Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
As the Level 3 Compulsory Course in the Studies in Religion Major, in this course students will explore contemporary issues related to religion and the academic study of religion, including issues of gender, sexuality, politics, and indigenous Australia. Assessments include Work Integrated Learning tasks inviting various formats at students' discretion, such as video, audio, essays, or policy proposals — even board games. Classes are seminar-based and student focussed, with an emphasis on discussion and interaction.
As the Level 3 Compulsory Course in the Studies in Religion Major, in this course students will explore contemporary issues related to religion and the academic study of religion, including issues of gender, sexuality, politics, and indigenous Australia. Assessments include Work Integrated Learning tasks inviting various formats at students' discretion, such as video, audio, essays, or policy proposals — even board games. Classes are seminar-based and student focussed, with an emphasis on discussion and interaction.
Course requirements
Assumed background
PREREQUISITE - RELN1000, RELN1510 or RELN1001 plus 6-units of advanced RELN courses.
Prerequisites
You'll need to complete the following courses before enrolling in this one:
RELN1000 or RELN1001 or RELN1300, 6 units Level 2 or 3 RELN courses
Course contact
Course staff
Lecturer
Dr Ryan Williams
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
RELN3000 runs as a weekly 2 hour seminar.
Aims and outcomes
The course aims to introduce students to current and potential future developments in religion and the study of religion. The latter component of the content of this course is provided by students through oral presentations, which are themselves based on the students' 'Work-Integrated Learning' assignments.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate an in-depth knowledge of beliefs & practices as expressed in western & eastern religious traditions, & in contemporary systems.
LO2.
Develop a capacity to communicate ideas clearly & confidently in oral presentations.
LO3.
Formulate an independent & creatively conceived argument on an issue in the academic study of either traditional or contemporary religion/spirituality.
LO4.
Appreciate & respect the values associated with a range of spiritual traditions & practices.
LO5.
Have a good understanding of the contemporary issues facing religion, its institutions and its practitioners
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution |
Participation in weekly seminars
|
10% |
29/07/2025 - 28/10/2025
Participation is determined by active discussion on the course's themes, not by attendance. |
| Creative Production/ Exhibition, Paper/ Report/ Annotation, Essay/ Critique |
WIL Assessment: Assignment of varying format
|
20% |
12/09/2025 2:00 pm |
| Presentation |
Lead class in discussion and Q&A on WIL assessment
|
30% |
7/10/2025 - 28/10/2025
Students will be allocated presentation weeks early in semester. It is possible that the presentation could start in week 9. |
| Essay/ Critique | Research Essay 3000 words | 40% |
31/10/2025 2:00 pm |
Assessment details
Participation in weekly seminars
- Identity Verified
- In-person
- Mode
- Oral
- Category
- Participation/ Student contribution
- Weight
- 10%
- Due date
29/07/2025 - 28/10/2025
Participation is determined by active discussion on the course's themes, not by attendance.
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Students are expected to activiely participate in weekly discussions and will be assessed on that in relation to the criteria outlined below.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
WIL Assessment: Assignment of varying format
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Creative Production/ Exhibition, Paper/ Report/ Annotation, Essay/ Critique
- Weight
- 20%
- Due date
12/09/2025 2:00 pm
- Other conditions
- Work integrated learning.
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Students can choose from a range of Work-Integrated Learning (WIL) assessment tasks on a contemporary matter concerning religion. For example:
- Write a government report. E.g.,
- The federal government is seeking submissions on the future of the School chaplaincy program. Write a submission arguing for or against it.
- The state government is considering removing faith-based Religious education programs in primary schools. Write a submission arguing for or against this decision.
- Write a report for the state government on the significance of religion for the well-being of a particular diasporic community.
- Produce an audio-visual documentary (min 5 mins, with scholarly script of approx. 800 words) or podcast. Examples can be found on Blackboard. E.g.,
- Pauline Hanson attained electoral success partially through some strong views regarding Muslims. Canvas the views of Brisbane's religious leaders regarding her arguments. Alternatively, interview Muslims regarding the impact of her public pronouncements on their lives.
- Are churches in decline? Seek the views of a range of church leaders. What role do they see churches having into the future?
- Brisbane has many mosques, gurudwaras, synagogues, Hindu temples and Buddhist institutions. Who uses them and why?
- A day in the life of a person who has chosen a religious vocation.
- Explore the visual language of a religious building (or a number of religious buildings).
