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Sustaining a Culture of Teaching and Learning

Awarded Grant
Tucker, Anjulet|Stone, Bryan
Boston University School of Theology
Theological School
Topics: Gathering Faculty within an Institution   |   Innovative Teaching and Best Practices   |   Identity, Vocation, and Culture of Teaching

Proposal abstract :
Recent changes to the curriculum and the graduate teacher training program has prompted interest among the faculty and administration at Boston University School of Theology in expanding opportunities for faculty development in the areas of teaching and mentoring. Building on the demonstrated interest among faculty across rank in continuing education opportunities, the attached Sustaining a Culture of Teaching and Learning project proposal outlines a strategic program for developing faculty learning communities within the school. The program seeks to convene faculty for workshops, trainings, and retreats over the course of the next year and a half to address the needs highlighted by the institutional changes and introduce faculty to the Scholarship of Teaching and Learning as a formal area of critical inquiry.

Learning Abstract :
Boston University School of Theology has, over the past two years, piloted a variety of new venues for conversations and training around teaching and learning that have grown out of institutional and curricular assessment, build on the noted strengths of our faculty, respond to our aims of improving our formal training of doctoral students as teachers, and capitalize on existing University resources. This work includes learning from best practices of scholar-teachers (both within the School and outside) and focuses on diversity and inclusion, collaborative and interdisciplinary teaching, interfaith teaching, integrating teaching and learning, and doctoral mentoring and teacher-training. The work of several key faculty is leading the way in areas of creative and anti-racist pedagogy, interfaith co-teaching, new directions in chaplaincy training, or integrating post-colonial theory into pedagogy for preaching, to name only a few examples. What we are learning from the project continues to shape faculty teaching and learning in a way that overlaps with and is complementary to ways we do teacher training with our doctoral students.
Wabash Center