syllabus igbs fall 2014

INTRODUCTION TO GRADUATE BIBLICAL STUDIES

INSTRUCTOR:

Christopher Rosser Theological Librarian

405-425-5323 [email protected]

S Y L L A B U S Fal l 2014

G r a d u a t e S c h o o l o f T h e o l o g y • O k l a h o m a C h r i s t i a n U n i v e r s i t y

mailto:[email protected]

mailto:[email protected]

Contents Note: This syllabus is designed to function as an electronic document. Contents throughout are hyper-linked for quick access and easier navigation.

Purpose Statement and Explanation!! ! ! ! pages 1-2

Required Texts! ! ! ! ! ! ! ! page 2

Module Schedule!! ! ! ! ! ! ! page 3

Deliverable Due Dates ! ! ! ! ! ! ! page 3

Meeting Schedule ! ! ! ! ! ! ! pages 4-8

Module Objectives! ! ! ! ! ! ! pages 9-10

Guidelines for Projects and Deliverables! ! ! ! page 11-14

Grading! ! ! ! ! ! ! ! ! pages 15-16

Assessment!! ! ! ! ! ! ! ! page 16

Course Policies! ! ! ! ! ! ! ! page 17-18

Readings and Resources! ! ! ! ! ! pages 19-20

S Y L L A B U S Fal l 2014

G r a d u a t e S c h o o l o f T h e o l o g y • O k l a h o m a C h r i s t i a n U n i v e r s i t y

BIBL 5013: Introduction to Graduate Biblical Studies

Purpose

This course is designed to prepare students for graduate biblical studies by equipping them with intellec-tual tools for thinking, reading, researching, writing, and presenting. These five concerns are foundational not only for success in the graduate program, but also for lifelong learning in ministry. Proficiency with and eventually mastery of these five intellectual tools will develop throughout the program as students engage the Bible, interact with scholarship, contemplate the Christian tradition, and learn to think theo-logically. As a community of learners, students will work together to engage problems, to locate and evaluate information, and to make practical application of learning through class projects and case study.

Explanation

IGBS is taught in modules, or “teaching seg-ments.” Each of the five modules targets spe-cific learning outcomes which are the instruc-tor’s expectations for students as they pro-gress. These outcomes are measured according to assigned deliverables that students will sub-mit or present throughout the semester. Please consult the detailed schedule below for class content and due dates for deliverables.

Five intellectual tools comprise the framework for this course: critical thinking, reflective read-ing, effective research, skillful writing, and compelling presentation. Modules are de-signed to sharpen these tools by providing op-portunities to engage and assess readings in biblical scholarship and to work both indi-vidually and collectively on projects and pres-entations. Specific objectives hone these tools and provide measures for assessment:

Critical thinking. Critical thinking is crucial in today’s information-saturated environment. Students will learn to critically question a text (whether written or spoken); they will identify presuppositions; they will become familiar with various models for biblical interpretation. Reflective reading. Applying critical thinking skills, students will deeply engage assigned readings and assess the author’s argumentation, position, and approach. Students will examine biblical texts to iden-tify genre, form, and rhetorical strategy. Students will encounter various strategies for effective Bible reading and will participate in lectio divina readings of Scripture. Students will be able to summarize the main points of an article and will demonstrate skills by composing a book review.

I n t r o d u c t i o n t o G r a d u a t e B i b l i c a l S t u d i e s ! C o u r s e P l a n , F a l l 2 0 1 4

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Effective research. Students will develop competency in information literacy. Students will identify their own information behaviors and will be able to explain the process of researching general to specific. Stu-dents will learn to formulate effective research questions and develop effective research strategies. Stu-dents will show competency in researching with both print and electronic resources and will be able to identify various types of information resources. Students will be able to evaluate information resources for reliability and scholarship and will become aware of copyright and intellectual property issues related to information. Students will recognize the value of synergy and networking for locating information. Students will discuss implications of information ubiquity for ministry in an information society.

Skillful writing. Students will show competency for effectively outlining an essay and will be able to formulate problem, purpose, and significance statements. Students will discuss the nature of genre (“text-types”) as it informs expectations for written products such as exegesis papers, book reviews, and discus-sion board responses. Students will identify and discuss examples of both poor and excellent writing. Students will hone their own writing skills through various compositions according to feedback from in-structors. Students will learn to draft, rewrite, and proof before submission. Students will recognize the vital importance of proper grammar in academic writing.

Compelling presentation. Students will become familiar with Turabian, the appropriate style and format for work submitted in the Graduate School of Theology. Students will make an oral presentation com-plemented with media (PowerPoint, etc.) and will receive feedback for improvement. Students will work in community to prepare a well written, properly formatted group analysis of a case study.

Introduction to Graduate Biblical Studies is foundational for all classes and programs in the Graduate School of Theology. Students are encouraged to work hard, to participate, to engage the readings and projects, to interact as a community of learners, and to always ask for help and guidance. In this way, students who complete this course will be equipped with intellectual tools that will serve them through-out their studies at Oklahoma Christian and beyond.

