CULTS AND RELIGIONS - Spring 2016 RELS H295-034 TR 11:00 a.m. - 12:15 p.m. Communications/Music 301

Instructor: Dr. Catherine Wessinger Office hours: Office phone: 504-865-3182 TR 9:30-10:45, and in the window (12:30-1:45) and Office location: 406 Bobet after 5:00 p.m. by appointment [email protected] http://www.loyno.edu/~wessing

Course Description: This research seminar will utilize the cultural debate about whether “” are religions to explore methodologies and issues in the academic study of religions. The seminar will acquaint students with the primary scholarly categories of religious phenomena, which are relevant to analyzing mainstream religious traditions as well as new and unconventional religions. Students will critically evaluate information on cults or new religious movements through reading about and discussion of case studies and doing their own research.

Objective: The student will learn how to employ history of religions and sociology of religions methodologies in the study of religions. The student will gain enhanced ability to evaluate sources of information. Students will learn how to evaluate truth claims on the part of religious believers, their opponents, the media, and scholars. They will gain experience in articulating their own analyses in writing and orally. Students will benefit from mentoring through the process of researching and writing a Term Paper.

Learning Outcomes: Students will master history of religions and sociological terminology and theories relevant to the study of religions. They will gain a sense of how religions are popularly judged as being either mainstream or marginal, and discern the outcomes of these popular evaluations. They will learn about: whether the “brainwashing” theory is scientifically valid; the significance of millennial beliefs in many new religious movements; the role of charisma and types of leadership in new religions; how charismatic religious leadership becomes routinized in institutionalized structures; gender roles and roles of women in alternative religions; factors involved in cases of violence involving religious believers; conceptions of the Divine in new movements that differ from mainstream beliefs about God and their social implications; the processes involved in the maturation of new religious movements; and the ways members of alternative religions may address tensions between their group and mainstream society. Students gain an appreciation of the humanity of persons who belong to and practice the variety of religions in society, and how some religious beliefs and practices are benign and some religious beliefs and practices contribute to harm.

1 Required Texts:

Douglas E. Cowan and David G. Bromley, Cults and New Religions: A Brief History, 2nd ed. (Wiley Blackwell, 2015). ISBN: 978-1-118-72210-7. $32.75. COWAN & BROMLEY.

Laura Vance, Women in New Religions (New York University Press, 2015). ISBN: 978- 1-4798-1602-6. $17.00. VANCE.

Selected PDF articles available on Blackboard. PDF.

T Jan 19 Introduction: What is a ? What is a religion? Meet in class for introductions and to discuss the course requirements. Assignment 1: Write a reflection paper (no more than 1 page)—without doing any research—describing your views on the following questions: What is a cult? What is a religion? What characteristics, if any, distinguish the two? What are your reasons for your answers to these questions? This essay is worth 5 points. It will not be graded. To get the 5 points you must upload the typed essay (saved as Word .doc or .docx) to the SafeAssign link under Course Material on Blackboard on January 19-20. The SafeAssign link will close on January 20 at 11:59 p.m. If an essay is not uploaded, it receives a 0. You will write another essay at the end of the course answering these questions again. Assignment 2: Start giving thought to the religious group and topic you want to explore in your Term Paper. Available sources should be scholarly, but also some popular writings (such as memoirs, publications by members, former members), as well as primary sources published by the group itself.

R Jan 21 Cults and Religions: Introduction Assignment: Read the following assignments and make thoughtful posts to the Further Discussions Board (on Blackboard) about your reactions to the readings and what you learned from them. COWAN & BROMLEY: “Cults and New Religions: A Primer,” 1-17. PDF: Catherine Wessinger, “New Religious Movements: An Overview,” 6513-20. Assignment: Meet in Monroe Library 229 for a class with Michael Truran on library resources for research on new religious movements.

T Jan 26 This is the first class for which students will post 3 discussion questions to the Discussion Question Board on Blackboard. The 3 discussion questions must be posted the night before each class with assigned readings or viewings. Who Joins New Religions and the Brainwashing Debate PDF: Lorne L. Dawson, “Who Joins New Religious Movements and Why: Twenty Years of Research and What Have We Learned? 116-30.

