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Wabash Center For Teaching And Learning In Theology And Religion

Wabash Center For Teaching And Learning In Theology And Religion: The Wabash Center supports teachers of religion and theology in higher education through meetings and workshops, grants, a journal and other resources to make accessible the scholarship of teaching and learning.  
Teaching Contextual Attentiveness in a Preaching Classroom by Alcántara, Jared, Trinity Evangelical Divinity School, Theological Schools, 2016: "My project will empower students to become more contextually attentive preachers through a) employing teaching strategies that leverage a multiplicity of voices across various preaching traditions, b) assigning audio and video sermons inside and outside of class in which students see and hear from a diverse representation of preachers; c) creating opportunities for students to share their personal narratives with their peers and with their professor concerning their own social location, and, e) helping students assess and measure their levels of intercultural competence." 
Resisting a “Safer” Silence, Miriam Y. Perkins (24 Nov 2014) Race Matters in the Classroom: "When Michael Brown was shot and killed in Ferguson, Missouri, I was reading the sermons of Martin Luther King, Jr., “The tension in this city is not between white people and Negro people.  The tension is at bottom between justice and injustice, between the forces of light and the forces of darkness.”  “… noncooperation and boycotts are not ends themselves; they are merely means to awaken a sense of moral shame in the opponent.  The end is redemption and reconciliation.” “Noncooperation with evil is as much a moral obligation as the cooperation with good.”  
Evaluating Sermons: The Function of Grades in Teaching Preaching, Helsel, Carolyn Browning (2017) Teaching Theology and Religion 20, no. 3 (2017): 204-215 BL41.T4 v.20 no. 3: "What are grades doing in a homiletics classroom? This article traces the function of grades through the broader history of the educational system in the United States and then makes suggestions for how grades can be used more effectively in teaching preaching. Beginning in the nineteenth century, teachers used grades to rank and motivate students, as well as communicate across institutions. With the more recent assessment movement, educators have conceptualized grading as the larger process of evaluating the success of learning objectives. The commission on accreditation for the Association of Theological Schools does not view grades as part of its assessment, but it evaluates theological schools on whether they achieve intended learning outcomes. Theological educators need to be able to evaluate whether their teaching fulfills their schools' mission and learning objectives. For homiletics, the author measures learning through pre- and post-preaching feedback and incorporates professor- and student-crafted rubrics." 
"No Preacher Left Behind: A New Prerequisite for the Introductory Preaching Course" Resner, Andre (2010) Teaching Theology and Religion 13, no. 4 (2010): 339-349 BL41.T4. Curriculum Design and Assessment: "M.Div. programs sequence curriculum in order to cumulatively build competencies for wise, faithful, reflective, appropriate and effective ministerial practices. That is why the introductory preaching course typically is positioned somewhere near the middle of the program. The author of this article discovered that students who, in the semester immediately preceding the introductory preaching course, were apprenticed in the art of critical theological reflection on previously preached sermons entered the introductory course more eager, with more finely attuned expectation levels, and with anxiety levels that promoted rather than hampered learning."  
The Tradition We Inherit by William Placher 2009  Wabash College Advancement Office  BX9225.P57 A5 2009  Topics: Vocation of Teaching.  Wisdom and sermons from William Placher throughout his lifetime.
Table Of Content: Introduction, Valedictory, On Wabash, Sermons, Callings, Memorials, Eulogy for William C. Placher '70  
She Can Read: Feminist Reading Strategies for Biblical Narrative by Cheney, Emily 1996 Trinity Press, Valley Forge, PA BS521.4.C48 1996. Topics: Teaching Religion   |   Diversifying the Curriculum. 
Using the research of feminist literary critics and building upon the work of feminist biblical scholars, Emily Cheney offers three strategies for women whose ecclesiastical traditions expect them to base their sermons on biblical texts, and for women who want their sermons to reflect a feminist consciousness and compassion. The strategies focus on gender reversal, analogy, and women as exchange objects, all tested on several texts without female characters from the Gospel of Matthew. A concluding section reflects upon what role the authority of the text plays when readers use these strategies. (From the Publisher)
Table Of Content: Preface, List of Abbreviations, Introduction, ch. 1  The Need for Reading Strategies, ch. 2  Scholarship of Feminist Literary Critics, ch. 3 Gender Reversal, ch. 4  Analogy, ch. 5  Women as Exchange Objects, ch. 6  Application of the Strategies to Mt. 1:18-25, Conclusion, Appendix: Sample Sermon, Notes, Bibliography of Works Cited, Scripture Index, General Index 




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