Events

Conferences and Larger Gatherings Hosted by the Wabash Center Most of our programming is designed for small groups, hosted at our facilities on the Wabash College campus, and enrolled through a competitive application process. Occasionally we host larger gatherings on specific a specific pedagogical topic of pressing concern. AAR & SBL 2025 Annual Meeting (Boston) 2024 Annual Meeting (San Diego) 2023 Annual Meeting (San Antonio) 2021 Annual Meeting (Virtual sessions) 2020 Annual Meeting (Virtual) 2019 Annual Meeting (San Diego) 2018 Annual Meeting (Denver) 2017 Annual Meeting (Boston) ETS Sessions 2019 Annual Meeting (San Diego) 2018 Annual Meeting (Denver) 2017 Annual Meeting (Providence, Rhode Island) Conferences for Doctoral Programs 2016 Conference for Doctoral Programs 2014 Conference for Doctoral Programs 2012 Conference for Doctoral Programs 2008 Conference for Doctoral Programs 2006 Conference for Doctoral Programs 2004 Conference for Doctoral Programs 2002 Conference for Doctoral Programs 1999 Conference for Doctoral Programs 1996 Conference for Doctoral Programs Special Topic Conferences 2009 Pedagogy of Online Theological Education 2009 Theology & the Arts Consultation 2006 Pastoral Leadership for Public Engagement 2006 Women as Teachers and Mentors 2005 Theological Faculty and Librarians 2003 Teaching and Technology 2002 Teaching and Technology Graduate Program Teaching Initiative A grant initiative and consultation series that ran from 2011 through 2016. 2014 GPTI Summative Conference 2012 GPTI Summative Conference (November) 2012 GPTI Summative Conference (April) Teaching the Intro Course Conferences following the publication of Barbara Walvoord's Book, Teaching And Learning In College Introductory Religion Courses (Blackwell 2008), including a series of workshops at regional and national meetings of the AAR-SBL and on college campuses around the country. 2008 Teaching College Introductory Religion Courses 2005 The Introduction to Religion Class Educating Clergy Conferences with representatives from over 90 theological schools to discuss the pedagogical implications of the book published by the Carnegie Foundation for the Advancement of Teaching, Educating Clergy: Teaching Practices and Pastoral Imagination, by Charles R. Foster, Lisa Dahill, Larry Golemon, and Barbara Want Tolentino (Jossey-Bass, 2006). 2006 Educating Clergy Conferences Complete List of Past Workshops, Colloquies and Conferences

Hosting Sessions on Teaching at Academic Conferences and Guild Meetings Over the years, the Wabash Center has attended and hosted a variety of sessions, meals, and other events at a variety of conferences. AAR-SBL 2025 Sessions on Teaching Wabash Center’s Events at the 2025 AAR & SBL Annual Meetings Read more Past Conferences of the AAR-SBL Sponsoring Sessions and Hosting Events Our most consistent and robust programming at academic conferences has been at the annual AAR-SBL Conference. Read more Contact Sarah Farmer, PhD Associate Director farmers@wabash.edu Meetings we often sponsor: AAR Annual Meeting June Sessions Canadian Federation for the Humanities and Social Sciences Evangelical Theological Society Religious Education Association Society for the Arts in Religious and Theological Studies (SARTS) Society of Christian Ethics

Directions to the Wabash Center Be sure that you have notified us if you will be arriving by your own transportation. Rachel Mills (millsr@wabash.edu) 800-655-7117 The Wabash Center is located on the Wabash College campus in Crawfordsville, Indiana, 45 miles northwest of Indianapolis and 150 miles southeast of Chicago. It is conveniently served by Interstate 74 from the east and west, and U.S. 231 from the north and south. The Wabash Center is in the Eastern Time Zone. The Wabash Center offices and meeting space are located across campus from the guest lodging. These directions are to the lodging facility. Wabash Center Lodging: 410 West Wabash Ave Crawfordsville, IN 47933 765-361-6490 From Indianapolis International Airport: Exit the airport on I-70 east toward Indianapolis and I-465. After only several