Religion Program


The Religion Program plays an important role in helping students meet the five major competencies of Gallaudet's new General Studies Curriculum:

  • Language and Communication
  • Critical Thinking
  • Identity and Culture
  • Knowledge and Inquiry
  • Ethics and Social Responsibility

The Program has established student learning outcomes (SLOs) specific to the Religion program.

Religion Student Learning Outcomes

The following is a list of the skills we expect our religion students to attain. Each religion course should provide instruction and practice in at least two of these skills. Religion minors should achieve all of these outcomes.

Students who successfully complete religion courses will demonstrate the ability to:

  1. Apply Theories:
    1. Apply methodological theories to the study of religion, including the following: phenomenology, functionalism, Freudian theory, Marxist theory, feminist theory, scientific critiques, symbolic interactionism, and conflict theory.
  2. Think Critically about Religion:
    1. Compare and contrast religious outlooks, explaining conceptual connections among them.
    2. Identify assumptions in religious outlooks and in your own perspective.
    3. Support claims with evidence from religious traditions and/or texts.
  3. Respect Religious Diversity:
    1. Use cross-cultural methods of religious inquiry and analysis.
    2. Appreciate the way our human diversity affects and is affected by religion.
    3. Think both empathetically and critically about conflicting religious claims.
    4. Engage in respectful religious dialogue.
  4. Interpret Cultural Phenomena:
    1. Interpret texts and other cultural phenomena (such as rituals, myths, architecture, film) that have religious presuppositions or implications.
    2. Analyze the vital role religion plays in human history, politics, and psychology.
    3. Describe how religion promotes and retards change as a powerful force in human society.
  5. Connect Religion and Social Justice:
    1. Understand freedom to practice one's religion as an essential human right.
    2. Analyze how religion functions as an instrument of achieving social justice, as well as an instrument of cultural oppression


Gallaudet University Undergraduate Student Learning Outcomes

  1. Language & Communication-Students will use American Sign Language (ASL) and written English to communicate effectively with diverse audiences, for a variety of purposes, and in a variety of settings.
    1. Demonstrate competence in academic ASL:
      • select and use appropriate register for the setting and participants (which includes signing space, articulation of signs, sign choice)
      • use appropriate syntax, facial grammar, transitions, eye gaze (for engagement and for turn taking), pace
    2. Demonstrate competence in academic writing:
      • choose appropriate words, phrases, and sentence and paragraph structure for the audience and purpose
      • demonstrate adequate command of mechanical conventions, including English grammar
    3. Demonstrate competence in receptive communication, comprehending written and signed material.
    4. Present content coherently, which involves clarifying points, bringing together information in a well-organized way, and drawing logical connections among ideas.
    5. Express ideas and information effectively in a variety of formats, including one-on-one, group settings, and through appropriate use of media.
  2. Critical Thinking-Student will summarize, synthesize, and critically analyze ideas from multiple sources in order to draw well-supported conclusions and solve problems.
    1. Select relevant and varied sources of information, and accurately state their key points and supporting details.
    2. Bring together ideas, comparing, contrasting, and building on them to arrive at reasonable conclusions.
    3. Evaluate the logic of arguments and strength of evidence, using deductive and inductive methods.
    4. Provide cogent reasons in support of one's opinions, while taking possible objections seriously.
    5. Use critical thinking skills to analyze complex issues, make informed decisions and solve real-life problems, modifying one's approach as needed based on the requirements of particular situations.
  3. Identity & Culture-Students will understand themselves, complex social identities, including deaf identities, and the interrelations within and among diverse cultures and groups.
    1. Demonstrate an understanding of self, including one's multiple social identities and the factors that contribute to one's well-being.
    2. Compare and contrast the perspectives of multiple cultures, including deaf cultures, on various issues and practices.
    3. Show awareness of the range of diversity and universality in human history, societies, and ways of life.
    4. Analyze the interrelations within and among communities and cultures, including deaf communities, attending to the interconnectedness of global and local concerns.
    5. Operate with civility in a complex social world.
  4. Knowledge & Inquiry-Students will apply knowledge, modes of inquiry, and technological competence from a variety of disciplines in order to understand human experience and the natural world.
    1. Demonstrate competence in the fundamental concepts, methods, and technologies used in various fields of study, including scientific methods, quantitative reasoning, and interpretive frameworks.
    2. Apply the modes of inquiry of several disciplines to address issues and questions, comparing and contrasting these approaches.
    3. Demonstrate substantial knowledge of at least one field of study, i.e., one's major, while being able to discuss how this field fits into the larger picture of human knowledge.
    4. Derive meaning from multiple avenues of experience.
    5. Resolve complex problems by integrating knowledge of various types and employing multiple systems and tools.
  5. Ethics & Social Responsibility-Students will make reasoned ethical judgments, showing awareness of multiple value systems and taking responsibility for the consequences of their actions. They will apply these judgments, using collaboration and leadership skills, to promote social justice in their local, national, and global communities.
    1. Support ethical judgments with clear, cogent reasons.
    2. Describe how differences in values, beliefs, and priorities can lead to different conclusions about what is right or wrong.
    3. Assess the consequences of actions.
    4. Demonstrate intellectual honesty, respect and integrity.
    5. Work effectively in teams, including those of diverse composition.
    6. Participate actively in promoting social justice both locally and globally.
    7. Meet the professional standards of the academic community and one's major field.


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