ABSTRACT
To measure religious literacy, the authors have spent 2 years developing a rubric for analyzing learning growth along the four pillars of religious literacy. In all Faith Zone workshops, they ask students, staff, and faculty to respond to a written prompt asking them to define religious literacy and to articulate its practical uses in their campus context. The first stage is the assumed level of knowledge upon entry to NYU, which allows to articulate the starting point for any student's journey. Second, the authors have articulated a more advanced level that a participant should reach once they have participated in a Faith Zone session. Third, they have a level of knowledge that is expected to be displayed by the student leaders within the Office of Global Spiritual Life and student leaders more broadly. Therefore, their grade in a specific pillar should reflect assumed Pre-Faith Zone Level as low and high, desired post-faith zone level, and desired level for student leaders.
