Theological Studies
Theological Studies
Embedded Files
Rachel McBride Lindsey, PhD., Faculty Liaison
Rachel McBride Lindsey, PhD., Faculty Liaison
I'm an associate professor in the Department of Theological Studies at SLU, where I've taught since 2016. I specialize in American religion and culture, including histories of Catholic visual culture and lived religion. Please don't hesitate to reach out with any questions!
St. Francis Statue, Forest Park, St. Louis, Mo. December 2017.
SLU students exploring archival materials at the Jesuit Archive and Research Center. October 2022.
SLU student demonstrates family's miniature Qur'an. November 2019.
Ganesha sculpture, St. Louis Zoological Park, May 2019.
Handy Resources to Get Started
Handy Resources to Get Started
Why Study Theology in College?
Why Study Theology in College?
Slidedeck describing SLU undergraduate degrees in theological studies and how they prepare students for their professional and vocational aspirations.
1818-program-handbook-AY27.pdf2026-2027 1818 Advanced College Credit Program Handbook
2026-2027 1818 Advanced College Credit Program Handbook
Teaching and Syllabus Resources
Teaching and Syllabus Resources
**NEW** Theological Studies Update re: Use of Generative A.I. in Classroom
**NEW** Theological Studies Update re: Use of Generative A.I. in Classroom
The Department of Theological Studies requires all instructors to have a policy on Generative AI on their syllabus. The instructor should choose one of the statements below and modify it accordingly. Access these statements and more resources on AI and teaching on the THEO 1818 AI and Teaching document.
Statement prohibiting the use of generative AI.
Generative AI, including but not limited to [ChatGPT, Gemini, Microsoft Copilot, Midjourney, DALL-E or Github Copilot] may not be used for work in this class. The use of such generative AI tools may compromise your learning by undermining your ability to [ideate, fully understand how to structure an argument or narrative or formulate/create nonderivative creative work.]
You may not use generative AI to [brainstorm, compose theses or arguments based on theses provided by generative AI.] You may not use generative AI to in any way [augment your original work.] For example, asking an AI [to polish a piece of work you have written, debug code you have written or change art you have created] is not allowed. You may not use generative AI to compose work as a whole or in part for any assignment in this course. Please review item three in the section labeled Plagiarism in the Saint Louis University Academic Integrity Policy.
Statement allowing the limited use of generative AI.
You are allowed to use generative AI in a limited capacity in this course. Tools such as [ChatGPT, Microsoft Copilot, Gemini, Midjourney, DALL-E or GitHub Copilot] can be used for specific assignments as directed in the assignment. I have thoughtfully chosen when to implement the use of generative AI for your assignments. Please note the assignments for which generative AI is allowed come after you have been introduced to foundational skills and concepts [such as… ]. Tools that [perform readability analysis, detect tone and provide editing suggestions as well as those that paraphrase, summarize and outline] are allowed for general use on any assignment.
Using a generative AI tool may assist your learning by [simplifying texts, helping you brainstorm, providing choices of theses when writing, assisting you with forming arguments, providing grammar checks or feedback for structure, debugging code or creating works of art]. However, becoming dependent on generative AI could undermine your learning by [eroding your ability to ideate independently, participate fully and intentionally in the writing process, or critically problem solve by debugging your code]. The use of generative AI can [strip a writer of her/his voice diminishing a creative work]. Generative AI still produces inaccurate information and hallucinations are still common which if left unchecked can harm your grade on the assignment. Any work generated with AI should be fact checked to ensure accuracy. You are responsible for the content of your work.
If you have a question regarding if you are allowed to use generative AI for an assignment or whether you are using it appropriately, please discuss your concerns with me at your earliest opportunity.
If you choose to use a generative AI tool to assist with an assignment, you need to document its use. The proper citation format can be found here [APA, MLA, etc]. Please append your assignment with how you used generative AI for your work, where in the assignment it is used and provide proper citation in [APA, MLA etc] format. Your original work and your AI assisted work should be clearly evident. In addition, use of generative AI should conform to academic integrity policies for the university and regulations put forward by [the college or school you are in.] Please review item three in the section labeled Plagiarism in the Saint Louis University Academic Integrity Policy.
Statement allowing the use of generative AI.