miles, take I-465 north (follow signs to Peoria). After only several miles, take I-74 west (continue following signs for Peoria). In half an hour or so, take exit 39 (Indiana 32). Turn left off the interstate ramp, west on Indiana 32. At approximately 3 miles, bearright at the stop sign and proceed on East Market Street into downtown Crawfordsville. When you've reached downtown, turn left (south) on U.S. 231 (Washington Street). Continue three blocks and turn right on Wabash Avenue. Continue three blocks and the Wabash College campus will appear on the left. About 100 yards from the corner of campus, the main entrance to campus will be on your left, but turn right into the parking lot next to Trippet Hall (a large brick building with broad steps and white pillars, on the right hand side of the road, across from campus). Park and proceed to the front desk of Trippet Hall to check into your guest room. From the East (Indianapolis) Take I-465 North to to the I-65/465 split. Follow the signs for Chicago. Continue on I-65 for approximately 11 miles to the Crawfordsville exit 39 (Indiana 32). Go left off the interstate and continue on Indiana 32 for 22 miles into Crawfordsville. Bearright at the stop sign and proceed on East Market Street into downtown Crawfordsville. When you've reached downtown, turn left (south) on U.S. 231 (Washington Street). Continue three blocks and turn right on Wabash Avenue. Continue three blocks and the Wabash College campus will appear on the left. About 100 yards from the corner, the main entrance to campus will be on your left, but turn right into the parking lot next to Trippet Hall (a large brick building with broad steps and white pillars, on the right hand side of the road, across from campus. Park and proceed to the front desk of Trippet Hall to check into your guest room. From the North (I-65 through Lafayette, Indiana) Exit I-65 at exit # 178 (West Lafayette, Purdue University). Turn right at the end of the exit ramp and continue south on route 43 into West Lafayette. The road becomes route 231. Stay on U.S, 231 south for half an hour (approximately 30 miles) into downtown Crawfordsville. Proceed south to 3rd traffic light in town: Wabash Avenue (you will see a sign for Wabash College on the right). Turn right onto Wabash Avenue, continue three blocks, and the Wabash College campus will appear on the left. About 100 yards from the corner of campus, the main entrance to campus will be on your left, but turn right into the parking lot next to Trippet Hall (a large brick building with broad steps and white pillars, on the right hand side of the road, across from campus). Park and proceed to the front desk of Trippet Hall to check into your guest room. From the South (I-70, through Greencastle) Take U.S. 231 from Greencastle, Indiana, north to Crawfordsville (30 minutes). Proceed north on U.S. 231 (Washington Street) into downtown Crawfordsville. Turn left onto Wabash Avenue, continue three blocks, and the Wabash College campus will appear on the left. About 100 yards from the corner of campus, the main entrance to campus will be on your left, but turn right into the parking lot next to Trippet Hall (a large brick building with broad steps and white pillars, on the right hand side of the road, across from campus). Park and proceed in the front desk of Trippet Hall to check into your guest room. From the West (Illinois) Take I-74 to exit 34 (U.S. 231). Turn right (south) off the interstate exit ramp and proceed into downtown Crawfordsville (five miles). Continue proceeding south to the 3rd traffic light, which is Wabash Avenue (you will see a sign for Wabash College on the right). Turn right onto Wabash Avenue, continue three blocks, and the Wabash College campus will appear on the left. About 100 yards from the corner of campus, the main entrance to campus will be on your left, but turn right into the parking lot next to Trippet Hall (a large brick building with broad steps and white pillars, on the right hand side of the road, across from campus). Park and proceed to the front desk of Trippet Hall to check into your guest room.

