Theological School

Proposal abstract :
This grant will support a planning session of current officers and other key leaders of the Association for Case Teaching, including selected members from each major region of the country to meet for three goals: 1) the revision of the organizational structure in order to facilitate regional offerings of workshops; 2) the development of a strategic plan for increasing ACT’s visibility and recruitment of potential workshop participants; and 3) the refinement of case study curricula.

Learning Abstract :
The project sought to fund a gathering of the executive committee of the Association for Case Teaching, in order to revision their organizational structure, to develop a strategic plan for reaching a wider constituency, and to refine their curricula for varied expressions of the case study workshop. The discussion was organized around the following topics: Learnings (revisiting Future Search goals), Leanings (rearticulating vision and establishing priorities), Landings (strategies and proposals regarding structure, leadership and funding), and Leaps (assigned responsibilities).
In order to nurture their vision for increased presence and workshops offerings regionally, they agreed to offer advanced training in the Case Method in conjunction with the annual workshops. They also created criteria for matching their organization to an appropriate home base, and developed improved Board procedures. Finally, they continued to develop ways of making their resources available electronically.

Proposal abstract :
Support sustained faculty conversation on teaching and learning that develops a shared understanding of vocation as teachers and that nurtures collegial communal reflection on practices as theological educators.

Learning Abstract :
The project sought to sponsor a sustained conversation within the faculty on teaching and learning that would develop a shared understanding of their vocation as teachers, and reflection upon their teaching practices.
The faculty found the conversation quite challenging in that they discovered the many ways that they were unable to articulate a consensus about the character of the community and its affect on teaching and learning.

Proposal abstract :
Support to develop a program designed to train seminary faculty in Hispanic perspectives by directly working with Hispanic theologians to foster culturally inclusive courses for the M. Div. curriculum.

Learning Abstract :
The project sought to provide support for seminary faculty in their efforts to include Hispanic perspectives and issues in the design and implementation of their courses. They hoped to increase faculty awareness of the experiences and worldviews of Latino/Latinas; to increase the library's Hispanic texts and resources; to increase their social justice awareness of the church's mission; to graduate competent multi-cultural ministers; and to establish ongoing relationships between seminary faculty and Hispanic scholars in each discipline.
The project director reports that significant learning included the following: awareness that cultural differences generate serious discomfort at times between scholars; doing theology in community challenges traditional approaches to theological education; doing theological education in community requires an interdisciplinary approach; theological education curricula need to highlight the cultural dimensions of theology and ministry; multiculturalism in theological education is an expensive concept, and finally, a multicultural curriculum entails political implications.

Proposal abstract :
To study user training practices that librarians use to teach theological bibliography in the libraries of Brite Divinity, Epis. Theo. Sem. of the SW, and Univ. of St. Thomas Grad. Sch of Theo.

Learning Abstract :
The project sought funding for research to study user training practices in the libraries of three ATS schools in Texas. Using quantitative methods, the project sought "to identify commonalities in practice with a view toward improving user training."
The project director's first goal was to let each library articulate its own contextual reality, and then secondly to seek comparisons in the sites. Two significant themes emerged from the data: the relationship between formal evaluation and satisfaction, and the effectiveness of mandatory training.

Proposal abstract :
Faculty interested in the implications of ethnicity/race for theo. ed. and for ministry in congregational settings will meet 15 times for lunch/discussion and have guest speakers to address these issue.

Learning Abstract :
The project sought to gather faculty weekly over lunch on the topic of the implications of ethnicity/race for theological education and for ministry in congregational settings.
Their gatherings were successful in forging and strengthening the relationships among the faculty. A rich conversation on ethnicity and theological education was carried out. Faculty felt the lunches were safe spaces to explore difficult issues that were seldom, if ever, discussed in a larger faculty setting. A result of these meetings was the commitment of the group to engage in a joint writing project focusing on ethnicity and race as a way of bringing the conversation more to the center of institutional life at the school.

Proposal abstract :
1/2 day pre-conference (AAR/SBL) workshop to discuss classroom integration of experiential and academic knowledge and practices by utilizing the resources of the Peabody School at Vanderbilt Univ. and a team from Belmont Univ. The participants will evaluate the impact of experiential learning by publishing their findings and a bibliography and by creating a Listserv and/or Website.

Learning Abstract :
The grant sought funding for a pre-conference meeting before the annual meeting of the American Academy of Religion on the topic of experiential learning and service learning. They hoped to solidify a network of academics in religion and theology involved in community-based, experiential or service learning teaching. They also hoped to explore further issues related to the integration of experiential and academic knowledge in the classroom.
One part of the workshop focused on evaluation of service learning, led by Dwight Giles, professor at the Peabody School at Vanderbilt University. Another topic considered the nature of community partnerships. One key insight from this session was a discussion on understanding that community-based learning is demanding and not for all teachers. It is important that the teacher do the work along with the student. Finally, a faculty-librarian partnership discussed their work with students in a school that serves a poor neighborhood. As a result of the workshop further work in service learning was planned for the next AAR annual meeting.

Proposal abstract :
A three year project to do intensive theological, philosophical and practical work on a pedagogy that will undergird and guide their incorporation of technology into teaching and learning at the seminary. This project involves new themes, areas of study, and assessment tools for a new competency-based curriculum.

Learning Abstract :
From this grant we have learned the following principles. There must be commitment to the curriculum vision at the top level of administration followed by support of faculty to facilitate learning to teach in a new way. Even with these present, change occurs slower than anticipated. Changing the way one thinks about teaching from what has been experienced in theological education requires support, time and a willingness to see small incremental change. Faculty learn from each other by having regular scheduled opportunities to talk together about teaching. Thus individual work with one faculty member is multiplied by scheduling "Faculty Show & Tells" - sharing what has and has not worked and problem solving together. Finally, each time a new faculty member joins the community is an opportunity to intentionally orient and train someone in the Seminary's way of designing and teaching courses for an integrated curriculum that informs what is taught.

Proposal abstract :
Faculty will meet at monthly seminars to support and develop courses for the new curriculum proposed for 2001. At the center of the new design is a commitment to the integration of theory and practice to develop spiritual leaders for the changing churches of the new century.

Learning Abstract :
The funds from the Wabash grant enabled us to develop and implement our seminar on interdisciplinary and contextual pedagogy. By all measures the project has been successful. We have met the first three goals of the project: 1) To engage faculty in a collegial process of new course design for implementation of a new M.Div. curriculum; 2) To improve the teaching competency of the faculty focused particularly on contextualization and interdisciplinary teaching; 3) To facilitate faculty integration of theory and practice in the design and teaching of core courses in the ABSW M.Div. curriculum. We are continuing to work on the implementation of the remaining three goals which focus on evaluation and training. We are making good progress on the following: 1) To develop an evaluation process for monitoring faculty growth in teaching and course design; 2) To develop an evaluation process for newly designed contextual and interdisciplinary courses; 3) To institutionalize teacher training into the life of the ABSW faculty.

Proposal abstract :
Four faculty from graduate schools will meet to develop materials and guidelines for the preparation of leaders of children's ministry in congregations.

Learning Abstract :
The project sought to fund a special meeting of four faculty members from four different graduate schools who have invested in the development of children's ministry leadership. The project had three goals: to discuss the nature of resources that are needed to inform seminaries and graduate schools about the development of academic programs for church ministry leaders; to create a working plan for a book on children's ministry in congregations; to create a preliminary outline of criteria and describe a model that can be used in the design of learning and worship experiences for children.
The book developed through the project had a working title: Being the People of God: Only When Children Are Present. The book intends to engage the topics of the principles of children's ministry, historical themes and perspectives, understanding community and cultural context, and implications for leadership and ministry development. They conceptualized a consortium of schools concerned with children's ministry development among 14-15 seminaries and graduate schools interested in developing children's ministry leaders.

Proposal abstract :
A conference in which individuals who are currently teaching rural ministry courses in accredited seminary programs can compare teaching and learning methods and resources.

Learning Abstract :
The project sought to gather together seminary professors who teach in the area of rural ministry. For the purpose of comparing teaching and learning methods and resources, and to work together on significant teaching and learning issues common to rural ministry education.
The Rural Ministry Education Conference was held over six days at a retreat center in rural Minnesota, with 19 in attendance. One learning of the conference was recognition of the high level of creativity and qualification among the professors in this specialization. Other learning acknowledged the marginality of this specialization within theological education. This is significant due to the contradictory reality that the majority of seminarians come from suburban churches, yet the majority of first calls are to rural and small town churches. The conference helped to create a network of practitioners in this area for sharing resources and for collaborating.

Proposal abstract :
Two-day meeting of faculty from the eleven seminaries of the Episcopal Church to focus on theological pedagogy and the vocation of seminary educators. Leader of the event will be Parker Palmer.

Learning Abstract :
The project sought to gather together members of the faculties of all the seminaries of the Episcopal Church for a conference on issues of pedagogy and vocation fro teachers in theological seminaries. They hoped to begin a conversation about issues of teaching and vocation among Episcopal seminary teachers, which would then be continued in the individual seminaries. They also hoped to build collegiality, solidarity, collaboration and cooperation among Episcopal educators and seminaries.
Virtually the entire faculties of the 11 Episcopal seminaries attended for a total of 110 participants. The conference was led by Parker Palmer. The final report indicates, "The agenda was intensive, and the focus clear. In the evaluations, many participants noted that the conference exceeded our original expectations and was the occasion of the highest quality for learning about these issues." Participants expressed a deeper sense of their vocation as teachers as a result of the conference. Individual seminaries report ongoing conversation as a result of the conference.

Proposal abstract :
A meeting to explore various models for and theologies of the integration of theory and practice in the preparation of ministers.

Learning Abstract :
The project sought to gather the members of a working group from the Wabash Consultation on Teaching and the Practices of Ministry. The topic of the group was Integration as an element of ministry formation. They looked to use the gathering to prepare their presentation at the final Consultation meeting.
The group reported a conversation "sustained at a spiritual level from beginning to end." Results included the following: 1) a framework was developed for presenting their reflections on integration for the final Consultation; 2) deciding to participate in a study of Lutheran theological education; 3) a commitment to developing a publication on the theme of integration in theological education.

Proposal abstract :
Three yearly meetings of this group of theologians will serve as a "forming ground" for the development of a major seminary textbook that helps students explore the relationship between classic doctrine and present day challenges.

Learning Abstract :
The project sought to fund three years of gatherings (renewed for two extra years) of the Constructive Christian Theology working group. Its aim was to develop a major introductory textbook addressing all the major themes of Christian theology from a contemporary North American ecumenical perspective. They also aimed to create a "forming ground" for a new generation of North American theologians.
The meetings consisted of panel discussions and subgroup work on topical subsections. In addition to the work, the weekend was filled with good colleagueship and a growing sense of their shared vocation as professors of theology. The developed textbook was completed and published under the title, Constructive Theology: A Contemporary Approach to Classical Themes (Fortress, 2005).

Proposal abstract :
A session each semester and a 3-day workshop on using formative and summative evaluation of students as a way to enhance teaching through ongoing critical reflection. Methods will include Classroom Assessment Techniques, Bloom’s Mastery for Learning, and individual and group critical reflection on teaching.

Learning Abstract :
The project sought to employ aspects of mastery learning to prepare faculty to use formative and summative evaluation as a way to improve teaching and ultimately enhance student learning. They hoped to help faculty learn to differentiate between formative and summative evaluation, as well as to learn to use it positively and effectively in their teaching.
The project consisted of a Readiness Phase, which included two guest presentations to the faculty related to teaching, evaluation and classroom assessment techniques. In the second phase, a Mastery Learning Institute was held, led by a nationally known leader in the topic. The participants worked these new techniques into their classes over the following semester and were evaluated by the workshop consultant. Participants reported that they found ways to customize the usage of the techniques in ways that enhanced their teaching effectiveness.

Proposal abstract :
Fifteen leaders from the various Baptist traditions will hold two five-day consultations around issues of Baptist identity and the vocation of the theological teacher within theological education.

Learning Abstract :
The project sought to gather a group of Baptist theological educators around issues of Baptist identity and the vocation of the theological teacher within theological education. It worked to facilitate dialogue among Baptist scholars regarding their vocation and identity amid transitions in denominational and congregational life, to discuss ways of teaching Baptist heritage and identity to theological students who do not know or appreciate that heritage, and to develop networks for connecting new theological centers of Baptist studies and identity. The second phase of the project expanded to include educators at Baptist undergraduate institutions. The group was able to highlight distinctly Baptist approaches to education and vocation and to publish learnings in these areas in various venues. Creating important relationships and networks among teachers over how teaching and curricula are dealt with in the sometimes difficult climate of current Baptist education was one of the most important outcomes.

Proposal abstract :
Two-day meeting of faculty to focus on methods for co-teaching interdisciplinary courses.

Learning Abstract :
The project sought funding for a day-long faculty workshop for those involved in teaching two new interdisciplinary core courses for the seminary. The purpose of the meeting was to enable faculty to think in a disciplinary way, so that they can teach in an interdisciplinary fashion and model "interdisciplinarity" for their students. It was hoped that this would help students to embrace interdisciplinarity as an organizing principle of their seminary and ongoing education.
Participant evaluations confirmed that the workshop successfully helped faculty understand a range of new models of interdisciplinarity. In addition, faculty were able to clearly differentiate between "co-teaching and serial teaching." The one-day format allowed for faculty discussion on the creation of a new course module reflecting interdisciplinarity from two core Integrative Studies courses. While this was helpful, participants requested more concrete modeling of such a module in future gatherings. Overall, they felt the Wabash grant provided an important start in the development of their understanding of interdisciplinarity.

Proposal abstract :
A year-long program of interdisciplinary, inter-ethnic seminars, a two-day workshop, team teaching, and a national meeting on teaching race and ethnic relations.

Learning Abstract :
The project sought funds for an interdisciplinary and inter-ethnic network of scholars with shared interests in ethnicity and race in relation to theological studies, classroom pedagogy and congregational life. Activities included: faculty seminars on race and ethnicity; a workshop with a guest lecturer on the topic of reconciliation; a required, team-taught course on race and ethnic relations; a gathering of scholars who teach courses in seminary on race and ethnic relations; and a faculty retreat on the topic of culture, race and ethnicity in theological education. Wabash funds were part of larger funding received.
Project directors report the following learning: the importance of "sustained vision and intentionality" among parties; the importance of strategic partnerships across race in "co-constructing conversational initiatives"; the importance of creating safe spaces with empathetic and critical listening; a commitment of all parties to being "learners together"; the importance of a shared vocational and theological core to pull together the diversity of the group: the value of external sources of funding to bring visibility and respect for the project; "the value of keeping one's own faculty at the center of every initiative, empowering and treating them as professionals"; the value of networking with and including external scholars; the value of networking with and dialoguing with denominational and church leaders who have experience of diversity in congregational settings.

Proposal abstract :
A three year forum of plenary talks, panel discussions and graduate student workshops on issues surrounding the teaching of the academic subject of religion to undergraduates in a liberal arts environment.

Learning Abstract :
The project was designed as a three-year forum of plenary talks (Wabash Center lectures), conferences, and graduate student workshops on issues surrounding the teaching of the academic subject of religion to undergraduates in a liberal arts environment. Each year a theme was identified in order to prompt extended discussion in the forum and promote ongoing conversation about specific topics. Two goals were identified as primary aims for the forum. The first was to start a discussion within the University of Chicago community about specific challenges and opportunities associated with teaching undergraduate students about religion. The second goal involved providing a locus for graduate students to consider questions highlighted during the forums in an "inspiring, practical, and meaningful way."

Through the grant, participants were able to reflect on and practice different design methods and models for teaching and learning. Topics and issues included: teaching and diversity, portfolio development, comparative methods and teaching religion, teaching an introductory course in religious studies, self as teacher, student religious experience in the classroom, etc. The series of forums, conferences, workshops, and meetings aided fellows involved with the Forum to develop skills as critically reflective teachers. Graduate students regarded the experience of involvement as highly beneficial. In addition, a number of additional outcomes have emerged from the grant – formation of a discussion panel on pedagogy at the 2004 Midwest AAR meeting, publication of a special issue of Criterion http://marty-center.uchicago.edu/fellows/chicagoforum.shtml, and an ongoing student developed workshop on pedagogy.

Proposal abstract :
Attendance at three anti-racism programs to observe and compare evolving methods for their application to seminary education.

Learning Abstract :
The project sought funds to extend an inadequately budgeted item in a prior grant (WC 2000 008), a study leave grant concerning anti-racism research, including training sessions, in relation to teaching and learning in theological education. Training sessions for the grant period included The National Coalition Building Institute (NCBI), the Evangelical Lutheran Church in America, and personal consultations with an anti-racism training specialist.
Attending the workshops and engaging the consultant helped her to complete her research goals of directly observing current approaches and doing comparative analysis of each in order to develop proposals for seminary based experiences.

Proposal abstract :
Support for three meetings of seventeen faculty to develop and distribute materials that explore methods for teaching about African American religious traditions.

Learning Abstract :
The project sought to gather a group to develop and distribute materials that explore methods of teaching and learning about African American religious traditions. They hoped to discuss issues related to teaching and learning, and to examine innovative ways to engage African American students, in particular, and all students, in general, in the study of African American religious traditions. The result of their gathering and work together would be a book on the topic. The group members were all participants of the 1999-2000 AAR Teaching and Learning Workshop, "Mining the Mother Load of African American Religious Life."
The project directors report that the group met three times between November, 2001 and October, 2002. The manuscript was written through a collaborative process of dialogue and engagement which the formal gatherings made possible. The completed work was accepted for publication at Oxford University Press.

Proposal abstract :
Two weekend faculty retreats that will enhance teaching theory and skills specifically for a racially/culturally diverse seminary population.

Learning Abstract :
The project sought to engage the theological faculty in two retreats to enhance their teaching theory and skills specifically for their racially/culturally diverse seminary population. They hoped to be able to become more aware of and responsive to the complexity of their current and future student body and their diverse learning style needs due to their cultural and racial diversity. In addition, they hoped to reflect deeply on their teaching practices in such a diverse context.
The project director reports that the project goals were met. The faculty expressed appreciation of the uninterrupted time in consultation together. They also felt that the consultant proved to be "invaluable" to the process of learning. They report that their conversation raised their level of awareness and demonstrated to them the complexity of teaching in diversity. One outcome of the retreats was the creation of a "peer development system," a voluntary system of pairing faculty peers together for ongoing conversation and mentoring on issues of teaching and learning, as well as classroom visitations with constructive feedback.

Proposal abstract :
Funding for two symposiums for African-American faculty to explore androgogy from the perspective of black faculty who teach majority students and/or teach courses from a minority perspective in majority institutions.

Learning Abstract :
The project sought to gather together African American professors of the Christian College Coalition Graduate Fellows program to address their experiences and frustrations as minority faculty, with the goal of developing positive responses to their location in majority white institutions. Participants hoped to develop andragogy from the perspective of black faculty who teach majority students from a minority perspective within these institutions.
Participants report that the symposium successfully gathered together African American instructor of Christian Colleges. In their meetings they were able to share insights and techniques they had gained which made it easier to survive their minority status in their respective institutions.

Proposal abstract :
Pilot program to prepare students for the administrative dimensions of effective pastoral leadership, including presentations by pastors and professionals from the community; create an implementation handbook for other seminaries.

Learning Abstract :
The project sought funds to develop a program to train students in church administration for Christian ministry. A series of six workshops in the area of styles of leadership, a formulation and evaluation of budgets, financial reporting, public relations, fundraising, conflict resolution and personnel management. They hoped to develop the program as a model for school in the Association of Chicago Theological Schools.
The program name changed to "Pearls and Treasures: Pearls of Wisdom, Stewardship of Treasure" in order to communicate to students the need to gain wisdom about the stewardship aspect of a call to ministry. They saw as key component of the program the enlisting of professionals from the corporate community, experienced pastors in the field, and other outside experts. This helped the educational experience to become a partnership, "mutually benefiting the student through interaction with experienced professionals, and helping experienced professionals develop confidence in the next generation of pastoral leaders who can work with them in a collaborative manner."

Proposal abstract :
Educating the faculty through a conference and two consultants on the pedagogical issues of authentic dialogical engagement and reviewing/assessing the curriculum for its adherence to the ‘interfaith‘(Muslim/Christian) dialogue concept.

Learning Abstract :
The project sought to reflect on the theory and practice of dialogue, within the context of inter-religious experience, with a goal of embedding this pedagogical process into the curriculum. Through a conference of seminary representatives who are most involved in diversity and dialogue, along with a faculty retreat, they hoped to ensure that a broad understanding of dialogue would become an integral part of all their degree programs.
Organizers confirm that the grant "facilitated a key and defining theme for the Seminary." Activities included a conference of nineteen professors, all engaged in teaching inter-religious dialogue, a retreat with faculty facilitated by outside consultants, and a conference on the topic of "teaching dialogue" between Muslims and Christians. As a result of these efforts, the Mission and Values statements of the Seminary had explicit reference to the goal of dialogue, a new core course on dialogue became part of their revised MA program, and an issue of Muslim World was developed on the theme of Christian-Muslim dialogue.

Proposal abstract :
Following a major curriculum revision, Weston is interested in assessing and evaluating the effectiveness of the teaching, learning and formation in the three years of the new M.Div. program.

Learning Abstract :
The project sought to assess student learning that occurred as a result of their new M.Div. curriculum. They sought to contract with Interaction Associates (an internationally known consulting firm, who helped them develop and implement the revised M.Div. program) to plan and execute a process of evaluation and development.
The project directors report that the chief issues and concerns that were raised of the teaching and learning in the new curriculum focused on several new areas: the first year Ministry and Vocation seminars, the second year Theological Synthesis course, the third year Integrative seminar, the overall flexibility of the program, and the needs of the students preparing for either lay or ordained ministry. As a result of the study, several recommendations were made: eliminate the Ministry and Vocation seminar, reduce the Theological Synthesis course to less credit hours, continue the Integrative Seminar with the inclusion of case study work and a final evaluation by the whole faculty, increase electives, and decrease departmental requirements.

Proposal abstract :
Project to increase retention of Hebrew literacy skills by taking advantage of discoveries in the field of Second Language Acquisition in order to develop communicative competence among students, establish an immersion environment of instruction, and facilitate retention by instructional songs and tutorial CD.

Learning Abstract :
The project sought to explore theories of communicative learning in the area of Second Language Acquisition, with the aim of enhancing literacy in Biblical Hebrew. Goals for the project included developing communicative competence among students, establishing an emersion environment of instruction, facilitating retention through instructional song, targeting relaxation as a conscious goal, and learning via Total Physical Response.

The project director reports that from his course work using these methods, ancient language acquisition students using communicative methods may achieve linguistic skills equivalent to those achieved in a non-communicative classroom. Learning needs of more students are better met via a communicative classroom than a traditional classroom. A student's ability to carry a language course to its completion may be enhanced by use of communicative instruction. Finally, he discovered that interactive computer tutorials find eager reception among students, especially when combined with instructional song.

Proposal abstract :
Development of a free access Web site where users with prior knowledge of basic New Testament Greek could review basic grammar and vocabulary, and also refresh their skills in parsing, translating, and grammatical analysis through drilling, self-assessment, and remedial instruction.

Learning Abstract :
Analytikon is a free-access website where users with prior knowledge of basic New Testament Greek can review basic grammar and vocabulary, and also refresh their skills in parsing, translation, and grammatical analysis through drilling, self-assessment, and remedial instruction. Students from all over the world can now make use of a professionally designed, interactive web tool that takes them step by step through the essentials of New Testament Greek. The site should be especially attractive to instructors of Greek at the undergraduate and graduate level, who can direct their students to an easy-to-use, no cost site where the lessons from the classroom can be reinforced by structured exercises. At a time when many schools are considering whether teaching Greek, while theoretically desirable, may be impractical, Analytikon demonstrates that modern technological tools can help make learning ancient languages a manageable and fulfilling task. http://www.analytikon.org/

Proposal abstract :
The purpose of this project is to assess and recommend pedagogical approaches for use in congregational studies that can effectively assist the move from congregational analysis and assessment to critical engagement, creative reform, and genuine change.

