Lutheran Theological Seminary at Gettysburg : 2003 Seminar
Project Report
The Lutheran Theological Seminary at Gettysburg
{excerpt}
I. Issue and Context - Describe the issue you addressed and how it related to teaching and learning concerns in your school. Why was this issue significant?
The primary issue which emerged through the process of drafting a narrative with the faculty team revealed three interrelated areas which we felt needed attention: faculty shape and decision making, creating new learning environments in response to our context and attracting a broader learning community. These three related areas centered on defining and exercising faculty ownership of curriculum and para-curriculum as part of the seminary’s mission. The curricular issue which turned out to be the key was the way in which the curriculum reflects the multicultural and diversity commitments of the faculty and board.
This issue was and continues to be significant for the seminary. It was timely when we began the project because of new leadership in the dean’s office and a relatively new president. This administrative leadership change, along with the untimely death of a faculty colleague, the retirement of two longstanding full professors, a colleague who left to serve in a seminary presidency, three colleagues who left over a couple of years to take up a named chair in major universities, and four new faculty members, clearly changed the way the faculty had grown accustomed to exercising its collaborative voice.
Through the process of multiple conversations with the Lexington team and discussions with the faculty, the three related areas revealed sub-themes and nuances noted below....
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The Lutheran Theological Seminary at Gettysburg
{excerpt}
I. Issue and Context - Describe the issue you addressed and how it related to teaching and learning concerns in your school. Why was this issue significant?
The primary issue which emerged through the process of drafting a narrative with the faculty team revealed three interrelated areas which we felt needed attention: faculty shape and decision making, creating new learning environments in response to our context and attracting a broader learning community. These three related areas centered on defining and exercising faculty ownership of curriculum and para-curriculum as part of the seminary’s mission. The curricular issue which turned out to be the key was the way in which the curriculum reflects the multicultural and diversity commitments of the faculty and board.
This issue was and continues to be significant for the seminary. It was timely when we began the project because of new leadership in the dean’s office and a relatively new president. This administrative leadership change, along with the untimely death of a faculty colleague, the retirement of two longstanding full professors, a colleague who left to serve in a seminary presidency, three colleagues who left over a couple of years to take up a named chair in major universities, and four new faculty members, clearly changed the way the faculty had grown accustomed to exercising its collaborative voice.
Through the process of multiple conversations with the Lexington team and discussions with the faculty, the three related areas revealed sub-themes and nuances noted below....
{ Read The Full Report by Downloading the Word Doc Below }
Document Downloads: