Volume LXVIII, No. 3 Second Quarter 2004 Belmont University to Host ASBCS Annual Meeting and Workshops May 31–June 2
elmont University, Nashville, led by Robert The second and third lecture s BC. Fisher, president, will host the annual will be presented by presidents of meeting and workshops of the Association of ASBCS member schools. David S o u t h e rn Baptist Colleges and Schools May D o c k e ry, president of Union 31–June 2, 2004 in Franklin, Te n n . U n i v e r s i t y, Jackson, Tenn., will The site for the 2004 meeting is the deliver the Tuesday morning lecture M a rriott Cool Springs, Franklin, Tenn. ( a and Tom Corts, president of suburb of Nashville). Belmont will host par- S a m f o rd University, Birm i n g h a m , ticipants on the Nashville campus during the Ala., will present the We d n e s d a y Monday evening reception and banquet. m o rning lecture . Belmont will provide transportation to and Bob Agee, executive director of f rom the campus. ASBCS, announced that Bill Spitz, T h r ee college presidents will deliver the Vice Chancellor for Finance and H.I. Hester Lectures at the meeting that is Investment at Vanderbilt University expected to draw more than 200 pre s i d e n t s , and one of the founders of chief academic officers and administrators in Diversified Trust Co., will speak to Belmont University will host a Monday night reception and banquet on the Nashville campus during the annual meeting of p residents and chief financial off i- five other disciplines. the Association of Southern Baptist Colleges and Schools. In addition to presidents and chief aca- cers on growing and managing demic officers of the 54 member schools e n d o w m e n t s . the Legends Country Club in Franklin. other administrators invited to the 2004 con- “In addition, the legal affairs briefings will The 15-member board of directors of the f e rence include chief financial officers, chief be extremely important this year as we dis- association will meet at 9:30 a.m. Monday development officers, chief public re l a t i o n s cuss legislation and trends in court decisions May 31 and will conclude their meeting with o fficers, chief student affairs officers and over the past year,” Agee said. l u n c h . denominational relations off i c e r s . The annual meeting and workshops will Three workshop sessions with up to seven Duane Litfin, president of Wheaton begin on Monday and conclude at noon on topics each will provide help in the seven College, Wheaton, Ill., will deliver the first We d n e s d a y. A golf tournament for part i c i p a n t s specific areas of discipline. l e c t u re on Monday afternoon May 31. is planned for 2 p.m. Wednesday afternoon at No sessions will be held on Tuesday after- noon and evening to provide an opportunity Tentative Schedule for ASBCS Annual Meeting May 31-June 2, 2004 for participants to take advantage of recre- Marriott Cool Springs, Franklin, TN 9:00 AM Spouses’ Activities ational opportunities in the Nashville area. 9:00 AM–10:30 AM Second Plenary Session The hotel room rate is $85 per night plus Pre-Conference Meeting 10:30 AM–10:45 AM Break taxes. Deadline for hotel re s e rvations is May SUNDAY May 30, 2004 10:45 AM–Noon Workshops 10. The hotel re s e rvation form and confer- 7:00 PM–9:00 PM Worship Service 12:15 PM–1:45 PM ASBCS Business Luncheon ence registration form on pages 8-9 of this (Presidents & CAOs) issue also can be downloaded from the MONDAY May 31, 2004 A u x i l i a ry Groups Buffet 9:30 AM Board of Directors Meeting L u n c h ASBCS website
2 The Educator Strategies for Strong Denominational Relations Bob R. Agee, Executive Director, A S B C S
uring my lifetime I have been covenant and partnership are two- e x p ressed. Most of the time a situation Dprivileged to look at Baptist way stre e t s . All too often, the insti- involved a misunderstanding of something higher education from nearly every tution feels that it is a victim to that was said or done, and the internal fami- imaginable viewpoint. Attending a negative reactive forces that targ e t ly was grateful to have a chance to clear up Baptist university was a significant the school for hostile action. the matter. The pastors became friends and t u rning point in my life and start e d Whatever the nature of the re l a t i o n- s u p p o rters of the college, and the faculty a passion in me for our schools that ship, it is important that each side w e re grateful for that. remains alive and vibrant. of the equation respects the other’s See the local church as a prime re c ru i t- I’ve served on the alumni board c o n c e rns and interests. Issues such ing ground and target their young people of my alma mater, on the Education as trustee selection, pro c e d u re for with your re c ruiting eff o rt s . I learned early Committee of the Executive Board of Bob R. Agee dealing with concerns, and eff o rts to that I got little help from guidance coun- the Kentucky Baptist Convention, help with financial support are a part selors in the schools and only marginal bene- and on the Board of Trustees of Union of the two-way street that makes covenant fit from college fairs in geographic areas. We U n i v e r s i t y. I’ve held jobs as pro f e s s o r, dean and partnership meaningful. u rged our admissions counselors to build and vice president at Union University and Focus the majority of eff o rts on re a c h i n g relationships with pastors and youth minis- as president in one of our finest institutions, out to local churches to express appre c i a- ters to find ways to gain access to young peo- Oklahoma Baptist University. I also serv e d tion for their support of the Cooperative ple. The smallest churches in the most two terms on the Education Commission of P rogram and to find ways that you can remote areas often yielded some of the finest the Southern Baptist Convention. I have s e rve the needs of the congre g a t i o n s . F o r students. No young person is unimport a n t studied denominational relations since my S o u t h e rn Baptists the local church is the and his/her church family matters as well. college days and have observed a great deal most important entity in the Kingdom enter- Having some of your staff, including admis- of what works and what doesn’t . prise. The president and his/her staff should sions counselors, become active in associa- Our schools relate to their state conven- s h a r e that same sense of value for each con- tional or state convention youth activities tions in a variety of ways, and it occurs to g regation. Every local Baptist church is will give your school valuable exposure. me that some of what I’ve learned could be i m p o rtant. Every church member is impor- P a rticipate in and offer support to state valuable in fostering a strong positive work- tant, and every member’s concerns are convention mission projects and part n e r - ing relationship with the Baptist state con- i m p o rtant. Our Baptist people are a wonder- s h i p s . Most Southern Baptist state conven- vention with which it works. ful family of believers who want their schools tions are engaged in at least one intern a t i o n a l When the president of an institution and to be effective and to succeed. Reaching out p a rtnership and at least one partnership with the board value the historic re l a t i o n s h i p to them to let them know that your a developing state convention. Most state between the college and the church family to college/university holds each congregation in conventions also have camps or re t reat cen- which they relate, they work hard to find high re g a rd will serve you well. ters where students and staff can be involved. ways to build strong re l a t i o n s h i p s . All too Find as many ways as possible to build These are great learning laboratories for stu- often the negatives in a relationship cloud the relationships with the pastor of the local dents. The International Mission Board and p i c t u re and make it easy to lose sight of the c h u rc h . The pastor of the local church is the North American Mission Board sponsor value of staying anchored in the faith family. re g a rded as the leader of and personal re p re- mission projects that offer excellent serv i c e Negative communication and narrow agendas sentative of that most important Kingdom o p p o rtu nities for students and staff during on either side of the relationship make it dif- e n t i t y. As a vice president with re s p o n s i b i l i t y the summers and break times. Southern ficult to maintain a high sense of value, and for denominational relations and as a pre s i- Baptists value missions above all else. When those things that threaten a strong positive dent I tried to let pastors know that I valued we walk side by side with the church family relationship need to be dealt with. their work and their friendship. Whatever in missions eff o rts, the churches see us as The president of the institution should need I could identify that the pastor had, we intentional part n e r s . develop a congenial personal re l a t i o n s h i p would try to meet as a college. Whenever a Our schools must have a strong, positive, with the Executive Director of the state pastor called to voice a concern or a com- Kingdom-oriented agenda that our Baptist c o n v e n t i o n . As