Fred Glennon, Ph.D. (Courses) Professor (RH 342J) Department of Religious Studies Le Moyne College Syracuse, New York 13214  (315)445-5438

REL 200

ACTIVITY OPTIONS

PARTICIPATION (Worth 15-25% of final grade)

One of the assumptions I make is that students learn best in cooperation with others. However, students do not always have the opportunity or the ability to do it. One of my goals is to enable students to work collaboratively with others by providing such opportunities. That is why the basic pedagogy in this class is cooperative learning: students working in various groups to teach and learn from one another. To pull this off, it is imperative that students be present and participate actively in their groups (even at 1:30 or 2:30 in the afternoon). The Participation Activity is one way of providing incentive to do so.

I also believe that students ought to be rewarded for effort as well as ability. Students often complain that, no matter how hard they work on an assignment, they can get no higher than a C or B. This leaves them disappointed and frustrated. Through your participation in this class, you have the opportunity to make A for 15-20% of your grade. That is because the Participation Activity grade measures the effort you put into the class.

I will determine the student's grade for this activity by class attendance, preparations and participation, and successful completion of assessment activities. 

• Attendance is critical if cooperative learning is to take place. Each student should expect to attend all classes. (But because students want to know how many classes they can miss, students who miss more than 5 classes will receive a D for the attendance portion of their grade, and can expect repercussions on the other aspects of their participation grade.  Students who miss more than 6 classes can expect no higher than C on their participation grade. Students who miss more than 9 classes will receive an F for the course. Note for Athletes:  your participation in the sport will use up your allowable absences.) 
• Participation and preparation grades will be determined on the basis of peer evaluations from home groups (evaluation format will be distributed later) and successful completion of reading summaries, homework questions, and points accumulated from in class games on readings.  Click here for a copy of the reading summary format I have in mind.  (Check Blackboard under Assignments for questions on particular readings.)  They should be done before class.  Late reading summaries will not be accepted.  For each reading summary, you will receive 1-2 points depending upon how well you complete the summary.  In addition, we will play games drawn from the readings in class each week.  You can accumulate points from these games that can add to your total for reading summaries.  
• The final portion of the participation grade will come from completion of assessment exercises (learning autobiography, definitions of religion at beginning and end of class, mid-term class evaluation, and completion of a final self-assessment). The purpose of these exercises will be to assess student learning of course materials.  They are not graded. (See Blackboard folder on Assessment Activities for guidelines for each.)

RITUAL REPORT (Worth 15-25% of course grade)

This activity requires that students pick a religious ritual to research, observe/participate in, and report about. It must be a ritual one does not normally attend (for Catholics, weekly mass is not appropriate, but a Jewish Sabbath service is, etc.). You must do some research about the ritual action in the library or on the internet first, then attend an observance of the action and write a report that reflects a blending of your research and observations.  Be sure to focus both on the structure (organization, context, leadership, participants, purpose, etc.) and worldview (symbols, myths, doctrines, ethos, etc.) expressed in the ritual action. Record your reactions to it, intellectual, emotional, aesthetic, and how it compares/contrasts with your own religious experience and ritualistic expression. Be analytical not merely descriptive.  This activity has three (3) phases:

First, you must identify a particular ritual you will observe/participate in, the type of ritual it is, the location of the ritual activity, and a date and time this ritual will take place.  You will communicate this in writing no later than September 28.  

Second, you will do some research on the ritual you are going to observe that discusses the structure and worldview of the ritual.  You will provide an annotated bibliography of your sources (see Blackboard for an example of an annotated bibliography) no later than October 16.

Third, you will then attend the ritual and write a good first draft of your report.  (Incomplete drafts will be returned without comment.)  These must be submitted to me electronically no later than November 23.  These will be evaluated and returned to you after Thanksgiving.  Final ritual reports must be submitted to me electronically no later than 5pm, December 11 (last day of class).

You may choose to do this activity in groups (identify a common ritual, research together, attend together, discuss the ritual together).  However, because each person is different in terms of background, experience, reflective lenses, etc., each person must write individual reports.

Evaluation Criteria:

1. Content (information and comprehension).  How focused, informative, and comprehensively developed is the report?  How well does the report demonstrate understanding of the ritual observed and the meaning of the rituals to the participants?  How well does the analysis accurately interpret the sources and the ritual service?  How well does it contrast with the writer's own ritual experience?  
2. Organization (clarity, transition, and flow).  How logical is the progression and development of the ideas in the report?  How clearly are they expressed?  How effective are the transitions between ideas?  Is there an effective introduction and conclusion?  
3. Sources (variety/credibility of references).  Are there a variety of references used?  How relevant, accurate, and credible is the information used from those sources?  How well do they help in understanding and analyzing the particular ritual?
4. Presentation (grammar, spelling, vocabulary).  Are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?
5. Documentation (appropriate sources and formatting).  How complete and correct is the documentation?

