Teaching undergraduate research in religious studies
Author(s)
Bibliographic Information
Teaching undergraduate research in religious studies
(AAR teaching religious studies)
Oxford University Press, c2011
Available at 2 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references (p. [179]-188) and index
Description and Table of Contents
Description
Twenty-five years ago, historian of religions Jonathan Z. Smith wrote: ''The quest for the powers and skills of informed judgment for the dual capacities of appreciation and criticism might well stand as the explicit goal of entry level of college curriculum.'' Regardless of specific course content, the polymethodic face of Religious and Undergraduate Research is increasingly identified as a particularly effective pedagogy for teaching and learning these skills in
the discipline. Teaching Undergraduate Research in Religious Studies offers an introduction to the philosophy and practice of Undergraduate Research in Religious Studies and takes up several significant ongoing questions related to it. For those new to Undergraduate Research, it provides an overview of
fundamental issues and pedagogical questions and practical models for application in the classroom. For seasoned mentors, the book acts as a dialogue partner on emerging issues and offers insight into pertinent questions in the field based on the experience of recognized experts. Individual chapters focus on select theoretical and practical topics including the nature of collaboration between faculty and students, what it means for undergraduate students to make an ''original contribution'' in
their research, how to identify and shape a research project that is appropriate and manageable, the types of institutional and professional support systems needed to adequately support and reward faculty who participate in this kind of pedagogy, and procedures for adequate and appropriate
assessment.
Table of Contents
- Chapter One: Identifying and Setting Parameters
- Bernadette McNary-Zak and Rebecca Todd Peters
- Section One: Defining Undergraduate Research in Religious Studies
- Chapter Two: Contributing to the Discipline
- Rebecca Todd Peters and Bernadette McNary-Zak
- Chapter Three: Serving as Mentors and Collaborators
- Lynn Huber and John Lanci
- Chapter Four: Helping Undergraduates Think About Method
- Robin Rinehart
- Section Two: Modeling Undergraduate Research in Religious Studies
- Chapter Five: Exploring Archival Material
- Paul Myhre
- Chapter Six: Reading Religion and Culture
- Carolyn M. Jones
- Chapter Seven: Sending Students Into the Field
- Jeffrey M. Brackett
- Chapter Eight: Historically Speaking
- David Ratke
- Chapter Nine: Working with Texts
- Lynn Huber and Robin Rinehart
- Section Three: Improving Quality in Undergraduate Research in Religious Studies
- Chapter Ten: Training the Undergraduate Scholar
- Nadia Lahutsky
- Chapter Eleven: Promoting Institutional Support
- Mark Gstohl
- Chapter Twelve: Equipping a Student with Experience, Skills, and Self-Reliance
- Ann Marie Chilton
- Appendix: Sample Forms
- Bibliography
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