Louisa Rossel (she/her/hers)

Email: lrossel@students.stonehill.edu
Phone Number: (203) 520-1622
Class: Mondays 5:30-7:30pm in Meehan 213

Office Hours: Available by appointment

Course Description:
Is nature central to faith? Can religious practices across the globe help heal our
relationship with the Earth? Come investigate these questions further through this course
as we dive into how faith traditions such as Christianity, Buddhism, Native American, and
South Pacific spirituality help inspire people to care for the planet and all living things. In
this course, students will take part in group reflections, hands-on activities, and trips to
the Farm at Stonehill and hiking trails. To conclude the course, students will research an
eco-spiritual leader from a faith tradition of their choosing. Students will be encouraged
to step outside of their comfort zones and discover the wisdom and beauty of a wide array
of spiritual practices that deepen our relationship and interconnectedness with nature.

Course Objectives:
After successfully completing this course, you will be able to...
 1. To differentiate between Christian, Buddhist, Native American, and South Pacific
indigenous environmental perspectives
2. To participate in a variety of nature-based spiritual practices from each faith
tradition
3. To determine the role that each religion can play in connecting its followers to the
Earth
4. To convey the life and work of eco-spiritual leaders through a creative project
5. To determine faith practices that connect you with the planet

Course Topics:
1. The pressing need to connect people with the planet
• Why have people today become so distanced from nature?
• Should religion be a vessel for incorporating environmental ethics into our
day to day lives?
2. Finding value in recognizing human insignificance and our need to cooperate with
the land and other species
3. The importance of marking meaningful spaces in nature as sacred
4. Discuss the unique gifts that each season presents to us living in the North East
5. The teachings of the Honorable Harvest and how they inspire reciprocity and
compassion for the Earth and other living beings
6. To recognize the positive qualities and “gifts” of other species
7. To learn about the history, plants, and animals native to Stonehill and our area of
Massachusetts to better understand and show respect towards our “home”
8. Gain an understanding behind the reasoning and belief system of South Pacific
Indigenous and Native American totems
9. Discover and participate in a series of eco-Buddhist meditations and mindful
hiking practices
10. Uncover ways that people across the world in a variety of religions live out their
green faith each day

Course Policies & Expectations:

Facilitator Availability:

I am here to support you throughout this course. My main goal is to facilitate your
success and help you get as much out of our semester together as possible. Meeting
during my office hours or emailing me directly are the best ways to voice your questions
or concerns. That being said, just like you, I am also a student with a busy schedule. I will
do everything I can to assist you, but please be considerate of my time, just as I will do for
you. If you have questions regarding the final project or would like to schedule a meeting,
please make your request several days in advance, not the night before something is due.

Attendance Policy:
You are expected to attend all class sessions. Students who miss 3 or more classes will
automatically fail the course. If a student must be absent, they are responsible for
reaching out to inform the facilitator.

Lateness Policy:

Students should do their best to arrive to class early or on time. If you are more than 20
minutes late for class, the facilitator will mark you as absent. Tardiness can be a
distraction to peers already present in the classroom, as well as to the facilitator. Arriving
late may cause the student to miss important information and announcements at the
start of class. In order to succeed in this class to the best of your ability, it is crucial that
all students make an effort to arrive on time and ready to learn. However, after class is
over, the facilitator would be willing to discuss the reasoning for your tardiness, as well as
come up with a plan together that supports your punctuality moving forward.

Grading Policy:
This class is Pass/Fail. In order to pass this class, it is expected that you complete all
homework assignments and the final project, come to class in a timely manner, and
participate and demonstrate effort in all in-class activities and discussions.

Grade Breakdown: Percentage:

Weekly Assignment Completion and 25%

Effort
Prepared poem/meditation/prayer on 25%
assigned date
Final Project 25%
Effort & Participation 20%
Attendance 5%
100%
Pass/Fail Grade Determination:

Pass
Student demonstrates they
Weekly Assignment completed the readings
Completion & Effort through sharing insightful
points, quotes, personal
experiences, or related
articles with the class
during discussions.
Fail
Student comes to class but
contributes irrelevant and off-
task points, quotes, personal
experiences, or related articles
that are distracting to other
learners/achieving the learning
outcomes of the course.

