Resources
Large Project Grant Leadership Gathering: May 16 & 17, 2023 – 1:00PM to 5:00 PM Eastern time (online) Description: This mandatory meeting is intended to better acquaint project leaders with Wabash Center staff and with the spectrum of projects in the grant cycle. During the conversation, grant leaders will: describe their project’s vision, aims and implementation strategies; get acquainted with Wabash reporting requirements; confirm dissemination strategies for projects; address ways their project might gain traction for institutional change in the context.
Large Project Grant Leadership Gathering: May 16 & 17, 2023 – 1:00PM to 5:00 PM Eastern time (online) Description: This mandatory meeting is intended to better acquaint project leaders with Wabash Center staff and with the spectrum of projects in the grant cycle. During the conversation, grant leaders will: describe their project’s vision, aims and implementation strategies; get acquainted with Wabash reporting requirements; confirm dissemination strategies for projects; address ways their project might gain traction for institutional change in the context.
2024 Virtual Teaching and Learning Workshop Design Thinking for Religious and Theological Educators Application Deadline: September 27, 2023 Schedule of Sessions All Sessions – 1:00 - 3:00 pm ET Session 1 - January 29, 2024 Session 2 - February 12, 2024 Session 3 - February 26, 2024 Session 4 - March 11, 2024 Session 5 - March 25, 2024 Session 6 - April 8, 2024 Leadership Rev. Stephen Lewis, President, Forum for Theological Exploration (FTE) Participants Julius Bailey, University of Redlands Min-Ah Cho, Georgetown University Liam de los Reyes, Mount Angel Seminary Nick Elder, University of Dubuque Theological Seminary Barbara Fears, Howard University Kishundra King, Iliff School of Theology Andrew Krause, Associated Canadian Theological Schools of Trinity Western University Velma Love, Interdenominational Theological Center Elizabeth O’Donnell Gandolfo, Wake Forest University Divinity School K. Christine Pae, Denison University Kyle Schiefelbein-Guerrero, Lutheran Theological Seminary, Saskatoon Ashlyn Strozier, Georgia State University Jeanine Viau, University of Central Florida at Cocoa Maureen Walsh, Rockhurst University Wabash Center Staff Contact: Gina A. S. Robinson, PhD Associate Director Wabash Center 301 West Wabash Ave. Crawfordsville, IN 47933 robinsog@wabash.edu Description Educators and administrators of higher education are working tirelessly to navigate a rapidly changing environment accelerated by the effects of the global pandemic. Many are discovering how to adapt and design educational models and delivery systems for a changing industry. In a post-pandemic era, what does it mean to be teacher who employs design thinking? In what ways can design thinking help religious/theological educators and administers think, strategize, and implement new and different educational approaches? Please be mindful that participants will be expected to work on their own design projects between sessions. This online workshop invites religious and theological faculty from diverse academic disciplines to learn and experiment with design thinking methods in their work as educators and administrators. The six online sessions, with participants from diverse institutional contexts will: Examine what it means to foster greater design intelligence in their work Reflect on common challenges or constraints in developing new curriculum, educational programs or teaching initiatives Learn, practice, and develop next steps to incorporate design thinking methods in their work Sessions will include plenary and small group discussions as well as assignments between sessions to apply what participants learned. Participants will also pitch ideas for small project grant proposals up to $5,000 in order to develop next steps to practice what they learned in the workshop. After the conclusion of the online workshop, participants may opt to submit their developed grant proposal for consideration of funding. Goals To explore the tasks of teaching through the lens of design To nurture a community of learning and conversation around teaching and design To build confidence in applying design thinking principles to educators and administrators’ work context Participant Eligibility Tenure-track, tenured, continuing term, and/or full-time contingency Teaching religion, religious studies, or theology in an accredited college or university in the United States, Puerto Rico, or Canada. Job description or contract that is wholly for, or inclusive of, developing new curriculum or developing curriculum-related activities such as: degree/non-degree programs, co-curricular programs, new initiatives, new courses, revamping old courses, establishing laboratories or experimentation for teaching Institutional support and personal commitment to participate fully in all workshop sessions Participants must have the time availability to work on their own projects between sessions Application Materials Please complete and attach the following documents to the online application: Application Contact Information form Cover letter: An introductory letter describing:(a) your reasons for interest in this conversation on design thinking; (b) your institutional context and/or the class where design thinking principles could provide leverage and opportunity for enhancing and enriching your teaching and teaching life; (c) a possible curriculum, program, or teaching project for which this conversation might influence, impact or be of help. (250 to 300 words) Brief essay: Describe a recurring challenge or constraint in your institution which affects your work of teaching (beyond personnel/budget) that has hindered your developing or revising curriculum, courses, projects, or programs. Reflect on how the institutional challenge or constraint has impacted your teaching, teaching life, and how you imagine the discipline of design thinking would help address the challenge or constraint. (500-1000 words) Academic CV (4-page limit) A letter of institutional support for your full participation in this workshop from your Department Chair, Academic Dean, Provost, Vice President, or President. Please have this recommendation uploaded directly to your application according to the online application instructions. Honorarium Participants will receive an honorarium of $3,000 for full participation in the hybrid workshop. Read More about Payment of Participants Important Information Foreign National Information Form Policy on Participation
Steed Davidson, Ph.D is Dean of the Faculty and Vice President of Academic Affairs and is Professor of Hebrew Bible / Old Testament at McCormick Theological Seminary. In this Silhouette Interview, Davidson discusses his childhood desire to be a meteorologist and the pride of his family in his profession. Also: surprise at the difficulty of the teaching life with its constant attention, the superpower of mediation and the "Sense of We," surviving violences by writing and community, and the miracle of igniting students' curiosity.
