Springfield College
School of Professional and Continuing Studies
Charleston Campus
Race, Religion, and Culture, HUSB 350 (3 Credits)
January /2016
Instructor’s Name: Joya Gregg
Address: 4390 Belle Oaks Dr. Suite 200. North Charleston, SC 29405
Phone number(s): 843-554-7244
College e-mail address: jgregg@springfieldcollege.edu
Class Schedule
Dates: Saturday’s: January 9th; February 6th; March 5th, and April 2, 2016
Time: 8:30am to 4:30pm
Location: Charleston Campus
REQUIRED TEXT(S):
Schaefer, R. T. (2011). Racial and ethnic groups. Upper Saddle River, New Jersey:
Pearson Prentice Hall. [ISBN: 978-0205842339]
The costs for all textbooks can be found at
http://bookstore.mbsdirect.net/vb_buy.php?ACTION=top&FVGRPNO=24
Nye, M. (2008). Religion: The basics. New York, NY: Routledge [ISBN: 9780415449489]
The costs for all textbooks can be foundat found at
http://bookstore.mbsdirect.net/vb_buy.php?ACTION=top&FVGRPNO=24
COURSE DESCRIPTION:
This course investigates the interplay between race, religion and culture within societies and
organizations attempting to move towards equality and democracy. A range of thinking is
examined.
COURSE OBJECTIVES:
At the completion of the course students will be able to:
1. Deconstruct the dynamics between, and potential impact of, race, religion and culture in
the U.S.
2. Explore the sociopolitical implications of race, religion and culture within U.S. society.
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3. Critique existing hegemonic structures and attitudes in society as they impact on and are
impacted by race, religion and culture.
4. Integrate an understanding of the complexities and implications of race, religion, and
culture and their interrelationship into students’ work in Human Services.
Students are expected to complete all requirements for the course and to demonstrate
mastery of the course concepts and course learning outcomes. Students will be required
to use the library and other related resources and to document research with citations,
bibliographies, and references as applicable in completing their coursework. Mastery of
course outcomes will be assessed by the students’ demonstration of critical thinking,
communication skills, written assignments, meaningful participation in Moodle threaded
discussions, class participation and or other activities.
COURSE FORMAT:
This course will be taught in the format of a mutual learning/teaching community. A
combination of reading, writing, lecturing, and full group discussion will be utilized in this
course. Each session will include writing exercises which will engage the writing process and
learning about grammar, syntax and writing conventions, as necessary. There is a recognition
and respect for the wealth of knowledge, talent and experience each student brings to this course.
Active student participation is expected and is vital to the successful completion of HUSB 350.
Topics will be explored through a variety of teaching/learning methods including:
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Lectures by the Instructor
Videos
Class Dialogue
Assigned Readings
Writing Assignments
COURSE OVERVIEW:
The course aims to connect race, religion, and culture within societies and organizations. Human
services issues will be identified as topics for discussion and assignments that will create
awareness of the topics.
Required discussion topics and topic links for all sessions will be posted to Moodle. Students are
expected to post weekly responses and stay connected to the curriculum between and after class
sessions through web-enhanced components found on Moodle.
SESSION I:
In-class topics:
In-class topics:
 Course Syllabus/Expectations
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Race vs. Ethnicity (Schaefer, Chapter 1)
Prejudice (Schaefer, Chapter 2)
Discrimination (Schaefer, Chapter 3)
Introduction to Religion: What is religion?
