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Nancy Lynne Westfield Publications
Publications of Dr. Nancy Lynne Westfield
Blogs
Huffington Post – contributor 2015-16.
Wabash Center Blogs under the headings of “Reflective Teaching,” “Teaching, Religion, Politics,” “Learning from the Front (of the Classroom)” – 2014 to present.
Podcasts
“Dialogue on Teaching” moderated for Wabash Center.
“Womanist Conversation” moderated by Dr. Tina Pippin, in conversation with ...
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Articulating Your Intellectual Project
(An audio version of this blog may be accessed here.)
As scholar/teachers, we must have and be able to articulate our intellectual project. It is good if it happens in the early career stages of a scholarly career, but it is never too late.
A scholar’s intellectual project ...
Knowing Your Place
To listen to this blog, click here.
Those of us serving on faculties cannot escape the deep influence of the culture of the school upon our scholarship. Where you teach has as much to do with your scholarly formation as what you teach. The location of the doing of your ...
Winter Surprise to Bolster & Brighten
To listen to this blogpost, click here.
Gray.
The fog, thick and dreary, descended in late December. In early January, the artic blast assaulted with negative temperatures prolonged over consecutive days.
Unrelenting gray.
Consuming gray.
Days of gray have now turned into weeks of gray. Relief from ice and snow ...
Knowing the Storm
All storms are not the same. A light summer rain is not a category five hurricane. You must learn, in your context, to identify those storms that can be refreshing, and even enjoyable, and those storms that are life threatening and require you to batten down the hatches or evacuate.
...
Contingent Faculty, Just Labor, and the Need for a Think Tank
Originally, this paper was presented at the Academic Labor and Contingent Faculty Committee and Academic Relations Committee panel of the American Academy of Religion, November 20, 2023, San Antonio. The theme of the panel was: Contingent Faculty, Just Labor, and the Ethics of Care.
I. Paradigm Shifts
New occasions teach new duties,
...
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Growing a Department: Cultivating Beneficial Processes and Results in the Development of a Team-Taught Capstone Course
This project is designed to cultivate healthy and productive processes for creating a departmental capstone course at Austin College. Through a constructive process, involving all three members of the religion department, the project will engage in critical reflection about issues related to collaborative processes, team teaching, and modeling of collaboration.
...
Theological Education in a Multicultural Environment: Identifying and Evaluating Best Practices for Empowerment. Part I - Research and Planning
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 ...
Discovering Student Learning in the Religious Site Visit Assignment
Support for a small research project to identify the goals of the religious site visit assignment with respect to student learning. Specific project goals include: 1) a workshop for Georgia faculty to discuss the religious site visit assignment and determine how best to assess student responses in an experiential learning environment; 2) ...
Rethinking the Christian Studies Classroom: Mapping the Hidden (and Not So Hidden) Dynamics of Teaching Religion in the South
Support is requested to enable a group of professors with responsibilities for teaching Christianity in large public universities in the south to gather during a two-year process in which they reflect critically upon the place of Christian Studies in religious studies in large public universities, develop new models for teaching ...
Extending the Principles of Flipped Learning to Achieve Measurable Results: Emerging Research and Opportunities
As higher education continues to grapple with expanding online coursework in meaningful ways, faculty must confront a perennial question: how can online coursework mirror the rigor of in-person classes while preserving the flexibility that makes online learning attractive to students? In Extending the Principles of Flipped Learning to Achieve Measurable ...
Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time
Concerns about mastery of learning outcomes or competencies, grade inflation, student motivation, and faculty time compel reflection on how we assess students in higher education. In Specifications Grading, Nilson critiques the traditional, point-based grading system and argues that students should be assessed on whether they have mastered course learning outcomes. ...
Understanding Bible by Design: Create Courses with Purpose
Lester, Webster, and Jones came together from different academic contexts to create a practical, succinct resource for professors on course design. Lester and his co-authors set out to demonstrate how the principles of Grant Wiggins and Jay McTighe’s 2005 updated Understanding by Design (UbD) model can be applied to theological ...
Minds on Fire: How Role-Immersion Games Transform College
Mark C. Carnes’s Minds on Fire: How Role-Immersion Games Transform College is the work of a true believer seeking the conversion of others to the path of right pedagogical practice. Fortunately, the approach he advocates, teaching history through month-long, immersive, student-led role-play, seems a worthy recipient of his impassioned ...
Teaching in the Cracks
Teaching in the Cracks: Openings and Opportunities for Student-Centered, Action-Focused Curriculum
Brian D. Schultz
New York, NY: Teachers College Press, 2017 (xiv + 128 pages, ISBN 9780807758311, $29.95)
Teaching in the Cracks by Brian D. Schultz, a professor of education at Northeastern Illinois University in Chicago, explores ways to make current K-12 classrooms more student-empowering, ...