The Wabash Center's Dialogue On Teaching

Eric C. Smith is Associate Professor of Early Christian Texts and Traditions and Co-Director of the Doctor of Ministry in Prophetic Leadership Program at Iliff School of Theology. 

What does it mean to create and sustain learner centered approaches for courses in Bible? When Bible courses are not neutral nor benign, but acknowledge a political dynamism in the conversation, what is the role of the teacher? What does it take to develop relevant courses for Bible in this day and time? 

Almeda M. Wright is Assistant Professor of Religious Education at Yale Divinity School. Her research focuses on African American religion, adolescent spiritual development, and the interesections of religion and public life.

Laura Carlson Hasler is Assistant Professor of Religious Studies and Jewish Studies  and Alvin H. Rosen Chair of Hebrew Bible at Indiana University. 

What are teaching strategies when the religious identity of students presents obstacles to learning in religious study courses? How do you teach academic inquiry when curiosity is considered antithetical to faith? What does it mean to teach a student who cannot, by faith tradition, admit not knowing? When students have "ah-hah!" moments - what is the best way to acknowledge their learning and support their faith journey? 

Kelly Campbell is Associate Dean of Information Services and Senior Director of the John Bulow Campbell Library at Columbia Theological Seminary. 

A healthy ecology of teaching includes librarians and libraries. Libraries are magical nonjudgemental spaces. The responsibility of librarians for resourcing, teaching, and technology is invaluable and underacknowledged. The leadership role of librarians for needed shifts in educational systems is underestimated.  Librarians must be at the table. 

Almeda M. Wright is Assistant Professor of Religious Education at Yale Divinity School. Her research focuses on African American religion, adolescent spiritual development, and the interesections of religion and public life.

We discuss Wrights' latest book entitled, Teaching to Live: Black Religion, Activist Educators and Radical Social Change. The book profiles eight distinguished African American teachers and the ways each made a unique contribution as social change agents through their teaching. This is a must-read for early career scholars, colleagues interested in the power of teaching, and those who want an exceptional example of scholarship through ethnographic methodology. 

Mindy McGarrah Sharp is Associate Professor of Practical Theology and Pastoral Care as well as Lead Faculty in the Master of Arts in Practical Theology Program at Columbia Theological School.

Willie James Jennings is the Andrew W. Mellon Professor of Systematic Theology and Africana Studies at Yale Divinity School. 

The disappointment is real! Early career colleagues report their disappointment after joining a faculty.  Many excel during the doctoral program only to feel deflated, marginalized, or overlooked as a “junior” scholar. Many feel invisible, duped, or overworked on a faculty. How do you separate from the doctoral experience and step into your own voice as a teacher? What does it take to feel the joy and exhilaration of teaching? How do you overcome your fears and trust your own worth?  

The Rev. Dr. Jennifer Harvey is the Vice President for Academic Affairs and Academic Dean at Garrett Evangelical Seminary.

The New York Times bestselling author discusses why her scholarship of religion focuses upon issues of race and anti-racism.  She suggests that the work of translation, interpretation and meaning making (good teaching and good faith) is critical in the work of reconciliation and belonging. Through the use of storytelling, and with suggestions of daily habits and practices, Jen provides ways we might move from being overwhelmed to being in better relationships with one another. 

Willie James Jennings is the Andrew W. Mellon Professor of Systematic Theology and Africana Studies at Yale Divinity School. 

Administrative duties are a work of care for the thriving of all in the community. Being a good administrator requires the ability to think organizationally, and the willingness to prioritize nurturing faculty, students, and staff. Effective leaders are capable of visioning for the future of the institution. Good leaders have a heart for their people, even those people who they do not agree with or like. Good leaders have an exit strategy.

Roger S. Nam is Professor of Hebrew Bible and Director of the Doctor of Ministry Program at Emory University Candler School of Theology. 

What are the constructive aspects of being contract faculty?  If you spend your career as a contract faculty person have you failed as a scholar? How do you find your place on a faculty with tenure-track and tenured colleagues? What can administrators do to assist contract faculty in having longevity? For the good of the student experience, what are the issues of equity, dignity, and professionalism concerning contract faculty?