- Explain arguments relevant to religious doctrines or an event (historical or contemporary) relevant to religion.
- Write an editorial piece for a newspaper or an article for the Conversation (http://theconversation.com/au) on a current issue in the media involving religion
- Write an article for a music magazine (e.g., Rolling Stone, Rhythms Magazine) focussing on music with religious themes. This does not have to be (but could be) 'religious' music as such.
- Choose five religiously themed art pieces or museum objects from a gallery or museum in Brisbane and write a floor talk for a curator explaining their significance
- Alternatively, do something similar as a short documentary
- Write a submission for a hypothetical legal case involving a religious issue. E.g.,
- Is the federal government's School Chaplaincy program in breach of section 116 of the Constitution of Australia?
- Identify a behaviour that brings the 'free exercise of any religion' provisions in section 116 of the Constitution into conflict with another area of law. Write a submission that argues either that the behaviour should be permitted, or that it should not.
- You have been asked by a defendant's legal team to write a submission giving context to the action of the defendant that was in accord with his or her religious convictions but against Australian law.
The sky is the limit for this assessment piece. In 2019, a student invented a board game based on René Girard's theories about violence and the sacred. In 2024, another student invented a board game based on Mircea Eliade's theories. If you have an idea different from the above, share it, and we'll see if it's feasible.
Written work should be 1500 words long, +/- 10% (excluding footnotes/in-text references)
Submission guidelines
Via Turnitin on Blackboard. Audio and audio-visual materials via upload to Blackboard or on USB device (this will be discussed in class).
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Lead class in discussion and Q&A on WIL assessment
- Identity Verified
- In-person
- Mode
- Oral, Product/ Artefact/ Multimedia
- Category
- Presentation
- Weight
- 30%
- Due date
7/10/2025 - 28/10/2025
Students will be allocated presentation weeks early in semester. It is possible that the presentation could start in week 9.
- Other conditions
- Work integrated learning.
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Each student present on their WIL assessment task in a seminar. The presentation must include:
— The identification of appropriate academic reading provided to the class one week before the presentation (discuss with the coordinator).
— A presentation of at least 15 minutes. Audio and audio-visual assignments are to be included in the presentation.
— The presenter will lead the class in a discussion and Q&A based on the material used in the presentation.
— Students should prepare for a minimum of half an hour for the presentation and discussion. The time length allocated for presentation and discussion will vary depending on enrolments.
This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
In exceptional circumstances, students will be able to change the date of their presentation. Students must contact the course coordinator in such circumstances.
Research Essay 3000 words
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40%
- Due date
31/10/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Students may choose to write a research essay responding to ONE of the questions below, OR, they may design their own research topic in consultation with staff involved in the course (please contact the course coordinator first).
Set Essay Questions
- Is religion good for your mental and physical health?
- The fastest growing Christian groups in terms of numbers are found in Africa and Asia. What impact is this phenomenon having on the development of Christianity?
- Does religion oppress women? Discuss, with reference to one or more religious traditions and drawing on multiple case studies.
- To what extent has the conflict between “science” and “religion” been imposed on the past by historians?
- Is the future of atheism confined to particular demographics (e.g., northern European white males)?
- Is atheism in the twenty-first century just another form of ‘religion’?
- Problematic statements about secularisation continue to be made in public today. Identify a contemporary source of secularisation misconceptions, and use academic research to argue for or against the position.
- How have religions responded to developments in technology? (Choose one or two religions to focus on.)
- Are parody religions religions?
- Choose a New Religious Movement. What are its key ideas? What accounts for its rise?
- Why have yoga and meditation been so popular in the west? (Do you think their popularity is driven by an immigrant diaspora? Or the needs of a western market?)
- Write an essay on the modern destiny of one or more 'sacred' texts. For example, consider their usage, material status, interpretation, sacralisation, or profanisation.
- In what ways do issues surrounding religious identity inform politics in countries such as Burma, Sri Lanka, India, the US, or Turkey? (Any country could be the focus.)
- In what ways have Hinduism, Buddhism or Islam (choose one, or compare two) been received in contemporary Australia? How have global contexts influenced their reception?
- Choose a religion and discuss the ways in which it has responded to a contemporary issue (or issues).
- Is Aboriginal sprituality religion?
- What impacts has the introduction of Christianity had on indigenous groups in Australia?
- Model an entry to the Queensland Atlas of Religion (https://qareligion.com.au/).
