In this rich and reflective conversation, Dr. Nancy Lynne Westfield and Dr. Tat-siong Benny Liew explore the complexities of mentoring within academic and theological contexts. They discuss mentoring as a relational, communal, and intergenerational practice rather than a top-down, ego-driven model. Emphasizing listening over advice-giving, they critique hierarchical approaches and advocate for mutual, organic relationships built on trust and care. Both speakers highlight the importance of multiple mentors across one’s career, including peer and reverse mentoring, and the vital role mentoring plays in sustaining intellectual and theological traditions. The episode concludes with reflections on mentoring as a form of invisible labor and collective responsibility to nurture future scholars.

Donald Quist is Assistant of English at the University of Missouri and Educational Design Manager at the Wabash Center. He is author of many articles, essays, and books including the literary tryptic To Those Bounded, For Other Ghosts, and Harbors. 

Since ideas change lives - what does it take to write so that ideas are clear and accessible? How do we get our curiosity on the page? What is the writing life when you are a faculty member? How does creativity make you a better scholarly writer? 

Williams quotes Zora Neale Hurston, "I was born with God in my house." Hear a scholar's story of having been raised in a Pentecostal household, mentored into the scholarship of religion with no contradiction, and working as a professor, museum curator, and higher education administrator. Williams' journey is one of curiosity, boldness, and creativity.

Teaching to unlock new abilities to see. Imagining new futures, building new worlds, seeing new possibilities can be incorporated into our classrooms if teachers can unshackle their own creativity. Bond reflects on a recent Wabash cohort experience which challenged participants to move past nostalgia and toward the challenge of shaping of new futures.

A sabbatical provides precious time but also points to exploitation, exhaustion, and rage. What is a generative sabbatical, especially when resisting dehumanizing patterns of productivity? What kinds of synergies are needed for a healthy work rhythm that resists burnout? How do sabbaticals assist with returning us to classrooms when we are feeling more rested, more centered, more ourselves? 

For those who feel disillusioned by the professorate - even when having had accomplishments, for those who have invested in individualism over and against community, for those who cannot see the violences inherit in grind culture - this conversation is for you. The key is reconnection to community. 

If teaching is not about control, what approach is better? How do you create an environment for learning which takes into consideration the entire experience of the student? What is the prerequisite of learning for adult students? What does it mean to create an arc of learning across an entire semester? What kind of intentionality is needed to foster impactful learning experiences? 

When we work until we are physically, mentally, and spiritually sick we are participating in being exploited by grind culture. When is enough enough? Sabbath (ceasing) might be a practice to lower fear, anxiety, and rage. What happens when you do not have the bandwidth to get through the day or the semester? What help is there for surviving grind culture? 

Our communities form us, but effort (to say nothing of time and distance) may be required to understand how. Wynn's folks taught through care, deep listening and storytelling. Wynn discusses the realization of just how formative those relationships are to current teaching approaches now and into the future.

Pursuing one's curiosity, seeking adventure, being open to mystery and problem solving is the stuff of good teaching, even if structures of academia would disagree or discourage. Learning reminds us of our humanity. Students can be some of our best teachers. 

Since we are conditioned to believe that thinking is the best way of knowing, what would it mean to rethink what we consider to be knowledge? What if our students know more than we know, then how do we share our know-how? Teaching toward the cognitive, the social, the spiritual, the political, the cultural (etc.) demands a new understanding of meaning making for adult education. 

At what season in your career, if ever, did you make time for your own thoughts and curiosities? Who do we become over time and while teaching? What choices about our teaching are made easier with time? Whose permission do we need to be less productive and more creative? 

In an aching world, what does it take to make education accessible, meaningful, affordable, and relevant? What is the role of educational leadership when institutions are faltering, and people are in pain? 

What is to be done when there is no quick fix? 

The documentary is complemented by a photo exhibit. R. Watkins is the photographer and videographer. Both pieces of artwork were created in pursuit of asking about Black religious expression and the place of LGBTQ persons in the life of the Christian church. The conversation discusses the ways story and storytelling can enliven our research, teaching, and approaches to meaning making with and for our students.  

Ralph Basui Watkins is the Peachtree Associate Professor of Evangelism and Church Growth at Columbia Theological Seminary.

How do I manage speaking engagements, book deals, and other kinds of opportunities? When should a LLC be established?

What does it mean to know your worth and value?

Being informed about your school’s financial picture is an aspect of personal wellness.

Understanding TIAA, investments, and estate planning is part of faculty wellness.

In this Silhouette Podcast Interview, De La Torre discusses what it means to have come from poverty, discovery of Liberation Theology, gratitude for political failure, and creative expression in the scholarly life. 

Emerita Professor of Pastoral Theology and Care

Brite Divinity School

Assistant Professor of African American Preaching, Sacred Rhetoric, and Black Practical Theology

Phillips Theological Seminary

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.

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.

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.

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?

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 courses.

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 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? 

Without mentoring how do I know if I might be a good administrator? What does it take to raise the morale of faculty?

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?

What does it mean to craft learning activities with more variety and intention than long lists of required readings? What if ah-hah! moments require cognitive dissonance?

What if we attempted less volume of material and more depth of the material in our classrooms? Learning to teach better requires risking new practices.

In this current wilderness experience, how are leaders trained – who trains? How are leaders identified, mentored and supported for success?  

Good leaderships have the dynamic capacity to set direction, can lead to new places, is not cohesive or cruel. Leadership skills are scholarly skills.

Series One is entitled Exploring Early Career Issues. The featured speakers of this video series are Leah Payne (Portland Seminary, George Fox University), Roger Nam (Candler School of Theology, Emory University) and Nancy Lynne Westfield (The Wabash Center for Teaching and Learning in Theology and Religion).

Common sense conversations meant to provide perspective, inspire, and encourage colleagues who are new to the academic enterprise. The discussions are frank, heartfelt and oftentimes personally reflective about the challenges, obstacles, pitfalls and joys of a life of teaching while early in the career.

Dr. Willie James Jennings (Yale Divinity School) is this week’s guest on the Dialogue On Teaching podcast. Jennings and Dr. Nancy Lynne Westfield discuss his upcoming book, “After Whiteness: An Education in Belonging,” which will be published in October 2020.

Music written and performed by Paul O. Myhre
Podcast Engineer: Paul O. Myhre
Podcast Administrator: Carly Hollensbe