This document provides information about an online summer course on world religions at San Diego State University. It outlines the course requirements, which include completing workbook exercises, participating in discussion boards, and taking tests and quizzes. The tests and quizzes will cover material from the required textbook and lectures. Students are expected to be prepared for each online session by completing the assigned readings. The professor will use PowerPoint and other tools to facilitate interactive learning during live classroom sessions on Blackboard. The final grade will be determined based on workbook completion, discussion board participation, test scores, and quiz scores.
The document provides an overview of the OCEAN320 summer course, including:
1) The course focuses on three oceanographic issues - ocean warming/acidification, overfishing/aquaculture, and offshore petroleum exploration.
2) Students will learn about the scientific principles underlying each issue and examine them through economic, social, and political perspectives.
3) Assessment includes module quizzes, feedback surveys, and two exams with both multiple choice and essay components.
4) Communication with the instructor is primarily through email and the Blackboard platform, including live lecture sessions.
This document provides a learning guide for an introductory module that covers four main topics: an overview of the course, the nature of science, the Tragedy of the Commons concept, and the concept of Shifting Baselines. The module objectives are to introduce these concepts and discuss fundamental aspects of the nature of science. Learning outcomes include explaining the nature of science, comparing it to other ways of knowing, and articulating the Tragedy of the Commons and Shifting Baselines concepts. The guide outlines required readings, videos, and sessions to facilitate understanding of these topics in order to complete a quiz by the due date.
In the next ten years, every knowledge worker on earth will become one of two things: invaluable or obsolete. No matter the industry, the pace of progress and new information is faster today than ever before in human history—and it’s accelerating exponentially.
In this new reality, how can we possibly hope to keep up? How can we learn, unlearn, and relearn fast enough to stay relevant in the world to come?
In The Only Skill That Matters, Jonathan Levi unveils a powerful, neuroscience-based approach to reading faster, remembering more, and learning more effectively. You’ll master the ancient techniques being used by world record holders and competitive memory athletes to unlock the incredible capacity of the human brain. You’ll learn to double or triple your reading speed, enhance your focus, and optimize your cognitive performance. Most importantly, you’ll be empowered to confidently approach any subject—from technical skills, to names and faces, to foreign languages, and even speeches—and learn it with ease.
Practical classroom applications for haiku by Dr. Marilyn BrouetteMarilyn Brouette
This presentation explains how to use digital tools in the Haiku learning management system as well as how to build problem based learning lessons using these tools.
The bulletin provides information about upcoming meetings, professional development opportunities, curriculum updates, and job postings for Wellesley Public Schools. It announces training workshops on using SMART Boards and the SMART Notebook software to engage students. It also shares details about summer institutes offered by Primary Source on topics like ancient China, Latin American culture and politics, and East Asian stories and places. Teachers are encouraged to contact the coordinator if interested in any of the institutes. Finally, it advertises an information session for a district-based administrative licensure program through The Education Cooperative.
The document describes a website called Weather Web for Kids that was designed to provide elementary school students access to various weather-related information and activities organized into pages on a photo gallery, question and answer forum, videos, assignments and handouts, and additional resources. The website aims to be an online meeting place for students to learn about weather through posting photos and responses, viewing educational videos, participating in discussions, and collaborating across schools on weather-related questions. The document provides examples of content and activities that could be included on the different pages of the Weather Web for Kids site.
Web Conferencing for Learning (using Blackboard Collaborate)murcha
Webconferencing can provide fabulous learning outcomes in the classroom View some of the tools available, ways in which they can be used with real classroom stories. Software like this has the ability to transform education as we know it.
The document provides an overview of the OCEAN320 summer course, including:
1) The course focuses on three oceanographic issues - ocean warming/acidification, overfishing/aquaculture, and offshore petroleum exploration.
2) Students will learn about the scientific principles underlying each issue and examine them through economic, social, and political perspectives.
3) Assessment includes module quizzes, feedback surveys, and two exams with both multiple choice and essay components.
4) Communication with the instructor is primarily through email and the Blackboard platform, including live lecture sessions.
This document provides a learning guide for an introductory module that covers four main topics: an overview of the course, the nature of science, the Tragedy of the Commons concept, and the concept of Shifting Baselines. The module objectives are to introduce these concepts and discuss fundamental aspects of the nature of science. Learning outcomes include explaining the nature of science, comparing it to other ways of knowing, and articulating the Tragedy of the Commons and Shifting Baselines concepts. The guide outlines required readings, videos, and sessions to facilitate understanding of these topics in order to complete a quiz by the due date.
In the next ten years, every knowledge worker on earth will become one of two things: invaluable or obsolete. No matter the industry, the pace of progress and new information is faster today than ever before in human history—and it’s accelerating exponentially.
In this new reality, how can we possibly hope to keep up? How can we learn, unlearn, and relearn fast enough to stay relevant in the world to come?
In The Only Skill That Matters, Jonathan Levi unveils a powerful, neuroscience-based approach to reading faster, remembering more, and learning more effectively. You’ll master the ancient techniques being used by world record holders and competitive memory athletes to unlock the incredible capacity of the human brain. You’ll learn to double or triple your reading speed, enhance your focus, and optimize your cognitive performance. Most importantly, you’ll be empowered to confidently approach any subject—from technical skills, to names and faces, to foreign languages, and even speeches—and learn it with ease.
Practical classroom applications for haiku by Dr. Marilyn BrouetteMarilyn Brouette
This presentation explains how to use digital tools in the Haiku learning management system as well as how to build problem based learning lessons using these tools.
The bulletin provides information about upcoming meetings, professional development opportunities, curriculum updates, and job postings for Wellesley Public Schools. It announces training workshops on using SMART Boards and the SMART Notebook software to engage students. It also shares details about summer institutes offered by Primary Source on topics like ancient China, Latin American culture and politics, and East Asian stories and places. Teachers are encouraged to contact the coordinator if interested in any of the institutes. Finally, it advertises an information session for a district-based administrative licensure program through The Education Cooperative.
The document describes a website called Weather Web for Kids that was designed to provide elementary school students access to various weather-related information and activities organized into pages on a photo gallery, question and answer forum, videos, assignments and handouts, and additional resources. The website aims to be an online meeting place for students to learn about weather through posting photos and responses, viewing educational videos, participating in discussions, and collaborating across schools on weather-related questions. The document provides examples of content and activities that could be included on the different pages of the Weather Web for Kids site.
Web Conferencing for Learning (using Blackboard Collaborate)murcha
Webconferencing can provide fabulous learning outcomes in the classroom View some of the tools available, ways in which they can be used with real classroom stories. Software like this has the ability to transform education as we know it.
