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.
SOC 463/663 (Social Psych of Education) - Spring 2015 SyllabusMelanie Tannenbaum
This document provides information about a Social Psychology of Education course. It outlines the course details including the instructor's contact information, required materials, course objectives, assignments, grading criteria, exam dates, reading schedule, and policies. The course will use a social-psychological approach to examine questions related to academic success and the role of schools. Undergraduate students must complete 3 essays and graduate students' essays require more sources. Students will also write weekly reading responses and take a midterm and final exam. Topics will include socialization, ability grouping, stratification, and diversity.
This document provides information about a Personality Psychology course taught at Rutgers University in Fall 2014, including:
- Class details such as time, location, instructor, and teaching assistants contact information
- An overview of course objectives to describe and apply personality theories and research
- Expectations around academic integrity and attendance
- Assessments including exams, quizzes, assignments, and a writing assignment analyzing a character using personality theories
- Resources including a textbook, online platform, and instructor's teaching philosophy and communication preferences
This document is a syllabus for a sociology course titled "How Race and Ethnicity Shape American Social Life". The course will examine key concepts related to race and ethnicity, explore the historical experiences of various minority groups, analyze media representations of minorities, and address contemporary issues like segregation and inequality. Requirements include introductory assignments, response papers, exams, projects, and activities. The goal is for students to develop a sociological understanding of how race shapes social life and to critically engage with course materials.
This document provides an overview of the ENGL 102 College Writing and Rhetoric course for Spring 2017. Key details include:
- The course will focus on improving persuasive and expository writing skills.
- It will be taught by Lauren Yarnall on Mondays, Wednesdays, and Fridays from 12:30-1:20 PM in Brink 107.
- Students will complete 5 major writing assignments of different types along with daily homework assignments to practice key skills and prepare for the major assignments. This will include keeping a dedicated journal for invention exercises.
- Students are expected to attend class regularly, participate actively, and follow technology and email etiquette policies to create a respectful learning environment
Shearer / Syllabus / English102 / Fall 2019Clare Shearer
This document provides the syllabus for an English 102 college writing course focused on writing about place and identity. The course will explore how environment shapes lives and events through diverse voices and perspectives. Students will write from personal experience as well as conduct traditional research. Major assignments include reading responses, a personal narrative essay, an annotated bibliography, an exploratory research essay, and an op-ed essay. The syllabus outlines course goals, assignments, policies on attendance, late work, and technology use, as well as contact information for the instructor.
This document provides information about an English 2 transfer-level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Requirements include class participation, assignments, five formal papers including one in-class paper, website posts, and tests/quizzes. Grades are based on 1000 points from essays, homework, tests, and activities. Policies address essay submission, academic dishonesty, attendance, conduct, workshops, homework, quizzes, exams, late work, appointments, adding/dropping the course, and educational use of
This document provides information about an English 2 transfer-level course, including the course description, goals, requirements, policies, grading, and textbooks. The main goals of the course are to develop critical thinking skills through analyzing texts and arguments. Students will write five formal papers of varying lengths, complete homework posts online, and take tests and quizzes. Grades are calculated on a 1000-point scale based on essays, homework, tests, and participation. Course policies address academic integrity, attendance, conduct, late work, and use of student papers.
This document provides information about an English 2 transfer-level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, and evaluating alternative perspectives. Students will summarize, analyze, and interpret ideas from texts. Requirements include class participation, assignments, five formal papers including one written in class, website posts, and tests. The grading system and policies on academic dishonesty, attendance, conduct, homework, quizzes, exams, late work, and use of student papers are also outlined.
SOC 463/663 (Social Psych of Education) - Spring 2015 SyllabusMelanie Tannenbaum
This document provides information about a Social Psychology of Education course. It outlines the course details including the instructor's contact information, required materials, course objectives, assignments, grading criteria, exam dates, reading schedule, and policies. The course will use a social-psychological approach to examine questions related to academic success and the role of schools. Undergraduate students must complete 3 essays and graduate students' essays require more sources. Students will also write weekly reading responses and take a midterm and final exam. Topics will include socialization, ability grouping, stratification, and diversity.
This document provides information about a Personality Psychology course taught at Rutgers University in Fall 2014, including:
- Class details such as time, location, instructor, and teaching assistants contact information
- An overview of course objectives to describe and apply personality theories and research
- Expectations around academic integrity and attendance
- Assessments including exams, quizzes, assignments, and a writing assignment analyzing a character using personality theories
- Resources including a textbook, online platform, and instructor's teaching philosophy and communication preferences
This document is a syllabus for a sociology course titled "How Race and Ethnicity Shape American Social Life". The course will examine key concepts related to race and ethnicity, explore the historical experiences of various minority groups, analyze media representations of minorities, and address contemporary issues like segregation and inequality. Requirements include introductory assignments, response papers, exams, projects, and activities. The goal is for students to develop a sociological understanding of how race shapes social life and to critically engage with course materials.
This document provides an overview of the ENGL 102 College Writing and Rhetoric course for Spring 2017. Key details include:
- The course will focus on improving persuasive and expository writing skills.
- It will be taught by Lauren Yarnall on Mondays, Wednesdays, and Fridays from 12:30-1:20 PM in Brink 107.
- Students will complete 5 major writing assignments of different types along with daily homework assignments to practice key skills and prepare for the major assignments. This will include keeping a dedicated journal for invention exercises.
- Students are expected to attend class regularly, participate actively, and follow technology and email etiquette policies to create a respectful learning environment
Shearer / Syllabus / English102 / Fall 2019Clare Shearer
This document provides the syllabus for an English 102 college writing course focused on writing about place and identity. The course will explore how environment shapes lives and events through diverse voices and perspectives. Students will write from personal experience as well as conduct traditional research. Major assignments include reading responses, a personal narrative essay, an annotated bibliography, an exploratory research essay, and an op-ed essay. The syllabus outlines course goals, assignments, policies on attendance, late work, and technology use, as well as contact information for the instructor.
This document provides information about an English 2 transfer-level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Requirements include class participation, assignments, five formal papers including one in-class paper, website posts, and tests/quizzes. Grades are based on 1000 points from essays, homework, tests, and activities. Policies address essay submission, academic dishonesty, attendance, conduct, workshops, homework, quizzes, exams, late work, appointments, adding/dropping the course, and educational use of
This document provides information about an English 2 transfer-level course, including the course description, goals, requirements, policies, grading, and textbooks. The main goals of the course are to develop critical thinking skills through analyzing texts and arguments. Students will write five formal papers of varying lengths, complete homework posts online, and take tests and quizzes. Grades are calculated on a 1000-point scale based on essays, homework, tests, and participation. Course policies address academic integrity, attendance, conduct, late work, and use of student papers.
This document provides information about an English 2 transfer-level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, and evaluating alternative perspectives. Students will summarize, analyze, and interpret ideas from texts. Requirements include class participation, assignments, five formal papers including one written in class, website posts, and tests. The grading system and policies on academic dishonesty, attendance, conduct, homework, quizzes, exams, late work, and use of student papers are also outlined.
