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2026 Hybrid Workshop for Faculty of Asian DescentSchedule of SessionsFebruary 6, 2026, 3–5:00 pm ETMarch 6, 2026, 3–5:00 pm ETApril 10, 2026, 3–5:00 pm ETMay 1, 2026, 3–5:00 pm ETJune 1–5, 2026 in person (Wabash Center, Crawfordsville, IN)July 10, 2026, 3–5:00 pm ETAugust 7, 2026, 3–5:00 pm ETLeadership TeamKhyati Joshi, Ph.D., Fairleigh Dickinson UniversityTat-siong Benny Liew, Ph.D., College of the Holy CrossParticipantsJane Naomi Iwamura, University of the WestAnjana Narayan, California State Polytechnic University PomonaJanette Ok, Fuller SeminaryStephanie Wong, Villanova UniversityBrett Esaki, University of ArizonaMartin Nguyen, Fairfield UniversityEkaputra Tupamahu, George Fox UniversityJonathan Tran, Duke UniversityJane Hong, Occidental CollegeChrissy Lau, San Francisco State UniversityJohn Boopalan, Canadian Mennonite UniversityHimanee Gupta-Carlson, SUNY Empire State CollegeGrace Kao, Claremont School of TheologyDong Hyeon Jeong, Garrett Evangelical Theological SeminaryApplication ClosedWabash Center Staff Contact:Rachelle Green, Ph.D.Associate DirectorWabash Center301 West Wabash Ave.Crawfordsville, IN 47933greenr@wabash.eduDescriptionThis hybrid workshop gathers faculty of Asian descent from diverse religious specializations and across the different career stages to participate in a community for six monthly online sessions and an in-person meeting in June 2026. Centering our Asian and Asian American identities, spiritualities, histories, and knowledges, this community seeks to co-create conditions for our renewed imagination, professional alignment, and agency.As a learning community of committed and skilled teachers, this hybrid workshop will explore issues such as:pedagogy and politics of faculty, especially the realities of racismthriving in one’s institutional contextteaching religious, social, racial/ethnic, and learning diversities in the classroomconnecting the classroom to broader social issuesaddressing the changing landscape in higher educationremembering the joy, wonder, awe, and purposes of our teacher-scholar-artist professionssharing the stories and re-crafting the narratives that shape our personal and professional trajectoriesThere will be a balance of plenary sessions, small group discussions, structured and unstructured social time, and time for relaxation, exercise, meditation, discovery, laughter, karaoke, and – during the in-person session – lots of good food and drink.GoalsTo develop a professional network of mutually supportive teachers/scholars of Asian descentTo speak candidly about the politics and pressures of teaching and learning in higher education, including in mono- or multicultural contextsTo promote the possibilities of teaching in a religiously pluralistic contextTo unearth and curate a repository of resources for our teaching styles, specializations, and toolsTo explore the different pathways of engaging in public scholarshipTo interrogate the institutional reward systems that shape our agency, desires, and imaginationsTo examine the dynamic, evolving relationship between our professional formation and community-focused aspirations toward wholeness and liberation. HonorariumParticipants will receive an honorarium of $3,000 for full participation in the hybrid workshop.Read More about Payment of Participants Important InformationForeign National Information Form Policy on Participation
Storytelling-Based Pedagogy RoundtableApplication Dates:Opens: August 16, 2024Deadline: January 7, 2025GatheringMay 19 – 22, 2025Atlanta, GALeadership TeamRichelle White, Kuyper CollegeAlmeda Wright, Yale UniversityParticipantsMonique Moultrie, Georgia State UniversityMatthew Lynch, Oregon State UniversityJamal-Dominique Hopkins, Baylor UniversityMeg Richardson, Starr King School for the MinistryMolly Greening, Loyola University ChicagoDannis Matteson, Saint Mary’s CollegeSeth Gaiters, North Carolina State UniversityMareike Koertner, Trinity CollegeSharon Jacob, Claremont School of TheologyGrace Ji-Sun Kim, Earlham School of ReligionAshlyn Strozier, Georgia State UniversityJoseph Tucker Edmonds, Indiana University IndianapolisWabash Center Staff Contact:Sarah Farmer, Ph.DAssociate DirectorWabash Center301 West Wabash Ave.Crawfordsville, IN 47933farmers@wabash.eduApplication ClosedDescriptionThis roundtable will explore the intersection of storytelling and pedagogy. Teachers have been sharing stories throughout the ages. African griots preserve oral histories of entire communities through storytelling. Indigenous storytellers connect the past, present and future tightening familial and tribal bonds. Culturally, storytelling is important for passing on oral tradition, knowledge, history, and moral lessons. Pedagogically, storytelling serves as a tool to educate, increase knowledge, create meaning and improve society. Stories serve multiple purposes in the classroom. This storytelling immersion invites participants to engage the following pedagogical purposes for the classroom:Storytelling for creative expressionStorytelling for empathyStorytelling for influenceStorytelling for coming to voiceStorytelling for collective communal wisdom sharingParticipants will be asked to bring a course syllabus or assignment in which they have already been exploring storytelling and pedagogy or a course in which they are curious about how storytelling could enrich the classroom experience. QuestionsOur work together will be guided by questions such as:What is the role of storytelling in course design?How do you define storytelling?What is the purpose of storytelling (in general and in the classroom)?What are the ways that storytelling and narrative can positively transform course design and classroom engagementHow do we develop the skills to tell stories and invite storytelling in our classrooms, as opposed to only critically dissecting/reflecting on/analyzing stories?How do we cultivate new storytelling skills/practices in our teaching, scholarship and service?What is the value of curating a list of resources on storytelling and pedagogy? What items are on your list? What resources would you recommend to the roundtable?Of the storytelling purposes mentioned above, which ones resonate with you? Which ones present an area for growth?How are learning activities or assignments that use storytelling or narrative approaches developed