Trinity Today: Views from the Classroom

Tell us about the students in your classroom.

RW: One of the things I love about teaching at Trinity is that the student body is constantly changing. Three years ago, my introductory courses consisted largely of straight white students. Most were young, and almost all were seeking ordination into Lutheran (ELCA) parish ministry. Two years ago, my classroom shifted, as the incoming class featured a large contingent of queer and transgender folx, a more diverse range of ages and life stages, more students of color, and more students from other Christian traditions. This year, the diversity in my classroom has shifted again. My introductory courses now hold a majority of non-Lutheran people of color.

JS: Yes. In Church History I in fall 2023, 14 of the 23 students were African-American, most of them from Baptist, non-denominational, or Pentecostal traditions, with a range of ages from their 20s to their 60s and older. Most of them bring extensive ministry experience and are enrolled in the MTS program out of a deep desire to learn more about the Bible and ministry in order to enrich their practice of ministry. The Euro-American students too, represent a wide age range. The Lutheran students are preparing for roles as pastors, deacons, or chaplains. All bring a keen desire to connect their learning with their ministry.

Rev. Dr. Joy Schroeder

What are the benefits of having so much diversity in the classroom?

JS: A benefit to Lutheran students is the opportunity to respectfully engage other traditions, to help them gain intercultural and ecumenical competency that will help them in their future ministry.

RW: Yes! We have Euro-American students listening to African- American students, and vice versa; very liberal folks learning alongside very conservative people; queer folx conversing with students who have no queer people in their lives; young Lutheran students discerning alongside seasoned Baptist pastors. I feel the holy burden of nurturing a space that allows all those present to learn and grow. I believe that the call to nurture this space is one of the most urgent in our society today. How rare is it in the United States that people who deeply disagree can come together to learn from each other in love and respect?

How has your teaching changed in response to changes in the student body?

JS: I have always tried to ensure that the stories and voices of women and people of color are represented in the readings and classroom discussions. Now, in recent years, I have been even more intentional, particularly in the art I include on slides and handouts. Too often we see inaccurate Northern European-looking portrayals of Augustine and other ancient Christians who come from Africa, Asia Minor, or the Middle East. I work to find portrayals that are an authentic witness to the diversity found in the early church. Many of our African American students feel moved to do projects and book reports about early Christians who were from the African continent.

RW: When I first began teaching, I was enveloped by a sense of anxiety that I had to produce excellent lectures every single time. I quickly realized that teaching is much more of a collaborative art, and that my students were more than willing to contribute. I have developed the habit of asking my students two questions at the middle of every semester: “What is going well?” and “What can we shift to improve?” This practice has become invaluable as I continue to learn from our wonderfully diverse student population. There is almost nothing more gratifying for me than working with my students to improve a class or a lecture.

How has your teaching changed in response to changes in the student body?

JS: I have always tried to ensure that the stories and voices of women and people of color are represented in the readings and classroom discussions. Now, in recent years, I have been even more intentional, particularly in the art I include on slides and handouts. Too often we see inaccurate Northern European-looking portrayals of Augustine and other ancient Christians who come from Africa, Asia Minor, or the Middle East. I work to find portrayals that are an authentic witness to the diversity found in the early church. Many of our African American students feel moved to do projects and book reports about early Christians who were from the African continent.

RW: When I first began teaching, I was enveloped by a sense of anxiety that I had to produce excellent lectures every single time. I quickly realized that teaching is much more of a collaborative art, and that my students were more than willing to contribute. I have developed the habit of asking my students two questions at the middle of every semester: “What is going well?” and “What can we shift to improve?” This practice has become invaluable as I continue to learn from our wonderfully diverse student population. There is almost nothing more gratifying for me than working with my students to improve a class or a lecture.

Rev. Dr. Rachel Wrenn

What else has changed?

JS: Another difference is the presence of students joining the in-person class remotely. Most class sessions have one to three students who are on Zoom. They actively engage in discussion, but my eye has to watch the screen and the chat. Sometimes the technology is a challenge. I think we do pretty well, but it takes even more alertness, as well as extra time at the beginning of class setting things up. But I appreciate that technology helps people, especially our part-time students, who can make time for class in the middle of the work day, but not the time to commute to campus and back.

Any final thoughts?

RW: One of the things I love about teaching at Trinity is that our students truly love God and truly love the Bible. I relish the moment when my students utterly lose themselves in the joy of God’s Word. A particular expression crosses the student’s face. Their eyes widen, and for an instant, I glimpse the pure learner within: innocent in their love of the text, open to the movement of the Spirit, and fully present to their environment. It seems that, for a moment, I see the core of who the student is. These moments are rare and fleeting. The student laughs, or shakes their head, or looks away, and the impression is gone. It is a privilege to watch my students transform before my eyes. I treasure the opportunity to teach something in which students can lose – and perhaps also find – themselves.