Love and Compassion in Buddhism

Scenes from the Life of Padmasambhava, the Second Buddha. Bhutan or Tibet; ca. 18th century.
Ethnographic Museum at the University of Zurich. Courtesy of the Rubin Museum of Art

RELS 4003/6003: Spring 2023
Professor: Dr. Kali Cape She/her/hers. Class Meets: TR 3:45-5:00
Office Hours: T 2-3:30pm TR 5pm-6pm
Course numbers: 19560 (undergrad) 19562 (grad)

This course will it explore compassion in religious and secular life through exploring scriptures, documentaries, histories, research from religious studies, psychology and anthropological research. For a religious perspective on compassion, the course will center on the exploration of Buddhism’s diverse religious, philosophical and cultural traditions through narratives of compassionate liberation. For students new to the study of Buddhism, these narratives provide an engaging anchor to wade into the cross-currents of religion, culture and context. Course assignments focus on stories of transformations, such as a prince who became an ascetic, a murderer who became a monk, and a homeless woman who became a religious leader. These biographies explore the ramifications that Buddhist compassion theory has on ethics, meditation, relationships and death. Primary source texts will be translations of Tibetan biographies from the fourteenth century to the modern period.

To explore applied approaches to religious studies in the integration of Buddhism in the U.S., students will examine literature about empathy, compassion, and compassion fatigue. Articles will explore the role of compassion in ritual, caregiving, and studies on resilience. Through narratives, multi-media and applied approaches, students will reflect on the role of compassion in addressing the challenges of human life. For their final project, students will work in groups to propose important principles and practices in critically applying theories about compassion to contemporary concerns arising in professional life.

This class takes a dynamic multi-media approach to the classroom and to assignments. Students will engage with photographs, films and documentaries. Some of the aspects of the course will include online meetings, students will need access to a computer to participate.

Required Texts

Heruka, Tsangnyon. The Life of Milarepa. Andrew Quintman Transl. Penguin Books, 2010.

Jacoby, Sarah H. Love and Liberation; Autobiographical Writings of the Tibetan Buddhist Visionary. Columbia University Press, 2014.

Tulku, Chagdud. Change of Heart; The Bodhisattva Peace Training. Lama Shenpen Drolma, Ed. Padma Publishing, 2003.

Willis, Jan. Dreaming Me. From Baptist to Buddhist, One Woman’s Spiritual Journey. Riverhead Books, 2001.

Learning Objectives

Understand and discuss the Buddhist worldview as particular solutions to universal issues that have personal significance to us as human beings.
Describe common doctrines and philosophical tenets of Buddhism related to compassion in terms of ethics, meditation, love and death.
Confidently read, understand, evaluate, and discuss a classical religious texts and art from another culture in a critical, non-partisan manner.
Analyze photographic and documentary video data with attention to implicit and explicit content, as well as its modes of representation of lived realities.
Confidently ask questions about sensitive subjects in a cross-cultural context.
Experience and analyze Buddhist based adaptations of meditation, compassion, psychology, and resilience in the U.S.
Describe distinctive features and practices of contemporary applications of compassion research
Dialogue with professionals in care giving fields about the role of compassion in their work life and religious life
Create and deliver a group oral presentation on preventing compassion fatigue and burnout in care-giving professions such as hospice, nursing and psychology work.

Grading

RELS 4003 Students Grading

Oral Presentation 30%
Individual Oral Presentation 10%
First Draft of Group Presentation Outline 10% Mar 9
Final Group Presentation 10% April 6, 13, 20, 27 (see Sign-up sheet)
Participation & Attendance 30%
Attendance 10%
Participation in class discussions 10%
Free Writing 10%
Quizzes 40% (Will be administered through iCollege)

RELS 6003 Students Grading

Note for all Students:

Success in this course depends upon ability to engage with the readings, videos and assignments throughout the course. However, everyone has bad days or may need to miss an assignment from time to time. Therefore, you will be graded on the best work you do, minus the lowest scores in these areas: the lowest three quiz grades are dropped from each quiz category. Three absences are dropped from scoring in attendance. Three assignments are dropped from free writing. Please do not come to class if you are sick. In lieu of class attendance, an additional assignment will be given to you for day that you are out sick past the three days. See the teaching assistant for details.

Weekly Schedule

Introduction to the Pillars of Buddhist Philosophy

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Tues Jan 10

Welcome Meet and Greet and Introduction to the Syllabus

Mini-ethnography: What is Compassion? How do I know this?