Word Length: 3000 words (+/-10%). This excludes footnotes/in-text referencing.
This assessment task has been designed to develop students' independent cognitive capacities and their skills in research, reading, analysis, writing, and argumentation. Students are discouraged from using Artificial Intelligence (AI) and Machine Translation (MT) for this assessment task, and doing so will likely fail to meet these learning objectives. Students who use AI and MT in this task will be assessed accordingly based on the assessment criteria.
Submission guidelines
Via Turnitin on Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: <p>Grade 1, Fails to demonstrate most or all of the basic requirements of the course: Grade 1, Low Fail (0-24%), is generally awarded in cases where some assessment has been submitted, but it is of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course.</p> |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: <p>Grade 2, Fail: Demonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline: Grade 2, Fail (25-44%), is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed.</p> |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: <p>Grade 3, Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideas with lack of clarity and inconsistent adherence to the conventions of the discipline: Grade 3, Marginal Fail (45-49%), is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course and field of study. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills, and that they have attempted to use some of the conventions of the discipline to communicate appropriately. �</p> |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: <p>Grade 4, Pass: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline: Grade 4, Pass (50-59%), is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved.</p> |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: <p>Grade 5, Credit: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline: Grade 5, Credit (60-69%), is generally awarded where all items of assessment have been completed and a substantial knowledge of the fundamental concepts of the course and field of study have been demonstrated. �Students must show that they are capable of doing more than drawing together the ideas of others; they must demonstrate some analytical skills and research initiative. �</p> |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: <p>Grade 6, Distinction: As for 5, with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience: Grade 6, Distinction (70-79%), is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated. Students should also be able to demonstrate that they can apply their knowledge and skills extensively and show their capacity for original evaluation and interpretation.</p> |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: <p>Grade 7, High Distinction: As for 6, with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications: Grade 7, High Distinction (80-100%), is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered. Students should also be able to demonstrate that they can apply their knowledge and skills with originality and sophistication.</p> |
Additional course grading information
Tutorial Participation Assessment Criteria
Your tutorial participation will be assessed according to the following criteria:
1. Evidence of participation in discussions.
2. Evidence of preparation for the tutorial, most notably through completing the set readings.
3. Quality of contributions to discussions.
4. Fostering of group discussions, through courteous and respectful interactions with staff and students.
5. Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25-44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
Oral Presentation Assessment Criteria
Your oral presentation will be assessed according to the following criteria:
1. Content and argument of the topic of the presentation.
2. Engagement with academic sources and evidence.
3. Compliance with the stated time limit.
4. Evidence of preparation including powerpoint if required.
5. Fluency, ease and persuasiveness of the presentation.
6. Fostering of discussion and engagement of audience, as per course requirements.
To achieve a grade of 7 (High Distinction, 85-100%), you will have presented a very fluent and exceptionally well-prepared talk that clarifies and explains your topic with a very clear and effective structure. You will have utilised both supplied and original materials to achieve a highly affective discussion that complies precisely with the stated time limit.
To achieve a grade of 6 (Distinction, 75-84%) you will have presented a fluent and very well-prepared talk that clarifies and explains your topic with a clear and effective structure. You will have utilised supplied and original materials to achieve a very effective discussion that complies with the stated time limit.
To achieve a grade of 5 (Credit, 65 – 74%), you will have presented a well-prepared, proficient talk that clarifies and explains your topic with an adequate and functional structure. You will have utilised supplied and original materials to achieve an effective discussion within the stated time limit.
To achieve a grade of 4 (Pass, 50 – 64%), you will have presented a basic talk that addresses aspects of your topic but with some flaws in approach, structure and/or delivery. There may have been limitations in your use of supporting materials, and/or difficulties in meeting set time constraints.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), you will have presented a talk that has clear potential, but has only superficially addressed aspects of your topic. There will have been several flaws in your approach, structure and/or delivery. There will have been limitations in your use of supporting materials, and/or difficulties in meeting set time constraints.
To achieve a grade of 2 (Fail, 25-44%), you will have presented a talk that was not adequately prepared or presented. Minimal effort will have been put into clarifying your topic, and your approach, structure and/or delivery will have been deficient or flawed. Major deficiencies will also have been present in utilising supporting materials and/or meeting time requirements.