Preparatory Documents Graduate Program Teaching Initiative Summative Conference Preparatory Documents Each program prepared two documents that were distributed electronically prior to the conference. Document 1: Teaching Preparation in your Doctoral Program Prepare a brief summary of the teaching preparation aspects of your doctoral program so other institutions can have a good understanding of how it is structured, who is involved, and the various stages the doctoral students go through. This should involve things such as its place in the student's program, how much teaching is involved, how the supervision is structured, whether there is a teaching colloquy or class, how the faculty are trained or oriented, etc. This document should be no longer than 2 pages. Document 2: Summary of Findings from Teaching Initiative Work Prepare a brief summary of your findings from the work of the Teaching Initiative. A refined version of no. 6 in the school's final report can be used for this. Again, this needs to give other institutions a good understanding of what was learned from the visiting alumni/ae as strengths and weaknesses of your program and what steps you have taken or are projecting taking to amend or improve your program. The 2 documents submitted by each program have been combined into a single document. Click on the school name to open and download the pdf from each of the participating programs. 1. Baylor University Documents (pdf) 2. Boston University School of Theology Documents (pdf) 3. Dallas Theological Seminary Documents (pdf) 4.DU/Iliff School of Theology (pdf) 5. Emory University/Candler School of Theology (pdf) 6. Graduate Theological Union (pdf) 7. Jewish Theological Seminary (pdf) 8. Loyola University Chicago (pdf) 9. Marquette University (pdf) 10. McGill University (pdf) 11. McMaster University (pdf) 12. Princeton Theological Seminary (pdf) 13. Southern Methodist University (pdf) 14. Southwestern Baptist Theological Seminary (pdf) 15. Syracuse University (pdf) 16. University of Notre Dame (pdf) A single pdf of all above documents ( 63 pages) The Summative Conference gathered representatives from 16 doctoral programs that received a grant in 2011 from the Wabash Center to meet with recently graduate doctoral students for structured feedback and conversation on their preparation by the doctoral program for their careers as teachers. More information on the Wabash Center's Graduate Program Teaching Initiative (GPTI)

Wabash Center Educating Clergy Conference Chicago O’Hare Hilton Winter-Spring 2006 Questions for the Conference • Composition and Socialization of Faculty: Where will the faculty you envision come from? How do you bring new faculty into the teaching/learning culture? How are faculty formed as teachers? • Teaching Cultures: Do theological schools have a distinctive pedagogical culture? Are there variations among different types of schools? • Learning Cultures: How does school culture inside and outside the classroom contribute to learning and clergy formation? • Effectiveness: Why—despite “good” teaching—do religious communities and graduates complain about clergy preparation? SCHEDULEDAY 1 12:00 noon Buffet lunch 1:00 pm Session I - Introduction and Research Overview 2:40 pm Break 3:00 pm Session II - From the Beginning: Composition Socialization of Theological and Rabbinical Faculties 4:40 pm Break 5:00 pm Session III - Teaching Cultures 6:30 pm Break 6:45 pm Reception 7:15 pm Dinner SCHEDULE DAY 2 9:00 am Session IV - Learning Cultures 10:30 am Break (checkout) 11:00 am Session V - Is Clergy Education Good Enough? 12:15 pm Lunch 1:15 pm Session VI - Take The Resources—and Run! (Break) 3:15 pm Concluding remarks and feedback 3:30 pm Departure

Highlights from Past Years at the AAR-SBL Conference 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. Activities at 2018 Conference Send ideas for possible sessions to: Dr. Paul Myhre (myhrep@wabash.edu) Associate Director, Wabash Center Also of Interest: Latest Blog Posts

