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Engel, Max T.; Dickel, C. Timothy – Religious Education, 2018
Undergraduate, entry-level theology instruction at Catholic universities is expected to meet a wide range of learning outcomes. This article asserts that courses can and should be designed for learning outcomes not only in the cognitive domain, but in the affective domain as well, which in turn may impact personal choices and faith practices of…
Descriptors: Undergraduate Students, Church Related Colleges, Catholics, Christianity
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Hudson, Don Michael; Roberts, Andy M. – Journal of Religious Education, 2019
Institutions of faith can no longer assume students of faith, and institutions of faith can no longer assume that a survey of the Old and New Testaments in today's college curriculum will provide the necessary elements to develop, sustain, and nurture biblical literacy in students. Nor can it be assumed that this antiquated model will equip…
Descriptors: Christianity, Religious Education, World Views, Teaching Methods
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Hilton, John, III; Plummer, Kenneth – Christian Higher Education, 2013
In an era in which part-time faculty are becoming a higher proportion of the teaching faculty on most campuses, this study addressed the question of whether student learning outcomes in religious education courses are significantly influenced by whether the instructor teaches in a full- or part-time capacity in the Department of Religion. We…
Descriptors: General Education, Religious Education, Outcomes of Education, Church Related Colleges