Thurs Jan 12

Lecture: Introduction to Buddhism

Reading PDF: Powers, John. “Introduction,” and “1: The Indian Background,” A Concise

Introduction to Tibetan Buddhism. Snow Lion, 2008. 11-29

In lieu of quiz due this Friday, free Writing: Interview someone of your choosing and ask – What

is compassion? How do they know this? Write one paragraph. Do the interview by Friday and

write in iCollege by Friday 11:59pm.

Compassion in the Face of Violence; Mahayana Buddhism

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Tues Jan 17

Reading PDF: Powers, John. “Mahayana,” A Concise Introduction to Tibetan Buddhism, Snow Lion, 2008. 31-44
Reading Quiz in class on iCollege.
Quiz in class

Thurs Jan 19

Reading Textbook: Willis, Jan. Dreaming Me. From Baptist to Buddhist, One Woman’s Spiritual Journey. Riverhead Books, 2001. 73-105.
Quiz due by Friday 11:59pm

Tues Jan 24

Reading PDF: “Some Important Buddhist Doctrines,” John Powers, A Concise Introduction to Tibetan Buddhism, Snow Lion, 2008. 45-53
Quiz due by Thursday 10am

Thurs Jan 26

Reading Textbook: Tulku, Chagdud. “The Bodhisattva Peace Training,” and “Establishing Pure Motivation.” Change of Heart; The Bodhisattva Peace Training. Lama Shenpen Drolma, Ed.
Padma Publishing, 2003. 1-28
Quiz due by Friday 11:59pm

Tues Jan 31

Reading Textbook: Willis, Jan. Dreaming Me. From Baptist to Buddhist, One Woman’s Spiritual Journey. Riverhead Books, 2001.106-129
Reading Textbook: Tulku, Chagdud. “Equanimity,” Change of Heart; The Bodhisattva Peace Training. Lama Shenpen Drolma, Ed. Padma Publishing, 2003. 29-46
Optional Presenter Reading:
Presenter Reading: Article free online. Jeffrey D. Empathy, sympathy and compassion in healthcare: Is there a problem? Is there a difference? Does it matter? Journal of the Royal Society of Medicine. 2016;109(12):446-452. doi:10.1177/0141076816680120
Quiz in Class

Thurs Feb 2

Guest Interview: Venerable Dhondup Palden, A Buddhist Monk Speaks on Compassion and responses to violence
Reading Textbook: Willis, Jan. Dreaming Me. From Baptist to Buddhist, One Woman’s Spiritual Journey. Riverhead Books, 2001. 133-154
Reading Textbook: Tulku, Chagdud. “Transforming and Angry Heart,” Change of Heart; The Bodhisattva Peace Training. Lama Shenpen Drolma, Ed. Padma Publishing, 2003. 47-69.
Quiz due by Friday 11:59pm

Compassion, Non-Violence & Coping with Trauma

Tues Feb 7

Reading Textbook: Willis, Jan. Dreaming Me. From Baptist to Buddhist, One Woman’s Spiritual Journey. Riverhead Books, 2001.155-168 (Note that this introduces our next biography on Milarepa)
Reading from PDF: Shantideva, “Chapter 3, Embracing Bodhichitta,” A Flash of Lightening in the Dark; A Guide to the Bodhisattva’s Way of Life. Padmakara Translation Group, Transl. Shambhala 1994. 30-34

Optional Presenter Reading: Showalter SE. Compassion Fatigue: What Is It? Why Does It Matter? Recognizing the Symptoms, Acknowledging the Impact, Developing the Tools to Prevent Compassion Fatigue, and Strengthen the Professional Already Suffering From the Effects. American Journal of Hospice and Palliative Medicine. 2010;27(4):239-242. doi:10.1177/1049909109354096
Quiz in class

Thurs Feb 9

Reading Textbook: Tulku, Chagdud. “Working with the Minds Poisons,” Change of Heart; The Bodhisattva Peace Training. Lama Shenpen Drolma, Ed. Padma Publishing, 2003. 130-150

Optional Presenter Reading: Available free online in google books. “Spiritual Transformation and Radical Empathy in Ritual Healing and Therapuetic Relationships,” in Spiritual Transformation and Healing: Anthropological, Theological, Neuroscientific, and Clinical Perspectives. Joan Koss-Chioino and Phillip Hefner, editors. 45-59.
Quiz due by Friday 11:59pm

Tues Feb 14

Note: The next section’s reading on the lives of Garchen Rinpoche and Milarepa covers the sensitive issue of abuse, war and violence.

