Main Article Content
Taking up the suggestions made by Eugene V. Gallagher and Joanne Maguire in their article, “Teaching Religion to Undergraduates in the 2020s: A Preliminary Reconnaissance,” this essay addresses one means of thinking about writing assignments in introductory religion courses at the undergraduate level with “broad goals” and “institutional mission” in mind. The essay begins with a description of the institutional context and proceeds to describe an argument analysis writing assignment for a general education religion course that attempt to draw out the “workforce competencies” developed in the exercise. Framing assignments explicitly in terms of the workforce skills students will hone offers teachers the ability to display the transferrable skills they help students develop and provides an avenue to connect assignments to the institution’s mission statement.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The Wabash Center Journal on Teaching is published pursuant to a Creative Commons Attribution-Non-Commercial License (CC-BY-NC).