leaders of their re s p e c t i v e plaint, I tried to treat that pastor with cour- family can embrace. None of the above entities, they need to understand and appre- tesy and graciousness. I told the faculty and strategies detract from the institution’s com- ciate each other and their work. Where v e r s t a ff that whenever someone called to re g i s- mitment to academic excellence nor do they possible, mutual respect and some share d ter a concern or complaint, they should tell diminish the school’s eff o rts at leadership c o re values and mission priorities will help the person that I would look into the matter, within the broader academy. They are as build a meaningful, mutually beneficial re l a- then I would talk with the person or gro u p much attitudinal as they are strategic action. tionship. The state convention leader’s spirit about whom the concern was expressed, and I’ve learned that most state conventions and attitude toward the colleges/universities then I would call the person back to re p o rt want a strong positive relationship with significantly impact the relationship, as do on what I had learned. The pastors found Baptist schools located in their state. The the spirit and attitude of the president of the that I kept my word, and they appreciated it. strategies suggested above put us in the i n s t i t u t i o n . The faculty and staff appreciated the fact position of being players and not victims. College/university leaders and state con- that I would deal with the matter, including You set the tone and lead the way and the vention leaders should understand that letting them know that a concern had been Baptist family will be appre c i a t i v e . I
Second Quarter 2004 3 S e r vant Leadership as a Model f o r Christian Te a c h i n g
E d i t o r’s Note: The following article was adapted from a paper pre- While Greenleaf is the person most responsible for the place ser- sented during the conference “Christianity and the Soul of the vant-leadership has in business leadership theory, he was hardly the University—Faith as a Foundation for Intellectual Community” inventor of the concept. The approach is at least as old as Jesus. It was M a r ch 25–27 at Baylor University. Jesus who said “whoever wants to become great among you must be your serv a n t . ” 2 The Christian church has not, of course, been consis- by Marty McMahone, Assistant Pro f e s s o r tent in following his approach to leadership. Instead, the church has University of Mary Hard i n - B a y l o r often modeled itself after authoritarian approaches to leadership found t the University of Mary Hard i n - B a y l o r, we have developed a course in the political and business worlds. Regardless of what level of empiri- Acalled Christian Principles in Business Leadership. Students spend a cal support servant leadership has, Jesus did not leave his followers semester thinking through business issues fro m with a choice. After noting that the officials of the Gentiles “lord it the viewpoint of the Christian faith. The class over them” and “exercise authority over them,” Jesus stated emphati- goes beyond “business ethics” to consider what cally “Not so with you.”3 It may be difficult to prove empirically that would be a Christian perspective on topics like s e rvant leadership is the best approach to leadership, but Christians m o n e y, power, justice, multicultural workforc e s remain under Christ’s command to lead that way. and faith in the workplace. Leadership, especial- Ken Blanchard and Phil Hodges have taken the servant leadership ly servant leadership, is a key element of the principles developed by Greenleaf and others and re t u r ned them to course. The vision for the class is to develop their roots in the example of Jesus.4 Their model for servant leadership business leaders who will consider every busi- emphasizes four areas of concern for the leader. The h e a rt defines a ness decision through the eyes of their l e a d e r’s motives. This may be the most important element of serv a n t Christian faith. leadership. Some companies have tried to fake servant leadership, but I have used Ken Blanchard ’s “Lead Like they only create cynicism and distrust among their employees. Serv a n t M a rty McMahone Jesus” seminar as a starting point for teaching leadership must start from a desire to serve. This desire is stre n g t h- s e rvant leadership. Blanchard uses Jesus as a model for teaching the ened and defined by the h a b i t s the leader practices. These are the dis- basic re q u i rements for servant leadership. One of my re s p o n s i b i l i t i e s ciplines that build the virtues of the heart. The h e a d defines the in becoming a facilitator for the seminar was to work through the pro- assumptions and beliefs that guide a leader. What do I want to accom- cess of training a “direct re p o rt.” As a college pro f e s s o r, the only logi- plish and what are the appropriate and inappropriate ways to go about cal persons who would qualify were students. That process led me to it? The final are a , consider the close relationship between teaching and leadership. My re p resented by thesis is that Jesus’ model of servant leadership provides an appro a c h By applying the principles of the h a n d s, for both integrating faith into the classroom and helping Christian describes the educators to be better teachers. s e rvant leadership, Christian actual methods p rofessors have an opport u n i t y used to accom- S t a rting with the Right Model plish the mission. The phenomenon of leadership is a relatively new field of study in to increase the direct impact It is the model the more general field of management studies. Empirical re s e a rch in they have on student learn i n g . that I will apply the field has been rather limited, but that has not prevented the devel- to the classro o m . opment of numerous approaches. Even a cursory glance through the B e f o re I make business leadership section of the local bookstore reveals numero u s that application, though, I do need to address the question of whether models of leadership. However, many of those models do not really fit it makes sense to think of teaching as leadership. If teaching is seen as the modern concept of leadership as influence. As Popper points out, simply dispensing information, it would be easy to dismiss any link “leaders” such as Julius Caesar, Queen Elizabeth and Napoleon caused between teaching and leadership. That picture certainly exists in many people to act more by coercion than by influence. Their approach to c l a s s rooms. Students file into class, take detailed notes as the teacher leadership becomes problematic in a democratic society.1 l e c t u res, and are declared to have learned if they can identify the con- Leadership models have often been developed around autocratic cepts on a multiple-choice test taken later. This is true even if nothing rulers. This is hardly surprising since top-down leadership has been about the class ever has any effect on how they live. Dallas Wi l l a rd the dominant approach to leadership in the world for millennia. notes this is far diff e rent from how Jesus taught. Jesus’ aim was not to H o w e v e r, modern leadership theory has raised significant questions i m p a rt information, but to make a significant change in the lives of about the viability of such leadership in democratic societies. Newer the hearers. There f o re, Jesus sought to make a lasting impression on theories of leadership tend to emphasize a more democratic and his hearers that would change the way they lived.5 “empowering” component. C e rtainly not every college class has the same life-changing poten- One of these more democratic theories was the version of serv a n t - tial that sitting on a hill listening to Jesus did. If there is any point in leadership developed by Robert K. Greenleaf during the 1970s. teaching the class at all, though, there is a need for the class to make Although Greenleaf first published his work The Servant as Leader i n some diff e rence in how students do things. When I teach computer 1970, the concept of servant-leadership has only attracted significant science classes, I want students to develop skills that will enable them attention in the marketplace within the last decade. Like most leader- to produce software. I even want them to do certain things in part i c u- ship theories, it has not been significantly tested from an academic or lar ways—ways I know are consistent with the standards of the indus- empirical viewpoint. However, the consistency with which several t ry. Some of the softer sciences may leave more room for varied companies that have implemented a servant-leadership appro a c h a p p roaches, but even in an ethics class there are, at least, ways of (notably Container Store, TDIndustries, Southwest Airlines and thinking about choices I want students to carry with them. English Synovus) have made the Fortune 100 list of “Best Companies to Wo r k teachers want students to write well. Math professors want students to For” has made servant-leadership a popular topic, re g a rdless of its aca- use sine and cosine corre c t l y. All of this is leadership: setting a vision, demic support . inspiring change, and enabling followers to accomplish the vision.
