AMST 2505 Resilient Communities: Pathways Forward

What strategies do Muslims employ to recover from personal setbacks, societal pressures, and even internalized Islamophobia? While drawing upon best practices from the field of resiliency education, we will study how Muslims develop healthy coping mechanisms and draw upon their faith to cultivate rich internal lives. We give special attention to how––when faced with adversity––Muslims perform acts of generosity. We reflect on the multigenerational commitment to building resilient communities while maintaining solidarity with non-Muslims. The case studies featured in this course reveal an essential ingredient to human flourishing––American Muslims' unwavering knowledge that they matter, they belong.

There are two parts to the curriculum, “Resilient Communities: Pathways Forward.” 

In Part 1, Profiles in Courage and Resiliency, we begin by asking, “What would an America without Muslims look like?” We then explore five portraits of Muslims in New York who flourish in the fields of nutrition, fashion, education, medicine, and as a caregiver to a “pugnacious little pug.” 

In Part 2, Flourishing in the Face of Adversity, we reflect upon American Muslims’ coping mechanisms, including how their faith inspires them to perform acts of generosity and service. We study the multigenerational commitment to building healthy institutions while maintaining solidarity with non-Muslims.



Dalia Mogahed MA

Director of Research
Institute for Social Policy and Understanding

Meira Neggaz MALD

Executive Director
Institute for Social Policy and Understanding

Petra Alsoofy

Outreach & Partnerships Manager
Institute for Social Policy and Understanding

Erum Ikramullah

Research Project Manager
Institute for Social Policy and Understanding

Dr. Nathan C. Walker

President, 1791 Delegates

Brittany R. King MA

Delegate, 1791 Delegates
Learning Management System Administrator, ZERO TO THREE

Civic Education for a Common Good

We apply the U.S. Department of Education’s Consensus Statements about Constitutional Approaches for Teaching about Religion

▸ Our approach to religion is academic, not devotional;
▸ We strive for student awareness of religions, but do not press for student acceptance of any religion;
▸ We sponsor the study about religion, not the practice of religion;
▸ We expose students to a diversity of religious views, but may not impose any particular view;
▸ We educate about all religions, we do not promote or denigrate any religion;
▸ We inform students about religious beliefs and practices, it does not seek to conform students to any particular belief or practice.

We apply the American Academy of Religion’s “Religious Literacy Guidelines”

▸ “Religious Literacy Guidelines for College Students.” American Academy of Religion, 2019.
▸ “Teaching About Religion: AAR Guidelines for K-12 Public Schools.” American Academy of Religion, April 2010.

We apply the National Council for the Social Studies C3 Frameworks for Religious Studies

College, Career, and Civic Life (C3) Framework for Social Studies State Standards, “Religious Studies Companion Document for the C3 Framework.” Silver Spring, MD: National Council for the Social Studies, 2017.