Learning Abstract :
When congregations enter into intentional theological self-appraisal, they can still feel unclear how to turn these insights toward genuine reform. There are, however, vast resources in the literature of transformative community pedagogy (community organizing, critical pedagogy, reflective practitioners, adult education, and leadership development) for learning how to face and enact change. These resources can be effectively employed in congregations provided that key leaders have themselves participated in training events that model these approaches and how to introduce them to others in a broadly-owned process. At the same time, such leaders should be aware that these methods adopt views of confrontation, politics, responsibility, and change that may seem at odds with congregations theologically committed to conflict avoidance or social stability. Since such characterization of these pedagogies is inaccurate, leaders must clarify that these methods share with Christianity a commitment to mutuality in ministry and the gift of abundant life for all.

Proposal abstract :
Gather faculty and doctoral students in theology to discuss a cluster of practical and theoretical issues related to the teaching of theology in academic contexts, issues which are often not adequately addressed by formal academic training.

Learning Abstract :
The project sought to gather faculty and doctoral students in theology to discuss practical and theoretical issues related to the teaching of theology in academic contexts. The goal was to help prepare graduate students to be teachers through facilitating conversations about the teaching of theology in various types of academic institutions.
A total of four schools participated in the colloquium: Harvard University, Princeton Theological Seminary, Union Theological Seminary, and Yale University. The group met four times, once at each academic institution. They felt that despite all of the differences they had between all of the institutions, they were able to engage in a "shared intellectual enterprise" of "training and being trained to teach theology." The diversity of their group made them aware of "the variety of decisions, commitments, and assumptions that form and orient one's guiding vision and concrete practices of teaching theology."

Proposal abstract :
This project will survey seminaries in the US and Canada regarding academic support services in their respective institutions in order to evaluate and disseminate information about the teaching/learning programs which faculty and administrators need as they seek to provide readiness and remedial education for students in theological schools.

Learning Abstract :
The project sought to survey seminaries in the US and Canada regarding academic support services in their institutions. The principle goal of the project was to gather information about academic support services and the teaching and learning strategies used to assist students in need of readiness and remedial support in seminaries. They hoped the research would provide a resource for developing academic support programs in theological education, as well as providing a faculty resource for course development and instruction.
The project director reports that 15 Canadian graduate theological institutions and 103 U.S. seminaries participated in the survey. The survey found that "while wishful thinking abounds, productive planning and implementation of comprehensive academic support programs range, except in a few notable exceptions, from meager to non-existent in most of the ATS schools."

Proposal abstract :
Ethnographic interviews with Christian anthropologists working in seminary settings in order to develop a broader understanding of how they construct their vocation as theological educators and examining how this relates to broader questions of vocation in academic settings.

Learning Abstract :
The project sought to interview Christian anthropologists who teach, or who have formally taught in theological seminaries. This work was part of research by the grantee related to a larger project of the "Wabash Center Consultation on Vocation: A Career in Theological Scholarship."
The project director was able to conduct 20 interviews during the time of the grant. He reports that the grant funds supported a "significant block of research," helped to redirect his interviewing more toward the topic of vocation, and clarify the importance of seminary "as a crucial social location" in which Christians struggle to integrate various forms of knowledge."

Proposal abstract :
The intent of the project is to connect curriculum to teaching practices through examination and analysis of selected seminary mission statements in relation to curriculum design and teaching practices.

Learning Abstract :
The project sought to examine the interface between seminary mission statements, curricula and its implications for teaching in theological school curricula. This would be accomplished through interviews at selected seminaries.
The project director reports that the grant provided the opportunity to visit face-to-face with 25 persons at 12 seminaries, and by phone with another 5 persons at 5 additional seminaries. He consulted deans, assessment officers, faculty members and researchers in theological education. In his work he discovered that "a culture of learning and teaching within the institution can be fueled by curricular conversation itself, or by faculty development efforts where the content and methods of courses are shared and clarifications made about how these courses fit into a whole pattern."

Proposal abstract :
Support for the development of an interactive Web Site and accompanying CD-Rom of Greek Orthodox liturgical hymns for the purpose of helping theological students preparing for ordination to the priesthood learn the theological content and musical notation of Byzantine sacred music.

Learning Abstract :
The project sought to support theological students preparing for ordination to the priesthood learn the theological content and musical notation of Byzantine Sacred Music through developing an interactive web site and accompanying CD-ROM of Greek Orthodox liturgical hymns.
The site was developed and can be found at http://chant.hchc.edu# . The program includes 21 Byzantine hymns representing the major feast days of the Orthodox Church. Hymns can be heard in both English and Greek and are sung by both men and women. The site also allows for viewing the words to the hymns and both Western and Byzantine notation for the hymn. The project director reports, "perhaps most significantly, the marriage of the latest presentation technology with centuries-old tradition resulted in serious challenges. Among these were disagreements over the interpretation and usage of the Byzantine notation itself, as well as its conversion into Western notation and interpretation."

Proposal abstract :
Support for consultations to increase the capacity of PC (USA) related theological schools and their professors to teach public leadership, to foster the creation of a cadre of faculty members in each seminary that are able to teach public leadership, and to foster the development of clergy and clergy-in-training to be public and ministerial leaders. The grant also supports the investigation of how best to learn and teach public leadership.

Learning Abstract :
The series of Consultations on Teaching Public Leadership held by participating seminaries of the Presbyterian Church, U.S.A. defined the meaning of the term public leadership-one of the stated goals of the Association of Theological Schools for the Master of Divinity degree. The Consultations developed measurable learning outcomes for M.Div. programs to equip theological students to become public leaders of congregations and agencies. New courses were developed and others revised that include the cultivation of public leadership skills as an important part of their learning objectives. An audit of best practices used by the participating seminaries to teach public leadership indicated an array of courses that address this issue throughout the curriculum of the institutions, but it also exposed a lack of recognition by many faculty of the importance of teaching public leadership as part of the mission of the schools.

Proposal abstract :
Jointly-sponsored symposium held at Regent College to further understand how Scriptures are translated, read, interpreted, and taught differently across cultures and to foster dialogue between faculty in evangelical schools, third world theologians, Bible translators, and mission leaders engaged in teaching ministries.

Learning Abstract :
The project sought to gather international scholars for a symposium on how scriptures are translated, read and taught in different ways across cultures. They hoped to highlight the role of scriptures in Christian mission. They also hoped to develop a conversation between their faculty and mission leaders and theologians from around the world.
The project director reports two important learnings. First, they discovered a critical need to include World Religions training in their curriculum, and attention to this reality in ministry formation. Second, they discovered the need for intentional dialogue between scholars of developed countries and those of the developing world.

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."

Proposal abstract :
Support for a consultation to bring together professors of youth ministry from various mainline Protestant seminaries, divinity schools, and schools of theology in order to a) determine current curricula and pedagogical practices in teaching youth ministry and b) enhance the teaching of youth ministry through sharing resources, approaches, and discussing pedagogical and theological commitments underlying the teaching of youth ministry.

Learning Abstract :
The project director reports that the consultation was held in October of 2003 with 18 participants. The topics that most significantly affected their teaching as professors of youth ministry were the following: 1) the youth culture that is "technology-driven multitasking" requires teaching practices that "engage multiple levels of thought simultaneously"; 2) the need to teach youth ministry "as a means of laying foundation for a lifetime of formation" in theological reflection; and 3) the need to recognize a "theology from youth perspectives" and therefore, "teach forms of youth ministry that problematize the questions of youth rather than assuming we know what those questions and answers are."

Proposal abstract :
Support for a study leave project that will identify the approaches seminaries are taking to distributed teaching and learning and to understand how they are addressing challenges related to 1) delivery systems, 2) academic content, 3) "non-academic" content (professional skills, character and spiritual formation), and 4) assessment.

Learning Abstract :
This study leave project sought to identify the approaches seminaries are taking to distributed teaching and learning and distance education. It also hoped to understand how these programs address challenges related to delivery systems, academic content, "non-academic" content related to professional skills, character and spiritual formation, and assessment.
The project director reports that data was gathered from 85 interviews on technology and theological education with representatives of 43 seminaries. The schools represented made up 46% of the population of ATS schools. The interviews consisted of in-person interviews, site visits to 11 seminaries, and phone interviews. This developed a "snapshot" of attitudes toward and uses of technology by theological educators at the time of the study (2003), resulting in 5 articles on the topic for both Teaching Theology and Religion and Theological Education.

Proposal abstract :
Support for a project that is focused on planning, executing, and evaluating the pedagogy of two foundational courses (Old Testament Foundations and Introduction to Christian History), so that the revised courses communicate basic material, addresses diverse audiences, and include appropriate means of assessment.

Learning Abstract :
We embarked on this grant ready to unlock the secrets of teaching to the increasingly diverse student populations we find in our foundational courses,'Old Testament Foundations' and 'Introduction to Christian History.' We armed ourselves with books on multiple intelligences, articles on multiculturalism and diversity in the classroom, convinced that with our fine consultants and hard work we would be able to recraft our courses to address a real need.

As we moved into the literature, however, we became only more confused. We caught ourselves critiquing analyses on the basis of our own experience; we found ourselves challenging authors who -- we were certain! -- would have written differently had they known our classrooms. Only when we turned to crafing our sylabi did we find what we had been looking for.

In sum, our learning is two-fold: It is possible and desirable to create a common culture of teaching and learning in the classroom through the syllabus. And Assessment is more that a briefcase of tools to emply in a course. It is possible and desirable to create a culture of assessment, so that assessing what is going on becomes second nature to both the instructor and the students.

Finally, it was a great pleasure to work together, and we would wish every mid-career professor had the opportunity to work with another colleague of her cohort. Older faculty are often paired with new faculty for the laudable purpose of mentoring. But it is also important for older and mid-career faculty to collaborate together across disciplinary lines, particularly when all parties are seasoned teachers of excellence. Old dogs can learn new tricks!"

Proposal abstract :
Support for a study leave grant to research institutions that train students in rural contexts in order to develop strategies for teaching that would equip seminarians and clergy for ministry in increasingly stressed rural communities.

Learning Abstract :
I rediscovered the value of a Trinitarian theology for congregational mission focused on community development. I found several excellent community-building tools (appreciative inquiry, asset-mapping and intergenerational dialogue) that I am training my students to use with their congregations on internship and after graduation. I have become convinced of the urgent necessity, fruitfulness and potential difficulties of doing interdisciplinary training for clergy. And from the last segment of the project I have learned the value of a well designed and maintained website as a way of networking with folks who, in Canadian rural settings, are often far distant from one another.

Proposal abstract :
Support for a project that will begin the work of putting digital media to its fullest use as a different mode of broadening the conversations that build up theological education. The Disseminary domain will be established as a locus for experimental teaching, learning, and publishing via digital media.

Learning Abstract :
We have shown the technological feasibility of our proposal, and have learned from implementing our proposed projects. We have learned pitfalls and promises in developing a rich-media environment for theological teaching in digital technology -- chiefly, that the difference between the theological academy and the broader technological landscape requires that innovators demonstrate prominent, explicit support in a recognizable extant institution (be it publisher, academy, or foundation), devote considerable extra time to cultivating willing collaborators, and the initiative to bring great ideas to fulfillment. The most significant learning from this project is that any commitment to rich-media technology demands intense investments of time, money and institutional support in order to harness rather than succumb to the power of disruptive change.

Proposal abstract :
Support for research project to bring together scholars from each of the six ATS accredited HBCU seminaries in critical reflection and dialogue on the academic purpose, content, and methodology, currently used by these institutions to prepare leaders for the African American Church and community.

Learning Abstract :
The project sought to gather together in consultation scholars from historically Black colleges and universities (HBCU) to examine the pedagogy used to prepare clergy and laity to "translate" the ideas of the theological academy to the issues of the African American church community. A working paper would be developed and then responded to by representatives of each of the 6 ATS accredited HBCU seminaries.
The consultation was held in July, 2003 at the Shaw Divinity School. Participating seminaries included: the Divinity School of Shaw University, Hood Theological Seminary, Howard University Divinity School, the Interdenominational Theological Seminary, and Samuel De Witt Proctor School of Theology. The project director reports that as a result of the consultation dialogue, the group developed "a new commitment to stay together in order to engage in common work around a flexible and experimental, but growing and consistent focus on Black Issues in Theological Education."

Proposal abstract :
Support for project to introduce faculty and students to the historic and contemporary encounter between Plains Cree and non-aboriginal peoples, identifying and discussing pedagogical and theological models and methods to enhance intercultural communication.

Learning Abstract :
By hosting conferences, for both faculty and the public, we have raised awareness and the profile of 1st nation's issues in our community and we have gained new access to information and human resources. As a learning community we built new relationships with aboriginal people and gained a greater sense of their worldview and needs. We discovered the value of interactive and experiential learning as an essential component to cross cultural education. We learned that education needs to encompass, in some way, the whole person: mind, body, and soul; and, that teachers need to model this wholeness to the students. We must listen to students, so as to understand their inner and social worlds, so that we can be relevant educators and teach students based on their prior social, cultural, and intellectual knowledge. Cultural discovery and curiosity must be ongoing to be effective in First Nations and cross-cultural education.

Proposal abstract :
A series of luncheon meetings for faculty to discuss recent literature in multi-cultural pedagogy, to share ways of improving syllabi, and to plan dissemination of the information through featured lectures workshop.

Proposal abstract :
A department retreat and year-end follow-up session to develop a common exegetical method and effective ways of teaching it.

Learning Abstract :
The grant effectively enabled the biblical department at Union - PSCE to review and improve how the department teaches biblical exegesis, particularly in its core courses (i.e., Introduction to the Old Testament and Introduction to the New Testament). The biblical faculty had noticed throughout recent years a decline in the quality of exegesis papers and in the passing rate on the Bible ordination exams of the Presbyterian Church (USA). Many students felt that the various faculty members were teaching exegesis in different ways and expressed the need for more uniformity in method and expectations.

Following an all-day retreat in the fall, the use of a new exegetical guide in the introductory courses during the year, and new strategies of teaching exegesis throughout the school year, the biblical faculty met again at the end of the school year to assess both the new guide and the teaching strategies in light of the goal of improving students' exegetical skills.

Proposal abstract :
A series of luncheon meetings to discuss issues surrounding teaching and learning, to experiment with a process of peer observation and evaluation of teaching, and to plan a workshop with an outside consultant to address teaching and learning issues that have emerged in the colloquium.

Learning Abstract :
This project has reinforced our sense of the importance of structuring learning about teaching into a faculty's life. Overall, the workshop on teaching during a required "day of work" for the faculty, though more expensive in time and money, was more successful in reaching a broad group of faculty and having sustained discussion about teaching, than the optional, periodic lunches, though focusing such lunches around specific topics can be helpful. Having the right resource person from outside the faculty can be important too. Not only are the skills of the person important, but having them present adds an extra sense of purpose and focus to the discussion of teaching. It was very difficult, however, to move forward on peer observation of teaching as envisioned by the grant.

Proposal abstract :
A two-week writing workshop for a small number of faculty to produce publications on the subject of improved teaching and learning in theological education through the strategic uses of technology.

Learning Abstract :
The grant proposal sought support for the preparation and execution of a writing workshop on theological education with a group of my colleagues. The workshop was held on six days between June 30 and July 11, 2003 with the project director and three colleagues. Four papers were completed during the workshop and sent to the journals, Theological Education and Teaching Theology and Religion.

Proposal abstract :
A consulting team of five teachers, experienced practitioners, and an assistant skilled in information technology will develop an on-line center for teaching and learning in church leadership and administration, providing resources for adjunct or part-time teachers as well as students at Candler and other theological schools.

Learning Abstract :
The grant provided for the development of an on-line "Leadership and Administration Resource Center (LARC). www.candler.emory.edu/ABOUT/faculty/FRANK/The purpose of this virtual center is mainly to provide teaching resources for persons who are teaching courses in church administration, religious leadership, congregational studies, or related subjects. The site offers them teaching ideas, pedagogical tools from syllabi to readings to exams, and web links that will help them construct and execute useful courses in the field.

A secondary purpose is to provide resources for students and for practitioners in church and non-profit agencies.

The project went much more slowly than anticipated in large part because of difficulties in deciding on the best web format amid rapidly changing technology and in part because of the challenge of finding assistants who could help in the construction of the site.

The grant covered the expense of three consultations with teachers and practitioners in religious leadership and administration. The first two helped generate and evaluate case studies that would be useful in teaching. At the last consultation a small group of teachers from Atlanta theological schools were introduced to the site. They were quite enthused and stated their intention to use the site and contribute material for it.

Proposal abstract :
A faculty retreat to examine the vocation of teaching as it relates to racial identity, an outside consultant to help faculty address issues of racial identity in the classroom and in the seminary, and a faculty-led retreat for students to help future church leaders and teachers think critically about what it means to teach as it relates to racial identity.

Learning Abstract :
Several strengths of this project can be identified. First, the project engaged various constituents within the seminary, by focusing all on issues of teaching and learning. The resources put into faculty development are paying off as faculty continue to struggle with the impact of racial identity in their teaching and in their courses. Similarly, students are more aware of the need to become effective pastor teachers in the context of the church. The ability to draw persons from the larger community for the workshops and the roundtables engaged others outside the seminary in ways that were helpful to all.

The largest weakness of this initiative came in the need to extend the time period beyond the life of the grant and to shift some of the resources from an original part into faculty development. Although extending the life of the grant had incredible advantages, there might have been a better way to imagine the whole of the initiative were it to have been considered in a larger time frame from the beginning.

A few observations about the learning that has occurred in the midst of this grant follow. 1) It can be very difficult to maintain intentional and meaningful conversations about teaching and learning in the midst of institutional chaos or crisis. The years this grant covered coincide with some important institutional years of struggle. 2) Involving faculty in the design and assessment of a grant such as this was extremely important. While the Academic Dean or other administrative leaders can provide some of the initial impetus for a particular initiative, the results will have a greater impact if faculty are involved in every step of the process from the vision to the assessment. 3) Shaping an institutional ethos and an agenda takes more than one academic year. The extension provided the institution - its faculty and students, in particular - greater opportunity to deepen their conversations and their implementation of actual programs.

Proposal abstract :
A one-day consultation involving two parallel core groups of faculty (Chicago- area faculty and ELCA denominational faculty and staff) who will discuss and plan a comprehensive program of guest lectures, evening lectures, brown bag discussions and workshops, to educate seminarians on Judaism and Jewish Christian relations.

Learning Abstract :
Learning and teaching about subjects vital for Christian leadership today such as Jewish-Christian relations can take place in and around the existing seminary curriculum, if one identifies faculty partners and takes creative measures. Activities proven to be especially effective at highlighting Jewish-Christian relations include public lectures by Jewish guest speakers scheduled during core course meetings, events such as Shabbat experiences at a local synagogue that fulfill existing institutional requirements, and lunch-hour discussions about current events related to Jewish-Christian relations. Strong connections with other seminaries, synagogues, and local institutions can generate enthusiasm and build momentum, especially when funds are limited. Persistence and tailoring offerings to reflect the strengths of local Christian faculty and Jewish scholars and leaders are keys to success. Collaboration among seminaries in planning a conference on Jewish Christian relations can draw attention to the subject and establish working relationships that promise to bear additional fruit in the future.

Proposal abstract :
A faculty retreat and focus groups will seek to evaluate and consolidate the work on antiracism and multi cultural education at EDS by engaging faculty, students and alumni in critical dialogues.

Learning Abstract :
The project enabled EDS to evaluate and consolidate the work on antiracism and multicultural education at EDS by engaging faculty in critical dialogues through a retreat and faculty colloquia. A consultant was invited to lead a faculty discussion in the spring, and resources on multicultural pedagogy and theological education were gathered and provided to faculty.

Proposal abstract :
Ten seminary colleagues of differing race, ethnicity, and gender will be invited to join in a process of reflection and analysis of their character and practice as teachers by participating in two workshops based upon the pedagogical model of transformative mediation.

Learning Abstract :
This project was designed as a collaborative investigation of the applicability of the theory of transformative mediation to teaching in the seminary classroom. To that end, the project director invited nine colleagues to participate in two workshops during the fall and spring semesters of the 2003-2004 academic year and to complete weekly exercises for self-reflection and self-assessment during the fall semester.

Participants expressed appreciation for the opportunity to reflect on their teaching both individually and with a small group of colleagues. The single consistent criticism was difficulty with finding time every week to write out responses to the weekly exercises on-line. If this project were undertaken in the future, the participants might be organized in dialogue dyads or triads bi-weekly to discuss the impact of the theory's insights on their teaching.

Proposal abstract :
Outside consultant-led retreats to prepare the faculty to teach new, intensive, upper-level theology or biblical courses. The retreats will include generative time on classroom strategies, issues of coverage, syllabus design, student expectations and evaluations.

Learning Abstract :
This grant-funded process allowed faculty to learn from one another regarding a new area of teaching (Intensives) that causes many of us anxiety. By spending time to generate questions about teaching intensives in an organic way, and then analyzing the syllabi and experiences of those already engaged in this teaching, and finally by spending time to generate specific suggestions for incorporating new models into the intensive classroom, the faculty developed itself as a resource on teaching. The retreats revealed a deeper need on the faculty to spend time talking together about our teaching. Faculty meetings are too full of other business. Because faculty members struggle (as do almost all faculties in small institutions) with the challenge of their own research and writing, it is difficult to find ways to support learning about teaching from one another in a sustained way. This process modeled that possibility by mining the existing wisdom over two years' meetings in a critical but supportive way.

Proposal abstract :
Support for a 2-meeting consultative process in which faculty members from four seminaries, representing a diverse array of traditions (evangelical, reformed, Catholic, and Lutheran) explore together how their actual practices of teaching have changed in relation to curriculum shifts undertaken in response to the changing context of the church in North America.

Learning Abstract :
The four schools involved in this grant found the project so helpful in large part because it gave them room to create and practice reflection that was deliberately appreciative, and thus primarily generative in character. Such processes are neither short, nor easily assessed in quantitative terms--they are also largely shunned or marginalized within academic practice. Given that the central thrust of a seminary organized to support an apostolate requires a teaming approach, and given that few faculty have had experiences of teaming in teaching (true teaming, as opposed to "parallel play"), it becomes all the more necessary to create room for this kind of faculty development. The pressures and exigencies of contemporary theological education work against the kind of space and time an "abbey" or "monastic" approach to theological education might make possible. Given that reality, finding ways to support faculty development through shared approaches to teaching is a highly fruitful and generative investment.

Proposal abstract :
Support for the faculty of Louisville Presbyterian Theological Seminary (LPTS) to engage in a series of consultations with expert educators in order to prepare the faculty to construct more effective teaching and learning environments with racially and culturally diverse students.

Learning Abstract :
The project sought to develop an antiracist and multicultural environment for teaching and learning at Louisville Seminary. This project actively involved the board of trustees, faculty and students in antiracism training in order to aid the seminary in becoming a racially and culturally inclusive learning environment. The trustees engaged in a day-long workshop and the faculty and students engaged in a day-long "teach-in" experience oriented toward the aims of the project.

Proposal abstract :
Support for the initiation of a teaching program in church administration at Catholic Theological Union that is specifically focused on the training of theology students in functions of church administration activities.

Learning Abstract :
The project sought to continue the work of the Wabash center grant received in 2002 (WC 2002-003) in order to bring it to its completion. The grant sought to fund an innovative course delivery for a seminary curriculum in church administration in partnership with the corporate community, experienced pastors in the field and other outside experts. The current request would fund resources for the publication and marketing of a teaching manual on the curriculum to be distributed to other schools of theology for implementation.
During the period of the grant the project director reports the following accomplishments: the Implementation Handbook was completed and distribution begun; enrollment in the program increased; and the program became a permanent part of the curriculum in the fall of 2004.

Proposal abstract :
Support to analyze the results of a focus group of fifteen clergy and lay leaders representing churches from around the United States that met to discuss: 1)the primary experiences and responses to cancer in their church and community; and 2) what learning processes or methods of teaching should be included in a course on the practical theology of cancer. The results will be incorporated into a course at Vanderbilt to help future pastors comprehend the basic issues of contemporary cancer (science, prevention, diagnosis, treatment and outcome) and a practical theological perspective to bear on the phenomenon of cancer.