4 The Educator McEwan points this out when describing effective teachers. She e x p e rtise or by simply talking in terms they find difficult to follow, but a rgues, “The individual who sees teaching as anything other than an when I do that, I find students nod and walk from the classroom with o p p o rtu nity to lead, misses the mark completely. ” 6 Leadership in the their viewpoints unchanged. Since I have not given them the opport u- c l a s s room is not necessarily about trying to imitate John Kennedy or nity to flesh out their views against a respectful opponent, they simply even John Madden; it is about moving students into new ways of think- refuse to think seriously about other perspectives. Finally, the tenden- ing and acting. cy of fear to cut off honest feedback makes it difficult to ever impro v e . In my own experience, I see this in the extreme cynicism some faculty S e rvant Leadership in the Classro o m place on student evaluations. It is certainly true some students can Professors are tempted to believe our responsibility is simply to unfairly evaluate faculty because of personal dislikes or the simple fact present information, and then leave it up that they are doing badly in the class. The to the students whether or not they learn. p roblem is it is too easy to dismiss all poor There is a grain of truth in that concept— Pride and fear get in the way of evaluations as fitting into that mold. I believe students must take responsibility for pur- good teaching. In contrast, Jesus that is, at best, an exaggeration. Student suing learning. However, that does not evaluations can be skewed by the difficulty of relieve teachers from a corresponding led with humility and confidence, the class, but that is not the end of the story. responsibility. The Old Testament uses the guiding his followers without The majority of students seem to re c o g n i z e same word for both teaching and learning. some classes are more difficult than others The difference is simply that the word for c o n c e r n for status or pre s t i g e . and have respect for faculty who challenge teach is expressed in the tense which them to better themselves. Even in classes I means “to cause to learn.” Effective teachers at all kinds of institu- have taught which I felt were difficult, even unfairly difficult, for stu- tions recognize their responsibility to cause learning, but in the dents, I have found them to be reasonable in their evaluations. One of Judeo-Christian perspective, it is the core assumption. One area the ironies of the situation is that the self-protection of fear can keep where Christian institutions have an opportunity to distance them- us from seeing the need for improvement that might eliminate the selves from their secular counterparts is with a genuine commitment need for self-protection. to individual student growth that is difficult to maintain in large Pride and fear get in the way of good teaching. In contrast, Jesus state institutions. By applying the principles of servant leadership, led with humility and confidence, guiding his followers without con- Christian professors have an opportunity to increase the direct c e rn for status or prestige. Humility has always been a tricky virtue to impact they have on student learning. a c q u i re. If I seek to be humble, how can I ever feel I have met my goal without becoming proud of my humility? The basic answer is humility The Head: Motivations involves shifting focus. Blanchard defines humility in leadership as The starting point for effective classroom leadership is not about looking out the window to give praise instead of looking in the mirro r. technique; it is about attitude. Blanchard identifies the core attitude One of the common threads found in most good leaders is their ten- p roblem for most leaders as ego. For the Christian, ego tends to edge dency to talk about “we” and “our team” rather than “I” and “my God out as the source of our security and self-worth and as our audi- accomplishments.” It also helps to remember the number of shoulders ence and judge. The two symptoms that most easily reveal this ego e v e ry academic is standing on. Students need to be impressed with the p roblem are pride and fear.7 discipline, not necessarily with the instru c t o r. Gre e n l e a f ’s basic ques- Pride is certainly a temptation for academics. Earning a teaching tion of good leadership is appropriate here—do those being serv e d doctorate is difficult. We spend a significant amount of time learn i n g g row as persons? If I focus on whether or not students are growing, I to be an expert in a field. Pride says my value is based on the accom- find I have a lot less time to be concerned about my ego. plishments of my academic care e r. Pride makes me look to easily B l a n c h a rd turns to the concept of stewardship as a source for the quantifiable results to validate my work. It also leads me to compare confidence that overcomes fear. A key perspective which dominates all myself with others as the way to judge my worth. I can feel confident, of scripture is that the world belongs to God and all we have is a gift. possibly even boastful, as long as I can show a longer list of academic This principle of stewardship may give me re s p o n s i b i l i t y, but it leaves papers than someone else or better numbers on student evaluations. me free from the worries of ownership. That is just as true for my ro l e The problem is it is easy to forget what our schools claim is the most as a professor as it is for my home or family. If I am simply a steward i m p o rta nt point of our existence—the education of students. Buchen of the gifts God has given, then my confidence should not rest in my notes that Greenleaf also warned of the danger of pride to educators. own ability to maintain those gifts but in God’s desire for me to use When leaders are full of themselves, nothing else can get thro u g h . them eff e c t i v e l y. This is especially true in the way we screen who and what is The benefit of taming the ego is it provides an excellent opport u n i- i m p o rt a n t . 8 Such an attitude can be self-defeating in the classroom. A ty to teach students something important about the relationship of p rofessor who appears to be closed to other ideas undermines his or faith and life. This is more than just being a nice person in the class- her own credibility with students. room. It is showing students what a diff e rence genuine Christian com- The other manifestation of ego detrimental to leaders is fear. Fear mitment can make in the way they interact with people.. stems from an insecure view of the future and results in self-pro t e c t i n g b e h a v i o r. Fear causes a leader to hoard control, intimidate others and Habits: Building the Character discourage honest feedback. All of those elements negate any attempt Closely tied to character traits that make for better leaders are the to practice servant leadership, or even basic teaching, in the class- daily disciplines needed to develop that character. Vi rtue seldom room. Fear arises when we believe we need to defend our turf. It is appears just because we want it. It is developed by practicing activities based in the belief power is scarce and must be held tightly. However, to build virtue much the way exercising builds muscle. Blanchard in the business world, we have seen that the paradoxical effect of shar- identifies five necessary habits for becoming an effective serv a n t - l e a d- ing power is that it grows when it is distributed. As followers become er: solitude, prayer, Bible study, unconditional love and accountability. m o re empowered, the leader’s ability to accomplish goals becomes eas- The one discipline I would add to his list is the practice of joy. ier rather than hard e r. In the classroom, sharing power can create a Whenever Jesus faced difficult issues, his first step was to find time re c i p roc al relationship that makes mutual learning and collaboration alone. Certainly American culture with its loud music, televisions possible. I may be able to intimidate students by appealing to my (continued on page 6)
