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

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

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

I. Introduction to the Problem ‘Jesus and the Gospels’ module My initial questions: What has happened to students’ own questions and “voice”? To what extent 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?

II. 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?

III. Rationale and Aims Writing is thinking ‘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) Writing takes practice 3) Ongoing writing produces engaged students

III. Rationale and Aims ‘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.

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

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

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

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

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

IV. 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

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

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

IV. 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

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

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

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