This document provides an overview of the syllabus for an introductory fiction writing course. It outlines course goals and learning outcomes which include improving writing skills, understanding fictional narratives, and critically analyzing texts. It describes assignments like a reading response journal where students summarize short stories, and a 3-minute student-led introduction. Guidelines are provided for attendance, participation, deadlines, textbooks, and the course website. Students are expected to spend 6-8 hours per week on reading, writing, and classwork. The course aims to help students become stronger writers and more articulate individuals.
This document provides the syllabus for an English 102 college writing course titled "Writing About Place & Identity" taught in the spring 2019 semester. The course focuses on applying principles of expository and argumentative writing through exploring how one's environment shapes their life and identity. Major assignments include blog posts, a personal narrative essay, an annotated bibliography, exploratory research essay, and op-ed essay. The syllabus outlines course goals, policies, requirements, grading, and expectations for student conduct.
This document outlines the syllabus for an English 102 college writing course focusing on place and identity. The course will explore how environment shapes lives and events through diverse perspectives in assigned writing. Major assignments include blog posts, a personal narrative essay, an annotated bibliography, exploratory research essay, and op-ed essay. Students will develop skills like research, revision, and synthesizing sources. The syllabus details course goals, assignments, policies, grading scale and deadlines. Successful students will gain skills in areas like audience analysis, research, and incorporating feedback to improve writing.
English 102 30 syllabus official--spring 2018InCruzBay
This document provides an overview of an English 102 college writing course, including information about the instructor, course description and goals, assignments, grading, policies, and textbook. The course will focus on developing skills in persuasive and expository writing by thinking about trends in the changing world. Students will complete 5 major assignments including essays, a research paper, video presentation, and a final assignment reflecting on their future. The course aims to improve students' abilities to write for different audiences, comprehend and analyze various texts, conduct research, and give/receive peer feedback.
This document provides information about a 3 credit, online course on human development across the lifespan taught at Montgomery County Community College in the spring of 2017. The course will examine physical, social, psychological, and cognitive development from conception to death. Students will learn about major theories of development and age-related crises. Assignments include weekly discussion posts, two exams, and a journal on each chapter. The course is taught by Professor Tina Frederick and uses an online textbook.
This document provides an introduction to the course and instructor. It summarizes that the instructor, Dr. Hammad A. Hussain, earned his PhD in philosophy in 2010 and has been teaching philosophy courses since 2016. It emphasizes that the course covers a semester's worth of material in 4 weeks and students should read the syllabus carefully. It outlines how to access course materials on Blackboard, pacing recommendations, that students will not be graded on agreeing with philosophical ideas, and encourages students to contact the instructor with any questions.
This document provides information about a Reading 12 course offered at Treasure Valley Community College in fall 2011. The 3-credit course emphasizes developing reading skills needed for college-level textbooks, including vocabulary, identifying main ideas, critical thinking techniques, and study strategies. Required textbooks and supplies include two books on reading skills and vocabulary as well as class supplies. Instruction will involve lectures, discussions, and hands-on assignments. The course objectives are to equip students with study skills, develop vocabulary skills, and improve comprehension. Student performance will be assessed through various assignments, quizzes, exams, and class participation. The policies outline attendance, late work, plagiarism, and classroom expectations.
In this unit, students are introduced to communication methods for the course, assignments, and policies. They are instructed to introduce themselves on the discussion board, read the syllabus and communication guidelines, and respond to two classmates' introductions. The grading scale and late policies are also outlined. Late assignments will receive a 20-30% deduction, and no work will be accepted more than two weeks late without extenuating circumstances. The writing center is available to help with papers and can be accessed through the Kaplan homepage or academic support tab.
This document provides information about an English 102 college writing and rhetoric course. It outlines details such as class time, instructor information, attendance policy, assignments including revisions and homework, learning outcomes, and policies regarding plagiarism, technology use, and disability support services. The goal of the course is to help students become better communicators through practicing skills like reading, writing, speaking, and applying rhetorical strategies. Becoming Rhetorical by Jodie Nicotra is the required textbook.
This document provides information about an English 2 course, including the course description, goals, requirements, grading, policies, and textbooks. The main goals of the course are to develop critical thinking skills through analyzing literature and arguments. Students will write 5 formal papers totaling around 6,000 words to be evaluated. Grades are based on essays, in-class writing, website posts, tests, and participation. The course uses an online platform and requires establishing a username to complete homework assignments. Various policies outline expectations for attendance, late work, and academic integrity.
This document provides the syllabus for a Communication Studies 5 course. It outlines the course objectives, which include identifying communication models, understanding the symbolic nature of communication, and improving public speaking skills. The syllabus details required readings, contact information for the instructor, policies on attendance and late work, assignments including speeches and papers, and the grading breakdown. The course aims to provide students with fundamental communication concepts and practical experience through group activities and presentations.
This document provides the syllabus for a college writing course. It outlines the course description, goals, required texts and materials, assignments, grading scale, attendance policy, and weekly schedule. The main assignments include five writing projects of different genres like personal essays, reviews, proposals, and argumentative essays. Students will complete drafts, get peer feedback, and submit final versions. Other requirements are spontaneous writings, homework, presentations, vocabulary quizzes, and submitting a final portfolio. The course aims to develop students' expressive and persuasive writing and reading skills through practicing different techniques.
This document outlines the syllabus for an online English 102 course titled "Writing About Place & Identity" taught during the summer of 2019. The course focuses on applying principles of expository and argumentative essay writing through exploring how one's environment shapes their life and identity. Major assignments include a personal narrative essay, annotated bibliography, exploratory research essay, and op-ed essay. The course aims to help students develop composition and research skills to communicate effectively for different audiences and contexts. It provides learning outcomes, assignment requirements and deadlines, grading policies, textbook information, and instructor contact details.
This document outlines the requirements for a directed studies course on spiritual direction. The course will focus on methods of spiritual direction through one-on-one meetings between the student and instructor. Students will read four required texts and write various papers responding to the readings. These papers include two brief papers on theological anthropology and the student's understanding of spiritual direction. Students will also write critical reviews and personal reflections of each text. Additionally, students must create a "Rule of Life" and a major paper on a recommended author. The course aims to help students develop their skills and understanding of spiritual direction through reading, writing, and regular meetings with the instructor.
This document provides information about an adolescent development and learning course, including:
1) The course is taught by three professors and meets on Thursdays from 3:15-6:05pm, divided into three groups. Readings focus on adolescent development in context.
2) Students are required to lead a class discussion, participate actively, submit weekly logs connecting readings to a case study of an adolescent, and complete a final case study paper.
3) Readings explore biological, psychological and social influences on adolescent development, how adolescents learn and are motivated, and how schools and teachers can support healthy development.
Thank you for sharing this experience with me. It sounds like a profound grace. My sense is that Jesus wants you to rest in His love for you, not try to analyze it. When you let go of figuring it out and simply look to Him in faith, His love is there. May I suggest bringing this experience to your prayer daily and asking Jesus to deepen your awareness of His love for you?
