Faith in academia: integrating students’ faith stance into conceptions of their intellectual development

Sabri, Duna; Rowland, Christopher; Wyatt, Jonathan; Stavrakopoulou, Francesca; Cargas, Sarita; Hartley, Helenann

doi:10.1080/13562510701794043

Cited by 4 publications

(2 citation statements)

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“…In 2003, Jan Meyer and Ray Land published a report titled "Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practicing within the Disciplines." The report was followed by several journal articles, conference proceedings, and edited monographs Land, Cousin, Meyer, & Davies, 2005;Cousin, 2006;Meyer & Land, 2006;Rowbottom, 2007;Land, Meyer, & Smith, 2008;Sabri et al, 2008;Srivastava, 2013;Launius & Hassel, 2015;Land, Meyer, & Flanagan, 2016). In this literature, a threshold concept or TC is described as "a portal, opening up a new and previously inaccessible way of thinking about something" (Meyer & Land, 2003, 1).…”

Section: Threshold Concepts and Religious Studiesmentioning

confidence: 99%

“…Research by Barbara E. Walvoord, Emily O. Gravett, and others demonstrates that motivation is a pivotal factor in student learning and that a "great divide" between instructor and student goals can lead to a lack of motivation (Walvoord, 2008;Gravett, 2018;Sabri et al, 2008). Though Walvoord's and Gravett's work focuses on the mismatch between the academic goals of instructors and students goals related to personal development (of their beliefs and commitments), we have found that many of our students' motivation to learn is also increased through an application of theory to local arts and issues.…”

Section: Introductionmentioning

confidence: 99%

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The Baltimore Mural Project: An approach to threshold concepts in religious studies

Morales

Barnes

2018

Teaching Theology & Religion

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The Baltimore Mural Project (BMP) seeks to connect religious studies education to the growing literature on threshold concepts in order to address bottleneck areas in student learning. The project is designed for undergraduate service courses comprised of mostly non‐majors: for example, world religions. Students in these courses often struggle to understand and apply the discipline's unique approaches to the study of religion (i.e. its threshold concepts). Rather than merely memorize certain facts about a religious tradition's myths [or world forming stories], rituals [or embodied disclosures], materials, and so on... students are asked to apply threshold concepts related to religion, art, and the social good to the study of murals in Baltimore. Through a series of project elements (including: field work, photography, digital geomapping, and quantitative, qualitative, and archival research) the BMP helps students who struggle with threshold concepts in religious studies by creatively connecting the more conventional aspects of world religions courses to social justice issues related to mural art in Baltimore. By experientially helping students to make these connections, they are able to find creative routes through otherwise hindering barriers to their learning in religious studies.

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