2 PDF: James T. Richardson, “A Critique of ‘Brainwashing’ Claims about New Religious Movements,” 160-66. Instructor meets with students this week to discuss selection of a research topic for the Term Paper. Before you meet with the instructor, make sure that there are enough available resources—scholarly and popular, primary and secondary—for the topic you wish to research. Students are discouraged from using sources written by members of the anticult or countercult movements.

R Jan 28 The Social Construction of Cults PDF: Douglas E. Cowan, “Constructing the New Religious Threat: Anticult and Countercult Movements,” 317-30. PDF: Anson Shupe, “ Violence: The Logic, Perpetration, and Outcomes of Coercive Intervention,” 397-412.

T Feb 2 COWAN & BROMLEY: “The Unification Church/The Federation: The Brainwashing/Deprogramming Controversy,” 78-98. PDF: David G. Bromley and Alexa Blonner, “From the Unification Church to the Unification Movement and Back,” 86-95. Instructor’s meetings with students on their research topic and sources for the Term Paper continue this week.

R Feb 4 Charismatic Religious Leadership PDF: Catherine Wessinger, “Charismatic Leaders in New Religions,” 80-96. PDF: Ji Zhe, “Expectation, Affection and Responsibility: The Charismatic Journey of a New Buddhist Group in Taiwan,” 48-68.

T Feb 9 No class - Mardi Gras break.

R Feb 11 No class - Mardi Gras break.

T Feb 16 Millennialism PDF: Catherine Wessinger, “Millennialism in Cross-Cultural Perspective,” 3-23. PDF: David G. Bromley and Catherine Wessinger, “Millennial Visions and Conflict with Society,” 191-212.

R Feb 18 Social Construction of the Charisma of the Founder of Mormonism PDF: Christopher James Blythe, “‘Would to God, Brethren, I Could Tell You Who I Am!’ Nineteenth-century Mormonism and the Apotheosis of Joseph Smith,” 5-27.

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T Feb 23 Women in the Church of Christ of Latter-day Saints (LDS Church or Mormon Church VANCE: “Mormonism: Gendering the Heavens,” 19-48. PDF: Interview with Kate Kelly: “Seeking Equality in the LDS Church: Activism for Women’s Ordination”

R Feb 25 Annotated Bibliography and Outline for the Term Paper are due via SafeAssign link. New Religious Movements in Lithuania Guest-Speaker: Dr. Milda Alisauskiene Reading assignment to be announced.

T Mar 1 Theosophy, , and Movements PDF: Catherine Wessinger, Dell deChant, and William Michael Ashcraft, (Women in) “Theosophy, New Thought, and New Age Movements,” 753-68. COWAN & BROMLEY: “Ramtha and the New Age: The Question of ‘Dangerous Cult,’” 59-77.

R Mar 3 Elijah Muhammad’s Nation of Islam: A UFO Religion (or ET-inspired Religion) Edward Curtis, “Science and Technology in Elijah Muhammad’s Nation of Islam: Astrophysical Disaster, Genetic Engineering, UFOs, White Apocalypse, and Black Resurrection,” 35 double-spaced pages in manuscript format.

T Mar 8 The Church of (Another ET-inspired Religion): The Question of Religion COWAN & BROMLEY: “The Church of Scientology: The Question of Religion,” 18-37.

R Mar 10 The Church of Scientology PDF: Benjamin E. Zeller, “The “Going Clear” Documentary: A Matter of Framing,” 17 double-spaced pages in manuscript format. MOVIE IN CLASS: We will watch in class the first half of the HBO movie, Going Clear: The Prison of Belief (2 hours)

[F Mar 11 - Mid-Term Grades due.]

T Mar 15 Peoples Temple and PDF: Catherine Wessinger, “1978-Jonestown,” 72 double-spaced pages in manuscript format. EXPLORE THE WEBSITE: Alternative Considerations of Jonestown and Peoples Temple, http://jonestown.sdsu.edu/

4 WEB: Catherine Wessinger, “The Problem Is Totalism, Not ‘Cults’: Reflections on the Thirtieth Anniversary of Jonestown” (2008), http://jonestown.sdsu.edu/?page_id=31459

R Mar 17 Peoples Temple and Jonestown WATCH MOVIE BEFORE COMING TO CLASS, STREAMING VIDEO ON BLACKBOARD: PBS American Experience, Jonestown: The Life and Death of Peoples Temple (90 mins.) (DVD 003025) PDF: Rebecca Moore, “Narratives of Persecution, Suffering, and Martyrdom: Violence in Peoples Temple and Jonestown,” 95-111. WEB: Catherine Wessinger, “Last Questions for Jonestown” (2013), http://jonestown.sdsu.edu/?page_id=40133

T Mar 22 No class - Easter Break.