Learning Abstract :
This study examined the results of a qualitative focus group conducted with fourteen pastoral care givers who were asked to discuss these two questions: 1) Would you describe the primary experiences of and responses to (concerning) cancer in your church congregation and the surrounding community:" 2) "Given your experiences, what would a course in the practical theology of cancer contain?" A discussion of the findings of these groups indicates the following about their experiences of cancer: (1) the ministries of their congregations are central to their experience; (2) a variety of fears appear to pervade the experience of both those with cancer and of those who care for them to such an extent that the word ‘cancer' itself is so frightening; (3) these fears are fueled primarily by the many uncertainties that accompany the illness throughout its trajectory; (4) the suffering of those with cancer is often compounded by stigmas attached to the disease; (5) the absence of just and equitable access to healthcare also compounds the suffering of cancer patients; (6) both those with cancer and the pastors themselves have many questions about the causes of cancer.

A discussion of the findings of these groups indicates the following about their recommendations for a course on cancer: (1) such a course should contain information about the basic science of cancer so that pastors may be more empathic with those suffering from it; (2) the course should assist religious care givers to have a better understanding of their own emotional responses to cancer; (3) various educational media – including novels and movies – should be included, as well as presentations by medical experts; (4) the course should include directions for education that may provide pastors and those for whom they care with hope in the face of cancer; (5) the course should assist pastors in understanding the general coping and religious coping processes that occur throughout the trajectory of the illness; (6) theological reflection on the meaning of the disease is crucial for a helpful and effective course. The study concludes by noting its own limitations, and by suggesting further qualitative focus group studies, as well as other research projects to develop and evaluate this course.

Proposal abstract :
Support for a book project aimed at the development of a text, "Writing Theology Well: A Theological Writer's Rhetoric," that will provide a discipline driven introduction to theological writing and research for students enrolled in theological schools and seminaries, writing instructors and tutors, and theological faculty.

Learning Abstract :
The project sought to fund a semester's leave to research and write a text on theological writing. The text, Writing Well: a Theological Writer's Rhetoric, is adapted from materials developed from the Episcopal Divinity School/Weston Jesuit Theological Seminary WRITE program.
Speaking from her strengths,the project director would encourage applicants to design proposals that emerge from writing and research they are already doing, for such proposals will be grounded in the "already" as they imagine and articulate the "not yet." Secondly, the project should be important enough to undertake even if it doesn't get funded; and if it is important, there is a high probability that it will get funded. Finally, travel to other institutions can contribute significantly to a project, and expand one's imagination of its intended "audience." Speaking from hindsight, one thing the project director would do differently is request a longer grant period. However, given most people's natural tendency to underestimate the time required to complete a project, she would advise aspirants to expect to have more work to do when the grant concludes, because there is never enough time to do everything one had hoped to do. But if, like her, they look forward to finishing the work, then the "grant" will continue to support, inspire and encourage its recipients, long after its termination date.

Proposal abstract :
Support for the development of a free web resource for teaching and learning several close reading skills necessary for New Testament exegesis.

Learning Abstract :
My discovery of Problem-Based Learning was the most dramatic learning for me and has changed the way I teach even those courses that do not use "Into the New Testament" directly. I learned about project management - and the dreaded "scope creep" of projects - by working on this site. I also learned a great deal about web design, including a variety of ways to make my own course web sites easier to navigate, cleaner in design, and more interactive than they had been.

Proposal abstract :
Support for a dean to travel and meet with deans, students and faculty at selected schools in the U.S. and Canada that offer the M Div degree, and other theological programs at the masters level that have had to affiliate their theological school with a major university to remain viable. Discussions will include use of internet courses in ministerial programs, faith formation in versions of the M. Div that use significant off campus teaching and the deployment of theological and religious study faculty.

Learning Abstract :
The project sought to examine ministerial programs in institutions of theological education that are affiliated with universities. The project director hoped to speak to the deans of 18 institutions to discuss their theological programs, and the teaching and learning issues involved that are particular to their relationship to a secular university.
The project director reports fruitful conversations with all 18 schools visited. He observes that while many theological schools are affiliated with universities, the M.Div. program generally "has been kept unto itself with its own concerns and agenda in the curriculum, more or less free from interfaith or other institutional connections." In these settings it is viewed primarily as a professional degree for work in churches. He believes this is a result of ATS standards, along with church expectations that determine curriculum requirements. He hopes to continue his research in schools where the university connected is "professed to be strong and workable."

Proposal abstract :
Support for a “Teaching Profession Workshop” for thirty Ph.D. and Th.M. students. The workshop attempts to address both pedagogical and pragmatic matters for prospective professors and will include two outside consultant-led sessions on teaching methods, a session on academic job searches and a session on publishing.

Learning Abstract :
The project sought to fund Teaching Profession workshops, open to both masters and doctoral level students. The program attempts to address teaching methods, academic job searches, and publishing. Funds for the program would support its operation, along with research that would develop and grow the program for the future.
With the support of the grant they were able to enhance the workshops by providing speaker stipends and food at the workshops. They also used the funds to research the best ways to develop the program by analyzing evaluations, researching similar initiatives in 16 other institutions, and proposing a plan for the future. Changes proposed include the following: expanding the topics covered, developing a two-stage program (one for pre-exam students and one for ABD students), monitoring student interest more effectively, the use of web pages for job and publishing information, and more involvement with academic placement.

Proposal abstract :
Support for a planning group to further develop some related initiatives for making theological education more responsive to the changing pedagogical needs of multiculturally diverse student populations, and the increasingly globalized contexts in which the future students will minister.

Learning Abstract :
The project proposed a follow-up to a Wabash center workshop for pre-tenured theological faculty. The purpose of the grant was to enable 4 members of the group to plan, write, and propose a larger grant to the Wabash Center related to issues and concrete strategies of institutional transformation that the group identified as being crucial for theological education in the 21st century.
Project director reports that the group met at October 2003 to work on the grant proposal. A draft was authored later in the fall, was critically reviewed by group members and outside contacts, and submitted to the Wabash Center in January 2004.

Proposal abstract :
Support for a two-year consultation of a selected group of Asian, Black, and Latino/a teachers of biblical studies in the U.S. on how the Bible is read within these racial/ethnic communities and taught as an Asian, Black, or Latino/a faculty, as well as how these findings can be incorporated into the teaching of biblical studies by faculty members not of these groups.

Learning Abstract :
The main goal of providing a forum for careful and critical discussion on how to read and teach the Bible from the perspectives of Black/Asian and Latino/a communities was met. The various sessions gave the participants a unique experience of inter-racial/ethnic communication and great strides were made in the group's ability to communicate effectively. It was very helpful to use the first of three sessions to give autobiographical introductions and deliberations on racial/ethnic studies before tackling the goal in the second session of sharing drafts of papers on race/ethnicity/nation and biblical studies. By discussing syllabi, lesson plans and choices for student assignments, the group engaged pedagogical issues involved with race and ethnicity course offerings across the curriculum from undergraduate courses through seminary courses to doctoral courses. Presentations at an international conference and at a national conference, along with a book and plans for future meetings of these some of the alums helped to disseminate some of the groups' work as well as gave opportunities for feedback from others outside the group.

Proposal abstract :
Support for a project to review bibliographic instruction programs in select theological libraries, formulate a more systematic approach for such instructional programs in terms of information literacy, and introduce this as a collaborative program for American Theological Library Association (ATLA) libraries.

Learning Abstract :
The project sought "to review bibliographic instructional programs in select theological libraries, formulate a systematic approach for such instructional programs in terms of information literacy, and introduce this as a collaborative program for American Theological Association (ATLA) libraries."
The project director reports that he completed a review of research on information literacy programs, interviewed four leading figures in the movement, and visited some of the leading theological libraries to discuss their instructional programs. He also visited the ATLA offices and four premiere academic libraries that have information literacy programs. He received an "overwhelmingly positive" response from faculty in his attempt to develop an information literacy program based in the large core courses at Candler. As a result of this project, he will be working with 19 courses to develop the students' information literacy.

Proposal abstract :
Support for the production of a two-disc DVD that will provide teachers with visual educational materials about liturgy and culture and to design liturgical/theological methodologies with teaching strategies for using digital material in the classroom and for students to use in independent projects.

Learning Abstract :
The project sought to develop a two-disk DVD that would provide teachers with visual educational materials about liturgy and culture for use with teaching strategies for the application of digital materials in the classroom and in independent projects. This would be accomplished through the transfer of the three existing Dancing Church documentaries to the DVD format, as well as adding newly edited material. Finally, it sought to design and develop web-based materials providing teachers with teaching methods and strategies for using video material in the classroom, and students with strategies for using the materials independently.
The project director reports that all goals were met and a two –disk DVD was produced entitled, The Dancing Church Around the World. A web site was developed with an order form, study guides, bibliographies and teaching strategies. It can be found at www.thedancingchurch.com

Proposal abstract :
Support for a project to conduct a feasibility study and initial planning for a comprehensive program to successfully integrate students with visual impairments into the M.Div. degree program at the Wake Forest University Divinity School.

Learning Abstract :
The project sought to conduct a "feasibility study and initial planning" for a comprehensive program to integrate students with visual impairments into the M.Div. degree program. They hoped to gather information about currently available library and technological resources to aid blind and visually impaired students, to determine which components of their curriculum required modification, and to seek out financial resources for special scholarships to support students with visual impairments.
The project director reports that information and resources were gathered in the following areas: university disability services, current technology resources, and current library resources. In regards to curriculum, the following areas were highlighted for modification: biblical languages, field education internships and library research resources. Finally, scholarship possibilities were highlighted, as well as agencies to advertise in to attract qualified students with visual impairments. In conclusion, as a result of the project, the school finds itself in an "excellent position" to integrate visually impaired students into the M.Div. program in a comprehensive manner.

Proposal abstract :
Support for a summative faculty workshop to help interpret the meaning of their investment in resources over the past three years from the Lilly grant and to discuss future directions they will take in the use of educational technologies to support their teaching and learning environment. The workshop will be led by James Rafferty from the MN Consortium of Theological Schoools.

Learning Abstract :
The project sought to fund a one-day faculty workshop with an outside speaker to assess the meaning of their investment in educational technologies over the previous three years, as well as to discuss future directions for the use of these technologies in their teaching-learning environment. In particular, they hoped to engage the subject of student motivation and learning styles, and how teachers can engage students through available technologies.
The project director reports that in the workshop the questions they explored involved what they were communicating and how effective it was in a student population with a very different profile from which they as a faculty were trained. These new students do not come with graduate level skills in reading, writing and speaking, and do not have previous exposure to philosophy, theology or history. These core skills must be taught in the curriculum. Also, they must be taught for parish work, not academic work. Thus, they needed to determine how to best contextualize their teaching strategies.

Proposal abstract :
Support for a project that seeks to identify critical qualities of teaching congregations that distinguish them as generative centers for theological field education.

Learning Abstract :
The project sought to identify critical qualities of teaching congregations that distinguish them as "generative centers of theological education." The research would be done as a "modest congregational studies project, involving in an analysis of five to six congregations."
One could argue that these fourteen habits and virtues of generative congregations (future oriented, theologically grounded, missionally focused, worship-centered, contextually savvy, publicly engaged, cooperatively linked, shared leadership, personally hospitable, grace-fully managed, programmatically balanced, missional resources, highly participatory, and spiritually nurturing) are merely a personal description of the "ideal church," and there are grounds for such a critique. However, it is important to note that numerous qualities of the ideal church did not make their way onto this list. For example, no one theological perspective was found to be a common characteristic. These congregations range from moderately evangelical-conservative to relatively liberal. Likewise, no one political ideology was found. Some congregations are predominately Republican; others are largely Democratic - with all of the customary partisan views about war, abortion, taxation, welfare and other issue. Also, fewer than half of these congregations see themselves as having strong programs of ministry with children and youth. And numerous other qualities that one might expect on a personal "wish list" do not appear on this list of habits and virtues.

One characteristic not on the list is assumed - but should be acknowledged. All of these congregations are obviously deeply faithful to God, and this faith commitment profoundly influences the identity and mission of each church. While different congregations may emphasize different aspects of the Christian Gospel, all of them live out their faith in ways that have integrity with their understanding of their vocation as Christian disciples.

It was suggested earlier that a critical element of any pastoral internship is the supervising pastor. And this premise is borne out with each of these five congregations. Without exception, there is a strong and able supervisor who is a careful mentor with personal enthusiasm for working with theological students. Without this commitment, even the most generative of congregations would probably struggle as a teaching partner in theological education.

Perhaps the ultimate test of congregational generativity has to do with the competencies cultivated by an intern in the field setting. The following is my own minimal list of competencies that one might hope an intern will address in a pastoral internship: Constructive theological reflection, self-knowledge, authentic personal piety or spirituality, healthy interpersonal relationships, leadership, insightful contextual analysis, pastoral skills, and vocational clarity.

While there are no guarantees that an intern and congregational placement will experience the chemistry needed to develop a constructive internship, there is an interesting correlation between this list of pastoral competencies and the characteristics of generative congregations. One might easily conclude that congregations with the habits and virtues described in this report are positioned to contribute significantly to the personal growth and professional development of students in ministry.

Proposal abstract :
Support for a study leave grant to research institutions that train students in rural contexts in order to develop strategies for teaching that would equip seminarians and clergy for ministry in increasingly stressed rural communities.

Learning Abstract :
I rediscovered the value of a Trinitarian theology for congregational mission focused on community development. I found several excellent community-building tools (appreciative inquiry, asset-mapping and intergenerational dialogue) that I am training my students to use with their congregations on internship and after graduation. I have become convinced of the urgent necessity, fruitfulness and potential difficulties of doing interdisciplinary training for clergy. And from the last segment of the project I have learned the value of a well-designed and maintained website as a way of networking with folks who, in Canadian rural settings, are often far dfstant from one another

Proposal abstract :
Support for a study leave project that concerns the intersections between congregational studies and teaching-learning in theological education. The purpose of the project is to explore the use of congregational studies as an important and valuable tool for teaching and learning across the disciplines in theological education, contributing to a broader conversation about teaching-learning issues among seminary faculties, and offering new possibilities for contextual education in theology.

Learning Abstract :
This study leave project examined the intersections between congregational studies and teaching-learning issues in theological education. Congregational studies offers opportunities to contextualize such teaching and learning by locating it in the interstices between particular contexts of ministry (congregations and other settings), the processes by which learners analyze these contexts, and the larger questions of theology, biblical studies, history, ethics, leadership, etc. that go beyond any one particular setting or context. Instead of studying the issues and questions that make up the explicit curriculum of theological education in the abstract, a congregational studies-based pedagogy allows particular ministry settings to operate as "case studies" for teaching and learning. Because a congregational studies approach apprentices learners in the practices of "reading" congregational contexts, it invites them into the "community of practice" made up of public theologians/church leaders able to understand such contexts and think theologically without reducing the scope of their concern to a single case. Such practices are portable across contexts for ministry.

Proposal abstract :
Support for a study leave project that will seek to develop a pedagogical model that makes connections between religion, culture, and conflict. The model will integrate theories of the social construction of difference, cultural analysis of religion and conflict, communicative ethics, transformative mediation, and intercultural communication for use in both academic and congregational contexts.

Learning Abstract :
The goals of my study leave grant were five fold. (1) To complete the research for and writing of a manuscript on a theory of ethics as cross-cultural encounter and the practice of religious ethical mediation and to translate that theory and practice into a pedagogical model. I have completed most of the research for the manuscript but have not completed writing the book yet. Additional theory work needed to be done prior to the writing. (2) To develop this pedagogical model for use in both academic and congregational contexts. (3) To develop a bibliography of audio-video resources and fiction that will supplement the use of traditional textual sources in this model of teaching and learning. (4) To redesign the required ethics course in the seminary's M.Div. curriculum using this pedagogical model and bibliography. Goals two, three, and four were linked. The bibliography has been completed and will be used in two ethics courses. The course syllabi will be submitted to the AAR Syllabus Project. (5) To design a workshop for clergy and lay leadership development that teaches the theory and practice of teaching as a practice of cross-cultural encounter for the continuing education program of the seminary. I hope to do a workshop next year. I have delayed presenting workshops on the material until after the book manuscript is completed.

Proposal abstract :
The project entails a multi-session workshop in which faculty acquire skills they will implement in the design or redesign of their presentation tools. The workshop will address how digital video and graphics are processed cognitively during the learning process and the best ways to present them for maximum learning outcomes, focusing on the instructional design issues and application of underlying learning theory to teaching and learning rather than on the development of technical skills per se. This approach and emphasis equips faculty with the knowledge and skills that will enable them to select the most effective pedagogical strategies relevant to their teaching style and content area.

Learning Abstract :
The Cognitive Theory of Multimedia Learning (CMTL) provides a useful basis for framing multimedia design by grounding it in learning theory. The principles of CTML can be applied to interface design, the facilitation of various cognitive methods, and instructional strategies. Integrating digital media into teaching ought to be a holistic approach to teaching and learning that includes both choosing appropriate instructional design strategies and varying such strategies to facilitate effective learning. When faculty members understand principles of effective integration of digital media, they seem to apply them. However, for most faculty members, the process seems to be progressive, more evolutionary than revolutionary. Ultimately, integrating digital media effectively cannot just be about teaching but it should equally, and most importantly, be about learning.

Proposal abstract :
With this grant we want to bring together theological educators from across North America to share their experiences on the intersection of educational technologies and theological teaching and learning, and to explore new challenges – such as the proliferation of online and distance education-the digital culture presents to traditional concepts of theological education and spiritual formation.

Learning Abstract :
The conference was hosted jointly by Garrett-Evangelical and Kenrick-Glennon Seminary and sought to bring theological educators together to explore how to engage digital technologies (so prevalent in our society) in an ethical manner that invites seminary students to become proficient, adept end users and responsible decision-makers. An open invitation was sent to over 150 colleagues and theological institutions inviting their input and experience both as participants and as presenters to explore the influence of the digital culture on traditional models of theological education and spiritual formation to concepts of creation and creativity in technoculture and the virtual theology of cyberspace. A website for participants was established. The schedule for the conference was reduced from a Friday – Sunday format to a Friday – Saturday format. This move proved to be a miscalculation as it shortened the time for interaction between sessions and forced the scheduling of events too close to each other. Evaluations were done in the form of emails – giving participants time to reflect on the overall effect of the conference. There was a consensus of the respondents that it would probably be best to continue these conversations on an annual basis, though opinion varied as to where. The goals of the project were met and the discussion among the participants and their respective institutions will continue far beyond the confines of the conference.

Proposal abstract :
This project is focused on addressing the need for a sense of connectedness and support for students in online seminary courses. The project will examine and test what can be done by faculty within their courses without unduly adding to faculty workload to meet the student need.

Learning Abstract :
This project, as designed and proposed, sought to develop, implement and evaluate a set of options for faculty to provide (or enhance) efficient and effective student support within the structure of online seminary classes.

The project was a successful learning experience, but not in the way envisioned. As a result of my close observation of my own practice, I would now suggest that a set of procedures is not the fundamental need to hold down the strain on faculty workload in online courses. The primary need is to reframe faculty and student understanding of the dynamics afforded by the online environment. "Efficiency" is gained by abandoning the replication of face-to-face classroom roles and procedures and reframing the teaching and learning roles and procedures in a manner that maximizes what the online environment afford us.

The project significantly reinforced two trajectories or principles that I have worked for in developing online classes at Luther Seminary. (1) We are not replicating and distributing the face-to-face classroom. That changes both the expectations for support and the character of the support given. (2) We are working down the middle of our programs, not forming an auxiliary program. That has caused the growing pains that led to this project. The project did not immediately alleviate those pains, but it did press the need for the regular support personnel to be present and did support Luther Seminary's switch to a digital system that integrates the Course Management System with the administrative system. The administrative support is no longer as remote from the work of teachers.

Proposal abstract :
Support for a project to help the faculty of Meadville Lombard address issues of teaching and learning in an online environment. Three goals will be addressed: 1.) To identify and learn from good models of online teaching and learning, 2.) To gain knowledge and skill in how to create a community of discourse online, and 3.) To adapt classroom-teaching methods to an online format, while retaining creativity and academic rigor and appealing to various student learning styles.

Learning Abstract :
This project sought to assist the faculty in brining the seminary's pedagogical philosophy, culture and style into the online classroom. In launching online classes they have witnessed the way the school's culture can be transmitted by including students who have previously taken the traditional classroom courses. Having even a few such students enrolled in an online class can provide the critical mass that promotes the culture. The philosophy and style, however, will be transmitted through the establishment of clear educational goals, learning objectives, and assessment tools. Additionally it requires a faculty wide commitment to applying these objectives and tools to online courses. This will happen only when the faculty has an online literacy, which consists of an understanding of online classroom dynamics and methods of instruction.

Proposal abstract :
The goals of the grant program are to plan and execute a three-day strategic planning experience that will: 1) give the participants a clearer idea of the need for distance theological education in the Pacific Northwest; 2) build strategic alliances toward this end, and 3) develop a specific plan. Execution of the plan is not guaranteed, but through the planning process, the participants will be in a much better position to know how to go about it and what the need is.

Learning Abstract :
During the grant project all aspects of the proposal were carried out and the goals were fulfilled. Several lessons were learned. There is a lot of value in thorough research and in an iterative process over time. There is a lot of value in listening to consultants from the Church. There is a lot of value to a faculty-driven technology planning process. The ‘strategic' in strategic planning is all about finding just the right combination of models. In summary, the grant provided a giant boost to the technology planning process. It put the participants in a position to develop and refine a working model whose concept could be proposed to university administrators and on which could be started the work of developing a full proposal for implementation. The strong beginning to the planning process moved the participants well down the path in their overarching process and accelerated that process by many months.

Proposal abstract :
Support for a series of annual seminars devoted to exploring the challenges of building classrooms on North American campuses where Christian Systematic Theology is taught in a "transnational environment." Specific attention to the global contexts of theology will be a central aim of the project.

Learning Abstract :
The ongoing conversations about teaching and learning have been exciting and productive, the work on developing innovative teaching-texts has borne fruit in several books, and most importantly, the pedagogical challenges of engaging the hearts and minds of today's students has been expanded and deepened. Fifteen new assistant professors of religion/theology were admitted to the group and in doing so a new generation of theological educators were introduced to the pleasures and difficulties of theological teaching. Members were encouraged that scholarship and teaching need not be seen as competing enterprises but as wise companions. It is the conclusion of the group that the best theology is solid teachable theology. Insofar as this view of the group's collective scholarly endeavor has been promoted, it is the hope of the group that the field of theology in North America as a whole has been enriched.

Proposal abstract :
The Samuel Proctor School of Theology (STVU) is a vibrant theological community whose educational task is being stretched in many ways. One of which is the matter of responding to an ever-growing non-residential student population who are desirous of online course offerings. This proposal is an attempt to engender extensive faculty discussions about teaching with technology, explore some online course offerings, and integrate findings from those courses into the overall curriculum revision process.

Learning Abstract :
While not all of the faculty members understood how they could enhance their courses through the use of technology, they were open to exploring ways to do it. They believe that the huge classes we have can certainly be better served by some aspects of technology. They are also keely aware of the fact that our student demographics have changed and that students come to seminary with a good deal of technological experience. Though the faculty members are not allowing the mad rush to online learning evidenced in many theological institutions to influence their thinking and decision making, they are genuinely open to ways in which the technology can best serve the student and the institution. This is a very healthy place to be for any institution seeking to integrate technology into the curriculum.

Proposal abstract :
Catholic theological institutions and seminaries are seeking ways to address the mismatch between the perceived needs of older students and the comprehensive education package of the institution. One way to resolve this is to provide ongoing and continuous education programs through the online databasing of 60-second asynchronous videos.

