S

Fall 2012

INTRODUCTION TO GRADUATE BIBLICAL STUDIES

INSTRUCTOR: Christopher Rosser Theological Librarian 405-425-5323 chris.rosser@oc.edu

Graduate School of Theology Oklahoma Christian University

Fall 2012

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

Purpose Statement and Explanation!! Required Texts! ! ! ! ! ! ! ! ! ! ! ! ! !

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pages 1-2 page 2 page 3 page 3 pages 4-8 pages 9-10 page 11-15 pages 16-17 page 17 page 18-19 pages 20-21

Module Schedule!!

Deliverable Due Dates ! ! Meeting Schedule ! Module Objectives! ! !

Guidelines for Projects and Deliverables! ! Grading! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Assessment!!

Course Policies! !

Citations for Readings! !

Graduate School of Theology Oklahoma Christian University

BIBL 5013: Introduction to Graduate Biblical Studies

Purpose
This course is designed to prepare students for graduate biblical studies by equipping them with intellectual tools for thinking, reading, researching, writing, and presenting. These ve concerns are foundational not only for success in the graduate program, but also for lifelong learning in ministry. Prociency with and eventually mastery of these ve intellectual tools will develop throughout the program as students engage the Bible, interact with scholarship, contemplate the Christian tradition, and learn to think theologically. 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 segments. Each of the ve modules targets specic learning outcomes which are the instructors expectations for students as they progress. These 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 intellectual tools comprise the framework for this course: critical thinking, reective reading, effective research, skillful writing, and compelling presentation. Modules are designed to sharpen these tools by providing opportunities to engage and assess readings in biblical scholarship and to work both individually and collectively on projects and presentations. The following objectives hone these tools and provide measures for assessment: Critical thinking. Critical thinking is crucial in todays information-saturated environment. Students will learn to question a text (whether written or spoken); they will identify presuppositions; they will become familiar with various models for biblical interpretation. Reective reading. Applying critical thinking skills, students will deeply engage assigned readings and assess the authors argumentation, position, and approach. Students will examine biblical texts to identify 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.

Introduction to Graduate Biblical Studies !

Course Plan, Fall 2012

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 specic. Students will learn to formulate effective research questions and to develop effective research strategies. Students 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 signicance statements. Students will discuss the nature of genre (texttypes) as it informs expectations for written products such as exegesis papers, book reviews, and discussion 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 instructors. 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 complemented 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 throughout 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 Badke, William B. Research Strategies: Finding Your Way Through the Information Fog. New York: IUniverse, Inc, 2008. ISBN: 9780595477470 Brown, Scott G. A Guide to Writing Academic Essays in Religious Studies. New York: Continuum, 2008. ISBN: 9780826498885 Camp, Phillip G. Finding Your Way: A Guide to Seminary Life and Beyond. Eugene, OR: Cascade Books, 2009. ISBN: 9781606082522 Tate, W. Randolph. Interpreting the Bible: A Handbook of Terms and Methods. Peabody: Hendrickson, 2006. ISBN: 9781565635159 Thielicke, Helmut. A Little Exercise for Young Theologians. Grand Rapids: Eerdmans, 1980. ISBN: 9780802811981 Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations. Chicago: University of Chicago, 2007. ISBN: 9780226823379
Course Plan, Fall 2012

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Introduction to Graduate Biblical Studies !

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

Module
Mod 1 Mod 2 Mod 3 Mod 4 Mod 5

Dates
8/28 thru 9/11 9/12 thru 10/2 10/3 thru 10/23 10/24 thru 11/27 11/28 thru 12/13

General Focus of Module

Critical thinking for theological studies Engaging texts through reective reading Information literacy for effective research Techniques and strategies for skillful writing 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.)
Mod 1 Mod 1 Mod 2 Mod 2 Mod 2 Mod 2 Mod 3 Mod 3 Mod 3 Mod 3 Mod 4 Mod 4 Mod 4 Mod 4 Mod 5 Mod 5 Mod 5 Asking and answering critical questions Arguing with an author Interacting with a scholarly blog The art of reading Scripture Response to lectio divina
Rhetorical strategies exercise

9/2 9/9 9/16 9/23 9/25 9/30 10/7

(Sunday) (Sunday) (Sunday) (Sunday) (Tuesday) (Sunday) (Sunday)

Personal information seeking behavior Ubiquitous information Group report of information seeking behavior Book Review (draft for expected revision) Essay on information ethics Individual outline for research Thought piece on community, ministry, and the information age Essay on signicant interpreter and method Resubmission of book review Presentation on interpreter and method Group case study project

10/14
10/16 10/23 11/4 11/6 11/11 11/25 12/4 12/4, 11 12/11

(Sunday)
(Tuesday) (Sunday) (Sunday) (Tuesday) (Sunday) (Sunday) (Tuesday) (Tuesday) (Tuesday)
Course Plan, Fall 2012

Introduction to Graduate Biblical Studies !

