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Theological Integrations Course Proposal

Theological Integrations (Theological Explorations is a prerequisite) 

This is the second of two courses focused on theology. This 300-level course can be on any topic that meets the learning outcomes, moving students into interpretation of theological sources and analysis of religious engagement with society. The second theology course can be on a variety of topics including religions other than Christianity. 

 

In the Integrations Curriculum a course can be designated as either:

  1. A Way of Thinking, AND/OR
  2. A Thematic Encounter or Thematic Focus
  3. CSD: Identity (CI) or CSD: Systems (CS), OR
  4. INTG 100: Learning Foundations (LF), INTG 205: Transfer Seminar, or INTG 300: Learning Integrations (LI), OR
  5. Theological Explorations (TE) or Theological Integrations (TI)

Any course carrying one of the above designations may also have one engagement^ (except for TE, CSD: I, LF, and LI, which cannot carry engagements):

  1. Artistic engagement (AR)
  2. Experiential engagement (EX)
  3. Global engagement (GL)*

Any course may satisfy the Quantitative Reasoning (QR) skill requirement.

Any course (except courses that fulfill Theological Explorations, Theological Integrations, Learning Foundations, or any course with a THEO course number) may also satisfy the Benedictine Raven (BN)*.

Any course except INTG 100 Learning Foundations, CSD:I, INTG 105 College Success, and INTG 300 Learning Integrations may satisfy the Writing Skill (WR) designation.**

^Semester-length study abroad courses may carry both GL and EX.

*Classes entering the Fall of 2020 and 2021 are waived from the GL and BN requirements.
**For classes entering in the Fall 2022 onward.

 

Learning Goals 

 

Religious Engagement – Intermediate  

Students analyze forms of religious engagement by drawing on sources that may come from a range of academic disciplines. 

 
Theological Reasoning – Intermediate 

Students interpret theological sources and their contexts. They compare perspectives on a teaching, theme, or doctrine. 

 

Metacognition– Intermediate 

Students reflect on the weaknesses and strengths of their intellectual abilities and dispositions, effectiveness of their problem solving processes, and efficiencies of their learning strategies.

 

 

Basic Course Information


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Is this proposal the result of program review?






Grading type







Please note:

A.  The committee understands that some courses may still be in development. Prompts that ask for examples of assignments seek information about the spirit of what students will do and instructors are not bound to the specific details (e.g. writing prompts) provided.

B.  The committee includes faculty from a variety of disciplines. Please remember to briefly explain disciplinary terms, contexts, and/or texts to allow all the members of the committee to best understand how your responses address the question.

C.  As you are answering these questions, please keep in mind that students will need to produce work to assess their fulfillment of the related learning outcomes if applicable.

 

 


For each learning objective listed below, the General Education Curriculum Committee (GECC) wants to have a sense of how the objective will be taught, how students will demonstrate their fulfillment of the objective, and how the objective fits into the big picture of the course. Please keep these things in mind as you answer the following questions.

Please note: The same activity or assignment may serve to demonstrate how students will meet more than one learning objective or the component parts of a learning objective.

TI Teaching Guidelines

Religious Engagement -- Intermediate

 



Theological Reasoning -- Intermediate

 





Metacognition 2 --