PSYCHOLOGY 10200 (Psychology in the Modern World)Mondays & Wedne.docxpotmanandrea
PSYCHOLOGY 10200 (Psychology in the Modern World)
Mondays & Wednesdays (11:50-12:40 or 1:00-1:50 in AR 1)
Discussion Sections (various times and locations)
Spring 2018
Instructor: Brett Silverstein. Write your teaching assistant’s name here ________________________
Introduction and Course Description
I've designed this course to give you a basic understanding of each of the different fields that collectively make up the science of psychology. One field is concerned with how the brain is organized; another with how children mature; still another with why people become anxious or depressed and how to help them. Psychology is concerned with each of these areas, and much more. In psychology we are interested in why people think and feel and act the way that they do. By the end of this course, you should have a good understanding of what psychologists study, and some of their most important research findings.
Because so many different fields are involved, I will divide the course into sections: neuroscience, development, psychological disorders, and so forth. In lecture, I will survey what psychologists know about each field. This information is reinforced and expanded upon in the textbook and in weekly discussion sessions. To evaluate how well you understand the textbook material, in each section I will ask several questions on the lectures and readings. You will have an opportunity to apply the issues to your own lives during weekly recitation sessions. I also have assigned four papers to develop your written expression of psychology. Finally, there will be a cumulative in class final exam given during finals week.
Course Objectives
After taking PSY 102, you should be better able to:
1. Apply critical thinking skills to research designs and practical problems in psychology.
2. Understand basic psychological theories, principles, and concepts in the areas of human development, social interaction, psychopathology, cognitive processes, and the biological bases of behavior.
3. Evaluate hypotheses, research designs, research findings, and theories.
4. Understand how statistical significance is used in research
5. Understand the difference between pseudo-science and science and apply such understanding to media reports about psychology.
6. Apply psychological concepts and principles to understanding social and cultural phenomena.
7. Communicate your ideas orally and in writing.
8. Apply psychological concepts to you own life and experiences.
PSY 102 satisfies the Individual and Society general education requirement of the CUNY Pathways Common Core. The course also enhances proficiency in writing, information literacy, and quantitative reasoning. In exercising writing proficiency, you will have multiple experiences to communicate your ideas in writing and speaking, including at least 3500 words of writing in specific assignments. For information literacy, you will have multiple opportunities to critically and con ...
Webinar presented by Nicole Crawford and Cathy Stone discusses preliminary findings from research into supporting the mental wellbeing of mature-aged students in regional and remote Australia, through ensuring that, in this time of physical distancing, online learning is delivered in ways that enhance student engagement and student wellbeing.
This document provides an overview of the Capstone in Sociology course at USF for the Fall 2015 semester. The course will focus on issues related to justice, incarceration, and community reentry. Students will examine these topics through readings, secondary research, primary research with local organizations, and a service learning project requiring 25 hours. Assessment will include papers on literature reviews, theories of desistance, and original research. The course aims to allow students to apply sociological knowledge and research skills to understand social issues and promote social justice. Key dates, assignments, policies on attendance, plagiarism, and late work are also outlined.
This document provides an overview and syllabus for a Children's Literature course. The course will introduce students to major genres of children's literature through readings and assignments. Students will analyze cultural and historical influences on children's literature, identify genre characteristics, and examine issues in the field. The syllabus outlines five units covering fairy tales, classics, picture books, young adult literature, and current issues. Assignments include projects, exams, reading logs, and a semester project. Guidelines are provided for class participation, technology use, communication, academic integrity, and available student support resources.
English 102 online syllabus spring 2021 dorschScottDorsch
1. This document is the syllabus for an online English 102 course taught in Spring 2021. It outlines the course goals, learning outcomes, required textbook, policies, assignments and grading scale.
2. The course aims to improve students' skills in persuasive and expository writing. Students will complete four modules focused on close reading, writing and rhetoric, and complete scaffolding assignments building to major essays in each module.
3. The grading scale is based on points accumulated from module assignments. Points are converted to letter grades at the end of the semester. Students must complete all major assignments to pass the course.
English 120 online orientation new fall 2012 dunkleidunkle
This document provides an orientation for a student taking an online English course. It outlines what the student should be able to do upon completing the orientation, including understanding course expectations, the Blackboard platform, communicating online, and submitting assignments. It discusses logging into Blackboard, the differences between Blackboard and WebAdvisor, time commitments, and reviewing the class syllabus. The orientation aims to prepare students for online learning and ensure they are comfortable with the online format.
English 102 online syllabus spring 2021 dorsch_updated 4-9ScottDorsch
This 3-sentence summary covers the key information from the English 102 syllabus document:
The syllabus outlines the goals, requirements, and policies for an online English 102 course, including improving persuasive writing skills, completing 4 modules focused on reading, writing and rhetoric, submitting assignments in Microsoft Word format, and being graded on a point system for modules and assignments with over 500 total points needed to receive a passing grade of A, B, or C. The document provides contact information for the instructor, lists the required textbook, and provides resources and policies for students in the online course.
Sociology of Food and Agriculture Syllabusteperkins
This course introduces students to the sociology of food and agriculture. The goals are to develop students' sociological imagination as it relates to food, analyze the US food system through lenses of race, class and gender, and improve skills in reading, research, writing, and critical thinking. Students will complete reading responses, facilitate class discussions, maintain an annotated reading portfolio, draft and present a Wikipedia article, and write a reflection paper. The course aims to create a respectful learning environment.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
The document provides tips for succeeding in an online class, such as making sure you have reliable internet access, familiarizing yourself with the course site before classes start, communicating regularly with instructors and classmates, developing good organizational habits like keeping all course materials in a binder, and being aware of and meeting all assignment deadlines. Students are also advised to take advantage of technology tutorials if needed and to contact the SPS Help Desk with any technical issues.
This course introduces students to major genres of children's literature such as folklore, picture books, and short novels. Students will read works from different eras and examine how children's literature and ideas about childhood have developed. The instructor, Tara Ptasnik, will be available during office hours and via email to help students. Students are responsible for attending class, participating, completing assignments by deadlines, and upholding academic integrity. The course covers four units: fairy tales, classic literature, picture books, and young adult novels. Students will have exams, projects, and assignments to complete. Various campus resources are available to help students succeed, including the Writing Center, Computer Help Desk, libraries, and Disability Resource Services
This document provides the syllabus for a World Religions course being taught in the spring semester of 2010, outlining class details like time, location, instructor information, course requirements, grading policies, exam dates, and reading assignments. It notes that some class days will be cancelled due to mandatory furloughs and informs students they will still be responsible for completing assignments on those days. The syllabus aims to provide students with extensive information upfront to minimize questions during the semester.
This document provides an overview and syllabus for an Oral and Interpersonal Communication course. It outlines the course objectives, which focus on developing speaking, listening, and nonverbal communication skills through individual presentations and group activities. The document details the responsibilities and expectations for students, including completing assignments on time and with academic integrity. It also provides contact information for the instructor and describes various resources available to help students succeed, such as the Writing Center, Computer Help Desk, and Disability Resource Services.