Required Texts

1. Adler, Mortimer Jerome, and Charles L. Van Doren. How to Read a Book. New York: Toushstone, 1972. ISBN: 9780671212094

2. Badke, William B. Research Strategies: Finding Your Way Through the Information Fog. New York: IUniverse, Inc, 2008. ISBN: 9780595477470

3. Camp, Phillip G. Finding Your Way: A Guide to Seminary Life and Beyond. Eugene, OR: Cascade Books, 2009. ISBN: 9781606082522

4. Heidt, Mari Rapela. A Guide for Writing About Theology and Religion. Winona, MN: Anselm Academic, 2012. ISBN: 9781599820033

5. Tate, W. Randolph. Interpreting the Bible: A Handbook of Terms and Methods. Peabody: Hendrickson, 2006. ISBN: 9781565635159

6. Thielicke, Helmut. A Little Exercise for Young Theologians. Grand Rapids: Eerdmans, 1980. ISBN: 978-0802811981

7. Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations. Chicago: University of Chicago, 2013. ISBN: 9780226816371


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Module Schedule (see specific module objectives at end of syllabus)Module Schedule (see specific module objectives at end of syllabus)Module Schedule (see specific module objectives at end of syllabus)

Module Dates General Focus of Module

Mod 1 8/26 thru 9/9 Critical thinking for theological studies

Mod 2 9/16 thru 9/30 Engaging texts through reflective reading

Mod 3 10/7 thru 10/21 Information literacy for effective research

Mod 4 10/28 thru 11/18 Techniques and strategies for skillful writing

Mod 5 12/2 thru 12/9 Presenting information and working a case study as a community of learners

Dog-ear this page and refer to it often!

Deliverable Due Dates (Unless required at class on Tuesdays, deliverables due by 11:59 PM.)Deliverable Due Dates (Unless required at class on Tuesdays, deliverables due by 11:59 PM.)Deliverable Due Dates (Unless required at class on Tuesdays, deliverables due by 11:59 PM.)

Mod 1 Asking and answering critical questions 8/31 (Sunday)

Mod 1 Arguing with an author 9/7 (Sunday)

Mod 2 Interacting with a scholarly blog 9/14 (Sunday)

Mod 2 The art of reading Scripture 9/21 (Sunday)

Mod 2 Response to lectio divina 9/23 (Tuesday)

Mod 2 Rhetorical strategies exercise 9/28 (Sunday)

Mod 3 Personal information seeking behavior 10/5 (Sunday)

Mod 3 Ubiquitous information 10/12 (Sunday)

Mod 3 Book Review (draft for expected revision) 10/21 (Tuesday)

Mod 4 Essay on information ethics 10/28 (Tuesday)

Mod 4 Thought piece 11/11 (Tuesday)

Mod 4 Essay on significant interpreter and method 11/18 (Tuesday)

Mod 5 Presentation on interpreter and method 12/2, 9 (Tuesday)

Mod 5 Resubmission of book review 12/12 (Friday)


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Keep a sharp eye on this schedule so that you don’t miss anything!

Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 127)Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 127)

Date Content, Readings, and Deliverables

August 26 Reception: The GST will host a reception for IGBS students from 6:30 to 7:00; information will be provided via announcements and email.

Technical Support: Getting us all “online” for access and appropriate software...

Syllabus: We will spend time reviewing the syllabus, discussing expectations, describing pro-jects, and getting familiar with the Blackboard course site.

Managing Your Time. An essential skill we will work to develop throughout the semester.

Introductions: Perhaps it seems backwards, but we’re saving the best for last!

September 2 Module 1: Critical Thinking (1)

Introducing Graduate Biblical Studies. The Camp text will serve as a framework for consid-ering what to expect in graduate-level theological studies.

Joining the Conversation. We’ll discuss the dialogical nature of theological reflection.

Exercise: Discussion board; critical questioning; hospitality and GST; library tour

✓ Pre-class preparation:

• Watch the video “Critical Questioning, IGBS” (Mod 1 folder)

• Read Camp, Finding Your Way (all)

• Read Thielicke, A Little Exercise (all)

• Read Foster, “Study,” Celebration of Discipline (Mod 1 Readings)

• Read Hall, “What is Theology?” (Mod 1 Readings)

✓ Pre-class deliverable(s): “Asking and Answering Critical Questions” (Discussion Board)

September 9 Module 1: Critical Thinking (2)

Deep Thinking about Critical Thinking. Presuppositions, lenses, and other paraphernalia

Paradigms and Methods in Biblical Studies. Realizing a variety of approaches to biblical studies (possible guest lecturer)

Exercise: Arguing with an Author; critical thinking drills; IGBS vocabulary, using Tate, etc.