To achieve a grade of 1 (Low Fail, 0-24%), you will have presented a talk that was not well prepared or presented. You will have not clarified your topic and your talk will have lacked an effective structure. You will not have utilised supporting materials and/or met time requirements.
Failing Criteria and Academic Misconduct
Fabrication or misrepresentation of sources will result in an automatic maximum grade of 2 for this assessment, regardless of performance in other criteria. This includes but is not limited to: citing non-existent sources or attributing false quotes to real sources. Such issues demonstrate failure to meet the core learning outcomes for the course and may also be referred for academic misconduct
ASSESSMENT CRITERIA FOR PODCASTS AND VIDEO DOCUMENTARIES:
Your podcast or video documentary will be assessed according to the following criteria:
1. Communication of a well-reasoned argument;
2. Demonstration of a depth and breadth of knowledge and understanding of the central issues;
3. Clarity of structure;
4. Engagement with academic sources and evidence;
5. Demonstration of insight and creativity in constructing a point of view or argument;
6. Capacity to produce a coherent and clearly-spoken podcast or documentary.
7. Appropriate referencing, as per discipline conventions, in an accompanying script.
To achieve a grade of 7 (High Distinction, 85-100%), your podcast or video documentary will communicate an exceptionally well-reasoned argument, demonstrate a deep understanding of the central issues, be clearly structured, deeply engage with the academic sources and evidence, display great insight and creativity, be extremely coherent and clearly-spoken, and be flawlessly referenced according to discipline conventions.
To achieve a grade of 6 (Distinction, 75-84%) your podcast or video documentary will communicate a very well-reasoned argument, demonstrate a strong understanding of the central issues, be very well structured, engage with the academic sources and evidence, display good insight and creativity, be highly coherent and clearly-spoken, and be very well referenced according to discipline conventions.
To achieve a grade of 5 (Credit, 65 – 74%), your podcast or video documentary will communicate a well-reasoned argument, demonstrate an adequate understanding of the central issues, be sufficiently well structured, engage with the academic sources and evidence, display some insight and creativity, be coherent and clearly-spoken, and be well referenced according to discipline conventions.
To achieve a grade of 4 (Pass, 50 – 64%), your podcast or video documentary will communicate an identifiable argument, demonstrate some understanding of the central issues, have a basic structure, demonstrate a basic level of engagement with the academic sources and evidence, display some insight and creativity, show basic coherency and be clearly-spoken, and be adequately referenced according to discipline conventions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your podcast or video documentary will have communicated a poorly-reasoned argument, have a weak understanding of the central issues, lack structure, demonstrated limited engagement with the academic sources and evidence, shown poor insight and creativity, lacked coherency and clear articulation, and failed to follow the basic discipline conventions on referencing.
To achieve a grade of 2 (Fail, 25-44%), your podcast or video documentary will have communicated a very weak argument, demonstrated little understanding of the central issues, shown a severe lack of structure, shown little engagement with the academic sources and evidence, displayed little insight or creativity, is incoherent and poorly spoken, and will have major flaws in the referencing based on discipline conventions.
To achieve a grade of 1 (Low Fail, 0-24%), your podcast or video documentary will have failed to communicate an argument, demonstrated no understanding of the central issues, lacked any structure, shown no engagement with the academic sources and evidence, displayed no insight or creativity, is incoherent and very poorly spoken, and the referencing will have failed to follow the basic disciplinary conventions.
Failing Criteria and Academic Misconduct
Fabrication or misrepresentation of sources will result in an automatic maximum grade of 2 for this assessment, regardless of performance in other criteria. This includes but is not limited to: citing non-existent sources or attributing false quotes to real sources. Such issues demonstrate failure to meet the core learning outcomes for the course and may also be referred for academic misconduct
Essay Assessment Criteria (History, Ancient History and Classics, Studies in Religion)
Your essay will be assessed according to the following criteria:
1. Ability to construct a well-reasoned argument.
2. Depth and breadth of knowledge and understanding of central issues.
3. Ability to form a well-structured essay.
4. Engagement with academic sources and evidence.
5. Creativity or originality in analysis
6. Capacity to produce a coherent and well-written essay using correct grammar and syntax.
7. Appropriately referenced, as per discipline conventions.
To achieve a grade of 7 (High Distinction, 85-100%), your essay will reflect an exceptional level of achievement. It will demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It will also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay will be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing and expression. Your work must demonstrate your own analysis, argumentation, and use of evidence through thoroughly verified sources. You must demonstrate close engagement with sources in their disciplinary context.