This document provides tips for succeeding in an online class. It recommends students check that they have reliable internet access before classes start and test browser compatibility. It stresses the importance of reading syllabi carefully, staying organized with binders, developing regular login habits, communicating with instructors and advisors, and being aware of all deadlines. Students are advised to take notes on multimedia content, use proper writing skills in discussions, and find ways to apply concepts learned.
This document provides tips for succeeding in an online class. It recommends students check that they have reliable internet access before classes start and test browser compatibility. It stresses the importance of reading syllabi carefully, staying organized with binders, developing regular login habits, communicating with instructors and advisors, and being aware of all deadlines. Students are advised to take notes on multimedia content, use proper writing skills in discussions, and find ways to apply concepts learned.
This document provides information about an English course titled EWRT1C. It outlines the course objectives, requirements, texts, student learning outcomes, grading scale, policies, and available tutoring resources. The main goals of the course are for students to develop analytical and comparative reading and writing skills through engaging with various literary texts. Key requirements include papers, exams, online posts, and participation. The grading scale is based on 900 points, and policies address attendance, conduct, late work, and adding/dropping the course. Free online tutoring is available to support students.
1 History 21B World History Making the Mod.docxmayank272369
1
History 21B: World History
Making the Modern World: Empires, Revolutions, and Globalization, 1450s – 1820s
Prof. Laura J. Mitchell Winter 2016
234 Krieger Hall class meetings: MWF 10:00 – 10:50
[email protected] SSPA 1100
Office hours: Mondays 12–1, Wednesdays 11–12, & by appointment
Teaching Assistants
Monday Sections Wednesday Sections
Mr. Kyle David Ms. Michele Brewster
Office hours: Mondays 1-2 Office hours: Wednesdays 11-12
In 334 Krieger hall In 334 Krieger hall
[email protected][email protected]
How did the world become global? Starting in the 1450s, this course explores how mariners,
merchants, and monarchs connected the globe through faster ships, the exchange of goods, and
colonial governance. Today’s highly interconnected world has a history, including the rise of
global empires, the expansion of export economies, and worldwide political revolutions. As race
became fixed, gender roles shifted, and science described and classified through Western eyes,
human actions made the world modern. Together we will ask how large-scale resistance to
centralized rule and the persistence of people’s everyday lives shaped the changes we now call
globalization and modernity.
Course objectives
Students who complete this class will be able to:
• Explain the difference between primary and secondary sources.
• Use evidence from primary and secondary sources to construct an argument.
• Differentiate between local and global processes; in other words: articulate how scale
changes historical analysis.
• Evaluate similarities and differences; in other words: make historical comparison.
Course Structure
Theme Skills Focus
Part I Empires Using Evidence :: Making Arguments
Part II Globalization Thinking with Scale
Part III Revolutions Making Comparisons
Course Materials
Required Textbook:
Ross E. Dunn & Laura J. Mitchell, Panorama: A World History (New York: McGraw-Hill,
2015), Chapters 16 - 20
E-book version with Connect & Learn Smart subscription
You can also consult a hard copy of the textbook that is available on 2-hour reserve at Langson
Library.
2
Other Reading and Visual Material
Links to relevant websites and to .pdf versions of other course readings are available on the
course Canvas site. You can download the articles, chapters, and excerpts to your computer
and/or print a copy to bring to class.
Course Methodology
Historical analysis Historical analysis requires learning, understanding, and assessing available
evidence and then asserting informed interpretations. Here, historical analysis does not imply a
listing of a series of events, people, or circumstances. Instead, historians conduct careful
investigations and test their assumptions in order to assert an interpretation or an argument about
the past.
Preparation Our class experience will rely on our mutual preparation. I do not expect you to be
experts in all things regarding world history, but I do ...
This document provides information about a Consumer Behavior course offered at the University of Dayton in Spring 2017. The key details are:
- The class is online with assignments due on Thursdays by 11:59 pm.
- The instructor is Mr. Wasyl Terlecky and the course focuses on understanding consumer behavior and how it relates to marketing strategy.
- Grades are based on chapter simulations, weekly discussions, homework, and two exams. Students must participate in the discussions and all due dates are fixed.
This document provides information about a Communication as Critical Inquiry course. It introduces the instructor Caleb Malik and provides details about classroom location and meeting times. Required texts and materials are listed, including an ebook, spiral workbook, and supplementary packet. Course goals focus on developing communication competencies. The teaching philosophy emphasizes the importance of communication skills. Major assignments include speeches, tests, and a portfolio. Attendance policies, electronics policies, and late work policies are outlined.
The document discusses four ways to leverage the internet: 1) live presenting using tools like Skype, 2) creating an informative online profile with contact information, 3) maintaining an online presence through email, messaging, and virtual office hours, and 4) using online tools like announcements and social media to engage with students.
In this presentation, I’ll explore the landscape of free and low cost learning resources and offer some insight and suggestions on using them.
Suzanne Aurilio
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PSYCHOLOGY 10200 (Psychology in the Modern World)Mondays & Wedne.docxpotmanandrea
PSYCHOLOGY 10200 (Psychology in the Modern World)
Mondays & Wednesdays (11:50-12:40 or 1:00-1:50 in AR 1)
Discussion Sections (various times and locations)
Spring 2018
Instructor: Brett Silverstein. Write your teaching assistant’s name here ________________________
Introduction and Course Description
I've designed this course to give you a basic understanding of each of the different fields that collectively make up the science of psychology. One field is concerned with how the brain is organized; another with how children mature; still another with why people become anxious or depressed and how to help them. Psychology is concerned with each of these areas, and much more. In psychology we are interested in why people think and feel and act the way that they do. By the end of this course, you should have a good understanding of what psychologists study, and some of their most important research findings.
Because so many different fields are involved, I will divide the course into sections: neuroscience, development, psychological disorders, and so forth. In lecture, I will survey what psychologists know about each field. This information is reinforced and expanded upon in the textbook and in weekly discussion sessions. To evaluate how well you understand the textbook material, in each section I will ask several questions on the lectures and readings. You will have an opportunity to apply the issues to your own lives during weekly recitation sessions. I also have assigned four papers to develop your written expression of psychology. Finally, there will be a cumulative in class final exam given during finals week.
Course Objectives
After taking PSY 102, you should be better able to:
1. Apply critical thinking skills to research designs and practical problems in psychology.
2. Understand basic psychological theories, principles, and concepts in the areas of human development, social interaction, psychopathology, cognitive processes, and the biological bases of behavior.
3. Evaluate hypotheses, research designs, research findings, and theories.
4. Understand how statistical significance is used in research
5. Understand the difference between pseudo-science and science and apply such understanding to media reports about psychology.
