getting students to think critically through undergraduate
TRANSCRIPT
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The Human Religious Experience
(RELI 100)
Susan E. Bond
Faculty Lunch & Learn
March 3, 2016
Getting Students to Think Critically
through Undergraduate Research
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Research
“The systematic investigation into
and study of materials and
sources in order to establish facts
and reach new conclusions.” [1]
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Course Design: Situated Learning
The nest, the frame, the “situation”
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Assignments: Critical Thinking
Bloom’s Taxonomy http://www.assessment.uconn.edu/primer/taxonomies1.html
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Contextualize
Make it yours
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Co-Construct/Collaborate
“Communities of practice” facilitate learning [2]
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1. Synthesize Sources
2. Apply Critical Thinking
3. Contextualize
4. Co-Construct/Collaborate
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Blogs: Reflection
•Myth, Symbol, Modernity
•Interpreting Scripture: Literally, Morally,
Allegorically
•Symbols and Rituals of Succoth
•Christian Sacrament and Jewish Life-Passage
Ritual
•Sermon Analysis
•Qur’an and Hajj
•Dalai Lama and Lotus Sutra
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Myth, Symbol, Modernity
Sources:
Mini-lecture: Symbol
Mini-lecture: Impact of Modernity
Textbook: World Religions Today
Critical Thinking: Research ads. Identify one with a
religious symbol used to sell a product. Analyze in light
of the discussion of symbol in the sources.
Contextualize: Reflect on the use of religious symbols
in advertising.
Co-Construct: Comment on other posts.
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Discussion Groups: Construct Knowledge
•Writing and Citing
•The Global Religious Landscape
•Jewish Identity
•Constructing Knowledge about Sunni and Shia Islam
•Cleansing Rituals
•The Ramayana
•Four Noble Truths and the Eightfold Path
•Harmony and Liberation
•Confucianism and Daoism
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The Four Noble Truths and the Eightfold Path
https://vimeo.com/channels/religion100/110465597
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The Ramayana
Sources:
Mini-lecture: The Ramayana
Film: Sita Sings the Blues
Book: World Religions Today
Evaluating a modern
version of an ancient epic.
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Ultimate goal: “growth and transformation of identity” [3]
Final Essay: Articulate Your
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Student Response
“I absolutely had a lovely experience
taking this course. I learned a lot in a very
organized, interesting, and engaging
manner. The instructor provided fun
videos, interesting lectures, and
collaborative assignments that made it
seem as though I was taking the course in
person.”
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Endnotes
[1] Google Search. Available at
https://www.google.com/#q=research
[2] Smith, M. K. (2003). “Communities of Practice.” The
Encyclopedia of Informal Education. Available at www.infed.org
/biblio/communities_of_practice.htm.
[3] Yang, Yu-Feng (Diana). (2005). “Situated Learning as a
Framework for CALL Research.” In CALL Research Perspectives,
Joy L. Egbert and Gina Mikel Petrie. Mahwah, NJ: Lawrence
Erlbaum Associates.