R Mar 24 No class - Easter Break.

T Mar 29 The Children of God/ COWAN & BROMLEY: “The Children of God/The Family International: The Issue of Sexuality,” 99-119. VANCE: “The Family International: Sexualizing Gender,” 77-100.

R Mar 31 Heaven’s Gate (Another ET-inspired Religion) COWAN & BROMLEY: “Heaven’s Gate: The Question of Cults and Violence—Part II,” 141-60.

T Apr 5 Draft Term Paper is due for comments from instructor. Submit the Draft Term Paper via the SafeAssign link on Blackboard. Assaulted New Religious Movements PDF: Michaelene E. Pesantubbee, “From Vision to Violence: The Wounded Knee Massacre,” 62-81. PDF: Christine Steyn, “Millenarian Tragedies in South Africa: The Xhosa Cattle- Killing Movement and the Bulhoek Massacre,” 185-202.

R Apr 7 The Branch Davidians WEB: Catherine Wessinger, “Branch Davidians (1981-2006),” http://www.wrs.vcu.edu/profiles/BranchDavidians.htm COWAN & BROMLEY: “The Siege at Waco and the Problem of Mass Media,” and “Researching the Branch Davidians,” 131-40. PDF: Catherine Wessinger, “FBI Memos on the Branch Davidians’ Apocalyptic Theology,” 13 double-spaced pages in manuscript format

5 T Apr 12 WATCH MOVIE BEFORE COMING TO CLASS, STREAMING VIDEO ON BLACKBOARD: Waco: The Rules of Engagement (136 mins.) (DVD 000553)

R Apr14 The Branch Davidians PDF: Stuart A. Wright, “Anatomy of a Government Massacre: Abuses of Hostage-Barricade Protocols during the Waco Standoff,” 39-68. PDF: Catherine Wessinger, “Deaths in the Fire at the Branch Davidians Mount Carmel: Who Bears Responsibility?” 25-60.

T Apr 19 No class.

R Apr 21 Muslim New Religious Movements: Ahmadiyya WEB: Adil Hussain Khan, “Ahmadiyya,” http://www.wrs.vcu.edu/profiles/Ahmadiyya.htm Radical Islamist/Jihadist Movements PDF: Jeffrey T. Kenney, “Millennialism and Radical Islamist Movements,” 688- 713. WEB: Jeffrey T. Kenney,” “Islamic State,” http://www.wrs.vcu.edu/profiles/IslamicState.htm GUEST SPEAKER: Dr. Adil Hussain Khan

T Apr 26 COWAN & BROMLEY: “Wicca and Witchcraft: Confronting Age-old Cultural Fears,” 161-80. VANCE: “Wicca: Valuing the Feminine,” 101-20.

R Apr 28 COWAN & BROMLEY: “Rethinking Cults: The Significance of New Religious Movements,” 181-203. VANCE: “Conclusion,” 121-29.

T May 3 ALL TERM PAPERS ARE DUE Student Presentations

R May 5 Student Presentations

T May 10 Student Presentations Ungraded reflection paper is due on this date via the SafeAssign link addressing the following questions: What is a cult? What is a religion? What characteristics, if any, distinguish the two? What are your reasons for your

6 answers to these questions? How does the academic study of new and alternative religions shed light on religions in general? Last day a Religious Visit Report for 10 points extra credit may be turned in via the SafeAssign link.

Text Resources for the Study of New Religions:

A number of the significant scholarly texts on new religious movements have been put on reserve for this course in the Monroe Library. They include:

George D. Chryssides and Benjamin E. Zeller, eds., The Bloomsbury Companion to New Religious Movements Dereck Daschke and W. Michael Ashcraft, New Religious Movements: A Documentary Reader Lorne L. Dawson, Comprehending Cults: The Sociology of New Religious Movements Eugene V. Gallagher and W. Michael Ashcraft, eds., Introduction to New and Alternative Religions in America, 5 vols. Olav Hammer and Mikael Rothstein, eds., The Cambridge Companion to New Religious Movements (ebook) ––––––, eds., Handbook of the Theosophical Current J. Gordon Melton, Encyclopedic Handbook of Cults in America Timothy Miller, ed., America’s Alternative Religions (ebook) ––––––, ed., When Prophets Die: The Postcharismatic Fate of New Religious Movements Susan J. Palmer, Moon Sisters, Krishna Mothers, Rajneesh Lovers: Women’s Roles in New Religions Catherine Wessinger, ed., The Oxford Handbook of Millennialism ––––––, ed., Women’s Leadership in Marginal Religions: Explorations outside the Mainstream