Religion: The Basics (Nye, Chapter 1)
Spirituality vs. Religion
Course Analysis: Writing Assignment & Presentation Requirements: Due Session IV
In Preparation for Session II
 Post to Moodle discussion links and Moodle activities;
 Journal Entry Assignments via Moodle
 Submit and research topic for presentation
 Read Schaefer, Chapters 4-6
 Read Nye, Chapters 2-4
SESSION II:
In-class topic(s):
 Review Session I Topics
 Immigration
 Ethnicity and Religion
 The Native Americans
 Hinduism, Buddhism, Jainism
 Culture, Power, and Gender
In preparation for Session III:
 Post to Moodle discussion link and activities
 Journal Entry Assignments via Moodle
 Continue Research on Presentation
 Read Schaefer, Chapters 7, 9-10
 Read Nye, Chapters 5-6
SESSION III: The Writing Process, Speech Writing
In-class topics:
 Review Session II Topics
 Review of Presentaion Expectations
 African Americans, Hispanic Americans, Muslim and Arab Americans
 Judaism, Christianity
 Beliefs
 Rituals
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In Preparation for Session IV:
 Post to Moodle discussion link and activities
 Journal Entry Assignments via Moodle
 Complete Research for Presentation
 Read Schaefer, Chapters 12, 14-15
 Read Nye, Chapters7-8
SESSION IV: The Writing Process, Presentations
In-class topics:
 Review Session III Topics
 Review race, religion, culture objectives
 Asian Americans, Jewish Americans
 Religious Texts, Religious Cultures
 Islam
ASSIGNMENTS:
It is vital that you read all the textbook assignments and apply the ideas to your thinking
and writing in this course. Give thoughtful responses to each question and exercise. Try
relating the readings and writing assignments to the profession of human services. Writing
will be evaluated by the original thoughts and creativity within the writing assignments.
When type-written work is assigned, please follow the criteria for writing (i.e. page length,
double-spaced, 12-inch font, etc.) of that assignment. When work is submitted after the
deadline, ten points will be deducted for every week the assignment is late. (No
assignments will be accepted beyond one class session that it is due.)
It is expected that from reading the assigned and self-selected readings, you will gain a
better, wider understanding of writing and its elements. Your writing should reflect an
expansion of the learning and growth of thinking and writing skills.
Due for Session I: Pre-Course Assignments
 Respond to Journal Question via Moodle: In one to two pages, tell about your
experiences, thoughts, and feelings about race, religion and culture. State your learning
goals for this course in your writing.
 Respond to Moodle discussion link
Due for Session II:
 Post to Moodle discussion links and activities;
 Journal Entry Assignments via Moodle;
 Submit and research topic for presentation
 Read Schaefer, Chapters 4-6
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
Read Nye, Chapters 2-4
Due for Session III:
 Post to Moodle discussion link and activities
 Journal Entry Assignments via Moodle
 Continue Research on Presentation
 Read Schaefer, Chapters 7, 9-10
 Read Nye, Chapters 5-6
Due for Session IV:
 Post to Moodle discussion link and activities
 Journal Entry Assignments via Moodle
 Student Presentations
 Complete Research for Presentation
 Read Schaefer, Chapters 12, 14-15
 Read Nye, Chapters 7-8
COURSE PARTICIPATION:
Definition of In-Class Participation:
All talk does not constitute good class participation. Class participation that contributes to a
positive grade is characterized by the following:
 Ties personal experiences to the concepts being studied, gives an orderly, brief version of the
experience, with a point that is stated clearly;
 Avoids repeating in a different form points made by others;
 Shows evidence of having completed, understood, and applied the readings for the course;
 Incorporates ideas shared by others and the instructor to create “a fuller picture” of the
concept under discussion;
 Poses real-life questions or challenges that spring from the discussion and attempts to shape
an “informed” conclusion.
Definition of Online Class Participation (Moodle Web-enhanced Discussion
Link)
The success of your learning experience in online discussion is dependent on the active
participation of all students. Therefore it is imperative that you enter each discussion link
prepared to participate in the class discussions, which requires that you not only post your
responses to the questions in a timely manner allowing time for others to respond, but you must
also respond/react/provide substantive feedback to other’s postings.
