The Bridge Building Project

Bethany Theological Seminary’s Pathways for Tomorrow initiative, “The Bridge Building Project,” prepares students to lead congregations through diversity and division by integrating service-learning with local nonprofits, fostering reflection, and providing direct experiences with diverse populations through new courses, off-campus experiences, and partnerships.

Project leader Courtney Hess shares insights on the initiative’s purpose and progress.

Briefly describe the project.

This project equips students to lead congregations in fostering healthy, inclusive communities, even a “beloved community,” amid deep ideological, racial, and socio-economic divisions. At a time when divides are increasingly evident, we aim to empower students as bridge-builders.

The initiative consists of three interconnected components. First, through experiential education, all MDiv students, including those in Bethany BOLD – our neighborhood-based community engagement program – participate in required field placements. Second, institutional partnerships extend learning beyond Bethany by collaborating with other organizations to create new educational opportunities. Finally, curriculum development integrates insights from professors, students, pastors, and congregations to shape courses that directly address issues of diversity and division.

Together, these elements prepare students to lead with wisdom, compassion, and a commitment to unity.

What have you learned so far?

One key lesson we've learned is that transformative initiatives require the engagement of the entire community. This project touches nearly everyone at Bethany, demonstrating that broad participation leads to a stronger and more sustainable impact. Gaining widespread support, encouraging collaboration, and inviting diverse voices to contribute have been essential to its success. When faculty, staff, students, and partners are actively involved, the project not only benefits from diverse perspectives but also fosters a deeper sense of shared purpose and commitment.

What has surprised you along the way? 

One surprising development has been the strong interest and engagement from other community institutions as we developed our neighborhood program. Indiana University East, a large land-grant university, reached out to explore ways for its students to participate, leading to involvement from their students as well as those from the three other higher education institutions in the area. The City of Richmond further supported this collaboration by providing a grant to facilitate our work with these schools. Additionally, non-profit organizations and businesses have shown strong support, recognizing the value of student involvement in the community. This unexpected enthusiasm has reinforced the importance of partnerships in building a more connected and engaged local community.

What have been a few of your successes?

One of our key successes has been witnessing students embrace difficult challenges and grow through the experience. We continuously push them beyond their comfort zones, and while this can sometimes be met with resistance, we have learned how to support them in overcoming discomfort. Often, this means accompanying them as they take their first steps into unfamiliar territory, providing guidance and encouragement along the way. It also requires setting and maintaining clear expectations, ensuring they understand both the challenge and the purpose behind it. The result is profound personal and professional growth as students gain confidence and develop the resilience needed for leadership in their communities.

What aspects of the project are you hopeful about?

We are hopeful that the courses and programs we are developing will equip students with the ability to approach complex issues from multiple perspectives and navigate difficult conversations with wisdom and empathy. By fostering these skills, we aim to prepare them to lead congregations and other institutions through divisive challenges, promoting understanding, unity, and meaningful dialogue. This work is not just about education; it’s about shaping leaders who can bridge divides and cultivate healthier, more connected communities.

What are you learning that could help other schools?

Two key lessons have repeatedly emerged in our work. First, successful programs must be deeply rooted in our mission. The effort we invest upfront to ensure that an initiative aligns with our core purpose is essential for maintaining focus and securing the resources needed for long-term success. Second, meaningful learning happens through experience, which inevitably includes making mistakes. We have come to recognize and even celebrate failures as valuable opportunities for growth, using them to reevaluate, adjust, and move forward with greater insight. An institution that remains mission-driven while embracing trial and error will develop programs that are both resilient and truly aligned with its values.

Bethany Theological Seminary is an innovative graduate school educating women and men for clergy and lay leadership in churches and those seeking to integrate theological, biblical, and ethical reflection into their various professions. Visit https://bethanyseminary.edu/.