Journal Assignments
When preparing for the Chaplain-Professor dialogue week, students will use the journal space provided in their course packets to augment the notes made while reading the text. Students will come up with two or three questions they would like to ask the chaplain or professor. Students should feel free to take notes during the discussion in the journal space as well. When preparing for the student discussion week, students will use the journal space to comment on points raised during the dialogue and to note topics or concepts they want to review with the class.

For the dialogue week, the professor and chaplain have assigned a short reading they feel will help to ground students in that tradition. They have also compiled a bibliography of additional readings or resources that students can explore either before or after the dialogue. For the student discussion week, the facilitator will find one or more articles that examine this tradition within modern society and culture. If during the course any students find articles they think the rest of the class would find interesting, they should email it to the facilitator.
Lived Religion Field Trips
While reading and discussion are an important part of becoming religiously literate, engaging in the religious practices of a tradition provides another integral component. Therefore, each participant is required to go on two or more “lived religion field trips.” Facilitators will encourage students to reflect on their field trip experience in the appropriate journal section. The class may also take one or more field trips together.

Capstone Presentation
The last two meetings of the course will be devoted to capstone presentations. In a group of 3 or less, students will pick a religious tradition that was not covered in the class and prepare a 20-minute presentation (with 5 minutes for questions) designed to introduce the class to the basic elements and concepts of that tradition.