Alex: Thank you. I think that's good advice. I do tend to overanalyze things. I will try simply resting in His love and bringing this experience back to prayer each day.
4. Discussion of the Relationship and Work of the Director:
a. I was surprised by my initial reaction of envy. I
His love is like a warm embrace. It's gentle but strong. It
makes me feel safe and cared for. I know He accepts me just as I
am. His love gives me hope.
Director: Thank you for sharing this experience with me. It sounds
like a profound encounter with the love of Christ. How does it feel
to have received this gift?
Assistant: It's hard to describe. Part of me is still in disbelief that
God would love me in this personal way. But another part of me
feels deeply comforted and at peace. I'm grateful for this glimpse
into how much Christ loves me. It gives me courage to keep
following Him.
Director: I'm glad you
This document outlines the syllabus for a two-week college writing course called Smart Start. The course will introduce students to college-level writing expectations and help them develop habits to succeed in their coursework. Students will complete daily writing assignments including blog posts, an essay, and emails. They will also read portions of the textbook Start Something That Matters. By the end of the course, students are expected to demonstrate responsibility, flexibility, self-reflection, self-advocacy, and proficiency with writing technologies. The course will be graded on a pass/fail basis.
This document is a syllabus for an English 102 college writing and rhetoric course. It outlines the course goals, which include improving skills in persuasive and expository writing, analyzing texts, developing central ideas, and conducting research. The course will focus on how environments affect identity through assignments analyzing place and identity, research on place and crisis, and a multi-genre project on a University of Idaho space. Requirements include major writing assignments, daily homework, class participation including Socratic discussions on Fridays, and journals. The syllabus provides policies on attendance, late work, technology use, and email communication with the instructor.
This document is the syllabus for an English 102 college writing course taught in the spring 2019 semester. It outlines the course goals of focusing on expository, argumentative, and research writing. The instructor's contact information and office hours are provided. The major assignments include four writing projects, journal entries, and a library research week. The required textbook and course policies on attendance, plagiarism, and classroom conduct are also summarized.
The popular OCEAN320 The Oceans course was rebooted from the ground up to (1) promote SDSU's new GE capacities and goals and (2) capitalize upon the strengths of online learning. Every quanta of new course content was reversed-engineered from learning outcomes designed to help students appreciate the scientific context and societal complexity of major oceanographic issues, such as ocean warming and acidification, overfishing and aquaculture, and petroleum exploitation and risk. The course is structured into scaffolding learning modules, each comprised of an integrated sequence of live Wimba sessions and an array of student-centered activities based on readings, videos, and web-based simulations. This effort has been an extremely rewarding (and exhausting) educational endeavor, and has forced me to re-evaluate my role as an educator in a increasingly stressed world where information is no longer scarce but often overwhelming.
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 an overview of the syllabus for an introductory fiction writing course. It outlines course goals and learning outcomes which include improving writing skills, understanding fictional narratives, and critically analyzing texts. It describes assignments like a reading response journal where students summarize short stories, and a 3-minute student-led introduction. Guidelines are provided for attendance, participation, deadlines, textbooks, and the course website. Students are expected to spend 6-8 hours per week on reading, writing, and classwork. The course aims to help students become stronger writers and more articulate individuals.
This document provides the syllabus for an English 102 college writing course titled "Writing About Place & Identity" taught in the spring 2019 semester. The course focuses on applying principles of expository and argumentative writing through exploring how one's environment shapes their life and identity. Major assignments include blog posts, a personal narrative essay, an annotated bibliography, exploratory research essay, and op-ed essay. The syllabus outlines course goals, policies, requirements, grading, and expectations for student conduct.
This document outlines the syllabus for an English 102 college writing course focusing on place and identity. The course will explore how environment shapes lives and events through diverse perspectives in assigned writing. Major assignments include blog posts, a personal narrative essay, an annotated bibliography, exploratory research essay, and op-ed essay. Students will develop skills like research, revision, and synthesizing sources. The syllabus details course goals, assignments, policies, grading scale and deadlines. Successful students will gain skills in areas like audience analysis, research, and incorporating feedback to improve writing.
English 102 30 syllabus official--spring 2018InCruzBay
This document provides an overview of an English 102 college writing course, including information about the instructor, course description and goals, assignments, grading, policies, and textbook. The course will focus on developing skills in persuasive and expository writing by thinking about trends in the changing world. Students will complete 5 major assignments including essays, a research paper, video presentation, and a final assignment reflecting on their future. The course aims to improve students' abilities to write for different audiences, comprehend and analyze various texts, conduct research, and give/receive peer feedback.
This document provides information about a 3 credit, online course on human development across the lifespan taught at Montgomery County Community College in the spring of 2017. The course will examine physical, social, psychological, and cognitive development from conception to death. Students will learn about major theories of development and age-related crises. Assignments include weekly discussion posts, two exams, and a journal on each chapter. The course is taught by Professor Tina Frederick and uses an online textbook.
This document provides an introduction to the course and instructor. It summarizes that the instructor, Dr. Hammad A. Hussain, earned his PhD in philosophy in 2010 and has been teaching philosophy courses since 2016. It emphasizes that the course covers a semester's worth of material in 4 weeks and students should read the syllabus carefully. It outlines how to access course materials on Blackboard, pacing recommendations, that students will not be graded on agreeing with philosophical ideas, and encourages students to contact the instructor with any questions.
This document provides information about a Reading 12 course offered at Treasure Valley Community College in fall 2011. The 3-credit course emphasizes developing reading skills needed for college-level textbooks, including vocabulary, identifying main ideas, critical thinking techniques, and study strategies. Required textbooks and supplies include two books on reading skills and vocabulary as well as class supplies. Instruction will involve lectures, discussions, and hands-on assignments. The course objectives are to equip students with study skills, develop vocabulary skills, and improve comprehension. Student performance will be assessed through various assignments, quizzes, exams, and class participation. The policies outline attendance, late work, plagiarism, and classroom expectations.
In this unit, students are introduced to communication methods for the course, assignments, and policies. They are instructed to introduce themselves on the discussion board, read the syllabus and communication guidelines, and respond to two classmates' introductions. The grading scale and late policies are also outlined. Late assignments will receive a 20-30% deduction, and no work will be accepted more than two weeks late without extenuating circumstances. The writing center is available to help with papers and can be accessed through the Kaplan homepage or academic support tab.
This document provides information about an English 102 college writing and rhetoric course. It outlines details such as class time, instructor information, attendance policy, assignments including revisions and homework, learning outcomes, and policies regarding plagiarism, technology use, and disability support services. The goal of the course is to help students become better communicators through practicing skills like reading, writing, speaking, and applying rhetorical strategies. Becoming Rhetorical by Jodie Nicotra is the required textbook.