Second Quarter 2004 5 Model for Christian Teaching... lives are seldom described as “knowing the significantly more eff e c t i v e . 1 1 U n f o rt u n a t e l y, subject” or “having great teaching methods.” cynicism is often in vogue in the academy. It (continued from page 5) Instead, what impressed students was their seems clear to me, though, that appro a c h i n g nearly every w h e re, and large population does human concern for students.1 0 This fits with our material with joy will make it far more not encourage solitude. On the other hand, what I have witnessed in the reaction of stu- contagious than the approach of the cynic. the practices of the academy in terms of dents to teachers. I have heard students com- re s e a rch and classroom preparation do pro- plain about several teachers’ classro o m Head: Basic Methods vide some support for the practice. Solitude as abilities, yet seen those same teachers listed as One of the key tasks for any leader is to a discipline is more than just working alone, the most influential teachers in student’s develop the vision and values of the org a n i z a- h o w e v e r. Solitude involves isolation not just lives. The practice of unconditional love may tion. Blanchard identifies this as the one are a f rom people but from all forms of input. be the most potent weapon against pride and w h e re the traditional leadership pyramid is Solitude frees us from the normal course of f e a r. If Jesus could be a “friend of sinners,” e ffective. The traditional pyramid places human interaction and helps us recognize we s u rely we can become “friends of students.” responsibility and authority at the top and a re not really in charge of our lives. It also Accountability is not a popular concept in makes each lower level responsive to those opens the door to new ideas. Cre a t i v i t y an individualistic culture, and the academy above them. Servant leadership turns the re q u i res time to sit and think. Those who are may even manage to be more individualistic pyramid upside-down by making the leader involved in creative professions (which teach- than American society at large. Nevert h e l e s s , responsive to the needs of those who work. ing certainly should be) note that new ideas it is almost impossible to manage life-change B l a n c h a rd argues, though, that leaders must a re more likely to develop when they have without some form of accountability. One col- take responsibility for establishing the dire c- time to stare out the window with nothing league approaches this by telling students at tion of the organization and the most impor- else to accomplish. the beginning of class that he intends to teach tant traits for making the vision work. Few textbooks on education, even those f rom a servant perspective and asks them to Ve ry early in his ministry, Jesus gave the written by Christians, would put prayer and challenge him if he strays from that goal. I disciples a picture of the goal—“I will make Bible study at the top of the list of practices have not generally you fishers of n e c e s s a ry to be a good teacher. There are two been quite so bold, The teacher defines both the men”—and a vivid ways in which those practices contribute sig- but I do always image of the values nificantly to teaching, however. First, they are begin the semester vision and the values of the class. to make that vision n e c e s s a ry for developing the sense of humility by telling students a re a l i t y — t h e re q u i red to be an effective servant leader. about my back- What should the student be able S e rmo n on the Second, they give us the opportunity to hear a g round in a way to do when the class is over? Mount. The teach- voice larger than ourselves. It is not a matter that gives me a er defines both the of looking to God for the best way to explain sense of responsibility to live up to what I vision and the values of the class. What should the associative pro p e rty in mathematics or know they will expect of me. This is necessary the student be able to do when the class is new solutions to physics problems. It is even since I will never be able to fully recognize my over? Defining a vision is an easy task to m o re than a matter of recognizing the own straying from my goal. neglect in the classroom. Teachers tend to F a t h e r’s voice. My thre e - y e a r-old re c o g n i z e s I received a wake-up call in this area just assume students know what the point of the my voice when I speak, but what is both recently when a student shared with me that class is. That is a dubious assumption. Even if thrilling and scary is I often recognize my I had strongly rejected her viewpoint several students understand the basic idea behind the voice coming from her. The more time we times recently during classroom conversa- class, they will need a better picture of the spend listening to God, the more likely we are tions which were supposedly about matters of goal. For instance, if students picture history to approach our classrooms with a voice opinion. With the awareness from that con- as being about memorizing dates and figure s , indwelt with God’s spirit. versation, I caught myself saying “no, that’s they will focus their study on those things and Another critical, but not always obvious, not right” in my next class in a way that miss the broader point of the class. My first discipline for effective leadership is uncondi- would clearly have been a conversation killer. experiment with our Christian Principles class tional love. I recognize two questions arise By allowing others to hold us accountable, we was reasonably successful. We discussed issues immediately here. First, how can love be a open up our personal blind spots. I thought were important, classroom interac- discipline? Second, what diff e rence does love Accountability cannot have the effect it needs tion was good, and most of the students make to teaching anything? The answer to to have, though, unless some of the account- e x p r essed appreciation for being challenged to the first question lies at the heart of the ability comes from equals. We need someone think about some challenging issues. Still, Christian faith. American culture may mis- to ask us tough questions about whether or several noted they were not quite sure exactly take positive feelings and emotions for love, not we are living up to our own goals. what the primary point of the class was. but Christianity does not. Love acts for the Like love, joy may not be obvious as a dis- I now attack this problem with all of my benefit of others even when there are no posi- cipline or as a benefit to leadership, but I classes by stating my vision for the class clear- tive feelings. believe it is both. We practice joy when we ly in the syllabus and on the opening day of Jesus’ sacrifice on the cross is the most l e a rn to look at the spectacular in every d a y class. I also have come to realize the vision conspicuous example of that love. The second life. This is another thing I have learned by needs to be repeated occasionally—students question is important as well, though. Does being a parent. My little girl can explode with a re not even good at remembering when the love really make a diff e rence in leadership or joy over the sight of a dozen birds sitting in a class final is, much less the class’s vision. If I in teaching? Scholars in both areas would say t ree, despite our seeing many of them every can make the vision clear, though, then I can yes. Kouzes and Posner note those who care d a y. It takes practice for those of us who are help students to evaluate whether they are a re the ones who most often make a diff e r- older to notice the sensational in the mun- succeeding in the class using a method other ence in people’s lives. Empowering others dane. The contagiousness of her joy also than simple grades. re q u i res believing in them and caring for teaches me the diff e rence the right outlook The other important starting point for them in a noticeable way.9 S i m i l a r l y, McEwan can make in leadership. Research stro n g l y leadership is defining values. What practices notes teachers who are praised as changing s u p p o rts the idea that positive leadership is or values are most important for reaching the