6. Apply psychological concepts and principles to understanding social and cultural phenomena.
7. Communicate your ideas orally and in writing.
8. Apply psychological concepts to you own life and experiences.
PSY 102 satisfies the Individual and Society general education requirement of the CUNY Pathways Common Core. The course also enhances proficiency in writing, information literacy, and quantitative reasoning. In exercising writing proficiency, you will have multiple experiences to communicate your ideas in writing and speaking, including at least 3500 words of writing in specific assignments. For information literacy, you will have multiple opportunities to critically and con ...
Webinar presented by Nicole Crawford and Cathy Stone discusses preliminary findings from research into supporting the mental wellbeing of mature-aged students in regional and remote Australia, through ensuring that, in this time of physical distancing, online learning is delivered in ways that enhance student engagement and student wellbeing.
This document provides an overview of the Capstone in Sociology course at USF for the Fall 2015 semester. The course will focus on issues related to justice, incarceration, and community reentry. Students will examine these topics through readings, secondary research, primary research with local organizations, and a service learning project requiring 25 hours. Assessment will include papers on literature reviews, theories of desistance, and original research. The course aims to allow students to apply sociological knowledge and research skills to understand social issues and promote social justice. Key dates, assignments, policies on attendance, plagiarism, and late work are also outlined.
This document provides an overview and syllabus for a Children's Literature course. The course will introduce students to major genres of children's literature through readings and assignments. Students will analyze cultural and historical influences on children's literature, identify genre characteristics, and examine issues in the field. The syllabus outlines five units covering fairy tales, classics, picture books, young adult literature, and current issues. Assignments include projects, exams, reading logs, and a semester project. Guidelines are provided for class participation, technology use, communication, academic integrity, and available student support resources.
English 102 online syllabus spring 2021 dorschScottDorsch
1. This document is the syllabus for an online English 102 course taught in Spring 2021. It outlines the course goals, learning outcomes, required textbook, policies, assignments and grading scale.
2. The course aims to improve students' skills in persuasive and expository writing. Students will complete four modules focused on close reading, writing and rhetoric, and complete scaffolding assignments building to major essays in each module.
3. The grading scale is based on points accumulated from module assignments. Points are converted to letter grades at the end of the semester. Students must complete all major assignments to pass the course.
English 120 online orientation new fall 2012 dunkleidunkle
This document provides an orientation for a student taking an online English course. It outlines what the student should be able to do upon completing the orientation, including understanding course expectations, the Blackboard platform, communicating online, and submitting assignments. It discusses logging into Blackboard, the differences between Blackboard and WebAdvisor, time commitments, and reviewing the class syllabus. The orientation aims to prepare students for online learning and ensure they are comfortable with the online format.
English 102 online syllabus spring 2021 dorsch_updated 4-9ScottDorsch
This 3-sentence summary covers the key information from the English 102 syllabus document:
The syllabus outlines the goals, requirements, and policies for an online English 102 course, including improving persuasive writing skills, completing 4 modules focused on reading, writing and rhetoric, submitting assignments in Microsoft Word format, and being graded on a point system for modules and assignments with over 500 total points needed to receive a passing grade of A, B, or C. The document provides contact information for the instructor, lists the required textbook, and provides resources and policies for students in the online course.
Sociology of Food and Agriculture Syllabusteperkins
This course introduces students to the sociology of food and agriculture. The goals are to develop students' sociological imagination as it relates to food, analyze the US food system through lenses of race, class and gender, and improve skills in reading, research, writing, and critical thinking. Students will complete reading responses, facilitate class discussions, maintain an annotated reading portfolio, draft and present a Wikipedia article, and write a reflection paper. The course aims to create a respectful learning environment.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
The document provides tips for succeeding in an online class, such as making sure you have reliable internet access, familiarizing yourself with the course site before classes start, communicating regularly with instructors and classmates, developing good organizational habits like keeping all course materials in a binder, and being aware of and meeting all assignment deadlines. Students are also advised to take advantage of technology tutorials if needed and to contact the SPS Help Desk with any technical issues.
This course introduces students to major genres of children's literature such as folklore, picture books, and short novels. Students will read works from different eras and examine how children's literature and ideas about childhood have developed. The instructor, Tara Ptasnik, will be available during office hours and via email to help students. Students are responsible for attending class, participating, completing assignments by deadlines, and upholding academic integrity. The course covers four units: fairy tales, classic literature, picture books, and young adult novels. Students will have exams, projects, and assignments to complete. Various campus resources are available to help students succeed, including the Writing Center, Computer Help Desk, libraries, and Disability Resource Services
This document provides the syllabus for a World Religions course being taught in the spring semester of 2010, outlining class details like time, location, instructor information, course requirements, grading policies, exam dates, and reading assignments. It notes that some class days will be cancelled due to mandatory furloughs and informs students they will still be responsible for completing assignments on those days. The syllabus aims to provide students with extensive information upfront to minimize questions during the semester.
This document provides an overview and syllabus for an Oral and Interpersonal Communication course. It outlines the course objectives, which focus on developing speaking, listening, and nonverbal communication skills through individual presentations and group activities. The document details the responsibilities and expectations for students, including completing assignments on time and with academic integrity. It also provides contact information for the instructor and describes various resources available to help students succeed, such as the Writing Center, Computer Help Desk, and Disability Resource Services.
This document provides tips for succeeding in an online class. It recommends students check that they have reliable internet access before classes start and test browser compatibility. It stresses the importance of reading syllabi carefully, staying organized with binders, developing regular login habits, communicating with instructors and advisors, and being aware of all deadlines. Students are advised to take notes on multimedia content, use proper writing skills in discussions, and find ways to apply concepts learned.
This document provides tips for succeeding in an online class. It recommends students check that they have reliable internet access before classes start and test browser compatibility. It stresses the importance of reading syllabi carefully, staying organized with binders, developing regular login habits, communicating with instructors and advisors, and being aware of all deadlines. Students are advised to take notes on multimedia content, use proper writing skills in discussions, and find ways to apply concepts learned.
This document provides information about an English course titled EWRT1C. It outlines the course objectives, requirements, texts, student learning outcomes, grading scale, policies, and available tutoring resources. The main goals of the course are for students to develop analytical and comparative reading and writing skills through engaging with various literary texts. Key requirements include papers, exams, online posts, and participation. The grading scale is based on 900 points, and policies address attendance, conduct, late work, and adding/dropping the course. Free online tutoring is available to support students.
