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AAR & SBL 2018
Wabash Center Activities at 2018 AAR & SBL Annual Meetings Teaching and Traumatic Events P16-109 Friday 12:00 PM to 5:00 PM (November 16) Convention Center - 201 (Street Level) We will begin with a buffet lunch at noon and conclude at 5 p.m. Prior to the workshop, participants will read a short essay in ...

2017-18 Early Career Workshop
2017-18 Teaching Workshop for Early Career Theological School Faculty This workshop invites teachers who are in their first years of teaching, to join a relational community of peers and leaders who value the cultivation of capacities for empathic care and generative collegiality. This community builds itself through the exploration of: ...

2017-18 Early Career Workshop
2017-18 Workshop for Early Career Asian and Pacific Islander Descent Faculty This workshop will gather 14 faculty drawn from diverse religious specializations, in their first years of teaching, for a week in two successive summers and for a weekend winter retreat. As a learning community of committed and skilled teachers, this ...

2017-18 Deans Colloquy
2017-18 Colloquy for Theological School Deans   This colloquy seeks to gather a diverse group of theological school deans to engage in creative conversations about academic leadership in an age of dramatic socio-economic, environmental, demographic, and religious change in the North American context. Colloquy participants can expect to engage in ...

2017-18 Colloquy on Writing
Colloquy on Writing the Scholarship of Teaching in Theology and Religion  Description The purpose of this colloquy is to support the writing of essays about teaching and learning in theology and religion in colleges, universities, seminaries, and divinity schools. The colloquy will gather a group of experienced and critically reflective ...

Wisdom in Crisis: A Pivot Does Not Have to Be a Full 180 Degree Turn
When I began my first full-time professor gig in 2008, I quickly learned to be fiercely protective of my own time. I understood that the long game of an academic career necessitated the publication of my first book. I loved teaching, but I intentionally restricted my own preparation and grading time ...

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Bloom's Taxonomy and the Introduction to Black Church Studies Course [IBCS] at Louisville Presbyterian Theological Seminary - Fall 2018
Bloom's Taxonomy outlines 6 levels of increasingly complex learning skills. Those levels are: Remember-Understand-Apply-Analyze-Evaluate-Create. In my experience teaching seminarians (15 years), I've found that my best students are routinely able to rise to level 4 or 5 (analyze-evaluate) in their learning; most of the other students rise to level 2 or 3. In order to respond ...

Disrupting a Single Chronological Narrative to Teach a More Racially Just and Ethnically Inclusive History of Christianity in the United States

Embodied Pedagogy for Practical Theologians: The APT 2018 Biennial Pre-Conference Workshop
An eight-hour workshop for practical theologians who want to learn “Theatre of the Oppressed” (TO): embodied teaching techniques for critical thinking and social transformation. Established TO trainers will work with 15-20 academics and 15-20 graduate students over two days. After this workshop, participants will be able to do two things. (1) ...

Integrating Reflective Structured Dialogue in Religious Studies Classrooms: Summer Workshop 2018
Recent events in American and global history have brought issues of racial inequality, religious differences, sexuality, secularisms, gender, and religious freedom into daily conversations. While it is clear that religion, and therefore the study of religion, intersects many of these topics, most faculty have no formal training in making space ...

Growing a Department: Cultivating Beneficial Processes and Results in the Development of a Team-Taught Capstone Course
This project is designed to cultivate healthy and productive processes for creating a departmental capstone course at Austin College. Through a constructive process, involving all three members of the religion department, the project will engage in critical reflection about issues related to collaborative processes, team teaching, and modeling of collaboration. ...

Extending the Principles of Flipped Learning to Achieve Measurable Results: Emerging Research and Opportunities
As higher education continues to grapple with expanding online coursework in meaningful ways, faculty must confront a perennial question: how can online coursework mirror the rigor of in-person classes while preserving the flexibility that makes online learning attractive to students? In Extending the Principles of Flipped Learning to Achieve Measurable ...

Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time
Concerns about mastery of learning outcomes or competencies, grade inflation, student motivation, and faculty time compel reflection on how we assess students in higher education. In Specifications Grading, Nilson critiques the traditional, point-based grading system and argues that students should be assessed on whether they have mastered course learning outcomes. ...

On Christian Teaching: Practicing Faith in the Classroom
What is expressly Christian about teaching in a Christian context? In this assessment of the state of Protestant Christian pedagogy and constructive vision for its improvement, Smith addresses a gap he perceives between the aspirations and actual practices of Christian teaching. Teaching in Christian contexts cannot be reduced to issues ...

Understanding Bible by Design: Create Courses with Purpose
Lester, Webster, and Jones came together from different academic contexts to create a practical, succinct resource for professors on course design. Lester and his co-authors set out to demonstrate how the principles of Grant Wiggins and Jay McTighe’s 2005 updated Understanding by Design (UbD) model can be applied to theological ...

Minds on Fire: How Role-Immersion Games Transform College
Mark C. Carnes’s Minds on Fire: How Role-Immersion Games Transform College is the work of a true believer seeking the conversion of others to the path of right pedagogical practice. Fortunately, the approach he advocates, teaching history through month-long, immersive, student-led role-play, seems a worthy recipient of his impassioned ...