Viewing: REL 320/HI 320 : Religion in American History

Last approved: Thu, 09 Nov 2017 09:02:39 GMT

Last edit: Thu, 09 Nov 2017 09:02:39 GMT

Changes proposed by: n51ls801
Change Type
Major
REL (Religious Studies)
320
011537
Dual-Level Course
Cross-listed Course
Yes
Course Prefix:
HI
Religion in American History
Religion in American History
College of Humanities and Social Sciences
Philosophy and Religion (16PHI)
38.0201
Religion/Religious Studies.
Term Offering
Fall Only
Offered Every Year
Spring 2018
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Jason Bivins
Professor of Religious Studies

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture6060Nonone
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
None
Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16RELSTBAReligious Studies-BAElective
16HISTBAHistory-BAElective
16HISTBA-16HISTTED History-Teacher Education ConcentrationElective
16HISTBSHistory-BSElective
16HIMHistory MinorElective
Representative people, movements and thought in the major religions within the context of American society and culture.

To allow REL 320 to serve as a feeder course for REL 323, REL 383, and REL 423 (also taught by Professor Bivins) with the intention of thereby attracting additional majors, the timing of REL 320 needs to be changed from the Spring to the Fall. Its enrollment cap will also be increased, initially to 60. Concomitant changes in timing are being submitted for REL 323 (change from Fall Only to Spring Only) and REL 423 (remove limitation to offering in Alternate Odd Years so that it may be offered more often). (REL 423/REL 523 is currently trapped in CIM and uneditable.) No change in REL 383's timing is needed.


Professor Bivins has also found that the current prerequisite is unnecessary. Having taught the course ten times since its introduction (see enrollments below), he has found that first-year students (freshmen) are able to manage the course material without having had a previous course in history (and without having sophomore standing). So it is proposed that the prerequisite be eliminated.


No change in REL 320's content is involved.


As the course is cross-listed with History, we will also consult with History though scheduling of the course has never had to be coordinated with scheduling of other History courses and we therefore anticipate no problems resulting from this change in scheduling.


Enrollments for REL 320 have been as follows:


2017 Spring  39


2016 Spring  43


2015 Spring  46


2014 Spring  47


2013 Spring  48


2012 Spring  41


2011 Spring  34


2010 Spring  34


2009 Fall  29


2009 Spring  37.


GEP review auto-triggered


No

Is this a GEP Course?
Yes
GEP Categories
Humanities
US Diversity
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 
Describe the traditions comprising the history of major religions in the United States and the ways in which they have contributed to the development of its cultures.
 
 
Exam essay questions (Sample question: Aside from Protestantism and Catholicism, what major religious traditions have influenced the development of US cultures? Is their influence typically proportional to the number of their adherents, or are there other factors that are also significant components of their influence?)
 
 
Analyze the history of major religions in the United States and the comparative questions involved in the study thereof by developing historical and theoretical frameworks that highlight the functional similarities and differences in their social roles.
 
 
Paper topics (Sample paper topic: Were the US Founding Fathers Christians? Were they Christians in the same sense in which contemporary Southern Baptists are Christians? What doctrinal differences are there between them and how are those differences reflected in their political and social activism?)
 
 
Argue for the use of particular historical and theoretical frameworks facilitating analysis of the history of major religions in the United States, evaluating the frameworks' ability to highlight the functional similarities and differences in their social roles.
 
 
Paper topics (Sample paper topic: In "The Strange Career of Free Exercise," Epps argues that, "The new claim of free exercise ... is not for accommodation, or even exemption, from the law; it is for immunity. It is for, in essence, the right to _secede_ from civil society." Focusing as does Epps on the case of _Zubik v. Burwell_, about the Affordable Care Act, present a coherent argument for one side or the other. Then explain the relationship between the historical forces driving the argument and the argument itself by employing one framework developed in this course that is appropriate for the explanation.)
Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 
Describe the traditions comprising the history of major religions in the United States and develop a historical and theoretical framework for understanding that history and the comparative questions involved in the study thereof.
 
 
Exam essay questions (Sample exam essay question: While most African-Americans have self-identified as Christians, some have self-identified as Muslims. Are there elements of distinctively African-American Christianities that made this differentiation more likely than for other racial or ethnic groups in the US?)
 
 

 
 

 
 

 
 

 
 
Examine the dissonances and mutual influences between major religions, demonstrating the ability to think, write, and reason theoretically and analytically about the themes and issues emerging from the historical consideration of major religions in the United States.
 
 
Paper topics (Sample paper topic: While some US Jews have been attracted to Buddhism, relatively few African-Americans have shown similar attraction - except (for example) during the 1960s when the Rev. Martin Luther King, Jr. was persuaded by a Vietnamese Buddhist monk to oppose the US intervention in Vietnam, and it was during the same era when US Jews were also very active in the civil rights movement led by King. What kind of explanation should be given of these historically noteworthy alliances? Were they primarily driven by distinctively religious factors? Or is the very notion of such a factor questionable? Develop and defend an analysis of the historical situation described that helps to resolve these questions.)
Requisites and Scheduling
100%
 
a. If seats are restricted, describe the restrictions being applied.
 
na
 
b. Is this restriction listed in the course catalog description for the course?
 
na
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
none
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
none
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 
See syllabus
 
Major topics to be covered and required readings including laboratory and studio topics.
 
See syllabus
 
List any required field trips, out of class activities, and/or guest speakers.
 
See syllabus
College(s)Contact NameStatement Summary
College of Humanities and Social Scienceskimler@ncsu.eduChange in scheduling; eliminate prerequisite based on experience with course.
No new resources needed; course will be part of instructor's standard load as noted

=GEP-HUM, GEP-USD objectives


Student Learning Outcomes

1. Describe the traditions comprising the history of major religions in the United States and the ways in which they have contributed to the development of its cultures.


2. Analyze the history of major religions in the United States and the comparative questions involved in the study thereof by developing historical and theoretical frameworks that highlight the functional similarities and differences in their social roles.


3. Argue for the use of particular historical and theoretical frameworks facilitating analysis of the history of major religions in the United States, evaluating the frameworks' ability to highlight the functional similarities and differences in their social roles.

 


1. Describe the traditions comprising the history of major religions in the United States and develop a historical and theoretical framework for understanding that history and the comparative questions involved in the study thereof.


4. Examine the dissonances and mutual influences between major religions, demonstrating the ability to think, write, and reason theoretically and analytically about the themes and issues emerging from the historical consideration of major religions in the United States.


Evaluation MethodWeighting/Points for EachDetails
Participation10%Participation and discussion
Readings assignments10%Reading responses
Short Paper15% each2 5-7 page papers
Exam25% eachTake-home essay exams
TopicTime Devoted to Each TopicActivity
See syllabus16 wksSee syllabus

lamarcus (Mon, 23 Oct 2017 14:34:45 GMT): LAMARCUS: Copy/pasted the learning outcomes and indicated in the syllabus. Learning outcomes field is a required field relevant to CUE review and should be filled out accordingly.
Key: 3030
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