Erica VanSteenhuyse, M.A. Teaching Philosophy & Portfolio

Erica VanSteenhuyse, M.A. Teaching Philosophy & Portfolio • PSY 2120: Brain & Behavior (T.A.) • REL 101: World Religions & Human Experience • REL/PHIL 202: East-Asian Religion & Philosophy “I’ll teach the lot and treat them just the same.” -Helga Hufflepuff, Harry Potter & the Sorcerer’s Stone Table of Contents • Teaching Philosophy • Curriculum Vitae • PSY 2120: Brain & Behavior o Syllabus o Student Evaluations o Exam Writing o Review Activities o Sample PowerPoint • REL 101: World Religions & Human Experience o Syllabus o Instructor Evaluations o Rubrics o Activities o Sample PowerPoint • REL 202: East-Asian Religion & Philosophy o Syllabus o Student Evaluations o Rubrics o Activities o Sample PowerPoint Teaching Philosophy Teaching is an intricate and ever-evolving art form that requires constant maintenance and fine-tuning. Each new class and set of students brings about an entirely new set of variables and challenges, therefore no class should be handled the same. I believe that teaching methods should change in accordance with the rest of the world at large and be constructed based on needs of the students at that time, not on the comfortability of the instructor. The method I find the most efficient is the four-step rule, which consist of having students: 1. Read & write about a topic, 2. Hear about a topic, 3. See a topic, and 4. Experience a topic. By providing several different methods of exposure to the same material has heeded positive learning results for students in the past. For example, have students read about a topic for homework and write a summary paragraph on that reading material, then talk about a topic via lecture in the classroom for them to hear, then have some kind of visual aid or representation of the content, and finally have some kind of activity or field trip that allows the students to actually experience the content as opposed to simply just learning about it. The philosophy I have found to be the most effective is to never forget what it is like to be a student and to always view assignments, lectures, and activities through their eyes. Maintaining this relativism with students allows for a more open dialogue and creates a more comfortable atmosphere for questions and philosophical debate. As an instructor, it is also vital to maintain an attitude and understanding of being a guide for the class and its discussion and activities as opposed to a commander. Fostering an interesting and dynamic learning atmosphere without sacrificing high expectations in the classroom is what creates involved and active students. ERICA VAN STEENHUYSE 702-355-5235 | e.vansteenhuyse@gmail.com | 3079 S Galena Ct, Denver, CO 80231 EDUCATION School Name & Location Metropolitan State University Denver, CO Loyola Marymount University Los Angeles, CA University of Nevada Las Vegas Las Vegas, NV Degree Bachelor of Arts: Psychology 3.9 GPA Master of Arts: Comparative Theology 3.7 GPA Bachelor of Arts: Interdisciplinary Studies 3.5 GPA Date of Completion December 13, 2019 May 5, 2015 May 3, 2012 ACADEMIC EXPERIENCE Type of Experience Internship Work Study Teaching Assistant Research Assistant Editorial Assistant Approximate Dates August 2019May 2020 June 2019December 2019 August 2019December 2019 August 2019December 2019 August 2012May 2015 Name of Hospital or Institution CU Anschutz Medical Campus National Jewish Health Metropolitan State University of Denver Metropolitan State University of Denver Loyola Marymount University Department or Description Neurology Lab: Dr. Ravi Mahalingam CRISPR, IHC w/ Monkey tissue Immunology Lab: Dr. Hua Huang PCR w/ Mice tissue Psychology: Dr. Katherine Hill Brain & Behavior Psychology: Dr. Michael Rhoads Statistics Journal of the American Academy of Religion: Dr. Amir Hussain WORK EXPERIENCE Adjunct Faculty May 2018-Present Columbia College – Denver, CO • REL 101: World Religions and Human Experience o Sole instructor for an in-person class of 15-20 collegiate students o Teaching style is a combination of lecture, group activities, and student research, along with a field trip to an Islamic Mosque for exposure to Islamic rituals o Covered topics : the ‘Big Five’ (Christianity, Judaism, Islam, Buddhism, & Hinduism) • REL 202/PHIL202: Asian Religions and Philosophy o Sole instructor for an in-person class of 15-20 collegiate students o Teaching style is a combination of lecture, group activities, and student research, along with a field trip to a Buddhist meditation center o Covered topics: Ayurveda, Yoga Philosophy, Hinduism, Buddhism, Daoism, & Shinto English & Writing Tutor August 2016-Present Columbia College – Denver, CO • Working as the only English and writing tutor for the entire Denver collegiate campus • Assist students with research, citations, references, conventions, grammar, outlines, resumes, and applications • Serve as a test proctor and building monitor as needed RESEARCH PROJECTS_________________________________________________ “How Intention Interacts with and Effects Perceived Reality: An Alternative Spiritual Model Based Off an Analysis of Vedic Philosophy and Modern Physics” • Project Type: Master’s Thesis • Mentor: Dr. Christopher Chapple, 2014-2015 • Institution: Loyola Marymount University CONFERENCE PRESENTATIONS “Impacts of Vibrational Frequencies on State Mood and Mindfulness” • Mentor: Dr. Maureen Flynn (Statistics) • Institution: Metropolitan State University of Denver • Presentation Method: Poster • Conferences: o Rocky Mountain Psychological Association, 2020 o Undergraduate Research Conference MSU Denver, 2020 “An Evaluation of Mindful Psychological Skills Training” • Mentor: Dr. Michael Rhoads (Statistics) • Institution: Metropolitan State University of Denver • Presentation Method: Poster • Conferences: o Rocky Mountain Psychological Association, 2020 o Undergraduate Research Conference MSU Denver, 2020 ORGANIZATIONS Psychology Research Club Psi Chi Honor Society Golden Key International Honor Society TESOL JAAR Metropolitan State University of Denver Metropolitan State University of Denver Metropolitan State University of Denver Global Leadership College Journal of the American Academy of Religion 2019 2019 2019 2014 2012 GRANTS_____________________________________________________________ Undergraduate Research Program MSU Denver • Project Title: “An Evaluation of Mindful Psychological Skills Training” • Grant Amount: $500 2019 SCHOLARSHIPS_______________________________________________________ Millennium Scholarship University of Nevada Las Vegas 2009-2012 AWARDS_____________________________________________________________ President’s List President’s List Dean’s List Metropolitan State University of Denver Loyola Marymount University University of Nevada Las Vegas 2019-2020 2012-2015 2009-2012 PSY 2120: Brain & Behavior Instructor: Dr. Katherine Hill Teaching Assistant.: Erica VanSteenhuyse, M.A. Institution: Metropolitan State University of Denver PSY 2120-001 Brain & Behavior Section 1 Fall, 2019 (CRN 57053) Instructor: Katherine G. Hill, Ph.D. e-mail: khill26@msudenver.edu Office: Plaza 220-E Phone: 303-615-0573 Office Hours: M & W 12:30 – 1:30 p.m. (walk-in); T 9:00 a.m. – 12:00 p.m. (by appt) **Contact the instructor for an appointment if you need to meet but cannot do so during office hours TA: Erica Van Steenhuyse Office Hours (PL240): e-mail: evanstee@msudenver.edu Class Meetings: M & W 9:30 – 10:45 a.m. PL244 Required Texts: NONE! We are using an Open Eductional Resource (OER), found at: https://nba.uth.tmc.edu/neuroscience/ Reading assignments from the OER, with accompanying prep (JiTTquestions—see below), will be posted on a weekly basis on Blackboard. Course Objectives: 1) Describe fundamentals of how behavior is directed by the brain 2) Explain basics of psychopharmacology 3) Discuss foundation of the perception of our senses 4) Explain brain basis of mental illness and neurological disorders 5) Apply understanding of mind-body interactions to currently relevant topics (such as learning, nutrition, and consciousness) Course Policies: 1) Obey all departmental policies (see Psychology Department Addendum at end of this syllabus). 2) Be on time! If you must arrive late, be as quiet as possible when entering the room. 3) Turn off (or silence) cell phones and other electronic devices during class. If you are expecting an urgent call, set your phone to vibrate and leave the room as quietly as possible when the call arrives. 4) Be an active participant in class! Read the assignment before coming to class. Be ready to ask questions about concepts you did not understand. Be prepared to answer questions posed by the instructor. Take notes and participate in discussions and group activities. 5) Initial the class attendance sheet each day. Note: initialing at the start of class and then leaving a few minutes after class begins is not acceptable. The instructor will annotate the attendance sheet in such cases to accurate reflect the student’s presence in the classroom. 6) If you must leave early, or leave but return during class, please minimize the distraction this will create for other students. This may involve sitting close to the exit. 7) Make-up exams are given when a student can provide evidence of the student’s unavoidable absence from the exam (illness, death of loved one, car accident, court appearance, etc.). See details on page 2. 8) If a student misses class, it is up to her/him to obtain notes from a classmate. 9) Check your MSU-Denver e-mail daily! If the instructor is ill, she will attempt to find a guest speaker for the day. However, if there is not adequate time to find a substitute, and she needs to cancel class, she will send an email through MSU-Denver’s e-mail system (the official means of communication within the University). If class is cancelled due to inclement weather, you will learn about this via e-mail; campus closures due to weather will also be posted on MSU-Denver’s homepage. PSY 2120-001 (CRN 57053) Brain & Behavior Section 1 KG Hill, Fall 2019 Page 2 Grades: Final grades will be based on four (4) quizzes, two (2) exams [mid-term and final], two (2) response papers, and participation (JiTT) questions. Each of these grade components is described below. Quizzes: Quizzes are given after every 2-3 chapters. Quizzes are intended to take no more than 30 – 45 minutes to complete, although you may have the entire class period if you wish. Note that there are FOUR (4) quizzes scheduled throughout the semester. Collectively, the quizzes are worth 40% of your grade (10% each) At the beginning of each unit, a new study guide will be posted on Blackboard. It is highly recommended that you use these study guides to help prepare for quizzes as well as exams. Students should integrate information from lectures and the course OER to answer the study guide questions. The study guides should provide you with adequate information so that you know what you are expected to know about information. Please be aware that these study guides are quite extensive! Do NOT wait until 1-2 days before the quiz/exam in order to try to complete them! It is intended that you will fill them out as we work our way through the course material. By the time you get to the night before the quiz/exam, you should be reviewing the study guide rather than filling it out. Quizzes will be comprised of multiple choice, matching, true/false, and (potentially) fill-in-the-blank items. Exams: There are 2 exams during the course of the semester: a mid-term (15% of your course grade) and a final (25% of your course grade). Each of them is comprehensive: the mid-term includes all of the information from the first half of the semester; the final—although weighted more heavily towards the second half of the semester— includes information from the entire course. Besides the usual multiple choice, matching, true/false, and fill-inthe-blank questions, the exams will also include some short-answer essays. The same study guides that students use to prepare for unit quizzes should be used to prepare for the mid-term and final. (Here’s where completing study guides as we go along pays off: prior to the exam, you are reviewing information rather than learning it from scratch!) In addition to using your study guides, you should also make use of your graded quizzes to prepare for the exams. Exam and quiz etiquette: It should go without saying, but these issues come up every semester so here’s the official syllabus policy: (1) SILENCE your phone before the exam session starts to avoid disturbances to other students during the exam. (2) Students are NOT to leave the classroom during an exam or quiz. You should visit the restroom PRIOR to entering the classroom—even if that makes you a few minutes late to the test session. (3) If this is a quiz day, we will reconvene after everyone is done with the quiz; you are welcome to take a break and exit the class room before class resumes. If you do leave for a few minutes, please exit the room QUIETLY so as not to disturb your classmates. If this is the mid-term or final exam, you should leave when you are done with the exam and exit QUIETLY. (4) Should you arrive late to the exam/quiz: you will not be allowed to take it if you arrive after people have begun to complete the test and have started exiting the classroom. Make-up quizzes will not be given (due to the lowest score being dropped). For make-up mid-terms and finals, see below. Make-up exams: Make-ups may be given in the case of illness or emergency that prevents the student from being able to make it to the scheduled exam. MAKE-UPS ARE TO BE ARRANGED PRIOR TO THE MISSED EXAM, ARE TO BE TAKEN WITHIN 48 HOURS OF THE MISSED SESSION UNLESS THERE IS A DIRE EMERGENCY (SEVERE ILLNESS, HOSPITALIZATION, ETC.), AND ARE NOT THE SAME AS THE EXAM ADMINISTERED IN CLASS. (Make-up exams will be composed of a larger proportion of short-answer essay items and fewer multiple choice items, compared to the exam administered in class.) PSY 2120-001 (CRN 57053) Brain & Behavior Section 1 KG Hill, Fall 2019 Page 3 Response Papers While there is not a term paper assigned for this course, there are two (2) response papers required. These are short (2 – 3 page) papers written in response to recent news articles on neuroscience topics. There will be multiple opportunities to write these papers (with 1 - 2 articles provided by the instructor for each opportunity). Students will select and write on a total of 2 articles throughout the semester. News articles will be distributed across the semester and posted on the course’s Blackboard page. Note that due dates for these responses are NOT listed on the course calendar; however, you will be periodically reminded by the instructor that you need to complete these before the end of the semester. To complete these assignments: 1. Choose an article to write about from the options posted. 2. Read the news article. Make notes to yourself about what questions the article raises for you. Is the explanation confusing or vague? 3. Read the original source on which the article is based and read that article as well. 4. Evaluate whether the news article seems to have adequately and accurately explained the findings of the original article. Also, consider what the implications and importance of the findings are for our understanding of the brain. 5. Write your response paper. It should include: (a) A summary of the news article; (b) A summary of the original article; (c) A comparison of the two: how accurate was the news explanation? Was it misleading? Address any specific questions posed with the posted articles. (d) A conclusion about the implications/importance of the findings. (e) The paper should include basic elements of APA-style: Title page, header with page number, double spacing, in-text citations, and an APA-style reference page that includes the news article, the original journal article, and any additional sources (such as your textbook) that you used in evaluating the findings. Remember that you are shooting for 2 – 3 pages of actual text. Including the title and reference pages, this means 4 – 5 pages total. 6. When your paper is complete, submit it via Blackboard. 7. Your work will be graded on Blackboard by the instructor within 1 – 2 weeks of submission. Because there are multiple opportunities to write these papers, you are free to choose which articles you write about and which part of the semester you complete those. Note that once deadlines for the first reaction paper options have passed you may no longer write on those particular articles. You must choose from the new options. Although it is technically possible to complete the writing assignments for this course within the first 4 weeks of the course (by writing about both of the first response paper options) it is highly recommended that you write about one article at a time. That way, you can get feedback from the first paper before making your second attempt. You may do a third paper to replace a low grade if you do not do well on one of your first two attempts. An example response paper and a grading rubric are available on Blackboard if you wish to review them. PSY 2120-001 (CRN 57053) Brain & Behavior Section 1 KG Hill, Fall 2019 Page 4 Participation via Class Prep (JiTT) Questions: Just in Time Teaching (JiTT) is a teaching approach in which students respond to reading-related questions prior to coming to class; the instructor reviews students’ responses and uses them to gauge where there may be confusion related to the lesson for the day. This allows the instructor to try to tailor the day’s lecture and discussion in anticipation of which material is most problematic for students. For each day that a new reading assignment is listed on the syllabus, 3 questions will be posted online. Students are to read the assignment and respond to these questions by 5 p.m. on the evening before the reading assignment is to be discussed in class. Before class, the instructor and/or teaching assistant will read student responses to the questions and look for problem areas. During class, these concepts will be addressed. Overall, the proportion of your grade determined by JiTT participation is worth relatively little—a mere 4% of your grade. Responding is not about getting the right answer—it is about giving answers that provide the instructor with helpful feedback that will allow her to try to better address complex or confusing information in a way that will be helpful to students. Therefore, these assignments are not graded for correct answers: they are graded based on whether the student seems to have made an honest effort at reading and processing the information prior to attending class. Thus, grades of 0, 1, or 2 will be given for each set of questions. (“0” is no credit—the student either didn’t do the assignment or apparently tried to “fake” their way through the assignment by giving vague answers that suggest they did not complete the reading. “1” is for partial credit— the student made a half-hearted attempt. “2” is for full credit: even if the student didn’t understand the material, they were able to respond in meaningful ways.) I know you are all busy people, so I don’t expect that you will complete all of the JiTT assignment prompts! I anticipate that there will be about 15 – 20 JiTT prompts throughout the semester, and your lowest 5 scores will be dropped. It should not take you more than 10 – 20 minutes (at most!) to respond to these questions after you have done the reading. This is a “low stakes” assignment in the sense that irregular completion will not have a devastating impact on one’s final grade. But I hope that regular completion will have a positive effect on your grade. First of all, they do add a little bit to your overall grade (almost half of a letter grade). Also, by requiring you to read before class and asking you to assess what you do and don’t understand about the material, this will hopefully help you come to class cognitively prepared. It’s helpful to know what you do (and do not) know! JiTT prompts are usually posted on Friday afternoons for the reading material to be covered the following week. PSY 2120-001 (CRN 57053) Brain & Behavior Section 1 KG Hill, Fall 2019 Page 5 Final Course Grades: Course grades will be based on exams, a paper, and class attendance/participation. Participation/JiTT Prep Questions: Response Papers: 4 Unit Quizzes: Mid-term Exam: Final Exam: 4% 16% (8% x 2) 40% (10% x 4) 15% 25% 100% At the end of the semester, final letter grades will be assigned based upon these criteria: 90 – 92% = A80 – 82% = B70 – 72% = C60 – 62% = D<60% = F 93 – 96% = A 83 – 86% = B 73 – 76% = C 63 – 66% = D 97 - 100% = A+ 87 – 89% = B+ 77 – 79% = C+ 67 – 69% = D+ PSY 2120-001 (CRN 57053) Brain & Behavior Section 1 Week Day/Date COURSE CALENDAR Topics & Assignments 1 M 8/19 Course Introduction W 8/21 Neuroanatomy M 8/26 Neuroanatomy W 8/28 Neuroanatomy M 9/2 LABOR DAY HOLIDAY – NO CLASS! W 9/4 Glia M 9/9 Neurons W 9/11 Quiz 1/Intro to Neural Communication M 9/16 Action Potentials W 9/18 Synaptic Transmission M 9/23 Neurotransmitters W 9/25 Drug Principles & Mechanisms of Action M 9/30 Drugs of Abuse, cont’d W 10/2 Quiz 2 M 10/7 Review for Mid-Term W 10/9 MID-TERM EXAM M 10/14 Vision W 10/16 Vision, cont’d M 10/21 Hearing & Vestibular System W 10/23 Other Sensory Systems: Touch and Chemical Senses 2 3 4 5 6 7 8 9 10 KG Hill, Fall 2019 Page 6 PSY 2120-001 (CRN 57053) Brain & Behavior Section 1 KG Hill, Fall 2019 Page 7 Week Day/Date Topics & Assignments 11 M 10/28 Intro to Learning & Memory W 10/30 Learning & Memory: Amnesia M 11/4 Quiz 3/Intro to Neurological Conditions W 11/6 Neurological Conditions, cont’d M 11/11 Neurological Conditions, cont’d W 11/13 Psych Conditions: Schizophrenia M 11/18 Psych Conditions, cont’d: Mood Disorders (Bipolar Disorder and Depression) W 11/20 Psych Conditions, cont’d: Anxiety Disorders, Antisocial Personality M 11/25 FALL BREAK W 11/27 HAPPY THANKSGIVING!!! M 12/2 Quiz 4 W 12/4 Review for Final Exam 12 13 14 15 16 17 (FINALS WEEK) FINAL EXAM MOST LIKELY, THE FINAL WILL BE ON WEDNESDAY, 12/11/18 FROM 9:30 – 11:30 A.M. (The official date, time and location of the final exam will be announced in class and via e-mail once the official MSU Denver exam schedule is published.) Notes: Exams appear in RED; Holidays appear in GREEN The instructor reserves the right to amend the schedule; any changes will be announced in e-mail and/or class. You should be aware that it is EXTREMELY unlikely that exam dates will change. Exams cover material covered up to that point; thus, if we fall behind, the scheduled exam will include less material than originally planned. Default Report T.A. Evaluation December 3, 2019 9:20 PM MST Q1 - How effective was the T.A.'s presentation on the auditory system? Extremely effective Very effective Moderately effective Slightly effective Not effective at all 0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2 2.2 # Field Minimum Maximum Mean Std Deviation Variance Count 1 How effective was the T.A.'s presentation on the auditory system? 1.00 2.00 1.50 0.50 0.25 4 # Choice Count Field 1 Extremely effective 50.00% 2 2 Very effective 50.00% 2 3 Moderately effective 0.00% 0 4 Slightly effective 0.00% 0 5 Not effective at all 0.00% 0 4 Showing rows 1 - 6 of 6 Q2 - If you attended any review sessions, how effective was the T.A. at answering your questions and providing feedback? Extremely effective Very effective Moderately effective Slightly effective Not effective at all 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 1.1 # Field Minimum Maximum Mean Std Deviation Variance Count 1 If you attended any review sessions, how effective was the T.A. at answering your questions and providing feedback? 1.00 2.00 1.50 0.50 0.25 2 # Choice Count Field 1 Extremely effective 50.00% 1 2 Very effective 50.00% 1 3 Moderately effective 0.00% 0 4 Slightly effective 0.00% 0 5 Not effective at all 0.00% 0 2 Showing rows 1 - 6 of 6 Q4 - How effective were the Jeopardy study sessions in class? Extremely effective Very effective Moderately effective Slightly effective Not effective at all 0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2 2.2 # Field Minimum Maximum Mean Std Deviation Variance Count 1 How effective were the Jeopardy study sessions in class? 1.00 2.00 1.67 0.47 0.22 3 # Choice Count Field 1 Extremely effective 33.33% 1 2 Very effective 66.67% 2 3 Moderately effective 0.00% 0 4 Slightly effective 0.00% 0 5 Not effective at all 0.00% 0 3 Showing rows 1 - 6 of 6 Q3 - The T.A. helped increase my knowledge of the class subject Yes Somewhat Not really 0 0.5 1 1.5 2 2.5 3 3.5 4 # Field Minimum Maximum Mean Std Deviation Variance Count 1 The T.A. helped increase my knowledge of the class subject 1.00 1.00 1.00 0.00 0.00 4 # Choice Count Field 1 Yes 100.00% 4 2 Somewhat 0.00% 0 3 Not really 0.00% 0 4 Showing rows 1 - 4 of 4 Q5 - The T.A. was prepared and ready for review sessions and office hour sessions. Yes Somewhat Not really 0 0.5 1 1.5 2 2.5 3 3.5 4 # Field Minimum Maximum Mean Std Deviation Variance Count 1 The T.A. was prepared and ready for review sessions and office hour sessions. 1.00 1.00 1.00 0.00 0.00 4 # Choice Count Field 1 Yes 100.00% 4 2 Somewhat 0.00% 0 3 Not really 0.00% 0 4 Showing rows 1 - 4 of 4 Q6 - Please provide any additional comments you may have regarding the T.A. here. Thank you! Please provide any additional comments you may have regarding the T.A. here... I thought that a TA was a wonderful attribute to the class. I wish that there were more of them for my other classes as well. TESTTESTTESTTEST End of Report PSY2120-2 (Hill) Quiz 2, Spring 2019 PSY2120-01 (Hill) Quiz 2: 3/06/2019 Page 1 Name: ____________________________ ______ (Matching) + ______ (Multiple choice) + ______ (True/False) = ________ (Total) [10] [30] [10] [50] A. Matching: Match chemicals to their descriptions/function. Write your answer in the blank to the left of the item. One response option will not be used at all; none should be used more than once. [1 point each = 10 points this section] _____ 1. Depressed people often have low levels of this neurotransmitter (NT), which may explain disruptions in their mood, appetite, and sleep. _____ 2. This is primary inhibitory NT is located widely throughout the central nervous system. _____ 3. This primary excitatory NT is located widely throughout the CNS; excessive activity is associated with seizures _____ 4. In the nervous system, this chemical is a NT; in the blood, it is a hormone. _____ 5. In the somatic nervous system, this NT tells muscles to move. In the cortex, it is associated with cognitive function. _____ 6. This NT is found in the mesolimbic, mesocortical, and nigrostrial pathway and is associated with reward, cognition, and movement (respectively) _____ 7. Morphine produces pain relief and elevated mood by binding and activating receptors for this neuropeptide. _____ 8. This chemical is an endocannabinoid; receptors used by this system are activated by THC _____ 9. This type of substance will decrease the activity of a neurotransmitter system _____ 10. Both anandamide and NO function this way A. Acetylcholine B. Agonist C. Antagonist D. Anandamide E. Dopamine F. Endorphin G. H. I. J. K. L. Enzyme GABA Glutamate Norepinephrine/Noradrenaline Retrograde messenger Serotonin PSY2120-2 (Hill) Quiz 2, Spring 2019 Page 2 For the remaining portions of the quiz, mark your responses on the scantron (provided by the instructor) B. Multiple choice: For each of the following questions, choose the BEST of the available response options. [1 point each = 30 points this section] 1. Which of the following statements is implied by the “all-or-none” law? (a) either all of a cell’s neurotransmitter is released or it isn’t (b) all action potentials are the same magnitude (c) it’s possible to have a partial action potential (d) either a drug has an effect on a person’s behavior or it doesn’t 2. Reuptake, diffusion, and enzymes are important for ______. (a) releasing neurotransmitter (b) shutting off neurotransmitter signals (c) producing neurotransmitter (d) generating action potentials 3. How do psychoactive drugs affect brain function? (a) They alter the blood-brain barrier (b) They alter the shape of dendritic spines (c) They alter the size of action potentials (d) They alter synaptic transmission 4. Saltatory conduction occurs in which of the following? (a) myelinated axons (b) unmyelinated axons (c) only in sensory neurons (d) only in motor neurons 5. What’s so great about saltatory conduction? (a) it speeds conduction of the action potential (b) it saves the neuron a bunch of energy (c) both a and b are true (d) neither a nor b is true 6. Which labelled region on the diagram below indicates the region where an action potential begins? (a) A (b) B (c) C (d) D 7. The tiny little storage “packages” of membrane that store neurotransmitters before release are called ______. (a) nodes of Ranvier (b) synaptic vesicles (c) transporters (d) channels 8. Diffusion and electrostatic pressure are important for ______. (a) producing neurotransmitter (b) refractory periods (c) reuptake of neurotransmitter (d) driving the movement of ions across the neuronal membrane PSY2120-2 (Hill) Quiz 2, Spring 2019 Page 3 9. The image below illustrates which of the following? (a) a synaptic gap (b) an axon hillock (c) a node of Ranvier (d) a sodium/potassium (Na+/K+) pump 10. Imagine that you are a neuron and that gaining a positively charged ion will raise your voltage by 1mV, whereas gaining a negatively charged ion or losing a positively charged ion will lower your voltage by 1mV. Your threshold to fire is -55mV, and you are currently resting at -70mV. [Remember that -55 is higher (more positive) than -70.] Under which of the following circumstances will you reach threshold and fire? (a) Receptors on you are bound and activated, causing ion channels open and 20 Cl- ions to enter (b) Receptors on you are bound and activated, causing ion channels open and 20 K+ ions to exit (c) Receptors on you are bound and activated, causing ion channels open and 20 Na+ ions to enter (d) None of these will cause you to fire an action potential 11. Over the past week, a person has been taking heroin daily to get high. They have had to increase how much they inject in order to feel the drug’s effects. What is happening? (a) The person has developed tolerance (b) The person is experiencing withdrawal (c) The person has developed craving (d) The person is experiencing a placebo effect 12. At the beginning of an action potential, sodium [Na+] channels open. What happens next? (a) Na+ enters the cell (b) Na+ leaves the cell (c) potassium [K+] enters the cell (d) K+ leaves the cell 13. Which of the following is an example of an agonist for the neurotransmitter acetylcholine (ACh)? (a) Vesamicol, a drug that blocks storage of ACh into vesicles (b) BoTox, a substance that blocks release of ACh (c) Cobra venom, a substance that blocks ACh receptors (d) Black widow venom, a substance that causes ACh release 14. LSD is to _____ as nicotine is to ______. (a) 5-HT-2A; ACh (b) dopamine; serotonin (c) GABA; glutamate (d) endogenous opioids; endocannabinoids 15. Which of the following describes depolarization? (a) a neuron releases a bunch of neurotransmitter (b) neurotransmitter binds to receptors (c) the charge on the inside of a neuron changes from about -70 mV to about +35 mV (d) a large number of negative charges enter a neuron PSY2120-2 (Hill) Quiz 2, Spring 2019 Page 4 2+ 16. Opening of voltage-sensitive Ca channels is critical for which of the following? (a) operating the Na+/K+ pump (b) firing an action potential (c) neural integration (d) releasing neurotransmitter 17. Which of the following substances will have the greatest effect on neurotransmission in the nucleus accumbens? (a) alcohol (b) amphetamine (c) caffeine (d) nicotine 18. What does alcohol do? (a) agonizes GABA-A receptors (b) antagonizes NMDA glutamate receptors (c) both of these (d) neither of these 19. A neurotransmitter molecule binds a postsynaptic receptor, causing ion channels to open. What happens next? (a) If positively-charged ions enter, an excitatory postsynaptic potential [EPSP] is produced (b) If negatively-charged ions enter, an excitatory postsynaptic potential [EPSP] is produced (c) If positively-charged ions enter, an inhibitory postsynaptic potential [IPSP] is produced (d) an action potential is produced 20. Abuse of which of the following types of substances is most likely to produce schizophrenia-like symptoms, including tactile hallucinations, auditory