Learning Abstract :
In the creation of theophony.org, we have learned from its successes and disappointments both that developing an online video archive for an institutional globalization initiative is useful for engendering dialogue with stakeholders and that the management of its development will be less challenging the closer to the living reality of the institution one keeps it. By way of contribution to the expanding conversation on teaching and learning, we anticipate the idea of intentionally addressing global vision initiatives, such as evangelization/inculturation, ecumenism/unity, interfaith dialogue, and authentic human development, will be strengthened as engagement in theological course materials is constantly brought back to the level of practical applications in ministerial settings. We also anticipate a greater sense of interdisciplinary engagement as the database we have created helps learners draw connections between systematics, history, scripture, pastoral theology and moral theology. We feel our investment in energy and resources has been useful and meaningful.

Proposal abstract :
Support for development of pedagogical practices in theological classrooms that encourage intentional connections across disciplines, cultures, and discourses, in order to better equip students for more fully integrated ministries in the Church and the world.

Learning Abstract :
Purpose: to develop pedagogical practices that foster connections across disciplines, cultures, and discourses, in order to equip our students for more fully integrated ministries. Twelve educators began; four discontinued because of changes in professional or family circumstances. Positive outcomes: 1) our conversations were extraordinarily rich and important for our development as teachers; 2) interdisciplinary and multicultural programming was carried out in six theological schools; 3) an article on multiculturalism was published in Theological Education. Challenges: 1) The loss of four colleagues required that we drop the public-voice dimension of our work: many factors can hamper the effectiveness or commitment even of participants who start out with great enthusiasm and vision. 2) Neither of two planned collaborative articles was completed, despite carefully structured timelines and significant work.

Proposal abstract :
Support for a meeting to discuss revising the guidelines for Theological Field education in Presbyterian Church (USA) Theological Schools.

Learning Abstract :
The Guidelines for Theological Field Education in Master of Divinity Programs at Presbyterian Church (USA) Theological Seminaries provides a framework for theological field education programs incorporating the Association of Theological Schools Standards for the M.Div. degree. These guidelines follow legal requirements and expectations, and define the contexts and conditions under which students can acquire the experience and competencies necessary for the practice of ministry. While these guidelines emerge from a Presbyterian Church (USA) context, they can serve as a model for other denominations and theological schools in developing their own programs for theological field education.

Proposal abstract :
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 uses focus group methods to elicit from ethnically representative student groups their perceptions of how well current classroom practices empower them to minister in their intended cultural settings. Stage 2 utilizes this data to construct a quantitative survey instrument to be distributed to the entire student body. In Stage 3, an initial report of the foregoing results will be submitted to outside consultants for their feedback and response. In the final stage, the report and the consultants’ responses will be distributed to faculty, staff, and students campus-wide, as an empirical base for planning and evaluation discussions.

Learning Abstract :
An empirical study of full-time students at Fuller Seminary was begun in 2005 to address issues of pedagogy and climate related to empowering a culturally diverse body of students. Initial qualitative data were used to construct a questionnaire that was completed by 298 students. A preliminary report of the findings was then circulated to external consultants and student focus groups for comment. Survey results indicated that pedagogical concerns were secondary to those of campus climate. Student focus groups responses raised significant concerns with implicit and explicit racism in the classroom. Overall, the study suggests that the empowerment of an increasingly diverse population of seminary students requires specific attention to the ways in which the classroom and campus environment may be experienced as unsafe and disempowering.

Proposal abstract :
Support for a three-year project designed to give PhD students in Intercultural Studies supervised experience as teachers who will prepare future pastors to acquire appropriate cross-cultural skills and understandings. The focus will be on a pedagogy of intercultural service-learning, organized around "short-term mission trips," and designed to integrate theory and practice, school and community, experimentation and in preparing pedagogical materials. Research on program design and educational outcomes will accompany each stage of the project.

Learning Abstract :
This several year project was focused on service-learning within the framework of MDiv student mission trips to Peru (and to urban Chicago). As doctoral students helped with research, filming, and with designing pedagogical exercises, a great deal of enthusiasm was generated, motivating several to do their PhD dissertations on the topic. Both doctoral students and the project director published articles related to this. An educational DVD on mission trips was produced. Our team came to appreciate the importance of clearly identifying intended learning outcomes, and incorporating into our learning exercises 1) appropriate biblical texts and theological themes; 2) relevant experiences of intercultural service and learning; 3) attention to the voices of Christians in destination sites; and 4) active efforts at understanding. The value of a learning community of PhD students, faculty, and visiting scholars (who attended conferences we hosted), where all were focused on service-learning mission trips, came to be deeply appreciated.

Proposal abstract :
Support for a faculty retreat/workshop to translate departmental outcomes assessment into institutional effectiveness.

Learning Abstract :
The project has enabled the Seminary to make significant progress in its development of a comprehensive institutional assessment plan, which will provide an objective basis for the betterment of theological teaching and learning being accomplished by our school; the improvement of courses and programs for effective curriculum revision; feed the results into an overall strategic planning process; and provide objective measures of institutional effectiveness.

To a significant degree, the project enabled us to: 1) Focus on institutional improvement efforts; 2) Define and document effective educational practices both in the general field of theological education, and in the particular guilds of academic theological inquiry (e.g., Church History, Pastoral Arts and Praxis, Patristics, Scripture, Spirituality, and Theology); 3) Understand and elaborate effective educational practices to promote student learning in theology, and improve institutional effectiveness as a school of professional formation and theological education; and 4) Steer in-house professional discourse about educational assessment and evaluation in the teaching and learning of theology and religion.

Proposal abstract :
Support for a project with the following aims: 1. Re-education of faculty about wholistic assessment practices; 2. Creation of outcome-based learning objectives; 3. Creation of an assessment process and resources to assess curriculum, student learning, faculty effectiveness and institutional well-being; 4. Construction of an assessment process that adequately reflects a multiracial-multicultural theological educational institution.

Learning Abstract :
Through a process of reeducation around evaluation and assessment of the seminary MDiv curriculum, the faculty members of ABSW have come to understand that the measure of a student's learning is in essence an evaluation of pedagogical effectiveness. The tables have been turned. We, the faculty of ABSW, no longer understand our role primarily as one of assessing student performance; rather, we have knowingly created a process that will measure our effectiveness as educators. And, we hope to get high marks!

Proposal abstract :
Support for a project that engages more full time faculty in the work of mentoring doctoral students and support for a committee to review professional development of doctoral students in a mentoring program.

Learning Abstract :
The School of Theology and Religious Studies received a small grant in the 2005-6 academic year. With this money we conducted several focus groups with our doctoral students and had discussions with the entire faculty as to how we could improve our pedagogical training for our graduate students. Our most important learning was that we need to train our faculty as well as our students. We plan to implement a training program for faculty who supervise our Teaching Assistants. We want to develop more mentoring skills amongst our full time faculty.

Proposal abstract :
Support for a faculty development two-day faculty workshop to facilitate implementation of new curriculum involving writing across the curriculum for first-year master of Divinity classes.

Proposal abstract :
Support for the development of doctoral students as teachers in religious studies. The project seeks to model effective doctoral-level study by highlighting the exemplary work of advanced doctoral students to their peers.

Learning Abstract :
With this grant the Professional Development Program was able to offer a series which was first called "First Friday Teaching Talks." In this series, eight advanced doctoral students with teaching experience presented interactive lectures on innovative approaches to teaching and learning in undergraduate and graduate religious studies and theology classrooms. The lectures were generally well-attended by both GTU faculty and students, providing an important occasion for the modeling of effective doctoral-level study by highlighting the exemplary work of advanced teaching and learning in religious studies and theology. Indeed, the series was considered such a significant learning opportunity, as well as an occasion to honor the achievements of doctoral students, that is has been institutionalized as the GTU Teaching Scholars Awards.

Overall, the grant has enabled the GTU's Professional Development Program to enrich the conversation about teaching and learning among both doctoral students and faculty. It has further enabled us to recognize exemplary teaching among doctoral students as they move more fully into the profession, and it has served as the anchor for a now-institutionalized program that will allow GTU to continue the conversation.

Proposal abstract :
Support for a study leave project to extend methods and agendas developed by biblical scholars for the study of ethnicity to the teaching and learning of the Bible. Specifically, this project aims at accomplishing the following goals: 1) to study how ethnicity is incorporated in introductory courses to the Bible both as a method of interpreting the biblical text and as a pedagogical instrument to involve students of diverse racial and ethnic backgrounds. This is to be accomplished by means of a survey of Bible courses that stress the importance of ethnicity; 2) to learn from scholars who are most successful in incorporating issues of race and ethnicity into their teaching of the Bible through team-teaching with them; 3) to pool together resources developed by others to help scholars better handle the issue of race and ethnicity in Bible courses.

Learning Abstract :
Insofar as teaching and learning the Bible occupies center stage in a theological curriculum, how to do it will continue to be contested. This project convinces me that the most effective pedagogy is one that begins by engaging the students' construction of self and ends with the students' bringing their identities into dialogue with the biblical text. The text is not conveyed merely as a value-free object but filtered through the students' own identities. By the same token, the students' self-understanding is not simply affirmed but is brought into a dialogue with the text. An enduring question is how to reconcile this dialogical model of learning with the current orthodoxy of objective learning. These two sets of ideal are not inherently contradictory, but to bridge them requires creative and sustained collaboration with other teachers. What is true with teaching and learning the Bible is eminently true in other theological and religious disciplines as well.

Proposal abstract :
Support for the faculty of Iliff School of Theology to engage in sustained reflection on the ecology of their teaching practices, with an eye towards shifting that ecology towards the desired outcome of increased theological fluency among graduating students. "Theological Fluency" will serve as a generative metaphor to broadly identify the imaginative capacity to draw on interdisciplinary forms of theological wisdom in professional practice. Faculty participants will work to identify their characteristic pedagogical approaches, their intended student learning outcomes, and the ecology of approaches across the faculty. After careful reflection on the relationship of various pedagogical approaches to the learning outcome of theological fluency, the faculty will work to shift their pedagogical ecology to better support this kind of student learning. Faculty will pay special attention to the role of cultural background, age, and learning styles of students as they reflect on their pedagogical approaches.

Learning Abstract :
We learned that enormous diversity characterizes our teaching methods, subject matter, and desired outcomes. While sharing various general commitments to specific subject content, critical thinking, personal integrity, social relevance, and functional skills, we learned that there is considerable difference in how these are understood, embodied, and communicated. We also learned that having sustained conversations about our pedagogy created a sense of cohesiveness among the faculty. We were able to devise new strategies to help various forms of knowledge travel throughout the curriculum and between our disciplines, and to gain a better sense of what theological fluency might be for our students and alums. Finally, we learned that in addition to specific knowledge and skills traveling with more or less degree of fluency in our students, that Iliff's central message travels in a variety of formal and informal ways throughout all of our more structured and formal pedagogical practices.

Proposal abstract :
Support for a study leave project that will examine better ways to teach church-state relations and political engagement in order to help students (a) more accurately understand the changing context of church and state in the contemporary setting, (b) creatively and constructively lead congregations to engage political institutions and structures in accord with ecclesiological and other theological convictions; and (c) rethink political engagement so that it reaches to the level of everyday practices of churches and local community organizations. The research will include gathering information, through interviews and focus groups, on how churches and church-related organizations understand and teach political and social engagement. A particular focus will be the practices of teaching and formation which enable African American churches to engage social and political structures in their communities. A conference will bring together seminary teachers with other practitioners and teachers to articulate methods of teaching political engagement in seminary classes on theology and ethics.

Learning Abstract :
This project provided valuable opportunities for scholarly interaction with leaders of exemplary churches through interviews. The interviews produced useful data in audio form which will bear fruit for analysis and reflection. The focus groups with Black church leaders will provide data both for comparison with the interviews and for the body of data about Black churches in North Carolina. The information on teaching and learning processes employed in exemplary churches is already influencing professors' teaching.
Providing financial assistance to students did not always cohere with the technical skills needed for the project. A Project schedule requires clarity about how long it will take to initiate basic institutional paperwork and processes.
This project contributes to the discussion of integrating core theological, biblical, and historical courses with day-to-day practices of churches. It also contributes to using church practice-based models of teaching and learning as sources for course design in theological education.

Proposal abstract :
The goals for this project are: (1) to design and carry out a program that will prepare ThD students to be quality teachers of courses in seminaries and university religious studies programs; (2) to develop resources so that the program will be self-sustaining beyond the three years of the initial project; (3) to equip ThD students for the vocation of teaching by engaging them in a required seminary in which the focus will be theory, observation, and practice teaching at college and seminary levels; (4) to continue to equip ThD students for the vocation of teaching through required monthly seminars throughout their second, third, and fourth semesters of the program; (5) to equip ThD students for the vocation of teaching by having them engage in teaching assistant roles under an experienced professor; and (6) to equip ThD students for the vocation of teaching by having them develop a teaching portfolio.

Learning Abstract :
The new PhD program at the Lutheran Theological Seminary at Philadelphia has, as a required component, the preparation of PhD students to be teachers in seminaries and university religion departments. This project included the design and carrying out of the first three years (2006 through 2008) of the required program of teacher preparation. The PhD teacher preparation program comprises theory, observation, and practice teaching with evaluation. The program begins with a seminar (36 contact hours) in January of the student's first academic year, and continues through the second, third, and fourth semesters of the program with monthly teaching workshops, required teaching assistance, observation, and mentoring by an experienced professor. During these 18 months, the students develop a teaching portfolio. The project also included the developing of resources so that the teacher preparation program will be self-sustaining beyond the three years of the initial project.

Proposal abstract :
This project will develop curricular and pedagogical tools for bringing views oppositional to students' faith life into the classroom. Administrators, faculty, and students from five diverse faith institutions (three schools of theology and two religious studies departments) will describe, review, and critique what is currently happening in their institutions in order to design, test, and evaluate curricula and pedagogies that foster inter and intra religious knowledge and relationships.

Learning Abstract :
Others interested in how to include the "religious other" in their classes may obtain from us nine pedagogies and the syllabi within which they are included, institutional principles that should be adopted to encourage learning about the religious other, and a review, critique, and suggestions as to coaching, crisis management, and creating a safe space for dealing with "religious others." Several institutions were reluctant to survey their students, to allow some or any expression of religious diversity oppositional to their institutional identity, and move beyond the status quo. These institutions, or subsets within the institution, demonstrate the necessity of continuing the project in some form.

Proposal abstract :
This project seeks to enhance the training of its doctoral students in teaching skills and to better prepare them for teaching careers in theology and religious studies. Project Goals. 1) to refine and improve the training that we give to both sets of graduate students through course offerings and workshops, 2) to train current faculty as supervisors of Teaching Assistants and to recruit and train mentors/supervisors for the Teaching Fellows, 3) to develop evaluation mechanisms for both professors and students involved in such programs and , 4) to create a network of contacts for teaching opportunities for our students from beyond the university itself.

Learning Abstract :
The Wabash grant for mentoring doctoral students has allowed the School of Theology and Religious Studies of the Catholic University of America to be more intentional in its efforts to prepare graduate students for teaching careers in theology and religious studies. Through coursework, workshops, guest lectures and seminars made possible by the grant, pedagogical issues have been brought to the forefront. The primary learning experiences from this grant project are a developed awareness of the necessity for such intentionality as well as the recognition of the dual importance of the engagement and preparation of both faculty mentors and students in the process.

The collegiality and personal guidance that results from the cooperation and conversation among faculty mentors and their proteges ads to the theoretical and practical learning experienced by the teaching assistants and teaching fellows. The grant additionally allowed us to concentrate on pedagogical concerns that are unique to the discipline of theology and religious studies and has been an added benefit.

Proposal abstract :
The overarching goal is collaboratively to advance pedagogy of Biblical Hebrew by 1) exploring strategies for adapting to Hebrew the insights uncovered in Second Language Acquisition (including Communicative Language Teaching), b) to train a pilot-group of teachers who will field-test communicative methods in their Hebrew classrooms, and c) to asses these methods’ effectiveness with a view to extending their use among both English-speaking and non-English-speaking students of Hebrew.

Learning Abstract :
What we learned - As to product: Second Language Acquisition principles generate genuine benefit for students of ancient languages. Adaptation and implementation of these principles to Hebrew is achievable.
As to process: a group of cordial, competent, and dedicated strangers will foster a synergy escorting all to achievements none could have imagined alone. Also, to generate a complex, novel, and cohesive written tool requires uncommon forethought and considerable dedication.
Recommendations for teaching and learning: 1) import skills from experts in parallel fields; 2) collaborate, forming teams reaching beyond known networks; 3) when unearthing fresh pedagogy, plot not only to inform but actually to train teachers; 4) arrange to field test discoveries; 5) maximize any design efforts by asking early, "How could this be ‘wrapped' for easiest access in a non-English context?"; 6) state any technology-for-teaching as a second layer, after primary content is solidly in place.

Proposal abstract :
This grant will assist in educating the faculty at EDS on the latest theoretical research and pedagogical praxis on issues of economic and social class as it intersects with race, gender, and religion. The grant will support hiring an expert consultant on class issues who will direct a workshop retreat for EDS faculty, securing books and other resources on class, and focus group follow-up which will evaluate the success of faculty members in incorporating class issues in their courses.

Learning Abstract :
A workshop on economic class, classism and anti-racism education was held in the fall and a faculty colloquium in the spring. The "Next Steps" hand-out from the fall meeting helped to shape the discussion in the spring and also helped participants report on what they had been doing since the fall on two levels - the "personal" level (reading from an extensive bibliography and being more aware of class intersections with race and gender); and the "institutional" level (incorporating class into teaching, dealing with the invisible wedges between the faculty and the staff, particularly in terms of benefits, and working more intentionally with their board of trustees). The conclusion of the workshop yielded the evaluation that it was clear that the work on class had only begun. There needs to be an ongoing effort to learn more about the power of dynamics of class and alliances need to be built across class lines in the EDS community.

Proposal abstract :
This grant will provide seminars for Duke Divinity junior faculty and Ph.D. students in religion to aid in their development of “pedagogies of empowerment” for racially and ethnically diverse classrooms. It will fund an education expert who will consult with the seminars on issues of teaching and diversity, provide feedback on participants’ own teaching styles, and offer the opportunity for participants to work together developing new strategies and testing their adequacy with racially and ethnically diverse student populations.

Learning Abstract :
The project consisted of four workshops over the course of the academic year, 2005-2006. Two different groups -- eight PhD students and four pre-tenure faculty from the Divinity School -- participated in the workshops. Dr. Mathew Ouellet led the first and third workshops with the project director's help, and the project director led the second and fourth workshops. The workshops included: resources for understanding participants' social location and its effect on teaching; conversations about how pedagogies empower or disempower diverse students; and ways for each participant to identify and develop educational strategies for her/his own courses to enhance the learning of students from different racial and ethnic contexts. The groups generated particular concerns and issues that have also been the focus of subsequent workshops.

Proposal abstract :
The faculty desiring to be proactive, agrees that further attention is needed to enable ourselves to construct more effective teaching and learning environments with students culturally different from ourselves and from each other. In organizational development terms, we are exploring a transition from being a “non-discriminating” organization toward an intentionally “multicultural” organization that is seeking ways to ensure the full inclusion of all.

Learning Abstract :
I faced my greatest difficulty up front when first investigating if the faculty was willing to examine white privilege. Some suspected that my proposal of a two day workshop on that subject was a judgment, perhaps even an indictment, of the seminary. Convincing them otherwise was the most important work I did as it led to whole hearted participation by most of them during the two day process, and a strong commitment to continue examining institutionalized white privilege. The focus forced all of us to reconsider how we manage the classroom moment, and the necessity of empowering students of color to participate in ways respectful to their culture of origin for the sake of their learning.

A small portion of the faculty found this subject painful to address because of their personal histories. It was important to acknowledge and respect their pain.

Proposal abstract :
This grant aims to build an Interdisciplinary Faculty Diversity Group to develop and deepen capacities to engage diversity in teaching and learning. It aims for institutional change that welcomes and negotiates complex diversity. This project, with the support of the Principal, will involve six (half) of the Faculty in a three stage process, concluding junior and mid-career faculty in co-operative and individual work on diversity and “whiteness” dynamics in Canada, in the United Church, and in our classrooms. Professors of Christian Education, Christian Ethics, History of Christianity, Old Testament, Theology, and Worship will undertake this project in six sessions plus interim work from Fall 2005 to Fall 2006.

Learning Abstract :
Overall, the project contributed to fostering the agenda of Emmanuel College to be "contextual" and integrative in its theological education outcomes. A workshop on diversity was conducted with outside consultant, Dr. Matt Ouellett. The project was a starting point to build upon for future groups and constituencies which include the United Church of Canada, Aboriginal Christians/communities, Curriculum Review folks, Lexington Seminar participants, and more members of the faculty.
A list of resources by consultant Professor Wenh-In Ng (expert in racial justice and education for contextual ministries) was created for the group. The group did not get as much reading done as they had hoped in the original plan but new knowledge about themselves and their students was generated. Discussions were held regularly on content and methods from their different disciplines and experiences and syllabi were shared and discussed. All participants said the project was personally and institutionally worthwhile.
Many faculty members are committed to exploring and implementing the value and practices of "diversity" in some concrete ways. The faculty has been energized by talking about what it loves to do - teach! The Wabash grant made possible space and resources for gathering, reflecting, engaging and connecting to consider some tough issues relating to "diversity." In the process, the faculty involved became a trusting and collegial team who want to teach and learn in their various classrooms and institutional arrangements with diversity and justice as a living, connective tissue.

Proposal abstract :
Support for the exploration of the use of the Creative Writing Workshop as a pedagogical practice for teaching Biblical Studies in a multi-cultural, postmodern environment.

Learning Abstract :
The primary success of this project was in the ways that it opened up students to their own creative possibilities. The primary disappointments related to the discovery of how much the academic process of seminary (and, undoubtedly, earlier schooling) had instilled a certain "fear" in the students about getting things "right." They were very afraid of doing the "wrong" thing. The course also demonstrated how difficult it is for students to deal with questions of point of view. This is especially crucial in a multi-cultural context where cross-cultural perception and conversation is valued. Wider conversation with faculty in relation to this grant project indicated that much more conversation and exploration is needed in the areas of how one can incorporate associational thinking into a seminary curriculum and how we can better communicate our differing teaching methodologies across disciplines so that students have a more coherent educational experience.

Proposal abstract :
The purpose of this grant is to enable 4 faculty members of the JSTB to attend a week’s workshop to be held from January 2-6th, 2006 in the Los Angeles area, designed to train people in intercultural teaching and ministry.

Learning Abstract :
Among the most valuable things we learned in this project is that personal input and stories are indispensable to achieve this type of learning. Culture is much too complex to be studied at only the level of theory or presented in lectures. Since all the participants have worked interculturally with groups of various kinds, they brought that experience with them to the overall process. Another factor which surfaced was the need to distribute power at the level of leadership. Composition of planning and leadership groups, therefore, is key to greater involvement at all levels. Several of the fruits of this project which will contribute to our expanding conversation on teaching and learning are 1) the fact that ALL people have and act out of a culture and an awareness of that culture is essential for teaching, research, and ministry; 2) that if they are to respond to the needs of those they serve, institutions which are trying to become more diverse must make some changes and not expect that it is only the students who have to "get with the program"; and 3) interactive, dialogical, process-centered, socio-constructivist approaches to intercultural training, judging from our experience, seem to be the best method available to date.

Proposal abstract :
This grant supports and advances efforts underway in the Pastoral Care and Counseling Program at Claremont School of Theology to develop faculty resources for the provision of education that is culturally responsive.

Learning Abstract :
In the effort to increase effective pedagogy in racially and culturally diverse contexts, there is no substitute for a teaching staff that is culturally and racially diverse. Students learn from the particular identities and perspectives of the instructors and also from observing and participating in the instructors' teamwork. Our capacity to provide pedagogy responsive to the cultural and racial diversity of our students and the communities they serve was greatly enhanced when we reached beyond the academic community to persons and agencies providing direct service to diverse communities in need of assistance. The grant writers were aware that building professional relationships that will yield cultural and racial diversity within an organization is accomplished very slowly. Even knowing this, we overestimated what we would be able to accomplish during the period of the grant.