This document provides information about an English 2 course, including the course description, goals, requirements, grading, policies, and textbooks. The main goals of the course are to develop critical thinking skills through analyzing literature and arguments. Students will write 5 formal papers totaling around 6,000 words to be evaluated. Grades are based on essays, in-class writing, website posts, tests, and participation. The course uses an online platform and requires establishing a username to complete homework assignments. Various policies outline expectations for attendance, late work, and academic integrity.
This document provides the syllabus for a Communication Studies 5 course. It outlines the course objectives, which include identifying communication models, understanding the symbolic nature of communication, and improving public speaking skills. The syllabus details required readings, contact information for the instructor, policies on attendance and late work, assignments including speeches and papers, and the grading breakdown. The course aims to provide students with fundamental communication concepts and practical experience through group activities and presentations.
This document provides the syllabus for a college writing course. It outlines the course description, goals, required texts and materials, assignments, grading scale, attendance policy, and weekly schedule. The main assignments include five writing projects of different genres like personal essays, reviews, proposals, and argumentative essays. Students will complete drafts, get peer feedback, and submit final versions. Other requirements are spontaneous writings, homework, presentations, vocabulary quizzes, and submitting a final portfolio. The course aims to develop students' expressive and persuasive writing and reading skills through practicing different techniques.
This document outlines the syllabus for an online English 102 course titled "Writing About Place & Identity" taught during the summer of 2019. The course focuses on applying principles of expository and argumentative essay writing through exploring how one's environment shapes their life and identity. Major assignments include a personal narrative essay, annotated bibliography, exploratory research essay, and op-ed essay. The course aims to help students develop composition and research skills to communicate effectively for different audiences and contexts. It provides learning outcomes, assignment requirements and deadlines, grading policies, textbook information, and instructor contact details.
This document outlines the requirements for a directed studies course on spiritual direction. The course will focus on methods of spiritual direction through one-on-one meetings between the student and instructor. Students will read four required texts and write various papers responding to the readings. These papers include two brief papers on theological anthropology and the student's understanding of spiritual direction. Students will also write critical reviews and personal reflections of each text. Additionally, students must create a "Rule of Life" and a major paper on a recommended author. The course aims to help students develop their skills and understanding of spiritual direction through reading, writing, and regular meetings with the instructor.
This document provides information about an adolescent development and learning course, including:
1) The course is taught by three professors and meets on Thursdays from 3:15-6:05pm, divided into three groups. Readings focus on adolescent development in context.
2) Students are required to lead a class discussion, participate actively, submit weekly logs connecting readings to a case study of an adolescent, and complete a final case study paper.
3) Readings explore biological, psychological and social influences on adolescent development, how adolescents learn and are motivated, and how schools and teachers can support healthy development.
Thank you for sharing this experience with me. It sounds like a profound grace. My sense is that Jesus wants you to rest in His love for you, not try to analyze it. When you let go of figuring it out and simply look to Him in faith, His love is there. May I suggest bringing this experience to your prayer daily and asking Jesus to deepen your awareness of His love for you?
Alex: Thank you. I think that's good advice. I do tend to overanalyze things. I will try simply resting in His love and bringing this experience back to prayer each day.
4. Discussion of the Relationship and Work of the Director:
a. I was surprised by my initial reaction of envy. I
His love is like a warm embrace. It's gentle but strong. It
makes me feel safe and cared for. I know He accepts me just as I
am. His love gives me hope.
Director: Thank you for sharing this experience with me. It sounds
like a profound encounter with the love of Christ. How does it feel
to have received this gift?
Assistant: It's hard to describe. Part of me is still in disbelief that
God would love me in this personal way. But another part of me
feels deeply comforted and at peace. I'm grateful for this glimpse
into how much Christ loves me. It gives me courage to keep
following Him.
Director: I'm glad you
This document outlines the syllabus for a two-week college writing course called Smart Start. The course will introduce students to college-level writing expectations and help them develop habits to succeed in their coursework. Students will complete daily writing assignments including blog posts, an essay, and emails. They will also read portions of the textbook Start Something That Matters. By the end of the course, students are expected to demonstrate responsibility, flexibility, self-reflection, self-advocacy, and proficiency with writing technologies. The course will be graded on a pass/fail basis.
This document is a syllabus for an English 102 college writing and rhetoric course. It outlines the course goals, which include improving skills in persuasive and expository writing, analyzing texts, developing central ideas, and conducting research. The course will focus on how environments affect identity through assignments analyzing place and identity, research on place and crisis, and a multi-genre project on a University of Idaho space. Requirements include major writing assignments, daily homework, class participation including Socratic discussions on Fridays, and journals. The syllabus provides policies on attendance, late work, technology use, and email communication with the instructor.
This document is the syllabus for an English 102 college writing course taught in the spring 2019 semester. It outlines the course goals of focusing on expository, argumentative, and research writing. The instructor's contact information and office hours are provided. The major assignments include four writing projects, journal entries, and a library research week. The required textbook and course policies on attendance, plagiarism, and classroom conduct are also summarized.
The popular OCEAN320 The Oceans course was rebooted from the ground up to (1) promote SDSU's new GE capacities and goals and (2) capitalize upon the strengths of online learning. Every quanta of new course content was reversed-engineered from learning outcomes designed to help students appreciate the scientific context and societal complexity of major oceanographic issues, such as ocean warming and acidification, overfishing and aquaculture, and petroleum exploitation and risk. The course is structured into scaffolding learning modules, each comprised of an integrated sequence of live Wimba sessions and an array of student-centered activities based on readings, videos, and web-based simulations. This effort has been an extremely rewarding (and exhausting) educational endeavor, and has forced me to re-evaluate my role as an educator in a increasingly stressed world where information is no longer scarce but often overwhelming.
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.
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.
The document summarizes SDSU's evaluation and selection of a new student response system to replace its existing eInstruction clickers. It discusses the benefits and challenges of clickers, presents results from a trial of the top two systems (i>clicker and Poll Everywhere), and demonstrates i>clicker. Based on faculty, student, and staff ratings across 15 criteria, i>clicker was preferred and was seen as simpler and more consistent than the alternatives. SDSU plans to transition mainly to the lower-cost i>clicker system starting next year.
Jennifer Imazeki, Economics
Scaffolded Writing and Reviewing in the Disciplines(SWoRD) is a web-based peer-review system. One of the primary innovations of SWoRD, relative to other peer review tools, is the scoring algorithm through which peer review scores are converted into student grades for both writing and reviewing. In this session, I will discuss my experience with SWoRD, which I used in Spring 2011 for an upper-division writing course for economics majors, replacing my previous system of ‘manual’ peer review (i.e., students swapping papers)
This document discusses using a wiki as a collaborative tool for writing. It proposes creating a new health communication course that focuses on communicating sustainability at work. Students will assess workplace behaviors and policies that impact wellness and sustainability, and devise communication strategies. Students will collaborate in teams to construct a wiki on a sustainability topic, including investigating the topic, analyzing information, designing wiki pages, and presenting their wiki. Wikis allow collaborative writing and constant evolution. This assignment outlines components for the sustainability topic wikis and a grading rubric.