Media Assignment: Watch documentary, available free online, “For the Benefit of All Beings.” https://garchen.net/forthe-benefit-of-all-beings/

Optional Presenter Reading: Snelgar, R. J., Renard, M., & Shelton, S. (2017). Preventing Compassion Fatigue Amongst Pastors: The Influence of Spiritual Intelligence and Intrinsic Motivation. Journal of Psychology and Theology, 45(4), 247–260. https://doi.org/10.1177/009164711704500401
Quiz in Class

Thurs Feb 16

Reading Textbook: Heruka, Tsangnyon: “Chapter 1” and “Chapter 2” The Life of Milarepa. Penguin, 2010. 11-26

Reading Textbook: Tulku, Chagdud. “Awakening Compassion,” Change of Heart; The Bodhisattva Peace Training. Lama Shenpen Drolma, Ed. Padma Publishing, 2003. 69-84
Quiz due by Friday 11:59pm

Compassion vs. Skillful Means

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Tues Feb 21

Reading Textbook: Heruka, Tsangnyon: “Chapter 3” and “Chapter 4” The Life of Milarepa. Penguin, 2010. 27-52

Optional Presenter Reading: Available free online. Shonin, E., Van Gordon, W., Compare, A. et al. Buddhist-Derived Loving-Kindness and Compassion Meditation for the Treatment of Psychopathology: a Systematic Review. Mindfulness 6, 1161–1180 (2015). https://doi.org/10.1007/s12671-014-0368-1
Quiz in class

Thurs Feb 23

Online meeting – Guest Speaker Joann Bielecki, SafeCare
Reading Textbook: Heruka, Tsangnyon: “Chapter 5.” The Life of Milarepa. Penguin, 2010.53-79.
Reading Online: Today’s class will explore a local program for ensuring safe, stable, nurturing relationships for children and families. Read the details and overview of the SafeCare program. Come to class prepared with three questions to ask. Identify two keys ways that this program expresses ideals of compassion.
Read: https://www.cdc.gov/ViolencePrevention/pdf/CM_Strategic_Direction–OnePager-a.pdf
And: https://safecare.publichealth.gsu.edu/safecare-curriculum/
Quiz due by Friday 11:59PM

Tues Feb 28

Reading Textbook: Heruka, Tsangnyon: “Chapter 6” and “Chapter 7.” The Life of Milarepa. Penguin, 2010.81-102
Optional Presenter Reading: Available free online. Schmidt, Madeline, and Kristin Haglund. “Debrief in emergency departments to improve compassion fatigue and promote resiliency.” Journal of Trauma Nursing 24, no. 5 (2017): 317-322.
Quiz in class

Thurs Mar 2

Reading Textbook: Heruka, Tsangnyon: “Chapter 8” and “Chapter 9.” The Life of Milarepa. Penguin, 2010. 101-124
Optional Presenter Reading: Valdez, Christine E., and Michelle M. Lilly. “Self-compassion and trauma processing outcomes among victims of violence.” Mindfulness 7, no. 2 (2016): 329-339.
Quiz due by Friday 11:59pm

Compassion, Self-Regulation & Resilience in Tibetan Meditation (Exoteric Types)

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Tues Mar 7

Reading Textbook: Tulku, Chagdud. “Karma,” and “Working with Karma in Everyday Life,” and “Purifying Karma.” Change of Heart; The Bodhisattva Peace Training. Lama Shenpen Drolma, Ed. Padma Publishing, 2003. 197- 240

Optional Presenter Reading: Available free online. Germer, Christopher K., and Kristin D. Neff. “Cultivating self-compassion in trauma survivors.” Mindfulness-oriented interventions for trauma: Integrating contemplative practices (2015): 43-58.
Quiz due by Wednesday 11:59pm

Thurs Mar 9

Online Meeting
Group Presentation Outline is Due Today
Applied Approaches: Guest Speaker, Tulku Konchok, Monastery Abbot
Reading PDF: Namgyal, Dakpo Tashi. “Chapter One: The Ordinary Meditation of Tranquility and Insight.” and Chapter Two: The Stages of Tranquility and Insight. Part One Tranquility,” Mahamudra; The Moonlight Quintessence of Mind and Meditation. 2nd edition. Wisdom Publications, 2006. 26-29 and 39-43
Quiz due by Friday 11:59pm