GROUP FINAL (Worth 15-25% of course grade)

Choice #1: Create Your Own Religion: Throughout the course of the semester we will be exploring the various dimensions common to most religious traditions we study (myth, symbols, rituals, beliefs, scriptures, the sacred, etc.). Here is your chance to use what you learned about what religions include to create your own religion. There are two (2) ways to do this:

· First, you can generate a ritual that incorporates all of these components which can be written or performed.

· Second, you can generate a religion wiki (more details about how to do this and where to locate it will be provided to those interested in this component, but to get a preview of what I have in mind, visit the following website: http://religion.wikia.com/wiki/Religion-wiki:About).

Choice #2: Group Exam

The material from which the exam questions will be taken is the readings and the class discussions. The final exam will be a group exam and will occur on the date of the scheduled final for your class. Further information on the content of the final exam and the evaluation criteria will be distributed at a later time.  (Click here to see the format for the group final.  Click here to see final essays for Fall 2007.  Essays for Fall 2009 will be posted mid-November)

LIBRARY RESEARCH PAPER (Worth 0-25% of course grade).

This activity is a traditional research (term) paper. You are to select a topic of interest to you which is also related to a course topic, research it thoroughly, and generate a well-written and well-organized research paper. There are no length requirements, as the length will vary depending upon the nature and scope of the topic selected. But a paper in the range of 7-10 pages is average. This is to be a good research effort (at least 5 bibliographic sources that are not web sites). To aid you in this process, you may submit an outline and/or a first draft for comment and review. 

Evaluation Criteria:

1. Content (information and comprehension). How clear and appropriate is the thesis or research question that holds the entire paper together? How focused, informative, and comprehensive is the paper developed?  How well is the topic understood?    
2. Organization (clarity, transition, and flow). Is there a logical progression and development of ideas?  How clearly are the ideas expressed?  How effective is the transition between ideas?  How effective is the introduction and conclusion?   
3. Sources (variety/credibility of resources). Are there a variety of references used?  How relevant, accurate, and credible is the information used from those sources?  How well does the information support the thesis or research question being explored?  
4. Presentation (grammar, spelling, vocabulary).  Are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?
5. Documentation (appropriate sources and formatting).  How complete and correct is the documentation?

ORIGINAL RESEARCH PAPER (Worth 0-25% of total course grade). This activity is to be a small, but well-done, original research project. It can either duplicate a research project already done by a previous scholar or it may be completely original. It might include something like administering a questionnaire, doing intensive interviews, conducting an experiment, writing up a participant/observation research project, collecting and analyzing self-generated data, or the like. For most original research projects, it should begin with a review of the appropriate literature. After conducting the research it should be written up as would be done for any research paper. Evaluation Criteria:

1. Content (information and comprehension). How clear and appropriate is the thesis or research question that holds the entire paper together? How focused, informative, and comprehensive is the paper developed?  How well is the topic understood?    
2. Organization (clarity, transition, and flow). Is there a logical progression and development of ideas?  How clearly are the ideas expressed?  How effective is the transition between ideas?  How effective is the introduction and conclusion?   
3. Sources (variety/credibility of resources). Are there a variety of references used?  How relevant, accurate, and credible is the information used from those sources?  How appropriate is the methodology from which the data is derived?  How well does the information support the thesis or research question being explored?  
4. Presentation (grammar, spelling, vocabulary).  Are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?
5. Documentation (appropriate sources and formatting).  How complete and correct is the documentation?

WEB SITE EXPLORATION AND ANALYSIS (Worth 0-25% of grade)

This activity requires that students choose one or more web sites that address the themes (myth, ritual, religious traditions, etc.) or religious traditions discussed in class.  You must explore the entire site or sites, not simply one page on the site. The student will review the materials on that subject present at the web site and write an analysis (the mission and purpose of the site, the link structure, the materials, etc.) and evaluation (the appearance and ease of use of the site, effectiveness in achieving the site's mission and purpose, quality of the information found there, etc.) of the site (4-5 pages). The student does not need to supply written copies of the materials reviewed for her/his analysis, but should make sure the addresses of the sites are clearly indicated. (Note: note all web sites are of the same quality. It is important that you search out the best ones for this activity, those that are affiliated with a particular institution whether it be academic, research, or advocacy group. Stay away from personal web sites if possible. For suggestions on possible web sites, see the professor. Good search engines to use in this activity include Google (http://www.google.com/) and Yahoo! Search (http://search.yahoo.com).