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
This document provides information about an English 102 college writing course. The course will focus on thinking and writing about trends in a rapidly changing world. Students will reflect on moments of change, evaluate the current world, and develop strategies to predict future trends and position themselves competitively in emerging fields. The course goals are to improve skills in persuasive and expository writing. By the end of the course, students should be able to accurately assess audiences, present clear and supported ideas, conduct research, and give/receive feedback. The course requires 6 writing assignments and students will be graded on a 1000 point scale.
This document provides an overview of the English 102 course, including the course description, goals, requirements, and policies. The main points are:
The course will focus on thinking and writing about trends in a rapidly changing world. Students will analyze moments of change, evaluate the current world, and develop strategies to position themselves in future fields or jobs.
By the end of the course, students should be able to write persuasive essays, conduct research, and give/receive peer feedback. The major assignments are a personal essay, annotated bibliography, research essay, video podcast, envisioning the future essay, and reflection. Students will receive a letter grade based on completing 6 writing assignments worth 1000 total points. The course policies address
English 102 05 syllabus official--spring 2018InCruzBay
This document provides an overview of an English 102 college writing course, including logistical details, course goals and learning outcomes, assignments and grading policies. The course will focus on developing skills in persuasive and transactional writing through assignments such as a research paper, video presentation, and future planning essays. Students will learn to write for different audiences, synthesize information from various sources, and give/receive peer feedback on writing. The grading scale and policies on attendance, late work, plagiarism and disability accommodations are also outlined.
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.
This document is a syllabus for an English 102 college writing course. It outlines the course goals, learning outcomes, assignments, grading policies, and expectations. The main goals of the course are to improve students' skills in persuasive and expository writing for various audiences, purposes, and genres. Students will focus on community awareness and thinking rhetorically about interactions in their environment. Major assignments include essays analyzing a sense of place and a community issue, as well as a public service announcement. The syllabus provides details on class structure, participation expectations, assignments, grading scale, academic honesty policies, and instructor contact information.
1syllabus RS 100 Intro Religious Studies, Fall 2015.docxeugeniadean34240
1
syllabus: RS 100 Intro Religious Studies, Fall 2015
REVISED: 6/27/2015
Catalog number: 14399 Classroom: SH390 8am to 10:45am
Ingrid Wilkerson, PhD
Email: [email protected] (Please put "RS100" in subject line of email or it may get missed!)
Office hours: SN 418 X6875 6:40 to 7:40 AM and 2 - 3 PM Friday and via Skype by appt
Description: This course introduces students to the discipline of Religious Studies via a look at the sacred texts and tales from a wide range of world views. Analytical tools of the discipline will be introduced and applied to the reading. Students will learn how to analyze a variety of beliefs academically, and strive to avoid filtering things through their personal belief systems. Because Religious Studies is an interdisciplinary field, students will be able to utilize the skills from this class in other disciplines, as well as in everyday critical assessments of information.
Key Goals: Students will familiarize themselves with the vocabulary of religious studies and the diversity of concepts about the sacred in the world. This will be accomplished by analyzing primary texts and mythologies regarding the divine and then comparing them to what we define as human. The interaction between humanity and divinity will show cultural specificity and reveal possible commonalities between seemingly disparate belief systems. Through actual analysis, students will develop a sense of examining the sacred outside of a faith-driven understanding. A variety of theoretical tools will be given to them to aid in their analyses of unfamiliar religious thought and students must develop their own sets of analytical questions while reading and “discuss” them with others.
Key Skills: Students will learn how to analyze primary texts, interpret and compare key concepts. These analytical skills outline a methodology of inquiry and application that can be utilized in any field (G.E. F.2 or S.5)
COURSE REQUIREMENTS:
ATTENDANCE and PARTICIPATION:will be 25% of your grade! (Sleeping in isn’t an option ;-) 100 points. You get ONE unexcused absence, then your grade will be reduced by 1/3 for each subsequent unexcused absence. To be considered a legitimate excused absence, I have to receive an email from you NO LATER than the day of the absence. No email /no excuse. I make the determination whether it is an acceptable reason or not. ALSO, it is your responsibility to sign the class roll sheet.
ASSIGNMENTS: 7 2-page essay papers written and turned in during class, regarding the reading. 10-20 points each for 120 points total. The number of writings depends on how much effort and understanding the class seems to be putting into understanding the readings.
QUIZZES: There is a syllabus quiz the first week you attend class worth 25 points so get used to checking your syllabus. WARNING: you don't want to start the class 25 points behind do you? There are 2 major quizzes: an online (Moodle) vocabulary quiz worth 50 points due midnight .
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.
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This document provides the syllabus for an English 102 college writing course titled "Writing About Place & Identity" taught in the spring 2019 semester. The course focuses on applying principles of expository and argumentative writing through exploring how one's environment shapes their life and identity. Major assignments include personal narratives, annotated bibliographies, research essays, and op-eds. The syllabus outlines learning outcomes, assignments, policies, and grading criteria.
This document provides an overview of an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and analyzing argumentative and issue-oriented literature. Key goals include gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Students will write five formal papers and complete other assignments totaling approximately 6,000 words to be evaluated. Requirements include class participation, completing readings and assignments, meeting with the instructor, and contributing to an online class website. The grading scale and policies on attendance, late work, and adding/dropping the course are also outlined.
This document provides an overview of an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and analyzing argumentative and issue-oriented literature. Key goals include gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Students will write five formal papers and complete other assignments totaling approximately 6,000 words to be evaluated. Requirements include class participation, completing readings and assignments, meeting with the instructor, and contributing to an online class website. The grading scale and policies on attendance, academic dishonesty, late work, and use of student papers are also outlined.
This document provides an overview of an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and analyzing argumentative and issue-oriented literature. Key goals include gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Students will write five formal papers and complete other assignments totaling approximately 6,000 words to be evaluated. Requirements include class participation, completing readings and assignments, meeting with the instructor, and contributing to an online class website. The grading scale and policies on attendance, late work, and adding/dropping the course are also outlined.
This document provides information about an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and writing argumentative and issue-oriented literature. Key goals include analyzing values and viewpoints, developing critical thinking, and practicing writing as a process. Requirements include class participation, assignments, five formal papers including one in-class, website posts, and tests. The grading scale is based on 1000 points from various assignments. Course policies address essay submissions, academic dishonesty, attendance, conduct, homework, quizzes, exams, late work, and appointments.
This document provides information about an English 1A hybrid class. Key points:
- The class meets partially in-person and partially online, with homework assigned on Fridays to be completed before an online Monday session.
- The class website is an important resource, where students will post homework. Students must create a WordPress account to access the site.
- The goals of the course are to improve students' reading, writing, and analytical skills through assignments including five essays, website posts, tests, and workshops.
- Grades are based on a 1000 point system divided among various assignments, with letter grades corresponding to certain point ranges. Policies cover submission formats, attendance, conduct, and late work
This document provides information about an English 1A hybrid class. It summarizes that the class will meet both in person and online, with assignments due on Fridays to be completed before the next class meeting on Monday. It also outlines the course goals of improving reading, writing, and critical analysis skills. Key requirements include active participation, five essays, blog posts, tests and quizzes. The grading scale and policies on attendance, late work, and academic dishonesty are also summarized.