hallucinations, and paranoia? (a) minor stimulants (b) major stimulants (c) opioids (d) alcohol 21. Which of the following is said to be a symptom of psychological dependence? (a) withdrawal (b) craving (c) tolerance (d) placebo effects 22. Why do neurons need Na+/K+ pumps? (a) to generate action potentials (b) to restore resting potential (c) to release neurotransmitter (d) to end synaptic transmission 23. Which of the following drug-related situations would be the most likely to produce lethal seizures? (a) a person takes a psychedelic drug such as LSD (b) a person takes an opioid drug in an unfamiliar setting (c) a person physically dependent on heroin abruptly stops taking it (d) a person physically dependent on alcohol abruptly stops drinking it 24. Drugs will get to the brain more slowly and will not have as great of an impact on the person if the drug is taken through which of the following routes? (a) IV [intravenous] injection (b) smoking/inhalation (c) orally (d) all of these routes are equally fast 25. An IPSP has occurred on a postsynaptic neuron. What can we conclude from this statement? (a) The inside of the neuron has become slightly more positive (b) The inside of the neuron has become slightly more negative (c) the postsynaptic cell will fire an action potential (d) the postsynaptic cell will release neurotransmitter 26. A brain imaging study demonstrated that brain regions involved in the perception of and reaction to pain can be activated if a person takes which of the following? (a) Narcan [naloxone], an opioid receptor antagonist (b) LSD (c) caffeine (d) a placebo 27. Dopamine, norepinephrine, and serotonin are to ______ as acetylcholine is to _______. (a) tryptophan; choline (b) monoamine oxidase; acetylcholinesterase (c) tyrosine; tryptophan (d) GABA; glutamate PSY2120-2 (Hill) Quiz 2, Spring 2019 Page 5 28. Which of the following best describes ionotropic receptors? (a) they are only found on presynaptic membranes (b) their ion channels are part of the receptor and open when neurotransmitter binds (c) they require g proteins to activate ion channels (d) they are only found in the peripheral nervous system 29. Neural integration is important for _______. (a) determining if threshold has been reached (b) producing and storing neurotransmitter (c) regulating the inner workings of the neuron (d) releasing neurotransmitter 30. Caffeine produces wakefulness and arousal by doing which of the following? (a) increasing release of norepinephrine in the brain (b) agonizing glutamate receptors (c) antagonizing a neurochemical that promotes sleepiness (d) preventing release of GABA C: True/false: Decide whether each of the following is true (“T”) or false (“F”). Mark your answer on the scantron in the appropriate column (“A” for true; “B” for false). [1 point each = 10 points this section] PLEASE MARK THE TRUE/FALSE ON YOUR SCANTRON, BEGINNING WITH #31!!! 31. Both cocaine and amphetamines work by initiating reuptake of monoamines and increasing their release. 32. Homeostatic mechanisms work to compensate for effects of the drug. 33. Alcohol has a low risk of abuse/addiction. 34. An individual receptor only has one neurotransmitter that can activate it. 35. All drugs that produce pleasant effects serve as agonists for neurotransmitters. 36. Environment influences how a person responds to drugs of abuse. 37. Tolerance occurs when a less dose of the drug is needed for the desired effects. 38. The effects of THC are universal in every person, making its symptoms predictable no matter how it was ingested. 39. When a neuron is in a resting state, the extracellular fluid has a relatively large amount of Na (sodium) compared to its intracellular fluid. 40. Enzymatic degradation alters the form of a neurotransmitter so that it is no longer recognized by the applicable receptor. 12/2/19 Auditory Limitations Audition and the Ear Erica VanSteenhuyse & Dr. Hill 1 2 The Outer Ear Amplitude, Frequency, and Timbre • Pinna; auditory canal The Middle Ear Structures of the Ear • Tympanic membrane (eardrum) • Ossicles (malleus, incus, stapes) • Oval window The Inner Ear • Semicircular canals • Cochlea 3 4 Ossicles Structures of the Ear 5 6 1 12/2/19 Cochlea Hair Cells • Hair cells located inside Cochlea • Cochlea is filled with fluid called endolymph • Vibrations from ossicles cause fluid in Cochlea to vibrate • Hair cells move and flow with vibrating fluid • Movement of hair cells opens ion channels, which sends messages to the brain 7 8 IRREPLACEABLE in humans Signal Transduction • Cannot regrow or regenerate HUMAN hair cells • Only fish, birds, and frogs can regrow Sound enters outer ear (pinna) and vibrations are funneled into the ear canal Fluid in cochlea vibrates and causes hair cells to move Ear drum vibrates and causes ossicles (tiny bones) to move and vibrate Hair cells move in the flow of vibrating fluid Malleus (hammer bone) connected to ear drum, which is connected to the incus (anvil bone), which is connected to the stapes (stirrup bone) Stapes (stirrup bone) sends vibrations to cochlea Hair cell movement causes ion channels to open and close (action potentials) Message is sent to the brain so you can hear Hearing Damage: Hair Cells Our generation likely to have much earlier hearing loss issues • Headphones!!! • If person next to you can hear – TOO LOUD • Musicians/Concerts • Cochlear Implants – no fun Pipe cleaner demonstration 9 10 2 12/2/19 Jeopardy Synaptic Transmission Small Molecule Neurotransmitters Agonist vs Antagonist Drug Abuse $100 $100 $100 $100 $100 $200 $200 $200 $200 $200 $300 $300 $300 $300 $300 $400 $400 $400 $400 $400 $500 $500 $500 $500 $500 Action Potential Action Potential- $100 n What part of the cell receives incoming information from the pre-synaptic cell? n Dendrites Final Jeopardy 1 2 Action Potential - $200 Action Potentials - $300 n When a cell is made MORE negative, what is this called? n The action potential travels down the axon faster with or without myelin? n Hyperpolarized n WITH myelin 3 4 Action Potentials - $400 5 Action Potentials - $500 n When a stimulus is more intense, this makes the neuron fire….. n Explain depolarization in your own words n More frequently n Making the cell more positive, more likely the cell will fire an action potential 6 1 12/2/19 Synaptic Transmission - $100 Synaptic Transmission - $200 n Neurotransmitters are released into the synapse by a small container called… n The neuron sending a signal is called _______ and the neuron receiving a signal is called ______? n Vesicle n Pre-synaptic and post-synaptic neurons 7 8 Synaptic Transmission - $300 Synaptic Transmission - $400 n Once neurotransmitters have been released into the synapse, they bind to… n When a neurotransmitters is brought back into the presynaptic cell for recycling, this is called… n Receptors! n Re-uptake 9 10 Synaptic Transmission - $500 11 Small Molecule NT’s - $100 n The two general post-synaptic receptors are ______tropic and _______tropic. n Cocaine and amphetamines block… n Ionotropic and Metabotropic n Reuptake of Neurotransmitters 12 2 12/2/19 Small Molecule NT’s - $200 n n Small Molecule NT’s - $300 Although most neurotransmitters have more than one job, adrenaline is known for being responsible for… n A neurotransmitter that is excitatory is more likely to… n Trigger depolarization, more likely to send AP Fight or flight, excitement 13 14 Small Molecule NT’s - $400 n Small Molecule NT’s - $500 Adrenaline/noradrenaline is also known as n Name 3 examples of small molecule NT’s n Adrenaline Noradrenaline Dopamine Serotonin GABA Acetylcholine Glutamate n n n Epinephrine/norepinephrine n n n n 15 16 Agonist vs Antagonist - $100 17 Agonist vs Antagonist - $200 n An agonist drug _____ receptors in the brain. n An antagonist drug ______ receptors in the brain n Activates n Blocks 18 3 12/2/19 Agonist vs Antagonist - $300 n Can some drugs be both agonist AND antagonist at the same time? n Yes! Agonist vs Antagonist - $400 nA commonly used and abused Agonist is Morphine. This drug is an agonist because it ________ the _________ receptors. n 19 Activates, endorphin 20 Agonist vs Antagonist - $500 Drug Abuse - $100 n Explain in your own words why BOTOX (botulinum toxin) is an agonist n True or false: Withdrawal can be triggered by different environments or locations n One of the most toxic substances on the planet Blocks Ach at neuromuscular joints THUS, basically freezes muscles n True! n n 21 22 Drug Abuse - $200 23 Drug Abuse - $300 n When someone has lessened effects to the same drug dose and needs an increased dose to get the desired effect… n The most common drug that is the most dangerous to withdraw from is… n Tolerance n Alcohol! n Causes seizures 24 4 12/2/19 Drug Abuse - $400 n Drug Abuse - $500 Drugs that impact the _______ NT system are most likely to lead to abuse. • Dopamine 25 n When someone is in withdrawal, they experience symptoms that are ______ of the drug that are withdrawing from. n Opposite 26 Final Jeopardy n Type question to appear here n Type answer to appear with a mouse-click here 27 5 12/2/19 Transduction in the auditory system happens at the Hair cells Final Exam Review Dr. Hill & Erica VanSteenhuyse 1 2 A depolarization means a neuron is more or less likely to fire True or false: Ipsilateral means the vision crosses to the other hemisphere, while contralateral means it stays on the same hemisphere More Likely False 3 5 4 Pick the word that does not belong: Axon hillock, soma, retina, dendrite, myelin Visual information is processed in which lobe? Retina Occipital 6 1 12/2/19 True or false: scotopic vision relies primarily on rods, while photopic vision relies primarily on cones. Which part of the ear is set up like a piano? True Cochlea 7 8 Neurotransmitters are stored in sacs called The process of recycling neurotransmitters back into the neuron for reuse is Vesicles Reuptake 9 10 Frequency is to wavelength as amplitude is to _______ The process of the lens changing shape to focus on near or far objects is called Accomodation 11 Intensity/Loudness 12 2 12/2/19 The tympanic membrane, ossicles, and oval window are all parts of which area of the ear (inner, middle, outer) Which part of the ear works as a funnel? Middle Pinna 13 14 True or False: Memories are stored in the hippocampus Name the three ossicles: hammer (malleus), anvil (incus), stirrup (stapes) 15 17 False 16 Astrocytes and oligodendrocytes are examples of what kind of cell: Which vision is used for visual acuity and daylight? Scotopic or photopic Glial cells Photopic 18 3 12/2/19 Which hair cells cannot regenerate: auditory, gustatory, or olfactory? Where does visual information contralaterally cross hemispheres? Auditory Optic Chiasm 19 20 Name the 5 different tastes: Sour, sweet, bitter, salty, & umami 21 4 REL 101: World Religions & Human Experience Instructor: Erica VanSteeenhuyse, M.A. Institution: Columbia College of Denver Director: Dr. Nefeli Scheider Class Schedules 3/6/17: Syllabus 1. 2. 3. 4. 5. 6. 7. 8. 9. Intro myself Hand out name cards Intro of the class Hand out reader and rubric books Go over syllabus BREAK Video BINGO Cards with topics you’re most interested in 3/8/17: What is Religion/Research Paper 1. 2. 3. 4. What is Religion PP BREAK Research Paper PP Questions 3/13/18: Hinduism 1. Hinduism PP 2. BREAK 3. Hindu God Video 4. Group Activity – Research Hindu Gods (hand out picture cards) 3/15/18: Yoga Philosophy 1. Yoga Philosophy PP 2. BREAK 3. AWAKE video (45 min) 3/20/18: Ayurveda 1. Ayurveda PP (with videos mixed in) a. https://www.youtube.com/watch?v=WOYGEjTs2Bw b. https://www.youtube.com/watch?v=dU9c07UcP5w 2. Ayurveda Quizzes and handouts 3. BREAK 4. Ayurveda Dosha Tasting Activity 3/22/18: Buddhism 1. Buddhism PP 2. BREAK 3. Video 4. Group handouts on Mahayana, Theravana, and Vajrayana for summarizing 3/27/18: Buddhism - Life of the Buddha 1. Buddhism Buddha PP 2. BREAK 3. Video: Life of the Buddha, https://www.youtube.com/watch?v=nsN7NLs-0jI 4. Guided Meditation (~20 minutes) 3/29/18: FIELD TRIP! 4/3/18: Judaism 1. Questions about Field Trip 2. Judaism PP 3. BREAK 4. Video: https://www.youtube.com/watch?v=I400jhY2DF0 5. Group Activity: Watched story of Abraham on The Bible on Netflix (Episode 1) 4/5/18: Judaism: Hebrew Bible 1. Hebrew Bible PP 2. BREAK 3. Video 4. Group activity: Watched the story of Passover on the Bible on Netflix(not whole episode)Passover and Chanukah handouts for group summarizing 4/10/18: Christianity 1. Christianity PP 2. BREAK 3. Video 4. Group Activity: Jeopardy 4/12/18: Christianity – Life of Jesus • Life of Jesus PP • BREAK • Video • Group Activity: Life of Jesus video and timeline cards game 4/17/18: Islam 1. Islam overview PP 2. BREAK 3. Islam ‘How Islam Began’ Video https://www.youtube.com/watch?v=PDxKxnVZtgo 4. Group Activity: 1 on 1’s 4/19/18: Islam – Post 9/11, Violence, & Women 1. Islam Overview PP 2. Video (hijab): https://www.youtube.com/watch?v=4SYjlW9rXiM 3. BREAK 4. Video (Fact vs Fiction): https://www.upf.tv/films/american-muslim-facts/ 5. Group Project: 4/24/18: Indigenous Religions & Science/Religion 1. Questions for Presentations 2. Indigenous Religions PP 3. BREAK 4. Science & Religion PP 4/26/18: Presentations! 1. Potluck 2. Presentations Final Research Paper Rubric COLUMBIA COLLEGE: REL 101 Category Organization (30 points) Content (80 points) Build-Up Assignments (60 points) Scoring Criteria Total Points Introduction is attention-getting, lays out the problem well, and establishes a framework for the rest of the presentation. 20 Information is presented in a logical sequence. 20 There is an obvious conclusion summarizing the presentation, and a ‘take home’ message – NO new information is in the conclusion. 20 Paper is formatted properly per MLA or APA – paragraphs indented, pages are numbered, cover page and works cited page included. 20 Thesis statement is clear, concise, and takes a stance. 20 Technical terms are well-defined and language is appropriate for the target audience; grammar has minimal errors. 25 In-Text citations are in correct format and place within the sentence; enough in-text citations used to protect against plagiarism. 25 Appropriate amount of material is prepared (at least 10 pages, double spaced, times new roman, size 12) 25 At least 5 (five) credible sources are cited correctly on the works cited page, as well as cited within the text appropriately (any images, charts, tables, etc. are also cited appropriately). Brought in topic and thesis statement on 3/13 25 Brought in rough outline on 3/15 10 Brought in 3 out of 5 required sources on 3/20 10 Brought in semi-developed outline on 3/22 10 Turned in developed outline (mid-term exam) on 3/27 10 Turned in rough draft on 4/12 Score General Comments: Total Points 10 50 300 Score Final Research Presentation Rubric COLUMBIA COLLEGE: REL 101 Category Organization (30 points) Content (90 points) Presentation (80 points) Scoring Criteria Total Points The type of presentation is appropriate for the topic and audience. 10 Information is presented in a logical sequence. 10 Presentation appropriately cites requisite number of references. 10 Introduction is attention-getting, lays out the problem well, and establishes a framework for the rest of the presentation. 10 Technical terms are well-defined in language appropriate for the target audience. 10 Presentation contains accurate information. 20 Mastery of content; ability to answer questions; content is presented and not read. Appropriate amount of material is prepared, and points made reflect well their relative importance. 20 There is an obvious conclusion summarizing the presentation, and a ‘take home’ message. Speaker maintains good eye contact with the audience and is appropriately animated (e.g., gestures, moving around, etc.). 10 Speaker uses a clear, audible voice. 10 Delivery is poised, controlled, and smooth. 10 Good language skills and pronunciation are used. 10 Visual aids are well prepared, informative, effective, and not distracting; appropriate text size and color. 10 Length of presentation is within the assigned time limits. 20 Speaker is dressed appropriately. 