2009 Wabash Center, Wabash College, Crawfordsville, Indiana This consultation gathered representatives of several North American theological schools that have programs in the arts and theology. We considered the visual art of Samuel Bak as a particular case of art that interrupts our usual discourse. Our conversation was focused on identifying specific pedagogical goals of theology and art programs. We hope the consultation will stimulate fresh insights about existing programs and seed ideas for subsequent projects. Participants include: Valerie Bridgeman, Memphis Theological Seminary Frank Burch Brown, Christian Theological Seminary Mark Burrows, Andover Newton Theological School David Deane, Atlantic School of Theology William Dyrness, Fuller Theological Seminary Robin Jensen, The Divinity School, Vanderbilt University Deborah Sokolove, Wesley Theological Seminary Janet Walton, Union Theological Seminary (NY) Wilson Yates, United Theological Seminary of the Twin Cities Gary Phillips, Wabash College Danna Fewell, Drew University Divinity School Kimberly Vrudny, University of St. Thomas (MN) Nadine Pence, Wabash Center Paul O. Myhre, Wabash Center Thomas Pearson, Wabash Center Samuel Bak Exhibition at the Eric Dean Gallery of the Fine Arts Center, Wabash College Article on Gary Phillips’ scholarship on the art of Samuel Bak

2009-2010 Colloquy on: Writing the Scholarship of Teaching in Theology and Religion 
Dates September 25-28, 2009 - First Session at Wabash College March 5-7, 2010 -Second Session at Wabash College 
Leadership Team Patricia O'Connell Killen, Pacific Lutheran University Eugene V. Gallagher, Connecticut College Thomas Pearson, Wabash Center Facilitator 
 Description: The Wabash Center is sponsoring a colloquy on the scholarship of teaching and learning to cultivate this scholarship 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. 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. Participants: Michel Andraos, Catholic Theological Union Alicia Batten, University of Sudbury Kathryn Blanchard, Alma College Ann Burlein, Hofstra University Daniel Deffenbaugh, Hastings College Carol Duncan, Wilfrid Laurier University Rolf Jacobson, Luther Seminary Davina Lopez, Eckerd College Todd Penner, Austin College Tina Pippin, Agnes Scott College Robert Royalty, Wabash College Stipend Participants will receive a stipend of $1500 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, 2011. 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. Eligibility Teaching in a tenure-stream or other continuing position in an accredited seminary or theological school in the United States or Canada, or in an undergraduate theology, religious studies or religion department or program in an accredited college or university in the United States or Canada Ph.D/Th/D. in hand at the time of application Commitment to full participation, from the beginning to ending date and time for the two workshop sessions Read our Policy on Full Participation (click here) Front Row (left to right): Rolf Jacobson (Luther Seminary), Michel Andraos (Catholic Theological Union), Todd Penner (Austin College), Tina Pippin (Agnes Scott College). Second Row: Carol Duncan (Wilfrid Laurier University), Robert Royalty (Wabash College), Davina Lopez (Eckerd College), *Patricia O’Connell Killen (Pacific Lutheran University), Ann Burlein (Hofstra University), Kathryn Blanchard (Alma College). Third Row: *Thomas Pearson (Wabash Center), Alicia Batten (University of Sudbury), *Eugene Gallagher (Connecticut College), Daniel Deffenbaugh (Hastings College). *leadership/staff position.

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