• Read Laura and Chapman, “The Technologisation of Education” (Mod 1 Readings)

• Read Dvorak, “John H. Elliott’s Social-Scientific Criticism” (Mod 1 Readings)

• Be sure to bring your copy of Tate (Interpreting the Bible) to class

✓ Pre-class deliverable(s): “Arguing with an Author” (submit via Blackboard)

✓ In-class deliverable(s): Book Review selection (see list provided by instructor)


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http://www.youtube.com/watch?v=26sfJecwlsk

http://www.youtube.com/watch?v=26sfJecwlsk


September 16 Module 2: Reflective Reading (1)

Teaching with Books, Learning with Books. Pleasure and pain of reading like you mean it

Information Resources for Theologians and Scholars. Survey the scope, books and beyond

Exercise: Recognizing the Problem, Point, and Purpose of an essay; Learner as Desirer

In-Class Graded Exercise: Logos, Pathos, Ethos and Pop-Culture


• Read Adler, How to Read (Preface; 3-56; 75-167)

• Read Lewis on reading old books (Mod 2 Readings)

• Read Goatly, Critical Reading (Mod 2 Readings)

• Watch “Primary, Secondary, Tertiary Sources” (Mod 2 folder)

• Watch “Researching General to Specific” (Mod 2 folder)

✓ Pre-class deliverable(s): “Interacting with a Scholarly Blog” (Discussion Board)


The Art (and Science) of Reading Scripture. Bible-brained reading gets an aesthetic eye

Spiritually Formative Graduate Studies. Shopping malls, stadiums, and gut-learning

Exercise: PPP; lectio divina; Into the Dark

In-Class Graded Exercise: Outlining for Research


• Read Davis and Hays, “Nine Theses on Interpretation” (Mod 2 Readings)

• Read Calhoun, “Devotional Reading” (Mod 2 Readings)

• Read Jones on sacred reading (Mod 2 Readings)

• Read Peterson, Eat This Book, ch.6-7 (Mod 2 Readings)

✓ Pre-class deliverable(s): “The art of reading Scripture” or Into the Dark

✓ In-class deliverable(s): Response to lectio divina


Uncovering Rhetoric. Recognizing the structures of persuasion embedded in texts

Writing a Book Review. Quelling terror by examining the bones

Exercise: PPP; “Rhetorical Strategies Exercise;” outlining for research; Eye of the Beholder


• Watch “How to Write a Book Review” (Mod 2 folder)

• Watch “What genres are and what they do,” parts 1 and 2 (Mod 2 folder)

• Watch “Outlining for Research” (Mod 2 folder)

✓ Pre-class deliverable(s): “Rhetorical Strategies Exercise” (submit via Blackboard)


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http://www.youtube.com/watch?v=L5DdedR_iF8

http://www.youtube.com/watch?v=L5DdedR_iF8

http://www.youtube.com/watch?v=ppXU95L3KdU

http://www.youtube.com/watch?v=ppXU95L3KdU

http://www.youtube.com/watch?v=UW5NL6Tb7PY

http://www.youtube.com/watch?v=UW5NL6Tb7PY

http://www.youtube.com/watch?v=FZKLHamUt30

http://www.youtube.com/watch?v=FZKLHamUt30


October 7 Module 3: Effective Research (1)

Information Literacy for Ministry and Scholarship. Understanding the basics

Library Orientation. A while in my world

Exercise: PPP; Discussion board responses; book worms and scavengers in the stacks

In-Class Graded Exercise: Group Report of Information Seeking Behaviors


• Read Badke, Research Strategies (Preface; 1-31; 136-60)

• Read Al-Hawamdeh, Information and Knowledge Society (Mod 3 Readings)

• Read “Quick Tip: Writing in Groups” (Mod 3 Readings)

• Read Jacobs, “Christianity and the Future of the Book” (Mod 3 Readings)

✓ Pre-class deliverable(s): “Personal Information Seeking Behavior” (Discussion Board)


Using Online Tools: Database Research. Introduction to electronic library resources

Baby Steps with Kate Turabian. Initial introduction to the exciting world of formatting

Exercise: Review discussion postings; Group Report of Information Seeking Behavior


• Read Heidt, A Guide for Writing (all)

• Read Turabian, A Manual for Writers (12-61; familiarize chapters 16 and 17)

✓ Pre-class deliverable(s): “Ubiquitous Information” (Discussion Board)


Using Online Tools: The Internet. Making effective use of powerful online resources

Source Evaluation: Critical Thinking in an Information Age. The good, bad, and ugly

Wonderful, Wonderful Wikipedia. Understanding the tool’s strengths and limitations

Exercise: Scavenging the digital world; evaluation exercises; Wikipedia citation tracking

In-Class Graded Exercise: “U Need Em” Resources


• Read Evison, “Digital Revolution” (Mod 3 Readings)

• Complete “Internet Detective” tutorial

• Watch “Evaluating Web Sources”

• Read Maehre, “What it Means to Ban Wikipedia” (Mod 3 Readings)

✓ In-class deliverable(s): Book Review Draft


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http://www.vtstutorials.ac.uk/detective/

http://www.vtstutorials.ac.uk/detective/

http://www.youtube.com/watch?v=KedW_zEylRc

http://www.youtube.com/watch?v=KedW_zEylRc


October 28 Module 4: Skillful Writing (1)

Did God really say ‘Thou shalt not plagiarize’? Unpacking a pickle

Gender-Exclusive Language and Other No-no’s in Academic Writing.