10 Score General Comments: Total Points 20 10 200 Score Mid-Term Exam Rubric: Developed Outline for Research Paper COLUMBIA COLLEGE: REL 101 Category Organization (40 points) Content (80 Points) Format (30 Points) Scoring Criteria Total Points Topic statement and thesis (due 3/13) Rough Outline (due 3/15) Early sources (due 3/20) 10 10 10 Semi-Developed Outline (3/22) 10 Includes decent number of references to sources in outlines notes. (This does NOT need to be a full citation, just a notation so you know where your material came from to make the paper easier later. Shows mastery of note taking ability via outline 20 Utilizes this outline opportunity to point out places that need to be finished, ‘beefed’ up, more research, etc. Outline notes have a clear point, argument, opinion, or verdict present throughout Outline. Proper language skills and pronunciation are used (remember, by this part you should have turned in a semi-developed outline that I will have seen and proofread for you, so it should be generally grammatically correct). Appropriate amount of material is prepared and valid points are made. 20 Developed Outline is at least 4 pages long (double spaced) Follows basic, multi-tiered, bulleted format Proper introduction, body, and conclusion are clearly apparently in the Developed Outline Each page is numbered in the bottom right hand corner Proper cover page for Developed Outline 10 Score Total Points Research Paper Due Dates: 3/13 – Bring in topic and thesis statement 3/15 – Rough Outline 3/20 – Identify at least 3 of 5 required sources 3/22 – Semi-Developed Outline 3/27 – MID TERM EXAM (DEVELOPED OUTLINE) 20 10 5 5 5 5 5 5 150 Score Field Trip Report Rubric: Shambhala Meditation Center COLUMBIA COLLEGE: REL 101 Total Scoring Criteria Category Participation • • Attendance at field trip – this is important! Arrived ON TIME 20 • Respectful at all times during our visit 20 • Adheres to all cultural needs during our visit, for example, taking off shoes when needed, wearing appropriate clothing, etc. Asks thoughtful questions, when appropriate Maintains attentive demeanor (60 points) • • Turned in a completed Field Trip Report Note Sheet with handwritten notes from our visit 20 • Use of proper grammar and punctuation, and formatting. Report contains valid observations and utilizes critical thinking, Maintains a respectful attitude throughout the written report. Report has proper organization and flow (Intro, body, conclusion) Use of original ideas, thoughts, observations, opinions, etc. Total Points 15 • • • • Score 20 • Report (90 points) Points 15 15 15 10 150 Score Field Trip Report Note Sheet: Shambhala Meditation Center 2305 S Syracuse Way # 214, Denver, CO 80231 Assignment: • Write a 1 page, double-spaced, Times New Roman 12 pt, ‘report’ on your experience at the Shambhala meditation center (no sources needed). • Take hand-written notes below during your time at the Shambhala Meditation Center (feel free to use the back of the sheet if you need). • Notice how the building looks, how people are dressed and behaved, how you feel while you are there, what you see around you, what you smell and hear during the sessions, etc., etc. Be creative! J Notes: CLASS PARTICIPATION RUBRIC AND GUIDE A B C/D F Peer Interaction Actively supports, engages, and listens to peers (ongoing) Makes a sincere effort to interact with peers (ongoing) Limited interaction with peers Virtually no interaction with peers Preparation Arrives fully prepared at every class session Arrives mostly, if not fully, prepared (ongoing) Preparation is inconsistent Rarely or never prepared Participation Plays an active role in discussions (ongoing) Participates constructively in discussions (ongoing) When prepared, participates Comments vague if given; frequently constructively in discussions demonstrates lack of interest Contribution Comments advance level to Class and depth of dialogue Relevant comments are based on assigned material When prepared, relevant comments are based on assignments Demonstrates a noticeable lack of interest on occasion Group Dynamics Group dynamic and level of discussion are occasionally better, but not worse, because of candidate’s presence Group dynamic and level of discussion are sometimes disrupted by candidate’s presence Group dynamic and level of discussion are often disrupted by candidate’s presence Group dynamic and level of discussion are often better because of candidate’s presence 20 points per section, for a total of 100 points A = 90-100 points, B = 80-89 points, C/D = 60-79 points, F = <59 points YOU MAY POSITIVELY AFFECT YOUR PARTICIPATION GRADE BY: 1. Becoming more active and/or making more effective comments that raise overall level of discussion and set examples for others. 2. Asking thoughtful questions that will enhance discussion and engage peers. 3. Listening carefully to, supporting, and engaging your peers in discussion. This will essentially improve others’ learning experience. 4. Submitting by email a one-page, single-spaced critical summary (an analysis and critique) of assigned reading for class missed. This option should be used minimally. The critical summary will not be considered part of any other grading rubric. YOU MAY NEGATIVELY AFFECT YOUR PARTICIPATION GRADE BY: 1. Not attending class regularly, even though you meet attendance requirements. Even though you may have submitted assigned work, your contribution will not have added to class discussion. 2. Dominating class discussions, thereby restricting others’ participation. 3. Disrupting others’ opportunity to listen and/or participate. 4. Making negative, offensive, and/or disrespectful comments during discussions that do not fit with the School of Education dispositions set forth for teacher candidates. 5. Violating the privacy of individuals in field experience situations by revealing names during discussion. 6. Using electronic devices such as but not limited to a cell phone, iPod, or computer for personal or other coursework reasons during class unless instructed to do so. Each violation reduces the final course grade by 1⁄2 grade (e.g., B becomes B-). There are no exceptions. Reading Summaries – 100 points 10 reading summaries total: 10 points each • Uses proper grammar and punctuation • References the readings • May choose either Outline or Paragraph format (see below) • Utilizes format requirements o Double spaced o Times New Roman o Size 12 point font 1 of 2 format options - Outline or Paragraph • CHOOSE ONLY 1 FORMAT OPTION EACH WEEK! • Can mix and match outlines and paragraphs as you want o EX: a student may choose to do only the outline format for each reading summary (turns in 10 outline reading summaries throughout the semester o EX. A student may choose to do only the paragraph format for each reading summary (turns in 10 paragraph reading summaries throughout the semester). o EX. A student may choose to do a combination of outline and paragraph format reading summaries throughout the semester (turns in 5 outline and 5 paragraph summaries throughout the semester, or any combination thereof). Outline Summary Format: • Must be one page long (double spaced) • Must reference at least two (2) topics discussed in the assigned readings • Must follow general outline format (see example on back) Paragraph Summary Format: • Must be at least four (4) sentences long. • Must reference at least two (2) topics discussed in the assigned reading(s). • Double spaced Reading Summary Due Dates (also on syllabus): • • • • • 3/8 3/13 3/15 3/20 3/22 • • • • • 3/27 4/3 4/10 4/17 4/19 Name Date Class (REL 101) Name of Reading Assignment and Author 1. Put an interesting point about the reading here (author and page number) a. Why is this interesting to you? b. What questions do you have about this? c. Is this something you agree or disagree with? Why? 2. Put another interesting point about the reading here a. Ask yourself more questions as to why this is interesting b. Use this as a time to practice your outline/note taking skills! c. For example, maybe there is something in the reading that is confusing to you, go ahead and put that! i. Put something like, Very confused about paragraph 3 on page 2 ii. These kinds of notes are EXACTLY what these outlines are for iii. Feel free to get CREATIVE with your note taking iv. Put down anything that stands out to you for whatever reason at all, good or bad. 3. This is the kind of format you should use for your outline. a. However, please do not get too caught up in whether you use a number, letter, dot, or circle – I don't care J You pick what works. b. I DO CARE, however, that you are following a general bulleted outline format, so that you are organized and able to see and track your thought process. REL 101: Final Research Paper Pointers • • • • • • • NO BULLETS Introduction paragraph needs to say what paper is going to talk about – tell your reader! o This is NOT the place for an intro to Buddhism or Hinduism or life of Buddha o EXAMPLE: “PUT INTRO STATEMENT HERE. This is a research paper that is going to analyze the different kinds of architecture in Hinduism and why they are so important. To achieve this goal, various aspects of Hindu architecture will be discussed, such as A, B, C, D. PUT THESIS STATEMENT HERE”. o Make sure your thesis statement (go back and look at what you turned in before!!) is the LAST sentence of your INTRO PARAGRAPH! MORE IN-TEXT CITATIONS, YES – YOU! ADD MORE!!! Should have ~3-5 per page AT LEAST! o CAN USE YOUR TEXT BOOK AND ANY CLASS READINGS AS A SOURCE! o Works cited page should be in ALPHABETICAL ORDER re: authors last name o You are not the one who came up with ALL of this information – give credit even if you are paraphrasing! o (Last name page #) § EXAMPLE (Smith 23) § Author is John Smith, data is from page 23. o If no author or page number, put article title § DO NOT PUT URL INSIDE IN-TEXT CITATIONS! § NO WWW.BUDDHA.ORG § Put (Life of the Buddha) for the in-text citation, this will tell the reader to go look at your WORKS CITED page for the rest of the information! That is why there is both! o ADD CITATIONS FOR IMAGES! § Put directly underneath image § Do the SAME WAY AS IN TEXT CITATIONS, and put a full source for the image on the Works Cited page. No more than 2 IMAGES! o Please limit your paper to 2 RELEVANT images. Make sure they are there for a reason! o Make sure the images are small, and in a corner of the page – TEXT WRAP THE IMAGE AVOID DEFINITIVE LANGUAGE! o BAD: Other denominations of Judaism are growing in the West and will continue to do so. o GOOD: Other denominations of Judaism are growing in the West, and it appears they will continue to do so. o BAD: When Muslim women wear a hijab, they are making a statement of their religion. o GOOD: When Muslim women wear a hijab, they may be trying to make a statement about their religion. o See the difference? First one is ABSOLUTE, second one is OPEN ENDED. Hardly is one scenario EVER the case for EVERYONE (unless its something like, all humans breathe air). Align text to the LEFT! o Do not ‘justify’ text alignment to make each line the same length – does not make your paper longer, only makes it look strange. NO NEW INFO IN THE CONCLUSION!!! o Conclusion should be a summary of what you ALREADY talked about in the paper. Do not introduce any new ideas, topics, opinions, etc. in the conclusion paragraph. Ice-Breaker BINGO Has been to Europe Speaks more than 1 language Been skydiving Is allergic to nuts Plays/played a competitive sport Has a birthday in October Is a Colorado Native Has a dog Is an only child Is left handed Born outside of the U.S. Has been scuba diving Has one child Has served in Is excited to the Armed take REL 101 :) Forces Rides a motorcycle Has been to Disneyland before Likes to Has more than Travels over 1 ski/snowboard two kids hr for class Doesn't like pickles Plays an instrument Never been on an airplane Is married Has a pet other than a dog or cat 12/2/19 Jeopardy Hindu/Yoga Ayurveda Buddhism Judaism Christianity $100 $100 $100 $100 $100 $200 $200 $200 $200 $200 $300 $300 $300 $300 $300 $400 $400 $400 $400 Hinduism/Yoga - $100 n Name the 4 primary caste classes n Priests (Brahmins) Nobles (warriors) Commoners Serfs n $400 n $500 $500 $500 $500 $500 n Final Jeopardy 1 2 Hinduism/Yoga - $200 Hinduism/Yoga - $300 n What is Asana? Is there more to yoga? n What is a Chakra? n Asana is posture or pose. It is only 1 branch or limb of yoga! n Means node or wheel of energy. Hundreds of chakras in the body, 7 main ones along the spine n 3 n 4 Hinduism/Yoga - $400 Hinduism/Yoga - $500 n Who was the main person who brought Hinduism and Yoga to the United States? n Why is meditation so important to reaching ultimate reality? n Yogananda! J n If we can control our thoughts, we can control our actions and urges and cravings. Thoughts are the most important n 5 6 1 12/2/19 Ayurveda - $100 Ayurveda - $200 n What does Ayurveda mean? n What are the three doshas? n The science of Life! Ayur = science Veda = life n Vata, Pitta, Kapha n n 7 8 Ayurveda - $300 Ayurveda - $400 n Describe characteristics of PITTA n Describe characteristics of KAPHA n Fiery, hot, freckles, fast, piercing, Type A, hard, medium, relentless, hard worker n Motherly, caring, slow, oily, intent, love, soft, nurturing, large, viscious 9 10 Ayurveda - $500 11 Buddhism - $100 n Describe characteristics of VATA n How old was Buddha when he died? n Fleeting, frail, spontaneous, serendipitous, floozy, easily distracted, unfocused, lives in the moment, tall & skinny n 80 years old We do not know the exact year of his death (because his birthday is debated), but ALL texts say he was 80 years old when he died n 12 2 12/2/19 Buddhism - $200 Buddhism - $300 n Buddha named his son Rahula, which means fetter. Why did he do that/what does fetter mean? n Name the 3 Jewels and what they are n Fetter means to imprison, to hold back, a ‘ball and chain’. He did this because, as much as he loved his son, he saw him as an obstacle and something that would hold him back from spiritual journey n Buddha (father of Buddhism) Dharma (Teachings of Buddhism) Sangha (Community of Buddhism) n 13 n n 14 Buddhism - $400 n Buddhism - $500 What are the Four Noble Truths n What is the Noble Eightfold Path? n Right Right Right Right Right Right Right Right n n n n n n 1. All is Suffering 2. Suffering is Caused by Craving We can end Suffering Must follow Noble Eightfold Path to end suffering n n n n n 15 View Thought Speech Action Livlihood Effort Mindfulness Concentration 16 Judaism - $100 17 Judaism - $200 n What is a Rabbi? n The name for the Jewish God that should not be spoken (and has no vowels) is… n A male or female spiritual leader n YHWH 18 3 12/2/19 Judaism - $300 Judaism - $400 n What are two OTHER names for the Hebrew Bible? n What is a Lad? n Old Testament, Torah n Silver pointer used to guide the reader while reading from the Torah scrolls 19 20 Judaism - $500 Chritianity - $100 n This is a place that many Jews make pilgrimage to as it is the last Temple remnant.They often pray and leave written paper prayers here… n What is the Vatican? n The Western Wall n Home to the Pope. Independent state within Italy that governs all Catholics. Bishops live there. Many holy documents there (Vatican library). 