1 History 21B World History Making the Mod.docxmayank272369
1
History 21B: World History
Making the Modern World: Empires, Revolutions, and Globalization, 1450s – 1820s
Prof. Laura J. Mitchell Winter 2016
234 Krieger Hall class meetings: MWF 10:00 – 10:50
[email protected] SSPA 1100
Office hours: Mondays 12–1, Wednesdays 11–12, & by appointment
Teaching Assistants
Monday Sections Wednesday Sections
Mr. Kyle David Ms. Michele Brewster
Office hours: Mondays 1-2 Office hours: Wednesdays 11-12
In 334 Krieger hall In 334 Krieger hall
[email protected][email protected]
How did the world become global? Starting in the 1450s, this course explores how mariners,
merchants, and monarchs connected the globe through faster ships, the exchange of goods, and
colonial governance. Today’s highly interconnected world has a history, including the rise of
global empires, the expansion of export economies, and worldwide political revolutions. As race
became fixed, gender roles shifted, and science described and classified through Western eyes,
human actions made the world modern. Together we will ask how large-scale resistance to
centralized rule and the persistence of people’s everyday lives shaped the changes we now call
globalization and modernity.
Course objectives
Students who complete this class will be able to:
• Explain the difference between primary and secondary sources.
• Use evidence from primary and secondary sources to construct an argument.
• Differentiate between local and global processes; in other words: articulate how scale
changes historical analysis.
• Evaluate similarities and differences; in other words: make historical comparison.
Course Structure
Theme Skills Focus
Part I Empires Using Evidence :: Making Arguments
Part II Globalization Thinking with Scale
Part III Revolutions Making Comparisons
Course Materials
Required Textbook:
Ross E. Dunn & Laura J. Mitchell, Panorama: A World History (New York: McGraw-Hill,
2015), Chapters 16 - 20
E-book version with Connect & Learn Smart subscription
You can also consult a hard copy of the textbook that is available on 2-hour reserve at Langson
Library.
2
Other Reading and Visual Material
Links to relevant websites and to .pdf versions of other course readings are available on the
course Canvas site. You can download the articles, chapters, and excerpts to your computer
and/or print a copy to bring to class.
Course Methodology
Historical analysis Historical analysis requires learning, understanding, and assessing available
evidence and then asserting informed interpretations. Here, historical analysis does not imply a
listing of a series of events, people, or circumstances. Instead, historians conduct careful
investigations and test their assumptions in order to assert an interpretation or an argument about
the past.
Preparation Our class experience will rely on our mutual preparation. I do not expect you to be
experts in all things regarding world history, but I do ...
This document provides information about a Consumer Behavior course offered at the University of Dayton in Spring 2017. The key details are:
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Similar to Dr. Mohammed's Religion 101 Syllabus (Online course) (20)
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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4. BCP, Surveying volume 1
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Dr. Mohammed's Religion 101 Syllabus (Online course)
1. RELS 101: Introduction to World Religions: Summer 2010 (Online
Course)
Department of Religious Studies: San Diego State University
Dr. Khaleel Mohammed
Office: Al 674
khaleel.mohammed@sdsu.edu
619-594-3108
Wimba Classroom Hours: Wed/Th: Noon-1 p.m.
(Private Wimba or phone consultations by appointment)
This syllabus is intended to guide us through the semester. However, circumstances may change
and so I reserve the right to change the syllabus as needed to ensure that we fulfill the course
objectives. You will receive full and fair notification regarding any such changes.
Meeting the Needs of Diverse Learners: As your instructor, I will do everything within reason to actively
support a wide range of learning styles and abilities. I have taken training and applied the principles of
Universal Design for Learning in Higher Education to this course. Feel free to discuss your progress in this
course with me at anytime. If you require any accommodations, please let me know at the start of the
course. You may also wish to contact Student Disability Services at Calpulli Center (Suite 3101),
telephone: 619.594.6473, or visit http://www.sa.sdsu.edu/sds/triosss/
Distance Learning Prerequisites
Please take the ‘readiness survey’ at
https://sunspot.sdsu.edu/pls/webapp/survey.hybrid_learning.main and, if this is the right
course for you, please prepare your computer for the course.
• Please download necessary software, including: Adobe’s Acrobat Reader and Flash Player,
QuickTime Player, and Microsoft Word Viewer (if you do not already have Word installed).
o If this sounds intimidating, please do not panic! Information about all of these tools and
links enabling you to install them are kept under the ‘Technical Support’ button on our
Blackboard Website.
• Please enter the Wimba Classroom and run the Wimba Classroom Setup Wizard that appears.
• Please get speakers or a headset so that you can hear pre-recorded lectures, film soundtracks,
office hour discussions, etc.
2. 2
• Please learn how to use Blackboard. For an orientation to Blackboard or for Blackboard help, go
to: http://its.sdsu.edu/blackboard/student/.
Remember: This is an online course. Information technology or IT challenges
can and will come up. Be prepared to handle them.
Please be assured that if and when problems occur on the SDSU end, you will not
be penalized. However, when problems occur on your end, the story is different:
You are responsible for your computing needs. When problems occur on your
end, you must fix them. The instructor cannot provide IT support. IT problems
that you experience do not constitute an acceptable excuse for non-completion
of work.
Course Description
REL S 101 which is an introduction to the academic study of the world’s major religious traditions. We
will explore diverse religious philosophies and practices to understand how they enrich humanity, and
shed light on the nature, meaning and struggles of human existence. Since this course does not seek to
affirm or deny the belief systems of any of these traditions, personal religious conviction or lack thereof
will neither benefit nor hinder one’s performance.
RELS 101 is one of the nine courses that you will take in General Education Foundations. Foundations
courses cultivate skills in reading, writing, research, communications, computation, information literacy,
and use of technology. They furthermore introduce you to basic concepts, theories and approaches in a
variety of disciplines in order to provide the intellectual breadth necessary to help you integrate the
more specialized knowledge gathered in your major area of study into a broader world picture.
This course is one of the four Foundations courses that you will take in the area of Humanities and Fine
Arts. Upon completion of this area of Foundations, you will be able to
1. Analyze written, visual, or performed texts in the Humanities and Fine Arts with sensitivity to
their diverse cultural contexts and historical settings.
2. Describe various aesthetic and other value systems and the ways they are communicated across
time and cultures.
3. Identify issues in the Humanities that have personal and global relevance.
4. Demonstrate the ability to approach complex problems and ask complex questions drawing
upon knowledge of the Humanities.
Required Texts
A Concise Introduction to World Religions by Willard Oxtoby and Alan Segal (editors):
Oxford University Press, Don Mills, Canada, 2007. Hereinafter referred to as “class text.”
Student Workbook: Oxtoby Version (available ONLY at Aztec).
3. 3
I have selected two books that are informative and economical. They are available at
www.sdsubookstore.com Please take advantage of the SDSU Bookstore free shipping offer by
using coupon code "Summer10" on the payment process page. All orders are shipped by the
next business day. You can contact the SDSU Bookstore online ordering dept at 866-388-7378
Course Requirements
1. Demonstrated completion of Workbook Learning Enhancement Exercises by answering
questions via Wimba Live classroom
2. Effective participation on Discussion Board on Blackboard.
3. Successful and timely completion of all quizzes and examinations.
Learning Objectives
• Discuss the role religion plays in culture and to improve multicultural
literacy.