This document provides information about an online Religions of the World course at Patrick Henry Community College for the Fall 2013 semester. The 3-credit course examines major world religions and is taught fully online by instructor Hannah Simpson. The course description, objectives, assignments, grading scale, policies, and schedule are outlined in detail. Students will study religions through readings, presentations, discussions, and assessments with a focus on critical thinking and written communication skills.
COLG 191: Developing and Implementing a 1-Credit Required Online Information ...Harvey Brenneise
In 2010 Chadron State College (CSC) in northwest Nebraska voted to make a 1-hour information literacy class a graduation requirement and to teach this class online. The new requirement became effective with the 2012 school year. OLGThis poster session describes the process of implementing this decision, including the goal, outcomes, learning activities, course schedule/outline for the 8-week course, sample tutorials, implementation issues, what was learned, and areas for further research.
This document provides instructions for students in a nursing history course. It outlines expectations for the weekly discussion assignments, including discussing the history of one's previous nursing school. It provides guidelines for formatting, citations, plagiarism, late policies, and communication. Students are expected to incorporate course readings, cite sources, thoughtfully engage with peers' responses, and communicate directly with the instructor as needed.
This document provides information about an English 2 transfer level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Requirements include participation, completing assignments, five formal papers including some written in class, website posts, and tests/quizzes. The grading system and policies around attendance, conduct, late work, and adding/dropping the course are also outlined.
This document is the syllabus for an English 101 course taught by Jamie Flathers at Washington State University in Spring 2020. The syllabus provides Flathers' contact information and office hours. It describes the course as introducing students to writing as both a skill and academic subject through sustained writing practice and revision. Students will complete assignments such as a literature review, literacy narrative, discourse community analysis, and rhetorical reading. The syllabus outlines policies on attendance, late work, communication, academic integrity, and reasonable accommodations.
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The document discusses how to access library subscription databases off-campus using a proxy server, noting that this provides always up-to-date access. It also provides links to library resources including research guides, databases, the mobile catalog, directories, and contacts for library departments and librarians.
This document discusses the importance of instructor immediacy, or communication behaviors that enhance closeness and interaction, in virtual environments like Second Life. It outlines different nonverbal communication channels like clothing, gestures, eye gaze, and posture that can be used through an instructor's avatar to increase immediacy. The document provides suggestions for implementing immediacy, such as choosing an appropriate virtual world, personalizing an avatar, and emphasizing voice to engage students.
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Fevatools is a web-based toolkit to jump-start your efforts to conduct formative evaluation of student learning and course design. Come learn more about how SDSU faculty are using freely available, web-based tools to gather data that informs iterative refinement of their course designs.
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The document provides an overview of the OCEAN320 summer course, including:
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This session will report on the major findings of three large-scale studies examining the impact of instructor immediacy behaviors in recorded online videoconferencing sessions, the Wimba online classroom, and Second Life. The presenters will describe the communicative behaviors that enhance instructor immediacy and closeness with the students and offer practical recommendations for application in different online learning environments.
The document discusses how a teacher uses discussion boards on Blackboard to increase student engagement and understanding of course material. It provides examples of different types of discussion board prompts used, including getting-to-know-you posts, summaries of assigned readings, focused discussions of readings, and group discussions. The teacher shares that discussion boards allow students to be assessed on their comprehension of upcoming topics and motivate them to complete assigned readings. Plans to add mini-assessments to discussion boards in the future are also mentioned.
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With class sizes increasing, it is becoming increasingly difficult to support research and writing activities. The extra workload associated with grading, checking assignments, and providing support outside of the classroom can become overwhelming. Through my experience in the Course Design Institute, I have learned about several tools that will be useful for increasing research and writing activities while maintaining a manageable workload. I have incorporated the use of online tools to support writing activities in a large undergraduate course, including Blackboard, Google Docs, and Wimba Classroom. In this session I will describe what worked and what didn’t work, and I will provide a brief demonstration of the techniques that have been most useful.
This study examined the effects of instructor immediacy and communication media on student perceptions, cognitive learning, perceived learning, and satisfaction in a virtual classroom. Participants experienced teaching sessions that manipulated immediacy (high vs. low) and media (video vs. photo). Results showed that students in the high-immediacy groups rated the instructor higher on immediacy measures and performed better on cognitive tests than those in low-immediacy groups. The group with high immediacy and video scored highest overall. While all groups showed cognitive gains, those exposed to higher immediacy learned more. Future research could address limitations and further explore the role of immediacy and media in virtual learning.
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1. Religious Studies 101 World Religions Spring Semester 2010
Time: T, Th 1230-1345hrs
Classroom: HT140
Dr. Khaleel Mohammed Assistants:
Telephone: 619-594-3108 Sam Davidson: Sdsuyador@gmail.com
Email: khaleel.mohammed@sdsu.edu Samsam Mohammed: smohamed@rohan.sdsu.edu
Office: AL 674 Amethyst Tagle: amethystt.tagle@gmail.com
Office Hours: Tu/Th: 1100-1200;
1400-1500hrs
IMPORTANT NOTES:
CSU Employee Furloughs - Impact on Classes
This year across this campus and around the CSU system some class days will be cancelled
because of furloughs. A furlough is mandatory unpaid time off; faculty and staff on each
CSU campus are being "furloughed" two days per month. This does not mean a holiday for
you: assignments still have to be completed; that means you will be doing a lot of reading
on your own.
I exhort you to NOT contribute to the negative effects of these furloughs. I don’t like being
forced to taking days off from what I consider my calling—and considering what your re-
sponsibilities are to YOURSELF, I trust you will maintain an industrious attitude to your
study.
As of now, the scheduled furlough days are thus: Feb. 16,
Mar, 9, 23,
Apr 20, 29
May 4, 11,
Jun 1,8.
This syllabus is extremely detailed because I think that classroom time should be used for actual study
of course material and NOT to discuss procedures, deadlines etc. The onus is on you to carefully digest
the contents of this syllabus. (There will be a quiz on it.) If you feel that there is certain information that
should be included, please contact me via e-mail. To remain in the class, you must, by the last day of
WEEK 2, give me an index card with your contact information as well as a signed declaration thus: I
have read and understood the syllabus and agree to its conditions.
Course Description
Religious Studies 101 is an introduction to the academic study of the world's major religious traditions. We
will explore diverse religious philosophies and practices in an effort to understand how they shed light on the
nature, meaning, and struggles of human existence. Since this course does not seek to affirm or deny the be-
lief systems of any of these traditions, personal religious conviction or the lack thereof will neither benefit nor
hinder one's performance in the course.