2002 Conference for Doctoral Programs Preparing Graduate Students as Teachers Dates: October 20-22, 2002 - Wabash College Leadership team: Lucinda Huffaker, Wabash Center William Placher, Wabash College Participants: Yaakov Ariel, University of North Carolina - Chapel Hill William Barnard, Southern Methodist University Ted Brelsford, Emory University John Carroll, Union Theological Seminary - PSCE Anne Collier-Freed, Fuller Theological Seminary Barbara De Concini, American Academy of Religion Donald Dietrich, Boston College Catherine Dooley, Catholic University of America David Eckel, Boston University School of Theology Mark Edwards, Harvard Divinity School Charles Foster, Carnegie Foundation for the Advancement of Teaching David Haberman, Indiana University Christine Hinze, Fordham University Adam Kamesar, Hebrew Union College Rosemary Keller, Union Theological Seminary, NY Douglas Knight, Vanderbilt University/The Divinity School Margaret Krych, Lutheran Theological Seminary at Philadelphia Maureen Maloney, Graduate Theological Union Eric Meyers, Duke University Bruce Nielsen, Jewish Theological Seminary of America William Placher, Wabash College James Poling, Garrett-Evangelical Theological Seminary Elisabeth Schüssler Fiorenza, Harvard Divinity School Jack Seymour, Garrett-Evangelical Theological Seminary Winnifred Sullivan, University of Chicago Divinity School Gene Szarek, Loyola University Chicago Augustine Thompson, University of Virginia Richard Valantasis, Candler School of Theology - Emory University Joseph Wawrykow, University of Notre Dame Melissa Wilcox, Whitman College Robert Wilson, Yale Divinity School Description: The purpose of this Wabash Center meeting was to learn about initiatives some of the schools have undertaken, to discuss strategies for the future, and to discuss ways the Wabash Center can assist schools.

2001-02 Workshop on Teaching and Learning for Pre-Tenure Theological School Faculty 
Dates June 21-27, 2001 - First Summer Session at Wabash College February 1-3, 2002 - Winter Session at Delray, FL June 20-25, 2002 - Second Summer Session at Wabash College 
Leadership Team Jack L. Seymour, Garrett-Evangelical Theological Seminary-Director Michael Battle, Duke Divinity School Joretta L. Marshall, Iliff School of Theology Susan Ross, Loyola University at Chicago Lucinda A. Huffaker, Wabash Center 
 Front Row (left to right): *Michael Battle (Duke Divinity School), John Hoffmeyer (Lutheran Theological Seminary at Philadelphia), Beth Tanner (New Brunswick Theological Seminary), Felicity Kelcourse (Christian Theological Seminary), Joyce Mercer (San Francisco Theological Seminary), Kristen Leslie (Yale Divinity School), Daphne Wiggins (Duke Divinity School), Craig Satterlee (Lutheran School of Theology at Chicago). Second Row: *Paul Myhre (Wabash Center), *Jack Seymour (Garrett-Evangelical Theological Seminary), Valerie Dixon (United Theological Seminary, Dayton), Paul Kim (Methodist Theological School in Ohio), Robert Wafawanaka (Virginia Union University), *Lucinda Huffaker (Wabash Center), Faustino Cruz (Franciscan School of Theology), Robert Lassalle-Klein (Jesuit School of Theology at Berkeley), W. Dan Lee (Northern Baptist Theological Seminary), *Susan Ross (Loyola University at Chicago), Judy Fentress-Williams (Hartford Seminary), *Joretta Marshall (Iliff School of Theology), Tapiwa Mucherera (Asbury Theological Seminary). * leadership/staff Participants and Project Descriptions: Faustino Cruz, Franciscan School of Theology "Theological Education for Participatory Action" Reshape a graduate course, "Educating in a Multicultural Church and Society," by adding Participatory Action Research and media technology to engage adults as participant-learners in an intercultural, intergenerational, interspatial and collaborative enterprise with immigrant neighborhoods, congregations, and schools. Valerie Dixon, United Theological Seminary, Dayton "Toward a Pedagogy of Liberation" Articulate the elements of a pedagogy of liberation, including learning goals, syllabus development, instruction and evaluation methods, interdisciplinary approaches, and its place in the curriculum. Judy Fentress-Williams, Hartford Seminary "The Bible in Dialogue" Design a scripture-based Bible course with an emphasis on literary and dialogic criticism as a way of engaging a wide variety of students (unfamiliar with the Bible) in theological analysis of the dynamics and diversity of biblical texts. John Hoffmeyer, Lutheran Theological Seminary at Philadelphia "Friedrich Schleiermacher as a Case Study of a Classical Christian Thinker Relevant for Ministry Today" Develop a course on Schleiermacher for a new course series, "Classical Christian Thinkers for Today," based on a close reading of primary texts to demonstrate a coherent system of thought that a broad range of students will find useful in ministry. Felicity