Spring Break

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Tues Mar 14

Thurs Mar 16

Compassion and Self-Regulation

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Tues Mar 21

Online Meeting
Guest Speaker: Author of our textbook, Change of Heart; The Bodhisattva Peace Training, Lama Shenpen Drolma
Reading PDF: Lewis, Sarah E. “Introduction,” and “Conclusion.” Spacious Minds; Trauma and Resilience in Tibetan Buddhism. Cornell University Press, 2020. 1-22; 182-196
Quiz due by Wednesday 11:59pm

Thurs Mar 23

Media Assignment: Watch the film “Dudjom Rinpoche explains Shamatha/Calm Abiding/Tranquility Meditation.” https://www.youtube.com/watch? v = qbJ7u_nJb54
Quiz at home, due by Wed midnight
Reading from PDF: Germano. David. “Buddhist Meditation: Tibetan Buddhist Meditation.” Encyclopedia of Religion Second Edition. Volume 2. Lindsay Jones, Ed Thomson Gale. 2005. 1284-1289
Optional Presenter Reading: Wisner, Betsy L., Barbara Jones, and David Gwin. “School-based meditation practices for adolescents: A resource for strengthening self-regulation, emotional coping, and self-esteem.” Children & Schools 32, no. 3 (2010): 150-159.
Quiz due by Saturday 11:59pm

Tues Mar 28

Reading Textbook: Tulku, Chagdud. “Mind and Meditation.” Change of Heart; The Bodhisattva Peace Training. Lama Shenpen Drolma, Ed. Padma Publishing, 2003. 153-176

Applied Approaches Assignment: Attend a meditation class at a local Buddhist center. In Free Writing, you will examine how the meditation you experienced compares to “Calm Abiding” described in the video and readings you have done.
Quiz in class

Upon Aging, Dying and Death

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Thurs Mar 30

Reading PDF: Fremantle, Francesca: Luminous Emptiness; Understanding the Tibetan Book of the Dead. Shambhala, 2003. 217-247
Quiz due by Saturday 11:59pm

Tues April 4

Applied Approaches Assignment Due: Mini-ethnography. Interview a Buddhist about their views on death, dying, bereavement and the role of compassion. Report on your findings in class today in a short five-minute presentation.
Optional Presenter Reading:
Newell, Jason M., and Gordon A. MacNeil. “Professional burnout, vicarious trauma, secondary traumatic stress, and compassion fatigue.” Best practices in mental health 6, no. 2 (2010): 57-68.
Quiz due by Friday 11:59pm
Discussion on iCollege Assignment: In lieu of the regular quiz, please write three questions about Death, Dying, Grief and Hospice for our guest speaker.
Quiz due by Wednesday 11:59pm

Thurs April 6

Online Meeting
Applied Approaches: Guest Speaker, Ms. Chandell Carter, HospiceAtlanta. Presentation on the Bereavement Process, an American Perspective. https://hospiceatlanta.org/

Reading PDF: Available online. The Guide to Understanding Grief in Adults. https://hospiceatlanta.org/wp-content/uploads/2017/06/The-Guide-to-Understanding-Grief-in-Adults.pdf

Between Love, Compassion and Romantic Love

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Tues April 11

Reading PDF: Fremantle, Francesca: Luminous Emptiness; Understanding the Tibetan Book of the Dead. Shambhala, 2003. Chapter 1: 5-8, and Chapter 4: 53-69
Meet and Greet: Practice looking at your audience and speaking without fillers “um uh” while telling a story of why you decided to go to GSU. No reading, but you can glance at notes if you brought them.
Be ready to share in class about your interview about death.
Free-Writing 1 paragraph (maximum 2) describing what you learned.
Quiz due by 11:59pm Wednesday has only 6 questions, one to describe each bardo. Use the extra time to meet with your group to prepare presentation.
Media Assignments: The Goodman Lectures: The Relatable and Extraordinary Life of Sera Khandro Dewé Dorjé. Watch 9:34-58:49 https://www.youtube.com/watch?v=z9bX8IJRRQw
Reading Textbook: “The Life and Times of Sera Khandro,” Love and Liberation; Autobiographical Writings of the Tibetan Buddhist Visionary. Columbia University Press, 2014. 1-23
Optional Presenter Reading: Condon, Paul, John Dunne & Christine Wilson-Mendenhall. “Wisdom and Compassion a New Perspective on the science of relationships.” Journal of Moral Education. vol 48, 2019. 98-108
Quiz due by Wednesday 11:59pm