Proposal abstract :
This project consists of a series of three educational opportunities for a selected group of faculty, staff, and students at Union-PSCE to intentionally read about, reflect upon and decide on issues of cultural diversity as they apply to its academic and institutional life. The twofold purpose of the project is to train a representative group in fundamental concepts and practices of cultural diversity and to generate the conditions to establish institutional and academic policies that will move Union to become a more effective multicultural theological institution.

Learning Abstract :
This project, with important modifications that resulted from the dialogical and democratic process it engendered, was successful in achieving its twofold purpose, that is, to train a representative group from the Union-PSCE community in fundamental concepts and practices of cultural diversity and, on the other hand, to generate the conditions to establish institutional and academic policies that will move Union-PSCE to become a more effective multicultural theological institution. It is now clear that there is a significant group of students, staff and faculty convinced of the need for Union-PSCE to pay serious attention to issues of diversity in general and multicultural diversity in particular. Nevertheless, more needs to be done in a more sustained and extended manner in regards to the first part of this purpose.

During Workshop III, Dr. Maxine Beach, our guest speaker, affirmed that with the work done through this project, Union-PSCE has begun an important process that respects all parts of our institution as having something to offer to the conversation about multicultural diversity. Dr. Beach said that given the special circumstances currently at Union-PSCE (e.g. in the process of a Curriculum Review, working on a new Strategic Plan, and with a new president beginning this year) "Union-PSCE has a great opportunity to stop and be able to make some decisions about whether or not this is something {we} want to embrace fully, as a priority, and not something that would be nice to do if we have the time and money."

The challenge now, especially for those with "decision-making" power in our institution, is to discern where, how and when to implement those changes (institutional, academic, etc.) that will enable us to become a more effective multicultural theological institution. The good news is that decisions have already been made, as Appendix E shows, that point to the fact that the challenge has been assumed and that the work done in this project will continue to bear fruit in the near future.

Proposal abstract :
As a result of an audit on racial inclusiveness in 2004, the recommendations of the audit will be implemented to better prepare students to lead churches in diverse cultural contexts. One of the key tasks is to design new curricula and educational programs, including a required course on dismantling racism and developing cultural competency.

Learning Abstract :
The project of dismantling racism and creating cross-cultural competence is carried out at present in several venues. 1) The Roundtable program of the Center of Lesbian and Gay Studies in Religion and Ministry, the African American Roundtable, and the Asian American Roundtable discussions each concerns the intersection of race, gender identity and sexual orientation. 2) The work of the Dismantling Racism Committee provides forums and other educational venues for the discussion of race issues at PSR. 3) A course has been developed for all students to learn about the issues of color prejudice, systemic racism, and strategies for creating racial justice, particularly in the churches, but in the larger community as well. 4) Students engage in short and long term contextual educational opportunities and at the end of their courses they engage in days of theological reflection with faculty.

Looking forward to the fall of 2009, the PSR faculty will hold a semester-long seminar to learn more about how to teach toward building racial justice at PSR and in the larger community.

Proposal abstract :
This proposal describes a process for enhancing the capacity of the faculty and administrative staff for nurturing effective teaching and learning in culturally and racially diverse classrooms. The project will involve shared reading and expert leadership in 3 faculty seminars during the spring 2006 fall 2006 semesters to develop competencies in pedagogical resources and practices that support effective teaching and learning in diverse settings.

Learning Abstract :
The Faculty and administrators directly related to degree programs committed to a combination of reading and workshop participation led by an expert educator in the area of diversity and pedagogy, Dr. Christine Stanley. We were able to purchase and read selectively from a recent edited volume, Teaching Inclusively: Resources for Course, Department, and Institutional Change in Higher Education, Edited by Dr. Mathew Ouellett. We focused on two areas: effective pedagogical strategies in diverse classrooms and constructing multicultural syllabi. In the first workshop we addressed issues such as attention to the racial and cultural social locations of faculty as well as students, familiarity with different learning preferences across and within various racial and cultural groups, and inclusion of clear and diverse assessment strategies.

Proposal abstract :
Teaching biblical exegesis to students preparing for religious professions poses significant challenges in this era marked by, among other things, pervasive biblical illiteracy, methodological pluralism, and institutional and pedagogical commitments to diversity in our classrooms. This two-year consultation, comprised of twelve North American seminary and divinity school professors of Bible, aims to revision the goals and strategies of teaching exegesis in these contexts. Participants will consider: (a) the role of biblical exegesis in theological education and its placement within curricula; (b) understandings of what constitutes good exegesis and, accordingly, the exegetical habits we seek to engender in students; (c) pedagogical strategies that foster those habits; (d) available resources and what may be needed; and (e) means of assessing student learning. Participants will apply and evaluate the consultation’s findings in their classrooms. The consultation will share its outcomes through publications, formal and informal conversations, and strategic planning within the participants’ institutions.

Learning Abstract :
As a result of our participation in the consultation "Teaching Biblical Exegesis in Theological Schools," we are: (a) more aware of how the diversity of our teaching contexts and our students informs our pedagogies and the goals of our courses; (b) inclined to describe the work of teaching biblical exegesis less in terms of introducing interpretive methodologies and more in terms of cultivating certain hermeneutical habits and dispositions in our students, and (c) more intentional about helping our students appropriate the fruits of their exegetical study wisely and creatively for their ministerial contexts.

Proposal abstract :
Support for a project to: develop consensus across member seminaries of the Midwest Association of Theological Schools (MATS) about assessment processes and products related to the major responsibilities of a newly ordained priest; bring to MATS seminaries current best practices and current research related to the development of professional workers in other fields; and create broadly validated assessment tools that will be integrated into practice by MATS seminaries and shared with seminaries across the nation.

Learning Abstract :
The project enabled a group of seminary educators to collectively design a framework for integrating the formational components of the Program for Priestly Formation (e.g. human, intellectual, spiritual and pastoral dimensions) into specific outcomes, behaviors and performance tasks. This was accomplished in the design of the DACUM. The DACUM provides for us a realistic perspective of what students should know and be able to do at the completion of the program through specific duties, tasks and behaviors. The challenge for the group is to create further rubrics and performance actions that will allow students and faculty to assess the integration of the skills, knowledge and affect integrated by students for their future ministry. (Seminaries have adopted Shulman's idea that a student's learning of the theological dimensions of leadership and ministry is not ultimately gauged by knowledge of the concept, but by the ability to exercise leadership through performance actions.) The seminaries that participated in this project are now ready to apply the DACUM to their curricula. One model that we hope to develop with future funding is the portfolio that will designate specific rubrics, performance evaluations, and select written work from across the M.Div curriculum to demonstrate the student's engagement and motivation, knowledge and understanding, performance and action, reflection and critique. One year was beneficial in meeting the primary goal of the grant. However, we realize that it will take two years for the dissemination of our work to begin to be utilized within the classroom.

Proposal abstract :
Support for a research project related to the redesign process for the required practicum. The research project will focus on the central question: What should practicum become in order to meet its loftiest goal, which is to facilitate the integration of ministerial theory and practice among seminary students?

Learning Abstract :
The purpose of the grant was to investigate the most effective options available for the on-campus component of a theological field education program. We used our grant to do the following: 1) Pay the stipend for the Director and a Research Fellow to lead and assist in a research project on this topic; 2) Provide hospitality for focus groups brought together to discuss the impact of a pilot integrative seminar at Andover Newton; 3) Fund the acquisition of appropriate journals and other research materials; and 4) To provide training materials for the first group of instructors who will teach in the seminary's new model for the integration of theory and practice in field education.

The products of this project take two forms: New knowledge and a new way of offering a field education course. As for new knowledge, we not only learned a great deal but have begun to share our learnings more broadly. Two articles are currently being reviewed for publication. Additionally, in the fall of 2007 we will offer a field education course unlike any we have seen or heard of elsewhere. This was possible because of our pilot course and our research project. The new model will fully involve the Faculty and reconnect the Field Education Program's infrastructure with the core of the curriculum.

Proposal abstract :
This grant will help transform the seminary’s corporate culture and institutional patterns from a more ‘passive’ and ‘symbolic’ affirmation of cultural diversity toward becoming a more fully inclusive institution in its identity and structures.

Learning Abstract :
The year-long process (Fall 2006– Spring 2007) provided an opportunity for the various participants of the seminary life to come together as a community and to strongly express their commitment to make it a culturally diverse and racially just institution. The community realized that it is not nearly where it wants to be: a culturally diverse and just institution. It has become clear to the community that good intentions are not enough. The community believes that a major change in the ethos and environment must happen at United Seminary for cultural diversity and racial justice to happen in the classroom, for racial-ethnic minorities to come and feel at home in the seminary, and for the curriculum and strategic direction to embody cultural diversity and racial justice. The major change cannot, however, happen unless specific goals, actions and accountability are identified in light of the vision.

Proposal abstract :
Support for facilitating deeper and larger faculty conversations regarding theological education as virtue formation.

Learning Abstract :
A faculty retreat focused on the question, "What would it mean for theological education to be understood as the formation of virtues?" Wabash Center consultant Robert Pazmiño served as conversation facilitator. Six members of the faculty wrote essays on the topic of virtue. These formed the core of the conversations at the retreat. Additional relevant readings in theological education were provided in the form of a small anthology to help prepare the group for the retreat. The two goals of the retreat – to broaden the faculty's vision regarding the nature of the institution's educational mission in preparation for actual curriculum revision and to aid in the formation of a new faculty-were both realized. The conversation provided a chance for a bright and imaginative faculty to fundamentally rethink WHY they do WHAT they do.

Proposal abstract :
Two two-week intensive intersession courses which prepare students for two semesters of supervised assisting and direct teaching experience with experienced faculty mentors. Throughout the two year project, students and faculty mentors will participate in teaching and learning forums designed to encourage ongoing collegial dialogue and cooperation.

Learning Abstract :
As the Graduate Theological Union attempted to deepen their practical commitment to engagement with the most pressing questions of meaning and value facing communities and the world today, it became clear to them that developing their doctoral students as engaged teaching scholars was critical. It likewise became clear that traditional models of doctoral student mentoring which focus primarily on career development and advancement or on disciplinary development were not entirely helpful. Rather, they undertook to develop institutionally-supported practices of vocational development focused on practical classroom engagement with questions of meaning and value across the disciplines of religion and theology. Their project showed the importance of active, experiential learning across multiple matrices of significant professional relationships-those with faculty mentors, colleagues, and administrators. Negotiating these complex professional relationships, while also planning and teaching courses that emphasize "big question" learning, allowed Fellows to live the role of junior faculty member in very practical ways that pressed on easy philosophical or ideological approaches to learning and teaching.

The GTU Preparing Future Faculty Project also invited them, as an institution, to consider the ways in which they can systematically encourage and support effective mentoring toward vocations of teaching scholarship. The impact of this is, they believe, both challenging and encouraging, pressing for a change in academic culture that will allow the GTU to function more fully as a place "where religion meets the world."

The significance of the Teagle Wabash Project cannot be underestimated in terms of what is has meant to the GTU. The cultivation of a nucleus of graduate students and faculty committed to excellent teaching has created a hub of conversation, research and collaboration that has enlivened their already stimulating academic environment. One of the goals of the GTU is to become a national center of excellence for the training of future generations of teachers in theological and religious studies. They believe, with the funding from the Teagle Foundation and the Wabash Center that they are on their way to achieving this.

Proposal abstract :
This grant will fund a three-year extended preparation for teaching faculty to educate and mentor Ph.D. students in relation to the teaching task at the University and graduate school level. A cohort of student teaching fellows drawn from students in the Joint Doctoral Program of the University of Denver and the Iliff School of Theology will be mentored by a group of faculty. Student participants will engage in solo or fully team-taught instruction of a course, peer reflection seminar, preparatory workshops, and a mentoring relationship with a faculty member. Faculty mentors will be recruited from the Joint Ph.D. faculty of each school, and trained to provide peer-supported mentoring for selected Ph.D. students.

Learning Abstract :
We learned many things about the professional development of emerging teachers during their graduate school years. First, we learned that one-to-one mentoring for teaching, particularly at the course development stage, was enormously useful for beginning teachers. Second, we found that Faculty Mentors enjoyed mentoring into the profession of teaching, but they had to be reminded that this was an important part of their work. Third, we found that attention to the development of teaching in this one program prompted our students to advocate for and gain teaching opportunities outside of the Fellows program within our institutional context. Fourth, we learned that the mutual observation and reflection moments between Fellows and Mentors could cause a great deal of anxiety for the student Fellows and needed careful introduction, guidelines, and attention to the power differential between Fellows and Mentors. Fifth, we learned that sharing critical incidents requires a fair amount of coaching to allow them to be a useful tool for honest reflection on teaching practice. Sixth, we learned that doctoral students offering electives needed special and strategic marketing for their courses, help in defining courses that would appeal to a wide range of potential students, and help in translating their highly specialized vocabulary into welcoming course descriptions and syllabi for their undergraduate and M.Div. students. Seventh, we learned that the resources of the broader university for new faculty orientation and training were very useful for doctoral students. Finally, in leading the Peer Reflection Group, we found that having a common text (John C. Bean, Engaging Ideas) and a theme (integrating writing with critical thinking and active learning) served to provide both structure and added purpose to the conversations with Teaching Fellows, in addition to the free-ranging discussions that arose out of the concrete teaching experiences. Through the process of introducing the norm of collaboration and mutual reflection on teaching practice early in the professional development of our graduate students as teachers, we have actively sought to avoid pedagogical isolationism in another generation of academic professionals.

Proposal abstract :
In the fall of 2004, Pacific School of Religion inaugurated a newly revised M.Div. curriculum to reflect four core values: critical thinking, contextuality, leadership/spiritual formation, and partnerships with faith communities. In order to embody our core values, foundational courses of the curriculum were reconfigured into integrative, interdisciplinary, team-taught courses. As we begin to “live into” this new curriculum, important pedagogical issues emerge which require intentional and sustained exploration by the entire faculty - most important of which are issues related to interdisciplinarity in research and team-teaching. This proposal presents our plan to create structured ways of engaging in conversation, documentation, and assessment of pedagogical theories and practices, especially as related to team-teaching, which are vital for the implementation of our M.Div. curriculum.

Learning Abstract :
We learned that working in teams in teaching is one way to encourage greater confidence in faculty in dealing with sensitive and powerful issues like race/ethnicity. We also learned that, in times of economic struggles, team-teaching is a luxury we cannot often afford. Short of team-teaching, having a faculty discuss with each other and work on actual syllabi is helpful. We also learned that diversity issues in theological education should be engaged by not only faculty who teach, but also the entire community (including students, staff, administrators, and trustees).
Beyond all the strengths this Wabash Grant has enabled us to develop in our faculty and community, its very presence as a source of funding for diversity issues in teaching has allowed PSR to keep its commitments to diversity fresh, relevant, and at the forefront of our work together as a theological community.

Proposal abstract :
Candler seeks support to design a pedagogical model to enhance critical thinking and disciplined theological reflection among first year seminary students. As students tend to find their first year courses to be especially challenging, both intellectually and emotionally, this program will allow students an opportunity to appropriate the material in writing and in small group discussions.

Learning Abstract :
This grant played a key role in shaping the pedagogical culture at Candler. It provided invaluable supervised teaching experience for doctoral students in the Graduate Division of Religion, and enabled Candler faculty and students to achieve greater clarity about the teaching and learning of critical theological thinking and of the place of those skills in ministerial formation. It was a major pedagogical and curricular undertaking. The proposal had a one-year planning period, but one of the biggest learnings in this project was that all the real planning and pedagogical work could only take place once MDiv students were actually taking the classes. The coordinators and faculty were able to identify key issues and emphases in advance, but how they played out in the curriculum could not be anticipated. The new curricular element challenged faculty and graduate teaching assistants to be better teachers, more intentional about pedagogy, and more attuned to the connections between meeting course learning goals and the types of assignments given. One of the goals of the grant was for the colloquy model to promote more focused training for doctoral students and to provide them with more intensive teaching experience to better prepare them for their careers as teachers. In this area, the "Teaching Through Theological Education" (TTTE) has been an unqualified success. An unexpected learning from the project is that ways were discovered in which TTTE can be used as a key element of MDiv program assessment. Assessment protocols linked to TTTE will continue to be developed in subsequent years.

Proposal abstract :
Support for a one day faculty workshop to discuss the book Educating Clergy and to strengthen the formation of clergy through discussion courses designed to enhance integration between the courses in various disciplines, integration between coursework and contextual experience, and attention to progression from students’ first year to the final year.

Learning Abstract :
The project consisted of a one-day workshop/retreat, facilitated by Wabash consultant Dr. Kathy Talvacchia, for faculty members of Trinity Lutheran Seminary. In plenary and small group discussion we reflected on the "three apprenticeships" (cognitive, practical, identity/ethical) of professional education introduced in the book Educating Clergy as a means of analyzing vertical integration (progressive integration in which later courses and field experiences build upon early courses and experiences) and horizontal integration" (between the various courses and field experiences in each year of study) in the curriculum. We especially attended to "horizontal" integration, as faculty members were divided into groups according to which semester or year in the M.Div. program they had significant responsibilities for teaching core classes. Rich and fruitful conversation revealed ways our work can complement and reinforce one another's teaching across the disciplines. Recognizing the usefulness of further conversations attending to "horizontal integration," and the need for more conversation about "vertical integration," we committed ourselves to ongoing structured conversations on this topic.

Proposal abstract :
Support for a faculty retreat to follow up on the Educating Clergy conference sponsored by the Wabash Center in Chicago, Il. The retreat will encourage faculty discussion about the potential impact of the conference on the Louisville Presbyterian Theological Seminary community life and formation of students for ministry.

Learning Abstract :
Louisville Presbyterian Theological Seminary faculty met for a day and one half retreat for discussion about clergy formation at the seminary. Specific attention was given to issues related to seminary culture and identity. The conversation provided the impetus for subsequent ongoing conversations around issues of the diverse curricula that constitute seminary education, including intellectual formation, character formation, and the formation of reflective and competent practitioners. Dr. Barbara Wheeler served as a consultant for the retreat and aided the faculty in probing the seminary's identity and ethos in relation to formation questions. Faculty continue to reflect and converse about how to develop pastoral imagination in their students.

Proposal abstract :
The primary goal of this project is to integrate a significant number of new faculty into Biblical Theological Seminary’s faculty community and lay a broad foundation for success in their vocation. Faculty will engage in activities that develop community and promote understanding of vocation; instill institutional vision; and increase competence in pedagogy and technology. These activities include workshops/retreats, reading, peer mentoring, team teaching, and technology training and development.

Learning Abstract :
This project was designed to develop a new faculty community by implementing a mentoring program by which junior faculty were assimilated into the faculty team and where faculty in general were given the opportunity, training, and encouragement to develop their pedagogical skills through the use of technology and focused attention to teaching and learning. The grant funded whole-school events by which practical implications of the mission and vision of the school could be engaged, contemplated, and discussed by the community as a whole and by the faculty team in particular. It is no exaggeration to say that the Wabash grant has changed our school profoundly by allowing us to implement real and tangible steps to make aspirations a reality.

Proposal abstract :
Support for a consultation to develop strategies for how best to introduce students to the practice of interfaith dialogue.

Learning Abstract :
The "Consultation on Strategies for Interfaith Education" was quite successful in building bridges between Wake Forest University faculty in Religion and Divinity and the local Jewish leadership through informal conversations over a series of common meals. We discussed strategies for introducing interfaith dialogue to undergraduate and Divinity students at Wake Forest University, with an emphasis on the value of studying books of the Hebrew Bible as scripture shared by Jews and Christians. We also laid the foundation for future collaborative efforts between the University and area Jewish congregations. When asked about their concerns in the training of Christian ministers, the Jewish representatives in the consultation expressed a consistent opinion on the importance of communicating to Divinity students (1) the importance of the formative period of Rabbinic Judaism (c.200 - 500 CE) and (2) the historical and theological importance of the Shoah and post-Holocaust theology and philosophy.

Proposal abstract :
This grant will assist individual Lancaster Theological Seminary faculty members to develop resources and skills for teaching more effectively in their diverse classrooms and in their collaboration with one another. The grant includes an introductory workshop with an expert facilitator/consultant, periodic consultation between that consultant and individual faculty members, and a concluding workshop. Faculty participants will report and evaluate their experience in terms of what they have learned and the degree to which this experience has affected their pedagogy.

Proposal abstract :
Support for a project to solicit feedback from students about what makes for good teaching and to gather faculty to reflect on teaching practice, enhance collaborative conversation, discover tools and resources for improving teaching, and engage in conversation about a community-wide apprenticeship.

Learning Abstract :
Even though the retreat was held near the conclusion of the semester, the grant allowed the faculty to "come away" to reflect on their teaching and the change in venue proved to be a significant factor in freeing faculty to engage with good energy. The workshop focused on teaching effectiveness with some reference to the integrated pedagogies. Dr. Hawkins helped the faculty to construct a foundation for pedagogical reflection, with enhanced awareness of vocabulary and concepts that will inform ongoing discussion. The workshop was a culmination of a yearlong effort to invite faculty to reflect on their pedagogy. The workshop successfully elicited a communal conversation for better mutual understanding of pedagogical principals and practices. Individual faculty differences were affirmed even as each was shown ways to improve his/her craft. The faculty also began to make connections between pedagogy and the curriculum revision which will largely define their work for the next couple years.

Proposal abstract :
Our proposal calls for a sustained (six semester) workshop among our faculty to research, test, and refine the best pedagogical strategies we can for the delivery of a hybrid program of theological education. The proposal asks for stipends for writing workshops aimed at capturing and disseminating the lessons learned. The proposal has the full support of the dean of the seminary who believes that it will help the seminary live out its values of continued excellence, increased relevance, and increased accessibility.

Learning Abstract :
What the Wabash Workshops have enabled us to do is to work past our faulty first instincts about how to do online/hybrid teaching learning. In retrospect it is obvious to us that many of our first instincts were wrong: 1) that we would develop either online courses or face to face courses (the subtleties of thinking in terms of a hybrid course were beyond us); 2) that the development of a program would proceed by adding one after another online course (the subtleties of thinking in terms of a hybrid program were beyond us); 3) that programs would be developed a course at a time (rather than by conceiving the program as a whole in this new environment), etc. But the problem is that most institutions-ourselves included-are so under the gun that we do not have time to think things through adequately to see the shallowness of our first instincts. Instead, we leap and in so doing we instantiate those ideas into the structures of the program. Once they are built into a program, they are very difficult and time-consuming to change. The Wabash Workshops have given us space and time to think things through and develop our programs on a second and third generation of thinking and not on the first.

Further, we have become a community of thoughtful reflection about issues pedagogical, especially as they relate to the use of technology. We are no longer in any danger of being swept off our feet by some glitzy technology that is creating a lot of buzz. We cut pretty quickly to the heart of the matter: how can this technology be harnessed for the teaching learning process, and is the payoff worth the bother? If we are fuzzy on the first answer we will not look further. And even if we judge that a technology could have some value, if the price (literally and figuratively) is too high, we won't commit to it. Often this means that simpler technology is better. Then too, there is often no necessary correlation between the sophistication of the technology and the robustness of the social processes it can create and support.

Once we have come to see the issues clearly we have not had to waste any time or energy on some of the discussions and fears that plague some institutions: will it destroy our face to face environment? Won't students adopt false personae? Won't we lose our sense of community? How can this be done without 90% of our time spent face to face? These are not the sorts of questions that plague us. Instead, our attention can be focused on issues that are, in the end, much more rich in terms of their focus on student learning and much more strategic in terms of institutional viability, student success, and faculty sustainability.

Proposal abstract :
Given the increased necessity for and everyday practice of interfaith engagement, the typically “informational” nature of seminary courses in interreligious relations is inadequate. As a corrective, we propose to create and share a collection of six critical case studies of courses in interfaith dialogue that optimize the full range of dialogical practices and purposes, including the advancement of mutual understanding and appreciative relationships. Case studies will be written by a working group of three Hartford Seminary and three external faculties. Case writers will be assisted by critical engagement with consultants in educational pedagogy and interfaith relations, by funding to hire evaluators for their case courses, and by dialogue among themselves, with Hartford Seminary faculty, and with peers responding to draft cases during a conference for theological educators. The conference will serve as an initial vehicle for sharing the cases. Subsequently, revised cases will be published both electronically and in paper.