Also of great use in researching new and alternative religions is the journal Nova Religio: The Journal of Alternative and Emergent Religions available in the Periodicals section on the second floor of Monroe Library and online through the Monroe Library. See the Nova Religio website at www.novareligio.org and the University of California Press website for the journal at nr.journal.edu for the online archive of articles. If you need assistance in accessing a Nova Religio article, ask Dr. Wessinger.

Websites on New Religions:

World Religions and Spirituality Project/VCU [The professor places priority on this website] http://www.has.vcu.edu/wrs/index.html

CESNUR: Center for Studies on New Religions http://www.cesnur.org

Religious Tolerance: Cults and NRMs http://www.religioustolerance.org/cultmenu.htm

7 Skepsis: Online Texts about Cults and New Religions http://www.skepsis.nl/onlinetexts.html

Course Requirements

The Final Grade for the course is based on Class Participation (100 pts., 33% of the Final Grade), Further Discussions Board Participation (30 pts., 10% of the grade), an Annotated Bibliography and Draft Outline for the Term Paper (60 pts., 20% of the grade), a Term Paper (100 pts., 33% of grade), an ungraded short reflection essay at the beginning of the course (5 pts., 1.6% of grade) and another ungraded reflection essay at the end of the course (5 pts., 1.6% of grade). A total of 300 pts. may be earned by doing this work.

The Mid-Term Grade will be based on: the first ungraded short reflection essay (5 pts.); Class Participation (50 pts.); Further Discussions Board Participation (15 pts.); and the Annotated Bibliography and Draft Outline of the Term Paper (60 pts.) = 130 pts.

A student may earn up to 10 points extra credit by doing a Field Visit involving participant- observation with an alternative or unconventional religion and writing a Religious Visit Report following the guidelines on the Religious Visit Report Handout. Before going, consult with the professor about the unconventional religious group that you plan to visit. (The Religious Visit Report will not be calculated into the Mid-Term Grade. It will be calculated into the Final Grade.)

GRADING SCALE: A - 92%; B - 83%; C - 71%; D - 65%.

Class Participation

This is an Honors Seminar, so it is expected that students do the assigned readings before coming to class. Occasionally a movie is assigned for viewing before class. These movies will be available on Blackboard as streaming video. Students should come to class prepared to discuss the information in the assigned readings and viewings.

Get a notebook for this course. Take notes on terms and definitions that you find in the readings. Greater memory retention will occur if you write your notes of definitions of key terms and the main points in the readings, and perhaps type them later (as you choose). You may well use these terms and their definitions and other points made in the readings in your Term Paper.

The Class Participation grade includes a post of 3 discussion questions to the Discussion Question Board the night before each class. On the morning of the day of the class, the instructor will read over these discussion questions, and select questions to initiate discussion in the classroom on those topics.

The instructor has posted a prompt on the Discussion Question Board for each class. Scroll to the bottom of the list of prompts to find the prompts for the classes at beginning of the course.

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Each student should post her or his 3 discussion questions to the prompt the night before the class. If more than one reading or viewing assignment is given for that class, the student’s 3 discussion questions may be divided among the different assignments as the student chooses. There should be a discussion question for each of the assignments for that class.

Do not compose discussion questions that are answered yes or no or by simple facts. The discussion questions should provoke thought and analysis based on that reading (or viewing) and how it relates to understanding unconventional religions in particular and religions in general.

A discussion question must be relevant to the readings and viewings assigned for that class. A discussion question must address a significant issue presented in the reading or viewing. A discussion question should provoke consideration of the significance of the information and analysis in the assigned reading or viewing for understanding of religions and society.

Class Participation, which includes posting 3 discussion questions the night before each class, consistent attendance, and active participation in classroom discussions, counts 100 points or 33% of the Final Grade.