Keep a sharp eye on this schedule so that you dont miss anything!

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

Date
August 28

Content, Readings, and Deliverables

Reception: The GST and Campus Bookstore will host a reception dinner for IGBS students from 6:30 to 7:30; please come to our classroom (WBC 126) for location details. Technical Support: A campus info tech specialist will take time to hook us up. Syllabus: We will spend time reviewing the syllabus, discussing expectations, describing projects, 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 were saving the best for last!

September 4

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. Well discuss the dialogical nature of theological reection. Exercise: Review responses to discussion board postings; discuss nature of critical questions 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 11

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, presented by Dr. Jim Dvorak Exercise: Review responses to Arguing with an Author; critical thinking drills; using Tate Pre-class preparation: Read Laura and Chapman, The Technologisation of Education (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)

Introduction to Graduate Biblical Studies !

Course Plan, Fall 2012

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

September 18 Module 2: Reective 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: Hallmarks of Bad Scholarship, from Brown, Guide to Writing (81-98); group work Pre-class preparation: September 25 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 Specic (Mod 2 folder)

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

Module 2: Reective 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: Comparative readings, Augustine and Ehrman; gut-responses; in-class lectio divina Pre-class preparation: 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 (Discussion Board) In-class deliverable(s): Response to lectio divina

October 2

Module 2: Reective Reading (3) Uncovering Rhetoric. Recognizing the structures of persuasion embedded in texts Writing a Book Review. Quelling terror by examining the bones Exercise: Review responses to Rhetorical Strategies Exercise; examples; identifying the PPS Pre-class preparation: 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) Read Lyons, Pauls Confrontation with Class (Mod 2 Readings)

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

Introduction to Graduate Biblical Studies !

Course Plan, Fall 2012

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

October 9 Module 3: Effective Research (1) Information Literacy for Ministry and Scholarship. Understanding the basics Library Orientation. A while in my world Exercise: Review discussion board responses; book worms and scavengers in the stacks Pre-class preparation: October 16 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)

Module 3: Effective Research (2) 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; scavenging the digital world; Turabian x-it Pre-class preparation: Read Brown, Guide to Writing (1-53) Read Turabian, A Manual for Writers (12-61; familiarize chapters 16 and 17) Read Core, Seminary Student Writes (Mod 3 Readings) Read Yaghjian, Writing Theology Well (Mod 3 Readings)

Pre-class deliverable(s): Ubiquitous Information (Discussion Board) In-class deliverable(s): Group Report of Information Seeking Behavior (one per group)

October 23

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 tools strengths and limitations Exercise: Scavenging the digital world; evaluation exercises; Wikipedia citation tracking Pre-class preparation: 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

Introduction to Graduate Biblical Studies !

Course Plan, Fall 2012

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

October 30 Module 4: Skillful Writing (1) Did God really say Thou shalt not plagiarize? Unpacking a pickle Gender-Exclusive Language and Other No-nos in Academic Writing. Toddler Steps with Turabian. Title page, headings, and reference page formatting Exercise: Plagiarism group work; identifying inclusive language; Turabian x-it Pre-class preparation: 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)

In-class deliverable(s): Using databases, locate and read either one article on plagiarism or one article on gender-inclusive language; prepare to offer a 150 word oral summary

November 6

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; annotated bibliography; outlining, group work Pre-class deliverable(s): Essay on Information Ethics (submit via Blackboard) In-class deliverable(s): Individual Outline for Research

November 13

Module 4: Skillful Writing (3) Essay Analysis. Comparing the construction of well-written (and not-so-well-written) essays Great Big Steps with Turabian. Drafting, proofreading, and proong 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 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): Community, ministry, and the information age (submit via BB)
Course Plan, Fall 2012

Introduction to Graduate Biblical Studies !

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

November 20 November 27 No class; Thanksgiving Holiday 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 Case Study Projects. Explanation and discussion of our class nal Exercise: Critique instructor presentation; group brainstorm, case analysis Pre-class preparation: December 4 Watch Creating a Compelling Presentation Read Vhymeister, Case Study (Mod 5 Readings)

Pre-class deliverable(s): Essay on Signicant Interpreter and Method

Module 5: Compelling Presentation (1) Student Presentations, part 1 Spirituality for Ministry and Scholarship. Devotional thoughts as we end the semester Exercise: Peer feedback on presentations Pre-class preparation: Read Nouwen, In the Name of Jesus (Mod 5 Readings)

Pre-class deliverable(s): If presenting, submit your project via Blackboard prior to class In-class deliverable(s): Resubmission of Book Review

December 11

Module 5: Compelling Presentation (2) Student Presentations, part 2 Spirituality for Ministry and Scholarship. More devotional thoughts as we end the semester Exercise: Peer feedback on presentations; information literacy assessment; course evaluation Pre-class preparation: Read Schultze, Habits of the High-Tech Heart (Mod 5 Readings) Read Frambach, Models of Leadership (Mod 5 Readings)

Pre-class deliverable(s): If presenting, submit your project via Blackboard prior to class In-class deliverable(s): Group case study project (submit one per group)

Introduction to Graduate Biblical Studies !