Kelcourse, Christian Theological Seminary "Basics of Pastoral Care" Develop a required introductory course for M.Div. students that introduces fundamental human development issues, rituals, and basic strategies used in brief counseling. Explore faith perspectives and teaching methods that lead to integrated head/heart experiential learning. Paul Kim, Methodist Theological School in Ohio "Developing Content, Pedagogical Strategies and Efficient Results of Two Upper-Level Seminary Courses" Develop creative and effective teaching methods, including group projects, web-based debates and case studies, for two upper-level courses, "Old Testament Theology" and "The 'Marginal' in the Hebrew Bible." Particular attention will be placed on Asian biblical hermeneutics. Robert Lassalle-Klein, Jesuit School of Theology at Berkeley "Reconfiguration of Two Core M.Div. Courses as Components of the Enhanced Contextual Ministry Program" Adding insertion experiences and service learning components to two core M.Div. courses, "Christ and Culture" and "Integration Colloquium," to achieve the additional learning goal of reflection on the study of theology and ministry in the context of work with inner-city churches. W. Dan Lee, Northern Baptist Theological Seminary "Developing a Pedagogical Model for Theological Education on the Internet" Analyze the utility of on-line resources for creating, developing and sustaining relationships between instructor and classmates and for cultivating students' spiritual development. Kristen Leslie, Yale Divinity School "'White Week': Teaching and Learning about 'Whiteness' and One's Relationship to White American Privilege" Evaluate "White Week," a teaching strategy that required students to use the qualifier "white" in conversation to increase their awareness of racial categories, by reflecting on how to build upon the experience, reviewing the literature, developing a bibliography, and preparing an article or presentation about the event. Joyce Mercer, San Francisco Theological Seminary "Stimulating Institutional Reflection and Action on Teaching-Learning Through Collaborative Interdisciplinary Teaching and Writing" Develop an experimental course, "Teaching the Bible in Local Congregations," to be team-taught by faculty members from Bible and Christian Education, in order to develop new teaching practices and to stimulate an institution-wide, sustained conversation on teaching and learning. Tapiwa Mucherera, Asbury Theological Seminary "Theory and Practice of Cross-Cultural Counseling" Improve proficiency in course development by revising a syllabus and enhancing teaching strategies and skills for an M.Div../M.A. course which prepares pastors and counselors to work with people from diverse backgrounds. Craig Satterlee, Lutheran School of Theology at Chicago "Developing Guidelines for Courses in the Doctor of Ministry Program in Mission and Leadership" Create and teach a preaching course for a new D.Min. program committed to cross-cultural leadership and mission, and use that experience to develop guidelines that will govern the pedagogy, the creation of additional courses, and the recruiting of faculty for the new program. Beth Tanner, New Brunswick Theological Seminary "A Study of Preaching to Enhance Exegetical Process" Design two upper level courses on Preaching the Old Testament that rely on an appreciation and analysis of Afro-American preaching, its exegetical foundations, and its theological diversity. Incorporate the expanded understanding of biblical exegesis into my teaching, evaluation of student work, and into a book on feminine imagery in the psalms. Robert Wafawanaka, Virginia Union University "The Bible in Africa: Text, Appropriation and Hermeneutics in Context" Using a variety of instructional methods, develop a course to investigate hermeneutical issues on the African continent, assess the current nature of biblical interpretation, and evaluate future trends, focusing on the colonial and post-colonial periods. Daphne Wiggins, Duke Divinity School "Seeing the Invisible: Excavating and Interpreting Gender Roles in Congregations" Supplement the content of an existing course, "Deconstructing Gender in Congregations," by using interviews with women in leadership positions in African American churches. Interviews will generate the data for a searchable database centered around the history and current dynamics of women's work in African American churches.