Evaluation Criteria:

1. Content (information and comprehension). How clear and appropriate is the thesis or theme that holds the website analysis together? How focused, informative, and comprehensive is the paper developed?  How well is the topic understood?    
2. Organization (clarity, transition, and flow). Is there a logical progression and development of ideas?  How clearly are the ideas expressed?  How effective is the transition between ideas?  How effective is the introduction and conclusion?   
3. Sources (variety/credibility of resources). Are there a variety of web sites or pages on a single web site used?  How relevant, accurate, and credible is the information used from those sources?  How well does the information support the thesis or theme being explored?  
4. Presentation (grammar, spelling, vocabulary).  Are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?
5. Documentation (appropriate sources and formatting).  How complete and correct is the documentation about the web site (s)?

TEXTBOOK ANALYSIS (Worth 0-25% of course grade).

The authors of one of the textbooks we are using for this class, Introduction to the Study of Religion (Ring, et. al) are in the process of revising it. Since the purpose of the textbook is to enable readers and students to develop a comprehensive understanding and appreciation of religion, a good source of information for such a revision can and should come from those who read it. This is a chance for you as an individual or a group to provide constructive feedback to the authors about revising the textbook in ways that are appealing and appropriate to its audience (you the students). Constructive feedback includes such things as parts of the text that are appropriate and communicate effectively as well as those that do not; chapters and parts of chapters that should be kept and those that are not essential or could be eliminated; and suggestions for ideas or traditions that could be included within the text as well as any teaching helps that could prove beneficial to the reader for the study of religion. There are a number of ways this activity could be completed. You might complete it in the form of journal entries related to sections of the textbook covered where you note which elements were helpful in your understanding of the material, which were not, and what might have helped you. Or you could develop analyses for each chapter, noting strengths and weaknesses and making suggestions for improvements. We can work together to develop a particular format for this activity. The student(s) would meet with me on a periodic basis, at least twice during the semester to provide the feedback.

Evaluation Criteria:

1. Content (insight and reflection). How clear and appropriate are the entries in the analysis? How focused, informative, or reflective are they?  How well do the entries understand the text and also provide constructive feedback for its improvement?
2. Organization (clarity).  How clearly are the ideas expressed?  How effective is the organization of the analysis?   
3. Thoroughness (consistency). Are there an appropriate number of entries for this activity?  Does the analysis reflect a consistent effort or does it appear more thrown together at the last minute?  Does the analysis encompass all the relevant portions of the text?

BOOK REVIEW ESSAY (Worth 0-25% of course grade).

This activity is a formal paper written critiquing several books on, generally, the same topic. Most book review essays review anywhere from two to five books (but this is not a hard-and-fast rule). The book review essay attempts to integrate the books while critiquing them around a common theme; the emphasis is on analysis, not description. The books may be selected from the references provided in the text.

Evaluation Criteria:

1. Content (information and comprehension). How clear and appropriate is the thesis or theme that holds the critique together? How focused, informative, and comprehensive is the paper developed?  How well are the books understood?    
2. Organization (clarity, transition, and flow). Is there a logical progression and development of ideas?  How clearly are the ideas expressed?  How effective is the transition between ideas?  How effective is the introduction and conclusion?   
3. Sources (variety/credibility of resources). Are there at least two books used?  How relevant, accurate, and credible is the information used from those books?  How well does the information support the thesis or theme being explored?  
4. Presentation (grammar, spelling, vocabulary).  Are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?
5. Documentation (appropriate sources and formatting).  How complete and correct is the documentation about the books used?

CLASS PRESENTATION/LEAD DISCUSSION (Worth 0-25% of grade).

This activity might include a lecture on a selected topic, a lecture-discussion, or the leading of a class discussion or activity of some sort. It would be up to you to decide the topic, get approval from the professor, and, working in conjunction with the professor, select the most appropriate time during the semester when it would be presented.

Evaluation Criteria:

1. Content (information and comprehension). How clear and appropriate is the topic that holds the presentation together? How focused, informative, and comprehensive is the presentation made?  How well is the topic understood?    
2. Organization (clarity, transition, and flow). How well (smoothly and as planned) did the presentation go?  Is there a logical progression and development of ideas in the presentation?  How clearly are the ideas expressed?  How effective is the transition between ideas?  How effective is the introduction and conclusion?   
3. Sources (variety/credibility of resources). Are there a variety of sources used to make the presentation?  How relevant, accurate, and credible is the information used from those sources?  How well does the information support the topic being explored?  
4. Ability to interest and involve the audience (impact). How effective were you in engaging the students in the presentation (i.e. how many were involved and how intense were they)?  How well did you prepare students for the topic (i.e. provide readings ahead of time)?  How effective were you in enabling students to gain insight into the topic?

ANALYSIS OF SOCIAL JUSTICE ORGANIZATION (Worth 0-25% of grade).

