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If only we could do a better job of helping students at "connecting the dots," theological educators commonly lament. Integration, often proposed as a solution to the woes of professional education for ministry, would help students integrate knowledge, skills, spirituality, and integrity. When these remain disconnected, incompetence ensues, and the cost runs high for churches, denominations, and ministers themselves.

However, we fail in thinking that integrating work is for students alone. It is a multifaceted, constructive process of learning that is contextual, reflective, and dialogical. It aims toward important ends--competent leaders who can guide Christian communities today. It entails rhythms, not stages, and dynamic movement, including disintegration. Integrating work is learning in motion, across domains, and among and between persons. It is social and communal, born of a life of learning together for faculty, staff, administrators and students. It is work that bridges the long-standing gaps between school, ministry practice, and life. It's a verb, not a noun.

Here a diverse group of theological educators, through descriptive case studies, theological reflection, and theory building, offer a distinctive contribution to understanding integrating work and how best to achieve it across three domains: in community, curriculums, and courses. (From the Publisher)

Table Of Content:
Forward (Stephen R. Graham)
Contributors
Introducing Integrating Work (Kathleen A. Cahalan)

Part I: Schools
ch. 1 Widening the Aperture: School as Agent of the Integrating Process (Edward Foley)
ch. 2 What's Love got to Do with It? Faculty Development in a Community of Practice (Revecca Slough)
ch. 3 Integrating Foci in a School's Renewal Process (David Rylaarsdam)
ch. 4 The Ecosystem of Theological Education: A Case Study (Edward Foley)
ch. 5 Harvesting Insights (Edward Foley)
Part 2: Curriculums
ch. 6 Integrating Dynamics in the Seminary Curriculum (Kathleen A. Cahalan)
ch. 7 Overhauling the Curriculum: A Rhetorical Model of Integrating Work (David Rylaarsdam)
ch. 8 The Professor-Practitioner Program and Field Education (Jeffrey D. Jones)
ch. 9 Satisfying Grace in the Integrating Work of Contextual Education (David O. Jenkins)
ch. 10 Harvesting Insights (Kathleen A. Cahalan)
Part 3: Courses
ch. 11 Integrating Work at the Course Level (Gordon S. Mikoski)
ch. 12 Using Adaptive Leadership in Redesigning a Leadership Course (Emily Click)
ch. 13 A Travel Seminar and the Unfamiliar Self (David O. Jenkins)
ch. 14 Creating a New Course on Leadership in the Small Church (Jeffray D. Jones)
ch. 15 The Pain of Racial Differences Emerges in the Introductory Integrating Course (Jeffrey L Tribble, Sr.)
ch. 16 Online Teaching and the Challenges of Integrating (Edward Foley)
ch. 17 Harvesting Insights (Gordon S. Mikoski)
Part 4: Frameworks
ch. 18 Conceptual Models and Theological Frameworks for Thinking about Integrating Work (Gordon S. Mikoski) ch. 19 Integrative Knowing and Practical Wisdom (Kathleen A. Calahan)
ch. 20 The Integrating Task: A Theological Reflection (Edward Foley)