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

REL 336

Comparative Religious Ethics and Social Concerns

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.  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 a B.  This leaves them disappointed and frustrated.  Through your participation in this class, you have the opportunity to make an A for 15-25% of your grade.  That is because the Participation Activity grade measures the effort you put into the class.

The student's grade for this activity will be determined by class attendance, group participation, homework, and participation in classroom assessment activities. 

FINAL ETHICAL REFLECTION PAPER (Worth 15-25% of course grade):  This activity will take place in lieu of a final exam and will be done in home groups. Further information on the content of this activity, guidelines for writing this paper, and the evaluation criteria will be distributed at a later time.

LIBRARY RESEARCH PAPER (Worth 0-25% of course grade): This is a traditional research (term) paper. You are to select a topic of interest to you which is also related to the 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). To aid you in this process, you may submit an outline and/or a first draft for comment and review. However, if you want comments on the draft, you must submit it two (2) weeks prior to the last day of class.    

Evaluation Criteria:

ORIGINAL RESEARCH PAPER (Worth 0-25% of total course grade): This 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:

BOOK REVIEW ESSAY (Worth 0-25% of course grade): This is a formal paper written critiquing several books on, generally, the same topic. Most book review essays review anywhere from three 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 bibliography placed on reserve in the library or chosen on your own. Evaluation Criteria:

INTEGRATIVE ESSAY OVER REQUIRED TEXTS (Worth 0-25% of grade): This essay would be due toward the conclusion of the semester. In it you would link each of the texts used in the course around some integrative/ analytical theme or thesis of your own devising. Since most of the required readings are essays, you would pick out key essays that fit your thesis. The emphasis is on analysis rather than mere description. Evaluation Criteria:

LECTURE (Worth 0-25% of course grade): Le Moyne College brings a variety of scholars and others to campus each semester who often address ethical themes or issues (check echo.lemoyne.edu for an ongoing list of lecture opportunities—I will also alert you to ones that I believe are appropriate for our course). 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:

·         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? 

·         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?   

·         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?

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, jail ministry/advocacy group, etc.). Talk with folks in the Campus Ministry office or with the Director of Service Learning 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:

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 a variety of 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 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:

PEW FORUM ON RELIGION AND PUBLIC LIFE ANALYSIS (Worth 0-25% of grade):  The Pew Forum on Religion and Public Life has sections on Religious Views of various social issues we will explore.  This activity requires that students choose one of those issues and explore it in-depth on the website (in other words, look at the whole issue on the site, not just one page.  For example, there is a great resource on Religion and gay marriage that would be a good one to explore.).  You would then write an analysis of the information found there (4-5 pages).  The student will include an accurate URL(s) in her/his analysis.

Evaluation Criteria:

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 discussed in class (sexuality, justice, economics, violence, etc.). The student will review the materials on that subject present at the web site and write an analysis of the information found there (4-5 pages). The student will include an accurate URL(s) in her/his analysis. (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:

MID-TERM EXAMINATION (Worth 0-25% of grade): The material from which the essay questions will be taken consists of assigned readings and class discussions. Unless indicated otherwise the mid-term exam will be a take-home exam.  You will find the exam on Blackboard under Graded Activities.

Evaluation Criteria:

FILM OR PLAY REVIEW(S) (Worth 0-15 % of grade): There are many films and plays about social issues which have moral and ethical implications (e.g. Avatar, Crash, The Life of David Gayle, Philadelphia, The Island, The Accused, The Happening, 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:  

·         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? 

·         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?   

·         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?  

·         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?

·         Documentation.  How complete and correct is the documentation about the film?

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

THOUGHT PAPERS (Worth 0-25% of grade): These are 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. These may or may not be distributed to the entire class depending upon whether you want them to be or not. 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:

JOURNAL (Worth 0-25% of grade): A journal should include at least three entries per week and should be entries which have been generated by ideas which you have come across in class, readings, the interactions of those in class, etc., and they should reflect broadly on the religious and/or moral dimensions of human experience. (In other words, don't write about your date on Friday Night unless you can discuss the religious or moral 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 it 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:

GROUP PROJECT (Worth 0-25% of grade): A group project 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:

ARTWORK (Worth 0-25% of grade): This might include works such as poems, paintings, cartoons, photographs, videotapes, sculptures, performances, and the like which you actually create. The object is to convey some 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 the relationship between religion and ethics through a creative medium, it must also demonstrate your learning in one of the content areas of the course.). These 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.

Evaluation Criteria:

CLASS PRESENTATION/LEAD DISCUSSION (Worth 15-25% of grade): The format for the presentation is left up to the student to decide, but you must do so in conjunction with the professor. This might include a presentation and discussion on the selected topic, a dramatic or visual arts display, a simulation game, or readings/discussions of group members’ research efforts. It would be up to you to gather reading materials for distribution or placed on reserve and to get approval from the professor (the reserve readings are a good place to start). The presentation will be evaluated according to the following criteria and will be conducted by the professor and classmates.

Evaluation Criteria:

FILM PRESENTATION/DISCUSSION LEADERSHIP (Worth 0-25 % of grade): You are to 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. This activity may be done either in class or outside of class. (In the latter case, arrangements must be made to have the discussion videotaped.)

Evaluation Criteria:

GUEST SPEAKER (Worth 0-25% of grade): You may want 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 would also be responsible for writing an analysis and reflection on the speaker's presentation.

Evaluation Criteria:

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:

FIELD TRIP (Worth 0-25% of course grade): This may include either a trip you take by yourself or with others to some place of significance for the course (Women's Rights museum in Seneca Falls, a Capitol (state or national), Holocaust Museum, 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:

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

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, check homework, consult with the professor on a regular basis, etc.

Evaluation Criteria:

WILD CARD (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.