21 22 Christianity - $200 23 Christianity - $300 n Explain what Original Sin is… n What are the Three aspects of the Holy Trinity n The first sin made my Adam and Eve (the first people). They lived in Garden of Eden, and disobeyed God by eating the one and only Forbidden Fruit. All mankind is ‘tainted’ with sin now n God Son (Jesus) Holy Spirit (Holy Ghost) n n 24 4 12/2/19 Christianity - $400 Christianity - $500 n Explain what Baptism is… n What is Transubstantiation? n Baptism is the rite of passage to convert into Christianity. The person is sprinkled with or dunked in holy water by a priest. n The act of bread turning to the Body of Christ, and the wine turning to the Blood of Christ, during Holy Communion 25 26 Final Jeopardy n Type question to appear here n Type answer to appear with a mouse-click here 27 5 12/2/19 Buddha is the founder of Buddhism Buddhism: Life of the Buddha Real name is Siddhartha Gautama Social Implications Born during highly spiritual era People beginning to question traditional ways for new, alternative thinking – times are changing 1 Cities becam e larger Trade becam e bigger N ew m onarchs and em pires em erged 2 With these changes, come philosophical and religious viewpoint changes as well! Hinduism and God worship was at a high and people were open to the idea of the kinds of teachings Buddha had to offer Liberation movement was due Social Implications Time of religious and cultural transformation Change Also, areas of corruption • Jains – ascetics; endless re-births in profane world unless practice severe asceticism. • Hindu priests making money from classes, etc • Comparison to Martin Luther • Corruption in every religion in many different ways throughout history, its part of the ‘package deal’ unfortunately • Ajivakas – ‘lifeless ones’ – re-birth but no karma, everything is fate à acceptance • Materialists – just matter; happiness only in this life and its ‘things’ • Skeptics – Avoid the confusion, no judgment, ‘I don’t know so I cant say’, peace of mind in that 3 4 Buddha did not agree with any of these liberation movements 100%, saw faults in each one Day of birth is debated Life of Buddha Change This is where BUDDHISM comes in J 5 Several religious movements at this point 578 and 447 BC Born in Lumbini, Nepal All sources say he was 80 years old when he died 6 1 12/2/19 Born into rice fields within the Himalayas Born into Sakya clan Born into Warrior caste Birth of Buddha Siddharta = ‘one who has achieved his goal’ • Later became known as Sakyamuni • ‘Sage of the Sakya clan’ Birth of Buddha Gautama = His family last name Fathers nam e; Suddhodana = pure rice Father, Suddhodana, was a King Mother, Maya, gave birth to Buddha in garden of Lumbini Born on full moon 7 8 Grew up wealthy! Death of Mother 7 days after birth of Buddha, his mother dies. Father marries mothers younger sister, Prajapati. Reason for death is unclear • Smooth, peaceful birth • Complications arose after Youth of Buddha Prajapati raised Buddha and his half-brother, Nanda. Grew up surrounded by all of the luxuries and pleasures he could have ever desired Women, food, gold, etc. etc. etc. Although he was born into a rich family, there was reasoning for his lavish life… 9 10 When father found out about dream meanings, he wanted Buddha to grow up to be the warrior White elephant w/ lotus flower entered her body when he was conceived. Mothers Dream Mothers Dream Asked everyone to surround Buddha with sensual, material pleasures to hide and distract him from the world and from leaving. Astrologers of the time interpreted: 11 If Buddha stayed home and married: If Buddha left and retreated to forest: • Become great warrior and possibly unite India • Become great religious leader! Story is important to Buddhists because it shows how material things can distract us from spiritual journey 12 2 12/2/19 Age 29, left wife, son, and parents Married Yasodhara Buddha Youth Shaved his head and became a monk Buddha Youth Impulse Had a son name Rahula, which means ‘fetter’ Fetter means = obstacle, restrain as prisoner, ‘ball and chain’ of the ankes Although he loved his wife and son, they were another bondage and attachment to this world that separated him from Nirvana Why did he suddenly decide to do this? Struggled with need for family life and spiritual life 13 Story of the Four Sights 14 The Four Sights Through these Four Sights, Buddha saw the luxuries that once made him happy were temporary • Before 30th birthday, took a chariot ride outside of his father’s borders – 1st ride: saw elderly man – 2nd ride: saw diseased man – 3rd ride: saw corpse – 4th ride: saw meditating monk The Four Sights Material things could never provide happiness over the ills of life • Age • Illness • Death 15 16 Buddha rejected all of his old lives luxuries True happiness can only be found in inner peace The Four Sights Joined rest of the world Great Renunciation Felt compelled to leave to live a life of renunciation • Renunciation – reject, forego, do not participate 17 Practiced with several teachers, some part of the liberation movements Ultimately, Buddha found faults in each teaching, and led life as an ascetic. Ascetic: selfdiscipline, rejection of all indulgence 18 3 12/2/19 Led ascetic life for several years and even gained 5 followers Buddha Life However, never attained Nirvana, realized asceticism was not the answer. The Middle Way Decided to leave his followers and accept rice milk to enrich his body • Middle Way because: – Not the extreme of wealth and riches • Ignores the spiritual journey – Not the extreme of ascetic and bodily mortification • Inhibits spiritual progress by destroying the body and not allowing the mind to think clearly In search for the answer, created the ‘Middle Way’ 19 20 During meditation, Mara (demon) tries to tempt Buddha away from Awakening After eating and regaining strength, remained in seclusion, but not an ascetic. Sends her three daughters, Discontent, Delight, and Desire, but the Buddha does not give in. Buddha Awakening Turned away from both ascetic and priestly life Buddha Awakening Practiced meditation to seek self liberation Calls upon the earth for a witness to this act Earth Goddess appears Mara and her army disappears Sat under the Bodhi tree – vowed to not leave until Awakening 21 22 Lesson of Awakening 23 Buddha achieves Nirvana! After Buddha reached Nirvana, spent 4+ weeks around the Bodhi tree meditating, enjoying his new state • Buddhists learn from this Awakening of the Buddha – Once you commit to spiritual path, obstacles arise – These obstacles test our tenacity – Test our fears, self-doubt, etc. etc. – Obstacles are different for everyone – Must have confidence to face these challenges Nirvana 2 merchants came to him and venerated him and asked to be lay followers, Buddha accepted However, was hesitant if people could understand what he did 24 4 12/2/19 Response to hesitation, Sahampata Brahma appeared O ne of m ost w orshiped G ods of the tim e Ultimately realized his 5 ascetic former companions has the capacity to realize They were reluctant at first Worthy Ones Told Buddha to have compassion, some humans had the capacity to understand what he has Nirvana Buddha convinced them he was worthy, and they began following him again. Ultimately, what he taught his followers brought them all to Nirvana Buddha surveyed world, and realized indeed there were those who could be taught 25 Became known as arhats, ‘worthy ones’ 26 Arhats became celibate monks in Buddhas new spiritual order, called Sangha (community) Sangha • Narrowly, Sangha is ordained, celibate monks • Expanded, Sangha is all lay people who take refuge in 3 Jewels After the arhats achieved Nirvana, others followed • Buddha • Dharma • Sangha 3 Jewels Expansion Taking refuge was a common thing in Buddhas time, so this was an easy transition for followers 27 Returned home, his family became followers Son and half brother became ordained monks Cousin became monk and closest companion 28 Monasteries began developing with leaders teaching the Buddhas teachings Buddha often denounced caste systems Centers for Buddhist religion and culture Monasticism • Sanghas were open to those in all castes Social Issues Monastic Sangha became a model for ethical, cultural, intellectual, and spiritual life Taught respect should be given based on moral deeds, not birth right Buddha on violence (good lesson for our current political situtation): • “Thus, from not giving to the needs, poverty spreads; from the growth of poverty, stealing increases; when theft becomes more and more common, there is an increased use of weapons; when this happens, there is a greater loss of life.” Governed democratically Open to those to seek refuge in 3 Jewels 29 Buddha converted Kings and members from liberation groups, gaining him hundreds of followers 30 5 12/2/19 Big social issue for Buddha Buddha made it clear that women could attain all same religious goals as men Initially, Sanghas were men only So, why the hesitation? Women’s Ordination Women’s Ordination Prajapati (mother) came to Buddha with several women, asking for ordination • Not usual for young men, let alone young women, to take act of celibacy at this time • Men and women interaction • Competition for resources (push back from monks) • Seems Buddha may have waited for right time for society to accept Women nuns (theory) Buddha refused However, after talk with Ananda (cousin), Buddha accepted them into Sangha as nuns 31 Most likely strategy 32 All women must treat men as senior monks, even if women has been ordained longer Buddha’s Last Days Monks can chastise or reprimand nuns, but nuns cannot to monks Women’s Special Rules • When the Buddha was 80, he realized he time was coming • Traveled alone and lay down between two sala trees • Lay on his right side, head to north, one foot on top of the other ALSO Monks could not demand work or service from nuns Nuns were to receive no inferior spiritual instructions or ethical rules. 33 34 Relics & Stupas Buddha’s Last Days 35 Two sala trees burst into blossom and sprinkled flowers on Buddha Buddha passed at this moment, and Gods gathered to weep Body was wrapped in cloth for 6 days of mourning On 7th day, body was cremated • Clans, including Sakya clan, asked for relics • Those who received relics made stupas 36 6 12/2/19 Highest monk in Tibetan Buddhism Dalai Lama Currently on the 14th Dalai Lama • VIDEO: Life of the Buddha Avalokitesvara, Bodhisattva of Compassion VIDEO: Dalai Lama Reincarnation 37 38 • Guided Meditation • Chakra Visualization Meditation 39 7 REL/PHIL 202: East-Asian Religion & Philosophy Instructor: Erica VanSteeenhuyse, M.A. Institution: Columbia College of Denver Director: Dr. Nefeli Scheider Effective: Late Summer 8-Week, 2018/2019 PHIL 202: *Asian Phil & Relig Location: Denver Address: 6892 S Yosemite Ct, Suite 3-100 Centennial, CO 80112 Section: 18SUMR2/PHIL/202/ACP2 Semester Credit Hours: 3 Class Day(s) and Time(s): Wednesday 5:30 PM - 9:30 PM from June 24, 2019 to August 17, 2019  Syllabus Contents Course Information Textbooks Technology Requirements Measurable Learning Outcomes Grading Schedule of Due Dates Assignment Overview Course Outline Additional Resources Columbia College Policies & Procedures  Course Information Catalog Description Examination of philosophy, religion, and belief systems of Eastern cultures, past and present. Students study the various traditional "systems of thought" from India, China, Tibet and Japan. Cross-listed as RELI 202. Course meets Multicultural graduation requirement. G.E.  Textbooks As part of TruitionSM, students will receive their course materials automatically as described below.  Patrick S. Bresnan. Awakening An Introduction to the History of Eastern Thought. Routledge. eText  Daniel E. Overmyer. Religions of China The World as a Living System. Waveland Press, Inc. . eText Bookstore Information Visit https://www.ccis.edu/bookstore.aspx for details. eText Information If a course uses an eText, (see textbook information above) the book will be available directly in Desire2Learn (D2L) seven days before the session begins, if registered for courses prior to that date. Upon first login to VitalSource, students should use their CougarMail email address; alternate email addresses cannot be used. More information about how to use the VitalSource platform, including offline access to eTexts, can be found in D2L. Physical Course Materials Information Students enrolled in courses that require physical materials will receive these materials automatically at the shipping address on file with Columbia College. Delivery date of physical materials is dependent on registration date and shipping location. Please refer to confirmation emails sent from Columbia College for more details on shipping status. Returns: Students who drop a class are responsible for returning any physical course materials that were shipped. To initiate a return, visit Ingram Returns to generate a pre-paid return label. Materials from dropped courses must be returned within 30-days of receipt. Failure to return physical items from a dropped course will result in a charge to the student account for all unreturned items. Note: Students who opt-out of having their books provided as part of TruitionSM are responsible for purchasing their own course materials.  Technology Requirements THIS IS A TECHNOLOGY-ENRICHED COURSE WHICH COMBINES IN-SEAT INSTRUCTION WITH ONLINE LEARNING. Participation in this course will require the basic technology for all classes at Columbia College: A computer with reliable internet access A web browser Acrobat Reader Microsoft Office or another word processor such as Open Office For more information, see technical requirements.  Course Learning Outcomes • Identify the various philosophies of religions of East Asia noting similarities and differences. • Describe and analyze the main ideas and structures of these religions and philosophies. • Demonstrate a thorough knowledge of these religions and philosophies. • Compare East Asian thought to Western philosophies and religions, noting similarities and differences. • Critically analyze these systems of ideas and religions. • Demonstrate knowledge and critical thinking by means of exams, research projects, essays and discussions.  Course Objectives • To understand Eastern philosophies and religions.  Grading Grading Scale Grade Points Percent A B C D F 900 - 1000 800 - 899 700 - 799 600 - 699 0 - 599 90-100% 80-89% 70-79% 60-69% 0-59% Assignment Category Points Percent Final Paper 300 30% Grade Weights Paper Presentation Field Trip Report Mid-Term Exam Participation Reading Summaries 200 150 150 100 100 20% 15% 15% 10% 10% Total 1000 100% Points Due Assignment Points Due Vedas, Upanishads, Bhagavad Gita Reading Summary Final Paper Topics and Sources 20 07/03/2019  Schedule of Due Dates Week 1 Assignment Week 2 50 Week 3 Assignment Points Due Ashtanga, Darshana, & Ayurveda Reading Summary 20 07/10/2019 Assignment Points Due Islam, Post 9/11 - Reading Summary Outline for Final Paper 20 50 07/17/2019 Assignment Points Due MID-TERM EXAM 150 07/24/2019 Assignment Points Due FIELD TRIP Buddhism Mahayana & Theravada Reading Summary Field Trip Report -20 07/31/2019 150 08/07/2019 Assignment Points Due Overview of East Asian Philosophies Reading Summary 20 08/07/2019 Assignment Points Due Final Research Papers Final Research Presentations Participation Calculated 200 200 100 8/10/2019 08/14/2019 8/17/2019 Week 4 Week 5 Week 6 Week 7 Week 8 Total Points: 1000  Assignment Overview Assignments Final Paper: 300 Points Each Student will complete an 8 page research papger with a cover page and a works cited page. The project will be a research paper. 12 pt font, Times New Roman, DOUBLE spaced (not including cover page and works cited page) MLA Formatting. See rubric for details and grading. Final paper topic and sources will need to be turned in and approved for 50 of these points. Final paper outline will need to be turned in for 50 of these points. Final research paper will serve as your Final Exam (no in-class final exam). Paper Presentation: 200 Points Each student will give a 10 minute presentation on their research paper. PowerPoint should be the main form of delivery. No videos longer than 45 seconds. A potluck will happen on the same day of presentations. Each student is encouraged but NOT REQUIRED to bring in a dish that corresponds with their presentation. (no extra points will be given for potluck participation). See rubric for details and grading. Field Trip Report: 150 Points Each student will complete a short report based on their notes, observations, findings, and feelings they experienced during the field trip to the Buddhist Shambhala Center here in Denver. See rubric for details and grading. Participation: 100 Points Participation is a large part of each students grade. It is expected that each student will contribute to class discussions and class activities, as well as maintaining a positive, respectful attitude at all times. Texting during class will lost participation points. Improper computer use will lose participation points (ex. using computer for social media instead of taking notes). Disrespectful comments will lose participation points. Not paying attention to student presentations will lose participation points. See rubric for specific details and grading. Reading Summaries: 100 Points Each student is responsible for completing the reading summaries as they are assigned. Many of the classes will require each student to complete a short, one-paragraph summary of that night's assigned readings. See rubric for details and grading. Examinations Mid-Term Exam: 150 Points. Each student will take an exam consisting of multiple choice questions. Exam will be taken IN CLASS. Study guide will be provided.  