• Define and use specialist religion terminology appropriate to the level
of study.
• Discuss the basic history, philosophy, and practices of major religious
traditions and begin to engage in Comparative studies.
• Differentiate between confessional and academic studies of religion.
• Discuss Religion in the American context.
FAQS
How will the course be conducted? Via Blackboard and the Wimba Classroom.
How will I access WIMBA? You will need to run the Wimba setup wizard available on Blackboard.
Please ensure that you run the wizard on any computer that you might use to access Live Classroom. If
not, you will NOT be able to attend Live Classroom.
Is there anything I can do to ensure things are set up correctly from the beginning? You can run the
wizard right now; this will allow us to troubleshoot in advance if you run into any problems with Live
Classroom. If all systems are up and running, you will be relaxed and ready to embark on the learning
voyage.
To run the Live Classroom Setup Wizard
1. Go to the RELS 101 Course Blackboard site
2. Click on the “Live Classroom” (left side of menu)
3. You will find a room titled “Live Presentations of the RELS 101 Materials”
4. Click the blue upward facing arrow (below “enter”)
5. A pop-up window will appear asking “Is your computer ready?”
6. Click on the “Run Wizard” and follow the instructions.
4. 4
How do I know where to look for an assignment, or notes, or quizzes? You will need
to familiarize yourself with the Blackboard functions. From Control Board, you will see self-explanatory
labels: such as Course Documents, Assignments, Discussion Boards, and Grade Book etc.
How can I communicate with the course Professor? Via WIMBA classroom, by email, either directly at
khaleel.mohammed@sdsu.edu or through Blackboard using the “Send Email”tool within the BB
communication folder. Your email subject line MUST show “RELS101” and your surname, with a very
short reference term to your email topic—failure to include RELS101 may result in your email being
rejected by my spam detectors. I will try to respond within 24 hours during weekdays, but it is your
responsibility to re-contact me if you do not hear back within that time. If the issue cannot be solved via
email, a telephone call or individual WIMBA session can be arranged.
How can I ensure that I will get course-related Email? Check and update your Email address at SDSU
Webportal (https://sunspot.sdsu.edu/portal/) as this address will be used automatically by Blackboard.
How will you know that I am NOT cheating? In many cases, quizzes etc. will be timed. As much as
possible, I will try to design assignments in order to minimize the possibility of cheating. Section 41301
of Title V of the California Code of Regulations defines academic misconduct as “cheating or plagiarism
in connection with an academic program at a campus.” Cheating includes copying others’ work during
an exam, falsifying data or records for an exercise, etc. Examples of plagiarism include copying other
students’ answers or, when working in collaborative groups, not stating answers in your own words
based on your own understanding. More information is available from the SDSU Center for Students
Rights and Responsibilities (http://scrr.sdsu.edu/index.html).
Does this mean that we cannot work in groups to complete the learning enhancement exercises in the
workbook? No; I encourage you to work in groups to discuss and find the answers. What will be
deemed as cheating is if you are not part of a group and borrow someone’s workbook to copy answers.
5. 5
How will you conduct a learning module/classroom session? I will lecture and use PowerPoint slides to
facilitate active learning. That means you and I will be working together, rather than me just lecturing.
YOU are required to come to each session fully prepared to participate in polling questions quizzes etc.
This means you will have completed the assigned readings and workbook learning enhancement
exercises BEFORE each lesson. Since I will focus on the MAJOR religions of North America, I have not
scheduled any LIVE CLASSROOM for Chapter 10. Note too that for the Chapter on Indigenous Religions,
although I will focus on the material from the workbook, you are required to read the entire chapter in
the class text. This is to improve your reading and independent analytical skills as you will be asked
about this material in the final examination and quizzes.
Will you give us learning guides for the final and quizzes? Not directly. Those are built into each module
and your workbook. As you study each religion, you should use your workbook and ensure you find the
right answers to the questions therein.
The questions in your workbook are taken from the same bank that I will use for your quizzes and
exams. You may also use the Discussion Board feature on Blackboard to engage your peers in on-line
study sessions. If you wish to do so in specific groups only, I will be happy to set up such a forum if you
provide me with the names consenting participants.
6. 6
How will you ensure that we are on schedule? Keeping on schedule is your
responsibility. The schedule is designed to allow you optimum convenience, and I
have strategically designed tests and quizzes to assist you in your learning goals. I
may send email reminders, but will not act as a kindergarten school teacher, rousting
and nagging you.
Ground Rules
Students and teachers have obligations to each other. Successful teaching and learning depends to a
great degree on honoring these obligations.
Here’s what I expect from students: Since you have chosen to be part of this class, you
will enter every session prepared to and give your full attention there. You will come to
class, having done the required readings and preparation, and submit all required work on
time. You will treat everyone in the class, including the professor, with the respect due to
all human beings. (If someone in our class is treating you disrespectfully, you will alert me
immediately.) You acknowledge that previous academic preparation will affect your
performance. You acknowledge that your perception of effort, by itself, is not enough to
justify a distinguished grade. You will not make excuses for your failure to do what you
ought. You will accept the consequences of your actions. Given the nature of this course,
you will keep your personal faith beliefs to yourself and understand that the academic study of religion
means that we are only concerned with certain points of investigating the various religions we will
study, and NOT making value judgments.
Here is what students can expect from me: I will treat you with respect. I will prepare
and monitor every class with care. I will manage the class in a professional manner;
that may include educating you and or other students in appropriate behavior. I will
keep careful records of your on-line activity, performance and progress. I may allow
extensions or make-ups only for students with valid excuses that I have confirmed. I
will pursue to the fullest extent the university imposed penalty for plagiarism, cheating
and other violations of academic integrity. I will make myself available to your for
advising. I will maintain appropriate confidentiality concerning your performance. I will
support your efforts at learning. Your grade will reflect the quality of your work and
nothing else.
Components of Final Grade Assessment
WORKBOOK (5%): Your workbook is to assist you in self-assessment while reading the material in the
class text, and to assess your writing skills as required in General Education courses. At the end of each
workbook religion topic, there are several essay type questions. Starting from Judaism, you are
required to answer ONE of these questions from each religion topic. You will submit your answer to me
via email AFTER we finish the religion of focus, and before we go on to the next religion. I will ensure
that the dates for submission are noted in your syllabus or learning guides. You will also use the multiple
choice questions in your workbook as a learning guide and to prepare for quizzes/exams. I will read
your answers at random and give an overall grade at the end of the course for this component.
7. 7
DISCUSSION BOARD PARTICIPATION (25%)
We will utilize this tool to engage in critical thinking and to expand upon issues
raised during our online classes and from your readings. The Discussion Board
allows you the opportunity to interact with your classmates and with me and to
discuss topics of interest. Do note that your input must be effective in order to
get the marks for this segment of the course. Do not ask a question just to be on
the board.
