Creating Changes in Faith Practices through an Entry-Level Theology Class at a Catholic University
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| Title: | Creating Changes in Faith Practices through an Entry-Level Theology Class at a Catholic University |
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| Language: | English |
| Authors: | Engel, Max T., Dickel, C. Timothy |
| Source: | Religious Education. 2018 113(3):253-265. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Church Related Colleges, Catholics, Christianity, Religious Education, Introductory Courses, Religious Factors, Student Educational Objectives, Outcomes of Education |
| DOI: | 10.1080/00344087.2018.1456066 |
| ISSN: | 0034-4087 |
| Abstract: | Undergraduate, entry-level theology instruction at Catholic universities is expected to meet a wide range of learning outcomes. This article asserts that courses can and should be designed for learning outcomes not only in the cognitive domain, but in the affective domain as well, which in turn may impact personal choices and faith practices of students. A three-semester scholarship of teaching study involving 175 undergraduate students, using quantitative surveys and qualitative interviews, suggests that students' affective learning and personal choices, including faith practices, can be impacted if certain foundational premises are incorporated into the course. |
| Abstractor: | As Provided |
| Number of References: | 26 |
| Entry Date: | 2018 |
| Accession Number: | EJ1197755 |
| Database: | ERIC |
| Abstract: | Undergraduate, entry-level theology instruction at Catholic universities is expected to meet a wide range of learning outcomes. This article asserts that courses can and should be designed for learning outcomes not only in the cognitive domain, but in the affective domain as well, which in turn may impact personal choices and faith practices of students. A three-semester scholarship of teaching study involving 175 undergraduate students, using quantitative surveys and qualitative interviews, suggests that students' affective learning and personal choices, including faith practices, can be impacted if certain foundational premises are incorporated into the course. |
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| ISSN: | 0034-4087 |
| DOI: | 10.1080/00344087.2018.1456066 |