2024 Hybrid Teaching and Learning Workshop Early Career Theological Faculty Craft in the Teaching Life: Sustaining Pleasure throughout the Teaching Life Application Deadline: September 27, 2023 Schedule of Sessions All Virtual Sessions – 12:15 - 2:45 ET Session 1 - February 8, 2024 (virtual) Session 2 - March 14, 2024 (virtual) Session 3 - April 25, 2024 (virtual) In person: June 10-14, 2024 - Wabash Center on the campus of Wabash College Session 4 - August 1, 2024 (virtual) Session 5 - September 26, 2024 (virtual) Session 6 - October 24, 2024 (virtual) Leadership Team Katherine Turpin, PhD, Iliff School of Theology Willie Jennings, PhD, Yale Divinity School Participants Karri Alldredge, Lutheran School of Theology at Chicago Jennifer Aycock, Hood Theological Seminary Adam Bean, Milligan University Yara González-Justiniano, Vanderbilt University Deidre Green, Graduate Theological Union Joelle Hathaway, Bethany Theological Seminary Kathryn House, Meadville Lombard Theological School Emily Jendzejec,Loyola University New Orleans Sarah Kathleen Johnson, Saint Paul University Cody Sanders, Luther Seminary Megan Strollo, Union Presbyterian Seminary Nicole Sarita Symmonds, Columbia Theological Seminary Eric Williams, Duke University Rachel Wrenn, Trinity Lutheran Seminary at Capital University Wabash Center Staff Contact: Nancy Lynne Westfield, PhD Director Wabash Center 301 West Wabash Ave. Crawfordsville, IN 47933 westfiel@wabash.edu Description This hybrid workshop invites participants to explore the craft in teaching. Through conversations, artistic experimentation, and creative expression, we seek to discern how to sustain pleasure in a teaching life. We will consider sustaining pleasure through forming a healthy distance from one’s doctoral formation, gaining a strong sense of agency in one’s institution, engaging one’s discipline on one’s own terms, claiming one’s freedom in the classroom, and attending to the whole person as a teacher. Participants can expect to: Think alongside crafts persons and artisans about their creative process Explore artistic expression in their own lives Experience collegial work in an environment that is relaxing and restorative Imagine ways of teaching and learning that evoke curiosity, joy, and hope The hybrid workshop will gather for six online sessions and an in-person summer session at the Wabash Center in Crawfordsville, IN. Sessions will include small group and plenary discussions, structured and unstructured social time, and time for personal and communal growth, relaxation, restoration, and shared meals. Goals To identify those elements that sustain pleasure in the teaching life To cultivate a strong sense of agency and freedom in the teaching life, the classroom, and the institution To establish a practice of experimentation that aligns with their teaching commitments and values To develop a network of colleagues and co-collaborators as an ongoing resource for their teaching life Participant Eligibility Completed 1-5 years of teaching in a full-time, tenure track or other continuing position Doctoral degree completed by end of Spring 2022 Tenure decision (if applicable) no earlier than Spring 2026 Teaching in an accredited seminary or divinity school in the United States, Puerto Rico, or Canada Job description or contract that is wholly or primarily inclusive of teaching Application Materials Please complete and attach the following documents to the online application: Application Contact Information form Cover letter: Write a cover letter that describes why a Wabash workshop, given the diverse makeup of its participants, would be helpful to you at this point in your career. What role do you see peer colleagues and collaborators playing in your growth as an early career teacher and scholar? Brief essay: In 500 words or fewer, describe moments of pleasure in the teaching life that you hope to sustain throughout your career. Choose moments that bring us into your classroom, your particular discipline, and your institution. Academic CV (4-page limit) A letter of institutional support for your full participation in this workshop from your Department Chair, Academic Dean, Provost, Vice President, or President. Please have this recommendation uploaded directly to your application according to the online application instructions. Honorarium Participants will receive an honorarium of $3,000 for full participation in the hybrid workshop. Read More about Payment of Participants Important Information Foreign National Information Form Policy on Participation
Lisa L. Thompson, Ph.D is Associate Professor and the Cornelius Vanderbilt Chair of Black Homiletics and Liturgics, Homiletics and Liturgics at Vanderbilt University Divinity School. Thompson discusses the childhood dream of being an OBGYN, rejecting the false dichotomy between scholarship and teaching, and the ways in which faculty can be punished for being good teachers. Also: the superpowers of intuition and the facilitation of creativity, community as the key to surviving violence, the miracle of helping people own their voices, and cultivating institutions that facilitate creativity.
