English Version
Abstract
Primary sources in religion and history enable first year university students to connect "content-based" linked courses in the core curriculum. Fifty four first year university students in three separate pairs of courses worked in teams to present oral critical reports on texts related to the Reformation, the Enlightenment,and the Modern Era: themes intersecting religion and history.
Critical thinking skills equipped students to address content while team collaboration enabled both textual comprehension and formation of academic community. Both sets of skills informed related writing assignments.
The overall learning experience facilitated development of intellectual connections between the two courses (a primary goal of linked courses). Greater clarity in assignments and more time in the linked course format would enhance the learning experience.
Primary sources in religion and history enable first year university students to connect "content-based" linked courses in the core curriculum. Fifty four first year university students in three separate pairs of courses worked in teams to present oral critical reports on texts related to the Reformation, the Enlightenment,and the Modern Era: themes intersecting religion and history.
Critical thinking skills equipped students to address content while team collaboration enabled both textual comprehension and formation of academic community. Both sets of skills informed related writing assignments.
The overall learning experience facilitated development of intellectual connections between the two courses (a primary goal of linked courses). Greater clarity in assignments and more time in the linked course format would enhance the learning experience.
Within the last twenty years linked courses have been developed as models for forging curricular relationships among academic disciplines (Smith, 1991) and building learning communities among students and their professors (Smith, 1991; Luebke, 2002). Linked courses are two courses in which the same group of students is enrolled, for example, a "content based" course such as science and an "application course" such as writing (Kellogg, 1999).
It is noteworthy that proportionally few examples of two "content-based" linked courses appear in the literature. On the other hand, there are several examples of links created between "content-based" and "application courses." Most of the "content-application" courses are between courses in the humanities, sciences or social sciences on the one hand, and writing or speech on the other (Thompson , 1998). Chemistry 101 and English 101 constitute an example (Dunn, 1993).
Journals for full download on the link below
It is noteworthy that proportionally few examples of two "content-based" linked courses appear in the literature. On the other hand, there are several examples of links created between "content-based" and "application courses." Most of the "content-application" courses are between courses in the humanities, sciences or social sciences on the one hand, and writing or speech on the other (Thompson , 1998). Chemistry 101 and English 101 constitute an example (Dunn, 1993).
Journals for full download on the link below
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