Student does not come to class

more than 3 times, meaning
they are not expressing their
completion of assignments
during class conversation.
Student comes to class with Student arrives to class on
Prepared Meditation/ a relevant piece to share, as their assigned presentation
Poem/Prayer on well as provides 2-3 reasons date without a prepared
Assigned Date why the poem/prayer/ meditation/
meditation is meaningful to poem/prayer to share.
them.
The students’ project The student does not complete
Final Project displays their creativity and their final project, or strays
effort to portray their from the primary purpose of
chosen faith leader in a the assignment: to convey the
clear and understandable life and work of an eco-
way. spiritual leader.
The student enters our The student does not show
Effort & Participation classroom space willing to interest in participating during
voice their thoughts and in-class discussions, activities
opinions on topics they are or outdoor experiences.
passionate about, as well as
actively creates an inclusive The students’ comments
environment by welcoming during group discussions are
the voices of their peers. derogatory and exclusive
towards their peers.
Because our class only The student misses class more
Attendance meets once per week, the than 3 times, impeding their
student must ability to effectively display
demonstrate their effort their effort and participation.
and participation by
 coming to the classroom
each week.

Academic Expectations:

APL 090-D is worth 1 credit. In other words, in addition to class time, students will need
to complete 1-2 hours of work/study time for APL 090-A each week.
This expectation is in agreement with the guidelines established by the Federal
Government when they defined a college course credit. The official definition is shown
below and was taken from the New England Association of Schools & Colleges, Inc. and
the Commission on Institutions of Higher Education – 5th Year Interim Report Manual.
The Federal Government definition of one course credit is: “... an amount of work
represented in intended learning outcomes and verified evidence of student achievement
that is an institutional established equivalence that reasonably approximates not less
than:
1) One hour of classroom or direct faculty instruction and a minimum of two hours of
class student work each week for approximately fifteen weeks for one semester or
trimester hour of credit, or ten to twelve weeks for one quarter hour of credit, or the
equivalent amount of work over a different amount of time
- OR -
2) At least an equivalent amount of work as required in paragraph (1) of this definition for
other academic activities as established by the institution including laboratory work,
internships, practica, studio work, and other academic work leading to the award of
credit hours.”

Weekly Assignments:
The specific weekly tasks vary from week to week, but your assignments will always be
available on the syllabus under “Course Schedule.” You will typically be asked to read a
book excerpt/chapter, watch a video, or listen to a short podcast and reflect on the
assignment. I will additionally request that you arrive to class with a list of important
points, questions, or thought-provoking and reflective ideas that spark your interest.

Sharing a Nature Meditation/Poem/Prayer:

On the first day of class, all students in the class will select one Monday class meeting
over the course of the semester to share a nature meditation, poem, or prayer that is
meaningful to them. On your assigned day, you’ll be asked to read aloud to our class the
piece you have chosen. Although there is no written component to this assignment, in
order to receive full credit, I ask you to bring the poem, meditation, or prayer with you to
class and come prepared to briefly summarize why it is meaningful to you and your
connection with nature.

Final Project:

Option 1:
1. Students will select a faith tradition or religion from anywhere in the world. It does
not need to have been discussed throughout this course.
2. Students will select one eco-spiritual leader from the religion they chose. This
leader must be someone who actively strives to connect people to the Earth/caring
for other living creatures and the land.
3. Using this research, students will choose to EITHER...
a. Plan an activity for the class that portrays the teachings and beliefs of their
chosen spiritual leader. They will present this activity for the class to
participate in.
b. Create a visual model displaying the teachings and beliefs of their spiritual
leader. This could be through a shoebox diorama, a poster, or an online
resource (ex. website, video). They will present their visual model to the
class.
4. Present your project to the class.

Option 2:

1. Create your own “Green Faith!”

2. Think about activities/videos/discussions we’ve had in class, as well as your own
past experiences. What could YOU start implementing into your day-to-day life to
live out “Green Faith” each day? How can you help others discover their own
“Green Faith?”
3. Using these reflection questions, you will...
a. Create a visual model displaying your “Green Faith.” This could be through
a shoebox diorama, a poster, or an online resource (ex. website, video).
4. Present your project to the class.