Further Steps with Turabian. Title page, headings, and reference page formatting

Exercise: Essay analysis; identifying inclusive language; Turabian “fix-it”


• Read Johns, “Gender Language in Bible Translation” (Mod 4 Readings)

• Read Snavely, “God Language” (Mod 4 Readings)

• Read White and Burtchaell, “Linguistic Injustice” (Mod 4 Readings)

• Read Long, “Stolen Goods” (Mod 4 Readings)

• Read Phillips, “Plagiarism and Theological Education” (Mod 4 Readings)

✓ Pre-class deliverable(s): “Essay on Information Ethics” (submit via Blackboard)

November 4 Module 4: Skillful Writing (2)

Even Bigger Steps with Turabian. Annotations and bibliographies

“Types” of Texts in Graduate Studies. Knowing the genre, writing with purpose

Outlining for Research and Writing. Perhaps one of the most worthwhile skills to develop

Exercise: Review plagiarism essays; introduce Interpreter and Method essays

In-Class Graded Exercise: Annotations and Bibliographies


Essay Analysis. Comparing the construction of well-written (and not-so-well-written) essays

Great Big Steps with Turabian. Drafting, proofreading, and proofing again

Interpreters and Methods. Another look at who, what, when, where, why, and how

Exercise: Review thought piece submissions; essay analysis, group work; tips for good writing

✓ Pre-class preparation (read three of the following):

• Read Hauerwas and Willimon, “Embarrassed by the Church” (Mod 4 Readings)

• Read Bender, “Seminary and Congregation” (Mod 4 Readings)

• Read Wilson, “Globalization for Global Community” (Mod 4 Readings)

• Read Root, “Theology of the Cross and Ministry in Our Time” (Mod 4 Readings)

• Read Swenson, “Biblically Challenged” (Mod 4 Readings)

• Read Sweet, “Uneasy Alliance” (Mod 4 readings)

✓ Pre-class deliverable(s): Thought Piece (submit via BB)


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Notes on your essays. Polishing them up for our big presentations

Creating a compelling presentation. Wowing your audience with a riveting, visual project

Exercise: Critique instructor presentation

In-Class Graded Exercise: Project X


• Watch “Creating a Compelling Presentation”

November 25 No class; Thanksgiving Break

December 2 Module 5: Compelling Presentation (1)

Spirituality for Ministry and Scholarship. Devotional thoughts as we end the semester

Student Presentations

Exercise: information literacy assessment; course evaluation; peer feedback on presentations


• Read Nouwen, In the Name of Jesus (Mod 5 Readings)

• Read Schultze, Habits of the High-Tech Heart (Mod 5 Readings)

• Read Frambach, “Models of Leadership” (Mod 5 Readings)

✓ Pre-class deliverable(s): “Essay on Significant Interpreter and Method”

✓ Pre-class deliverable(s): If presenting, submit your project via Blackboard prior to class

December 9 Module 5: Compelling Presentation (2)

Student Presentations

Exercise: Peer feedback on presentations

✓ Pre-class deliverable(s): If presenting, submit your project via Blackboard prior to class


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http://www.youtube.com/watch?v=RwBaL2O-S4c

http://www.youtube.com/watch?v=RwBaL2O-S4c

Module Objectives Module Objectives

Module Focus and Objectives

Mod 1 Critical thinking for theological studies

• students will be able to describe aspects of critical thinking that apply to theological studies • students will recognize and assess personal presuppositions about biblical and graduate studies• students will employ critical thinking skills to identify specific cultural, historical, intellectual, and

religious factors that inform specific scholarly positions and then critique these positions• students will identify and discuss a specific scholar’s argumentation or rhetorical strategy • students will become familiar with various models for biblical interpretation

Mod 2 Engaging texts through reflective reading

• students will be able to describe strategies for deeply engaging written scholarly materials• students will be able to identify the types of information resources useful for biblical scholarship• students will effectively review a selected book • students will be able to identify “text types” available in the corpus of biblical literature • students will become familiar with various strategies for meaningful biblical reading

Mod 3 Information literacy for effective research

• students will discuss the impact of “ubiquitous information” on ministry and biblical studies• students will demonstrate awareness of when and what kind of information is needed• students will show comprehension of formulating research questions• students will formulate problem, purpose, and significance statements to frame a research project • students will show comprehension of how to conduct general to specific research• students will reflect on personal information seeking behavior• students will demonstrate effective use of both print and online tools for locating information re-

sources (indexes, databases, Web searches, etc.) • students will demonstrate an ability to evaluate the scholarship and reliability of resources• students will recognize specific types of research and writing for biblical studies and ministry

