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Shaping Teaching and Learning in Stand-Alone M.A. Programs in Religious Studies
Proposal abstract :
How should teachers in stand-alone M.A. programs adapt their approaches in light of changing demands from institutions and diverse student expectations and abilities? Stand-alone M.A. programs in departments of Religious Studies fulfill a distinctive and important niche in the field. In teaching both generalists and specialists beyond the undergraduate degree, these programs provide advanced education in Religious Studies to students who pursue a wide variety of careers. This workshop, which comprises a two-and-a-half day meeting with a follow-up meeting, aims to help program directors understand the diverse student constituencies in their classrooms in order to help them devise and share specific pedagogical strategies. The goals of this proposed workshop revolve around helping program directors consider pedagogical approaches that go well beyond the standard seminar and thesis to include online teaching, incorporating 'marketable’ or applied skills, and developing gateway and capstone courses that suit the needs of all students.
How should teachers in stand-alone M.A. programs adapt their approaches in light of changing demands from institutions and diverse student expectations and abilities? Stand-alone M.A. programs in departments of Religious Studies fulfill a distinctive and important niche in the field. In teaching both generalists and specialists beyond the undergraduate degree, these programs provide advanced education in Religious Studies to students who pursue a wide variety of careers. This workshop, which comprises a two-and-a-half day meeting with a follow-up meeting, aims to help program directors understand the diverse student constituencies in their classrooms in order to help them devise and share specific pedagogical strategies. The goals of this proposed workshop revolve around helping program directors consider pedagogical approaches that go well beyond the standard seminar and thesis to include online teaching, incorporating 'marketable’ or applied skills, and developing gateway and capstone courses that suit the needs of all students.