This activity requires that the student select a religious organization that works for social justice (e.g. food banks, Catholic Social Services, environmental groups, etc.). Talk with folks in the Campus Ministry office or the Service Learning program for possibilities. Arrange a visit to the organization to find out the mission and purpose of the organization, the population it serves or issues it addresses, and how they go about their work. In particular, focus on the values or beliefs that motivate their work. Then make a report on the organization which is not merely descriptive but analytical in that the report shows the connectedness between mission, beliefs/values, and organization. Moreover, you should include a critique of the organization from your perspective. This report can be written, but may use other media as well (such as photographs, videotape, etc.)

Evaluation Criteria:

1. Content (information and comprehension). How clear and appropriate is the analytical framework that holds the entire paper together? How focused, informative, and comprehensive is the paper developed?  How well is the organization understood?  How well does the report make connections between the beliefs/values the organization professes and the work they do?
2. Organization (clarity, transition, and flow). Is there a logical progression and development of ideas?  How clearly are the ideas expressed?  How well does the report show the mission and work of the organization in question?  How effective is the transition between ideas?  How effective is the introduction and conclusion?   
3. Sources (variety/credibility of resources). Are there a variety of materials from the organization used?  How relevant, accurate, and credible is the information used from those sources?  How well does the information support the analysis being developed?  
4. Presentation (grammar, spelling, vocabulary).  Are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?
5. Documentation (appropriate sources and formatting).  How complete and correct is the documentation about the organization?

SOCIAL JUSTICE ACTION (Worth 0-25% of course grade).

This activity calls for analyzing a social justice problem and taking appropriate action to try to address it. During the course, we will look at some social issues that result in injustice for some group or groups. You may become aware of such a problem locally (on campus or in Syracuse area) or globally (national or international). The focus of this activity is on what your awareness of the problem is and the actions you take to address it. (For example, a previous student focused on the problem of affordable housing. Her action was to work with Habitat for Humanity during her Spring Break). The final grade would be based upon a formal written report that explains what was done and why it was done. This is not merely action, but it is informed action, so it has a research component, a strategic component, and an action component. Your final report should detail what you did, what you found, why you did what you did (religious/ethical reasoning), what the impact of your action was, what you learned from the experience, etc.

Evaluation Criteria:

1. Content (information, comprehension, and analysis).  How clear and appropriate is the social justice action?  How focused, informative, and comprehensive is the project developed?  How well is the social justice issue understood?  How strong is the analysis of the social justice issue?
2. Organization (clarity, transition, flow).  How well-thought-out and executed was the project?  How clearly are the issue, research, and action expressed?  How effective is the transition between the research, strategic, and action components of the project?  How effective is the introduction and conclusion?  
3. Sources (variety/credibility of resources).  Are there a variety of sources used to research the issue, including resources on ethical reasoning?  How relevant, accurate, and credible is the information used from those sources?  How well does the information support the social justice action being taken?  
4. Presentation (grammar, spelling, vocabulary).  Are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?
5. Documentation (appropriate sources and formatting).  How complete and correct is the documentation?

MID-TERM EXAMINATION (Worth 0-25% of grade).

This activity will consist of a take-home exam (unless indicated otherwise).  The material from which the essay questions will be taken consists of assigned readings and class discussions (click here for exam for Fall 2007).

Evaluation Criteria:

1. Content (information and comprehension). How clear and appropriate is the answer in addressing the question asked? How focused, informative, and comprehensive is the essay developed?  How well is the subject matter understood?    
2. Organization (clarity, transition, and flow). Is there a logical progression and development of ideas in the answer?  How clearly are the ideas expressed?  How effective is the transition between ideas?  How effective is the introduction and conclusion?   
3. Sources (variety/credibility of resources). Are there a variety of references used?  How relevant, accurate, and credible is the information used from those sources?  How well does the information support the question being answered?  
4. Presentation (grammar, spelling, vocabulary).  Are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?

FILM OR PLAY REVIEW(S) (Worth 0-15 % of grade).

This activity recognizes that there are many films and plays which have religious implications or relate to the religious traditions we are studying (e.g. Doubt, Angels and Demons, Harry Potter Movies, Lord of the Ring Movies, Signs, Stigmata, Shawshank Redemption, Pulp Fiction, The Green Mile, Schindler's List, the Matrix, Dogma, Religulous, etc.). Unless otherwise specified the review (s) would take written form. The emphasis would be critical more than descriptive. 

