The Wabash Center's Dialogue On Teaching

Silhouette Interview with Ralph Watkins Columbia Theological Seminary

 A Silhouette Podcast Interview with Alton Pollard Louisville Presbyterian Theological Seminary

Silhouette Podcast Interview with Emilie Townes 

Interview with Carolyn Medine

Interview with Katherine Turpin. 

Interview with Evelyn Parker

To whom are you obligated when you complete your degree? If education is for the public good – then what does it mean that public education promotes and forms individualism? What is the purpose and aim of public education, of higher education? What if the policing of teaching is detrimental to the thriving of a democratic republic? What would it mean to promote communal values in classrooms bound...

Interview with Willie James Jennings

Interview with Stephanie Crumpton

Interview with Roger Nam

Silhouette Interview with Cheryl Kirk-Duggan

Silhouette Interview with Barbara Holmes

Joretta Marshall Emerita Professor of Pastoral Theology and Care Brite Divinity School

Chelsea Yarborough Assistant Professor of African American Preaching, Sacred Rhetoric, and Black Practical Theology Phillips Theological Seminary

When students are emotionally tender accusations do not help. Distressed students and colleagues are increasing in number. Hear ways of referring persons for professional help. Faculty are human and can succumb to dangerous behaviors. Institutional patterns of care and support might need to include a wide array of local resources.

The colleagues of St. Andrews Theological Seminary, Philippines, are innovating their approach to theological education. Dr. Hong recounts her recent visit and the ways indigenous theologies and new epistemologies are replacing the colonized mindset. Hear how theological education in the Philippines is inspirational, courageous, and aspirational for those of us in the USA.

Students are signaling a zeal for learning and, equally, a saturation with life’s challenges.  Nimbleness in teaching is, indeed, a scholarly practice. Re-tailoring the syllabus during the semester models health, balance, and life-lasting learning. Slowing the pace can lower anxiety and reaffirm accountability.

What does the phrase “paying Black tax” mean and why is it pervasive in predominately white institutions (PWI)? How do you cope when faculty-life is not what you expected? Are there new models of faculty nurture and care? Can faculty cultures be well, whole, and healthy?

Modeling collaboration by colleagues invites students into the complexity and beauty of thinking. Collaboration invites students to witness the good struggle of colleagues.  Learning to navigate complex problems could be enriched by creating shared classroom spaces of power, diversity and authority.  There is great benefit in incorporating collaborative relationships into even our introductory cou...

How are colleagues hired during the quarantine surviving? What is authority if you are younger than your adult students? What is scholarship when teaching is multi-modal, publishing is fragmented, and service requires many, many committee obligations? Who is the self who teaches during the first seasons of the teaching career?

How you enter a place, a job, a career is important. Processes of interviewing, hiring, onboarding inform concerning belonging or lack of belonging of the community.  How does a faculty inform a newly hired colleague that they want them to succeed? What hospitality is offered? What resources are provided for early career people to manage their own interests, projects, and aspirations? 

What does it mean when the messiness of our humanness and family relationships is precisely what makes us better teachers? The courage to be vulnerable and act as a learner with our students can be inspired by our own parenthood. What does it take to navigate the racial dynamics of diverse classrooms? What practices of wholeness will sustain the dedicated minorized teacher over the long-haul of a...

What happens when the teaching life is a grind? How does one manage the institutional pressures of academic life? Without mentoring how do I know if I might be a good administrator? What does it take to raise the morale of faculty?

What can be taught and what must be caught? What does it take to choreograph student discovery, detection, encounter, experience, stumbling upon, and notice of the unexpected? What practices allow teachers to be aware of students’ knowledges? What does it mean to measure and reflect upon teaching that takes into account the art of catching?

So often scholarship is mired in a narrative of guilt for women who choose the mother. Too often mothering is thought to be a squandering of time for those pursuing tenure or promotion. What does it mean to intellectual communities if motherhood were to be embraced? How is the scholarship of teaching enriched by those who are mothering? What is the detriment of living in a bifurcated identity that...