2001-02 Workshop on Teaching and Learning for Pre-Tenure Theological School Faculty

Front Row (left to right): *Michael Battle (Duke Divinity School), John Hoffmeyer (Lutheran Theological Seminary at Philadelphia), Beth Tanner (New Brunswick Theological Seminary), Felicity Kelcourse (Christian Theological Seminary), Joyce Mercer (San Francisco Theological Seminary), Kristen Leslie (Yale Divinity School), Daphne Wiggins (Duke Divinity School), Craig Satterlee (Lutheran School of Theology at Chicago).

Second Row: *Paul Myhre (Wabash Center), *Jack Seymour (Garrett-Evangelical Theological Seminary), Valerie Dixon (United Theological Seminary, Dayton), Paul Kim (Methodist Theological School in Ohio), Robert Wafawanaka (Virginia Union University), *Lucinda Huffaker (Wabash Center), Faustino Cruz (Franciscan School of Theology), Robert Lassalle-Klein (Jesuit School of Theology at Berkeley), W. Dan Lee (Northern Baptist Theological Seminary), *Susan Ross (Loyola University at Chicago), Judy Fentress-Williams (Hartford Seminary), *Joretta Marshall (Iliff School of Theology), Tapiwa Mucherera (Asbury Theological Seminary).
* leadership/staff

Participants and Project Descriptions:

Faustino Cruz, Franciscan School of Theology
“Theological Education for Participatory Action”
Reshape a graduate course, “Educating in a Multicultural Church and Society,” by adding Participatory Action Research and media technology to engage adults as participant-learners in an intercultural, intergenerational, interspatial and collaborative enterprise with immigrant neighborhoods, congregations, and schools.

Valerie Dixon, United Theological Seminary, Dayton
“Toward a Pedagogy of Liberation”
Articulate the elements of a pedagogy of liberation, including learning goals, syllabus development, instruction and evaluation methods, interdisciplinary approaches, and its place in the curriculum.

Judy Fentress-Williams, Hartford Seminary
“The Bible in Dialogue”
Design a scripture-based Bible course with an emphasis on literary and dialogic criticism as a way of engaging a wide variety of students (unfamiliar with the Bible) in theological analysis of the dynamics and diversity of biblical texts.

John Hoffmeyer, Lutheran Theological Seminary at Philadelphia
“Friedrich Schleiermacher as a Case Study of a Classical Christian Thinker Relevant for Ministry Today”
Develop a course on Schleiermacher for a new course series, “Classical Christian Thinkers for Today,” based on a close reading of primary texts to demonstrate a coherent system of thought that a broad range of students will find useful in ministry.

Felicity Kelcourse, Christian Theological Seminary
“Basics of Pastoral Care”
Develop a required introductory course for M.Div. students that introduces fundamental human development issues, rituals, and basic strategies used in brief counseling. Explore faith perspectives and teaching methods that lead to integrated head/heart experiential learning.

Paul Kim, Methodist Theological School in Ohio
“Developing Content, Pedagogical Strategies and Efficient Results of Two Upper-Level Seminary Courses”
Develop creative and effective teaching methods, including group projects, web-based debates and case studies, for two upper-level courses, “Old Testament Theology” and “The ‘Marginal’ in the Hebrew Bible.” Particular attention will be placed on Asian biblical hermeneutics.

Robert Lassalle-Klein, Jesuit School of Theology at Berkeley
“Reconfiguration of Two Core M.Div. Courses as Components of the Enhanced Contextual Ministry Program”
Adding insertion experiences and service learning components to two core M.Div. courses, “Christ and Culture” and “Integration Colloquium,” to achieve the additional learning goal of reflection on the study of theology and ministry in the context of work with inner-city churches.

W. Dan Lee, Northern Baptist Theological Seminary
“Developing a Pedagogical Model for Theological Education on the Internet”
Analyze the utility of on-line resources for creating, developing and sustaining relationships between instructor and classmates and for cultivating students’ spiritual development.

Kristen Leslie, Yale Divinity School
“‘White Week’: Teaching and Learning about ‘Whiteness’ and One’s Relationship to White American Privilege”
Evaluate “White Week,” a teaching strategy that required students to use the qualifier “white” in conversation to increase their awareness of racial categories, by reflecting on how to build upon the experience, reviewing the literature, developing a bibliography, and preparing an article or presentation about the event.

Joyce Mercer, San Francisco Theological Seminary
“Stimulating Institutional Reflection and Action on Teaching-Learning Through Collaborative Interdisciplinary Teaching and Writing”
Develop an experimental course, “Teaching the Bible in Local Congregations,” to be team-taught by faculty members from Bible and Christian Education, in order to develop new teaching practices and to stimulate an institution-wide, sustained conversation on teaching and learning.

Tapiwa Mucherera, Asbury Theological Seminary
“Theory and Practice of Cross-Cultural Counseling”
Improve proficiency in course development by revising a syllabus and enhancing teaching strategies and skills for an M.Div../M.A. course which prepares pastors and counselors to work with people from diverse backgrounds.

Craig Satterlee, Lutheran School of Theology at Chicago
“Developing Guidelines for Courses in the Doctor of Ministry Program in Mission and Leadership”
Create and teach a preaching course for a new D.Min. program committed to cross-cultural leadership and mission, and use that experience to develop guidelines that will govern the pedagogy, the creation of additional courses, and the recruiting of faculty for the new program.

Beth Tanner, New Brunswick Theological Seminary
“A Study of Preaching to Enhance Exegetical Process”
Design two upper level courses on Preaching the Old Testament that rely on an appreciation and analysis of Afro-American preaching, its exegetical foundations, and its theological diversity. Incorporate the expanded understanding of biblical exegesis into my teaching, evaluation of student work, and into a book on feminine imagery in the psalms.

Robert Wafawanaka, Virginia Union University
“The Bible in Africa: Text, Appropriation and Hermeneutics in Context”
Using a variety of instructional methods, develop a course to investigate hermeneutical issues on the African continent, assess the current nature of biblical interpretation, and evaluate future trends, focusing on the colonial and post-colonial periods.

Daphne Wiggins, Duke Divinity School
“Seeing the Invisible: Excavating and Interpreting Gender Roles in Congregations”
Supplement the content of an existing course, “Deconstructing Gender in Congregations,” by using interviews with women in leadership positions in African American churches. Interviews will generate the data for a searchable database centered around the history and current dynamics of women’s work in African American churches.