You may use generative AI for any work or assignment and at any stage in this course. The use of generative AI may help your learning by [simplifying texts, helping you brainstorm, providing choices of theses when writing, assisting you with forming arguments, providing grammar checks or feedback for structure, debugging code or creating works of art]. But the use of generative AI can also undermine learning by [eroding your ability to ideate independently, participate fully and intentionally in the writing process, or critically problem solve by debugging your code]. This can impact your work in future courses.
When using generative AI, please remember that these tools can still be inaccurate and produce hallucinations. You are responsible for the content of your work. [Please remember to cite all resources including the use of generative AI using the proper citation format. I ask that you identify your original work in addition to the work aided by generative AI. Please include a brief narrative relating the ways you utilized generative AI in your work]. Proper citation format for generative AI use can be found here [APA, MLA, etc]. Any work generated with AI should be fact checked to ensure accuracy. You are responsible for the content of your work.
More permissive allowance for generative AI use
You are invited to use generative AI for any work in this course. In that this work is generated based on prompts you provide; you are not required to cite or otherwise identify how or where you used generative AI for an assignment. However, generative AI still produces inaccurate information and can hallucinate. You are responsible for the content of your work.
The use of generative AI tools can have both beneficial and detrimental effects on your learning. Benefits may include [simplifying texts, helping you brainstorm, providing choices of theses when writing, assisting you with forming arguments, providing grammar checks or feedback for structure, debugging code or creating works of art]. However [eroding your ability to ideate independently, participate fully and intentionally in the writing process, or critically problem solve by debugging your code] can be detriments to your learning.
SAMPLE AI Policy from THEO 2710: Religions of the World
SAMPLE AI Policy from THEO 2710: Religions of the World
GENERATIVE ARTIFICIAL INTELLIGENCE
You are allowed to use generative AI in a limited capacity in this course. Tools that perform readability analysis, detect tone, and provide editing suggestions (e.g., Grammarly) and those that assist with bibliographic management (e.g. Zotero) are allowed for general use on any assignment.
Research: As a general rule, research at Jesuit universities prioritizes wisdom over information. This means that your goal in research is to advance knowledge, which is often slow and iterative. Rather than seeking sources through AI platforms, spend an hour in the library or use the abundance of research resources SLU provides. Within research databases, AI summaries are acceptable starting points but do not replace careful analysis of primary and secondary sources.
Writing: Tools such as ChatGPT, Microsoft Copilot, Claude, or Gemini can be used for specific assignments as directed in the assignment. Using a generative AI tool may assist your learning by helping you brainstorm, assisting you with forming arguments, and providing feedback for structure. However, becoming dependent on generative AI undermines your learning by eroding your ability to ideate independently, participate fully and intentionally in the writing process, and critically problem solve by analyzing your sources. The use of generative AI can strip a writer of their voice, diminish creativity, and can negatively affect claims to intellectual property. Inaccurate information and hallucinations are still common across gAI platforms which, if left unchecked, breeds misinformation and will harm your grade on the assignment. Any work generated with AI should be fact checked to ensure accuracy. You are responsible for the content of your work.
If you choose to use a generative AI tool to assist with an assignment, you must document its use. The proper citation format can be found here: https://www.chicagomanualofstyle.org/qanda/data/faq/topics/Documentation/faq0422.html. Please document 1) how you used generative AI for your work—e.g., for brainstorming, argument structure, summarization, etc.; 2) where in the assignment it is used; and 3) provide proper citation in Chicago format when necessary. You should never use complete sentences generated by AI or attempt to pass on AI generated writing as your own. All use of generative AI should conform to academic integrity policies for the university and regulations put forward by the College of Arts and Sciences. Please review item three in the section labeled Plagiarism in the Saint Louis University Academic Integrity Policy.
SLU Core Required Learning Outcomes
SLU Core Required Learning Outcomes
NOTE: Not every 1818 course is (yet!) a SLU undergraduate core class. As more 1818-taught courses are added to the core, this resource will be updated. You can also find the most up-to-date information on the SLU Core Instructors Site.
THEO 1600: God: Stories and Questions
THEO 1600 fulfills the Core's Ultimate Questions: Theology requirement for all SLU undergraduate students. Here are some resources to ensure your course meets the required learning outcomes.
Artifacts and Assessment (Note: artifacts are not collected from 1818 courses.)
THEO 2710: Religions of the World
THEO 2710 carries the Core's required attributes in "Global Interdependence" and "Identities in Context." The syllabus template (linked in Syllabi Templates below) has all required information to include on your syllabus to meet the standards for this course. Here are some additional resources:
Global Interdependence Artifacts and Assessment (Note: artifacts are not collected from 1818 courses.)
