Journal-Keeping to Enhance Student Engagement in Learning Elizabeth E. Shively

I. Overview

II. Introduction to the Problem ‘Jesus and the Gospels’ module Students Different disciplines Different backgrounds Deeply held assumptions and beliefs

II. Introduction to the Problem ‘Jesus and the Gospels’ module Deeply held assumptions and beliefs Module Content ‘textbook’ responses

II. Introduction to the Problem ‘Jesus and the Gospels’ module My initial questions: What has happened to the students’ own questions? To what extend have students identified their initial assumptions and beliefs, and how have they engaged them critically? to what extent have students engaged the course content critically? what evidence is there that real, deep learning has taken place over the course of the term?

III. Research Question Initial Questions Research Question: To what extent can the addition of a continuous assessment tool to the existing teaching format that allows for ongoing reflective writing both enable students to clarify and examine their own thoughts and to understand the module content more deeply?

Deeply held assumptions and beliefs III. Research Question Turning the problem into opportunity Deeply held assumptions and beliefs Module Content Critical responses Reflective writing

IV. Rationale and Aims. Writing enhances engaged learning ‘writing is both a process of doing critical thinking and a product that communicates the results of critical thinking’ J. Bean, Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. 2) The practice of ongoing reflective writing builds motivation and fluency 3) The integration of ongoing reflective writing into course objectives and structure builds student value

V. Objectives Enhance students’ experience through ongoing writing by means of a tool that encourages: reflexivity about their own thinking and learning the development of fluency and voice critical engagement with issues addressed in the module creative and critical thinking

VI. Methodology “Learning journal” ‘implies that there is an overall intention of by the writer (or those who have set the task) that learning should be enhanced’ (J. Moon, Learning Journals: A Handbook for Reflective Practice and Professional Development

VI. Methodology “Learning journal” ‘The data, though not conclusive, seem to show that journals helped students clarify their thoughts and enhance their ability to develop’. E. Dimino, ‘Clinical journals: A Non-Threatening strategy to foster ethical and intellectual development in nursing students,’ Virginia Nurse 56 (1988): 12-14.

VI. Methodology Description 1. Format – bound notebook or computer file?

VI. Methodology Description 1. Format – bound notebook or computer file?

VI. Methodology Description 1. Format – bound notebook or computer file?

VI. Methodology Description 1. Format – bound notebook or computer file?

VI. Methodology Description In-lecture/in-tutorial writings ‘What confused you in this week’s lectures or readings?’ ‘What effect is this module having on our beliefs, values and your previous understanding of things?’ ‘What was the gist of the lecture today? ‘Was Jesus a feminist?’ ‘What does Matthew’s Jesus have to do with Mark’s?’ Description 2. Structure: free or guided? In-lecture/in-tutorial writings Prompts

VI. Methodology Description In-lecture/in-tutorial writings 2. Structure: free or guided? In-lecture/in-tutorial writings Lists

VI. Methodology Description Structure: free or guided? 2) Reading responses

VI. Methodology Description Structure: free or guided? 3) Freewrites Was the resurrection of Jesus a hallucination or reality? What are my views regarding historical approaches to studying Jesus? Was Christianity nothing more than a subset of Judaism that got lucky? Why is the resurrection described so differently in the gospels? Are miracles rational? How does our society distort Jesus? What is the significance of the image of Jesus in Western art? Does Jesus’ teaching have any place in contemporary culture? Description Structure: free or guided? 3) Freewrites description interpretation outcome

VI. Methodology B. Assessment Metareflection Project Table of contents Three significant journal entries Three 1-page (350-400 word each) metareflections on each selected entry

VII. Evaluation Focus group Questionnaire

VII. Evaluation Focus group Questionnaire Analysis of Metareflection Projects Final Exam Control groups: Exams from previous 5 years

VIII. Conclusions & Recommendations ‘Writing is thinking. To write well is to think clearly. That’s why its so hard’ David McCullough

Thank you