Class Policies
what we’re doing this semester, when, and why
America is a nation that prides itself on religious diversity but has been deeply shaped by Christianity. Understanding these tensions is crucial for an informed and engaged electorate. This course examines religious and political issues that shape future elections while grounding contemporary debates in their historical context, paying particular attention to the religio-political valence of race.
Required Reading/Listening
All materials are available online and/or through Lyceum.
Please note: you must wear a mask over your mouth and nose to attend this class.
Required Assignments
See below for assignment descriptions
- reading notes
- Race, Religion, and Politics in the news
- Harkness discussions
Class Format and Expectations
YOU ARE ADULTS; YOU GET OUT WHAT YOU PUT IN
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This class works best–for you, me, and your classmates–if you do the as much of the work as you can and show up as often as you can. But also? pandemic. If you are sick, PLEASE do not come to class. There are no penalties for absences. Class materials are available on Lyceum. I am happy to help you catch up if needed, especially if it means we can take care of one another and stay as healthy as possible.
Each class centers on discussion of the assigned materials. Some will include brief lectures, media analysis, or other elements. Please come to class ready to analyze and respond to the readings, as well as to the contributions of your fellow students. Always bring the readings to class with you. Remember: engagement includes active listening! It also involves asking questions! You don’t have to understand every assignment to participate in the discussion.
This is an introductory course. I don’t expect you’ll know anything about religious studies as a discipline. I do assume a basic familiarity with humanities scholarship. If you’re unfamiliar with reading and analyzing scholarly articles or writing scholarly essays using standard humanities styles, you might find some course assignments challenging. Please be sure to read directions closely and seek additional assistance as needed well in advance of deadlines.
Regardless of your academic background, treat every student and every concept you encounter with scholarly respect. Challenge your assumptions and your position(s) of privilege. Speak from your own best understandings of the issues. As scholars of religion, it is not our job to evaluate the truth or validity of any tradition. We use the evidence we have to position that tradition’s beliefs, practices, teachings, and products in the broader context of the study of religion.
Accessibility
HOW CAN I HELP YOU SUCCEED?
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If you’re having trouble keeping up, need alternate assignment options, or have requests to facilitate your learning process, please let me know as soon as you can. You do not have to have a registered disability to request accommodations, but I won’t know you need help or more time unless you tell me so. You don’t have to tell me why you’re having a hard time, but getting in touch means I can come up with a plan to get you what you need.
It is 100% okay to be struggling to retain new information or keep up with schoolwork right now. Crises affect our moods, our energy, and our cognition. I will never judge you for needing more time or an alternate assignment, but I can’t help you if you don’t tell me you need help. If I can better help you learn, let me know!
Technology
MAKING IT WORK
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Unless you need them for learning accessibility, only use your laptops and other devices in the classroom for specified class activities.
I do not record my lectures; currently there is no distance learning option for this course. (If public health concerns require us to pivot online, obviously we’ll work something out.) All course materials are available on Lyceum and I’m happy to catch you up.
Know Your IX
LEARNING HAS NO GENDER
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Despite recent federal efforts to the contrary, gender- and sex-based harassment is still a Civil Rights offense. Offenders are subject to the same kinds of penalties applied to offenses against other protected categories (such race, national origin, etc.).
Survivors are entitled to confidential support.
If you or someone you know has been harassed or assaulted, you’re not alone. I believe you. You can find the university’s resources here. I am also happy to provide further resources within and beyond the university if you get in touch with me in class or during office hours.
Participation
JUST KEEP SWIMMING
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In “normal” semesters, I have a whole chart about how to earn participation credit. This semester? Let’s all just do the best we can. Which is to say: there is no participation grade for this class. Any engagement beyond what is explicitly required = awesome.
I hope you’ll want to talk about the material we’ll be covering beyond what’s explicitly required, but I won’t penalize you for being short on the ability to even right now. We’re tackling some tough subjects this semester. Your health is more important than this class.
If you need to opt out of any discussions or assignments because of the topic or required materials, please manage your attendance and participation as you need. Contact me for alternative assignment options.
Don’t Cheat
SERIOUSLY, IT’S THE ONLY WAY TO FAIL THIS CLASS
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Do your own work. Cite everything.
Extra Credit
YOU DON’T NEED IT
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Keep reading to find out why. (Hint: the grade you earn in this class is 100% based on how much you decide to contribute.)
Opt-in Grading
YOU DECIDE YOUR GRADE
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There’s a lot of evidence to suggest that grading isn’t (and maybe can’t be) 100% objective, and that often grades reflect unconscious instructor biases. This class hopes to challenge and disrupt white supremacy, cis-sexism, anti-queerness, ableism, and other injustices. So let’s try something different, shall we?
Opt-in grading = you decide how much and what kind of energy you can devote to this course.
- Option F: failure is not an option.
- Option D: turn in literally any of the work assigned for this course. (It has to be something I assigned. Don’t make up your own assignment.) Congrats, you’ve got yourself a D. It’s not fancy, but you pass the class.
- Option C: turn in at least 75% of your reading notes (11/15) + 75% of the RR&P in the news threads (11/15). Bam! That’s a C.
- Option B: turn in at least 85% of your reading notes (13/15) + 85% of the RR&P in the news threads (13/15). Mazel tov on your B.
- Option A: turn in at least 95% (13/15) of your reading notes + 95% of the RR&P in the news threads (13/15) and successfully complete the final Harkness discussion with your group. You earn an A, also several naps. Just kidding, everybody deserves naps.
Please note: you must follow directions to earn credit for turning in assignments. Opting in for an A requires completion of all assignments required at the C and B levels.
Assignments
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Reading/Listening Notes
Ultimately, this class has two central goals:
- to help you think more carefully and critically about what religion is and what people do with it and
- to help you become a more careful and critical thinker and reader/consumer of media, period.
This assignment is designed to help you meet both goals.
Before each discussion, you’ll complete your reading notes assignments on Lyceum through the “quizzes” function. For each bolded reading on the syllabus, identify the argument (1 sentence), the evidence used to support the argument (3–5 sentences), the significance of the argument (3–5 sentences), and provide an analysis (3–5 sentences) of how the source relates to the topic of the day and the themes for this class.
Basically, what does the author want you to think, what are they using as proof to trying to convince you, and why does it matter? (This, by the way, is something you should ask of every single thing you read.)
Cite all references to assigned sources. You must closely follow instructions to receive credit for completing this and all assignments.
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Race, Religion, and Politics in the News
Share a recent news item from a credible news source relevant to race, religion, and American politics. Briefly summarize the story and tell us why it’s pertinent to our conversations this semester. Post these news items to the Lyceum quiz listed for each topic.
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Harkness Discussions
These are rigorous, student-led classroom discussions that tackle questions at the core of this course. Twice during the semester, small groups of students will practice responding to a prompt provided in advance using a list of sources assigned for this course.
At the end of this semester, students will spend the class period responding to a prompt provided in advance. Students will also receive further research questions and a list of required readings selected from sources assigned this semester. I will record the conversation but interject only to pause for check-ins.
You must attend and participate according to the requirements of the activity to receive credit for this assignment. Review the rubric, assignment sheet, and sample feedback sheet for more info.