A good film review is not simply a discussion of the film with a personal opinion attached to the end. It is not picking up an important theme in the film and then spending most of your time discussing your view on the subject either. Rather, a good film review generally begins with an interpretation of what you think the central theme (or themes) of the film is. (To get at this you might ask yourself, "What does the filmmaker want the viewer (me) to take from this film?") What is the filmmaker saying about this theme (themes)? You should be able to state this clearly in one or perhaps two paragraphs. The bulk of the remainder of the review should then discuss/describe key scenes from the film that illustrate why your interpretation of the filmmaker’s intent or theme makes sense. You don’t have to discuss every scene in the film, but you should be sure to discuss most of the relevant scenes to support your view. You may then discuss a bit whether or not you think the filmmaker was successful in her/his efforts. You should then conclude the review with a good summary of your argument/discussion.

Two film reviews must be done for this activity to count for 25% of grade.

Evaluation Criteria:

1. Content (information and comprehension). How clear and appropriate is the paper in identifying and analyzing the main theme (s) of the film?  How focused, informative, and comprehensive is the analysis developed?  How well is the film and subject matter understood?   How appropriate is the film for this course? 
2. Organization (clarity, transition, and flow). Is there a logical progression and development of ideas in the paper?  How clearly are the ideas expressed?  How effective is the transition between ideas?  How effective is the introduction and conclusion?   
3. Sources (variety/credibility of resources). Are there a variety of scenes referenced in the review?  How relevant, accurate, and credible is the information used from those scenes?  How well does the information from the scenes support the analysis being developed?  
4. Presentation (grammar, spelling, vocabulary).  Are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?
5. Documentation.  How complete and correct is the documentation about the film?

INTEGRATIVE ESSAY OVER REQUIRED TEXTS (Worth 0-25% of grade)

This activity, which would be due toward the conclusion of the semester, calls for you to link each of the texts used in the course around some integrative/analytical theme or thesis of your own devising. The emphasis is on analysis rather than mere description.

Evaluation Criteria:

1. Content (information and comprehension). How clear and appropriate is the thesis or theme that holds the paper together? How focused, informative, and comprehensive is the paper developed?  How well are the texts understood?    
2. Organization (clarity, transition, and flow). Is there a logical progression and development of ideas?  How clearly are the ideas expressed?  How effective is the transition between ideas?  How effective is the introduction and conclusion?   
3. Sources (variety/credibility of resources). Are key parts of the course texts used?  How relevant, accurate, and credible is the information used from those texts?  How well does the information support the thesis or theme being explored?  
4. Presentation (grammar, spelling, vocabulary).  Are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?
5. Documentation (appropriate sources and formatting).  How complete and correct is the documentation?

COURSE SYLLABUS (Worth 0-25% of grade).

In this activity, using the same materials used in this course (or other materials if you desire), you are to develop a course syllabus of your own. The syllabus should be accompanied by an EXTENSIVE and DETAILED justification statement which explains why you made the decisions you made---as such, it should include a brief statement of educational philosophy, explanations at points throughout the syllabus about how the philosophy has been operationalized, why you selected the books you did, why you selected the evaluation format you did, why you chose the attendance policy you did, etc.

Evaluation Criteria:

1. Content (information and comprehension). How clear and appropriate is the syllabus in covering all aspects that should be covered in a course syllabus? How focused, informative, and comprehensive is the justification statement in providing rationale for developing the syllabus in this way?  How well does the syllabus illustrate the educational philosophy?
2. Organization (clarity, transition, and flow). Is there a logical progression and development of ideas?  How clearly are the ideas expressed?  How effective is the transition between ideas?  Are there inconsistencies in what is done in one place in the syllabus with what is done in another?  How effective is the introduction and conclusion?   
3. Sources (variety/credibility of resources). Are key elements of the course syllabus or other sources used in the development of the syllabus?  How relevant, accurate, and credible is the information used from those sources?  How well do the sources support the development of the syllabus in this form?  
4. Presentation (grammar, spelling, vocabulary).  Are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?
5. Documentation (appropriate sources and formatting).  How complete and correct is the documentation?

THOUGHT PAPERS (Worth 0-25% of grade).

This activity consists of short (3-5 pages) typed papers which are your reactions to things which have been happening in class or reactions to ideas you have come across elsewhere (e.g. in a book, in discussions with friends, etc.). The thoughts should be ORIGINAL and UNIQUE, they should not merely restate what others have said.  They should be tightly focused and should concern themselves with only a single topic; as such, they should be logical and well-written. A minimum of three (3) must be submitted and due dates for each should be given.

Evaluation Criteria:

1. Content (information and comprehension). How clear and appropriate is the thesis or issue that holds the entire paper together? How focused, informative, and comprehensive is the paper developed?  How well is the topic understood?    
2. Organization (clarity, transition, and flow). Is there a logical progression and development of ideas?  How clearly are the ideas expressed?  How effective is the transition between ideas?  How effective is the introduction and conclusion?   
3. Evidence and Insightfulness (credibility of argument). How effective is the use of evidence to support the points made in the paper?  How well does the paper make points that go beyond the obvious rather than simply restate some other perspective?  
4. Presentation (grammar, spelling, vocabulary).  Are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?