(exegesis, descriptive research, program development, case study, issues papers, and reviews) • students will thoughtfully engage issues regarding information ethics (plagiarism, copyright, etc.)• students will demonstrate familiarity with and effective use of Turabian formatting

Mod 4 Techniques and strategies for skillful writing

• students will demonstrate effective essay organization and composition • students will engage and analyze a variety of scholarly essays • students will research and write on both an interpretive model and a significant interpreter• students will demonstrate editing skills as they prepare a resubmission of a book review• students will organize thoughts and compose a persuasive “thought piece”• students will contemplate the relationship between “church” and “seminary,” considering the loca-

tion of both within the context of an information society


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Module Objectives Module Objectives

Mod 5 Presenting information and working a case study as a community of learners

• students will discuss the transforming habits of thinking theologically • students will be introduced to spiritually forming practices that empower educational experience• students will demonstrate effectiveness in both oral and visual presentations• students will work together to analyze a case, discuss theological implications, and propose sug-

gestions for how congregation leaders should deal with the case’s situation• students will complete an assessment of information literacy skills at end of course


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Guidelines for Projects and Deliverables

The following descriptions of expectations for projects and deliverables will be posted in Blackboard for each module. They are provided in the syllabus for the sake of reference.

MOD DELIVERABLE NAME DESCRIPTION

1 Arguing with an author: critical en-gagement of selected essay

Provides an opportunity for students to apply critical questioning skills for engaging a selected scholarly essay.

Instructions: Obtain both essay and worksheet for this assignment from appropriate folder in Blackboard; submit completed worksheet to instructor(s) by due date; upload to Blackboard.

1 Asking and answering critical questions

Discussion Forum 2, in which discussion members work together to determine what questions are most appropriate for engaging specified texts (biblical texts, scholarly writings, podcasts or other media).

Instructions: In Blackboard, access Discussion Forum 2; each student is required to post an initial comment to the question(s) and then to provide a +1 comment on at least one classmate’s response

Note: +1 comments show real engagement of a classmate’s ideas by offering new insight or by chal-lenging the classmate’s position with a question; +1 comments are much more than a simple “I agree” or “I really liked what you said.” Discussion forums are successful when students are committed to offering more than the bare minimum requirements.

1 Select book for review and email instructors with title of choice (not for grade)

As a major project, students will prepare a critical re-view of an approved book.

Instructions: Access guidelines for this project in Blackboard; students may either select a book from the list of instructors’ recommendations or choose a different book per instructors’ approval.


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https://bb.oc.edu/webapps/login/

https://bb.oc.edu/webapps/login/


2 Interacting with a scholarly blog Discussion Forum 3, in which students will locate and consider a scholarly blog from an individual or com-munity of biblical/theological scholars.

Instructions: Complete assigned readings; access Discussion Forum 4; follow instructions to individually locate a scholarly blog and then respond to the prompt question(s), followed by a +1 comment to at least one classmate.

2 The art of reading Scripture Discussion Forum 4, in which students will interact with readings that provide direction for meaningful engagement of Scripture.

Instructions: Complete assigned readings; access Discussion Forum 3; each student will respond to prompt question(s) and then provide a +1 comment to at least one classmate.

2 Response to lectio divina Individuals will have a chance to engage the ancient, spiritually formative exercise of lectio divina, the “sa-cred reading” of Scripture.

Instructions: Complete assigned readings; review guidelines for the assignment by accessing the folder for lectio divina in Blackboard; complete the work-sheet and submit to instructor(s) by due date; upload to Blackboard.

2 Rhetorical strategies exercise Students will analyze three types of persuasive argu-ment (from Scripture, a scholarly article, and an online resource like a podcast or video) to determine the author’s rhetorical strategy.

Instructions: Watch video “What genres are and what they do;” review guidelines for the assignment by ac-cessing the folder Rhetorical Strategies in Blackboard; locate readings/media, complete the worksheet; sub-mit to instructor(s) by due date; upload to Blackboard.


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3 Book Review (draft for expected revision)

Students will draft a critical review of the book they each selected in Module 1 and submit this draft for comments and expected revision.

Instructions: access the folder “Book Review” in Blackboard; use the instructions and example(s) pro-vided to draft a critical review of the book you se-lected; follow all guidelines; submit the review to in-structor(s) by the due date; upload to Blackboard.

3 Ubiquitous information Discussion Forum 5, in which students will have a chance to consider the nature of information in an in-formation society, information overload, and how to discern when and what kind of information is needed.

Instructions: Complete assigned readings ; access Discussion Forum 5; thoroughly answer prompt ques-tion(s) and then provide a +1 comment for at least one classmate.

3 Personal information seeking be-havior

Discussion Forum 6, in which students will have a chance to contemplate and discuss their own informa-tion seeking behaviors.

Instructions: access Discussion Forum 6; follow guidelines for composing a brief description of per-sonal information seeking behavior; read all other classmate postings.

4 Essay on information ethics “Information ethics” includes the idea of plagiarism, but also refers to a broader category of concepts. Students will have opportunity to consider the scope of information ethics and to comment on how these ideas impact ministry and biblical studies.

Instructions: Complete the assigned readings; review the guidelines in Blackboard under “Information Eth-ics;” submit the essay to instructor(s) by the due date; upload to Blackboard.


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4 Thought piece Possible topics include community, minis-try, and the information age; the relation-ship between the church and seminary; gender exclusive/inclusive language in biblical studies and ministry; wrestling with graduate theological studies; etc. Consult with instructor for topic approval.

Students will have an opportunity to compose a “thought piece,” an exercise in contemplation, critical thinking, and the written presentation of ideas.

Instructions: Read the assigned materials; review the guidelines for this assignment in the Blackboard folder entitled “Thought Piece;” submit essay to instructor(s) by due date; upload to Blackboard.

4 Essay on significant interpreter and method

Students will learn about a significant interpreter and his/her specific model for biblical interpretation and write an essay “report” on their selected person/focus.

Instructions: Read the assigned materials; review the guidelines for this assignment in the Blackboard folder entitled “Method and Interpreter;” submit essay to instructor(s) by due date; upload to Blackboard.

5 Resubmission of book review Students will be able to practice good editing skills to hone their writing by preparing a resubmission of their book review assignment. The goal is to produce a review that is of publishable quality.

Instructions: Review the guidelines for this assign-ment in the “Book Review” folder in Blackboard; make changes to review based on feedback from instruc-tor(s); schedule appointment with the OC Writing Cen-ter, “The Writer’s Block,” and make necessary revi-sions; resubmit review to instructor(s) by the due date.

5 In-class presentation on interpre-tive method and significant inter-preter

Students will prepare a class presentation on their selected interpretive method and interpreter that em-ploys some type of media (Power Point, Key Note, etc.) 10 minute presentations followed by a 5 minute question and answer period will be offered in class.

Instructions: Watch the video “Creating a Visual Pres-entation;” review guidelines for in-class presentations in Blackboard folder entitled “Presentations;” all pres-entations must be given in class (i.e., late presenta-tions are not possible).


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Grading

GRADING SCALEGRADING SCALEGRADING SCALE

93-100 A Excellent level of achievement

84-92 B Average level of achievement

75-83 C Below average level of achievement

below 75 F Failure

GRADE WEIGHT BY ASSIGNMENTGRADE WEIGHT BY ASSIGNMENT

Participation 5%

Graduate students are expected to attend class meetings and to thoughtfully en-gage discussion. It should go without saying that attendance and participation are both vital for establishing and supporting a rich community of learning. As Scrip-ture says, iron sharpens iron.

Please notify instructors if you will not be able to attend class sessions.

5%

Community discussion 10%

Asking and answering critical questions 2%

The art of reading Scripture 2%

Interacting with a scholarly blog 2%

Ubiquitous information 2%

Personal information seeking behavior 2%

In Class Graded Exercises 20%

• Logos, Pathos, Ethos, and Pop-Culture• Outlining for Research• Group Report of Info Seeking Behavior• “U Need Em” Resources• Annotations and Bibliographies • Project X

Worth 3.3% each; grade dependent on presence and participation in class sessions; if unable to at-tend, see instructor for alternative assignment(s)

Worksheets 15%

Arguing with an author 5%

Response to lectio divina 5%


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GRADE WEIGHT BY ASSIGNMENTGRADE WEIGHT BY ASSIGNMENT

Rhetorical strategies exercise 5%

Essays 20%

Essay on information ethics 5%

Essay on significant interpreter and method 10%

Thought piece on community, ministry, and the information age 5%

Minor Projects 10%

Book Review draft 10%

Major Projects 20%

Resubmission of book review 10%

Presentation on Interpreter and Method 10%

100% Total

Assessment

Deliverables will be assessed by rubric, and an electronic copy of both the graded assignment and the rubric will typically be returned to the student via Blackboard, email, or in person.

Further Resources

For additional resources, see the IGBS LibGuide as well as the course links accessed via Blackboard.


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Course Policies

A.! Communication & Office Policies for BIBL-5013-01

1.! Email

! The best way to contact your instructor is by email. Whenever possible, your in-structor will respond within 24 hrs. of receiving an email message. Do not wait until the "last minute" (e.g. just before class time) to send an email and expect an immediate answer or that the instructor even received the message. Please in-clude a meaningful, yet succinct subject line.

2.! Phone

! Students may call the instructor on his office phone (see page 1 of syllabus). If unavailable, you are encouraged to leave a voicemail message including your name and the reason for your call.

