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INSTRUCTOR:Christopher Rosser

MLIS, MDiv Theological Librarian

405-425-5323 chris.rosser@oc.edu

Office: Beam Library, LC 105View my schedule here.

Or, click here to schedule a reference appointment.

“Iter una faciamus”

BIBL 5013: Introduction to Graduate Biblical StudiesFall 2015

PurposeThis course is designed to prepare learners for graduate-level biblical and theological studies by developing them as critical thinkers, careful readers, effective researchers, skillful writers, and compelling presenters. These five concerns—thinking, reading, researching, writing, and presenting—are foundational for success in the graduate program and for lifelong learning in ministry and scholarship. Proficiency with and eventually mastery of these core competencies develops throughout the program. IGBS is an important first-step. We are a community of learners who together begin a worthy and wondrous journey.

Explanation of syllabusThis syllabus is designed to function as an electronic document. Contents throughout are hyperlinked for quick access and easier navigation. You are welcome to print a copy if you like, but as the Lorax warns us, please think of the trees! See page 2 for a Table of Contents with links. Also note that several links connect to locations outside the syllabus on the Web.

Meeting times and locationIGBS meets on Tuesday evenings throughout the semester from 6:30 to 9:15 in WBC 126. See the schedule below for fuller details.

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

Explanation and Outcomes (p. 3)

The Point (p. 4)

Philosophy of Teaching (p. 4)

Required Texts and Devices (p. 5)

Module Schedule (p. 5)

Deliverables Schedule (p. 6)

How we do: Teaching and Learning (p. )

Being in class... (p. 6)

E-portfolios (p. 6)

Course Schedule (p. 7)

Grading (p. 11)

Policies (p. 13)

Readings (p. 16)

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Explanation

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15Explanation of the Course and OutcomesIGBS is taught in modules, or “teaching segments.” Each of the five modules targets specific learning outcomes which are the instructor’s expectations for students as they progress. Outcomes are measured according to assigned deliverables that students will submit or present throughout the semester. Please consult the detailed schedule below for class content and due dates for deliverables.

Five core competencies comprise the framework for this course: critical thinking, reflective reading, effective research, skillful writing, and compelling presentation. Modules are designed to develop these competencies by providing opportunities to engage scholarship and to work both individually and collectively on projects and presentations. Specific objectives drive both instruction and activities:

1. Critical thinking. Critical thinking is crucial in today’s information-saturated environment. Students who successfully complete IGBS coursework for this module will:1.1 demonstrate an ability to critically question texts (written and spoken)1.2 identify and assess presuppositions that inform thinking 1.3 employ critical thinking skills to identify specific cultural, historical, intellectual, and religious

factors that inform specific scholarly positions and then critique those positions1.4 describe major paradigms, methods, and models for biblical interpretation

2. Reflective reading. Applying critical thinking skills, students will deeply engage assigned readings and

assess an author’s argumentation, position, and approach. Students who successfully complete IGBS coursework for this module will: 2.1 describe strategies for critically engaging written scholarly materials2.2 identify types of information resources useful for biblical and theological scholarship2.3 articulate the problem, point, and purpose of a scholarly article and summarize the argumentation2.4 analyze and discuss a specific text’s argumentation or rhetorical strategy

3. Effective research. Students will develop competency in information literacy for the sake of scholarship and lifelong learning. Students who successfully complete IGBS coursework for this module will:3.1 discuss the impact of “ubiquitous information” on ministry and biblical studies3.2 demonstrate awareness of when and what kind of information is needed3.3 formulate clear, concise, and compelling research questions 3.4 articulate problem, point, purpose, and significance statements to frame a research project 3.5 show comprehension of how to conduct general to specific research3.6 reflect and report on personal information seeking behavior3.7 demonstrate effective use of both print and online tools for locating information resources 3.8 demonstrate an ability to evaluate the authority and reliability of resources3.9 identify and distinguish between specific types of research and writing within biblical studies and

ministry (e.g., exegesis, research, program development, case study, reflection, reviews, etc.)

