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The Wabash Center
301 West Wabash Ave.
Crawfordsville, IN 47933
westfiel@wabash.edu
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Office: 800-655-7117
Dr. Westfield: 765-361-6047
Fax: 765-361-6051
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Biography
Podcasts - Dialogue On Teaching & I'm Just Saying
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Nancy Lynne Westfield Publications
Publications of Dr. Nancy Lynne Westfield
Blogs
Huffington Post – contributor 2015-16.
Wabash Center Blogs under the headings of “Reflective Teaching,” “Teaching, Religion, Politics,” “Learning from the Front (of the Classroom)” – 2014 to present.
Podcasts
“Dialogue on Teaching” moderated for Wabash Center.
“Womanist Conversation” moderated by Dr. Tina Pippin, in conversation with ...
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Teaching One-on-One
An audio version of this blog post may be found here.
It was the first morning of my vacation. The restaurant at the resort had a waiting list for breakfast patrons. The hostess took my phone number and said I would be called when a table opened. I thanked her ...
Judged by Your Behavior: Talk is Cheap
(An audio recording of this blog may be found here.)
Classroom spaces are places of intimacy and influence. Teaching is a human-to-human encounter.
Course planning typically focuses on the many ways the academic content shapes, forms, and informs students. In our planning, what we too often underestimate, and under plan ...
Senior Scholar as Historian, Gatekeeper, Elder
(An audio version of this blog may be accessed here.)
The rank of senior scholar is the highest and most revered. The hierarchy of the academy creates senior scholars by assigning newly minted faculty with the status of junior scholar, then over several years through a process of review, tenure ...
Articulating Your Intellectual Project
(An audio version of this blog may be accessed here.)
As scholar/teachers, we must have and be able to articulate our intellectual project. It is good if it happens in the early career stages of a scholarly career, but it is never too late.
A scholar’s intellectual project ...
Knowing Your Place
To listen to this blog, click here.
Those of us serving on faculties cannot escape the deep influence of the culture of the school upon our scholarship. Where you teach has as much to do with your scholarly formation as what you teach. The location of the doing of your ...
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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.
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Theological Education in a Multicultural Environment: Identifying and Evaluating Best Practices for Empowerment. Part I - Research and Planning
The Joint Faculty Multiethnic Concerns Committee of Fuller Theological Seminary proposes a four-stage evaluation of student perceptions of classroom practices. The proposal is conceived as the first part of a larger planning initiative to further policymaking and pedagogy which will support the culturally diverse ministries of our student body. Stage 1 ...
Toward a Dynamic Model of Religious Studies Senior Capstone
The Religious Studies Senior Capstone, currently a 25-page thesis required of all majors, does not consistently meet the needs of students and faculty and may not be the appropriate capstone for the major. We propose to evaluate and redesign the senior capstone to bring it into alignment with our department ...
Discovering Student Learning in the Religious Site Visit Assignment
Support for a small research project to identify the goals of the religious site visit assignment with respect to student learning. Specific project goals include: 1) a workshop for Georgia faculty to discuss the religious site visit assignment and determine how best to assess student responses in an experiential learning environment; 2) ...
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 ...