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The Professional Development Committee is concerned with career
issues throughout the life cycle of the Society’s members both within and
beyond the classroom. The committee endeavors to:
- Focus on all
aspects of the career landscape and life cycle, including the ways in which our
members’ identities and personal lives intersect with their careers
- Develop resources
for members in all institutional locations
- Educate members
regarding professional issues, especially when new concerns arise
- Liaise with
various member committees on projects that cross interests
- Advocate with
other organizations on behalf of the interests and needs of members
For excellent resources related to
career/professional development, visit the Career Resources section of the SBL
website. See also the resources provided by the Status on
Women in the Profession Committee, the Student Advisory Board,
and the Underrepresented
Racial and Ethnic Minorities in the Profession Committee.
The committee also has an active Facebook page that has information on upcoming programming and encourages discussion among members of the SBL community about issues and concerns related to our mission. It provides a forum for SBL members to discuss what professional development services and programming they would like to see.
Members of this committee serve a three-year term, renewable for a second term.
Members of the committee
Years of Term
Richard M. Adams, Jr. (Chair)
Christopher Hooker - Staff Liaison
The article, "Online Teaching and Biblical Studies
," in Teaching Theology and Religion
21, no. 2 (2018): 120-137, by Richard Ascough, Eric D. Barreto, Bruce C. Birch, Ahida Calderón Pilarski, and Ruth Anne Reese, came out of an SBL session on online teaching co-hosted by the Professional Development Committee and the Wabash Center at the 2017 Annual Meeting.
These presentations come from a session at the
2015 Annual Meeting entitled "Why do I want to be a mentor, and how do I
get good at it?” The presenters shared thoughts about their own
experiences being mentored (or not), and how this impacted their approach to
mentoring. The comments covered mentoring undergraduate students, graduate
students, and younger colleagues in the field.