Program Assessment
Plan [DRAFT]
Study of Religion
Wells College
A note on the status of the Study of Religion (RELG) program:
The RELG program has changed significantly recently. In the last two years, two new tenure-track faculty have joined the program. The program now consists of one RELG faculty member, one RELG/ANTH faculty member, and one RELG/PHIL faculty member. As a result, the direction of the program is changing along with many of our course offerings. We are in the process of a complete reevaluation and reorganization of the program, but we are only in the initial stages of this process. What follows is an estimate based on how the program has been organized in the past with some consideration for changes that are now taking place. This plan is still being formed and has not yet been agreed upon by all faculty members. Their feedback will result in changes.
1. Program Mission Statement
Currently the RELG program operates based on the
following description from the college catalogue:
The major in the study of religion is designed both to
expose students to the methods and issues involved in exploring religion as a
phenomenon of human culture, and to introduce students to the beliefs,
practices, and values of specific religions.
Each student completes a sequence of courses designed to ensure
engagement with textual traditions, comparative religion, cultural and
historical studies, and philosophy and ethics.
Additionally, the major seeks to promote crosscultural understanding
through the appreciation of religion as a diverse global phenomenon.
The major offers students a range of ways to learn
about both the study of religion and specific religious traditions. It draws on courses from other areas that
emphasize theoretical approaches (including philosophy, sociology,
anthropology, ethics, hermeneutics, postcolonial theory, cultural studies, and
feminist theory) and critical issues (including American society, the environment,
cultural memory, violence, the soul, the idea of God, and religious
experience).
The major includes introductory courses in the Western
book-traditions, and advanced courses in Islam, Buddhism, Hinduism,
philosophical traditions, early Christianity, post-Enlightenment traditions,
secularism and North American indigenous religions.
2. Program Goals
Program goals for students who will achieve a BA in
the Study of Religion:
Program Goal
#1:
Students will have acquaintance with the diversity of religious belief
and practice in the human experience.
Program Goal
#2:
Students will be acquainted with the standard methods and theories in
the academic study of religion.
Program Goal
#3:
Students will gain experience in the variety of approaches to the study
of religion.
Program Goal
#4:
Students will be able to conduct independent research and construct
original, critical arguments.
Program Goal
#5:
Students will be prepared for advanced study in religion or related
fields.
3. Learning Objectives
Program Goal
#1:
Students will have acquaintance with the diversity of religious belief
and practice in the human experience.
Learning Objective #1:
Students will gain familiarity
with and appreciation for the world’s religions from both contemporary and
historical perspectives. The first step
in this goal is the introductory survey course RELG 100: Gods and Creation.
Learning Objective #2:
Students will advance to more
sophisticated understanding of religions of more than one tradition through
multiple upper division courses that explore particular religions or regions in
depth. We are reevaluating course
offerings and categorization, but at present courses in Areas 4, 5, and 6
contribute to this goal and objective.
Learning Objective #3: Students
will become acquainted with lived religious experience through class field
trips or other outside-of-class assignments.
Program Goal
#2:
Students will be acquainted with the standard methods and theories in
the academic study of religion.
Learning Objective #1:
Students will become
comfortable with a critical approach to the study of religion. Ideally, students will begin with RELG 100,
where these ideas are introduced, but a critical approach is the basis for all
RELG courses and is required for any student to be successful in this
major. Students are also required to
pass PHIL 114: Logic and Critical Thinking in order to provide a general
foundation in critical thought and reasoning.
Learning Objective #2:
Once students have become
versed in the critical approach, they will be able to apply and evaluate
standard theories in the field. They are
required to pass PHIL 300: Philosophy of Religion (formerly RELG 300).
Learning Objective #3:
Majors will demonstrate
advanced knowledge and facility with academic theories of religion, in
particular in their 401 and 402 course work if not earlier.
Program Goal
#3:
Students will gain experience in the variety of approaches to the study
of religion.
Learning Objective #1: The study of
religion draws from many disciplines.
Students will become acquainted with various approaches especially those
based in the humanities and social sciences (textual study, historical
perspectives, anthropological/cultural studies, philosophy, sociology,
etc.). Currently the major is designed
roughly by approach (see headings for Areas 2-6 and Area 7 electives). We will be working toward a clearer
organization of the major over the next two years.
Learning Objective #2: Students will
apply their knowledge of various approaches “in the field” through observation
and participation in contemporary religious experience.