Due to a snow delay, my seven-year-old daughter came with me to class the other day. I teach an honors’ version of our intro Religions of the World course in the morning. She sat at a desk in the back corner of the room, working on a story about, I think, vampires. She nibbled on peanuts. She was the world’s cutest TA. At the end of class, as we were walking back to the car, she said, “Mom, I noticed that the students didn’t laugh at any of your jokes.” A pause. “Was this EMBARRASSING for you??” I laughed and told her, “No, not really, I’m used to it.” I like being a silly willy,” I said, “and it doesn’t really matter to me if they like it.” Most of my students don’t get my sense of humor. They don’t know the references that some of my jokes depend on; I once made mention of the TV show Friends in a class and all I got back were blinking eyeballs. This was not a high point. We don’t share much these days, me and my students. I constantly feel like that Steve Buscemi gif (“How do you do, fellow kids?”). Or maybe my students do get my jokes and they simply don’t think the jokes are all that good. Oh well. ¯_(ツ)_/¯ Silliness can be tricky (and is often presented as inappropriate) in professional contexts. Obviously, people don’t always find the same jokes funny. We may worry about offending. Enough self-deprecating digs and we may start to inadvertently undermine ourselves. There are definitely risks to making light of certain topics—or even being perceived as doing so. (Though some of the sharpest social critiques come in the form of satire, like The Onion simply reposting the same story about gun violence every time a mass shooting occurs in the United States.) But I also sense a resistance to silliness (and playfulness and jokes and levity and all the like) in certain corners of academia, specifically. There seems to be an association between being serious and being taken seriously. That somehow our intellectual cachet or credentials are tied to big words and furrowed brows and the cult of busyness. Certainly we academics have a reputation for humorless stuffiness, paired properly with a tweed jacket and a pocket watch, of course, even if it isn’t true. I do worry sometimes that people think I’m light on substance simply because I’m quick to laugh. Some scholars have written about how incorporating humor into the classroom can have benefits for students and their learning. I would like for this to be true in my classroom too—at the very least, I don’t want my jokes to HARM anyone—but this isn’t mainly why I deploy humor. It’s not some savvy or strategic teaching technique. I do it because this is a part of who I am—an important part of who I am—and I do not want to have to become a different, fragmented, or shell of a person when I teach (or do any other part of my job). I want to be whole—as whole as I can possibly be—when I show up in the classroom. There is enough emotional labor involved in teaching (and I’m using this term in the way Arlie Hochschild actually meant it) to tire even the best of us out. Not being authentic during the hours I teach requires additional levels of effort and exhaustion that I simply do not want to exert, if I can help it. And I want students to witness this wholeness, even if it turns out not to be their cup of tea. (Not unrelated, this is part of the reason I brought my kid to class. I’m a mom…and I refuse to pretend I’m not in order to be “professional.”) My self is not there to please students—or to conform to what (I assume or can discern) they might find pleasing. Who I am is not (or should not be) up for others’ approval or adjudication. Maybe there is a lesson in that for them too. Now, as I’ve written before, there are obviously risks to disclosing who we really are in the classroom, especially depending on the identities some of us hold. (And there are aspects of our whole selves that do not deserve to be shared with people like students who haven’t necessarily earned our trust.) But being silly is an aspect of my personality that feels genuine and low-stakes enough to bring into the classroom space. It feels good to be me, for as many hours of the day as possible. For what it’s worth, my daughter doesn’t think I’m very funny either. She’ll get me some day. Or she won’t. It doesn’t matter. ¯_(ツ)_/¯