I may start some discussions myself. In such cases, you are required to post one
response of your own and to post one reply to a classmate’s response. Thus, you must respond twice to
each Discussion Board topic. You are effective if you make your posts in a timely way. This means that
you must make a post or respond to one during the week after we first encounter a new chapter or
topic. If, for example, we start discussing Buddhism on June 11, you will need to make your posts on the
Learning Discussion board topics by June 18 to receive credit. If I feel that your responses are not
original, I may disable the function that allows you to see what your peers have posted. You are still
required to respond, and since you will NOT see other postings, this will presume your truly personal
input. In some cases, I may put you in groups so that we may have the choice of various topics on a
specific religion.
Your 25% will be calculated thus: at the end of the summer session, I will review the input and award up
to 5 points for each of up to 10 discussion Board postings that you have made over the course of the
semester. The provision of 5 points for your posting will be based on the quality of your post. The
maximum points available for Discussion board participation are 50.
DISCUSSION BOARDS
You will be assigned to a small group by Week 2 of the course. Each team will form a
collaborative learning community through which you can find camaraderie and support.
After the first week, all discussion board-type learning activities will occur within your
small group’s discussion board. Through your groups, you will be assured of more
fulfilling interaction than you might experience if only interacting with the class as a
whole.
TESTS (40%)
There will be THREE tests, to be taken as noted in the schedule below. Together, these tests are worth
40% of your course mark. Each test will be worth 50 points. The tests will cover each section of the
course independently: they are not cumulative.
All test questions will come from lectures and readings in the textbook, the lectures, and from the same
question bank as the workbook. You MUST read the textbook in addition to answering the questions
and doing the supplementary readings in the workbook. Do note that I do not think my role is to
rehash everything that is in the class text. I explain or add where necessary, and respond to questions. If
you read something that you don’t understand and I don’t cover it in my lecture, please ensure you ask
me about it. Good questions via the Discussion board will get you points.
All tests will be completed via Blackboard. Instructions will be forwarded later.
8. 8
QUIZZES (30%)
There will be FIVE quizzes, each carrying a maximum of 20 points. You may not use your textbook or any
other materials, including your class notes to assist you in completing the on-line quizzes. There is a
running timer for each quiz to insure you do not use any outside material. I will drop the lowest of your
five quiz scores when calculating your final grade. You may want to make sure that you complete the
relevant multiple choice questions in your workbook before taking any quiz.
It is your responsibility to complete quizzes, exams, and other
assignments in a timely way, that is, before they are due. This policy
is intended to insure that you are working on each chapter
according to the syllabus schedule. All quizzes and exams will be
available on Blackboard for a specific time only. Once they have
been removed, they will NOT be made available to you again. DO
NOT WAIT UNTIL THE LAST MINUTE TO DO THE QUIZZES AND TESTS.
CRASHED TESTS: Tests sometimes ‘crash’ if the system is overloaded. This sometimes happens very
close to a deadline. If your test crashes, let me know right away through both an email to
khaleel.mohammed@sdsu.edu and a phone call to 619.594.3108. Remember, although I can reset
a crashed test for you, I do need ample notice to do so. If your test crashes between the close of
business and midnight, even with notification via phone and email, I may not be able to reset it in
time for you and you will receive an F (unless the problem was SDSU-based). To help yourself avoid
the crash hassle, take your test early—take it before noon if possible.
Furthermore, although I may ‘reset’ crashed tests for retaking, the decision to do so is at my
discretion. The circumstances in which a given test crashes will be taken into account as I decide on
the appropriate course of action.
To prevent crashes, do not adjust your browser or switch between programs in any way during a
quiz or test.
Missed tests and quizzes (make-ups): Because tests are taken online, make-ups will only be
permitted in the direst of unexpected and unanticipated emergencies (e.g., hospitalization,
extradition), provided that appropriate and legitimate documentation has been supplied. In other
words, take all of your tests when they are due. Since I will drop the lowest quiz score, there are
NO make-ups for missed quizzes.
Polling Questions during Live Online Classes
During almost every online class session, I will present polling questions. These polling questions
will be used in several different ways. Most often, I will use them to review lecture content on-the-
fly as well as allow for student input. Specifically, this means that I will build in questions that will
permit you and me to know if you are learning what I am teaching, and to allow you the
9. 9
opportunity to enrich our active learning by your personal knowledge and experience. These
questions will also give you a good sense of the sorts of multiple choice questions that will appear
on the tests. Sometimes there will not be any right or wrong answers to such questions; your
answers, however, will help me gauge the overall perceptions of the class with regard to specific
issues of interest in the course. You will also have the opportunity to score discussion board points.
For every one correct answer, you will receive one point.
Grades
During the course of the semester, you will be able to see your grade by checking
the GRADEBOOK section on BLACKBOARD. Your final grade is determined on the
basis of accumulated points from quizzes, tests, discussion board and brief writing
exercises. This is an introductory course, so with industrious application of study
and effort, an A is not beyond reach. If you are taking the course for C/NC, do note
that the university considers a C- (C minus) as a NC or failing grade.
Please note that all scores in this course are converted to percentages and that
course weighting applies. This means that if you obtain 50 points in the Discussion
board component, you get the full 25%. The same amount of marks in the TEST
component, however, will translate differently. Since TESTS account for 40% of your
grade weighting, the percentage in terms of your overall grade score will be
50 40
calculated thus: × = 13.3%.
150 100
I will only issue an Authorized Incomplete (I) when a small portion of required coursework has not been
completed due to unforeseen, but fully justified reasons. You must complete the required work within
one calendar year immediately following the end of the term in which it was assigned. If this is not done,
you will receive an IC-Incomplete Charged Grade that will count as an F for GPA computation.
A grade of "WU" for "Withdrawal Unauthorized" (formerly "U") indicates that you did not officially
withdraw from the course, but failed to complete course requirements. For purposes of GPA
computation, this grade is equivalent to an "F". If you attend a portion of a course and then, after
receiving a failing average, stop attending without officially withdrawing, you will receive a final grade of
"F" rather than "WU".
Grade Queries: Grades are very carefully determined and checked prior to being entered into the Grade
Book feature on Blackboard. If you do find an error, or have a question, please feel free to ask about it.
It pleases me greatly to raise grades when warranted. On the flip side, it annoys me terribly when
students push for points when they are not warranted; this is disrespectful to me, your fellow students
and yourself—so please avoid it. Such a request will bring your entire test and, in some cases, your
entire record into account and may result in lower as well as higher grades. Queries MUST be done
within two days of the grade posting.
10. 10
A total of 300 points is possible. You can keep track and
determine your grade using these tables.