Academic Honesty:
I expect that all students follow the guidelines laid out in the Stonehill Academic
Honor Code and Academic Integrity Policy. Academic dishonesty in this course will
result in a failing grade. Not taking the time to read and comprehend the information
contained within the Academic Integrity Policy is unacceptable. It is crucial that, unless
otherwise specified by the facilitator, students take ownership of their education and
therefore refrain from copying each other's work. All sources should be properly cited,
using the MLA format for both in-text citations and “Works Cited” pages. If you are
struggling to find resources that give clear, concise instructions on how to cite using the
MLA format, please reach out to the facilitator directly and they will point you in the
right direction.

Accommodations:
Stonehill College is committed to providing all students with equal access to learning
opportunities, as well as an inclusive, supportive, and accepting educational environment.
The Office of Accessibility Resources (OAR) works with students who have disabilities to
provide and/or arrange reasonable accommodations. Students registered with the Office
of Accessibility Resources are encouraged to self-advocate and contact their facilitator as
soon as possible, preferably prior to the start of the semester, to inform them of the
accommodations for which they qualify.
Students are responsible for providing their facilitator with an accommodations
verification letter from the Office of Accessibility Resources and discussing their needs
with them. Students who have, or think they may have, a disability are invited to contact
the Office of Accessibility Resources for a confidential appointment at (508) 565-1306 or
accessibility-resources@stonehill.edu.

Inclusive Classroom Statement:

Stonehill College embraces the diversity of students, faculty, and staff, honors the
inherent dignity of each individual, and welcomes their unique cultural and religious
experiences, beliefs, and perspectives. We all benefit from a diverse living and learning
environment, and the sharing of differences in ideas, experiences, and beliefs help us
shape our own perspective. Course content and campus discussions will heighten your
awareness to these differences.

This course specifically will dive into an array of religions from across the globe. Students
will likely encounter spiritual practices, ideas, beliefs, and ways of thinking or being that
vastly differ from their own lived experiences. Regardless, the facilitator and all students
are expected to remain respectful and open to expanding their knowledge and
perspective by allowing space into class conversations for diverse ideas.

There are many resources for anyone seeking support or with questions about diversity
and inclusion at Stonehill. Resources are infused throughout the Mission Division,
Academic Affairs, and Student Affairs. If you’d like more information on how to get
connected to resources, the Office of Intercultural Affairs is a good first stop: Location:
Duffy 149, Phone: 508-565-1409, Email: diversity@stonehill.edu.

If you are a witness to or experience an act of bias at Stonehill, you may submit a bias
incident report online or on the Stonehill App. If you would like to learn more on bias
incident prevention and response, or submit a report please visit:
http://www.stonehill.edu/offices-services/intercultural-affairs/bias-response-protocol/

A personal note from your facilitator… If you ever have a concern about my lesson plans
or feel that I am exclusive and disrespectful towards you, another student, or towards a
religion or group we discuss this semester, please feel free to approach me via email,
written note, or after class...either directly or anonymously. I will take your feedback and
concerns very seriously and adjust myself, my lesson plans, and the overall environment to
ensure that our classroom is a safe, nurturing, inclusive, and supportive space for all who
enter it. Thank you, and I greatly appreciate your mutual dedication and commitment to
creating a positive classroom culture this semester!

Course Dialogue Guidelines:

This course will be highly discussion-based where students will be encouraged to voice
their personal experiences, reflections, and opinions each class. I expect that all students
respect each other's perspectives and seek to gain a deep and thorough understanding of
their peers’ thoughts before dismissing them. Neither the facilitator nor one student
should dominate the conversation and make others feel that their contributions are
irrelevant and invalid. The facilitator will work to establish an inclusive and accepting
classroom culture from day one of the course, but students themselves need to commit to
refraining from condescending, mean-spirited, or dismissive comments to their peers that
impede with creating an inclusive classroom space. By enrolling in this course, students
must commit themselves to listening, uplifting others, and respectfully contributing their
thoughts to full-class and partner discussions.
Course Readings (Available on eLearn Under Course Readings):
Hanh, Thich. “Thich Nhat Hanh on Walking Meditation.” Lion’s Roar, 2019.
Kimmerer, Robin. Braiding Sweetgrass: Indigenous Wisdom, Scientific

Knowledge and the Teachings of Plants. Minneapolis, Milkweed Editions,

2013.
Kimmerer, Robin. Gathering Moss: A Natural and Cultural History of Mosses.
Corvallis, Oregon State University Press, 2003.