Course Outline Click on each week to view details about the activities scheduled for that week. Week 1: Introductions & Syllabus Definitions & Research Paper Overview Definitions: What is religion? Why study it? Why is it important? What are religious symbols? Research Paper: In depth lecture on research paper and presentation requirements All initial student questions will be answered Week 2: Hinduism Vedas, Upanishads, Bhagavad Gita - Reading Summary Overview of Hinduism Vedas Upanishads Bhagavad Gita Reading: Awakening: Chapter 4 Hinduism article (provided) Reading Summary: YES Final Paper Topics and Sources Submit: Topic idea for final paper (to be approved by instructor) 3 out of 6 required sources in MLA format Week 3: Yoga Philosophy Ashtanga, Darshana, & Ayurveda - Reading Summary Overview of Yoga Ashtanga Darshana Ayurveda Activity: Ayurveda dosha analysis Handouts Personal dosha evaluation Food test Reading: Awakening: Chapter 5 & 6 Ayurveda article (provided) Reading Summary: YES Week 4: Islam Islam, Post 9/11 - Reading Summary Overview: Tenants Post 9/11 Roles of Men and Women Readings: Islam article (provided) Reading Summary: YES Outline for Final Paper Submit: Outline for final paper Must have at least 3 body topics with subtopics Must use citations in outline Week 5: Buddhism Buddhism Overview Overview of Buddhism Life of Buddha 4 Noble Truths 8 Fold Path Readings: Awakening: Chapter 9 & 10 MID-TERM EXAM In-class mid-term exam Multiple choice No books, phones, or computers Study guide will be provided 1.5 hour time limit Week 6: FIELD TRIP! FIELD TRIP Today is our field trip! Address: Buddhist Shambhala Center 2305 S Syracuse Wy, Ste 214, Denver, CO 80231-3784 https://denver.shambhala.org/shambhala-principle/ The entire class will be visiting the Shambhala Meditation Center location here in Denver. We will be visiting a non-profit Buddhist meditation center. Trip will consist of a tour, explanation of Shambhala and its place within religious culture, and a meditation lesson. Field Trip is same as class time. Certain behavioral standards must be upheld (will be directions and details prior to visit). If this trip cannot be attended for an EXCUSABLE reason, an alternative assignment will be given. Buddhism Mahayana & Theravada - Reading Summary Readings: Awakening: Chapters 11 & 12 Reading Summary: YES Field Trip Report Each student will complete a short report based on their notes, observations, findings, and feelings they experienced during the field trip to the Buddhist Shambhala Center here in Denver. See rubric for grading and criteria. Week 7: East Asian Philosophy Overview of East Asian Philosophies - Reading Summary Confucius Dao Shinto Readings: Awakening: Chapter 15 Religions of China: Chapter 3 Reading Summary: YES Week 8: FINAL STUDENT PRESENTATIONS Final Research Papers Final Research Paper is due Each Student will complete an 8 page research papger with a cover page and a works cited page. The project will be a research paper.12 pt font, Times New Roman, DOUBLE spaced (not including cover page and works cited page) MLA Formatting. See rubric for details and grading. Final Research Presentations Each student will give a 10 minute presentation on their research paper PowerPoint or Prezi should be the main form of delivery No videos longer than 45 seconds A potluck will happen on the same day of presentations. Each student is encouraged but NOT REQUIRED to bring in a dish that corresponds with their presentation (no extra points will be given for potluck participation, and no points will be deducted for not participating in the potluck portion). Participation Calculated  Additional Resources Online databases are available at library.ccis.edu. You may access them using your CougarTrack login and password when prompted. Technical Support If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Technology Solutions Center, or the D2L Helpdesk for assistance. If you have technical problems with the VitalSource eText reader, please contact VitalSource. Contact information is also available within the online course environment. Columbia College Technology Solutions Center: CCHelpDesk@ccis.edu, 800-231-2391 ex. 4357 D2L Helpdesk: helpdesk@d2l.com, 877-325-7778 VitalSource: support@vitalsource.com, 1-855-200-4146 Online Tutoring Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college. Access Smarthinking through CougarTrack at Students -> Academics -> Resources.  Columbia College Policies and Procedures Attendance Columbia College students are expected to attend all classes and laboratory periods for which they are enrolled. Students are directly responsible to instructors for class attendance and work missed during an absence for any cause. If absences jeopardize progress in a course, an instructor may withdraw a student from the course with a grade of "F" or "W" at the discretion of the instructor. For additional information, see the Columbia College policy on Student Attendance. Academic Integrity Columbia College students must fulfill their academic obligations through honest, independent effort. Dishonesty is considered a serious offense subject to strong disciplinary actions. Activities which constitute academic dishonesty include plagiarism, unauthorized joint effort on exams or assignments, falsification of forms or records, providing false or misleading information, or aiding another in an act of academic dishonesty. For more information, see the Columbia College Academic Integrity Policy and Procedures. Class Conduct and Personal Conduct Students must conduct themselves so others will not be distracted from the pursuit of learning. Students may be disciplined for any conduct which constitutes a hazard to the health, safety, or well-being of members of the College community or which is deemed detrimental to the College's interests. Discourteous or unseemly conduct may result in a student being asked to leave the classroom. For more information, see the Columbia College Student Code of Conduct and Student Behavioral Misconduct Policy and Procedures. Cancelled Class Make-Up Classes cancelled because of inclement weather or other reasons must be rescheduled. For more information, see the Columbia College Inclement Weather Policy. Make-Up Examinations Make-up examinations may be authorized for students who miss regularly scheduled examinations due to circumstances beyond their control. Make-up examinations must be administered as soon as possible after the regularly scheduled examination period and must be administered in a controlled environment. Adding, Dropping, or Withdrawing from a Course Students may add a course through Wednesday of the first week of the session and drop a course without academic or financial liability through close of business on Monday of the second week of the session. Once enrolled, a student is considered a member of that class until he or she officially drops or withdraws in accordance with College policy. An official drop/withdrawal takes place only when a student has submitted a Drop/Add/Withdrawal form. A failure to attend class, or advising a fellow student, staff or adjunct faculty member of an intent to withdraw from a class does not constitute official drop/withdrawal. The drop/add/withdrawal periods begin the same day/date the session starts, not the first day a particular class begins. If a student stops attending a class but does not submit the required Drop/Withdrawal form a grade of "F" will be awarded. For more information, see the Columbia College Registration Policy and Procedures. Withdrawal Excused A student may request an excused withdrawal (WE) under extraordinary circumstances by submitting a Drop/Withdrawal form accompanied by a complete explanation of the circumstances and supporting documentation to the location director. The WE request must include all classes in which the student is currently enrolled. The Vice President for Adult Higher Education is the approving authority for all WE requests. A student who receives approval of their WE request may still be required to return some or all of the federal financial assistance received for the session. For more information, see the Columbia College Withdrawal Policy. Incomplete A student may request that the instructor award a grade of "I" due to extraordinary circumstances (unforeseen or unexpected circumstances beyond the student's control) that prevent a student from completing the requirements of a course by the end of a session. An "I" will not be given because a student is failing, negligent or not meeting requirements. If the instructor believes an "I" is appropriate, the instructor will specify the work needed to complete the course and the time allowed to complete the work. Work missed must be made up within two subsequent sessions unless the instructor specifies an earlier date. Extensions beyond two sessions must be approved by the Vice President for Adult Higher Education. If the work is completed during the specified time period, the instructor will change the "I" to the grade earned. If the work is not completed during the specified time, the instructor may allow the incomplete to remain on the student's permanent record or change it to any other letter grade. For more information, see the Columbia College Undergraduate Grading Policy. Grade Appeal A student may appeal any grade given if it is believed to be in error or in conflict with Columbia College policy and procedures. The student must state in writing to the location director why the grade awarded is believed to be in error and request a desired remedy. The faculty member who awarded the grade will be given the opportunity to comment on all student allegations. If the issue cannot be resolved at the location the appeal will be transmitted through the location director to the Vice President for Adult Higher Education. A grade appeal must be received for review by the Vice President for Adult Higher Education prior to the end of 60 days from the date the grade was awarded. For more information, see the Columbia College Undergraduate Grading Policy. Prerequisites Course prerequisites are established to ensure that a student has adequate academic preparation to succeed in a particular course. Staff members will attempt to ensure that students meet prerequisite requirements. However, it is the student's responsibility to closely examine the course descriptions to determine if prerequisites exist and to enroll in courses in the proper sequence. In some exceptional cases it may be apparent that the student possesses the required skills and knowledge to succeed in a particular course, even though they have not taken the prerequisite course. In this case the prerequisite course may be waived by the location director. Waiver of a course as a prerequisite does not remove the requirement to complete the course if it is a requirement for the student's degree program. CougarTrack The College provides all students access to CougarMail (the official means of e-mail communication for the College), online resources from the Stafford Library, and their Columbia College records (transcripts, grades, student schedules, etc.) through CougarTrack. CougarMail The official student email address (also known as CougarMail) will be used for all official correspondence from faculty and staff. Students are responsible for the information received and are required to monitor their CougarMail account on a regular basis. Students may forward their CougarMail to another email account but will be held responsible for the information sent over CougarMail, even if there is a problem with the alternate mail service. Cell Phones Cell phones can be a distraction to the learning process. Location directors or course instructors may require that cell phones be turned off or set to vibrate during class periods. Students requiring special arrangements to receive a cell phone call during class should make prior arrangements with their location director or course instructor. FERPA The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records. For more information, see the Columbia College Family Education Rights and Privacy Policy. Student Accessibility Resources Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626. For more information, see the Columbia College ADA and Section 504 Policy for Students. Alcohol and Other Drugs: Columbia College Policies & Resources Columbia College recognizes the negative health effects associated with the use, possession, and distribution of controlled and/or illicit substances, and their detrimental impact on the quality of the educational environment. Therefore, all members of the College community share in the responsibility of protecting the campus environment by exemplifying high standards of professional and personal conduct. For more information and resources, see the Columbia College Alcohol and Other Drugs Policy. Tobacco-Free Policy Columbia College values and is concerned for the health and well-being of its students, employees and visitors. The College is committed to providing a healthful and productive educational and employment environment for members of the College community. Consistent with this commitment and in the interest of the general health and welfare of the College community, the College prohibits the use of all tobacco products and related devices on all College property and premises. For more information, see the Columbia College Tobacco-Free Policy. Non-Discrimination Discrimination, harassment, and retaliation on the basis of protected status (see Notice of Non-Discrimination and Equal Opportunity for a definition of "protected status") are strictly prohibited. Persons who engage in such conduct are subject to discipline up to and including termination or dismissal. For more information, see the Columbia College Non-Discrimination and Equal Opportunity Policy and Complaint Resolution Procedure. Columbia College Policy Library The policies set forth in the Online Policy Library are the current official versions of College policies and supersede and replace any other existing or conflicting policies covering the same subject matter. The Online Policy Library is currently under construction with new policies being added on a frequent basis and the policies currently listed are not comprehensive of every College policy. Questions regarding the Online Policy Library should be directed to the Office of the General Counsel. For more information on policies applicable to students, see Student Policies. For more information on policies applicable to the entire Columbia College community, see College-Wide Policies. Columbia College Survey Evaluation Results In the attachment you will find the evaluation results of the survey Asian Philosophy And Religion. Course: 18SUMR2 RELI/PHIL 202 ACP2 The overall indicator is listed first. It consists of the following scales: - Course/Instructor Evaluation - Comments The overall indicator is followed by the individual average values of the scales mentioned above. In the second part of the analysis the average values of all individual questions are listed. 18SUMR2 RELI/PHIL 202 ACP2 --- Asian Philosophy And Religion (Printed on 10/11/2019) Erica Vansteenhuyse 18SUMR2 RELI/PHIL 202 ACP2 Responses (Response Rate): 9 / 9 (100 %) Overall indicators 1 1. Course/Instructor Evaluation Legend 2 3 4 5 6 + Absolute Frequencies of answers Question text Std. Dev. 25 Mean 0 Median 50 0 25 Left pole Right pole 1 av.=1.53 dev.=0.89 - 2 3 Scale 4 n=No. of responses av.=Mean md=Median dev.=Std. Dev. ab.=Abstention 5 Histogram 1. Course/Instructor Evaluation 1.1) 1.2) 1.3) 1.4) 1.5) 1.6) 1.7) Course content matched the syllabus. Instructor was well prepared for class. Instructor made effective use of class time. Instructor increased my understanding of the subject. The assignments (e.g. exams, papers, projects, etc.) contributed to my understanding of the course content. Instructor provided me with helpful feedback (i.e. helpful feedback includes: verbal and/or written, positive and/or negative). During class this instructor responded to students’ questions and comments in a way that furthered my learning. 