It should be noted that not all engagement in class discussions constitutes substantive class
participation. Class participation in an online environment is characterized by the following:
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 Connects personal experiences to the concepts being studied, gives an orderly, brief version
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
of the experience, with a point that is stated clearly;
Avoids repeating points made by others;
Shows evidence of having completed, understood, and applied the reading for the course;
Incorporates shared ideas to create an understanding of the concept under discussion;
Poses real-life questions or challenges that spring from the discussion and attempts to shape
an informed conclusion.
GRADING CRITERIA:
93-100=A
90-93=A87-89=B+
83-86=B
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80-82
77-79
73-76
70-72
BC+
C
C-
67-69
63-66
60-62
below 60
D+
D
DF
Each session’s critique of that month’s readings and assignments is worth 15%
of the final grade. (This percentage includes: verbal and written
responses/analyses to chapter readings and online Moodle forums and
assignments.)
Each session is worth up to 20%, for a total of 80% of the final grade.
The final presentation will be worth 20% of the final grade.
NOTE: Each student in the course is responsible for all SPCS academic
policies and college policies as found in the School of Professional and
Continuing Studies Student Handbook.
SPECIAL SERVICES: Springfield College and the School of Professional and Continuing
Studies are committed to providing an equal educational opportunity for all students. Any
student who requires a reasonable accommodation to meet the requirements of this course is
encouraged to notify the instructor as soon as possible. Reasonable services and
accommodations are provided for students with physical, psychological, and learning disabilities
based on need. The disability must be documented with appropriate evaluations administered by
qualified professionals. This documentation must be on file with Dr. Elsie Smalls, Campus
Director at (843) 554-7244 ext. 225 campus designee for the SPCS Office of Student Support
Services.
The syllabus is a binding agreement between the faculty member and the students in the
course. After distribution of the syllabus, any changes to the syllabus must be (1) agreed to
by all parties without coercion, (2) distributed in writing, and (3) distributed to all parties.
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Rubric for Assessing Formal Writing Assignments
The rubric below is designed to help students and instructors define what quality writing is and
the criteria by which SPCS evaluates all students.
1. Clarity of Expression: The writer expresses ideas in a natural voice that permits a smooth
reading and clear communication of ideas. The ideas are written so they can be understood
easily, and the reader does not have to struggle to understand what the writer is saying.
2. Logical Organization of Ideas: Most college papers require an introductory paragraph (or
two) that grabs the reader’s attention, makes the reader want to continue reading, and gives
the reader some idea of what the paper is about. The main idea of the paper does not have to
be stated in the opening sentence or even in the opening paragraph, but it should be clear
before the end of the essay. What’s important is that the reader has a sense of the writer’s
direction throughout the essay and that each paragraph should flow logically into the next.
3. Elaboration and Detail: The writer needs to develop the ideas of the essay fully and provide
adequate supporting detail. Details can include examples, allusions, statistics, quotations,
paraphrases, summaries, and more. Has the writer answered questions such as “what,” “what
if,” “why not,” “how,” “how come”?
4. Critical Thinking: The writer needs to demonstrate the ability to analyze a subject from
different perspectives, identify what’s at stake in each of these perspectives, and connect his
or her conclusions to the central theme of the paper. It is not enough to present supportive
examples without making clear the significance of these examples and how they advance the
point the writer is trying to make.
5. Effective Use of Research Techniques Where Appropriate: The writer needs to select
appropriate material from references to support ideas, use a variety of references, integrate
the source material smoothly into the flow of the paper, and demonstrate consistent and
correct use of the APA documentation style.
6. Effective Use of Language And Diction: The writer should use a vocabulary that is suitable
to the subject and the audience. Are the words used accurately and effectively?
7. Mechanics and Usage: Mechanics include the standard conventions of spelling,
capitalization, punctuation, and correct paragraph indentation. Usage involves issues of verb
tenses, apostrophes, subject-verb agreement, noun-pronoun agreement, run-on sentences,
sentence fragments, and misplaced as well as dangling modifiers. Occasional errors that do
not interfere with the reading of a text may be considered acceptable.
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