Total Points Course Weight Your Mark
Workbook 20 10%
Quiz 1
(June 8) 20
Quiz 2 20
(June 14)
Quiz 3 20 (your lowest quiz score
(June 23) will be dropped 25%
Quiz 4 20
(June 28)
Quiz 5 20
(June 30)
Test 1
(June 2) 50
Test 2
(June 17) 50 40%
Test 3
(July 7) 50
Discussion
Board/ 50 25%
Polling
Questions
Participation
Total 300 100%
Minimum %/=Letter Grade Minimum %=Letter Grade
94 A 74 C
90 A- 70 C-
85 B+ 65 D+
82 B 60 D
79 B- 55 D-
77 C+
11. 11
Course Schedule
Date Topic Reading/ Learning Specific Student Learning Outcomes
Exercises
5/27 Introduction/Overview Oxtoby: Chapters I, 1. Discuss syllabus and related
6/1 of Study Content/ 11. administrative material
Nature of Religion Workbook: 2. Explain importance of religion
Pp 1-6. 3. Define religion
4. Defining common terms used in the study
of religion
5. Explain the different approaches to the
study of religion.
6/2 Indigenous Religions 1. Define indigenous religion
2. Discuss Western approaches to
indigenous religions
3. Provide reason for non-coverage of non-
American indigenous traditions
4. Describe four major indigenous traditions
5. Discuss some terminology of indigenous
religions
6/2 TEST 1
6/3 Judaism Oxtoby: Ch. 2 6. Defining Judaism
6/7 7. Describe Origins/Social Setting of Biblical
Judaism
8. Describe Composition of “Tanakh’
9. Explain why we should not use “Old
Testament” as a term.
10. Describe Documentary Hypothesis.
6/8 Workbook: 31-7 11. Describe evolution of Judaism and its
modern denominations
12. Describe the evolution from Temple to
Synagogue
13. Discuss some Jewish ritual
observances/the law
By midnight on 6/8, 14. Discuss the Holocaust/Israel/Zionism
you must submit 15. Discuss Judaism in America
the essay answer 16. Compare some themes in
to your workbook Judaism/Christianity
question on page
37
6/8 Quiz 1 : Subject: Judaism
12. Course Schedule 12
Date Topic Reading/ Learning Specific Student Learning Outcomes
Exercises
6/9 Oxtoby: Ch. 3 17. Explain the Social Setting to which Jesus
6/10 came. Discuss who is a Christian or what
Christianity Workbook: Christianity is.
39-46 18. Discuss historical versus creedal Jesus
19. Describe compilation of scripture
20. Discuss Paul and development of the
Church.
21. Discuss Constantine’s Conversion,
Catholicism
Christianity 22. Discuss Development of creeds/classical
and sectarian developments and
controversies.
23. Discuss medieval Christian scholasticism/
theology
6/14 By midnight, you 24. Discuss Protestantism, Modern
must submit your movements
essay type answer 25. Discuss Christianity in the US:
to any question on Fundamentalism, Evangelical Christianity,
p. 46 of your Politics and Religion
workbook.
6/14 Quiz 2: Subject: Christianity
6/15 Islam Oxtoby: Ch. 4 1. Describe social setting to which Islam
6/16 Workbook: 47-54 came
2. Discuss etymology of “Islam” and
“Muslim”
3. Explain main sources of Islam
4. Explain main beliefs of Islam
5. Discuss compilation of Qur’an
6. Discuss the caliphate.
Midnight on 6/20 7. Describe sectarian movements
deadline for 8. Discuss Civil war in early Islam
submission of 9. Discuss modern developments, crises,
essay type answer: Israel, Afghanistan, Iraq
10. Discuss Muslims in America
Workbook, p. 54.
6/17 Test 2
13. Course Schedule 13
Date Topic Reading/ Learning Specific Student Learning Outcomes
Exercises
6/21 Hinduism Oxtoby, Ch. 5 1. Discuss the problematic issues of
Workbook: 57-67 defining Hinduism
6/22 2. Discuss origins, development of
Hinduism
6/23
3. Describe the stages of life
4. Describe the four goals
5. Describe the caste system
6. Discuss aspects of advaita philosophy
7. Discuss scriptures, different types
8. Describe different ways to liberation
(yoga)
9. Explain Moksha, Samsara, Dharma,
other specific terms
10. Discuss Hindus in diaspora
11. Discuss Hinduism as foundation of other
religions
Midnight deadline 12. Sanskrit and its influence on western
for submission of languages
essay type answer: 13. Discuss Hinduism and modernity,
Workbook, p. 67. Hinduism in modern politics
6/23 Quiz 3
6/24 Sikhism Oxtoby, Ch. 6 1. Discuss the social setting in which
Workbook: 69-78 Sikhism arose.
Midnight 6/27: 2. Describe the early ideas of founder
deadline for 3. Discuss development of Sikhism
4. Discuss its some of its teachings vis a vis
submission of
Hinduism and Islam
essay type answer: 5. Discuss Sikhism in the USA
Workbook, p. 78.
6/28 Jainism Chapter 7, Oxtoby 6. Discuss basic ideas of Jainism
Workbook: 78-87 7. Name latest Jina and
understand/memorize terms at end of
Midnight deadline chapter 7, Oxtoby
8. Understand some comparative aspects
for submission of
of Jainism, Hinduism, Sikhism
essay type answer: 9. Discuss Jain influence on the Satyagraha
Workbook, p. 87 of Mahatma Gandhi
6/28 Quiz 4: Subject: Sikhism and Jainism
6/29 Buddhism Oxtoby: Ch. 8 10. Discuss the early life of the Buddha
Workbook: 11. Describe his path to “awakening” and
89-100 early history of Buddhism
12. Explain different sectarian movements
of Buddhism
Midnight deadline
13. Describe basic ideas of Buddhism
for submission of 14. Provide overview of Buddhism in
essay type answer: America, famous American Buddhists
Workbook, p. 100 15. Discuss the Dalai Lama
6/30 Chinese Religions Oxtoby: Ch 9,10 16. Discuss essential philosophical concepts
14. Course Schedule 14
Date Topic Reading/ Learning Specific Student Learning Outcomes
Exercises
Workbook: 101-13 of these religions.
Midnight deadline 17. Discuss Falun Gong.
on 7/5 for
submission of
essay type answer,
Workbook, p. 113
6/30 QUIZ 5: subject: Chinese Religions
7/5 Independence Day No class
7/6 Wrap up. From on-line 1. Discuss definitions of cult versus religion
sources /possible 2. Examine ideas of Latter Day Saints,
video Rastafari, and other Religious
Latter Day Movements.
3. Discuss proliferation of religious
Saints/Rastafari/Other
movements
Religious Movements 4. Discuss idea of spirituality vs. institutional
in America religion.
5. Discuss reification, institution, and
canonization.
6. Recap major issues course
7/7 Test 3