7 0 0 0 0 1 2 3 4 5 6 7 2 0 0 0 0 Strongly Agree 1 2 3 4 5 6 6 2 1 0 0 0 Strongly Agree 1 2 3 4 5 6 5 3 0 1 0 0 Strongly Agree 1 2 3 4 5 6 6 2 0 0 1 0 Strongly Agree 1 2 3 4 5 6 6 2 0 0 0 1 Strongly Agree 1 2 3 4 5 6 6 2 0 0 1 0 Strongly Agree 1 10/11/2019 2 Strongly Agree Class Climate Evaluation 2 3 4 5 Strongly Disagree n=9 av.=1.22 md=1 dev.=0.44 Strongly Disagree n=9 av.=1.22 md=1 dev.=0.44 Strongly Disagree n=9 av.=1.44 md=1 dev.=0.73 Strongly Disagree n=9 av.=1.67 md=1 dev.=1 Strongly Disagree n=9 av.=1.67 md=1 dev.=1.32 Strongly Disagree n=9 av.=1.78 md=1 dev.=1.64 Strongly Disagree n=9 av.=1.67 md=1 dev.=1.32 6 Page 1 18SUMR2 RELI/PHIL 202 ACP2 --- Asian Philosophy And Religion (Printed on 10/11/2019) Instructor created an environment conducive to learning. 1.8) Instructor set high expectations for me. 1.9) 1.10) 1.11) Instructor expected me to take responsibility for my own part of the learning process. Instructor graded my assignments (e.g. exams, papers, projects, etc.) in a timely manner. 6 2 0 1 0 0 Strongly Agree 1 2 3 4 5 6 5 2 2 0 0 0 Strongly Agree 1 2 3 4 5 6 4 5 0 0 0 0 Strongly Agree 1 2 3 4 5 6 6 3 0 0 0 0 Strongly Agree 1 2 3 4 5 Strongly Disagree n=9 av.=1.56 md=1 dev.=1.01 Strongly Disagree n=9 av.=1.67 md=1 dev.=0.87 Strongly Disagree n=9 av.=1.56 md=2 dev.=0.53 Strongly Disagree n=9 av.=1.33 md=1 dev.=0.5 6 2. Comments 2.1) In what ways did this instructor excel in teaching this course? Please be specific. Her teaching style is simply amazing. I never got distracted while she was teaching since she got us all involved in one way or the other. She is very knowledgeable She teaches with so much passion. She has been great to all of us. I got to learn a lot from her. The teacher was always prepared for class. When were were learning a subject she was able to stay on topic and not drift way with side stories. 2.2) In what ways could this instructor improve when teaching this course? Please be specific. Not that I have known of any. Nothing 10/11/2019 Class Climate Evaluation Page 2 18SUMR2 RELI/PHIL 202 ACP2 --- Asian Philosophy And Religion (Printed on 10/11/2019) Profile Subunit: Name of the instructor: Name of the course: (Name of the survey) AHE-CP2 Erica Vansteenhuyse Asian Philosophy And Religion Values used in the profile line: Mean 1. Course/Instructor Evaluation 1.1) Course content matched the syllabus. Strongly Agree Strongly Disagree n=9 av.=1.22 md=1.00 dev.=0.44 1.2) Instructor was well prepared for class. Strongly Agree Strongly Disagree n=9 av.=1.22 md=1.00 dev.=0.44 1.3) Instructor made effective use of class time. Strongly Agree Strongly Disagree n=9 av.=1.44 md=1.00 dev.=0.73 1.4) Instructor increased my understanding of the subject. Strongly Agree Strongly Disagree n=9 av.=1.67 md=1.00 dev.=1.00 1.5) The assignments (e.g. exams, papers, projects, etc.) contributed to my understanding of the course content. Instructor provided me with helpful feedback (i. e. helpful feedback includes: verbal and/or written, positive and/or negative). During class this instructor responded to students’ questions and comments in a way that furthered my learning. Instructor created an environment conducive to learning. Strongly Agree Strongly Disagree n=9 av.=1.67 md=1.00 dev.=1.32 Strongly Agree Strongly Disagree n=9 av.=1.78 md=1.00 dev.=1.64 Strongly Agree Strongly Disagree n=9 av.=1.67 md=1.00 dev.=1.32 Strongly Agree Strongly Disagree n=9 av.=1.56 md=1.00 dev.=1.01 1.9) Instructor set high expectations for me. Strongly Agree Strongly Disagree n=9 av.=1.67 md=1.00 dev.=0.87 1.10) Instructor expected me to take responsibility for Strongly Agree my own part of the learning process. Strongly Disagree n=9 av.=1.56 md=2.00 dev.=0.53 1.11) Instructor graded my assignments (e.g. exams, Strongly Agree papers, projects, etc.) in a timely manner. Strongly Disagree n=9 av.=1.33 md=1.00 dev.=0.50 1.6) 1.7) 1.8) 10/11/2019 Class Climate Evaluation Page 3 18SUMR2 RELI/PHIL 202 ACP2 --- Asian Philosophy And Religion (Printed on 10/11/2019) Profile Line for Indicators Subunit: Name of the instructor: Name of the course: (Name of the survey) 1. Course/Instructor Evaluation 10/11/2019 AHE-CP2 Erica Vansteenhuyse Asian Philosophy And Religion + - Class Climate Evaluation av.=1.53 dev.=0.89 Page 4 REL 202 CLASS SCHEDULES AND DUE DATES Columbia College: Erica VanSteenhuyse, M.A. Week 1 6/26: First day of class! :) Week 2 7/3: Hinduism ● Reading Summary #1 due ● Thesis statement due Week 3 7/10: Yoga Philosophy/Ayurveda ● Reading Summary #2 due ● 3 out of 6 sources for final paper due Week 4 7/17: Islam ● Reading Summary #3 due ● Outline for final paper due Week 5 7/24: Buddhism ● Mid-Term Exam (in-class) Week 6 7/31: FIELD TRIP DAY ● Reading Summary #4 due Week 7 8/7: East Asian Philosophy ● Reading Summary #5 due ● Field Trip Report due Week 8 8/14: Last day of class ● Final research paper due ● All student presentations are due ● Potluck! Final Research Paper Rubric COLUMBIA COLLEGE: REL 101 Category Organization (60 points) Content (140 points) Build-Up Scoring Criteria Introduction is attention-getting, lays out the problem well, and establishes a framework for the rest of the presentation. 20 Information is presented in a logical sequence. 20 There is an obvious conclusion summarizing the presentation, and a ‘take home’ message – NO new information is in the conclusion. 20 Paper is formatted properly per MLA or APA – paragraphs indented, pages are numbered, cover page and works cited page included. 20 Thesis statement is clear, concise, and takes a stance. 20 Technical terms are well-defined and language is appropriate for the target audience; grammar has minimal errors. 25 In-Text citations are in correct format and place within the sentence; enough in-text citations used to protect against plagiarism. 25 Appropriate amount of material is prepared (at least 8 pages, double spaced, times new roman, size 12) 25 At least 6 (six) credible sources are cited correctly on the works cited page, as well as cited within the text appropriately (any images, charts, tables, etc. are also cited appropriately). Turned in thesis statement on 7/3 25 Turned in 3 of 6 sources on 7/10 20 Turned in outline for final paper on 7/17 20 Assignments (100 points) Total Points Turned in rough draft on 7/31 Total Points Score General Comments: 10 50 300 Score Final Research Presentation Rubric COLUMBIA COLLEGE: REL 101 Category Organization (30 points) Content (90 points) Presentation (80 points) Scoring Criteria Total Points The type of presentation is appropriate for the topic and audience. 10 Information is presented in a logical sequence. 10 Presentation appropriately cites requisite number of references. 10 Introduction is attention-getting, lays out the problem well, and establishes a framework for the rest of the presentation. 10 Technical terms are well-defined in language appropriate for the target audience. 10 Presentation contains accurate information. 20 Mastery of content; ability to answer questions; content is presented and not read. Appropriate amount of material is prepared, and points made reflect well their relative importance. 20 There is an obvious conclusion summarizing the presentation, and a ‘take home’ message. Speaker maintains good eye contact with the audience and is appropriately animated (e.g., gestures, moving around, etc.). 10 Speaker uses a clear, audible voice. 10 Delivery is poised, controlled, and smooth. 10 Good language skills and pronunciation are used. 10 Visual aids are well prepared, informative, effective, and not distracting; appropriate text size and color. 10 Length of presentation is within the assigned time limits. 20 Speaker is dressed appropriately. 10 Score General Comments: Total Points 20 10 200 Score Field Trip Report Rubric: Shambhala Meditation Center COLUMBIA COLLEGE: REL 101 Total Scoring Criteria Category Participation • • Attendance at field trip – this is important! Arrived ON TIME 20 • Respectful at all times during our visit 20 • Adheres to all cultural needs during our visit, for example, taking off shoes when needed, wearing appropriate clothing, etc. Asks thoughtful questions, when appropriate Maintains attentive demeanor (60 points) • • Turned in a completed Field Trip Report Note Sheet with handwritten notes from our visit 20 • Use of proper grammar and punctuation, and formatting. Report contains valid observations and utilizes critical thinking, Maintains a respectful attitude throughout the written report. Report has proper organization and flow (Intro, body, conclusion) Use of original ideas, thoughts, observations, opinions, etc. Total Points 15 • • • • Score 20 • Report (90 points) Points 15 15 15 10 150 Score Field Trip Report Note Sheet: Shambhala Meditation Center 2305 S Syracuse Way # 214, Denver, CO 80231 Assignment: • Write a 2-page, double-spaced, Times New Roman, 12 pt, ‘report’ on your experience at the Shambhala meditation center. • Page 1 will be about your personal experience during the field trip o Notice how the building looks, how people are dressed and behaved, how you feel while you are there, what you see around you, what you smell and hear during the sessions, etc., etc. Be creative! J • Page 2 will be about the Shambhala tradition o Can use things you learned at the field trip, and can also use the Shambhala website: https://shambhala.org and https://denver.shambhala.org • Take hand-written notes below during your time at the Shambhala Meditation Center (feel free to use the back of the sheet if you need). Notes: Participation Rubric Participation is VERY important for this class. *Attendance is part of your participation grade!* You will be graded on 3 main categories for participation: 1. Attendance 2. In-Class activities 3. Respectful Behavior Attendance o Regular attendance to class is required o Any absence from class will be considered unexcused UNLESS you email me prior to class with reasoning o This includes arriving late and leaving early for class In-Class Activities o o o o o There will be a variety of in-class activities Some will require only participation, others will require items to turn-in Some activities will be done as a group Thoughtful and meaningful participation and contribution is expected and required Failure to complete or turn in in-class activities will hurt your participation grade Respectful Behavior o o o o o o o NO BULLYING OR TALKING DOWN FOR ANY REASON No cell phone use during class Proper laptop use during class (note taking and textbook use only) Respecting other student’s religious traditions Constructive discussions and conversations Respectful behavior during the Field Trip is mandatory During final presentations: o NO LAPTOP USE WHATSOEVER WHILE WATCHING STUDENT PRESENTATIONS o Cannot leave until the end of all presentations o Must be quiet and attentive at all times o Misbehavior during student presentations will DRASTICALLY impact your participation grade in this class Reading Summaries – 100 points 5 reading summaries total: 20 points each • Uses proper grammar and punctuation • References the readings • May choose either Outline or Paragraph format (see below) • Utilizes format requirements o Double spaced o Times New Roman o Size 12 point font 1 of 2 format options - Outline or Paragraph • CHOOSE ONLY 1 FORMAT OPTION EACH WEEK! • Can mix and match outlines and paragraphs as you want o EX: a student may choose to do only the outline format for each reading summary (turns in 10 outline reading summaries throughout the semester o EX. A student may choose to do only the paragraph format for each reading summary (turns in 10 paragraph reading summaries throughout the semester). o EX. A student may choose to do a combination of outline and paragraph format reading summaries throughout the semester (turns in 5 outline and 5 paragraph summaries throughout the semester, or any combination thereof). Outline Summary Format: • Must be one page long (double spaced) • Must reference at least two (2) topics discussed in the assigned readings • Must follow general outline format (see example on back) Paragraph Summary Format: • Must be at least four (4) sentences long. • Must reference at least two (2) topics discussed in the assigned reading(s). • Double spaced Reading Summary Due Dates (also on syllabus): • • • • • 7/3 7/10 7/17 7/31 8/7 Name Date Class (REL 101) Name of Reading Assignment and Author 1. Put an interesting point about the reading here (author and page number) a. Why is this interesting to you? b. What questions do you have about this? c. Is this something you agree or disagree with? Why? 2. Put another interesting point about the reading here a. Ask yourself more questions as to why this is interesting b. Use this as a time to practice your outline/note taking skills! c. For example, maybe there is something in the reading that is confusing to you, go ahead and put that! i. Put something like, Very confused about paragraph 3 on page 2 ii. These kinds of notes are EXACTLY what these outlines are for iii. Feel free to get CREATIVE with your note taking iv. Put down anything that stands out to you for whatever reason at all, good or bad. 3. This is the kind of format you should use for your outline. a. However, please do not get too caught up in whether you use a number, letter, dot, or circle – I don't care J You pick what works. b. I DO CARE, however, that you are following a general bulleted outline format, so that you are organized and able to see and track your thought process. REL 101: Final Research Paper Pointers • • • • • • • NO BULLETS Introduction paragraph needs to say what paper is going to talk about – tell your reader! o This is NOT the place for an intro to Buddhism or Hinduism or life of Buddha o EXAMPLE: “PUT INTRO STATEMENT HERE. This is a research paper that is going to analyze the different kinds of architecture in Hinduism and why they are so important. To achieve this goal, various aspects of Hindu architecture will be discussed, such as A, B, C, D. PUT THESIS STATEMENT HERE”. o Make sure your thesis statement (go back and look at what you turned in before!!) is the LAST sentence of your INTRO PARAGRAPH! MORE IN-TEXT CITATIONS, YES – YOU! ADD MORE!!! Should have ~3-5 per page AT LEAST! o CAN USE YOUR TEXT BOOK AND ANY CLASS READINGS AS A SOURCE! o Works cited page should be in ALPHABETICAL ORDER re: authors last name o You are not the one who came up with ALL of this information – give credit even if you are paraphrasing! o (Last name page #) § EXAMPLE (Smith 23) § Author is John Smith, data is from page 23. o If no author or page number, put article title § DO NOT PUT URL INSIDE IN-TEXT CITATIONS! § NO WWW.BUDDHA.ORG § Put (Life of the Buddha) for the in-text citation, this will tell the reader to go look at your WORKS CITED page for the rest of the information! That is why there is both! o ADD CITATIONS FOR IMAGES! § Put directly underneath image § Do the SAME WAY AS IN TEXT CITATIONS, and put a full source for the image on the Works Cited page. No more than 2 IMAGES! o Please limit your paper to 2 RELEVANT images. Make sure they are there for a reason! o Make sure the images are small, and in a corner of the page – TEXT WRAP THE IMAGE AVOID DEFINITIVE LANGUAGE! o BAD: Other denominations of Judaism are growing in the West and will continue to do so. o GOOD: Other denominations of Judaism are growing in the West, and it appears they will continue to do so. o BAD: When Muslim women wear a hijab, they are making a statement of their religion. o GOOD: When Muslim women wear a hijab, they may be trying to make a statement about their religion. o See the difference? First one is ABSOLUTE, second one is OPEN ENDED. Hardly is one scenario EVER the case for EVERYONE (unless its something like, all humans breathe air). Align text to the LEFT! o Do not ‘justify’ text alignment to make each line the same length – does not make your paper longer, only makes it look strange. NO NEW INFO IN THE CONCLUSION!!! o Conclusion should be a summary of what you ALREADY talked about in the paper. Do not introduce any new ideas, topics, opinions, etc. in the conclusion paragraph. Name: _____________________________________ PHIL/REL 202 Mid-Term Exam – 150 points Multiple Choice – 3 