2001-02 Workshop on Teaching and Learning for Pre-Tenure Religion Faculty at Colleges and Universities 
Dates July 24-30, 2001 - First Summer Session at Wabash College January 25-27, 2002 - Winter Session at Galveston, TX June 27-July 2, 2002 - Second Summer Session at Wabash College 
Leadership Team Patricia O'Connell Killen, Pacific Lutheran University Richard Ascough, Queen's Theological College Carolyn Jones Medine, University of Georgia Frederick M. Denny, University of Colorado, Boulder Paul O. Myhre, Wabash Center 
 Front Row (left to right): Ellen Marshall (Elizabethtown College), Stacey Floyd-Thomas (Virginia Polytechnic Institute & State University), Robert Royalty (Wabash College), Sally Johnston (Virginia Polytechnic Institute & State University), Todd Penner (Austin College), *Frederick Denny (University of Colorado, Boulder), Mathew Schmalz (College of the Holy Cross), Alicia Batten (Pacific Lutheran University), Milton Moreland (Huntingdon College). Second Row: Kerry Skora (Hiram College), Corrie Norman (Converse College), Amy DeRogatis (Michigan State University), Frances Flannery-Dailey (Hendrix College), Carol Duncan (Wilfrid Laurier University), *Carolyn Jones Medine (University of Georgia), *Patricia O’Connell Killen (Pacific Lutheran University), Julie Miller (University of the Incarnate Word), Laurie Cozad (University of Mississippi), *Richard Ascough (Queen’s Theological College), *Paul Myhre (Wabash Center). * leadership/staff Participants and Project Descriptions: Alicia Batten, Pacific Lutheran University "Religious Texts and Ethics" Develop a capstone course for undergraduate religion majors that 1) compares the application of religious texts to ethics across a spectrum of religions, 2) improves the students' understanding and application of methodology in the field of religion, and 3) increases students' awareness of their own presuppositions. Laurie Cozad, University of Mississippi "Religion, the State, and U.S. Foreign Policy: Spotlight on India and China" Create an interdisciplinary course in the history of religions and international affairs that explores four examples of the interaction of religions and the state from India and China. Develop design options for classroom interaction, a list of alternative learning resources, and strategies that address how to evaluate Internet sites and print news sources. Amy DeRogatis, Michigan State University "Religion and the American Environment" With a goal of attracting students from across the campus of a large university, create this entry-level course that explores the relationship between place and religious identity and uses innovative pedagogical techniques to link course content to assignments and to enable students to scrutinize deeply held beliefs. Carol Duncan, Wilfrid Laurier University "Teaching World Religions in a North American Context" Redesign of elective course, "Religions of the Americas I," by adjusting the reading and audiovisual materials list, renovating the course website, finding strategies for increasing student involvement in class discussions, and involving community leaders as guest lecturers. Frances Flannery-Dailey, Hendrix College "Biblical Studies Meets Hollywood: Teaching Religion and Film" Experimenting with pedagogical strategies, producing a series of video clips, and refining and articulating the pedagogical issues in relating film criticism to the construction of religion as I redesign my course, "Religion and Film." Stacey Floyd-Thomas, Virginia Polytechnical Institute and State University "Globalizing a Religious Studies Curriculum for an Interdisciplinary Perspective" Revising a course, "Women, Ethics and Religion," by utilizing interdisciplinary approaches and a global framework to analyze empirical data, read sacred and secular texts, examine case studies, and review public policy. Sally Johnston, Virginia Polytechnical Institute and State University "Faith Talk and Leadership Development in a Public University: An Action Research Project" Using the methodology of action research, explore the place of the language of faith in expressing a personal ethic of leadership in the context of a public university. Revise a course in leadership, including new ways to partner with faith communities to support the education of students with religious affiliations. Ellen Marshall, Elizabethtown College "Making the Most of a Good Story: Effective Use