3.! Office Hours

Students should feel free to stop by the instructor’s office for consultation. Note that I am often at the library Reference Desk and do not necessarily keep specific office hours. It is best to email or call in advance to make an appointment to en-sure that the instructor will be available.

B.! Late Work and Missed Assignments Policy

1.! The discipline of completing work on time is an important lesson to master. All deliverables are due on the date assigned. In the event of late work, the student must notify the instructor of his or her impending lateness and excuse prior to the due date of the deliverable. Acceptance of late work is at the discretion of the instructor. Good communication with instructors is important; we encourage students to contact their instructor if they know that an assignment will be late.

2.! Again, good communication with your instructor is vital, and I encourage you to contact me if you are unable to participate in a discussion board forum or miss an assignment due to a prolonged emergency situation.!

C.! Laptop/Handheld/Phone Policy

1.! You are strongly encouraged to use your laptops or handheld device in the class for the purpose of learning. If you are abusing this privilege then you may be forced to revert to more ancient technologies.

2.! Turn off all IM/SMS/VoIP/Messaging applications, unless your instructors ask you to use them as part of the course.

3.! Put your phones on silent/vibrate. You may not take calls during class unless it is an emergency. In such cases, please leave the room for your conversation.

4.! Keep your laptops running well! If your laptop fails because of some virus, spy-ware, or not having the latest software updates installed you may experience negative consequences (e.g. you might lose work!)


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D. ! Academic Honesty

1.! Cheating

Cheating on an examination or an assignment undermines the ethics of the acad-emy and the specific Christian purposes of Oklahoma Christian University. Ac-cordingly, students who cheat on exams or assignments will face serious conse-quences, as outlined below.

2.! Plagiarism

One particular form of cheating is plagiarism. Plagiarism is the transmission of another's ideas, words, or materials as one's own and/or the failure to credit ac-curately the ideas, words, or materials of another. Plagiarism also includes pass-ing off another's work (a friend, a parent, a Web site) as one's own. Plagiarism undermines the ethics of the academy and the specific Christian purposes of Oklahoma Christian University. Accordingly, students who cheat on exams or assignments will face serious consequences, as outlined below.

3.! Penalties for Academic Dishonesty

1. On the first offense, the student will receive a 0 for the exam or assignment. The professor will send documentation of the first offense to the appropriate chair, the dean of the appropriate college, the Vice President for Academic Affairs, and the Dean of Students.

2. On the second offense, the student will receive and "F" in the course. The professor will send documentation of the first offense to the appropriate chair, the dean of the appropriate college, the Vice President for Academic Affairs, and the Dean of Students.

3. If the student receives an "F" in two courses for academic dishonesty, s/he will be suspended from the university.

E.! ADA/504 StatementIf you have a diagnosed disability, please notify Ms. Amy Janzen (425-5907) before or immediately after your first scheduled class meeting. After your disability has been veri-fied, your instructor will work with you, Ms. Janzen, and the Office of the Vice President for Academic Affairs (425-5460) to provide reasonable accommodation to ensure that you have a fair opportunity to perform in the course.

F. ! Copyright NoticeCopyright © 2014–15 Oklahoma Christian University (the University) as to all course ma-terials and lectures whether distributed in class, on Blackboard, or by any other means. All rights are reserved. The University prohibits anyone from selling notes or being paid for taking notes without the express written permission of the University. Violation of copyright laws could subject a person to federal and state civil penalties and criminal liabilities as well as disciplinary action under University policies. The University holds the exclusive rights to reproduce, distribute, and publicly display the above works and to make derivative works based on those works. The work may be copied, viewed, and/or downloaded for the educational and research purposes only by a current student of the University. Class lectures and other activities may not be recorded, copied or distributed without written permission of the professor and dean.


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Full Citations for Readings and Resources

Adler, Mortimer J., and Charles Van Doren. How to Read a Book, rev. ed. New York: Touchstone: 1972.

Al-Hawamdeh, Suliman, and Thomas L. Hart. Information and Knowledge Society. Singapore: Boston, 2002.

Badke, William B. Research Strategies: Finding Your Way Through the Information Fog. New York: IUniverse, ! Inc, 2008.

Bender, Ross T. "Seminary and congregation: Communities of discernment." Mennonite Quarterly Review ! 39, no. 3 (July 1, 1965): 163-180.

Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. The Craft of Research. Chicago guides to ! writing, editing, and publishing. Chicago: University of Chicago Press, 1995.

Brown, Scott G. A Guide to Writing Academic Essays in Religious Studies. New York: Continuum, 2008.

Calhoun, Adele Ahlberg. Spiritual Disciplines Handbook: Practices That Transform Us. Downers Grove, IL: ! InterVarsity Press, 2005.

Camp, Phillip G. Finding Your Way: A Guide to Seminary Life and Beyond. Eugene, OR: Cascade Books, 2009.