Identities in Context Learning Outcomes and Essential Criteria
Identities in Context Artifacts and Assessment (Note: artifacts are not collected from 1818 courses.)
Syllabi Templates
Syllabi Templates
THEO 1600 God: Stories and Questions
THEO 2110 Introduction to the Old Testament/Hebrew Bible
THEO 2210 Introduction to the New Testament
THEO 2410 Making Christianity Credible
THEO 2425 God in Human Experience
THEO 2610 The Christian Sacraments
THEO 2710 Religions of the World
Grading and Assessment Policies
Grading and Assessment Policies
Discipline-Specific Grading & Assessment Policies
Discipline-Specific Grading & Assessment Policies
Tools for Inclusive and Equitable Teaching and Learning
Tools for Inclusive and Equitable Teaching and Learning
Inclusive and Equitable Teaching Resources
Inclusive and Equitable Teaching Resources
Inclusive Teaching (SLU Reinert Center on Transformative Teaching and Learning)
Overview of Equity-focused Teaching (University of Michigan)
Inclusive and Equitable Teaching (Tufts University)
How to Make Your Teaching More Inclusive (Chronicle of Higher Education; free through SLU libraries)
Overview of Inclusive Teaching Practices (Stanford University)
Teaching from Privilege: Reflections from White Female Instructors (Ashley Davis, Rebecca Mirick and Barbara McQueen; free article through SLU libraries--log in required)
Why Black Lives Matter in the Humanities VIDEO (University of Maryland Department of English)
Inclusive and Equitable Learning Resources
Inclusive and Equitable Learning Resources
Universal Design for Learning Guidelines (Graphic)
Brave Space (Collective Tools Project)
Brave Space Practices in-class activity for THEO classes (adapted by Rachel Lindsey)
White Christian Privilege (Khyati Joshi, NYU 2020)--introduction from publisher website; full text through SLU Libraries
From Safe Spaces to Brave Spaces (Arao and Clemens, 2010)
Six Pillars of a Brave Space (Stubbs, University of Maryland)
PD Resources
PD Resources
1:1 Meetings with Faculty Liaison
1:1 Meetings with Faculty Liaison
Use this link to book a 1:1 with the Faculty Liaison
Reasons for 1:1s can be to touch base about your class (in any stage of development, teaching, or evaluation), to discuss Professional Development opportunities/resources, or to share resources, among other topics.
Site Visits
Site Visits
Site Visits are typically scheduled to recur every other year. Liaisons will prioritize visiting first year instructors. Ideally, the liaison will visit every class in person. When that's not possible, remote visits may be arranged infrequently and never more than one visit in a row. Here is the general flow of the site visit process. Please reach out to your liaison with any specific questions you may have.
STEP 1: Scheduling!
STEP 1: Scheduling!
SLU 1818 Theology Instructors are categorized generally into two groups: those who teach within 100 miles of SLU and those who teach further out, whether its across the state or across the country. At the start of each school year, the liaison will email everyone who they are planning to visit during the year. That email will include a link to a scheduling and planning form, also linked here for easy access: SLU 1818 Theology Class Visit Planning Form
For classes that will require more than a day trip, the liaison will email instructors separately to begin the process of scheduling the visit. If you teach within 100 miles of SLU, you'll use the form to start the process of scheduling and also to share a bit about your course. If you teach further away, you'll use the form to confirm the date and time we have already scheduled and to share a bit about your course.
STEP 2: Pre-Visit Check-In
STEP 2: Pre-Visit Check-In
The liaison and the instructor will meet briefly before the scheduled class visit to go over the process (where and how to enter the school, where to find you, any adjustments to the teaching plan, etc.). Ideally this will be a Teams meeting at least 48 hours before the scheduled visit. Use the 1:1 Bookings link to schedule your check-in.
STEP 3: Class Visit!
STEP 3: Class Visit!
Two things will happen on the day of the scheduled visit: the liaison will observe your course and there will be a scheduled recap meeting soon after. The liaison is there to support you and to provide useful feedback. They can also field questions from the class if so desired. The liaison will use a Site Visit Form to structure their observations in both the classroom and in the debriefing conversation.
STEP 4: Feedback
STEP 4: Feedback
After the visit, you will receive comments through the Site Visit Form. This document will include key observations and strategies for improving your classroom interactions, based on both the class visit and the debriefing conversation.
PD and Meetup Dates
PD and Meetup Dates
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