points per question (75 points) 1. Overall, what is the definition of religion? (be specific!) A. Communities of like-minded people B. Orientation towards an ultimate reality C. Praying to a God D. Going to church/temple/mass 2. What percent of the world’s population adheres to some kind of religious tradition? A. 70% B. 75% C. 80% D. 85% 3. What is the ‘profane’ reality? A. Sacred space for holy reality B. Physical world we live in C. Where we go when we dream D. All the above 4. What is religious pluralism? A. The power of practicing more than one religious or spiritual belief pattern B. Attitude of acceptance of co-existing religious belief systems and the acknowledgement that other religious beliefs can contain truths C. Adhering to only one religious belief system, but reading and studying other religious texts and scriptures D. The study of comparing various religious and spiritual practices for the intent of academic research and social betterment 5. What are the four classes of people in the Caste System? A. Brahmins/Priests, Nobles, Averages, and Surfs B. Brahmins/Priests, Nobles, Commoners, and Serfs C. Brahmins/Priests, Nobles, Averages, and Surfs D. Brahmins/Priests, Honorables, Commoners, and Serfs 6. What is an example of Brahmam? A. Animals and humans B. Mountains and rivers C. Hells and demons D. All the above 7. Who is the founder of Hinduism? A. Gandhi B. Shiva C. Yogananda D. No one 8. Yoga philosophy can be appropriated to the following religious traditions A. Buddhism B. Islam C. Hinduism D. All the above 9. All of the following describe ‘Anatman’ EXCEPT: A. True nature B. Ego C. Profane self D. Bodily senses 10. According to Yoga Philosophy, our breathing patterns are more important than: A. Vision B. Hearing C. Speech D. All the above 11. The following are all limbs of Patanjali’s Eightfold Path EXCEPT: A. Samadhi B. Moksha C. Asana D. Dharana 12. What are some of the basic descriptions of Vatta? A. Warm, moist, nurturing, caring, slow B. Hot, intense, strong, sharp C. Spontaneous, light, airy, tall D. All the above 13. What are some of the basic descriptions of Kapha? A. Spontaneous, light, airy, tall B. Warm, moist, nurturing, caring, slow C. Hot, intense, strong, sharp D. Both B and C 14. What are some of the basic descriptions of Pitta? A. Warm, moist, nurturing, caring, slow B. Hot, intense, strong, sharp C. Spontaneous, light, airy, tall D. Both A and B 15. Buddha was born in what country? A. Nepal B. India C. Tibet D. Bhutan 16. The mother of the Buddha had a very important dream, the main symbols were: A. Brown elephant and lotus flower B. White elephant and tulip C. Grey elephant and tulip D. White elephant and lotus flower 17. What are the Four Noble Truths? A. All is suffering, all suffering is caused by craving, all suffering can end, end suffering by following the Eightfold Path B. All is joyous, all joy is caused by satisfaction, all joy can end, find joy by following the Eightfold path C. All is suffering, all suffering is caused by lust, all suffering is eternal, end suffering by following the Eightfold Path D. All is joyous, all joy is caused by contentment, all joy is eternal, find joy by following the Eightfold path 18. Name the Six Beings (Buddhism) A. Gods, Demi-Gods, Human Beings, Dogs and Cats, Hungry Ghosts, Hell Beings B. Gods, Ancient-Gods, Human Beings, Animals, Hungry Ghosts, Devil C. Gods, Ancient Gods, Human Beings, Animals, Angry Ghosts, Hell Beings D. Gods, Demi-Gods, Human Beings, Animals, Hungry Ghosts, Hell Beings 19. All of the following are part of the Noble Eightfold Path EXCEPT: A. Right thought B. Right effort C. Right mindfulness D. Right heart 20. Monasticism began with which religious tradition? A. Islam B. Hinduism C. Buddhism D. Yoga 21. All of the following are examples of the Islamic Veil EXCEPT: A. Hijab B. Burka C. Khadija D. Shayla 22. All of the following are sects of Islam EXCEPT: A. Sunni B. Shiiite C. Baha’I Islam D. Jihadist Islam 23. The following are acceptable reasons to be excused from the Five Pillars EXCEPT: A. Health B. Vacation C. Finance D. Familial well-being 24. The Hadith is/are: A. Writings that tell the life of Muhammad B. The ‘House of God’ C. The Islamic pilgrimage D. The instructions for proper prayer 25. What are the Five Pillars of Islam? A. Muhammad as true prophet, Almsgiving, Hajj pilgrimage, weekly prayer, Ramadan fasting B. Muhammad as true prophet, Thanksgiving, Hajj pilgrimage, daily prayer, Ramadan fasting C. Muhammad as true prophet, Almsgiving, Hajj pilgrimage, daily prayer, Ramadan fasting D. Muhammad as true prophet, Thanksgiving, Hajj pilgrimage, weekly prayer, Ramadan fasting True or False – 5 points per question (25 points) 1. The concept of Shirk refers to when a Muslim has allegiances to the ultimate reality of God, instead of to the profane world. A. TRUE B. FALSE 2. The Qu’ran is the word of Muhammad A. TRUE B. FALSE 3. During Ramadan, Muslims fast from all food during daylight hours, but can still drink water. A. TRUE B. FALSE 4. Religion is Action A. TRUE B. FALSE 5. America has more religious diversity than anywhere else in the world A. TRUE B. FALSE Fill in the Blank – 5 points per question (25 points) 1. To provide comfort, inspiration, and ambition is to provide _____________. (refuge) 2. If someone is living a life of strict self-discipline and also rejects all indulgences of life, they are a(n) _________________. (ascetic) 3. The Buddhas birth name was _______________________. (Siddhartha Gautama) 4. ‘Ayuh’ = _______________, and ‘veda’ = _________________. (life, knowledge) 5. According to Auyrveda, the cosmos (and the doshas), are made up of FIVE elements: 1) ___________________ (ether) 2) ___________________ (air) 3) ___________________ (fire) 4) ___________________ (water) 5) ___________________ (earth) Short Answer – 5 points per question (25 points) 1. In your own words, what is Ayurveda? 2. Provide three examples of a religious symbol (dozens to choose from) 3. Explain how those who are Jewish, Christian, and Islamic believe in God (different or same God?) 4. Describe the difference between ‘Yoga’ and ‘asana’ 5. Post 9/11, there has been a rush of anti-muslim propaganda in the media. Why is this? PHIL/REL 202 Mid-Term Exam Study Guide ALL the answers are directly from the class PowerPoints! Copy & Paste answers, then quiz yourself! • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • What is the overall definition of religion? (from slides) What percentage of the population adheres to some kind of religious tradition? Profane vs. Ultimate reality Examples of religious symbols Religious Pluralism definition Brahman definition Yoga philosophy appropriation Hinduism origins Names of the 4 classes of people in the Hindu caste system Anatman vs. Atman Limbs of Patanjali’s Eightfold Path Yoga vs. Asana What is Ayurveda? Also word meaning of Ayurveda What are the three doshas and their basic descriptions? Name the Five Ayurvedic elements of the cosmos Story of the Buddha Name the Four Noble Truths Name the Three Jewels Buddha’s mother’s dream Six Beings of Samsara Noble Eightfold Path (Buddhism) Monasticism definition and roots Refuge definition Ascetic definition Sects/denominations of Islam Five Pillars of Islam Names for different forms of the Veil Hadith Shirk Qu’ran as the word of God vs. Muhammad Ramadan Religious Diversity in America Reasons for negative Islamic media coverage post 9/11 Four Corners Activity BLUE RED FAVORITE COLOR YELLOW GREEN SKI/SNOWBOARD BASEBALL FAVORITE ACTIVITY BASKETBALL HOTEL/SPA COUNTRY HIP HOP MUSIC ELECTRONIC POP SPEAKS >1 LANGUAGES MARRIED RANDOM LEFT HANDED COLORADO NATIVE 5-min Free Write • Spend 5 minutes free writing • What you do you want to learn in this class? • What religion do you know least about? • What religion do you know most about? • Is there an aspect of religion that confuses you? • Is there an aspect of religion you are passionate about? REL 202: East VS West Cultural Differences Video WorkSheet https://www.youtube.com/watch?v=ZoDtoB9Abck 1. Westerners see space as _________________ and objects are ____________________ of one another. 2. Easterners see space as Qi, _________________, and objects are __________________ to one another. 3. Tides, the interaction between the moon and our oceans, is a result of action at a ___________________. 4. Westerners categorize objects based on ___________________ (substance or shape), while Easterners categorize objects based on___________________ (substance or shape). 5. This difference in conceptual thinking is reinforced by the east and west using ___________________ to speak and write very differently from one another. 6. Western brains see _______________ of a picture when looking at it, whereas Eastern brains see ___________________ of a picture when looking at it. 7. Western mothers use more _________________ (nouns or verbs) when speaking with children, while Eastern mothers use more ___________________ (nouns or verbs) when speaking with children. 8. The Buddhist idea that ‘everything arises from conditions; or arising from conditional causation’ is known as ______________________. 9. Aristotle stated that the behavior of objects is explained by the ____________________ of objects. Is this understanding correct? Yes / No 10. Easterners see objects behaving in ways because of their _____________________, not the properties of the object. 11. Westerners see people’s behavior as their ________________________ (contextual or character), while Easterners see people’s behavior as ________________________ (contextual or character) 12. Based on the test on the smiling cartoons, Westerners are more _____________________ (individualistic or collectivistic), and Easterners are more _____________________ (individualistic or collectivistic). 13. When taking pictures of people and friends, Westerners tend to focus on ______________________, while Easterners tend to focus on ______________________. 14. Easterners tend to make their paintings from a _________________-view, while Westerners tend to make their paintings from a _________________-view. 15. Yin is _________________ and Yang is __________________. 16. Westerners tend to see the world in __________________ (categories or relationships), while Easterners tend to see the world based on ___________________ (categories or relationships). Part II of Video (if interested to watch on your own time): https://www.youtube.com/watch?v=jLh4QZDyNUA Ayurveda What is Ayurveda? 5 Minute Free Write 1 2 Another spiritual path that helps us guide our way through profane reality Ancient healing system Find its roots in the Vedas Science and medicine of life Deals with nature and purpose of life Ayurveda Ayurveda Ayuh = life, veda = knowledge Physical aspects: body, health, disease Ayurveda is Metaphysical aspects: Emotions, pain, pleasure, wants/needs/desires MEDICAL SCIENCE THAT DEALS WITH LIFE AS A WHOLE, INSTEAD OF A PART LIFE KNOWLEDGE! 3 4 Ayurveda purpose: heal and maintain quality and longevity of life Body, Mind, & Consciousness are foundation for health AND happiness Less theological doctrine, more taking care of our ‘vessel’ Ayurveda Ayurveda We cannot better ourselves to the ultimate or generate more karma without our vessel 5 These go hand in hand!! Not separated like in western medicine Ayurveda is a tool for understanding and analyzing our body, mind, and consciousness Caring for the vessel is first step to life and religious journey Various different tools and techniques to prevent disease, as well as heal disease. 6 Ayurveda Ayurveda is a fluid, dynamic philosophy Ayurveda takes each unique person and treats them differently, as a WHOLE. Can be integrated into any culture, belief, or medicinal system Most medicine is too specialized to see big picture Ayurveda A “living science” Ayurveda strives to: eliminate the cause, treat the issue, rebuild the body, as well as continued support. Incorporates body and mind treatments together: surgery and counseling hand in hand This is all separated in Western medicine Each treatment is different, because we are all different! Departments don’t ‘talk’ to one another enough 7 8 Western medicine has done WONDERS for acute treatments and trauma (healing gun shot wounds, re-attaching limbs, etc.) Western Medicine Although some good (vaccines, research and development, surgical procedures, etc.), Western medicine is sometimes a ‘quick fix’ Appeal of quick fix via shots, pills, drugs, etc. Never getting to the root of the actual issue, simply treating symptoms ‘Putting a band-aid’ wont fix problems in the long run 9 Western VS Ayurveda Ayurveda treats the WHOLE person, not just one organ or one part. 10 5 Elements Charaka Samhita Sushruta Samhita Ayurveda Texts • Vagbhata Ashtanga Sangraha Ashtanga Hridayam 11 HOWEVER, overlooks many aspects of a person that changes health (emotion, response to stress, body type, etc.) 12 Whole COSMOS is made up of 5 elements – 1. Ether – 2. Air – 3. Fire – 4. Water – 5. Earth All other elements, creatures, things are made from combinations of these 5 elements 5 Elements combine differently to make 3 Doshas, or primary energy types Vata, Pitta, Kapha No proper English translation, only Sanskrit is used to describe the Doshas 3 Doshas Doshas are 3 principles that GOVERN PSYCHOPSHYIOLOGICAL RESPONSES! Every thing, person, creature, season, time of day, etc. etc. etc. can be expressed with the Doshas 13 14 Vata • • • • • Pitta Vata = Ether and Air – Ether = space, consciousness, And SOUND Associated with MOVEMENT Governs: breathing, blinking, muscle/tissue movement, heart beat, and cell movement Balanced: Creativity and flexibility Imbalanced: fear, anxiety, abnormal movements (ticks, twitches, OCD) 15 • • • • • 16 Kapha Kapha = Earth and Water Kapha is the ‘glue’ or energy that holds our cells and body together • Governs: hydration – supplies water to all of the body, lubricates joints, moisturizes skin, maintaines immunity. • Balanced: Love, calmness, forgiveness • Imbalanced: attachment, greed, possessive • • 17 18 Pitta = FIRE & Water Associated with metabolic system Governs: digestions, absorption, assimilation, nutrition, metabolism, body temperature Balanced: Understanding, intelligence, Imbalanced: Anger, hate, jealousy, inflammation Vikruti = combination of three doshas at the PRESENT time Each person is made up of different proportions of vata, pitta, and kapha Constitution = our make up at the time of conception – tied to DNA and genetic makeup Prakruti Our dosha constitution is NOT fixed, but changes with time, age, environment, etc. What determines our constitution? Vikruti Our parents! If Vikruti is same as Prakruti, then the person is BALANCED •Their genetics, lifestyle, diet, even emotions at time of your conception Prakruti: original constitution at time of conception – our ‘home base’ 19 More than likely, different though. 20 How does our Dosha balance change? Everyone is composed of all 3 doshas, but we all have a predominant one EVERYTHING! Vikruti 21 • These Doshas are applied to everything in life • Foods, lifestyle, emotions, age, enrvirionments ALL have doshas as well • Constantly inundated with SO much energy, difficult to remain in balance with dosha ratings of our Prakruti Ratios • 10% a single dosha • 70% dual dosha • 20% tri-doshic Me: I am Pitta / Kapha (P1, K2, V3) 22 Each dosha is not inherently good or bad Good / Bad Dosha Qualities 23 24 One is not better than another Each is very different • Good qualities • Bad qualities • No dosha combination is superior to another!! Doshas of the Seasons Times of Day Dosha Handout 25 26 Nasya Oil Astrology Neti Pot Tongue Scraping • Planets are huge energy bodies that change our current environments • Change our seasons, moods, etc. • Moon phases • Astrological sign Ayurvedic Tools/Practices Oil Pulling Abhyanga (massage) Dry Brushing DAILY ROUTINE!!! (esp in morning) 27 28 20 attributes How to Eat Practically in Ayurveda Ayurveda diet https://www.youtube.com/watch ?v=dU9c07UcP5w 29 30 Every thing, animate or inanimate, can be categorized by these 20 attributes 20 attributes Ayurveda surveys/quizzes 20 attributes are made up of 10 opposite pairs D ry & oily, liquid & dense, sharp & slow We already applied these attributes to ourselves and our mind/emotions Now 2nd important – FOOD! J 31 32