Thurs April 13

Online Meeting
Guest Speaker: Timothy Harrison, Associate Director of CBCT^® Cognitive Based Compassion Training at Emory University
Media Assignment: What video – Philips, David JP. “The 110 techniques of communication and public speaking.” https://www.youtube.com/watch?v=K0pxo-dS9Hc
Media Assignment: Watch video: Phillips, David JP. “How to Avoid Death by Powerpoint.” https://www.youtube.com/watch?v=Iwpi1Lm6dFo
Quiz due by Saturday 11:59pm (on videos and guest speaker)
Reading Textbook: “The Life and Times of Sera Khandro,” Love and Liberation; Autobiographical Writings of the Tibetan Buddhist Visionary. Columbia University Press, 2014. 23-39
Quiz due by Saturday 11:59pm

Tues April 18

Short presentation assignment, practice speaking skills but presenting a definition: empathy, sympathy, compassion, compassion fatigue, resilience. And course wrap up.
No quiz in order to prepare for your group presentation.

Thurs April 20 **

Professor Cape is at a conference. No class meeting today in order to allow for preparation for your final presentation. Meet one on one to rehearse your final presentation.
Spring Semester Classes End April 24^thNo quiz in order to prepare for your group presentation.

Final Exam Period

Group Oral Presentations Online Tuesday April 25th 1:30-4:00

Requirements and Expectations

Reading Quizzes

For the sake of lively discussions, students must keep up with the reading and be prepared to share your thoughts and questions. To help you prepare for class, every week there will be a quiz. The quiz will present questions about the lectures, readings, media assignments and applied religion exercises. The first weekly quizzes are done on Tuesday in class, at the beginning of class and are not open book. The second weekly quizzes are due Friday before 11:59pm. The Friday quizzes will focus on the class material from Tuesday and Thursday’s class and the readings for Thursday. The Friday quiz can be done “open book,” since they are based on synthetic reflections about the significance of the reading, rather than on the facts of the reading. Quizzes will have approximately ten questions each. The three lowest quiz scores will be dropped.

Class Discussions

In every class, in addition to prompts related to reviewing or contemplating the readings, students will be asked to respond to a general prompt about what you found interesting, strange, or revealing, and to identify a question or topic that you would like to discuss about that day’s reading. Every student will talk about the reading in every class, so it is important to come to class prepared. The quality of your responses will determine your participation grade.

Extra Credit Work

Everyone has bad days. You will have the chance to earn back quiz points through four extra credit assignments that will be announced in class. At least two of these will be able to be done remotely.

Exams

In lieu of exams, there will be weekly quizzes, applied approaches assignments, student presentations and a group research project.

Honesty, Professionalism & Timeliness

You are responsible for reading the Department of Religious Studies Syllabus statement.
It is your responsibility to read and abide by Georgia State University’s policy on Academic Honesty. Anyone in violation of the policy will earn an automatic F on the assignment(s) in question or in the course.
By rule, I do not accept late work. If an emergency arises or you become ill, please contact me as soon as possible by email. Alternative arrangements for any missed deadline must be confirmed in writing (email) in advance of the deadline.
If you become ill or are required to quarantine, please let the teaching assistant know. We will work together to facilitate your continued learning and success in the class. If someone for whom you are a caregiver (your parent or child) becomes ill, we will work together to make adjustments or accommodations.

Attendance

GSU students are responsible for reporting their own absences because of illness or the impact of the pandemic through the Dean of Students Office. There is an official process through the Dean of Students Office for students seeking excused absences due to quarantine or illness. Students submit documentation to https://deanofstudents.gsu.edu/student-assistance/professor-absence-notification/. Professors will then be notified by the Dean of Students of any excused absence without the need to manage medical information individually. Official notification will determine an excused absence, and all others will count as unexcused. I will not make the decision whether an absence does or does not qualify as ‘excused’ for medical reasons. There is no penalty for missing three or fewer classes. After three classes, in addition to loss of attendance points, you may receive a lower mark for “participation.” If you have a pandemic health emergency or other family emergency that necessitates missing more than three classes, please notify the teaching assistant and we will make arrangements for you to do additional assignments.

Attendance in class is expected and attending our synchronous classes will help you understand the materials you’re studying. Recordings of class sessions will not be posted for students who miss class. Students who miss class should reach out to a classmate for notes and information on missed material.