To achieve a grade of 6 (Distinction, 75 – 84%), your essay will reflect an advanced level of achievement. It will demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay will be well written, clear and concise, follow discipline conventions and have few errors in referencing and expression. Your work must demonstrate your own analysis, argumentation, and use of evidence through thoroughly verified sources. You must demonstrate close engagement with sources in their disciplinary context.
To achieve a grade of 5 (Credit, 65 – 74%) your essay will reflect a proficient level of achievement. It will demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in expression, and demonstrate your ability to communicate effectively. Your work must demonstrate your own analysis, argumentation, and use of evidence through verified sources. You work will have some inconsistencies or contradictions that fail to demonstrate proficient understanding. You must demonstrate engagement with sources in their disciplinary context.
To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, and expression will be adequate and use some of the discipline conventions to communicate appropriately. Your work must demonstrate your own analysis, argumentation, and use of evidence through verified sources. Your work will have inconsistencies and contradictions that demonstrate only adequate understanding. You must demonstrate engagement with sources in their disciplinary context.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, and expression will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent. Your work will fail to adequately demonstrate independent analysis and argumentation that arises from your own engagement with and synthesis of source materials or assessment stimuli. Your work will have inconsistencies and contradictions. You will demonstrate a mostly stereotypical and/or superficial understanding of concepts, ideas, and source materials/stimuli, failing to demonstrate engagement with sources in their disciplinary context. The overall response will not adequately address the task.
To achieve a grade of 2 (Fail, 25-44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent. Your work will fail to adequately demonstrate independent analysis and argumentation that arises from your own engagement with and synthesis of source materials or assessment stimuli. You will demonstrate a mostly stereotypical and/or superficial understanding of concepts, ideas, and source materials/stimuli, failing to demonstrate engagement with sources in their disciplinary context. Your work will have inconsistencies and contradictions The overall response will not adequately address the task.
To achieve a grade of 1 (Low Fail, 0-24%), your essay will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your essay will demonstrate an absence of research, evaluation of data and/or evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate. Your work will show no original analysis or evidence of independent thought, with factual errors and misrepresentation of source material and no meaningful correspondence to the assignment prompt.
Failing Criteria and Academic Misconduct
Fabrication or misrepresentation of sources will result in an automatic maximum grade of 2 for this assessment, regardless of performance in other criteria. This includes but is not limited to: citing non-existent sources or attributing false quotes to real sources. Such issues demonstrate failure to meet the core learning outcomes for the course and may also be referred for academic misconduct
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
- A valid Turnitin receipt will be the only evidence accepted if assessments are missing.
Without evidence, the assessment will receive the standard late penalty, or after ten calendar days, will receive zero.
In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available.
If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.
- Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1
- Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
- For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Additional learning resources information
Reading material will be supplied by each presenter. Student presenters will also need to provide reading material to background their presentation themes. These readings need to be sent to the Course Coordinator at least 7 days before the class is to take place to allow students sufficient time to engage in the readings and seminar theme.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (28 Jul - 03 Aug) |
Seminar |
Introduction Introduction to the course. Work-Integrated-Learning discussion and allocations. Essential to attend. Learning outcomes: L01, L04, L05 |
Week 2 (04 Aug - 10 Aug) |
Seminar |
