Darren Grem, Beyond Drive-by Surveying?
In between dissertation research and writing, I've been toying with an "uncoverage" version of my Religion in American History syllabus for next term. Check out a draft here (available until 10/31). It's on the venti side (17 pages), but a decent amount of it is just CYA syllabus filler.
I'm teaching two sections of it in the spring, on a MWF schedule. To give y'all some demographics, UGA is a R-1/Div-1 state school, but these upper division classes usually allow for more one-on-one interaction. The majority of my students are history/history ed. majors, with the rest usually coming in from a mix of other humanities or social science departments. Most are full-time students, although some have part-time jobs to pay the rent (a smattering have full-time job commitments and/or families). Given all these considerations, the assignments shouldn't be too overbearing since most UGA students have enough time to complete this sort of reading and writing schedule (barring "extenuating circumstances" like UGA football, Halo 3, YouTube, and Facebook).
As mentioned in my previous post, I wondered what techniques and assignments might provide quantifiable proof that students were learning the “high points” of American religious history and how "to think like a historian." I think this syllabus addresses those concerns for myself, but I'm curious about what y'all think because I presume that my concerns are relatively common. Admittedly, there's only so much that you can tell about a class from its syllabus, but it gives an outline of my aspirations for what the American religious history survey might be and, hopefully, some points for discussion. Hence, suggestions and critiques are more than welcome.