4. Skillful writing. Students will sharpen skills for academic writing by learning strategies for pre-writing, drafting, composition, and editing to empower clear, written communication in biblical and theological studies. Students who successfully complete IGBS coursework for this module will: 4.1 debate issues regarding information ethics (plagiarism, copyright, etc.)4.2 demonstrate familiarity with and effective use of Turabian formatting4.3 demonstrate effective essay organization and composition 4.4 analyze scholarly essays, identifying structural, conceptual, and rhetorical elements 4.5 research and write on both an interpretive model and a significant interpreter4.6 demonstrate editing skills as they draft and revise a critical book review4.7 organize thinking and construct argumentation to compose a persuasive “thought piece”

5. Compelling presentation. Clear, concise, compelling—that’s our mantra in IGBS! Students who successfully complete IGBS coursework for this module will: 5.1 demonstrate competency with Turabian by achieving at least 90% accuracy on a skills test 5.2 develop and offer a “visual presentation” over a selected interpreter5.3 collaborate to analyze a case, discuss theological implications, and propose recommendations

The Point

Philosophy of Teaching

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15 The PointCertainly, it is difficult to overstate the importance of skillful, academic writing in graduate studies and beyond. In our context, academic writing is not necessarily creative writing; it is technical writing, although creativity is encouraged within the framework of the genres we inhabit. Our work in IGBS is to hone skills and to provide tools for more skillful writing. We will learn to effectively outline an essay and to formulate problem, point, purpose, and significance statements. We will discuss the nature of genre (“text-types”) as it informs expectations for written products such as exegesis papers, book reviews, and discussion board responses. We will identify and discuss examples of both poor and excellent writing. Through our assignments, students will hone their writing skills according to feedback from instructors. Students will learn to draft, rewrite, and proof before submission and will recognize the vital importance of both proper grammar and appropriate formatting in academic writing. Throughout IGBS, students will become familiar with Turabian, the appropriate style and format for work submitted in the Graduate School of Theology. Introduction to Graduate Biblical Studies is foundational for all classes and programs in the GST. For many students, graduate school is their first experience of thoughtfully and critically examining the foundations of Christian faith. While this experience can be challenging, the GST generally and IGBS specifically offer safe spaces for questioning, thinking, and profoundly developing faith. 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 core competencies that will serve them throughout their studies at Oklahoma Christian University and beyond.

Philosophy of TeachingAs an instructor, I believe that learning must be active; in other words, students learn best when they are active participants in the learning process. This is true whether content delivery is offered virtually or in-person: my aim is to facilitate, nurture, and guide students as they critically examine, question, practice, and are shaped by learning and experience. Because I myself am a continuous learner, I strive alongside students to explore the information around us, enlighten eyes to the nature and use of information, and empower students with skills for lifelong learning in an information society. My purpose as an educator is to reach and transform each student’s heart; and I recognize that the truest path to the heart is not through the head but through the gut. Therefore, I strive to bring learning to spaces of desire. Transforming the heart involves reorienting or clarifying desire so that students’ love (i.e., desire) vectors more truly toward God and neighbor. Love is both the motivation and goal of my teaching.

OC’s Mission:

Oklahoma Christian University

is a higher learning community

that transforms lives for

Christian faith, scholarship,

and service.

Required texts and devices

Module Schedule

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15Bits and Pieces...OK, as the proverb reminds us, “When words are many, transgression is not lacking, but the prudent are restrained in speech” (Pr 10:19). So let’s get down to business!

Required Texts

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

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

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

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

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

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

Laptops and Devices

IGBS is information oriented! Students are strongly encouraged to bring a laptop or device to class and to use it! See my fuller policy below, but note here that you will need access to a reliable machine with word processing software like Word or Pages or Google Docs, and solid Internet connection. As mentioned, a laptop or device that you can bring to class is highly recommended.

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 8/30 thru 9/19 Critical thinking for theological studies

Mod 2 9/20 thru 10/10 Engaging texts through reflective reading

Mod 3 10/11 thru 10/31 Information literacy for effective research

Mod 4 11/1 thru 11/21 Techniques and strategies for skillful writing

Mod 5 11/22 thru 12/18 Presenting information and working a case study as a community of learners

Deliverables Due

How we do

Being in class..

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E-portfolios

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15Deliverables...

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 2 Book Review, early draft (Intro, PPP) 10/6

Mod 3 Turabian Skills Test 1 10/13

Mod 3 Turabian Skills Test 2 10/20

Mod 3 Book Review Draft (complete) 10/27

Mod 4 Turabian Skills Test 3 11/3

Mod 4 Interpreter Essay, early draft (intro, background) 11/10

Mod 4 Interpreter Essay, draft (method, illustration, significance) 11/17

Mod 4 Interpreter and Method Essay (final draft) 12/1

Mod 5 Presentation on Interpreter and Method 12/8, 15

Mod 5 Book Review (final submission) 12/15

How we do: Teaching and learning in IGBSIGBS has morphed. Initially, the course was structured around lots of small deliverables, to which I provided a lot of feedback. After years of teaching the course, working with students, consulting with other professors, and continuous learning about effective teaching strategies, I’ve decided to revise. IGBS 2.0 includes the following modifications:

✤ goal setting and the articulation of a personal vision statement ✤ many more collaborative, in-class exercises✤ fewer deliverables✤ deliverables that we work on and revise together throughout the semester✤ a required Turabian certification ✤ the use of e-portfolios for capturing accomplishments and reflection

As described above, my goal is to prepare students for graduate-level studies by sharpening your skills for critical thinking, reflective reading, effective research, skillful writing, and compelling presentation. All in-class activities and deliverables are designed to measure how well you are fulfilling course outcomes. IGBS strives to fulfill OC’s University Core Outcomes of Information Literacy and Critical and Creative Thinking (see page 21 of the 2014-15 Academic Catalog for details).

Participation during our in-class meetings is crucial to your success in IGBS! If you cannot make it to class for any reason, be sure to let your instructor know as early as possible. You will almost certainly be required to complete an extra assignment related to missed content. So definitely make plans to be in class; but let me know if for some reason you are not able to make it. See course policies below for more details.

E-portfoliosAlthough content is accessed and course work submitted via Blackboard, students will also make use of an e-portfolio, a virtual space for capturing achievements, work, reflection, goals, and other information as you journey throughout the program. In class, we’ll learn more about the uses and benefits of e-portfolios, but my own purpose is to provide a tool for facilitating learning and for capturing your good work as you progress toward completion of the program. Your e-portfolio also becomes an artifact of your accomplishments which can be shown to prospective schools, employers, or interested others.

Course Schedule

Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 126)Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 126)

Date Content, Readings, and Deliverables

September 1 Reception: This September, OC is hosting an exhibit from the Museum of the Bible; the stars have perfectly aligned so that the opening of the exhibit happens to be our first night of class. Good news for you! More information will be provided via announcements and email, but pay attention to the following:

• We will meet in WBC 126 at 6:30

• Around 6:45 we will join a reception for the exhibit

• Dr. David Trobisch, Director of The Green Collection, will offer a presentation (cool!)

• Around 8:00 we will return to class for a bit of “housekeeping” (see below)

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

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

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

September 8 Module 1: Critical Thinking (1)

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

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

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

In-Class Graded Exercise: Attending to Messy Worlds

✓ Pre-class preparation:

• Read Camp, Finding Your Way (all)

• Read Thielicke, A Little Exercise (all)

• Optional reading: Foster, “Study,” Celebration of Discipline (Mod 1 Readings)

• Optional reading: Hall, “What is Theology?” (Mod 1 Readings)

September 15 Module 1: Critical Thinking (2)

Touring the Sacra Pagina. From 6:30 to 7:30, we will have a guided tour through the Museum of the Bible’s Sacra Pagina exhibit on OC’s campus! See announcements for more details...

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

In-Class Graded Exercise: Arguing with an Author

Exercises: visioning and goal setting; critical thinking drills; logical fallacies

✓ Pre-class preparation:

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

• Begin considering a book you’d like to review. Details provided via announcement.

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Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 126)Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 126)

September 22 Module 2: Reflective Reading (1)

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

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

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

Exercise: unpacking the ethics of becoming informed; the learner as desirer

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

✓ Pre-class preparation:

• Select book for review; identify the “main point” and be prepared to discuss in class

• Optional reading: Lewis on reading old books (Mod 2 Readings)

September 29 Module 2: Reflective Reading (2)

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: Into the Dark; Eye of the Beholder

In-Class Graded Exercise: Outlining for Research

✓ Pre-class preparation:

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

• Articulate the problem, point, purpose, and significance for the book you’re reviewing; be prepared to discuss in class.

October 6 Module 2: Reflective Reading (3)

Uncovering Rhetoric. Recognizing the structures of persuasion embedded in texts

Writing a Book Review. Quelling terror by examining the bones

Exercise: more practice outlining for research

In-Class Graded Exercise: Rhetorical Strategies Exercise

✓ Pre-class deliverable(s): Book Review Early Draft 1 (intro, PPP)

October 13 Module 3: Effective Research (1)

Information Literacy for Ministry and Scholarship. Understanding the basics

Library Orientation. A while in my world.

Exercise: Interpreter selection; researching interpreters (print)

In-Class Graded Exercise: Hunger Games, Library Challenge!

✓ Pre-class preparation:

• Optional reading: Badke, Research Strategies (Preface; 1-31; 136-60)

• Optional reading: Al-Hawamdeh, Information and Knowledge Society (Mod 3)

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

• Optional reading: “Christianity and the Future of the Book” (Mod 3 Readings)

✓ Pre-class deliverable(s): Turabian Skills Test 1

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Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 126)Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 126)

October 20 Module 3: Effective Research (2)

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

Stepping out with Kate Turabian. Initial introduction to the exciting world of formatting.

Exercise: Researching interpreters (electronic); evaluating sources (intro)

In-Class Graded Exercise: Writing Annotations

✓ Pre-class preparation:

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

• Optional reading: Heidt, A Guide for Writing (all)

✓ Pre-class deliverable(s): Turabian Skills Test 2

October 27 Module 3: Effective Research (3)

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

✓ Pre-class preparation:

• “You-pick-three” video assignment (details provided via announcement)

• Be prepared to show and discuss resources discovered for Interpreter Essay

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

• Optional reading: Evison, “Digital Revolution” (Mod 3 Readings)

• Optional: complete “Internet Detective” tutorial

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

November 3 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

In-Class Graded Exercise: Debating Plagiarism

✓ Pre-class preparation:

• Find an article on plagiarism OR gender-inclusive language; be prepared to discuss

• Optional reading: “God Language” (Mod 4 Readings)

• Optional reading: “Stolen Goods” (Mod 4 Readings)

• Optional reading: “Plagiarism and Theological Education” (Mod 4 Readings)

✓ Pre-class deliverable(s): Turabian Skills Test 3

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Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 126)Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 126)

November 10 Module 4: Skillful Writing (2)

“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: More on Interpreter and Method essays

In-Class Graded Exercise: The Blitz: Writing Workshop for Exegesis Papers

✓ Pre-class deliverable(s): Interpreter Essay, early draft (intro, background)

November 17 Module 4: Skillful Writing (3)

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

Red Ink. Drafting, proofreading, and proofing again.

Exercise: More tips for good writing

In-Class Graded Exercise: The Blitz: Writing Workshop for Thought-Piece (Reflection) Papers

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

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

• Optional readings: See Module 4 Readings folder

✓ Pre-class deliverable(s): Interpreter Essay, draft (method, illustration, significance)

November 24 No class; Spring Break

December 1 Module 4: Skillful Writing (4)

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: Collaborative Case Study Analysis

✓ Pre-class preparation:

• Watch “Creating a Compelling Presentation”

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

December 8 Module 5: Compelling Presentation (1)

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

Student Presentations

Exercise: course evaluation; peer feedback on presentations

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

December 15 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

✓ Pre-class deliverable(s): Book Review

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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 engage discussion. It should go without saying that attendance and participation are both vital for establishing and supporting a rich community of learning. As Scripture says, iron sharpens iron. Please notify instructors if you will not be able to attend class sessions.

5%

In Class Graded Exercises 25%

• Attending to Messy Worlds• Arguing with an Author• Logos, Pathos, Ethos, and Pop-Culture• Outlining for Research• Rhetorical Strategies Exercise• Library Challenge!• Writing Annotations• “U Need Em” Resources• Debating Plagiarism • The Blitz: Writing Workshop for Exegesis Papers• The Blitz: Writing Workshop for Thought-Piece (Reflection) Papers• Collaborative Case Study Analysis

Worth about 2% each; grade dependent on

presence and participation in class sessions; most

activities will be assessed by rubric. If unable to

attend, see instructor for alternative assignment(s).

Deliverables 70%

Book Review, early draft 7%

Book Review draft 7%

Book Review 7%

Turabian Skills Test, 1 7%

Turabian Skills Test, 2 7%

Turabian Skills Test, 3 7%

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GRADE WEIGHT BY ASSIGNMENTGRADE WEIGHT BY ASSIGNMENT

Interpreter Essay, early draft 7%

Interpreter Essay, draft 7%

Interpreter and Method Essay (final submission) 7%

Presentation on Interpreter and Method 7%

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. Many of the in-class activities are also assessed by rubric. Beyond Blackboard, student work, assessments, reflection, and instructor feedback will also be captured in the student’s e-portfolio.

Co-curricular activities (e.g., attending outside lectures or events, meeting with the librarian for research consultation, etc.) can also be captured by the e-portfolio in the form of reflection and instructor commendation.

Students who pass all three Turabian Skills Tests with a 90% or better will become card carrying “Kate Club” members.

Further Resources

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

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Policies

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A. Communication & Office Policies for BIBL-5013-011. Email and Phone

The best way to contact your instructor is by email. Whenever possible, your instructor 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 include a meaningful, yet succinct subject line. 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.

2. Office HoursStudents 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 ensure that the instructor will be available. Also, you can schedule an appointment here.

B. Absences and Late Work1.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 an activity or miss an assignment due to a prolonged emergency situation.

C. Closings and Emergencies1. In the case class cancellation or campus closure for inclement weather or emergencies, students will be

notified via email and Blackboard announcement. Please expect that some work will be moved online (e.g., an extra discussion board session, video content from instructor, etc.) to make up for lost seat time.

2 In case of an emergency, faculty, staff, and students who have signed up for OC Campus Messenger (oc.edu/notify) will be notified by text, email, or Twitter. If the emergency occurs during class, the instructor will inform the students present of the appropriate procedures.

D. Laptop/Handheld/Phone Policy1. 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. 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.3. Keep your laptops running well! Visit support.oc.edu for technology help, including free software downloads

for graduate students.

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15Course Policies

IGBS Mantra:

Clear, concise, compelling...

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15Course Policies, cont.E. Academic Honesty

Cheating: Cheating on an examination, assignment, roll sheet or other course related work or activities undermines the ethics of the academy and the specific Christian purposes of Oklahoma Christian University. Accordingly, students who cheat on examinations, assignments or other course related work or activities will face serious consequences, as outlined in this policy.

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 accurately the ideas, words, or materials of another. Plagiarism also includes passing off another’s work (a friend, a parent, a website) as one’s own. Plagiarism undermines the ethics of the academy and the specific Christian purposes of Oklahoma Christian University. Accordingly, students who engage in plagiarism in assignments submitted will face serious consequences, as outlined in this policy.

Penalties for Academic Dishonesty

1. On the first offense, the student will receive zero (0) credit for the examination or assignment. For forms of cheating or dishonesty other than on examinations or assignments, the Professor shall have the discretion to impose an appropriate penalty. Professors must send documentation of the first offense to the appropriate chair, the dean of the appropriate college, the VPAA, and the Dean of Students.

2. On the second offense in the same course, the student will receive an F in the course. Professors must send documentation of the second offense to the appropriate chair, the dean of the appropriate college, the VPAA, and the Dean of Students.

3. At either the first offense or second offense, the student may appeal using the process described in both the OC Student Handbook and the OC Academic Policy Manual covering Grade Appeals.

4. If the student commits offenses in two or more courses, the Academic Appeals Committee, described in the OC Student Handbook and in the OC Academic Policy Manual, may assign penalties for academic dishonesty in addition to the penalties assigned by the professors in the courses. The Academic Appeals Committee may impose penalties up to and including suspension from the University in instances where a student has engaged in cheating or plagiarism in two or more courses. The Academic Appeals Committee will inform the VPAA and the Dean of Students in writing of any penalties imposed by it and will report annually on its activities to the University’s Academic Affairs Committee.

5. Professors should maintain the highest standards of academic honesty both in and out of the classroom. Professors must report and apply the rules regarding cheating/plagiarism to the appropriate channels. The student should be referred to the Oklahoma Christian University Covenant for principles which should guide conduct in these matters.

Fides quaerens

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15Course Policies, cont., again.F. Americans with Disabilities Act

If you have a diagnosed disability and need special accommodations, please notify Ms. Katy Roybal (425-1876) before or immediately after your first scheduled class meeting. After your disability has been verified, your instructor will work with you, with Ms. Roybal, and with the Office of the Vice President of Academic Affairs to provide reasonable accommodations to ensure that you have a fair opportunity to perform in this course.

G. Anti-Harassment and Discrimination Policy (Title IX)

Oklahoma Christian University is a Christian community that has committed itself, unequivocally, to ensuring a working and learning environment in which the dignity of every individual is respected and a campus environment that is free of unlawful harassment, which includes sexual assault or misconduct. OC’s Anti-Harassment and Discrimination Policy (see the OC Student Handbook) is compliant with Title IX, which states, “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.” Discriminatory and sexual harassment is unchristian and uncivil behavior. It is a breach of community, which expresses disrespect, exploits and undermines relationships based on trusts, and interferes with learning and productive work.

Students are encouraged to immediately seek available assistance and report incidents of harassment to either the Title IX Coordinator or one of the Title IX Deputy Coordinators listed below:

Title IX Coordinator Ms. Tamie Willis 405.425.5320 tamie.willis@oc.eduTitle IX Deputy Coordinator – Student Services

Ms. Summer Lashley 405.425.5908 summer.lashley@oc.edu

Title IX Deputy Coordinator – Housing

Mr. John Ortiz 405.425.5932 john.ortiz@oc.edu

Title IX Deputy Coordinator – Athletics

Ms. Stephanie Findley 405.425.5355 stephanie.findley@oc.edu

Students have access to confidential services through the Counseling Center and the Mercy Clinic.

OC Counseling Center 405.425.5250Mercy Clinic 405.425.6100 2810 E. Memorial Rd., Suite 140

Copyright ©2015 by Oklahoma Christian University.

Selected Readings

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.

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.

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Selected Readings

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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