RELS 101 is one of nine courses that you will take in General Education Foundations. Foundations courses
cultivate skills in reading, writing, research, communication, computation, information literacy, and use of
technology. They furthermore introduce you to basic concepts, theories and approaches in a variety of disci-
plines in order to provide the intellectual breadth necessary to help you integrate the more specialized knowl-
edge gathered in your major area of study into a broader world picture.
This course is one of four Foundations courses that you will take in the area of Humanities and Fine Arts.
Upon completing 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 moments; 2) de-
scribe 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 ap-
2. proach complex problems and ask complex questions drawing upon knowledge of the humanities.
Learning Objectives
• To understand the role religion plays in culture and to improve multicultural literacy
• The usage of specialist religion terminology relevant to level of study
• To be able to discuss the basic history, philosophy, and practices of major religious tra-
ditions and begin to engage in comparative studies
• To differentiate between confessional and academic studies of Religion
• Understand Religion in the American context
Course Requirements
• Demonstrated completion of required readings, workbook assignments
• Effective Classroom participation
• Internet access; you must ensure that your correct address is on Blackboard.
• Successful and timely completion of quizzes and examinations. If you absent yourself with-
out an acceptable excuse from the Midterm or Final, you will be issued an F regardless of
your course aggregate.
Required Texts
A Concise Introduction to World Religions, Willard Oxtoby and Alan Segal (Edi-
tors), Oxford University Press, Don Mills, ON, 2007. Hereinafter referred to as
“class text.”
Student Workbook Oxtoby Version
Computer and Internet Access Requirement
All announcements, grades, e-mail communication etc are posted via BLACKBOARD. You are re-
quired to have an active, working email account. Please note that HOTMAIL accounts are NOT compatible
with BLACKBOARD, and you should create a university ROHAN account. See http://rohan.sdsu.edu/rac-
cts.html
Class Participation/Method of Instruction
You are required to attend each class fully prepared to participate in that day’s lecture. This means
that you will have completed the assigned readings and workbook exercises BEFORE each lesson, and
be able to demonstrate this during the discussion of scheduled material. I will ensure your participa-
tion by choosing names randomly from the class roster—and the selection of your name one week
does not exempt you from being again called in the subsequent week/s. When you are called upon to
provide the answer to any day’s required reading and cannot do so, demerit marks will be counted against
your name.
Since I will focus on the MAJOR religions in North America, I have not scheduled discussion
on Chapter 10. Note too that for the chapter on Indigenous Religions, although I will use 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 its material in the final ex-
amination.
I am available by appointment and during posted office hours to assist you. You can also seek the help of
the teaching assistant whose contact information and office hours are posted at the top of this document.
Clarification about Workbooks
Your workbook is elemental to this course and you must have it with you for every class. It has notes and
materials that are not found in the course text. It also has learning enhancement questions taken from the
same databank that I will use when designing class quizzes and examinations. Since RELS 101 is a General
Education course, there is a writing requirement that you will have to fulfill. The workbook assignments are
2
3. designed with this in mind and your mark for the writing component will be determined by your perfor-
mance on the appropriate sections in the workbook. You will note that there are “writing sections” at the
end of every major topic. You MUST select one topic/question and write your answer in the space pro-
vided. Your answer should not be LESS than three quarters of a page using normal font, and must
reflect learning from the relevant reading. This must be done AFTER we finish the relevant chapter, but
BEFORE we start the following one, i.e. you will answer the short questions BEFORE the class lectures,
but you will do the writing assignment AFTER the lecture(s) when you feel you have enough information to
ably comply with the writing requirement. Since this is a high-enrolment class, do not expect to have your
books checked more than once. This ONE opportunity also means that you will not be told to “correct” any-
thing and turn it in later: the mark you get on the date your name is called will not be changed unless your
book is collected later (by random call or instructor request) and assessed on the bases of your performance
on writing assignments for other chapters. Please note that I am working on probability here: it is possible
that I MIGHT check your book on another occasion. All of this means that you should come to class with
all relevant assignments complete. Your handwriting must be legible (I will issue a zero for illegible materi-
al). You may use a word-processed document, but it has to be pasted on to the required writing area. Please
also note that this document must be present when the book is checked; that means I will NOT accept any
condition for turning in the answer at a later date. I will NOT accept electronically forwarded answers.
Please also note that the “learning enhancement” questions are designed to promote a proper reading of the
assigned text. Since your answers ought to reflect such reading, you will be marked for completion of the
assignment, and NOT for the correctness of your answers. You are encouraged to participate in groups and
check each others answers. The teaching assistants will NOT, as a norm, correct your answers.
Attendance and Punctuality
Attendance and Punctuality are mandatory. I do NOT take roll call, but instead, collect and
mark your workbooks on a weekly basis by random selection of names. For each lecture session that your
name is called and you do not respond, you may be docked 5 marks. Since I do not base my lectures on
the text only, you can be assured that each absence can severely impact on your performance in class
quizzes and examinations. If you observe religious holidays that are not listed in the school calendar,
please inform me within two weeks of the start of the semester so that I can schedule examinations/
quizzes to accommodate you. When a guest speaker addresses the class or a film is shown during the reg-
ular class time, you will be expected to stay for the entire lecture/showing. If you choose to leave, you may
have demerit points assessed against you. Please also read the subsection “Changes of Syllabus.”
Class/Course Conduct
Student conduct that disrupts the learning process shall not be tolerated and may lead to disci-
plinary action and/or removal from the class. Do note that:
• You may not text or otherwise use your cellular phones during class
• You may NOT listen to IPODS during class
• You may NOT complete assignments for other courses during this class
• Only one person speaks at any given time. If I have to warn you about talking, you will be charged
5 demerit points; every subsequent contravention will be charged 10 points.
• You may only use laptops with my permission, and when you do so, you must sit in the first row. I
have a zero tolerance policy: if you are caught playing electronic games or surfing the web without
permission, I will NOT allow you further use of a laptop, and 10 demerit points will be charged
against you.
• The teaching assistants and I will only answer email that contains your name and course number.
Plagiarism and Academic Misconduct
For the appropriate SDSU definitions and policies, please visit:
http://lfolks.sdsu.edu/faculty/readyref/RRF-Plagiarism.html
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4. Quizzes and Examinations
You will have two quizzes and two main examinations as shown on the schedule below. Please
note that your final includes material for the entire semester. Exams use matching, true/false, fill in the
blank and multiple-choice questions. Unless otherwise specified, Scantron 289 is required for all examina-
tions. If you register for this course on a CREDIT/NO CREDIT (Cr/NC) option, do note that you must
complete ALL assignments and obtain a cumulative 70% or higher to be issued a C.
• Exams must be taken at the times scheduled, unless you have an acceptable excuse supported by
requisite documentation. Unfortunately, I cannot reschedule quizzes.
• I also only accept SCANTRON 289. Scantrons are electronically processed: this means that if
you use another type of scantron, place marks in other than the designated areas, or omit fill-
ing out required spaces, the machine will reject it, and you will be issued a zero. Neither I nor
the teaching assistants will manually grade scantrons.
• If you show up late for a quiz/exam AFTER other students have already handed in their
scantrons and left the classroom, you may be disallowed from taking the quiz/exam.