6 The Educator goal? What things cannot be compro m i s e d did run, but it would have gotten him fired in even for better “perf o rma nce”? By helping the most of the places I have ever worked. It was R e g a rdless of our field, we students see where they are going and the simply too far outside the norms of the integrate our faith into our most valuable traits for getting there, we give i n d u s t ry. Although I still believe his criticism them a blueprint for success. When leaders was unfounded, I also believe I did, to some work when we model the define values, they often make two mistakes. extent, fail him. I gave him knowledge, but a p p roa ch to leadership that First, they express values that sound good but was never able to create the change in atti- a re not really what is most important. I doubt tude and behavior to give him an opport u n i t y Jesus himself modeled. anyone really believes that Enro n ’s first priori- for success. I now spend more time in my ty was integrity, though that is what the com- s o f t w a re classes attempting to show students re q u i res helping them master the process. A pany value statement said. Second, leaders fail why I want them to follow certain practices. student may be one of our best students, but to rank the values in importance. If I tell stu- Change has little chance of perm a n e n c e still not be pre p a red for the next major sub- dents what practices and attitudes I value for until it has reached the application level. ject in the class. Obviously, there is no way to the class, I need to be certain my re w a rd sys- What diff e rence does the information stu- do this for each individual student in a class of tem backs it up. Obviously, I cannot tell stu- dents are receiving make in terms of how 65, but I have begun to notice that I can diag- dents I value their expressing their opinions, they think, live and act? If they can see the nose the situation of the majority of the class if I give better grades for those who agre e d i ff e rence, it will have a significant impact on reasonably quickly if I am simply paying with me. More difficult is backing up my their ability to remember the inform a t i o n . attention. At the very least, I can see from one value of things like mutual respect with stu- B l a n c h a rd emphasizes picking key changes to class what I probably need to do diff e re n t l y dents whose ultimate concern related to the p revent overwhelming the followers. A simi- the next time around. I have learned, for class is still their grade. Even more import a n t lar approach is successful in teaching. Help instance, that I cannot assume that sopho- is helping students see the ranking of values. students grasp the core issues of significant m o re students understand what it means to D i fficult decisions in life are most often about i m p o rta nce, and then allow them to see the make an argument. making a choice between two values. If I want peripheral issues in ways they can apply later. students to make good choices, I need to help Accountability is also critical to cre a t i n g C o n c l u s i o n them compare values. For example, I value t h o rou gh change. Teachers have a built-in Teaching is both re w a rding and fru s t r a t- courage, but I value critical thinking more. I accountability system with testing, but test- ing. When it is most frustrating, the tendency want students to understand that I am less ing needs to measure the students’ ability to is to turn it into a job where we hand out i m p ressed with those who stubbornly hold to grasp the diff e rence information makes, not i n f o r mation. However, following the model of a view without even making an attempt to just the information itself. Jesus in teaching means actively seeking to think about other points of view. E ffective leaders also tailor their leader- develop students. Regardless of our field, we Vision and values establish the direction of ship style to the needs of their followers. integrate our faith into our work when we the class. If they are clear, they provide stu- Jesus applied the appropriate type of leader- model the approach to leadership that Jesus dents with a picture of where they should fin- ship for diff e rent situations. Early in his min- himself modeled. ish and the best way to make the finish line. i s t ry, he sent out the disciples with clear E n d n o t e s : i n s t ruc tions. Later, he off e red more support 1. Micha Popper, “Salient Biases in Discussion and Hands: Practices and encouragement. By the end of his min- R e s e a rch in Leadership,” in G rounding Leadership T h e o ry and Research: Issues Perspectives, and B l a n c h a rd identifies two key practices that i s t ry, his instructions were broad and left a M e t h o d s, ed. Ken W. Perry and James R. Meindle, a re essential for day-to-day leadership. The lot of room for adaptation by the disciples. A ( G reenwich, Conn., 2002), 2-3. first is managing change. Leadership is often similar process applies to the classroom. It is 2. Mark 10:43 NIV (New International Ve r s i o n ) . about creating positive change. Good man- always tempting to say to students, “here is 3. Mark 10:42-43 NIV. agers can maintain the status quo without the problem, go solve it,” and then assume 4. See Ken Blanchard, Bill Hybels and Phil Hodges, p roviding much leadership. People need to be that we are “making them think.” The pro b- Leadership by the Book, (New York, Wa t e r b ro o k i n s p i red and motivated for change, however. lem is the process will simply frustrate stu- P ress, 1999) and Ken Blanchard and Phil Hodges, The second key practice is tailoring dire c t i o n dents who are not ready and may actually The Servant Leader, (Nashville: J Country m a n Books, 2003). to the needs of the followers. That is, re c o g- teach them poor substitutes for good think- 5. Dallas Wi l l a rd, The Divine Conspiracy: nizing what level of input from the leader fol- ing. The parallel to this problem in leadership Rediscovering Our Hidden Life in God, (San lowers need in order to accomplish the goal. is delegation. Managers who do not delegate Francisco: HarperSanFrancisco, 1998), 112-13. Change may be the only constant in life, well often frustrate those who are effective in 6. Elaine K. McEwan, 1 0 Traits of Highly Eff e c t i v e but many people still do not respond to it their jobs. When those persons move into Te a c h e r s, (Thousand Oaks, Ca.: Corwin Press, Inc., well. Blanchard identifies four levels of leadership positions, they often overc o m p e n- 2002), 37. change. Change moves from knowledge to sate by delegating fre e l y. However, if followers 7. The basic source for the pattern of Jesus as a attitude to behavior and finally to character. a re unpre p a r ed for a task, they re q u i re dire c- model for leadership I am using is Ken Blanchard and Phil Hodges’ “Lead Like Jesus” seminar. It is not really permanent until it has re a c h e d tion until they are ready to handle the task H o w e v e r, since that is a seminar and not a book, I the character stage. It may not be possible for on their own. will not be using a traditional page-re f e re n c i n g teachers to move students through the whole B l a n c h a rd ’s solution to this pro b l e m , scheme for their material. p rocess, but we should realize our classes will which he sees modeled in Jesus’ approach, is 8. Irving H. Buchen, “Servant Leadership: A Model make little diff e rence to students if all they his concept of situational leadership. Wi t h for Future Faculty and Future Institutions,” J o u rn a l gain is simple knowledge. each task, the leader has a responsibility to of Leadership Studies, 5 (Winter 1998): 125. One of the most negative teaching evalua- d e t e rmine where his or her followers are in 9. James Kouzes and Barry Posner, The Leadership tions I have ever received came from a stu- ability and then offer either support or C h a l l e n g e, (San Francisco: Jossey-Bass, 2002), 286- 8 7 . dent in my first semester of teaching. He e m p o w e rme nt to meet the situation. This 10. McEwan, 10 Traits of Highly Effective Te a c h e r s, believed I was treating him unfairly because e ff o rt is task specific; it is not a matter of 3 3 . his computer programs would work, but I d e t e rmining the overall quality of the person. 11. Kouzes and Posner, The Leadership Challenge, still did not give him good grades. His code Each diff e rent task we have for students 31, 351-79 I
Second Quarter–2004 7 ASBCS Annual Meeting Hotel Reservation Fo r m
8 The Educator Association of Southern Baptist Colleges and Schools Annual Meeting and Workshops May 31-June 2, 2004 • Cool Springs Marriott • Franklin, Tennessee for member Presidents, Chief Academic Officers, Chief Student Affairs Officers, Chief Marketing/Public Relations Officers, Chief Financial Officers, Chief Development Officers, Denominational Relations Officers and spouses of all participants C O N F E R E N C E R E G I S T R A T I O N A N D M E A L A N D A C T I V I T Y R E S E R VA T I O N F O R M
Second Quarter 2004 9 Alcoholism as a Protected Disability by Jamie Jordan
h a t ’s what happens when two worlds ability protected by the ADA. Recent court alcoholism which might be inappro p r i a t e “ T collide,” says the old country music decisions continue the trend of making it w h e re other disabilities are concerned. An ballad. Consider what happens when a uni- m o re difficult for an employee to establish a employer may maintain and enforce ru l e s versity with a strong Baptist tradition inter- substantial limitation on a major life activity. p rohibiting employees from being under the acts with an employee suffering fro m Often the employer and the employee need to influence of alcohol in the workplace. An alcoholism, a protected condition under the work with their respective medical and legal employer can exclude an employee fro m Americans with Disabilities Act (ADA). What e x p e rts in order to conclude whether a dis- holding certain jobs where the employee’s happens when these two worlds collide? ability exists. alcoholism would present a significant risk of Alcoholism can be a Once it has been deter- substantial harm to the health or safety of disability entitled to Alcoholism can be a mined that the employee’s alco- the employee or others that could not be p rotected status under holism is a disability which eliminated or reduced by reasonable accom- the ADA. An employer disability entitled to qualifies for ADA pro t e c t i o n , modation. An employer may ask an employee the next question is whether whether he or she has been drinking or con- subject to the ADA the employee can perf o rm the duct alcohol testing if there is a re a s o n a b l e (including most Baptist p rotected status essential functions of the job, belief that an employee may be under the colleges and universi- under the ADA. either with or without re a s o n- influence of alcohol at work. However, an ties) “shall not discrimi- able accommodation. For employer should not single out an employee nate against a qualified example, if the alcoholism causes excessive with alcoholism and subject him or her to individual with a disability” in re g a rd to hir- absences from work, the employee may not periodic alcohol testing unless the employer ing, firing, promotion, compensation, or be qualified to perf o rm his or her job. has a reasonable belief, based on objective other “terms, conditions, and privileges of The Third Circuit has held that an evidence, that the employee will pose a dire c t employment.” Interpreting this re q u i re m e n t employee who does not come to work on a t h reat in the absence of periodic testing. is not as straightforw a rd as it may seem. regular basis is not qualified within the Of course, employers are free to go D e t e rmining that an employee suff e r i n g meaning of the ADA. However, if the employ- beyond the letter of the law in order to help f rom alcoholism is entitled to pro t e c t i o n ee can otherwise perf o rm his or her job but employees with alcohol problems. An under the ADA is a three step process: 1) has has a periodic need to contact his “AA spon- employer may provide time off for counseling the employee established the existence of a sor” during work hours, an employer may be or rehabilitation therapy. The Equal disability? 2) is the employee otherwise quali- re q u i red to accommodate that employee by O p p o rtu nity Employment Commission fied for his or her job, with or without re a- modifying a rule prohibiting personal phone (which enforces the ADA) encourages sonable accommodations? 3) has the calls at work. employers and employees to enter into “last employee violated rules of conduct or stan- F i n a l l y, even if an employee’s alcoholism chance” agreements which outline the d a rds of perf o rma nce which are applicable to constitutes a disability and the employee is e m p l o y e r’s expectations and the conse- all employees? Let’s look at each step of the qualified to perf o rm his or her job, employers quences of the employee’s failure to meet p ro c e s s . may set conduct and perf o rma nce standard s those expectations. Many secular employers In order to invoke the ADA’s pro t e c t i o n , which apply equally to all employees. An a re willing to go the extra mile to re h a b i l i t a t e the employee should first establish the exis- employer may discipline or fire an employee employees who are trying to recover fro m tence of a “disability” with appropriate docu- (including an employee with alcoholism) if alcoholism. Should those who minister as an mentation (typically medical in nature). The the use of alcohol re n d e red the employee a rm of the church do less? I law draws a distinction between alcoholism unable to adhere to the employer’s standards. ______which is a “mere impairment” as opposed to Because the ADA treats alcohol and dru g Jamie Jordan is a partner in the law firm of alcoholism which so interf e res with a major use as special cases, an employer can take G u e n t h e r, Jordan & Price, P.C. in Nashville, life activity that it rises to the level of a dis- steps in dealing with an employee who has Tennessee (615) 329-2100
available for use by colleges and universities and Repentance in Te n n y s o n ’s ‘The Palace of a round the nation in the fall of 2006. A rt . ’ ” T h ree articles of Roy Vo g t s b e rg e r, a s s i s t a n t Houston Baptist University: Ann Gebuhr, p rofessor of biology, Holland School of Music, presented the paper, From Sketch to Hardin Simmons: Michelle Dose, associate Sciences and Mathematics, have been pub- Reality: Subtext in Pendercki’s Credo at the professor of chemistry and head of the lished in M i c ro n, with colleagues in Thailand. Akademe de Musicke in Krakow, Poland. Department of Chemistry and Physics has They include: “Prestomal Teeth of Some Flies President E. D. Hodo was named to the been appointed to the American Chemical of Medical Importance;” “Larv a l Board of Directors for the Council for Society Division of Chemical Education U l t r a s t ru c t u re of Parasarcophaga dux Christian Colleges and Universities (CCCU). Examinations Institute’s 2006 First Term (Thomson) (Diptera: Sarcophagidae);” and University of Mobile: Lawrence B. Smith, General Chemistry Examination Test com- “ M o u t h p a rts of Megaselia Scalaris (Loew) associate professor of history, has been invit- mittee. This committee is charged with the (Diptera: Phoridae). L a rry Bru n n e r, senior ed to join an international committee of task of writing a standardized exam covering p rofessor of English, has published an art i c l e scholars to direct the newly-formed Jacobite material included in most first semester gen- in Renascence: Essays on Values in Studies Trust. The trust, based in the House eral chemistry courses. The exam will be L i t e r a t u re. The article is titled, “Aestheticism of Lords of the British Parliament in London,
10 The Educator Rory Lee Resigns as President of Louisiana College
. Rory Lee, President of Louisiana 40 percent, the operating re s e rve has had to serve Louisiana College and for the WCollege for the past seven years, has i n c reased by well over $500,000, and numer- s u p p o rt that has been given to me by all con- announced his resignation effective at the ous building projects have been completed. stituents. It is a stellar institution and my end of the academic year. “After serving three diff e rent colleges,” prayers and best wishes will always be with Lee, a native of Prentiss, Miss., will Lee said, “I have now been off e red the oppor- LC,” Lee said. assume the position of Executive Director of tunity to use those wide-ranging experiences “It is a high honor that Mississippi the Mississippi Baptist Childre n ’s Village, the to administer the program which benefits Baptists have bestowed on Dr. Rory Lee. H i s c h i l d re n ’s home administered by the the children under the care of Mississippi unanimous election to be the Executive Mississippi Baptist Convention. Baptists. I look forw a rd to re t u rning to my D i rector of the five branches of the Baptist During the seven years under Lee’s lead- home state and working in an enviro n m e n t C h i l d re n ’s home system in Mississippi clearly ership, enrollment at Louisiana College has that is exceptionally beneficial to young peo- reveals the high re g a rd that Baptists in that i n c reased by 23 percent, the number of fac- ple at such a critical point in their lives. state have for him,” said Joe Nesom, ulty with earned doctorates has increased by “I am grateful for the opportunity I have Louisiana College board chairm a n . I
Campbell Inaugurates Wallace as Palm Beach Atlantic Inaugurates Fourth President in 117 Year History David W. Clark as Sixth president ecretary of State Elaine Marshall, former U.S. Senator Jesse alm Beach Atlantic University (PBA) installed its sixth presi- SHelms, and Jim Royston, executive director of the Baptist State Pdent, David W. Clark, in a traditional academic ceremony on Convention, were among approximately 1,000 guests who attended Feb. 26, 2004. Clark came to PBA in July 2003, with a wide range the inauguration of Jerry M. Wallace as the fourth president of of professional, academic and business experience. Immediately Campbell University. Wallace was inaugurated Friday, April 2. prior to his appointment as University president, Clark served as Among his many goals for the university, Wallace promised a president of FamilyNet, a commercial television network in Fort continuing resolve to look ahead and embrace new opportunities, to Worth, Texas. Prior to his presidency at FamilyNet, Clark was the affirm diversity, and to provide Campbell students an education in president of KMC Media. the context of a Christian community. From 1977 to 1981 and from 1988 to 1991 Clark served as the He pledged to respond to the existing and developing needs of dean of the College of Communication and the Arts at Regent the region, state, and nation by providing new undergraduate, grad- University. From 1981 to 1987 he was director of research and vice uate, and professional programs that complement and extend president of marketing at the Christian Broadcasting Network. Campbell's mission. He has also served as an adjunct professor at Fuller Seminary He vowed to provide new and improved academic, residential, and as an assistant professor of speech at Bowling Green State student-life, and athletic programs and facilities; to challenge alum- University. Clark’s professional experience includes pastor of ni to greater involvement with Campbell; and to increase efforts to churches in Illinois and Iowa and president of Communication enlist new benefactors from a broader constituency with a new mar- Analysts, Inc. and senior news analyst at Reymer and Gersin keting and advancement plan. I Associates. I will fund and promote study and research on Christian Studies, Communication, and Fine the Jacobites‚ efforts to restore the British Arts; and the School of Humanities and throne to the rightful heirs of King James II, Social Sciences. The deans are, Stan who was deposed in 1688-89. H a rdin-Simmons University: Michael L. Baldwin, Dean of the School of Science and Wayland Baptist University: Kevin Sweeney, M o n h o l l o n is the new dean of the Kelley Mathematics; John Meadors, Dean of the assistant professor of history has had the fol- School of Christian Studies, Communication, lowing articles published recently: “The College of Business. Don Ashmore has been and Fine Arts; and Debbie Pierc e , Dean of the Desiccated Plains: Comanche and Non- named associate vice president for finance School of Humanities and Social Sciences. Indian Settler Responses to Drought in the and management and contro l l e r. Tr a v i s Houston Baptist University: Debra Berry Southern Plains” in the Fall/Winter 2003 S e e k i n s has been named associate vice pre s i- has been named the Director of the issue of The Heritage of the Great dent for technology services. H u g h Master of Science Program in Nursing. Plains.“Pandora’s Drought: Aridity and the H e rn e s m a n, former assistant volleyball coach Brazos and Clear Fork Indian Reserves” was with the University of Wisconsin has been N o rth Greenville College: Mike Ta y l o r h a s published in the 79th volume of The West named Head Wo m e n ’s Volleyball Coach. been named head football coach. This will be Texas Historical Association Year Book. Mississippi College: The College of Arts and Ta y l o r’s second head coaching stint at Nort h William Carey College: J e ff Schmuki, assis- Sciences has been restructured into three G reenville. He guided North Gre e n v i l l e tant professor of art history and ceramics at schools. The schools will assume their full College to four straight years of top 20 rank- College on the Coast, received a $5000 fellow- identity June 1, 2004, and are the School of ings, while being named NJCAA National ship from the Mississippi Arts Commission I Science and Mathematics, the School of Coach of the Year in 1989. I
Second Quarter 2004 11 Brewton-Parker Receives million,” said Dean Woods, vice president of Wayland Baptist Receives $1 Million Anonymous Gift institutional advancement at Anderson $300,000 Matching Gift College. “We are appreciative of The Abney An anonymous benefactor provided a $1 Foundation’s commitment to build a strong The James and Eva Mayer Foundation million gift to Brewton-Parker College to scholarship fund at Anderson College just awarded a $300,000 matching grant to assist in construction costs of the student as they have done at numerous other insti- Wayland Baptist University to help fund activities center, which opened in October tutions.” construction of the Pete and Nelda Laney 2002. This gift enables Brewton-Parker to With this most recent gift, The Abney Student Activity Center planned for the receive $750,000 from previous challenge Foundation has provided more than $1 mil- campus in Plainview. grants. lion in support for Anderson College. The matching grant requires the univer- David Smith, Brewton-Parker’s presi- sity to secure three similar grants from dent, said, “The generosity of this gift is U.S. Senate Appropriates other foundations toward construction underscored by its anonymous provision. costs. In appreciation for the gift, the uni- The donors desire no accolades for the con- $300,000 for Campbellsville versity will name the student lounge in the tribution. In the purest sense, they have Campbellsville University will receive new facility The James and Eva Mayer exemplified their love for Brewton-Parker $300,000 to fund an associate degree in Student Lounge. College.” nursing as a result of the federal Omnibus Appropriations Bill approved by the U.S. Hillcrest Foundation Awards Anderson College Receives Senate. U.S. Senator Jim Bunning (R-Ky.), $250,000 Grant to DBU $300,000 Donation who made the announcement, said, “Campbellsville University has shown great The Hillcrest Foundation awarded a Anderson College received $300,000 responsiveness to the needs of Kentuckians. $250,000 grant to Dallas Baptist University from The Abney Foundation to help fund These funds for its nursing program will for construction of the new Intern a t i o n a l The Abney Scholars Fund, part of the col- provide jobs for those with a caring spirit, Student Center that will open later this lege’s permanent endowment. and care and compassion for those in need. y e a r. Since 1968, DBU has received more “This gift brings the Abney Scholarship I look forward to watching this nursing pro- than $2 million from the Hillcre s t Fund at the college to over $700,000 and gram grow, and it is a privilege to help with Foundation for various projects. I pushes our overall endowment to $15.5 this funding.”
C S U ’s Teaching & Learning in Ghana (TLG) Baptist Alumni Directors Set P ro g r a m . Chowan College: The George I. Alden Trust March 7-8 for 2005 Meeting of Worcester, Massachusetts, approved a Twenty-eight members of The Bluefield College: The Hugh I. Shott, Jr. two-for-one matching grant of $100,000, to Association of Southern Baptist Alumni Foundation contributed $200,000 toward help fund renovations to McSweeney Directors (ASBAD) met in Nashville, Tenn., renovating the Harman Chapel and Hall/Texie Camp Marks Computer Center. March 29-30 for their 2004 annual meeting P e rf o rming Arts Center—the largest sin- The entire project is budgeted at $308,449. and set a date for the 2005 meeting. glegift made to the restoration eff o rt since it Trustees of the Lettie Pate Whitehead ASBAD will meet again in Nashville at began in 2002. The Lettie Pate Whitehead Foundation, Inc. proposed a grant of $70,000 Union Station Hotel on March 7-8, 2005. Foundation approved a $60,000 grant for for general scholarships during the 2004-05 During their 2004 meeting the group general scholarships for female students who academic year. The grant will be used y for elected new officers for 2004-05. The offi- attend Bluefield during the 2004–05 academ- scholarships for financially needy and deserv- cers are Jo Ann Raney, Hannibal-LaGrange ic year. ing Christian women who reside in one of College, President; Lance Clay, Mississippi Charleston Southern University: The United the following states: Alabama, Florida, States Department of Education has G e o r gia, Louisiana, Mississippi, Nort h College, Vice President for Finance and announced that the CSU School of Education C a rolina, South Carolina, Tennessee, and Membership; Gary Williams, Union has won a prestigious Fulbright-Hays Vi rginia. Wayland Baptist University: T h e University, Vice President for Programs; Foundation Group Curriculum Pro j e c t s Helen Jones Foundation of Lubbock donated Byron Magee, Louisiana College, A b road Grant, one of only 44 awarded nation- $50,000 to help fund an electronic music Secretary/Treasurer; and Eric Turner, wide. The grant will provide $68,000 for l a b o r a t o ry. I Immediate Past President. I Members of ASBCS to vote on Bylaw Changes June 1, 2004 Presidents and Chief Academic Officers of the 54 member schools Franklin, Tennessee, May 31-June 2. The proposed bylaw changes of the Association of Southern Baptist Colleges and Schools (ASBCS) call for an increase in board members from 15 to 16 with a four-year will vote on bylaw changes Tuesday June 1, 2004 during the annual rotation schedule instead of a three-year rotation. A copy of the pro- business luncheon at the annual meeting. The meeting and work- posed bylaw changes will be mailed to all presidents and chief aca- shops will be at the Marriott Cool Springs Conference Hotel in demic officers of ASBCS in mid April prior to the meeting. I
12 The Educator Seminar to Focus on “Young Scholars in the Baptist Academy” June 9-13 eorgetown College will host a seminar academics who are Baptist and who teach at Tate, Baylor; and Andrew Chambers, Gthis summer for Baptist scholars. Roger secular or state institutions,” Ward said. Dr. Missouri Baptist University. Ward, associate professor of philosophy, Scott Moore, director of the Great Texts Plans are to extend and expand the sem- said, “After I participated in the Rhodes Program at Baylor University, will be the inar after an initial, three-year pilot phase. Consultation a few years ago I thought it keynote speaker for this year’s seminar, The goal is to offer long-term contributions would be terrific to gather people interested which meets June 9-13. to the excellent work being done on the in exploring ways Baptist heritage and the- “Young Scholars in the Baptist promise of 21st century Christian education ology can enrich their academic vocation.” Academy” is one facet of The Meetinghouse, from the distinctive and developing Baptist Ward and a planning team designed a four- Georgetown’s program for the “theological tradition. Douglas Henry commented, “We day seminar of conversation and reflection exploration of vocation” funded by Lilly Baptists need more thoughtful conversation on the prospects and perils of Baptist high- Endowment, Inc. The Institute for Faith about our heritage. This seminar will help er education. and Learning at Baylor University is also us build a stronger Baptist academy.” The seminar will provide reading mate- helping to sponsor the seminar. The plan- To find out more about the seminar or rial, room and board, and a stipend for 15 ning team consists of Douglas Henry, to apply visit Georgetown College’s website participants. “We hope to attract junior Institute for Faith and Learning at Baylor; at
Second Quarter 2004 13 Education Now:
Consortium for Global Education by Carolyn Bishop, I n t e rna tional Dire c t o r
everal years ago, a group of Indonesian in Jogakarta. The Sultan’s response described vision is for educators with a Christian value SChristian universities joined together to his vision for partnerships with overseas edu- base to become instrumental in developing combine eff o rts in strategies for pro v i d i n g cators in areas of culture, accreditation, city unified educational projects, cultural aware- quality academic programs to students in to city relationships, and a proposal for a two ness, and citizenship pro- diverse regions. Presidents of each school year educational grams for each school’s city work with faculty and school support e r s i n t e rest pro j e c t . Indonesia has: and provincial area acro s s within the community to find ways to inte- Those o p p o rt u- • More than a dozen committed universi- Indonesia. Foundations of grate their educational expertise for impact- n i t i e s voiced by ties with a goal to impact their nation faith-based value in serv i c e ing the development of citizenship and an import a n t • More than 11,000 students interested in and care for community pro- a p p reciation for local culture and history. leader were well an American college or university vide a quantitative basis for What is the faith-based institution’s ro l e received by the systematic learning pro c e s s- in this mixture of factors and influences? CGE team and university administrators and es that benefit their nation and a qualitative These fifteen universities in Indonesia want faculty of Kristen Duta Wacana, who were interactive discussion between citizens that to provide education and training needed for hosting us in those few days. can build globally sensitive and locally pro- local and global job skills. In some re g i o n s People groups in many countries re a l i z e ductive communities. they may have to introduce new sectors of that each are citizens of their nations yet What can CGE educators do in Indonesia, work for Indonesians wanting to work locally members of a global community. N O W? and support and build pride in their n a t i o n. Indonesians realize that their w o r l d v i e w h a s CGE can support the building of re s p e c t To help reach this goal, Indonesian been greatly affected by world events. Not and pride in import a n t N a t i o n s . schools want partnerships that can help only are they influenced by the re c e n t CGE can partner with Indonesian univer- d i rect talented students, who choose to study decline of Asian economic strength that sities to meet strategic O p p o rt u n i t i e s . overseas, to enroll with CGE member a ffected their trade relationships and the eth- CGE can be a catalyst for student learn- schools. Those students educated at faith nic strife that resulted, but also they are ing that build optimistic Wo r l d v i e w s . based campuses would re t u rn to integrate a ffected by Islamic influences as a backlash If your institution is interested in part n e r- their educational expertise in national of 11 September. It is critical now that ships and re c ruiting opportunities in i m p rovement. During 2003-2004, over Indonesians see their connectedness to the Indonesia, please email
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Second Quarter 2004 15 If the address on this label is wrong, please send it N o n P r o f i t along with your correct address to: O r g a n i z a t i o n Association of Southern Baptist US POSTAGE Colleges and Schools PAID Attn: Southern Baptist Educator P e rmit No. 768 917 Harpeth Valley Place Nashville, TN Nashville, TN 37221-1141
F A I T H F U L L E A R N I N G A N D T H E C H R I S T I A N S C H O L A R L Y V O C A T I O N hristian scholars and teachers are exploring better ways of expressing religious faith in the academic world. A new Cbook entitled Faithful Learning and the Christian Scholarly Vocation makes a significant contribution to the effort by investigating the relationship between faith and intellectual life within the Christian college or university. The book draws on leading voices in the Christian academy to provide a theological foundation for understanding the aims and practices of faith-and-learning integration within church related institutions. (Available now from ASBCS at 20 percent off)
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16 The Educator