Group Research Project

With a group of students, you will investigate a topic relevant to the theme of compassion in professional life, dividing the work as equally. The result will be presented to the class in April. The presentation will be no more than 15-20 minutes. The topic is up to the students but must be approved by the instructor. See handout: Group Research Project Proposal Guidelines.

Timeline: Whatever will be presented to class—a PowerPoint or outline—should be sent to the Professor three days before the presentation.

Grading: The group research process is an exercise in collaboration. Everyone in the group will receive the same grade.

Oral Presentations & Reading Comprehension

Students will serve in the role of presenter once during the semester.

Oral Presentation #1. Presenter Reading.

As a facilitator, students will make a presentation to the class about a “Presenter Reading” (see schedule) by putting that week’s readings into conversation with the other readings from that week. Provide a short presentation of the “Presenter Reading” (10-15 minutes) listed in the syllabus. In short, as a presenter, students are responsible for the following:

Demonstrate reading comprehension by summarizing 1-2 main ideas from the reading
Identify how this reading connects to other readings, lectures
React to the reading, what is interesting, strange, curious, insightful?
Elaborate on the core claims and the basis for these claims made in the reading and/or their theoretical, methodological, disciplinary and political implications.
Share select passages for further examination and any additional points that add depth to the discussion.

Short Oral Presentation #2. Mini-Ethnography.

Students will interview a Buddhist about their attitudes and beliefs towards aging, dying, death and bereavement. The interview will be thirty minutes in length, the presentation will be five minutes in length. Students may take notes, but due to the sensitive nature of Tibetan politics, no recordings of the interviews of Tibetans may be taken.

Final Paper for RELS 6003

The final paper critically engages with assigned readings, guest lectures and presentations made in the course. Students will write an analysis on what programs and principles are necessary for employers to deploy to avoid compassion fatigue in a caregiving profession. Students will select a particular caregiving profession to focus on such as nursing, hospice, home-care, child-care etc… The paper should address the distinct theories of compassion articulated by that source material as well as additional sources. The paper should present a clear argument so that it is not just a summary, but instead it takes a meta perspective on the issues of compassion and resilience represented in the chosen source materials.

Students will write and submit a paper proposal and paper outline for feedback before writing the final paper. Instructions will be distributed in class.

The final paper will be 7-10 pages long. It will include citations using Chicago Style Footnotes and Bibliography.

Other requirements

Challenging Personal Beliefs
Students are not asked to change personal beliefs, but only to become familiar with the course material and to take it seriously within its own contexts. Nevertheless, students may find their beliefs or assumptions challenged by this course. That may be uncomfortable but it may also be treated as a useful starting point for interesting questions, challenges and critical perspectives.

Multimedia Policies for Online Classes

Classes may be held online. For the online version of any class meeting, participation and attendance grades rely on students being present in class, with their camera and microphone on. Online classes require internet access and a laptop or cell phone device to view, participate and show up visually in class. If students have problems with a computer, a cell phone may be used as the backup.

Use of student’s computer camera:
Active participation is an important and valued expectation for this class. To promote a positive class community as well as meaningful and engaging exchanges of ideas, students are requested to have Zoom cameras on during synchronous classes. If a student believes that having the camera on will be problematic, schedule a time to meet with the Professor individually to do the in-class exercises and discussion.

Welcome to Religious Studies at Georgia State University!

GSU is home to a fantastically diverse student body, and our classrooms are spaces for respectful teaching and learning. As a student taking a class in Religious Studies, you are responsible for reading and understanding department, college, and university policies. Students in our classes are held to in the Student Code of Conduct and other policies discussed in the Student Handbook. If you have questions about the policies below or policies included in the Student Code of Conduct or Student Handbook, please ask your instructor.

Respect & Civility

Faculty in the Department of Religious Studies are committed to fostering an anti-racist environment in our classrooms and programs. Instructors in Religious Studies are continually engaged in learning about and implementing anti-racist pedagogies; we are sharing and developing anti-racist resources and support for students; we are including diverse voices and media in our classes; and we are engaged in anti-racist mentoring initiatives. In particular, we actively work to identify and interrupt microaggressions in our classroom exchanges. (See handout on microaggressions.)

Faculty and students in Religious Studies courses commit to supporting diversity and inclusion. We strive to construct a safe and inclusive environment by respecting each other’s dignity and privacy. We honor each class member’s experiences, beliefs, perspectives, and backgrounds, regardless of race, religion, language, immigration status, sexual orientation, gender identification, ability status, socio-economic status, national identity, or any other identity markers.