JOURNAL (Worth 0-25% of grade).

This activity consists of developing a journal that includes at least three entries per week generated by ideas which you have come across in class, readings, the interactions of those in class, etc.  They should be based broadly on religious/spiritual dimensions of human experience. (In other words, don't write about your date on Friday Night unless you can discuss the religious aspects of it.) The journal entries may take several different forms. They could be highly analytical, they could be emotive, they could focus on one problem or issue throughout the entire semester, etc. Whatever form the journal takes it must be specified prior to beginning its writing.

The journal will be due twice during the semester; once around mid-term and once at the conclusion of the semester (unless otherwise specified). The mid-term evaluation will be returned with comments (no grade). A grade will be assigned at the conclusion of the semester.

Evaluation Criteria:

4. Content (insight and reflection). How clear and appropriate are the entries in the journal? How focused, informative, or reflective are they?  How well do the entries reflect the emotions, ideas, reflections of the writer?
5. Organization (consistency and clarity). Are there an appropriate number of entries for this activity?  Does the journal reflect a consistent effort or does it appear more thrown together at the last minute?  How clearly are the ideas expressed?  How effective is the organization of the journal?    
6. Presentation (grammar, writing style).  Are the journal entries legible with minimal errors that detract from the content? 

LECTURES (Worth 0-25% of grade).

The Le Moyne College community provides a variety of opportunities to hear interesting speakers, many of whom incorporate religious themes into their presentations. These are advertised on Echo and around campus.  Five events this fall include:

Speaker	Topic	Date, Time, Place
Linda MacCammon, Ph.D.	What is the Bible Anyway?	Wednesday, Sep. 30, 7:00pm, Grewen Auditorium
Bro. Guy Consolmagna, S.J. Rev. Jan Lambrecht, S.J.	Evolution and Resurrection	Tuesday, Oct. 20 7:30pm, Curtin Special Events Room
Sandy Tolan	The Lemon Tree:  Loss, Longing, Hope	Thursday, Oct. 22, 7:00pm, Panasci Family Chapel
Omar Majeed, Director	Film:  "TAQWACORE: The Birth of Punk Islam"	Tuesday, Oct. 27, 4:00pm, Grewen Auditorium
Kenneth Miller, Ph.D. Brown University	Perspectives on 150 Years of Evolution.	Wednesday, Nov. 11, 7pm, Grewen Auditorium

You may choose one of interest to you to attend. This activity requires that you attend a lecture and discussion and write a reaction/analysis to the ideas presented. If you complete this activity, you should attend the ENTIRE event. Thus, you should arrive on time to attend the entire presentation and question session. You should participate if possible. You will write an analysis of the presentation and question session. Here again, the analysis should be critical, not merely descriptive.

Evaluation Criteria:

1. Content (information and comprehension). How clear and appropriate is the analytical framework that holds the entire paper together? How focused, informative, and comprehensive is the paper developed?  How well is the lecture understood?  How well does the paper make connections between the various components of the lecture?  Does the critique of the lecture accurately interpret the presentation or are there distortions which seriously weaken the critique? 
2. Organization (clarity, transition, and flow). Is there a logical progression and development of ideas?  How clearly are the ideas expressed?  How well does the analysis illustrate the ideas drawn from the lecture?  How effective is the transition between ideas?  How effective is the introduction and conclusion?   
3. Presentation (grammar, spelling, vocabulary).  Are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?

GROUP PROJECT (Worth 0-25% of grade).

This activity includes two or more people in a common activity. Unless otherwise specified all participants receive the same grade for the activity. The activity can be reported orally or in written form (the group decides).

Evaluation Criteria:

1. Content (information and comprehension). How clear and appropriate is the project for the course?  How focused, informative, and comprehensive is the report made?  How well is the project understood and executed?  How insightful are are the observations and conclusions of the project?
2. Organization (clarity, transition, and flow). How well (smoothly and as planned) did the project go?  Is there a logical progression and development of ideas in the project?  How clearly are the ideas expressed?  How effective is the transition between ideas?  How effective is the introduction and conclusion?   
3. Sources (variety/credibility of resources). Are there a variety of sources used to develop the project?  How relevant, accurate, and credible is the information used from those sources?  How well does the information support the project being explored?  
4. Presentation (grammar, spelling, vocabulary).  Are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?
5. Documentation (appropriate sources and formatting).  How complete and correct is the documentation?

ARTWORK (Worth 0-25% of grade).