Learning Objective #2a: The combination of the previous objective and
students’ familiarity with religious diversity in the world will lead to more
informed and engaged members of local and global communities. This is a long-term goal that cannot be
tracked fully at Wells, but required courses in Ethics (PHIL 240) and
Anthropology (ANTH 222: Anthropology,
Religion, and Colonialism) contribute to their awareness of religious diversity
and the impact of religion on value formation and cultural interaction.
Program Goal
#4:
Students will be able to conduct independent research and construct
original, critical arguments.
Learning Objective #1: Students will
become familiar with the advanced research process through RELG 401: Senior Seminar in the Study of Religion. (In the future, this course will be aimed at
Junior and Senior majors in preparation for advanced research, culminating in
the senior thesis project.)
Learning Objective #2: Students will
conduct independent research and generate original arguments (RELG 402: Thesis
in the Study of Religion).
Learning Objective #3: Students will
effectively communicate the results of their research in written and oral
presentations in the late Fall and early Spring semesters, respectively.
Program Goal
#5:
Students will be prepared for advanced study in religion or related
fields.
Learning Objective #1:
Upon completion of major course
work, the student will have a broad foundation in major religions of the world
and the main theories and approaches in the field, all of which would be
essential for graduate work in the study of religion. In the future, this knowledge will be demonstrated
through comprehensive exams toward the end of the student’s final semester
(currently this assessment is conducted during the thesis defense).
Learning Objective #2:
A study will be able to convey
this knowledge and debate the main issues with peers and instructors. A student’s ability to participate in
scholarly exchange builds self-confidence and demonstrates the student’s
preparation for graduate-level activity.
4. Measurable
Learning Outcomes
At present, our program and courses are in flux, which
makes it difficult to discuss measurable outcomes with consistency for the
program. Some general notes will carry
the weight for the time being until we are able to set standards of evaluation
that hold across the variety of disciplines that are present in this program.
In general:
The vast majority of courses that RELG majors take
require written (journals, short responses, papers, exams) and oral
(spontaneous or formal) presentations by the student.
In 100- and 200-level courses, students are required
to demonstrate that they have at least a facility with, and hopefully a mastery
of, the basic course material from required readings and in-class
presentation.
In order to be successful at more advanced levels:
In 200- and 300-level courses, students must
demonstrate clearly their ability to evaluate critically the course material,
which typically includes engagement with scholarly thought and theory.
In 300-level, the students must try out their own
contributions to the field.
In 400-level (senior research and thesis), they must
establish that they have investigated a topic in depth along with the relevant
scholarship, demonstrate that they understand their topic in a complex manner,
and contribute their own argument to the academic debate.
Students’ involvement or engagement outside of the
classroom is a priority in many of our classes.
This requirement takes the form of observation and/or participation in
religious and cultural ceremonies or activities, in contemplative practices, or
in applying classroom practices to “real life” situations and problems. Experiential learning through off-campus
study, internships, or volunteer work has been a regular practice for RELG
students. Currently students are not
required to blend one experiential learning activity with this major, but it
will be under discussion with our overall updating of the program.
We are in the process of revising RELG 401, 402, and
comprehensive exams. Currently most of
these activities occur during the student’s final fall semester. In the future, these requirements will be
spread out across the student’s last 3 semesters in order to allow for more
growth and maturity in the student’s ability to comprehend advanced scholarship
and develop original arguments.
5. Means of
Assessment of Outcomes
By the Fall 2009, RELG faculty will agree on a process
for collecting and evaluating data on the program. We will be able to begin collecting
information for the 2009-2010 academic year.
The following approaches are under consideration (or
already occurring):
Collection of syllabi
Collection of samples of
student work (majors and non-majors)
Collection of samples of
upper-level work from majors
Agreement by faculty on
general grading rubric for courses
Collection of student performance
based on final grades (simple percentages)
Agreement by faculty on
other measures of success specific to our program
Exit interviews with majors
Collection of student
evaluations
Course reflections from
faculty after a course is completed, especially in the first semester that a
course is taught
The faculty will agree on a process for collecting
samples along with a standard/process and a timeline for reviewing the
material.
6. How
Assessment Data Will Be Utilized
Once a process has been established, the Study of Religion faculty will meet once each year to discuss program assessment and to review relevant materials. The first step is for the faculty to agree on definitive statements regarding our program, expectations, goals, and the process for collecting assessment data. These are the priorities for the remainder of the 2008-2009 year and the coming academic year (2009-2010).