I joined the Howard faculty in 2006 and in 2013 was promoted to the rank of Associate Professor. I earned my B.A. in Political Science from Baylor

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1 HU HOME CETLA HOME Faculty Name Kenyatta Gilbert Rank Associate Professor Department Divinity School/College School of Divinity Office Phone Cell Phone Category 60% Biography I joined the Howard faculty in 2006 and in 2013 was promoted to the rank of Associate Professor. I earned my B.A. in Political Science from Baylor

2 University and both my M.Div. and Ph.D. in Practical Theology from Princeton Theological Seminary. As published author and theorist, I specialize in the history, theory, and practice of African American preaching. My research focuses on the theology and rhetoric of prophetic preaching, African American religion, hermeneutical theory, and constructive practical theology. I have taught homiletics courses at Howard and Virginia Theological Seminary. Since 2009 I have used Blackboard in all of my courses, and at VTS, I use a campus-wide online platform called MyVTS, which functions similarly to Blackboard. My awards and honors include the Jagow Scholarship in Preaching, Jagow Prize in Homiletics and Speech, Doctoral Fellowship in Practical Theology, from Princeton Seminary, and the Fund for Theological Education s Dissertation Fellowship. Additionally, I am the recipient of Louisville Institute s First Book Grant for Minority Scholars, Howard s Emerging Scholar Award, and Andrew Mellon Research Fellowship, Moorland-Spingarn Research Center. I am a faculty collaborator for Howard University School of Divinity s Equipping the Saints: Promising Practices in Black Congregational Life, a three-year research project funded by the Lilly Endowment, Inc. In my professional guild, I am executive secretary of the Black Caucus of the American Academy of Homiletics. Lastly, I am the founder of a website ministry promoting the nurture of the preaching life of ministers serving African American churches and communities Course Title African American Prophetic Preaching Course Number STMI Course URL Are you currently using online technology in this course? Yes Selected Items

3 Blackboard;online documents (e.g., syllabi, readings, or assignments);online slides;hyperlinks to resources (e.g., digital archives, virtual case studies or tours);social media (e.g., blogs, Facebook, Twitter, or YouTube);online gradebook; Describe in greater detail your use of online technology My use of online technology (Blackboard) for African American Prophetic Preaching is principally to aid course organizational set up and course management. After setting up the broad administrative details of my course on Blackboard, i.e, sharing course introduction announcements, posting the syllabus, setting grading rubric and grade columns, I then load content for students to view (e.g, YouTube videos, set up hyperlinks to articles, essays, post-lecture Powerpoint slides, etc.). At fixed intervals throughout the semester I return to BB to download student reports and other assignments for grading. Also, instead of using MS Word Track Changes I use the course assessment tool linked to the Grade Center. Upon completing my assessment of submitted assignments, I upload and return course assignments and final grades in the same portal. All correspondence to students is sent via BB. How do you plan to increase or enhance the use of online technology in your course? African American Prophetic preaching is an advanced course that examines the nature and function of prophetic preaching in the African American lived experience in North America. The course gives emphasis to the vital role prophetic preaching has played within African American churches and communities within five discrete historical periods: Great Migration, Civil- Rights, Post-civil Rights, and Postmodern. Weekly sessions are comprised of lectures, discussion, sermon analysis exercises, audiovisual presentations, preaching, and book review presentations. To enhance the use of technology in this course I intend to video record all lectures and make them available online; provide office hours appointments; continue current use of BB for posting materials; engage in course content discussion using Google hangout with enrolled students; create sermon listening labs that are linked to YouTube clips and other digital archives of sermons (this will be 40% of course instruction); course face to face meetings (60% of course instruction will be practicum based learning.) For example, all sermon presentations and roundtable book review presentations will take

4 place in either in a physical classroom or chapel. Selected Items Blackboard;e-books;online documents (e.g., syllabi, readings, or assignments);hyperlinks to resources (e.g., digital archives, virtual case studies or tours);videotaped lectures;podcasts;social media (e.g., blogs, Facebook, Twitter, or YouTube);online gradebook;online automated grading;webinars; LEARNING ASSESSMENT With increased use of technology students will have greater access to course materials such as weekly readings and monthly assignments as they are periodically posted. The greatest potential enhancement will be seen in the maximized time provided for face-to- face interaction for practicum instruction, which is often shortchanged because of the time devoted to lecture and tests given during face-to-face meetings. The task of sermon preparation in a preaching course always generates myriad questions related to oral and written performance expectations. Student learners will find access to discussion boards useful for obtaining quicker response to questions that arise from recorded lectures or something shared in sermon critique sessions. Sermon listening labs will allow students open access and unrestricted listening capability that accommodates their schedules. I will rate my instructional effectiveness through making sure intended outcomes (thinking critically; arguing logically and persuasively; and communicating effectively in oral and written forms) are achieved. If student learners can effectively craft a research data-informed sermon manuscript that demonstrates proficient use of online resources such as Bible software, academic theological journals, and social media, and if they can prepare a creative book review Powerpoint presentation using online software, they will have met key benchmarks. Having course materials, lectures, and discussions archived in BB, will provide me with a clearer understanding of how to close learning gaps. The quality of student sermons and book presentations should increase as face-to-face meetings become

5 strictly devoted to oral presentation and constructive feedback. Has your department chairperson approved this application? Yes 2003 Howard University, all rights reserved. HOWARD UNIVERSITY, i-lab, suite 244, Washington, DC Phone: CETLA Contacts - WWW Disclaimer - Webmaster