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Developing an Effective and Visionary Signature Pedagogy for Brite Divinity School
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.
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.