Learning Abstract :
The project's case studies and an integrative essay are available at: http://www.hartsem.edu/ All courses emphasized dialogue as a practice, therefore requiring a practicum experience. In the absence of multi-faith student bodies, creating the practicum experience requires extra-curricular connections to non-Christian constituencies and can be labor intensive. A wide variety of approaches are demonstrated in the cases. Practicum participants need to understand that dialogue is a mutual conversation, not a forum for promoting one's tradition. Teaching interfaith dialogue also demands a significant substantive component along at least two dimensions: 1) basic knowledge of faith traditions other than Christianity, and 2) a firm grounding in the theology of religions. Individual students will be challenged, a few inevitably to the point of discomfort, in their knowledge of their own tradition, beliefs and practices. Among the wide variety of pedagogical techniques employed in the cases, all six cases include spiritual disciplines.

Proposal abstract :
The proposal is an effort to improve the instruction of faculty members in the six HBTS through the appropriation of disciplines of theological education and the skillful use of its signature practices. The end result of improving the instruction of faculty members is to improve the learning outcomes of students in a comprehensive range of pastoral responsibilities and skills outline by the Master of Divinity degree standards of the Association of Theological schools (ATS).

Learning Abstract :
The most significant result of the Wabash HBTS conference is that each HBTS institution has come to the conclusion that institutional planning and evaluation are not impositions from external authorities designed to undermine and thwart the efforts of HBTS to survive. Rather, the emerging message being internalized and which undergirds the planning and evaluation processes is that the accrediting expectations not only facilitate survival, they also enable institutional thriving far into the future. In fact, the Wabash HBTS conference has helped to initiate in some cases and continue in other cases a new institutional ethos which fosters best practices for carrying out the institutions' mission and objectives.

Proposal abstract :
Support for a project to identify issues associated with adult learning and pedagogy, to survey adult learning theories and determine which are best for the Scared Heart School of Theology, and to develop faculty projects that will incorporate adult learning theories.

Learning Abstract :
The survey of the issues raised the importance of personal responsibility and initiative in any teaching/learning enterprise (on the part of both students and professors), as well as the variety of learning cultures. The consultation made us aware of the need for explicitness in what we already do implicitly. The scripture professors began such a conversation after the fall sessions, and other academic divisions plan to continue this. In addition, it highlighted the need for the academic and human/spiritual formation departments to engage with each other in such discussions. The next year's faculty development sessions will build on the questions and ideas raised during these sessions.

Proposal abstract :
Support for project to create a dialogue between undergraduate and graduate theological faculty regarding teaching and learning theology, discuss teaching based on the mission of the university and specific outcomes expected of students, and discuss teaching methods that emphasize relationship formation.

Learning Abstract :
The most helpful aspect of the workshop was the lively daylong discussion on identity, vocation and mission and the needs assessment that followed. The discussions produced a serious self-analysis about theological education at this particular school at this time.

The consultation assisted the faculty by giving them a sense of belonging as one faculty for the first time. It allowed individuals to reexamine their calling and purpose in terms of the mission of the school. It made all parties concerned aware of significant needs in the faculty. It opened up possibilities for further conversations. It featured the consultant as a model teacher of adults that participants can emulate. It gave hope of improving teaching and learning at Oral Roberts University School of Theology and Missions.

Proposal abstract :
Support for a faculty in-service program with specific training in writing instructional objectives in order to effectively integrate their specific theology course outcomes with the mission statements of their academic departments and the primary mission statement of the seminary.

Learning Abstract :
The Wabash Center has substantially contributed to curriculum development and improvement of student learning, leading to accountability and excellence in teaching. Orienting faculty to learning outcomes and incorporating them into courses was one of the workshop objectives and is evidenced in syllabi now produced. Father Brennan surpassed expectations by presenting material in a compelling way to achieve faculty "buy-in". A review of departmental meeting minutes shows that this improved discussions on discerning the quality of student learning and teaching. The workshop moved the faculty toward excellence in teaching by effectively communicating an appropriate use of learning outcomes. Individual faculty have begun to think in terms of assessing individual student performance and the quality of overall student learning throughout the curriculum. In particular, the institutional self-study submitted to ATS for attaining accreditation reflects a greater awareness of the importance of degree program standards and outcomes, and developing strategic plans to promote and protect the quality of theological education offered at St. John Vianney Theological Seminary.

Proposal abstract :
The growth of distance education in seminaries has generated an intense intramural debate among theological educators regarding the legitimacy of distance education for clergy preparation – in particular, spiritual formation. Hence, this project will tackle issues associated with nurturing spiritual formation among seminary students in a variety of contexts through a series of consultations over three years. Members of the consultations will come from Protestant ATS member schools representing those who currently use distance education and those who have resisted using it. A position paper will serve as a catalyst for dialogue and reflection at the first consultation. The second consultation will build on the first by suggesting ways in which spiritual formation can be facilitated through pedagogical strategies. The final consultation will continue the work of the previous two years and work toward creation of a working model for assessing spiritual formation in distance education. Project Goals. 1) Arrive at a consensus among consultation participants regarding a shared core of spiritual formation concepts that resonate across Protestant denominational and theological traditions, 2) Identify specific and unique problems posed by distance education regarding spiritual formation, 3) Propose specific pedagogical strategies that demonstrate spiritual formation in distance education, 4) Construct a preliminary assessment model that seeks to measure the impact of learning in distance education on the spiritual formation of students, 5) Disseminate findings and proposals through written essays, and 6) Create an online conference room for participants to engage in ongoing conversation about the topic.

Learning Abstract :
This consultation was able to produce a final working document for publication entitled "Spiritual Formation in Theological Distance Education: An Ecosystems Model." This document reflected the shared consensus of the group regarding the concept of spiritual formation and its application to online theological education. It also identified the two major problems of community formation and creating dialogue that could foster and sustain student spiritual formation regardless of course content and modes of delivery. Specific pedagogical strategies and a preliminary assessment tool were constructed and will be tested in future work. Dissemination of our findings can be found in publications and presentations available online and in periodicals.

Proposal abstract :
The purpose of this project is to enable every Seattle University graduate to attain a level of “theological literacy” through one of many options for a required introductory level course in the Department of Theology and Religious Studies. The proposed project’s goals are: 1) to identify what theological literacy means as it pertains to graduates of this university, and 2) to determine the pedagogical implications of that understanding, and compile pedagogical resources to address those implications.

Learning Abstract :
In reflecting on the three faculty retreats, the co-directors have identified the following learnings: 1) Members of the department are hungry to talk about teaching and learning in our context, and in particular to strategize about what works and does not work well in our classrooms and why. 2) Having articulated clear learning objectives-through close collaborative effort-we share a strong desire to become more apt at assessing the extent to which these learning objectives are met. 3) We realized more deeply than before, the distinct characteristics of undergraduate theological education in the Pacific Northwest. Known as the most "unchurched" region of the nation, our regional culture includes a prevalent unfamiliarity with religion and a disdain for religious faith that must be accounted for in classroom teaching. 4) We have a great deal to learn from each other about teaching, and we have a deep sense of respect for one another as teachers. There is a delightful sense of shared receptivity for learning from each other.

Proposal abstract :
The primary goal of this project is to focus and enhance reflection about the pedagogies of seminary chapel. A secondary goal for this pre-meeting is to strategize ways in which persons serving as Dean of the Chapel can promote conversation in and among our schools concerning the intentional pedagogies of seminary chapel programs.

Learning Abstract :
Pedagogies of Seminary Chapel was a conversation among persons in theological seminaries who serve as Dean of Chapel and who teach in liturgical studies. Seminary chapel programs may exist for many purposes including doxology, spiritual formation, and celebrations contextual to seminary life. Yet seminary chapel programs are pedagogical: worship forms us. Continuing tensions surrounding seminary chapel programs include whether or not chapel is understood to be a lab for experimentation or a place for students to see and practice the particulars of a tradition. Some will question whether or not certain worship traditions have ritual continuity that should be modeled. Adding to this are tensions accompanying increasing denominational diversity of a student body and the ways that this diversity is or is not reflected in chapel. Ongoing issues are the role of chapel in schools' mission and programming and seminaries' self-assessment of the integrative nature of theological education.

Proposal abstract :
Theological education has insufficiently equipped most church leaders to engage many crucial challenges to human life and dignity - largely due to pedagogical deficiencies connected to the compartmentalization of bioethics in the theological curriculum. The proposed initiative seeks to begin the process of correcting this insufficiency through a series of three meetings in early 2007 involving 12 Trinity faculty members. These meetings will be driven by a pedagogical purpose: to learn how a theological faculty can teach students most effectively to understand and engage crucial bioethical challenges.

Learning Abstract :
Once faculty members in every discipline of the curriculum are equipped to make the conceptual connections between their disciplines and bioethical challenges, they can become highly energized to develop appropriate pedagogical strategies for insuring that their courses help students to understand and engage vital bioethical challenges. This project mobilized such a team of teachers through readings, a set of three extended meetings, and a final reflection instrument that fostered further pedagogical strategizing. The project also uncovered a serious obstacle to classroom effectiveness. Teachers need better tools - case studies in particular-to bridge from their particular disciplines to bioethical issues. They need better understanding of how to mobilize the resources of their disciplines to address ethical case studies. And they need to be equipped to engage the unique pedagogical challenges involved in using highly inter-disciplinary bioethics case studies in class. A follow-up initiative is being developed to address these needs.

Proposal abstract :
This project will examine the unique dimensions of teaching Biblical exegesis in Historically Black Theological Schools (HBTS). The faculty who teach Biblical Studies in select schools (Hood, Howard, ITC, Payne, Proctor, and Shaw) will meet for a conference to discuss the unique needs of their students and the expectations of the African American Church, to share best practices in teaching, and to formulate one or more approaches for teaching exegesis within their contexts. These approaches will be tested in classes at all six schools. After testing the approaches in the classroom at the institutions, a second conference will be held to evaluate the approaches, summarize the findings, and plan for future collaboration.

Learning Abstract :
We gathered scholars who teach in Biblical Studies at six Historically Black Theological Schools, selected methods of teaching biblical interpretation, tested those methods in the classroom, and evaluated the results. The faculty who gathered had to share best practices in teaching, and to learn from each other. The two conferences we held produced enthusiastic responses from the participants. They also highlighted a general lack of agreement about what it means to teach biblical interpretation. Although there was general agreement that teaching Historical Critical methods and teaching biblical interpretation as a prelude to preaching are not good models, there was very little agreement about what we should teach. We also recognized that insufficient attention has been paid to correlating teaching methods to the skills we want students to gain.

Proposal abstract :
This research project seeks to explore the conditions and practices of collaborative teaching and learning in biblical studies. It is situated in the intersection of her work in feminist hermeneutics, biblical rhetorical studies and graduate biblical education. Cooperative education requires from faculty and students “reflective action,” that is context specific, recognizes differences, and bridges the gap between theory and practice. Such a collaborative pedagogy is concretized through an analysis of the didactic approach developed in Germany called Theme-Centered-Interaction (TCI) with its relation of group dynamics to a democratic goal of education. By focusing on the modes and conditions of collaborative learning and teamwork, the project seeks to develop the didactics of collaborative learning and teaching in biblical studies understood as critical rhetorical studies.

Learning Abstract :
I am very grateful to the Wabash Center for awarding me a faculty research grant which allowed me to continue my exploration of the need for transforming graduate education on the MA and PhD/ThD levels. The rich academic literature on collaborative teaching and learning seems to have had great impact on undergraduate teaching but seems not yet to have transformed the pedagogy of doctoral studies. Yet such a transformation is necessary not only because the discipline presently cultivates a great variety of methods, sub-fields and theoretical perspectives but also because doctoral students often no longer have comprehensive religious-theoretical or the logical training before entering the field. Whereas this situation is seen by many as one of crisis and fragmentation, it also provides an opportunity for rethinking graduate biblical studies. I hope that this project and its forthcoming publications will engender increased discussion of this important issue.

Proposal abstract :
A consultation in May 2007 will bring together women teaching/scholars of religion who are seeking to combine action for social change with their academic profession so that they can share models and create new models for educational transformation. The participants are already committed to changing from a predominantly lecture model to an interactive and collaborative pedagogy that involves the students in integrating what they learn with their own vocational life goals. The consultation provides an opportunity for them to work together as an intergenerational, interracial and interfaith group to share their transformative strategies.

Learning Abstract :
The consultation succeeded in bringing together female teaching scholars of religion who seek to combine action for social change with their academic profession to share models and create new models for educational transformation. The consultation evoked lively debate and thoughtful reflection with specific action plans that will be fine-tuned by the participants. This kind of transformatory consultation required an engaged pedagogy that has a commitment to dialogue and critical reflection. Hence, the educational transformation we sought to discuss, addresses the structure of theological education and pedagogical strategies that will enhance teaching and learning such that students and teachers recognize that education is not a neutral enterprise, but a crucial vehicle for shaping broader societal values explicitly and implicitly.

Proposal abstract :
This project proposes a process for critical assessment of Brite Divinity School’s operative Signature Pedagogy, consultation, faculty-led research, and intentional conversation to develop proposals based on current literature and best practices in pedagogies of Formation, Interpretation, Contextualization, and Performance. Such engagement and exploration will lead to the construction of a revised, effective, and visionary Signature Pedagogy for Brite.

Learning Abstract :
This grant explored the usefulness of Educating Clergy and particularly the four interdependent pedagogies for deepening and enriching conversations surrounding curricular revision and the identification of an institution's Signature Pedagogy. Results are quite positive and include prompting a new appreciation for the integration of the four pedagogies across curricular categories. The concept of Signature Pedagogy proved useful in reconsidering and revising the institution's previously implicit Signature Pedagogy so that it is better aligned with its ethos and assessment of contemporary and future needs for theological education. Important secondary gains included improved appreciation for degree program assessment. In addition, there is new appreciation for and resources for supporting the integration of learning across the curriculum. Vertical and horizontal integration will be mapped and assessed in the new curriculum.

Proposal abstract :
A central argument of educational theorists - that focusing upon transferring information is less effective at promoting learning than focusing upon developing skills that use information - is the foundation for the project director’s conviction that teachers and students of the Bible are likely to benefit from pedagogical resources that help foster among students commitment to and skills for responsible interpretation of the Bible. Hence, this study leave project is focused on research and development of approaches to teaching the Bible focused on responsible interpretation. The project aims to combine a scholar’s understanding of the Bible with a teacher’s understanding of the classroom. Specific attention will be given to study of an array of pedagogical theories and methods particularly germane to enhancing student learning in biblical studies courses.

Learning Abstract :
This project sought to research pedagogical theories in relation to a way of interpreting the Bible that would engage the students in their own questions and interpretations. Successful at surveying a selection of the pedagogical literature, there is much left to mine in the resources of problem based learnings and using case studies. Suggestions for future study leaves include structuring a learning community for the leave recipient.

Proposal abstract :
This project builds upon and extends work initiated last year to develop a framework for assessing student progress at Roman Catholic seminaries. A team of seminary educators and senior staff of Education Development Center will complete the design of an assessment model that integrates the major and minor occupational responsibilities of successful priests and the behavioral attributes called for in priestly formation. The team will then research, review and prioritize elements of student portfolios that are most applicable to the assessment model. They will then draft a design for a portfolio that can collect and display evidence of seminarian progress as measured by the assessment model.

Learning Abstract :
Outcome assessment tools for the depth and breadth of the Master of Divinity degree remains a complex challenge for most divinity schools. While successful academic performance is evaluated through capstone seminars and comprehensive exams, the overall assessment of a student's personal growth, pastoral skills, spirituality and leadership abilities are often clouded by reported ratings of only successful academic performance. Without specific examples of evidence in these other domains, the student's self-knowledge of the integration of formational elements may never be adequately assessed. Portfolios enable the measurement of multiple dimensions of student progress through the collection of different types of data and materials in order to achieve an integrated portrait.

The Midwest Association of Theological Schools represented in this project by the collaboration of eight Roman Catholic seminaries researched portfolio use and design. They incorporated the four pillars of priestly formation; human, spiritual, intellectual and pastoral with the DACUM of duties and tasks of ordained priests in order to create a portfolio template for seminaries.

The merits of this project demonstrate that an integrated portfolio for M.Div students is possible. Each school will need to adapt their current academic program and design portfolio components around their program outcomes and goals. A portfolio model requires the commitment of an institution and its faculty, the creation of an assessment-minded culture within the school, and graduated implementation and monitoring. Currently there are a few schools beginning to pilot this work for future implementation. Time commitment, facilitation of the portfolio process and ongoing monitoring of student performance remain challenges for seminaries with minimal human resources and budgets. Nevertheless, portfolios help bridge the gap between formation in seminaries and ongoing formation and continuing education of future church leaders.

Proposal abstract :
This project will utilize an outside consultant to work with about 20 Faculty from the three schools of the Saskatoon Theological Union, St. Andrew’s College (United Church of Canada), College of Emmanuel, St. Chad (Anglican Church), and Lutheran Theological Seminary, to focus on issues associated with institutional and Faculty teaching and learning interrelationships. As the Union the three schools represent the largest mainline Theological Schools in Western Canada and therefore cooperation associated with pedagogical concerns is regarded as essential for training ministry personnel in much of Canada. Hence the project hopes to tackle issues of cooperative teaching, institutional stresses related to three different administrations and denominations, and matters pertaining to joint policies and agreements.

Learning Abstract :
We held two day-long retreats for all Faculty, a retreat in each semester. We hired an outside consultant skilled in enabling people to reach a depth of conversation that was conducive to cooperation. The first session barely scratched the surface of our relationships, but the second one fostered a much stronger sense of trust among the faculty. There were some interesting facts came to light during the time together, for instance, 80% of the faculty members will retire at the same time, so how do we plan for continuity in our cooperation? It is difficult to have a joint calendar with different expectations of the three denominations, about who teaches which classes (some can only be taught by professors in their own denomination). It seems like the breaking of things is actually God's opportunity, we have regrouped and are renewed. We intend to provide quality and innovative theological education together. We need to have our policies collected and written down in a standard handbook for all three Colleges. The feeling of all concerned is that we must have a retreat like this every semester to keep the communication open and active.

Proposal abstract :
At Seabury-Western Theological Seminary, fourteen worship services each week are a key component of spiritual formation and also provide opportunities for students to develop skills for clergy leadership. Faculty and ordained members of the seminary staff regularly lead these services, but they do not currently have a shared understanding of their role and authority in decisions about the services at which they preside and about the ongoing worship life of the seminary. A one-day workshop for faculty and ordained members of the seminary staff will enable conversation about the pedagogical implications of worship and about the authority of faculty and ordained staff in shaping that worship.

Learning Abstract :
Seabury-Western Theological Seminary engaged in a one-day workshop for faculty and ordained members of the seminary staff in order to enable conversation about the pedagogical implications of worship. Particular attention was given to questions associated with the authority of faculty and ordained staff in shaping seminary worship in relation to issues of worship and student formation. At Seabury-Western Theological Seminary, fourteen worship services each week serve as key components for spiritual formation and also provide opportunities for students to develop skills for clergy leadership. Faculty and ordained members of the seminary staff regularly lead these services, but a common understanding about their role and authority in decisions about these services is mixed. Hence, the project sought to directly address pedagogical issues directly associated with community worship and student formation.

Proposal abstract :
Saint Paul School of Theology proposes a three-year project to attend to three distinct pedagogical challenges for the future of theological education. First, instead of fitting new technologies into old pedagogies, how are teaching and learning transformed by shifting needs of students who are “digital natives” or “digital immigrants” and/or distance learners? Second, instead of relying on note-takers and extended deadlines, what pedagogies virtually eliminate the need for “accommodations” for students with learning disabilities because courses are designed flexibly with resources and opportunities open to diverse learning styles and needs? Third, instead of engaging student diversity with the tools of the 1960s, what new teaching and learning strategies anticipate future student racial/ethnic demographics and interracial educational experiences? Proleptic pedagogical strategies reflect the praxis and prophetic goals expressed in the seminary’s mission and values, which challenge faculty to make theological education accessible and transformative for the next generations of seminarians.

Learning Abstract :
Saint Paul School of Theology developed a grant project entitled "Pedagogy: Teaching from the Future to Distance, Disability, and Race." The faculty learned that diversifying our teaching/learning resources makes us more agile in responding to diverse students, classroom contexts, educational opportunities, as well as the needs of the church. We have learned to be more astute observers of students and their contexts, which compels us to be more skilled and flexible in pedagogy that responds to concrete and changing social locations and cultural experiences affecting the teaching and learning environment. Our proleptic pedagogy depends on attentiveness to changes in teaching resources and contexts - pedagogy is rooted in praxis and cultivation of imagination in teaching and learning.

Proposal abstract :
The project seeks to move the Vanderbilt Divinity School, its units and programs, closer to the ideal vision of a multicultural organization. This is a vision that has been present from the beginning in the ideals and principles of the School, well captured in its self-designation as a School of the Prophets, and that presents itself as ever more pressing, given the profound social and cultural transformation at work in the country and the churches alike. The project seeks to pursue this vision by focusing on theological education and its fundamental tasks of teaching and learning. Towards this end it proposes to introduce the problematic of race and ethnicity into the whole spectrum of its units and programs. Through such expansion of the School of the Prophets, its long-standing commitments and ideals, the project envisions a profound transformation of theological education in the 21st century.

Learning Abstract :
The project sought to move the Vanderbilt Divinity School's programs and units closer to the ideal vision of a multicultural organization through faculty study, conversation, the use of academic and pedagogical consultants, and envisioning multicultural theological education across all disciplines. It was successful in its goal of carrying out faculty conversations and study, but was not able to engender the school-wide conversation and change it envisioned.

Proposal abstract :
Western Theological Seminary has lived out its primary mission of preparing leaders for the Reformed Church in America for 141 years. This has led to a particular profile in faculty, administration, and enrolled students that lacks significant diversity. In recent years, the seminary has come to realize the need to engage the multicultural realities in the community and the church. We engage these conversations, knowing that this change will be both challenging and at times difficult; yet, we are committed to the journey. This grant will allow us to engage these difficult conversations and to further institutional moves we have already made in our approaches to theological education and formation for ministry, in a context of increasing community and institutional diversity.

Learning Abstract :
Through two years of difficult conversations, we in the Western Theological Seminary community have grown in understanding the challenge of diverse growth. Engaging the whole community in this discussion has been a challenge. Sometimes, we have met the challenge and found satisfaction in the ensuing conversation. At other times, for a variety of reasons, we have failed to find the space for the conversation to take place. The two twin challenges of engaging community members of the majority culture who have difficulty seeing the importance of the conversation, while supporting community members outside the majority culture in their growth and their sense of belonging in this context have seemed at times overwhelming. The grant encouraged leaders to continue the process and to seek ways to creatively address inevitable tensions that arise on this journey.

Proposal abstract :
A major interest of this grant project is to help us discover or diagnose important areas in our institution and teaching that compromise learning from diversity and therefore create impediments to diversity in our resources and pedagogy. Currently Boston University – School of Theology seeks to address a lack in domestic racial/ethnic diversity among faculty and students alike, which is a considerable departure from its historical legacy in theological education for African American and women alumni-ae with graduate degrees. Considering this departure from our institutions’ legacy in theological education for multi-ethnic student body, this project will examine our current pedagogy and seek to develop critically new pedagogical strategies to teaching and create more inclusive multicultural and multiethnic global environment. The workshops will provide opportunities for faculty and administrators to engage in conversations of dismantling racism, sexism, and (neo-) colonialism. With several consultants and alumni/ae, faculty will investigate the dynamics of teaching international and domestic marginalized racial/ethnic students and will seek to develop multicultural pedagogy and curricular resources, which will include efforts at institutional reform in the School of Theology.

Learning Abstract :
This project designed workshops to address international and domestic, marginalized racial/ethnic diversity in theological education, but more specifically in our classrooms. These training and dialogical workshops underscored the convergence or overlapping nature of racism, sexism, and (neo)colonialism within our institutional life and our teaching culture. As our project progressed through these workshops, faculty and administrators explicitly pressed for more attention to teaching strategies for the classroom. We discovered a critical need to have workshop leaders devise exercises for this desired work that did not dismiss or sweep past the necessary critical reflection on systemic and cultural marginalization and how we might learn from diversity itself. This discovery involved institutional life and teaching practices that passively and sometimes actively privilege some voices and fail to bridge the gaps of resourcing and learning caused by dominance, neglect, or marginalization. In the end, we formed a new faculty leadership committee, which expands the previous work of the faculty's recent Cultural Competency Committee, to devise a long-term project (possibly three to five years) to continue our work on teaching and diversity.

Proposal abstract :
This project entails the formation of a core group that will examine pedagogical approaches that foster multicultural, multiracial and multiethnic diversity at Palmer Theological Seminary. This core group will, at the end of the year, become a standing committee that will aid other faculty in assessing their own pedagogical strategies as well as providing newer resources such as bibliographies and assessment tools. During the year of training, the core group will further their insights and pedagogical abilities regarding approaches and resources that intentionally foster multicultural and multiethnic sensibilities. Specifically, the group will examine their syllabi, curriculum, bibliographies, and assessment tools to see how these take into consideration “difference” and how their classrooms aid the student in becoming aware of “difference” in their own learning and future ministries. An important aspect of this teaching self-evaluation is to factor in the reality of “embodiment”: how we assess and are assessed by others based on our physicality.

Learning Abstract :
The Diversity Colloquy at Palmer Theological Seminary provided me with the opportunity to dialogue with a group of exceptional and dedicated colleagues whose collective wisdom and experiences I have come to appreciate. Collectively, the experience allowed us to affirm the creative pedagogies we already practice in the classroom and to learn new strategies from each other. It gave us the courage to be more creative. It also heightened our awareness that to be a truly diverse institution is a complex and difficult enterprise. Everyone must be involved. I now teach students the skills I learned as the project's director about writing grants and their implementation. The single most important insight I gained was from a colleague who shared that the immigrant experience meant that one was "always careful of one's geography." Teaching in classrooms that foster diversity implies being respectful of others' geographies and appreciative of their gifts.

Proposal abstract :
A two-year faculty project to study when, where, and how difficult conversations about race, racism, and ecclesial formation occur at New Brunswick Theological Seminary and to research and implement strategies for facilitating such conversations through the use of Appreciative Inquiry and Theatre of the Oppressed in and outside of the classroom. A final, summative forum will be held with invited guests from area seminaries.

Learning Abstract :
We have learned to identify difficult conversations - what they are, when and how they occur, and when and how they might be suppressed. We have learned and implemented strategies for encouraging difficult conversations to happen, and, to be less anxious and more hopeful about the possibilities that these conversations offer. We have experimented with ways of navigating difficult conversations - Appreciative Inquiry, Theatre of the Oppressed, and triad experiments - and are in the process of developing strategies and locations to assess difficult conversations after they have occurred. This grant has made a difference in our life at New Brunswick Theological Seminary. Faculty, administrators and students have learned how to have difficult conversations, more often, and with more skill. We know that this will continue to be a gift for the Seminary's faculty, for our students, and for the communities we serve.

Proposal abstract :
This one-day workshop aims to strengthen the capacity of the Pacific School of Religion Board of Trustees to govern the institution’s stated strategic goal, “to act boldly in equipping leaders with the values, skills, and commitment to cross-cultural competency necessary to build anti-racist institutions and dismantle systemic racism in society, and to model this commitment and work at PSR.” Education at the board level will assist in Dismantling Racism and Building Cross Cultural Competency at the institutional level and increase PSR’s capacity to implement the comprehensive action plan developed to meet this strategic plan goal. We need to help members of the Board of Trustees to increase their sensitization on cross-racial/cultural issues and communication, informing both their committee and board work.

Learning Abstract :
The initial intention was to conduct a one-day workshop on anti-racism training for our seminary's board of trustees. We have learned, however, that it is more effective to engage trustees in dialogue and reflection over a series of three meetings. It is also more effective to focus less on "training" but more on engaging the board in self-reflection and interaction with one another about issues of racism, white privilege, and their impacts on PSR as an institution. Involving trustees in learning activities and exercises that mirror what has been done with students, staff, and faculty also allow trustees to gain a greater understanding of what students and other members of the PSR community are learning even as they themselves are building up their individual and collective capacity for the work of dismantling racism.

Proposal abstract :
The main goal of the seminar would be to bring together a group of faculty of color to share about their personal work experience, develop a better analysis and understanding of the systemic issues of race, racism, and cultural diversity, dream about a vision of an anti-racist theological curriculum, classroom and institution, and build mutual, collegial relationships.

Learning Abstract :
The collegiality and sense of new solidarity that developed among group members was a transformative and empowering experience that we all needed, both personally and professionally. The seminar was an opportunity for discovering the potential we had as a group of faculty of color for supporting each other and promoting institutional change. A significant outcome on the institutional level is the formation by the Dean and the Faculty Assembly of a faculty committee on anti-racism and diversity that will insure the institutional continuity of the work of the seminar. Most challenging in the process was organizing the schedule of the meetings for a group of eight busy members of the faculty over almost two years.

Proposal abstract :
While neither Aquinas Institute of Theology nor the Catholic Church are alone in confronting hard or at times disruptive conversations in faculty meetings, class, or field supervision, our Dominican heritage of collaborative learning in pursuit of truth requires intentional commitment to meaningful difficult conversation. As a school, we propose to learn and practice the art of difficult conversation through a facilitated faculty study of the Harvard Negotiation Project’s book on Difficult Conversations and facilitated case studies of difficult conversations in our classrooms. By improving our difficult conversations in class, we intend to lay the groundwork for a successful all-school symposium on the neuralgic topic, “What is truth?” At grant’s end, we will publish on what we have learned and then take a further step by teaching the art of difficult education to others in the community who collaborate with us in the formation of our students, especially field education supervisors.

Learning Abstract :
From January 2008 – May 2009, the faculty of Aquinas Institute studied together the text Difficult Conversations: How to Discuss What Matters Most and then engaged in a series of exercises that involved practicing the approach advocated in the book within faculty meetings, classroom interactions, and a school-wide symposium. We learned that the "s" at the end of the book title is not accidental; one difficult conversation inevitably evokes many more. We discovered these conversations require a great deal of time and emotional energy, but also can create a culture of greater honesty within an institution as well as professional and spiritual growth within individuals. In the end, we recognized that increased understanding of each other is a true gift, but that understanding alone is not enough. We commit ourselves now to also studying and practicing skills for negotiation and group decision-making.

Proposal abstract :
The project will advance the development of Methodist Theological School in Ohio (MTSO) as a multicultural educational institution and increase its capacity for engaging race and privilege in relation to student learning through initial assessment, equipping, and planning. Critical incident narratives will be created based upon MTSO learning situations where issues of race and privilege are evident. These will function as a resource for assessment, transformative reflection on pedagogy, and preparation of students for diversity in their seminary experience. Engagement with the narratives will be coupled with resources that provide frameworks and strategies for inclusive classrooms. A pilot anti-racism team will lead initial assessment work, creation of narratives, faculty and campus events, and planning the next phase of MTSO’s initiative. Success of the project will be evaluated through pre and post project surveys of faculty and review of syllabi.

Learning Abstract :
Good intentions about addressing race also require good skills, dialogue, and commitment. Faculty members need to be equipped for their leadership roles in creating inclusive classrooms. Students may want to talk about race but need to know how to do that safely. It is important to understand what students experience in the classroom and to recognize that students are willing to share their experiences in an environment that fosters truth-telling and respectful listening. Faculty members need to have open conversations about race among themselves as well. Raising consciousness and opening conversations about race also raises expectations for change, which if not met can lead to disillusionment and disengagement. When addressing an issue that is as systemic and broad as race it is easy to attempt too much and lose focus.

Proposal abstract :
Brite Divinity School has identified the importance of exploring the way in which we construe and address diversity in our curricular and programmatic strategies. Currently we have created a curricular program that addresses racial, ethnic, and global issues. However, we are not giving the same institutional attention to other challenging forms of diversity presently difficult for church and culture such as gender and sexual orientation. We are seeking strategies that will assure both rich attention to the accrued force of the complex intersections of a range of stigmatized forms of diversity in church and culture as well as ongoing attention to the particular experience and needs of the marginalized communities represented by these various forms of diversity. We propose inviting a panel of distinguished colleagues in theological education to lead the faculty in a colloquy and students in a community conversation about these concerns.

Proposal abstract :
This project seeks to adapt a theoretical model for understanding racial/ethnic identity development as a valuable tool for under-represented minority (URM) faculty working in mostly white theological institutions. The primary purposes of this project are, first, to offer URM faculty in theological education a theoretical framework for them to define the personal and institutional significance of their belonging to a particular racial/ethnic group while working in a theological school with mostly white students and faculty; and second, to make available to white faculty and seminary officers a theoretical tool to better understand the institutional and academic implications of having URM as members of their faculties. The adapted model of racial identity development to be proposed will be based on documented shared experiences of URM faculty in theological education, bibliographic research on faculty of color in Higher Education, and the racial identity development theory developed by William E. Cross and analyzed by Beverly D. Tatum.

Learning Abstract :
Working in this project has been one of the most stimulating and rewarding academic experiences I have had during my almost ten years as a theological educator in North America. It allowed me to build upon my own experiences and the experiences of those in theological education who, like me, share two characteristics: one, that of belonging to a racial/ethnic minority (REMF); two, that of teaching in a predominantly white theological institution (PWTI). In conclusion, the quantitative and qualitative data of this study shows that discrimination based on race and ethnicity, which increases when gender and age are factored in, is very much an open and deep wound for the majority of REMF working at PWTIs. What is at stake is too serious to keep this reality concealed or unaddressed. It affects the present and the future well-being of the first and the present and future integrity of the mission of the latter. Theological institutions are called to mirror the values of God's reign and not those of society. Therefore, their leaders should commit themselves to the understanding and transformation of this reality for the sake of what is central to the theological enterprise: the church and its mission in the world.

Proposal abstract :
Building on conversations about our vocations as teacher-scholars at mid-career in the summer 2007 Mid-Career Colloquy on Teaching and Learning in Theological Schools, participants during the fall semester will interview colleagues regarding their understanding of their vocations. Each participant will interview a junior colleague, a mid-career colleague, and a senior colleague to solicit their responses to three questions: 1) How do you understand your vocation within your institution at this stage of your career? 2) From your perspective, what are the major factors in your school that support your sense of vocation, and what are the major factors that do not support your sense of vocation? 3) What action, practice, or strategy do you use to help you maintain a sense of your vocation and vocational commitments given the realities of life in your institution?

Learning Abstract :
Due to the success of these interviews, I would consider using them as a regular part of Wabash workshops and colloquies. Interviewing colleagues as a part of our colloquy provided the following contributions to our participants: 1) a larger perspective on the vocation of the theological educator, 2) a clearer view of their own understandings of themselves as theological educators, 3) an opportunity to build relationships with their own colleagues, 4) a better sense of their own institutional cultures, 5) and a fuller sense of the state of theological education today. While the nature of the interviews might vary from workshop to workshop, they provide a great source of information and learning for members of the workshop or colloquy.

Proposal abstract :
This project supports the development of a research survey instrument, its subsequent use with theological students at the outset and completion of their Master of Divinity degree program, and an analysis of the data in order to identify the formative effects of various cultural factors that are believed to function alongside religious faith in shaping the religious formation of incoming theological students. The information gathered from the instrument will contribute to the development of the emerging signature pedagogy at Brite Divinity School. In particular the analysis of the results will shape the teaching/learning outcomes of the faculty in its efforts to nurture an effective 21st Century Christian identity for religious leaders as public theologians in the United States.

Learning Abstract :
Who are the seminarians that Brite teaches? What influences seminary students' religious development? How do they spend their time? To get an overview of these questions and others, a survey was administered to 131 seminary students at Brite Divinity School. The survey research revealed to the researchers that the students are far more complex than the faculty had previously imagined. It showed the faculty that culture trumps religion and that, to students, there's a fine line between the two. Religion, in fact, becomes changed by culture and is no longer about the normative rhetoric that is attached to communities of faith and their related institutions, and how they purportedly derive meaning from them. Rather, it is about "meaning-making," those things that actually end up providing the resources from which people gain meaningful understanding about themselves, others, and the world in which they live. Consequently, seminarians often derive more meaning from the "sacred" found in the supposedly "secular" arena rather than in traditionally religious locations. Professors and practitioners must become master participant-observers in both realms if their goal is to be relevant religious educators in a context in which religion is no longer the definitive realm for the sacred.

Proposal abstract :
This project hopes to develop a one year (6 months of the academic year) program for seminary students in their second (”middler”) year that would help them identify the different aspects of privilege and how these influence one’s interpretation of others and the world. This program would be implemented during the 2007-2008 academic year.

Proposal abstract :
This project will create a dialogue among African-American scholars around the problems of alienation and presumed epistemic privilege as impediments to learning for African-American students. Specifically, the dialogue will focus on the common classroom experience for many African-American theological teachers of teaching courses in Black religion in predominantly white institutions and finding the learning of their African-American students’ hampered by the students’ presumption that, in a curriculum from which many feel alienated, these courses are “theirs” and consequently spaces of affirmation and not of serious intellectual exploration and learning. The questions framing this dialogue are: In what ways do students expectations shape/misshape students’ experience of learning?; What obstacles are presented when students wrongly presume that church “culture” will be the culture of the theological classroom?; What tools and strategies for African-American faculty teaching African-American students about the Black Christian tradition are available to make sure that learning happens?

Learning Abstract :
The major learning from the project was that the ecology of the institution created not only barriers to learning but also opportunities. With the idea of epistemic opportunity arising in our second meeting a major shift in our conversations happened. During the early parts of our conversations we focused largely on pedagogical strategies that might overcome barriers which our students brought to the class. However, when we happened upon this idea of epistemic opportunity as a goal for not our pedagogy but, also as a basis for creating mini-ecosystems in the larger ecology of our institutions, this was a breakthrough. For this changed the question for us to how is it that we can create space for students to bring themselves into the classroom (a broader idea than their stuff, e.g., culture). As we processed the case studies we began to grapple with the various questions of what it means for the students to not only bring the brokenness and alienation which arises in the general institutional ecology into the classroom but also the strength and creativity which empowered them to be in front of us, as teachers, in spite of that ecology. The shift was then from an investigation of the layers of barriers to learning to include substantial reflection on creativity that emerges precisely from navigating those barriers. This is the primary learning which all participants took away from our conversations and the one which may be helpful to others.

Proposal abstract :
The mission statement of Trinity Evangelical Divinity School can be summated by the University motto: “Forming Students to Transform the World Through Christ.” This project will address the need to reflect on the meaning and significance of this statement in light of its power to inspire reflection and activity in several critical areas, namely, vision for faculty and administration, curricular development, and pedagogy in the classroom. The working committee will seek to determine if they are pursuing all avenues needed to empower the construction of a theological community that remains faithful to its biblical and theological foundations, while “forming students” in a way that equips them to meet the theological, demographic and ministerial challenges presented by a growing diversification of voices and concerns in the United States as well as in the world along the lines of race and culture.

Learning Abstract :
This grant funded a series of conversations among faculty, administration, and current/past students on the minority presence at Trinity and Trinity's main mission as a divinity school. This groundwork emphasized the need for curricular, co-curricular, and substantial financial aid to recruit and retain racially diverse students. The Mosaic Learning Communities program was established that aims to assist M.Div. students prepare for their future work in multi-ethnic communities. The yearly program of the MLC consists of a fall retreat, guest speakers, formation work with faculty and fellow students, peer-mentoring, and local connections to churches in the area.

Through this project we learned that when you find others across the disciplines that share your interests and passion for a project, it may be the start of a journey whose end cannot be imagined yet.

Proposal abstract :
Memphis Theological Seminary has at the core of its history a commitment to diversity and ecumenical dialogue, as reflected in its mission statement. The seminary is immensely diverse in population (approximately 40% African American; 26 denominations, plus Jewish and Islamic presence, approximately 44% female, etc.). Recently, the seminary has positioned itself, in a joint mission with the Methodist Hospital System in Memphis, to build a learning model for Faith & Health. The initiative recognizes the role faith plays in people’s physical and emotional health. In the course of a “first-run,” two things became clear: The program needed to more intentionally address diverse population concerns; and pedagogy for teaching faith and health in a diverse setting needed to be explored more specifically. This proposal seeks to address both these issues.

Learning Abstract :
The Faith and Health pedagogical initiative was designed to get faculty and potential faculty members in the program "on the same page." Our objective for the project was to gather the primary faculty members who would participate in the teaching to see a common language as well as to ensure that we all knew what the other meant by "faith & health."

The event was viewed as a kick-off for ongoing assessment and training for professors in the faith and health doctorate of ministry and the MAR certificate. The D. Min. director and the dean of the seminary continue to provide thoughtful leadership and inspiration in the evolving program at MTS, as well as evaluate training for each layer of teachers.

Participants reported the time together fired them to work on the themes of the consultant led sessions as they prepared for their particular D. Min. Seminar. They acknowledged that our brief time together was not sufficient, and expressed a desire to continue such conversations, if only once or twice a year. The participants appreciated the metaphors that arose from the road to Emmaus conversation, especially those that suggested we come alongside people as they try to make sense of their lives and what has happened around them.

Proposal abstract :
This project seeks to build allies from among the Hartford Seminary faculty in order to better integrate Latino/a issues into the theological curriculum of the school. They will do so by introducing the large and diverse Latino/a community in the city of Hartford to a group of Hartford Seminary faculty. El Programa de Ministerios Hispanos (the Hispanic Ministries Program) of Hartford Seminary is a Saturday certificate program that up to now has not significantly impacted Hartford Seminary teaching, research or curriculum. Its director, Professor Efrain Agosto, is the only Latino and Spanish-speaking member of the faculty, and thus since the program is offered in Spanish, the only core faculty member of Hartford Seminary that works closely with the students of this program. This project seeks to explore the large Latino reality in the midst of the capital city of Hartford in ways that will have larger impact in the teaching and research agendas of the Seminary.

Learning Abstract :
This project taught us that building allies for a particular pedagogical aspect of theological education, in this case the Latino/a exemplum, is not an easy task in hard economic times when all programs and priorities are under close scrutiny, energies are taxed and nerves are frayed. Nonetheless, every little bit helps. In the case of this project, three faculty members out of a faculty of fifteen were exposed for the first time to a local Latino/a community, both its demographics and religious reality. In addition, several more faculty members engaged a Latino theologian from outside our community on the current state of Latino/a theological reflection, another new experience for many. Finally, most of the faculty experienced a workshop on multicultural theological pedagogy with a Latina religious educator, another rare experience at Hartford Seminary. Together these small experiences prepared the way for further exploration of Latino/a theology, religion and pedagogy at Hartford Seminary for years to come.

Proposal abstract :
The need to explore Denver Seminary’s tacit curriculum emerges from several factors: fifty percent growth in the student body over the past five years, relocation to a new campus, redirection of the seminary’s vision ten years ago, and the transition from being a primarily denominational seminary to a multi-denominational seminary over the past twenty-five years. These changes have added challenges to the pursuit of our mission by complicating institutional self-understanding. This project is intended to identify factors in our institutional culture that have educational implications, assess the extent to which these factors correspond to our stated mission, provide to decision-making bodies data that will address incongruities, and identify the process involved when an institution attempts to explore and respond to its tacit curriculum. External consultants will immerse themselves in our culture to conduct ethnographic research and provide reports to decision-makers for integration into our assessment of student learning.

Learning Abstract :
In order to better understand the relationship between our tacit curriculum and our stated educational mission, our consultant made multiple campus visits, conducting an ethnographic study involving formal student interviews, informal faculty interviews, observations in chapel services, a faculty meeting, special events, time in students hangouts, and reading seminary publications.

Results of the study showed high overall student satisfaction with their seminary experience and particularly with the faculty. The most significant challenges surfaced by the study were that (1) our students do not value or engage each other well as learning resources, (2) our facilities and space often constrict the formation of meaningful relationships, and (3) some program structures work against our stated value of adult learning.

Reponses to the report have included consultation with an architect to redesign key student spaces, retention of a second consultant to assist our faculty with collaborative learning, and review of educationally cumbersome programs.

Proposal abstract :
This project aims to develop a statement articulating a theology of theological diversity, attentive to racial, ethnic, and class issues, which can guide implementation of curricula and a culture of theological diversity in the seminary learning environment. The difficult conversation at United Theological Seminary of the Twin Cities (UTS) arises both from its ecumenical nature, and its simultaneous commitments to gender justice, racial justice, and cultural diversity. Students, faculty, and staff, have differing theological commitments, which often reflect racial and cultural differences, leading to tensions in dialogue over difficult issues. The project seeks to construct a theology of theological diversity and to train the faculty to facilitate dialogue and provide an atmosphere of theological and cultural diversity in the classroom through syllabi content and classroom conversation and conduct. It ends with evaluations and findings that will form the basis of an article on teaching theology in a theologically diverse setting.

Learning Abstract :
In a project that was admittedly ambitious, we set out to develop a "theology of theological diversity" that would inform the learning environment of a liberal seminary that would prepare it for the cultural and racial diversity that it seeks. We articulated our hopes in several ways, for example, that students could be theologically multilingual, or would embrace and not simply tolerate theological diversity of experiences, beliefs and expressions. We realized that because of the impact of our null curriculum, we have to be very intentional about welcoming theological diversity and cultivating dialogue. To this end, several professors have added books and/or course objectives to their syllabus to promote and guide classroom learning and discussion.

Obstacles that we encountered in the first (main) portion of our project we were able to address with some success in the extension period. We learned to write course objectives, goals, and assessments. We had extended substantive theological discussions within the faculty, and a substantive discussion on the purposes of theological diversity. We modeled our new confidence and ease with diversity to our students and staff.

Students have responded positively to changes that have been made. There has been much appreciation of the ability and encouragement to express differing theological beliefs and experiences. There is a desire to continue theological diversity discussions.

There is much future learning to do. We have started down a path that is vital to our mission and viability as an institution of theological education. We need to continue down this path. We need to continue growing in our embrace of theological diversity. We need to grow in our ability to use course objectives to articulate and thus achieve an atmosphere of welcome in the classroom. We need to continue modeling this for the students, both old and new.

This grant has made a significant impact on the theological atmosphere at United, and we are very grateful.

Proposal abstract :
Research suggests that approaching Ph.D. students as junior colleagues fosters intellectual—and in theological education, spiritual—communities in which teacher/scholars flourish. This project develops an “incarnational pedagogy” for the vocational formation of doctoral students in adolescent discipleship formation (i.e, “youth/young adult ministries”), emphasizing apprenticeship models and situated learning. Incarnational pedagogies seek to embody Christ in communities of practice where students: 1) experience learning in accountable Christian communities, 2) model informal and situated learning approaches consistent with the practice of youth ministry, and 3) learn to match teaching with what is taught. This project approaches the field of adolescent discipleship formation as a community of practice that incorporates Ph.D. students through legitimate peripheral participation, and challenges dominant models of doctoral education by favoring informal and situated learning strategies alongside practices of spiritual and intellectual discernment to equip future teacher/scholars. I suggest that these practices will improve doctoral theological education, especially in emerging fields.

Learning Abstract :
The project explored the benefits of using "incarnational" pedagogies drawn from adolescent discipleship formation (youth ministry, emerging adult ministry, family ministries, campus ministries, etc.) for preparing doctoral students in these fields. By engaging youth ministry/practical theology doctoral students in cross-institutional "teaching colloquia" and incarnational teaching practices drawn from youth ministry (e.g., mentoring, learning communities, situated and transformative learning opportunities), and by examining research on and practices of informal learning, the project enabled reflection on apprenticeship education for future professors in adolescent discipleship formation. This model is currently being tested at Princeton Theological Seminary for Ph.D. students interested in teaching youth/young adult/family ministries, who submit to a program of intellectual, spiritual, and pedagogical formation during their academic program. The project also yielded several essays on previously unexplored relationships between informal teaching and youth ministry, and an article on "incarnational pedagogy" as a form of apprenticeship for theological education.