• ALL QUERIES ABOUT MARKS MUST BE RAISED WITHIN SEVEN DAYS OF MARK
POSTINGS ON THE GRADEBOOK FUNCTION OF BLACKBOARD.
• Do note that I hate email questions to which the answers are clearly spelled out in the syl-
labus. If you address such questions to me, not only will I not answer them, but I may issue
you two demerit points.
Study Guides
The workbook is the best study guide. My primary goal, however, is to make scholars out of you
and not just prepare you to pass examinations. As such, you must consider everything we study in class as
material that you may be asked about in your examinations.
In order to assist you in your study, I will clearly list the main outlines of the discussion on the
board at the beginning of each lesson. (Introduction, Early History, Development, and Worldview.)You will
use these to be your guides. At the university level, I assume that you are mature enough to structure your
study habits so that you maintain a constant review schedule as well as keeping up with current material.
REMINDER: IN THE FINAL EXAMINATION, you will be asked about all material we have studied
in class as well as Chapter 10 that you must study on your own.
Quiz and Examination Schedule
Classification Scheduled Date Maximum Mark Course Weight
Writing Assignments/Participation Random Call 20 20%
Quiz (Syllabus) Jan. 28 20 5%
Quiz (Content) Feb. 18 50 10%
MIDTERM EXAMINATION Mar 11 100 30%
From Introduction to and incl.
Ch. 5)
FINAL EXAMINATION May 18 100 35%
(Don’t forget that this includes
ALL material for the semester)
TOTAL 100%
Grading Guidelines
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5. 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+
• During the course of the semester, you will be able to see your grade by checking the GRADE-
BOOK section on BLACKBOARD.
• 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 com-
putation.
• A grade of "WU" for "Withdrawal Unauthorized" (formerly "U") indicates that you did not official-
ly 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 re-
ceiving a failing average, stop attending without officially withdrawing, you will receive a final
grade of "F" rather than "WU".
If you are a student with a documented disability on record at SDSU and wish to have a reasonable
accommodation made for you in this class, please bring your documentation to me during the first
two weeks of class.
Change of Syllabus
This syllabus and schedule are subject to change. The datelines you see listed are based on the most summa-
ry presentation of lessons. Extended discussions and questions could lengthen the allotted time thus delay-
ing the start of study of the next major religion. It is your responsibility to check for announcements made if
you absent yourself from any class. If I make changes based on a class vote, then such changes will apply
to the entire class.
SCHEDULE
I. Orientation/What is Religion
Week 1 (Jan 21)
Discussion of syllabus, teaching style, requirements.
Brief introduction to Religion
II. Native American Religion
Week 2 (Jan26/28)
Introduction and Indigenous Traditions
Readings: Class text: 2-9; 11-58
Workbook: 1-29
Jan. 28: SYLLABUS QUIZ VIA BLACKBOARD. Multiple Choice, completed via
scantron and handed in on Jan 28. Answers will NOT be accepted after this
date.
Possible Film
February 2: Last day to DROP classes
February 4: Last day to ADD classes or change grading basis
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6. The First of the Abrahamic Faiths: The Jewish Tradition
Week 3 (Feb 2, 4)
Judaism: Origins, Development, Main Beliefs, Rituals, Different Movements/Denominations,
Israel, Modernity, In America.
Readings: Class Text: Chapter 2
Workbook: 31-37
III. The Christian Tradition
Week 4 (Feb 9, 11)
Your writing units on Indigenous Religions and Judaism should MUST be completed by
now (see pp. 24, 25, 33 of your workbook).
Defining Christianity, Origins, Development, Main Beliefs, Rituals, Different
Movements/Denominations, Modernity, in America.
Readings: Class Text: Chapter 3
Workbook: 39-46
Week 5 (Feb 16, 18)
(Christianity Continued)
Feb. 18: Content Quiz: All religions studied thus far. No syllabus questions.
IV. The Islamic Tradition
Week 6 (Feb 23, 25)
Islam: Definitions, Origins, Development, Main Beliefs, Rituals, Different Move-
ments/ Denominations, Palestine, Afghanistan, Modernity, In America.
Readings: Chapter 4 of class text
Workbook: 47-54
Your units up to page 46 of the workbook must be completed by now. (There will be
no further reminders: now you have the pattern of when I require the writing assign-
ments. I will check workbooks at random.
V. The Hindu Tradition
Week 7(Mar 2, 4)
Hinduism: Definitions, Origins, Development, Main Beliefs, Rituals, Different Movements/
Denominations, Indo-Pakistan Issues, Modernity, In America
Readings: Class Text: Chapter 5
Workbook: 57-67
Don’t forget to review for next week’s midterm!!! You must know the terms that are
bolded in your texts as well as be familiar with the lecture material.
Week 8 (Mar 9/11)
Hinduism: Continued
Mar 11: MIDTERM EXAM. PLEASE NOTE THAT QUESTIONS WILL DEAL WITH ALL TOPICS
COVERED TO DATE.
Week 9 (Mar 16, 18)
Continuation of Hinduism if necessary
Review of any questions/problems of material covered thus far
Possible Showing of “Power of Myth”
VI. The Sikh Tradition
Week 10 (Mar 23, 25)
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7. Mar 23: Furlough day
Sikhism: Definitions, Origins, Development, Main Beliefs, Rituals etc.
Readings: Class Text: Chapter 6
Workbook: 69-78
Spring Break: March 29-April 2
VII. The Jain Tradition
Week 11: (April 6, 8)
April 6: Possible Guest Speaker. You come with your questions from your readings on
Sikhism
Jainism: Definitions, Origins, Development, Main Beliefs, Rituals, Different Movements/ De-
nominations, Gandhi, Modernity, In America
Readings: Class Text: Chapter 7
Workbook: 79-87
.
VIII. The Buddhist Tradition
Week 12 (Apr 13, 15)
Buddhism: Definitions, Origins, Development, Main Beliefs, Rituals, Different Movements/
Denominations, Famous American Buddhists, Sri Lanka, Modernity, In America
Readings: Class Text: Chapter 8
Workbook: 89-100
Week 13(Apr 20, 22)
April 20: Furlough day
Free Subject Week: Possible Discussion of NRM’s, Speakers.
IX: Chinese Religions
Week 14 (Apr 29)
April 29: Furlough day
You will study this chapter on your own.
Confucianism and Daoism
Readings: Class Text: Chapter 9
Workbook: 101-13
Week 15(May 4, 6)
Coverage of Baha’i, Mormon
Discussion on Nature of Religion
Readings: Class Text: Chapter 11
Workbook: 129-30.
Week 16 (May 11)
Wrap up. Outstanding Matters. YOUR FINAL EXAMINATION IS CUMULATIVE AND
WILL COVER ALL MATERIAL WE HAVE STUDIED THIS SEMESTER. GOOD LUCK!
Scheduled Date for Final Examination: Tuesday, May 18
Time: 1300-1500 hrs; Place: Classroom
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