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2002-03 Workshop on
Teaching and Learning for Pre-Tenure African American Faculty

Director:
Emilie M. Townes, Union Theological Seminary, New York
Staff:
Carolyn Jones Medine, University of Georgia
Joan M. Martin, Episcopal Divinity School
A. G. Miller, Oberlin College
Workshop Librarian/Resource Person:
Carrie Hackney, Howard University School of Divinity

Wabash Center Facilitator:
Paul O. Myhre

Participants and Project Descriptions:

Cheryl Anderson, Garrett-Evangelical Theological Seminary
"Biblical Hermeneutics: Using the Book of Judges to Study the Methods and Trends of Biblical Interpretation"
Development of a course that will introduce seminary students to the traditional scholarly methods of biblical interpretation (historical criticism) as well as the newer trends in the field such as feminist/womanist interpretations and postcolonial perspectives.

Duane Belgrave, Earlham College
"Course Development Project: African and African Diasporan Religious Leadership"
Development of a course focusing on African and African Diasporan religious leadership which, in its initial run, will be geared toward undergraduate students in a liberal arts institution. Key goals for the course are to celebrate and examine critically the lives, thought, and praxes of past and present individuals and collectives (organizations/movements) who, out of their religious faith commitments, provide(d) effective leadership in the liberative struggle of their people; and to explicate ways in which they serve as exemplars of the type of leadership -- religious and non-religious -- that is necessary for effective liberative struggle in the globalized context of the twenty-first century.

Stephanie Crowder, American Baptist College
"BS isn't BS"
Exploration and development of teaching methodologies that would assist students in making the transition from church bible study/Sunday School to biblical studies in the academy.

Bruce Fields, Trinity Evangelical Divinity School
"An Exploration of Strategies for Motivating Student Implementation of Biblical and Theological Principles in Thought and Action"
Creation of classroom learning experiences though curricula development and course work that motivate students toward a discovery and implementation of any and all means leading to the actualization of biblical/theological principles in their thought and actions. The project includes a programmatic approach that coordinates course subject matter and classroom interaction to cultivate growth in the internalization and implementation of biblical/theological principles.

Juan Floyd-Thomas, Virginia Polytechnic Institute & State University
"Religious History as a Vehicle for Social Justice: Developing a Revisionist Approach to Teaching Religion in American Life"
Project focused on revising a course entitled, "Religion in American Life" that is oriented toward introducing students to the goals of social justice while exploring the multicultural dynamism and diversity of religious life in the United States.

Stacey Floyd-Thomas, Virginia Polytechnic Institute & State University
"Developing a Graduate Level Course on African American Social Christian Ethics"
Development of a graduate level course "African American Christian Social Ethics" for the newly launched master's of liberal arts program at Virginia Tech's Center for Interdisciplinary Studies. The course will introduce students to the interdisciplinary study of religion, moral philosophy, and Black studies while encouraging students to examine African American Christian traditions and Black liberation theology.

Patricia-Anne Johnson, California State University, Long Beach
"Womanist Theory, Theology and Ethics is the 'Love Child' of the Civil Rights Movement of the 1940s and 1950s and the Black Power Movement of the 1960s and 1970s"
Development of a course that will provide students with an introduction to the theories, thought, works, scholars, definitions, and pedagogy of Womanism. The primary goal of which is to familiarize students with the basic tenets of a particular subject matter, the examination of said subject matter will speak specifically to and exclusively to the evolution and practice of Womanism.

Debra Mubashshir, Beloit College
"Development of a Methodology Course"
Development of a methodology course called, "Interdisciplinary Approaches to the Study of Religion," that would introduce majors and prospective majors to several methods employed in the academic study of religion. Particular attention shall be given to attempts to define religion, to characterize the structures of religious thought, and to analyze the history of religion.

Evelyn Parker, Perkins School of Theology
"Pedagogy Practices for Epistemic Diversity"
This project has three basic learning goals: 1) To engage in extensive research on epistemic diversity in order to better conceptualize aspects of this concept in my courses; 2) To develop pedagogical strategies in light of my research findings; and 3) To explore aspects of "embodied difference" in theological teaching.

Steven Ray, Louisville Presbyterian Theological Seminary
"A Method for Teaching Systematic Theology in a Post-Modern Millennium"
Development of a pedagogical methodology that will contribute to the development of the "theological imagination" of faculty and students involved in the work of systematic and constructive theology. This project seeks to expand the structural knowledge of systematic theology by integrating the voices of hitherto underappreciated theological traditions within our contemporary context.

Fred Smith, Pittsburgh Theological Seminary
"Urban Theological Education"
Development of a transformative teaching methodology for an urban theological education course by reformatting the traditional lecture/section, or seminar format, and moving to a practical, participatory, learning model such as the case study model. Examination of the case study method and exploration of the use of interactive technology to facilitate instruction in a more participatory and dialogical manner will be accomplished.

Julia Speller, Chicago Theological Seminary
"Teaching and Learning for Liberation and Transformation"
This project in transformative pedagogy will center on the development of a new course entitled, "Religion in America." New pedagogical strategies will be employed in three major areas of the course design: content and format, classroom dynamics, and evaluation. Classroom dynamics, development of the sequence of the learning experience, and learning styles are addressed.

Arthur Sutherland, Loyola College in Maryland
"Teaching for Transformation"
This project affirms that teaching and learning theology and religion is inseparable from teaching for transformation. Hence, one goal will be the exploration of methods and proposals by proponents of critical thinking. A second goal is focused on the exploration of how the pedagogy of Lynn Weber Cannon can be adapted for his classes.

N. Lynne Westfield, Drew University Theological School
"From Introduction Course to Publishable Article"
The project entails taking the lectures, feedback from students, and class notes to write an article and/or book outline concerning notions of engaged pedagogy, womainist pedagogy, and liberative praxis in the classroom.

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