Please use the names and pronouns preferred by students and faculty. Students who wish to use a name or pronoun other than what is available on the class roll may introduce themselves to the class using it, or they may contact the instructor via email.
In instances of sexual misconduct, the present instructor(s) and teaching assistants, are designated as Responsible Employees who are required to share with administrative officials all reports of sexual misconduct for university review. If you wish to disclose an incident of sexual misconduct confidentially, there are options on campus for you do so. For more information on this policy, please refer to the Sexual Misconduct Policy which is included in the Georgia State University Student Code of Conduct (https://codeofconduct.gsu.edu/).

Students who wish to request an accommodation for a disability must do so by registering with the Access and Accommodations Center (AACE) located in Student Center East, Suite 205. Students may only be accommodated upon issuance of a signed Student Accommodation Letter through the AACE. The signed Student Accommodation Letter may be submitted electronically to the course instructor or hand delivered by the student to all classes in which the student is seeking accommodations.

Academic Honesty & Netiquette

While the penalty for academic dishonesty is a matter of the instructor’s discretion in the Department of Religious Studies, the customary penalty for a violation of the academic dishonesty rules is an “F” in the course. See the University Policy on Academic Honesty on the reverse of this sheet.
The selling, sharing, publishing, presenting, or distributing of instructor-prepared course lecture notes, videos, audio recordings, or any other instructor-produced materials from any course for any commercial purpose is strictly prohibited unless explicit written permission is granted in advance by the course instructor. This includes posting any materials on websites. Unauthorized sale or commercial distribution of such material is a violation of the instructor’s intellectual property and the privacy rights of students attending the class and is prohibited.
In keeping with USG and university policy, instructors will make every effort to maintain the privacy and accuracy of your personal information. Specifically, unless otherwise noted, your instructor will not actively share personal information gathered from the course with anyone except university employees whose responsibilities require access to said records. This course may use websites and technologies such as iCollege. As such, some information collected from iCollege, websites, or other technologies may be subject to the Georgia Open Records Act. This means that while your instructor does not actively share information, in some cases your instructor or university officials may be compelled by law to release information gathered from the site. Also, the course will be managed in compliance with the Family Educational Rights and Privacy Act (FERPA), which prohibits the release of education records without student permission.

Deadlines & Withdrawal

Students are responsible for confirming that they are attending the course section for which they are registered. Failure to do so may result in a WF or F for the course.

The midpoint is Feb 28. The withdrawal period begins Jan 17th and ends Feb 28^th. Please view the calendar for other dates and information.

Students who are involuntarily withdrawn may petition the department chair for reinstatement into their classes.

A student may be awarded a grade of “W” no more than 6 times in their career at Georgia State. After 6 W’s, a withdrawal is recorded as a WF on the student’s record. A WF counts as an F in a GPA.

By University policy and to respect the confidentiality of all students, final grades may not be posted or given out over the phone. To see your grades, check the web (student.gosolar.gsu.edu).
Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State University. Upon completing the course, please take the time to fill out the online course evaluation.

Finally, please keep in mind that your instructor’s syllabus provides a general plan for the course. Deviations may be necessary.

Policy on Academic Honesty, from the GSU Catalog

As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The University assumes as a basic and minimum standard of conduct in academic matters that students be honest and that they submit for credit only the products of their own efforts. Both the ideals of scholarship and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from any and all forms of dishonorable or unethical conduct related to their academic work.

The University’s policy on academic honesty is published in the Faculty Handbook (https://faculty.gsu.edu/faculty-handbook/) and the Student Handbook, On Campus, which is available to all members of the university community (https://studenthandbook.gsu.edu/). Academic honesty is a core value of the University and all members of the university community are responsible for abiding by the tenets of the policy. Georgia State students, faculty, and staff are expected to report all instances of academic dishonesty to the appropriate authorities. The procedures for such reporting are outlined below and on file in the offices of the deans of each college, the office of the Dean of Students, and the office of the Provost. Lack of knowledge of this policy is not an acceptable defense to any charge of academic dishonesty. In an effort to foster an environment of academic integrity and to prevent academic dishonesty, students are expected to discuss with faculty the expectations regarding course assignments and standards of conduct. Students are encouraged to discuss freely with faculty, academic advisors, and other members of the university community any questions pertaining to the provisions of this policy. In addition, students are encouraged to avail themselves of programs in establishing personal standards and ethics offered by the university. No instructor or department may impose academic or disciplinary penalties for academic dishonesty outside the parameters of this policy. This policy applies to all incidents of academic dishonesty, including those that occur before a student graduates but are not discovered until after the degree is conferred. In such cases, it is possible that the application of this policy will lead to a failure to meet degree completion requirements and therefore a revocation of a student’s degree.

