There will be three tests, worth 20 points each. All tests will follow an identical format of including short answer and essay questions. These are not multiple-choice exams, so no Scantron is needed. Sample questions, study guides, and class discussion will help you to prepare for the exams. They are not cumulative. Tests are scheduled for 30 Sept, 4 November, and 16 Dec. (60 points)

This 4-5 pp reflection paper (as opposed to research paper) integrates what you have learned over the course of the semester about alternative religions. Some sample questions will be provided to get you started thinking on this. Consider it a take-home exam of sorts, in which you put together all you have learned over the course of the semester. The key elements of the paper will be your insights into the nature of alternative religions, issues concerning them, and questions remaining. Your answer should be based on class readings, lectures, discussions, and fieldwork. Papers should be typed, double-spaced, in 12 point Times Roman. Due in class on 9 December. (20 points)

3. Alternative Religions in San Diego (Field Project)

I have a couple of ideas on cooperative class projects; namely a study of the various New Thought and Theosophical groups in the San Diego area; and/or a study of UFO groups in the area; and/or, more broadly, studying New Age religions in San Diego. Because we will be completing a number of different readings, and hearing from several guest speakers, traditional papers on individual groups are somewhat unnecessary — and to be honest, rather boring. More interesting and useful will be to focus on a couple of key issues, groups, or questions about groups in San Diego. We will discuss this further in class and come up with a series of deadlines for steps along the way. (50 points)

The success of this course, as well as what students get out of it, depends heavily upon student initiative and involvement. We are all teachers and learners together. Thus it is important that students come to class having completed assigned readings. Participation is evaluated on short, in-class assignments, work in discussion groups, presence in class, and willingness to contribute to group discussions.