This dissertation examines the development of religion curricula at four state universities in Michigan: Grand Valley State University, Western Michigan University, Michigan State University and the University of Michigan. It analyzes the historical development of these curricula, illustrating that each institution has a unique religion curriculum both influencing and influenced by the cultures of the institution. If a religion curriculum is to remain stable and relevant, four main participants: faculty, students, internal, and external communities need to intentionally consider and integrate curriculum development as part of their dialogues about the academic study of religion in higher education. In addition, the content of the curriculum needs to be in balance with the method of delivery in order for these four participants to be able to achieve synthesis.
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