Further Discussions Board Participation

A “Further Discussions Board” is set up on Blackboard. This Discussion Board is different from the Discussion Question Board.

A student should aim to make at least one thoughtful post per week on the Further Discussions Board relating the assigned readings and viewings for that week to additional information that the student has located on the Internet or in books and articles.

The deadline for the weekly post is Saturday night before 11:59 p.m. Missed weekly posts may not be made up in subsequent weeks.

The Further Discussions Board will be a freewheeling Discussion Board for additional discussion of topics we are studying. Students may relate the subject matter to topics and issues in the news; they may respond to questions or articles posted there by the instructor; they may ask questions, make observations, and post interesting news articles that relate to the religions; students may respond to posts made by other students. This is a Discussion Board, so be sure to read other students’ posts and the professor’s clarifying comments. Credit is given for thoughtful responses to any of these. Students are encouraged to initiate their own threads.

When a student posts a URL for a news article, video, or website to the Further Discussions Board, the student should summarize what she or he found of interest in it and indicate how it relates to the topics being studied.

To participate fully on the Further Discussions Board, the student should make at least one thoughtful post for each week of the course. Posts that do not reflect much thought will not be given the same credit as thoughtful posts.

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It goes without saying that in an Honors Seminar posts to the Further Discussions Board should be written using correct spelling, punctuation and grammar. Do not use abbreviated text such as used in text messages.

Participation on the Further Discussions Board counts a total of 30 pts. (10% of the Final Grade).

Annotated Bibliography and Draft Outline

After receiving approval of the Term Paper topic, the student is required to turn in an Annotated Bibliography and Draft Outline of the paper on February 25 via a SafeAssign link.

The Annotated Bibliography, in particular, will be graded. The short summary of each item on the bibliography should provide evidence that the student has read the item (if it is print) or viewed the item (if it is a video). The instructor will judge the quality of the sources selected and see whether or not there is evidence that the student has read or viewed them.

The student is encouraged to find sources that are primary sources as well as scholarly secondary sources. The student is also encouraged to find popular sources and to pay attention to the differences between popular and scholarly sources. Information useful to research can be obtained from all these types of sources.

The instructor is aware that this will be a Draft Outline of the Term Paper. The Draft Outline is not set in stone and may be changed in response to feedback from the instructor and as the student continues researching. However, the grade for the Draft Outline will be based on the amount of effort and thought that is evident in the Draft Outline.

The Annotated Bibliography and Draft Outline count 60 pts., which is 20% of the Final Grade.

Term Paper

The Term Paper, which is due on May 3, via a SafeAssign link on Blackboard, counts 100 pts., 33% of the Final Grade. Beginning on May 3, there will be three days of student presentations in class on their Term Papers. The presentations will count as part of the Class Participation grade.

On April 5 the student’s draft Term Paper is due via a SafeAssign link. It will not be graded. The instructor will read the draft paper and write comments about how to improve the paper. The instructor expects to see a full draft term paper with endnotes in correct Chicago Manual of Style format.

The final Term Papers are due on May 3 via a SafeAssign link on Blackboard. If a final Term Paper that is turned in contains numerous errors to the footnotes in Chicago Manual of Style format as well as numerous errors in spelling and grammar, the paper will be returned to the student for correcting. A Final Grade will not be turned in for the student until a corrected paper is turned in and graded.

10 The Term Paper should utilize at least 7 academic sources that are outside of our assigned course materials. You may also make use of relevant course readings, as you choose.

The Term Paper should be 15-20 pages in length.

The Term Paper should have footnotes in the Chicago Manual of Style format. The Nova Religio articles assigned in this course have endnotes in Chicago Manual of Style format. The student can follow the Nova Religio model of citations for the footnotes in the Term Paper.

The Term Paper should have margins of 1” on each side of the page and be in 12 pt. type, Times New Roman font, double-spaced.

Ungraded Short Reflection Essays

Students are asked to write a short reflection essay at the beginning of the course, and another short reflection essay for the last day of the course. Each one will count 5 pts., each being 1.6% of the final grade.

The questions for the two reflection papers are given on the syllabus.

The short reflection papers will not be graded. The student will submit the reflection essay via a SafeAssign link on Blackboard.

Extra Credit Religious Visit Report

The student has the option of doing Field Research (participant-observation) to write a Religious Visit Report, which counts as 10 pts. extra credit. The Religious Visit Report will be graded.