Core, Deborah. The Seminary Student Writes. St. Louis: Chalice Press, 2000.

Davis, Ellen F., and Richard B. Hays. The Art of Reading Scripture. Grand Rapids: Eerdmans, 2003.

Evison, Ian S. "The digital revolution: Changing the "how" of ministry, not the "what." Congregations 27, no. ! 3 (May 1, 2001): 20-21.

Foster, Richard J. Celebration of Discipline. New York: Harper Collins, 1998.

Frambach, Nathan C P. "Models of leadership for the congregation." Word & World 20, no. 4 (September 1, ! 2000): 379-389.

Goatly, Andrew. Critical Reading and Writing: An Introductory Coursebook. London: Routledge, 2000.

Hall, Douglas John. "What is theology?." Cross Currents 53, no. 2 (June 1, 2003): 171-184.

Hauerwas, Stanley, and William H. Willimon. "Embarrassed by the church: Congregations and the ! seminary." Christian Century 103, no. 5 (February 5, 1986): 117-120.

Heidt, Mari Rapela. A Guide for Writing About Theology and Religion. Winona, MN: Anselm Academic, 2012.

Jacobs, Alan. "Christianity and the future of the book." New Atlantis: A Journal Of Technology & Society 33, ! (Fall 2011): 19-36.

Johns, Donald A. "Understanding the controversy over gender language in Bible translation." Journal of ! Religious & Theological Information 6, no. 1 (December 2003): 43-53.

Jones, Tony. The Sacred Way: Spiritual Practices for Everyday Life. Grand Rapids, MI: Zondervan, 2005.

Laura, Ronald S., and Amy Chapman. "The technologisation of education: Philosophical reflections on ! being too plugged in." International Journal of Children's Spirituality 14, no. 3 (Aug 2009): 289-98.


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Lewis, Clive Staples. Introduction to The Incarnation of the Word of God, being the treatise of St. Athanasius, ! De incarnatione Verbi Dei, by Athanasius and Penelope Lawson, xi-xix. New York: Macmillan: 1946.

Long, Thomas G. "Stolen goods: Tempted to plagiarize." Christian Century 124, no. 8 (April 17, 2007): 18-21.

Lyons Sr., Kirk D. "Paul’s confrontation with class." Cross Currents (Spring 2006): 116-132.

Maehre, Jeff. "What it means to ban Wikipedia." College Teaching 57, no. 4 (Fall 2009): 229-236.

Nouwen, Henri J. M. In the Name of Jesus: Reflections on Christian Leadership. New York: Crossroad, 1989.

Peterson, Eugene H. Eat This Book: A Conversation in the Art of Spiritual Reading. Grand Rapids: Eerdmans, ! 2006.

Phillips, Robert. "Plagiarism and theological education." Journal of Religious & Theological Information 5, no. ! 2 (January 1, 2002): 3-12.

Place, E., Kendall, M., Hiom, D., Booth, H., Ayres, P., Manuel, A., Smith, P. "Internet Detective: Wise up to ! the Web.” Intute Virtual Training Suite, http://www.vts.intute.ac.uk/detective/index.html ! (accessed August 18, 2010).

Root, Andrew. "A theology of the cross and ministry in our time: How do you call a thing what it is ! when you don't know what the thing is?." Dialog: A Journal Of Theology 48, no. 2 (Summer 2009): !! 187-193.

Schultze, Quentin J. Habits of the High-Tech Heart: Living Virtuously in the Information Age. Grand Rapids: ! Baker Books, 2002.

Snavely, Cynthia A. "God language: Expanding language, expanding concept." Journal Of Religious & ! Theological Information 6, no. 1 (December 2003): 55-68.

Swenson, Kristin. "Biblically challenged." Christian Century 126, no. 22 (November 3, 2009): 22-25.

Sweet, Leonard I. "Seminary & congregation: Uneasy alliance." Theology Today 40, no. 4 (January 1, 1984): ! 426-430.

Tate, W. Randolph. Interpreting the Bible: A Handbook of Terms and Methods. Peabody: Hendrickson, 2006.

Thielicke, Helmut. A Little Exercise for Young Theologians. Grand Rapids: Eerdmans, 1980.

Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations. Chicago: University of ! Chicago Press, 2007.

Vyhmeister, Nancy J. Your Indispensable Guide to Writing Quality Research Papers: For Students of Religion and ! Theology. Grand Rapids, MI: Zondervan, 2001.

White, James F., and James T. Burtchaell. "Linguistic injustice": An exchange." First Things: A Monthly ! Journal Of Religion & Public Life no. 8 (December 1990): 11-13.

Wilson, Henry S. "Globalization for global community: A challenge to ministerial formation." Currents In ! Theology And Mission 30, no. 3 (June 1, 2003): 173-179.

Yaghjian, Lucretia B. Writing Theology Well: A Rhetoric for Theological and Biblical Writers. New York: ! Continuum, 2006.


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