Proposal abstract :
For over a decade Episcopal Divinity School has explicitly and actively engaged in antiracism work across the curriculum and to some degree in institutional structures. This project seeks to further EDS’s work to establish contours of change toward an antiracist, institutional culture at EDS and strengthen and broaden practical ways to sustain commitments and foster community building skills across differences with students, faculty staff, administration. When appropriate, alums and trustees will be included.

Learning Abstract :
The "Sustaining Change" Project was an evaluative project focused on organic institutional change undergone over more than a decade. A major component of the twelve years of work was required training in antiracism, diversity, and multicultural skills by each constituency of the school - faculty, students, staff/administration, and trustees. The project evaluation included review of written student evaluations on the required course in antiracism/anti-oppression/diversity/multiculturalsim, "Foundations for Theological Praxis," and the ways in which faculty furthers such knowledge and skills for change throughout the curriculum. The project also sought to solicit from staff and administrators their experience of the anti-racism/anti-oppression training and its impact on a variety of institutional behaviors. Finally, the project evaluated how faculty had advanced and enlarged antiracism and anti-oppression learning into new areas. In addition to evaluative materials, the project encompassed meetings with each constituency, community meetings, and evaluation with the consulting organization of its work with the school over the long period of institutional change. Major results of this process indicated the following: (1) that students found the antiracism/anti-oppression education significant to their degree programs and ministry; (2) that this emphasis was a critical recruitment tool and reason for students to choose EDS; (3) that faculty doing this work together at the personal and cultural level for teaching enhancement, became a cohesive body that more effectively dealt with issues of ‘difference' even during institutional change and crises; (4) that through economic and institutional crisis the basic level of anti-racism/anti-oppression teaching and learning remained intact; (5) that when institutional economic resources become scarce, the critical priorities take precedent over antiracism and diversity training for staff/administration, and trustees; and thus (6) the institutional change for diversity and multiculturalism must be fortified and continually renewed to demonstrate the absolute need to address antiracism, diversity, and multiculturalism as a critical teaching/learning and institutional dimension of the theological education enterprise in the 21st century.

Proposal abstract :
Through a combination of workshop, forums and surveys, this project engages the faculty of Garrett-Evangelical Theological Seminary in their ongoing effort to consider the issue of racial and cultural diversity as a pedagogical issue. The focus of this project centers on the selection of teaching resources, specifically textbooks. It builds on work that the faculty began in 2007 and is aimed ultimately at influencing the ethos of the community in the area of diversity. The specific purpose of the project is to help move the seminary more closely in line with its stated identity of openness to racial and cultural diversity in all aspects of seminary life. The project is directed to faculty, a key center of influence in the seminary community. The intention is to enable faculty members to identify multi-cultural gaps in their teaching resources in a non-threatening and supportive way and move them to be intentionally inclusive both racially and culturally as they select curricular resources. Their active commitment to diversity in this area can be a catalyst to moving the seminary to achieve its goal of racial and cultural diversity.

Learning Abstract :
This project was directed at the faculty to alert them to the necessity of being proactive in meeting the requirements of multiculturalism that is intrinsic to the culture of the Garrett-Evangelical community. The project succeeded to the extent that the faculty conversations around the pedagogical implications of making racial and cultural diversity and inclusiveness a lived reality were rich and elicited renewed commitment on the part of the majority. The project succeeded in part because it was part of a larger, ongoing conversation and that the issue has been recognized as integral to the life and health of the seminary community. Thus, the conversation continues beyond the completion of this project. Sadly, a few faculty members dismissed the need for conversation but the faculty as a body recognized their responsibility to and influence on the racial and cultural ethos of the seminary and pledged to keep the conversation alive.

Proposal abstract :
Repositioning issues of community, diversity, and social justice from peripheral to central is a proactive step in the seminary’s attempt to respond to the challenges of multiculturalism. Specifically, the usual reactive stance and crisis-like response to subtle yet debilitating experiences of exclusion and injustice will be addressed using the theoretical framework of Multicultural Organization Development or MCOD (Jackson 1988). The principles and practices of MCOD offer an alternative route to a more welcoming, inclusive, and just system of structural and human relations. As well, the ensuing conversations and change initiatives this project champions gives the systemically transformed seminary a competitive advantage and a renewed commitment to heed the call of God (Micah 6:8).

Learning Abstract :
One of the most significant accomplishments that emerged from this endeavor is in the area of consciousness raising surrounding issues of social diversity and social justice in theological education. This proactive step exemplifies the seminary's continuing attempt to respond to the challenges of multiculturalism. Changes in attitudes, knowledge, and skills are beginning to take shape, albeit gradually.

Proposal abstract :
Faculty in both theological schools and post-baccalaureate education programs need to be able to communicate across training differences, appreciate common educational and societal concerns, and learn cooperative practices to function as effective teachers of future leaders in church and society today. This project proposes a pedagogy of cooperative action research for seminary teachers and teachers of higher education in the university setting to foster a shared approach to teaching and learning around issues of common concern. The issue of common concern that will animate the action research pedagogy in our classrooms is “children at risk” in our respective communities. The action research proposed here is designed as a pilot project which will, hopefully, seed further adaptations of this pedagogy for higher education and community use.

Learning Abstract :
This project addressed the need for faculty in both theological schools and post-baccalaureate education programs to engage common educational and societal concerns and learn cooperative practices to function as effective teachers of future leaders in church and society today. Specifically this project explored a pedagogy of cooperative action research for seminary teachers and teachers of higher education in the university setting to this end. The issue of common concern that animated the action research was "children at risk" in our respective communities, urban Boston and rural Appalachia. Questions brought to this concern were: What is happening to children in our schools, communities, churches? What is at stake for their well-being? What roles do we play in their future?

In order to deepen and broaden a text approach to these questions we chose participatory social inquiry, a form of action research, as the pedagogical vehicle to both model and help students learn the skills to make the connections between what they are reading in our courses and how to apply that theory to the analysis of the research they conducted within their respective communities around these formative questions. And then, how to share their findings cross-professionally.

Proposal abstract :
The form in which content-based knowledge is communicated is as important to the learning experience as the incarnation is to Christian theology. We are concerned that the less tangible and subtle interplay between formative pedagogical factors wields a strong unrecognized influence on the outcome of educational experience. This project assists in understanding the relationship between pedagogical methods such as lecture style, syllabi construction and student compositional factors such as age, prior educational and life experience, gender, denomination, and culture, alongside spatial setting. Through the creation and design of a diagnostic tool allowing us to research, identify, and determine the interplay of dynamic pedagogical factors, Regent College and the wider academic community will be able to analyze learning as it takes place in a complex cultural system within a distinct theological community. This will support best practices for theological education in residential and multicultural settings, while allowing local adaptations for other institutions.

Learning Abstract :
The form in which content-based knowledge is communicated is as important to the learning experience as the incarnation is to Christian theology. The less tangible and subtle interplay between formative pedagogical factors wields a strong unrecognized influence on the outcome of educational experience. As higher education is increasingly marketed as an autonomous individualized enterprise, it is becoming counter-cultural to gather theological students with professors and peers for the majority of their study period. An apologetic is necessary for the value of such communal learning environments in a culture of alternative choices. This project assists in understanding the relationship between pedagogical methods such as lecture style, syllabi construction, and spacial setting to student compositional factors such as age, prior educational and life experience, gender, denomination, and culture. By examining these relationships in light of the stated educational mission of Regent College, we were able to design and develop a diagnostic tool allowing us to research, identify, and determine the interplay of dynamic pedagogical factors. The tool is in three parts, recognizing the perspectives of faculty, staff, and students in the dynamic interplay of pedagogical factors. The form of education did indeed profoundly influence learning, such that ideas about personhood were found to be central to student learning. That is, the character, style and spirituality of individual professors were repeatedly valued as primary to understanding course content. Through such examination and synthesis, Regent College and the wider academic community are better able to analyze learning as it takes place in a complex cultural system within a distinct theological community. This will support best practices for theological education in residential and multicultural settings, while allowing local adaptations for other institutions.

Proposal abstract :
A one-day consultation in October 2008, Teaching Spirituality Well, will bring together teacher-scholars of spirituality in order to explore “best practices” in teaching/learning spirituality and to develop potential strategies for the facilitation and support of those practices within educational institutions. Christian spirituality as a relatively new but established academic discipline is already committed to innovative teaching for the reciprocal integration of classical faith traditions and students’ vocational pursuits. The consultation will build on four years of annual pedagogical-learning sessions to address the increasing importance of teaching spirituality well for the greatest transformative impact on student learning.

Learning Abstract :
The most immediate impact of the consultation on participants was renewed collegiality and enhanced energy for constructive imagining of the future of SSCS as an association of teachers-scholars involved in transformative teaching-learning in spirituality. There was new appreciation of the founding voices, now clearly complemented by the next generation of leadership within the Society. New questions surfaced and some new conceptual voices entered the conversation. Greater interest in collaboration across constituencies and academic societies also emerged. The project is therefore affecting the Society for the Study of Christian Spirituality in some generative ways - i.e., future topics for shared investigation, renewed methodological inquiries across disciplines, clarification of methods for best teaching-learning practices within classroom settings, and broader inquiries into the impact of teaching-learning spirituality within the public domain.

Success for this consultation is defined largely by the clarity of focus, extent of leadership-membership contribution, and apparent bridging of scholarship-teaching concerns for "teaching spirituality well." Short-term success can be seen first in the successful focusing of attention on the three working theme-clusters. It was no mean feat to facilitate strong-minded scholars into just three working groups. Consultation participants clearly engaged the topics with energy and were able to provide leadership of the public session, facilitating contribution of insights by over 100 attendant voices. In both the day-long and public events, there was a good diversity between learner-centered issues and teacher-scholar-centered ones, suggesting the groups bridged the theory-practice split quite well. Long-term success of the venture remains to be demonstrated. A task force of the SSCS governing board is discerning next steps for deepening the conversation for the Society as a whole.

Proposal abstract :
The study interviews present and past students of color from ETSS to learn how the seminary can make curricular, pedagogical, and administrative changes that respond to the particular needs of seminarians of color. The study will result in recommendations of ways the seminary can effectively address the unique life experiences and heritage of persons of color. Possible changes in curriculum might include course bibliographies that are inclusive of authors from a variety of heritages, a two-day workshop on race and privilege that includes faculty and staff as well as students, and a faculty discussion on the effects of our privileged status on our teaching.

Learning Abstract :
The study interviewed present and past students of color from Seminary of the Southwest to learn how the seminary can make curricular, pedagogical, and administrative changes that respond to the particular needs of seminarians of color. The study resulted in recommendations of ways the seminary can effectively address the unique life experiences and heritage of persons of color. The final report was shared with the senior administration and all regular faculty, which led to significant discussion on diversity at the institution. The seminary created a task force on diversity to address the issues raised in the final report of the project.

Proposal abstract :
In his new book A Secular Age, Charles Taylor distinguishes several meanings of the term “secularity,” one of which involves not a loss of belief but a change in the conditions of belief, of what it is to believe. The aim of this conference is to bring together faculty to discuss the challenges of theological education in a secular age – i.e., in a context of increasing plurality, where shared religious understandings cannot be assumed and no single point of view enjoys the status of a “default option.” Each participant has been asked to address the topic in the context of her or his teaching: e.g., “How does one teach religious ethics in a secular age?”; “What does it mean to study the Hebrew Bible in a secular age?”; “What does it mean to do spiritual formation in a secular age?”; “How does one train pastoral counselors for a secular age?”

Learning Abstract :
The aim of this conference was to bring together faculty and administrators to discuss the challenges of theological education, broadly conceived, in a secular age - i.e., in a context of increasing plurality, where shared religious understandings cannot be assumed. Although it was generally agreed that secularity presents a challenge with which theological educators must contend, not everyone agreed as to the nature of this challenge. Perhaps the most widely shared sentiment was that mainline Protestantism is no longer at its zenith as a cultural ethos, and that schools of theology must seek to engage other religious and non-religious perspectives in fresh, meaningful ways. It was also widely acknowledged that this will require significant changes in curricula, pedagogy, institutional organization and alignment, and faculty, with increasing attention given to the social construction of the category "religion"; representations of otherness; and inequalities of power and access.

Proposal abstract :
This project seeks to learn from emerging models of theological education within non-formal academic institutional settings, whether local churches or parachurch contexts. It is particularly interested in models found in the emerging Pentecostal and Charismatic traditions of Christianity. These will be compared and contrasted with the model used within my present formal university context.

Learning Abstract :
The experience of three non-formal ministry formation contexts has highlighted the need for continued development of an integrated approach to ministry formation that involves knowing, being, and doing, that gives attention to gaining greater knowledge, deepening personal character and clarifying vocational identity, and acquiring ministry skills. The genius of these non-formal contexts was that this integration was seen not just in the program as a whole (as is typical of seminary), but also in the individual classes and in the lives of those who were forming the students. While there was concern over decreased attention to a breadth and depth of theological knowledge in these non-formal settings, this allowed for greater attention to the dimensions of being and knowing. This experience has prompted me to seek for greater integration of knowing/being/doing within seminary courses and curricula and within seminary professors both present and future.

Proposal abstract :
This project seeks to re-conceive the second course in a series of three theology courses that are part of Sequence Four of the M.Div. at Iliff by using a genuinely “constructivist” pedagogy. The course, titled Theological Imagination and Construction I, helps students begin to find and take confidence in their own voice. Beyond the success of this one class, and the growth of my own pedagogy, the institutional effects could be significant since pedagogical reform is on the front burner at Iliff and this course is a linchpin in their curriculum.

Learning Abstract :
The most successful parts of the project (from the students' perspective) were the ones in which I already had greatest experience: lecturing and facilitating seminar-style discussion. The small group projects were more frustrating for the students, yet these form the core of the constructivist enterprise. I can make some adjustments as I gain skill in this pedagogy, but I am also willing to accept that the part of the course that most contributes to the formation of my students may never be the most popular, and that the results of this particular pedagogy will not be apparent in any immediately assessable way.

Proposal abstract :
Purpose: Establish a culture of conversation about teaching and learning within the Wesley faculty through an ongoing reading and discussion group over one academic year. Participants: The first year will limit the group to faculty within their first 6 years at Wesley. We will read selected portions of Stephen Brookfield’s, The Skillful Teacher. Each meeting will focus on a case study from our classroom experience. Meeting format: Gather for meal and build community, share teaching high and low, discuss Brookfield reading and discuss participant's case study.

Learning Abstract :
Junior faculty members are open and eager to discuss their experiences and concerns as classroom teachers. Their struggles and questions are still relatively fresh, so they are motivated to share and learn. Without such conversation, these more junior faculty members can feel very alone in their teaching. One way to build confidence is through small-scale, junior faculty-only conversations as starting places. A safe, hospitable environment, perhaps off campus, allows open, honest sharing about difficult classroom experiences. This serves both to create space for each of these teachers to find their own teaching voice in conversation with colleagues as well as to form a cohort of faculty who are comfortable talking about classroom teaching. Lastly, it may serve well to have a senior teacher facilitate the group in order to encourage curiosity about classroom teaching, and provide structure for our meetings so that none of the participants are responsible for the logistics.

Proposal abstract :
The integration of psychology/theology has been written and discussed energetically during the last decade. These discussions focused on the question: Can one integrate these disciplines? This project extends this discussion beyond the philosophical by asking a different question: How does one teach towards the practice of integration? What teaching practices help counseling/psychology students know “how to do” integration when they are sitting with a client? Therefore this project will investigate teaching practices that promote the integration of psychology/counseling/ theology/biblical studies. Using qualitative methodology, through face to face interviews with professors of psychology/counseling and/or their students, and observation of class sessions when available, the lead investigator will discover how professors of psychology or counseling prepare counseling students to “think Christianly” when in session with a client. Journal articles, teaching resources, symposium at professional counseling conferences, and/or an edited book on teaching practices in integration will emerge from this project.

Learning Abstract :
Are students in counselor training programs as theologically competent as they are clinically competent? What teaching strategies promote a sophisticated level of integration? Integrating theological reflection with counseling practice is a skill that does not come intuitively to master level students. Beginning counseling students in theological settings want specific tools for their counseling integration toolbox. In contrast, graduating students view integration as something that happens primarily within the counselor as embodied in the "person of the counselor". Yet the depth and breadth of theological reflection remains in question. Faculty in counselor education programs tend to rely on texts written by other counselors which integrate theology into the presentation. Accessible and applicable theological resources written by theologians are lacking. Teaching practices related to the integration of counseling practice and theology must move beyond the theoretical and into the realm of application within the classroom as well as in field placement.

Proposal abstract :
This project is a development of a course, “Interdisciplinary Interpretive Issues,” for GTU’s doctoral students in the area of Interdisciplinary Studies. Such a course will help me not only to teach students how to do interdisciplinary work, but also to think through how to do interdisciplinary teaching.

Learning Abstract :
The goal here was to develop a course on "Interdisciplinary Interpretive Issues" for GTU's students in the area of Interdisciplinary Studies. Several key questions arose in designing this course. First, given the scope of the course and the amount of new materials students are likely to encounter, should such a course use mainly essays or books as assigned readings? Second, is such a course best taught by a team or by a single individual, and how would that decision impact our understanding of team teaching vis-a-vis interdisciplinarity? Third, within the context of a freestanding seminary, where would students "go" after taking such a course if they desire to go deeper into disciplines beyond the confines of theological studies? Fourth and finally, given the globalized, hybridized, and pluralistic world most of us live in today, is there a way to combine interdisciplinary studies with inter-religious conversations in a single course?

Proposal abstract :
Oblate School of Theology values integrative learning. However, faculty have reviewed and discussed the results of the final Integrating Seminar in the Master of Divinity program and have found the results were not what was desired. In particular, students have not adequately demonstrated integration of learning as measured by the Integrating Seminar. This project seeks to design and implement curricular and pedagogical changes based on articulated outcomes on integration of learning.

Learning Abstract :
This project identified five particular skills related to integration of learning and where and how these skills were taught in the Master of Divinity curriculum at OST. Using the approach of backwards design, faculty have learned how to develop rubrics for specific assignments based upon competency-based skill rubrics. The intentional identification of pedagogical and curricular points of contact on each skill has resulted in a more consistent approach to teaching these skills. At the mid-point of the project, faculty and students report improvement in the use of all five skills. Faculty have begun the task of developing consistent and constant pedagogical approaches to be used with each skill throughout the curriculum. The use of competencies has demonstrably improved teaching and learning.

Proposal abstract :
MDiv Review (F302), our current capstone course, has held varying degrees of relationship to the rest of the Ministry Formation sequence and the assessment of student learning. Course content depends on which of the three faculty members teach the course and differs in style and substance from year to year. Goals: 1) Determine overall course objectives coherent with Ministry Formation sequence. 2) Create a teaching model providing assessment of student learning according to new MDiv curricular objectives. 3) Implement a model for feedback for student learning assessment. Activities: Three faculty members will participate in collaborative research to create parallel syllabi for each venue in which F302 is taught. They will participate in retreat setting meetings to integrate the new curricular objectives toward individual assessment of student outcomes and programmatic assessment of curricular work in an ongoing manner. This group will initiate a feedback loop for assessment of integrative learning.

Learning Abstract :
The project group implemented familiar methods of action and reflection in reviewing curriculum and setting capstone course objectives to reflect curricular objectives. We created parallel syllabi for distance education and face-2-face course work with integrity for course goals and learning platforms. The capstone course both builds upon the foundational ministry formation courses in a coherent manner and helps to establish an assessment loop to the whole curriculum. Data gathered from analysis of MDiv Review portfolio, along with student and faculty evaluation can be fed back into the system for constant improvement. Best practices in assessment can lead the way to fulfilling excellence in teaching and learning while holding the distinctive character and educational ethos of the institution in the forefront. The project group modeled collegial participation and excellence in the four educational terms we hope to teach our students: Interpretation, Integration, Communication, and Anticipation.

Proposal abstract :
Increasingly, theological education turns to issues of formation. If curriculum focuses on what students study, and pedagogy hones in on how effective teaching and learning happens, then formation addresses the question: who do we want our graduates to be? That question raises another: who do we need to be as a faculty to guide our students, when we are ourselves in formation. Faculty formation is vital, on-going, and coterminous with the formation we offer our students. Our faculty will meet monthly for a year to develop more fully our dimensions of faculty excellence and to encourage a culture of collegiality and hospitality among ourselves and with our GTU colleagues.

Learning Abstract :
Increasingly theological education turns to issues of "formation:" Who do we want our graduates to be? At Pacific Lutheran Theological Seminary, faculty addressed the question by pointing to eight dimensions of ministry excellence and identifying four implementing perspectives (http://www.plts.edu/how_we_teach2.html)

As we worked these into our common life, however, we found ourselves facing another question of formation: who do we need to be as a faculty to support this work?

As faculty, we most faithfully and effectively form our students, when we are in formation ourselves. Student and faculty formation are coterminous, and they are ongoing.

As a faculty we committed to meeting monthly and outside regularly scheduled faculty meetings, in order to develop more fully an engagement in formation and to engender a culture of collegiality and hospitality among ourselves and with our GTU colleagues. These meetings would open with prayer, then discussion of brief vocational autobiographies, which faculty prepared and disseminated in advance. Finally, we shared a meal together.

Proposal abstract :
The late modern era has generated a particular tension in many Christian denominations and their training schools: Many believers are no longer satisfied with accepting Christian tradition(s) uncritically. On the other hand, there is a strong perception that theology has become so specialized that only theological schools and those trained professionally can make the intellectual connection between the theological disciplines and the faith of believers. This has major repercussions, both ecclesiologically and for our seminaries. It is the latter that this project focuses on. There are significant and relatively recent philosophical and academic tools available to help bridge the chasm between 'experts' and 'believers'. I propose to study a small, but wide-ranging selection of seminaries across the country to establish how and to what extent these tools are being appropriated in student learning and what recommendations can be made to improve student learning by renewing our approaches to hermeneutics teaching.

Learning Abstract :
Based on visiting thirty ATS accredited schools, this project reports on the state of hermeneutics and integration in current M.Div. training in the USA. How are students helped to avoid unhealthy dissonance between different academic disciplines and what role does hermeneutics play to that effect? More specifically, to what extent are relatively recent advances in hermeneutical scholarship appropriated and disseminated in M.Div. programs? The report suggests that the state of hermeneutics could be significantly healthier and that major tools at our disposal are not yet being used for improving the student experience. It notes specific approaches that have the potential to facilitate integration. It also makes preliminary recommendations for improving the understanding and use of hermeneutics in theological training and suggests that ecumenical dialog about this state of affairs would be highly beneficial. The outcome report of twenty pages is available, and both critical and affirming feedback will be gratefully received by the author.

Proposal abstract :
This project brings together professors teaching in religion and theology for a two-day workshop on constructivist pedagogies, in particular “learner-centered,” “inquiry-guided,” “problem-based,” or “community-based” approaches to teaching. Briefly, constructivism holds that learning occurs in a holistic (intellectual, affective, and social) way through developing an enlarged sense of the “whole.” Consequently, constructivist pedagogies emphasize strategies for problem-solving and dialogue so that students use their prior experience to acquire knowledge. They also seek to harness students’ motivation and creativity in order to heighten the interaction within which learning optimally occurs. Participants in this project will develop familiarity with constructivist pedagogies and explore ways to incorporate its insights within the disciplines of theological education and religious studies. As a result, this project will help professors explore how constructivist pedagogies can provide an effective approach to teaching at an institution where students in different degree programs (M.Div., M.T.S., M.A., B.A., B.Th.) from different backgrounds, and with different life experiences, take many of the same classes.

Learning Abstract :
This project brought together professors teaching in religious studies and theology for a two-day workshop on constructivist pedagogies - in particular "learner-centered," "inquiry-guided," "problem-based," or "community-based" approaches to teaching - to explore the ways it can create synergy between theological education and religious studies at an institution where both disciplines are taught. As a result, this project helped professors develop more effective approaches to teaching students in different degree programs (M. Div., M.T.S., M.A., B.A., B. Th.) from different backgrounds, and with different life experiences.