This activity might include works such as poems, paintings, cartoons, photographs, videotapes, sculptures, performances, and the like which you actually create. The object of the activity is to convey some religious/spiritual ideas, thoughts, or feelings through the use of symbols which enables you to demonstrate that you have met one of content course learning objectives 2-6 (see syllabus for these objectives) or a content learning objective you developed and the professor approves.  (In other words, although the artwork activity may enable you to develop your artistic abilities or to express your understanding of religious ideas through a creative medium, it must also demonstrate your learning in one of the content areas of the course.)  Your artwork may be shared with the class or they may be shared only with the professor. In addition to the piece of artwork itself, you should attach a brief (2-4) page written statement which explains the purpose of the artwork, the learning objective you sought to meet, and how you have attempted to accomplish it. The artwork can be evaluated by the professor and/or by some other person the student deems an appropriate judge (for example, an English professor for poetry).

Evaluation Criteria:

1. Content (information and comprehension).  Does the artwork and the written statement that accompanies it demonstrate that you have learned the content of the learning objective you are seeking to fulfill?  How well does the artwork illustrate the content?  
2. Presentation.  This refers to the quality of the artwork.  Has the artwork been carefully developed and constructed or simply thrown together?  Does the piece reflect what most people would consider artwork?
3. Organization (clarity, transition, and flow--refers both to artwork and to written statement).   How well are the ideas expressed in the artwork and the written statement?  Is there a logical progression and development of ideas?  How effective is the introduction and conclusion?

FILM PRESENTATION/DISCUSSION LEADERSHIP (Worth 0-25 % of grade).

This activity requires that you select a film, arrange to have it shown at an appropriate time during the semester, and lead a discussion of the film following its viewing. This may be an academic or relevant popular film.

Evaluation Criteria:

1. Content (information and comprehension). How appropriate is the film for the course?  How clear is the topic and the purpose that holds the presentation together? How focused, informative, and comprehensive is the presentation made?  How well is the film and topic understood?    
2. Organization (clarity, transition, and flow). How well (smoothly and as planned) did the presentation go?  Is there a logical progression and development of ideas in the presentation?  How clearly are the ideas expressed?  How effective is the transition between ideas?  How effective is the introduction and conclusion?   
3. Sources (variety/credibility of resources). Are there a variety of sources used to make the presentation?  How relevant, accurate, and credible is the information used from those sources?  How well does the information support the theme in the film being explored?  
4. Ability to interest and involve the audience (impact). How effective were you in engaging the students in the presentation (i.e. how many were involved and how intense were they)?  How well did you prepare students for the film (i.e. provide readings ahead of time)?  How effective were you in enabling students to gain insight into the film?

Caveat: This activity should be completed no later than two weeks prior to the end of the semester.

GUEST SPEAKER (Worth 0-25% of grade).

This activity allows you to arrange to bring to class a guest speaker on a particular topic. You would be responsible for setting up the time and place of the presentation, hosting the speaker, making sure an honorarium is paid (if appropriate), figuring out at what point the speaker would best fit into the structure of the course, introducing the speaker to the class, and, in general, be in charge of working out all the details associated with bringing a speaker into class. You will also be responsible for writing a 3-5 page analysis/reflection on what the guest speaker says and student response.

Evaluation Criteria:

1. Content (information and comprehension). How appropriate is the speaker for the course?  How clear is the topic and the purpose that holds the speaker's presentation together? How focused, informative, and comprehensive is the presentation made?  How well is the topic understood?    
2. Organization (clarity, transition, and flow). How well (smoothly and as planned) did the presentation go?  How well did you work out all the details necessary in advance of the speaker actually appearing in class?  How well did you take charge of the project?  In the analysis/reflection, is there a logical progression and development of ideas in the presentation?  How clearly are the ideas expressed?  How effective is the transition between ideas?  How effective is the introduction and conclusion?    
3. Ability to interest and involve the audience (impact). How effective was the speaker and you in engaging the students in the presentation (i.e. how many were involved and how intense were they)?  How well did you prepare students for the speaker (i.e. provide readings ahead of time)?  How effective were you in enabling students to gain insight into the topic?
4. Presentation (grammar, spelling, vocabulary of the paper).  Are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?

Note: Bringing a speaker to class does not merely involve asking someone to come to class. To be most effective there needs to be considerable thought and planning about how to use the expertise of the speaker most effectively---how to integrate him/her into the course content and format, etc.

Caveat: This activity MUST be completed no later than two (2) weeks before the end of the semester.

ENVIRONMENTAL ACTION (Worth 0-25% of grade).

This activity involves analyzing an environmental problem and taking appropriate action to try to improve it. The final grade would be based upon a formal written report which explains what was done and why it was done. This is not merely action, but it is informed action, so it has a research component, a strategic component, and an action component. Your final report should detail what you did, what you found, why you did what you did (religious/ethical reasoning), what the impact of your action was, what you learned from the experience, etc.