or implemented?EligibilityTenured, tenure track, continuing term, and/or full-time contingency.Doctoral degree awarded by the time of applicationTeaching religion, religious studies, or theology in an accredited college or university in the United States, Puerto Rico, or CanadaInstitutional support and personal commitment to participate fully in all roundtable sessions.Application MaterialsApplication Contact Information formCover letterAn introductory letter that describes your teaching context and addresses why you want to be part of this collaborative community, including what you hope to get out of it and what you might contribute to it. (Up to 500 words)Brief essayTell us a story about your most memorable teaching and learning moment. This can be written from the perspective of you as a teacher or as a learner. You can choose to tell the story in first person or third person. It can draw from experiences across the full spectrum of your life and from formal or informal educational settings. We welcome your creativity and imagination in how you tell this story. (Up to 500 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. HonorariumParticipants will receive an honorarium is $1,500 for full participation in this roundtable.Read More about Payment of ParticipantsImportant InformationForeign National Information FormPolicy on Participation
In the family waiting room at Abington Hospital, a nurse delivered news to my father and me. She informed us that my mother’s second surgery in four days had been a success. After her announcement, the nurse seemed confused when my father did not react. My father’s mental condition was not evident to most people. His dementia did not allow him to react. I thanked the nurse, patted my dad on his hand, then went out into the hallway. About three steps out of the room I collapsed against the wall.“Are you okay?” asked a stranger. I was leaning, dazed with eyes turned down at the floor, trying to decide if I was going to cry or keep holding back the tidal wave of tears. Without meeting the caring stranger’s eyes, I replied, “Yes.”Taking me at my word, the man dressed in blue scrubs and black sneakers continued down the corridor and disappeared through the double doors.“Are you okay?” I found it quite easy to lie. In the moment, I did not know what I needed, but I knew I was not okay. I knew I needed help, but I was the one who was the help provider, the caregiver, the only child. I was a kind of tired I had never been.During their last years, both of my parents experienced dramatic health issues. I cared for both, first in their home, then I moved them to my house. While caregiving, I experienced a kind of weariness that I had never before felt. I was on faculty trying to meet all the obligations of a tenured appointment while navigating the doctor appointments for two elderly people. I was tending to household chores for two homes, writing a second book, and accepting consultations to make extra money. I was worn-out. In retrospect, I am surprised exhaustion did not debilitate me into my own sickness or death. When I was a child, I was raised to be helpful. In elementary school I was proud when my teacher reported to my parents how helpful I was in class to her or to other students. In our home, being helpful to our neighbors and church was a glad obligation. My brother and I were taught that helping would provide meaning and purpose to our lives. Mahlia Jackson, part of the soundtrack of our household, reinforced this faith stance with her rendition of “If I Could Help Somebody.” She sang, “…. then my living will not be in vain.” My parents made it quite clear that the strength and health of our church and neighborhood depended upon our interconnection, interdependence and the support provided by those who were able to help. Our family was a helping family – capable of being of service. Lending help was a bedrock value of our family’s life. This communal ethic of helpfulness was now stretched so thin it was harming me. By the time I was leaning against the wall in the hospital corridor, our family’s code of helpfulness had deteriorated into my collapse. In retrospect, I had befriended my fatigue. On the few days I did not feel tired I wondered why. As I write today, I thank the man in the hospital for inquiring about my state of being. I can only imagine what kind of help I might have received if I had answered truthfully and told him, “No, I am not okay.” Each summer Wabash Center hosts groups of colleagues. Most arrive exhausted. I suspect many colleagues are the kind of exhausted I was in the hospital corridor. Over the days we are convened, my staff and I watch as participants rest in clean beds, eat balanced meals, hydrate, distance themselves from agitations, and engage in heaping portions of play and fun. We witness the exhausted slow their pace and refocus. By day three or four we can see that clinched jaws have loosened, furrowed eyebrows have unstacked, and previously shallow breathing has deepened. The fatigue gives way to vitality. People unfurl, unknot, unwind. We watch as colleagues who arrived vacant and mere shadows of themselves return to themselves. I am glad Wabash can provide a space for renewal and restoration – at least a little bit.My concern is that when colleagues return to their institutions they return to the patterns of overwork, grind, fatigue and exhaustion. They use the experience of our cohorts as an oasis then return to the desert journey of the academy. Exhaustion should not be the norm for faculty. I suspect that most colleagues have not taken the time to get to know the kind of tired they are living with and the ways their tired is limiting their teaching, dangerous for their health and welfare, potentially death dealing for themselves and their families. My concern is colleagues answer “I am okay”—even when they are not. ReflectionPlease take time to check in and ask yourself:Do you know the warning signs of burn out, depression, and high anxiety?How will you take advantage of the services of therapists, clergy, spiritual directors, or coaches?How will you create routines to help you manage your work, so fatigue is not standard, not normative?What help you will get for yourself? What help will you be to yourself? What routines, rites, rituals, habits and practices will bring work/life balance?Are you okay?