Many colleges and/or departments provide statements of what constitutes academic dishonesty within the context of their discipline and recommend penalties for specific types of academic dishonesty. As noted in the Faculty Handbook, all syllabi are required to make reference to the Academic Honesty Policy; syllabi should also include a link to departmental standards where they exist.

Definitions and Examples

The examples and definitions given below are intended to clarify the standards by which academic honesty and academically honorable conduct are to be judged. The list is merely illustrative of the kinds of infractions that may occur, and it is not intended to be exhaustive. Moreover, the definitions and examples suggest conditions under which unacceptable behavior of the indicated types normally occurs; however, there may be unusual cases that fall outside these conditions which also will be judged unacceptable by the academic community. Plagiarism: Plagiarism is presenting another person’s work as one’s own. Plagiarism includes any paraphrasing or summarizing of the works of another person without acknowledgment, including the submitting of another student’s work as one’s own. Plagiarism frequently involves a failure to acknowledge in the text, notes, or footnotes the quotation of the paragraphs, sentences, or even a few phrases written or spoken by someone else. The submission of research or completed papers or projects by someone else is plagiarism, as is the unacknowledged use of research sources gathered by someone else when that use is specifically forbidden by the faculty member. Failure to indicate the extent and nature of one’s reliance on other sources is also a form of plagiarism. Failure to indicate the extent and nature of one’s reliance on other sources is also a form of plagiarism. Any work, in whole or part, taken from the internet without properly referencing the corresponding URL (along with the author’s name and title of the work, if available) may be considered plagiarism. Finally, there may be forms of plagiarism that are unique to an individual discipline or course, examples of which should be provided in advance by the faculty member. The student is responsible for understanding the legitimate use of sources, the appropriate ways of acknowledging academic, scholarly or creative indebtedness, and the consequences of violating this responsibility. Cheating on Examinations: Cheating on examinations involves giving or receiving unauthorized help before, during, or after an examination. Examples of unauthorized help include the use of notes, texts, or “crib sheets” during an examination (unless specifically approved by the faculty member), or sharing information with another student during an examination (unless specifically approved by the faculty member). Other examples include intentionally allowing another student to view one’s own examination and collaboration before or after an examination if such collaboration is specifically forbidden by the faculty member. Unauthorized Collaboration: Unauthorized collaboration means working with someone or getting assistance from someone (a classmate, friend, etc.) without specific permission from the instructor on any assignment (e.g., exam, paper, homework) that is turned in for a grade. It is also a violation of academic honesty to knowingly provide such assistance to another student. Collaborative work specifically authorized by a faculty member is allowed. Falsification: It is a violation of academic honesty to misrepresent material or fabricate information in an academic exercise, assignment or proceeding (e.g., false or misleading citation of sources, the falsification of the results of experiments or of computer data, false or misleading information in an academic context in order to gain an unfair advantage). Multiple Submission: It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the faculty member(s) to whom the material is submitted for additional credit. In cases in which there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable, even required; however, the student is responsible for indicating in writing, as a part of such use, that the current work submitted for credit is cumulative in nature.

Group Presentation Reading Outline

The group presentation will focus on the role of compassion in professional life. You will read 2-3 research papers concerning the role of compassion in a particular field or profession and present this research to the class. Your presentation will have three sections. It must first include a summary of the research findings. Secondly it will include the relevance of these research findings to our class materials (be specific, which materials, which ideas, which author). Third, it will include your reactions, thoughts, opinions, arguments, and/or questions. Public speaking skills will be assessed and you will be expected to show improvement in areas where you received feedback from your first oral presentation. Before your group presentation is due, you will turn in a Group Presentation reading outline. It will contain the following:

What are the names of group members? Please let names, year, and major or area of focus if graduate student. List the names at the top of the assignment.
Please provide the area of focus that you plan for your group presentation. Such as: Compassion fatigue in nursing.
Please write what interests you about this topic.
Please provide an outline of three research papers that you would consult for your presentation. Use Chicago style, bibliography style to make this list.
Remember, if possible, to choose research that is relevant to a chosen profession you are interested in, so that this presentation can be included in your resume.