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

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

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

4. 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?

5. 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?

6. 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

7. 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):

8. 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

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

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

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

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

13. 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

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

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

16. 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

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

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

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