Kraft, Kenneth. “The Greening of Buddhist Practice.” Earthcare: An Anthology

in Environmental Ethics, edited by David Clowney & Patricia Mosto,
Rowman & Littlefield Publishers, Inc, 2009, Pgs. 99-108.
Moore, Kathleen D, and Michael P. Nelson. Moral Ground: Ethical Action for a Planet in
Peril. San Antonio, Trinity University Press, 2010.
Raymo, Chet. An Intimate Look at the Night Sky. New York, Walker & Company,
2003.
Raymo, Chet. The Path: A One-Mile Walk Through the Universe. New York,
Walker & Company, 2003.

Course Schedule:

Date Assignments Due

Week Class Topics (Readings can be found on the
“Course Readings” page of our class
eLearn site)
1 2/1 Welcome to APA 090-D: Complete the Learning Preferences
Course Overview & Form
Expectations
Read the syllabus
Lecture: What is “Green Faith”?
2 2/8 We Are Composed of Stars: eLearn Reading 2/1:
Seeing
Beyond Your Smallness Excerpt from An Intimate Look at
the Night Sky by Chet Raymo

“Home Play” Options:

 1. Send a message to someone
who makes you feel like you
matter.
2. Go stargazing for half an
hour. What do you see?
How does this activity make
you feel?

3 2/15 The Teachings of Plants eLearn Reading 2/8:

Excerpt from Braiding Sweetgrass

by Robin Wall Kimmerer

“Home Play” Assignment:

Find your favorite image of a

summer, fall, winter, and spring
setting and upload here.

Questions to think about:

1. Why is each image

meaningful to you?
2. Name one positive aspect of
each season.
3. What lessons can the
changing seasons teach us
about life?

4 2/22 Gifts of the Seasons "Home Play” Assignment

• Look down!
• Take one minute to really
focus in on one thing in
nature (tree bark, leaf,
snow, rock, strain of grass...)
• Use your senses (sight,
touch, sound) to better
observe and understand
what you are looking at.
Remember to be fully
present for that minute.
• Next class, we’ll talk about
what you observed!
5 3/1 Learning Species Names: A eLearn Reading 2/22:
Sign of Respect
Excerpt from Gathering Moss by
Robin Wall Kimmerer

Task of the Week:

• Think about which final

project option you like best.
• Come to class ready to share
which option you will
choose.
• Optional: Email me if you'd
like to chat about project
ideas!

6 3/8 Thinking Beyond the Four eLearn Reading 3/1:

Walls of “Home”
Excerpt from The Path by Chet
Raymo

Task of the Week:

• Download iNaturalist and

Native Land and familiarize
yourself with both apps.
• Keep thinking about your
final project (I will be asking
you to fill out a planning
worksheet next week).

7 3/15 Creating Sacred Spaces in Reading 3/15:

Nature
Thich Nhat Hanh on Walking
Meditation

Task of the Week:

• Use the “Meet with Louisa”

document on eLearn to
schedule a time to discuss
your final project via Zoom.
• Come to our meeting with
your “Final Project Planning
Worksheet” started in class
completed.
 8 3/22 The Honorable Harvest & eLearn Reading 3/22:
Reciprocity
Excerpt from Braiding Sweetgrass
by Robin Wall Kimmerer

Task of the Week:

Fill out the “Growing Green Faith

Feedback Survey” found on eLearn

9 4/12 Discovering a Meaningful eLearn Reading 4/12:

Meditation
Excerpt from “The Greening of
Buddhist Practice” by Kenneth
Kraft

Task of the Week:

Fill out the “Final Project Update

Survey” found on eLearn

10 4/19 Earth Day – Every Day: Green eLearn Reading 4/19:

Faith in Action
Excerpt from Moral Ground edited
by Kathleen Moore & Michael
Nelson

Task of the Week:

Finish off your final projects!

11 4/26 Final Project Presentations & Final Project

Campus Cleanup Come prepared to present your
project and listen attentively to
your peers!

Key Skills You Will Practice Throughout this Course:

1. Critical thinking
2. Research
3. Presentation/intellectual conversation skills
4. Creative thinking/expression
5. Listening to diverse ideas and willingness to expand one's perspective