Evaluation Criteria:

1. Content (information, comprehension, and analysis).  How clear and appropriate is the environmental action?  How focused, informative, and comprehensive is the project developed?  How well is the issue understood?  How strong is the analysis of the issue?
2. Organization (clarity, transition, flow).  How well-thought-out and executed was the project?  How clearly are the issue, research, and action expressed?  How effective is the transition between the research, strategic, and action components of the project?  How effective is the introduction and conclusion?  
3. Sources (variety/credibility of resources).  Are there a variety of sources used to research the issue, including resources on religious/ethical reasoning?  How relevant, accurate, and credible is the information used from those sources?  How well does the information support the environmental action being taken?  
4. Presentation (grammar, spelling, vocabulary).  Are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?
5. Documentation (appropriate sources and formatting).  How complete and correct is the documentation?

FIELD TRIP (Worth 0-25% of course grade)

This activity may include either a trip you take by yourself and others to some place of significance for the course (monastery in Elmira, Women's Rights museum in Seneca Falls, St. Marie among the Iroquois, organized trip to Quebec, etc.) or you might arrange to take the entire class (or all those willing and able to go).

Note: Upon completion of the trip a report (either written or oral) must be made in which you describe what you did to prepare for the trip, what you did on the trip, what was learned, etc.

Evaluation Criteria:

1. Content (information and comprehension). How clear and appropriate is the field trip for the course?  How focused, informative, and comprehensive is the report made?  How well is the field trip understood and executed?  How insightful are are the observations and conclusions of the report?
2. Organization (clarity, transition, and flow). How well (smoothly and as planned) did the field trip go?  Is there a logical progression and development of ideas in the report?  How clearly are the ideas expressed?  How effective is the transition between ideas?  How effective is the introduction and conclusion?   
3. Sources (variety/credibility of resources). Are there a variety of sources drawn from the site visited to make the report?  How relevant, accurate, and credible is the information used from those sources?  How well does the information support the report being made?  
4. Presentation (grammar, spelling, vocabulary).  Are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?
5. Documentation (appropriate sources and formatting).  How complete and correct is the documentation?

GAME (Worth 0-25% of total course grade)

This activity asks you to create a game relevant to this course.  In addition to the game itself (which includes directions, appropriate equipment, etc.) there should be an accompanying written statement which details the purpose of the game and explains PRECISELY how the purpose is achieved by the game. The statement should be detailed, thorough, and precise.

Evaluation Criteria:

1. Content (information and comprehension). How clear and appropriate is the game for the course?  How focused, informative, and comprehensive is the game?  How insightful is the game in provoking interest and learning for the players?  
2. Organization (clarity, transition, and flow). How well is the game developed?  Is there a logical progression between the objective of the game and directions for playing?  How clearly are the directions expressed?   How well does the game accomplish its stated objectives?  
3. Sources (variety/credibility of resources). Are there a variety of sources used to develop the game?  How relevant, accurate, and credible is the information used from those sources?  How well does the information support the purpose and playing of the game?  
4. Presentation (look and structure).  Does the game merely "imitate" standard games or does it modify them or develop some new concepts?  How appealing is the look of the game?  How well are the game pieces, board, cards, etc., developed?  With regard to the written statement, are the grammar and spelling correct?  Are there a variety of proper sentence and paragraph structures employed?  Is the vocabulary accurately and effectively used?

TEACHING ASSISTANT (Worth 0-25% of course grade)

Only one student may become an assistant per course. The teaching assistant helps the professor organize and facilitate the class. Specific activities will be worked out between the student and the professor, but one would expect to be prepared to attend virtually every class, understand the overall direction of the class, understand and be sympathetic to the covenant and cooperative learning approaches to teaching, read all material prior to class discussion, lead selected discussions, take attendance, keep procedural class notes, keep track of homework, consult with the professor on a regular basis, etc.  If you are interested in this, please contact the professor as soon as you are sure.

Evaluation Criteria:

1. Effort.  How much time and effort did you put into this activity?  How faithful were you in attendance?  How well did you understand the overall direction of the class?  How prepared were you for class?  How detailed were your procedural notes and record-keeping?
2. Initiative and leadership.  How effective were you in taking initiative in bringing issues that arose in class to the attention of the professor?  How effective were you in making a presentation to the class?  How well did you help classmates understand the direction of the class?
3. Insightfulness and creativity.  How insightful were your understandings of what worked and did not work in the class?  How helpful were your suggestions for improvement?

OTHER (Worth 0-25% of grade).

The list of activities I have provided are meant to be suggestive, but not exhaustive. If you can develop new and unique activities, I encourage you to do so. However, you must discuss these with me and you must assist in the development of appropriate evaluation criteria and restrictions for those activities.