Awarded Grants - 12 results
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Teaching Contextual Attentiveness in a Preaching Classroom
Proposal abstract :
My project will empower students to become more contextually attentive preachers through a) employing teaching strategies that leverage a multiplicity of voices across various preaching traditions, b) assigning audio and video sermons inside and outside of class in which students see and hear from a diverse representation of preachers; c) creating opportunities for students to share their personal narratives with their peers and with their professor concerning their own social location, and, e) helping students assess and measure their levels of intercultural competence.
Learning Abstract :
My project empowered students to become more contextually attentive preachers through a) employing teaching strategies that leverage a multiplicity of voices across various preaching traditions, b) assigning audio and video sermons inside and outside of class in which students see and hear from a diverse representation of preachers; c) creating opportunities for students to share their personal narratives with their peers and with their professor concerning their own social location, and, e) helping students assess and measure their levels of intercultural competence.
My project will empower students to become more contextually attentive preachers through a) employing teaching strategies that leverage a multiplicity of voices across various preaching traditions, b) assigning audio and video sermons inside and outside of class in which students see and hear from a diverse representation of preachers; c) creating opportunities for students to share their personal narratives with their peers and with their professor concerning their own social location, and, e) helping students assess and measure their levels of intercultural competence.
Learning Abstract :
My project empowered students to become more contextually attentive preachers through a) employing teaching strategies that leverage a multiplicity of voices across various preaching traditions, b) assigning audio and video sermons inside and outside of class in which students see and hear from a diverse representation of preachers; c) creating opportunities for students to share their personal narratives with their peers and with their professor concerning their own social location, and, e) helping students assess and measure their levels of intercultural competence.
Achieving More Effective Biblical Preaching Through Interdisciplinary Teaching of Contemporary Biblical Interpretation in a Catholic M.Div. Curriculum
Proposal abstract :
Support for a gathering of up to twenty M.Div faculty in biblical studies and homiletics for two meetings to identify and discuss collaborative approaches for effectively teaching biblical interpretation for preaching.
Learning Abstract :
The project sought to design and implement a collaborative Biblical Studies and Homiletics curriculum, capable of developing preachers with hermeneutical and rhetorical skill to effectively bring the biblical text and the contemporary world into dialogue. This would be accomplished through two gatherings of scholars from Roman Catholic schools of theology to discuss and identify collaborative approaches. They hoped to identify best practices and pedagogical approaches and to integrate them in the curriculum through syllabi development.
A total of 27 scholars from 11 Roman Catholic schools participated in the project. The consultations were held in September, 2003, and February, 2004, with ongoing work occurring through a common website. Four syllabi were developed and engaged as models to be used in curricular integration. The project director reports, "The unifying thread in the grant syllabi and the organizing principle by which the grant is being taken forward in course and curriculum design and writing and speaking is contemplō – studēo - praedico." He believes that this hermeneutical process, which means I contemplate – I study – I preach, "shows potential to be a significant Roman Catholic contribution to homiletics theory and pedagogy."
Support for a gathering of up to twenty M.Div faculty in biblical studies and homiletics for two meetings to identify and discuss collaborative approaches for effectively teaching biblical interpretation for preaching.
Learning Abstract :
The project sought to design and implement a collaborative Biblical Studies and Homiletics curriculum, capable of developing preachers with hermeneutical and rhetorical skill to effectively bring the biblical text and the contemporary world into dialogue. This would be accomplished through two gatherings of scholars from Roman Catholic schools of theology to discuss and identify collaborative approaches. They hoped to identify best practices and pedagogical approaches and to integrate them in the curriculum through syllabi development.
A total of 27 scholars from 11 Roman Catholic schools participated in the project. The consultations were held in September, 2003, and February, 2004, with ongoing work occurring through a common website. Four syllabi were developed and engaged as models to be used in curricular integration. The project director reports, "The unifying thread in the grant syllabi and the organizing principle by which the grant is being taken forward in course and curriculum design and writing and speaking is contemplō – studēo - praedico." He believes that this hermeneutical process, which means I contemplate – I study – I preach, "shows potential to be a significant Roman Catholic contribution to homiletics theory and pedagogy."
Integrating Body, Mind, and Spirit in the Classroom: Holistic Teaching for Holistic Preaching
Proposal abstract :
As early career teachers, we have both experienced insecurity and fear in our classrooms that brings us out of our bodies and disconnects us from our sense of God and people. We will take steps toward overcoming this disconnection because we believe that teaching (and preaching) is strongest when the whole person is present. Our partial presence inhibits our ability to 1) draw from the fullness of our experience in our teaching, 2) empathetically and organically meet and engage with our students as people, and 3) welcome and hold space for their whole selves in the classroom. We also observed a need to develop bodily awareness in many of our students, including 1) an awareness of the role their bodies play in scriptural exegesis, 2) an ability to empathetically meet and engage the bodies in front of them as they preach, and 3) an awareness of the bodies who are not in the room.
Learning Abstract :
Project Goals
● Pursue concentrated and regular practices that strengthen our connection with our own bodies
● Learn and implement pedagogical practices to help our students strengthen their connection with their bodies
As early career teachers, we have both experienced insecurity and fear in our classrooms that brings us out of our bodies and disconnects us from our sense of God and people. We will take steps toward overcoming this disconnection because we believe that teaching (and preaching) is strongest when the whole person is present. Our partial presence inhibits our ability to 1) draw from the fullness of our experience in our teaching, 2) empathetically and organically meet and engage with our students as people, and 3) welcome and hold space for their whole selves in the classroom. We also observed a need to develop bodily awareness in many of our students, including 1) an awareness of the role their bodies play in scriptural exegesis, 2) an ability to empathetically meet and engage the bodies in front of them as they preach, and 3) an awareness of the bodies who are not in the room.
Learning Abstract :
Project Goals
● Pursue concentrated and regular practices that strengthen our connection with our own bodies
● Learn and implement pedagogical practices to help our students strengthen their connection with their bodies
Disentangling Assessment Practices in the Introductory Preaching Class
Learning Abstract :
My project, entitled "Disentangling Assessment Practices in the Introductory Preaching Class," aimed to pull apart the various components of assessment that take place in the homiletics classroom: evaluating sermon quality, giving feedback to students on their preaching, and grading students' work. In the past, the confluence of these three markers of assessment has lead to cross-purposes. I wanted students to feel less pressure when preaching, since the act of sermon creation and delivery can be more stressful than other seminary assignments, and because I wanted them to rely more heavily on the wisdom of their own preaching traditions. Worrying about a grade from me, I reasoned, placed undo emphasis on my own criteria for good preaching, rather than allowing the students to seek out advice from preachers whom they have learned from in the past.
My project, entitled "Disentangling Assessment Practices in the Introductory Preaching Class," aimed to pull apart the various components of assessment that take place in the homiletics classroom: evaluating sermon quality, giving feedback to students on their preaching, and grading students' work. In the past, the confluence of these three markers of assessment has lead to cross-purposes. I wanted students to feel less pressure when preaching, since the act of sermon creation and delivery can be more stressful than other seminary assignments, and because I wanted them to rely more heavily on the wisdom of their own preaching traditions. Worrying about a grade from me, I reasoned, placed undo emphasis on my own criteria for good preaching, rather than allowing the students to seek out advice from preachers whom they have learned from in the past.