The assignment is to attend a worship service or a lecture or some other religious activity by members of an unconventional religion. The student should consult with the professor about which religious groups fulfill the stipulation of being new or alternative religions, and how the student should dress to make the visit. It should be a religion with which the student has not had previous direct contact.

Before going on the Religious Visit, the student should read the Religious Visit Report Handout instructions (available on Blackboard) to know what he or she should be looking for during the visit.

When writing the Religious Visit Report the student should follow the outline on the Religious Visit Report handout.

Immediately after making the Religious Visit, the student should write down notes and information observed. The Religious Visit Report should be written as soon as possible after the visit so the student’s memory of the visit will be fresh.

11 The Religious Visit Report may be turned in any time during the semester via the designated SafeAssign link. May 10 is the last day a Religious Visit Report may be turned in via the SafeAssign link. The link becomes inactive at 11:59 p.m. on that date.

Policy on Laptops and Tablets in the Classroom

It has become evident that with wireless access to the Internet, laptops and tablets have been used for other purposes besides taking notes. Therefore, laptops and tablets are distractions in the classroom.

There is no need to have a laptop or tablet in an Honors Seminar. The students should be focused on the discussion.

Students are forbidden to use laptops and tablets to take notes in the classroom. Each student should bring a notebook and pen to take notes as needed.

Policy on Cell Phones, Text-Messaging, Smart Watches

The student should make every effort to turn off his or her cell phone before entering the classroom.

Any student observed text-messaging or reading their phone or smart watch in class will be counted absent for that class period and asked to leave.

Writing Abilities

If a student demonstrates difficulty with grammar skills or demonstrates repeated problems with some aspect of grammar, he or she may be required to seek a grammar tutor or the services of Loyola’s WAC (Writing Across the Curriculum). The WAC lab is located at the west end of the ground floor of Bobet Hall.

Emergency Cancellations Due to Evacuations

In the event that there is an interruption to our course due to the cancellation of classes by the university as a result of an emergency, we will continue our course on Blackboard within 48 hours after cancellation. All students are required to sign on to Blackboard and to keep up with course assignments within 48 hours of evacuation and routinely check for announcements and course materials associated with each class. Class handouts will be posted under “Course Materials.”

Students should be familiar with their responsibilities during emergencies, including pre- evacuation and post-evacuation for hurricanes. This information is available on the Academic Affairs website: http:// http://academicaffairs.loyno.edu/students-emergency-responsibilities.

12 Additional emergency-planning information is also available at: http://academicaffairs.loyno.edu/emergency-planning.

University Policy on Cheating & Plagiarism

The university’s policy on cheating and plagiarism is found at http://academicaffairs.loyno.edu/records/integrity-scholarships-and-grades. It states:

The principles of truth and honesty are recognized as fundamental to a community of teachers and scholars. The university expects that both faculty and students will follow these principles and, in so doing, protect the validity of the university grades. Instructors will exercise care in the planning and supervision of academic work so that honest effort will be positively encouraged.

Academic Work

All academic work will be done by the student to whom it is assigned without unauthorized data or help of any kind. A student who supplies another with such data or help is considered deserving of the same sanctions as the recipient. Specifically, cheating, plagiarism, and misrepresentation are prohibited. Plagiarism is defined by Alexander Lindley as “the false assumption of authorship: the wrongful act of taking the product of another person’s mind, and presenting it as one’s own” (Plagiarism and Originality). “Plagiarism may take the form of repeating another’s sentences as your own, adopting a particularly apt phrase as your own, paraphrasing someone else’s argument as your own, or even presenting someone else’s line of thinking in the development of a thesis as though it were your own.” (MLA Handbook, 1985). A student who is found to have cheated on any examination may be given a failing grade in the course. In case of a second violation, the student may be excluded for one or two terms or dismissed from the university.

A student who engages in cheating, plagiarism, or misrepresentation on term papers, seminar papers, quizzes, laboratory reports, and such, may receive a failing grade in the course. In such case, the student will not be permitted to withdraw from the course (even if the withdrawal request is prior to the final date to withdraw). A second offense may be cause for exclusion or dismissal from the university. Faculty members are required to report immediately to the dean of the student’s college any case of cheating, plagiarism, or misrepresentation which he or she has encountered and, later, the manner in which it was resolved.

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