Description
Book SynopsisTwenty-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
Trade Reviewwell edited and clearly written * Michel Desjardins, Journal of the American Academy of Religion *
This is a rare and important find. ... a very useful, enjoyable collection of essays from experienced and imaginative contributors, which innovatively marks what Undergraduate Research contributes to students, supervisors, Religious Studies and the academy. * Dawn Llewellyn, Theology *
examples make the work more engaging and certainly help the reader to imagine how the volume might be useful in one's own context. ... The book is well worth the read - both for teachers who supervise undergraduates and for the students themselves who are ready to be challenged to research, think, and write in new ways. * Seth M. Ehorn, The Expository Times *
Table of ContentsChapter 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