of Novel and Film as Resources for Teaching Religion" Investigate how to use films, plays and novels more effectively in teaching religion. Consider ways to prepare students to study narrative, ways to connect the narrative and the study of religion, methods of assessing the students' understanding of the course content, and compiling a bibliography of companion readings. Julie Miller, University of the Incarnate Word "Environmental Theology and Ethics" Develop a course that utilizes a variety of teaching methods, including educational technology and service learning, to explore perspectives on nature and the environment found in the Christian tradition and their application to the ethical implications of global environmental policies. Milton Moreland, Huntingdon College "The Bible and World Cultures: New Strategies for Teaching Introductory Level Courses on the Bible" A systematic analysis of the goals for the Introduction to the Bible curriculum. Establish a set of objectives for the introductory Bible course, consider alternative approaches to course content, create syllabi, and prepare a guide for curriculum development. Corrie Norman, Converse College "Making Connections in 'Gender, Food and Meaning:' Course Development and Building a Community of Learning" Develop four community-building projects for a course, "Gender, Food and Meaning." Prepare a noncredit course about food rituals, research food and religious communities in Upstate South Carolina and build a website, organize a campus-wide discussion about food and meaning, and develop a related service-learning project. Todd Penner, Austin College "Reading the Bible Rhetorically: Constructing Biblical Identity" Using a socio-rhetorical approach in developing an introductory Bible course. Analyzing how learning takes place with this approach, developing pedagogical strategies and tools, including critical evaluation of biblical rhetorical strategies, and developing a comparison of biblical discourse with discourses from other traditions. Robert Royalty, Wabash College "Introducing the Bible, Introducing the Study of Religion" Revise a course, "Introduction to the Hebrew Bible," by incorporating new primary and secondary resources, developing group assignments, including student reflection on theological issues, and integrating new technology and visual media. Mathew Schmalz, College of the Holy Cross "Unity, Diversity and Methodology in the Teaching of Comparative Religions" Experiment with the use of an interactive website of an Indian village to revise a course, "Comparative Religions: Worldview." Investigate how such resources can be integrated into undergraduate religion courses, including the design of assignments that require a deeper comparison of religions, and the development of different forms of classroom discussion. Kerry Skora, Hiram College "Teaching and Learning of Hinduism in a Religious Studies Seminar" Design a religious studies seminar on Hinduism that explores ways to link my own research to my teaching, including innovative approaches to designing and using a syllabus, reading list, websites, and assignments to meet the needs of a wide range of students.

2001-02 Colloquy on Teaching Biblical Greek 
Dates July 5-11, 2001 - First Summer Session at Wabash College July 11-17, 2002- Second Summer Session at Wabash College 
Leadership Team Brian Blount, Princeton Theological Seminary Paul O. Myhre, Wabash Center 
 Goals: To learn from each other the best ways to teach biblical Greek, including key issues, helpful strategies, important goals, and best practices To produce a handbook or other instructive materials for other scholars teaching biblical Greek Front Row (left to right): *Brian Blount (Princeton Theological Seminary), Wayne Merritt (Interdenominational Theological Center), N. Clayton Croy (Trinity Lutheran Seminary), David Rensberger (Interdenominational Theological Center), A.K.M. Adam (Seabury-Western Theological Seminary), Sue Garrett (Louisville Presbyterian Theological Seminary). Second Row: Sze-kar Wan (Andover Newton Theological School), James Bury (Perkins School of Theology), Steven Cox (Mid-America Baptist Theological Seminary), Fred Weidmann (Union Theological Seminary, NY), David Fredrickson (Luther Seminary), Mitzi Minor (Memphis Theological Seminary), *Paul Myhre (Wabash Center). Not Pictured: Ross Wagner (Princeton Theological Seminary). * leadership/staff