Will Science Make Religion Obsolete? Lecturer: A/Prof. Tom Aechtner Readings: Brooke, John Hedley. Science and Secularization. Chapter. In The Cambridge Companion to Science and Religion, edited by Peter Harrison, 103 24. Cambridge: Cambridge University Press, 2010. doi:10.1017/CCOL9780521885386.006. Norris, Pippa., and Ronald Inglehart. Sacred and Secular Religion and Politics Worldwide. 2nd ed. Cambridge Studies in Social Theory, Religion and Politics. Cambridge: Cambridge University Press, 2011, 215–241. Learning outcomes: L01, L04, L05 |
Week 3 (11 Aug - 17 Aug) |
Seminar |
Islam, gender and agency Lecturer: Dr Faiza El-Higzi Readings: 1. zy rek, Esra, and Ozy urek, Esra. Being German, Becoming Muslim: Race, Religion, and Conversion in the New Europe. Princeton Studies in Muslim Politics. Princeton: Princeton University Press, 2015. Chapters 1 and 2. pp. 24–68. 2. Jouili, Jannette. Beyond emancipation: subjectivities and ethics among women in Europe's Islamic revival communities. Feminist Review, 2011. 98: 47–64. Learning outcomes: L01, L04, L05 |
Week 4 (18 Aug - 24 Aug) |
Seminar |
The New Vehicle: Ambedkar, Buddhism, and social justice Lecturer: A/Prof. Adam Bowles Readings: 1. Excerpts from the B.R. Ambedkar, The Buddha and his Dhamma. A Critical Edition. Edited by Aakash Singh Rathore and Ajay Verma. Delhi: Oxford University Press. [pp.xxv–xxxii, 7–10, 17–21, 150–55, 161–66, 178–82.] 2. Christopher S. Queen, 'Ambedkar's Dhamma: source and method in the construction of engaged Buddhism.' In S. Jondhale and J. Beltz, Reconstructing the world: B.R. Ambedkar and Buddhism in India (New Delhi: Oxford University Press),, pp.132–50. Learning outcomes: L01, L04, L05 |
Week 5 (25 Aug - 31 Aug) |
Seminar |
The Bhagavadgītā: A Hindu 'Bible'? Lecturer: Dr Adam Bowles Readings: 1. Chapters 2 & 11 of the Bhagavadgītā, translated by J.A.B. van Buitenen (The Bhagavadgītā in the Mahābhārata: A Bilingual Edition. Chicago: University of Chicago Press, 1981). Chapter 2 of the Bhagavadgītā offers a summary of a number of its themes, including the karmayoga doctrine, while chapter 11 is its climatic devotional chapter. The scan has been annotated to help you navigate the names used and the points of key interest, especially in relation to some of the people we discuss in the accompanying lecture. 2. Chapter 2 of Edwin Arnold's translation of the Bhagavadgītā (The Song Celestial or Bhagavad-Gîtâ (From the Mahâbhârata), Being a Discourse between Arjuna, Prince of India, and the Supreme Being Under the Form of Krishna. London: Trübner & Co., 1886). Arnold's translation of the Gītā was the first version of it read by Mahatma Gandhi, for whom the Gītā became enormously significant. Read this after you've read van Buitenen's translation and consider some of the differences. 3. Hopkins, T. J. (1988). "The Rediscovery of the Bhagavadgītā in Modern India." Journal of South Asian Literature 23(2): 58-72. This gives a useful overview of the modern reception of the Gītā. However, do not read it just for 'facts'. Read critically. How does the author present the people who are his paper's subject? What language choices has he made? What are the consequences of such choices for how we might view the public intellectuals of modern India that he discusses, and how they come to know and appreciate the Gītā? Learning outcomes: L01, L04, L05 |
Week 6 (01 Sep - 07 Sep) |
Seminar |
Atheism Lecturer: Dr James Lancaster Reading: (Please read in order) 1. Sam Harris, The End of Faith: Religion, Terror and the Future of Reason (New York: W. W. Norton & Company, 2004), chap. 1: "Reason in Exile. 2. Tina Beattie, The New Atheists: The Twilight of Reason and the War on Religion (New York: Orbis Books, 2008), Introduction. Learning outcomes: L01, L04, L05 |
Week 7 (08 Sep - 14 Sep) |
Seminar |
Cultural History and the Study of Religion: the case of Noah Lecturer: Prof. Philip Almond Reading: TBA Learning outcomes: L01, L04, L05 |
Week 8 (15 Sep - 21 Sep) |
Seminar |
TBA TBA Learning outcomes: L01, L04, L05 |
Week 9 (22 Sep - 28 Sep) |
Seminar |
TBA TBA Learning outcomes: L01, L04, L05 |
Mid Sem break (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid Semester Break |
Week 10 (06 Oct - 12 Oct) |
Seminar |
Student led seminar and presentations Student presentations and discussion Learning outcomes: L01, L02, L03, L04, L05 |
Week 11 (13 Oct - 19 Oct) |
No student involvement (Breaks, information) |
Student led seminar and presentations Learning outcomes: L01, L02, L03, L04, L05 |
Week 12 (20 Oct - 26 Oct) |
Seminar |
Student led seminar and presentations Student presentations and discussion Learning outcomes: L01, L02, L03, L04, L05 |
Week 13 (27 Oct - 02 Nov) |
Seminar |
Student led seminar and presentations Student presentations and discussion Learning outcomes: L01, L02, L03, L04, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.