Course Plan, Fall 2012

Module Objectives
Module
Mod 1

Focus and Objectives

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 specic cultural, historical, intellectual, and religious factors that inform specic scholarly positions and then critique these positions students will identify and discuss a specic scholars argumentation or rhetorical strategy students will become familiar with various models for biblical interpretation

Mod 2

Engaging texts through reective 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 signicance statements to frame a research project students will show comprehension of how to conduct general to specic research students will reect on personal information seeking behavior students will demonstrate effective use of both print and online tools for locating information resources (indexes, databases, Web searches, etc.) students will demonstrate an ability to evaluate the scholarship and reliability of resources students will recognize specic 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 signicant 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 location of both within the context of an information society

Introduction to Graduate Biblical Studies !

Course Plan, Fall 2012

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 suggestions for how congregation leaders should deal with the cases situation students will complete an assessment of information literacy skills at end of course

Introduction to Graduate Biblical Studies !

Course Plan, Fall 2012

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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
1

DELIVERABLE NAME
Arguing with an author: critical engagement of selected essay

DESCRIPTION
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.

Asking and answering critical questions

Discussion Forum 2, in which discussion members work together to determine what questions are most appropriate for engaging specied 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 classmates response Note: +1 comments show real engagement of a classmates ideas by offering new insight or by challenging the classmates 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.

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

As a major project, students will prepare a critical review 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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MOD
2

DELIVERABLE NAME
Interacting with a scholarly blog

DESCRIPTION
Discussion Forum 3, in which students will locate and consider a scholarly blog from an individual or community 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.

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.

Response to lectio divina

Individuals will have a chance to engage the ancient, spiritually formative exercise of lectio divina, the sacred reading of Scripture. Instructions: Complete assigned readings; review guidelines for the assignment by accessing the folder for lectio divina in Blackboard; complete the worksheet and submit to instructor(s) by due date.

Rhetorical strategies exercise

Students will analyze three types of persuasive argument (from Scripture, a scholarly article, and an online resource like a podcast or video) to determine the authors rhetorical strategy. Instructions: Watch video What genres are and what they do; review guidelines for the assignment by accessing the folder Rhetorical Strategies in Blackboard; locate readings/media, complete the worksheet; submit to instructor(s) by due date; upload to Blackboard.

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MOD
3

DELIVERABLE NAME
Book Review (draft for expected revision)

DESCRIPTION
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) provided to draft a critical review of the book you selected; follow all guidelines; submit the review to instructor(s) by the due date; upload to Blackboard.

Ubiquitous information

Discussion Forum 5, in which students will have a chance to consider the nature of information in an information 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 question(s) and then provide a +1 comment for at least one classmate.

Personal information seeking behavior

Discussion Forum 6, in which students will have a chance to contemplate and discuss their own information seeking behaviors. Instructions: access Discussion Forum 6; follow guidelines for composing a brief description of personal information seeking behavior; read all other classmate postings.

Group report: evaluation of individual info seeking behavior

Students will work together to analyze, compare, and contrast their various information seeking behaviors and then draw conclusions. Instructions: Review the reading from Booth (Quick Tip: Writing in Groups); access guidelines for this assignment in the Blackboard folder entitled Report: Information Seeking Behavior; use Discussion Forum 6 to work together to compose and edit a report on the group members info seeking behaviors; choose one group member to submit report to instructor(s) by due date; upload to Blackboard; be sure to include all group members names on the report.

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MOD
4

DELIVERABLE NAME
Essay on information ethics

DESCRIPTION
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 Ethics; submit the essay to instructor(s) by the due date.

Individual outline for research

Students will identify an issue within a suggested ministry setting and then propose a topic for research. They will frame their proposal with critical questions as well as problem, purpose, and signicance statements, and will include a 150 word topic summary from a general resource. Instructions: Review guidelines in Blackboard folder entitled Outlining for Research; submit outline with all necessary components to instructor(s) by due date. Note: be sure to cite the general resource used for this assignment in proper Turabian format.

Thought piece on community, ministry, and the information age

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.

Essay on signicant interpreter and method

Students will learn about a signicant interpreter and his/her specic 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.

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MOD
5

DELIVERABLE NAME
Resubmission of book review

DESCRIPTION
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 assignment in the Book Review folder in Blackboard; make changes to review based on feedback from instructor(s); schedule appointment with the OC Writing Center, The Writers Block, and make necessary revisions; resubmit review to instructor(s) by the due date.

In-class presentation on interpretive method and signicant interpreter

Students will prepare a class presentation on their selected interpretive method and interpreter that employs 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 Presentation; review guidelines for in-class presentations in Blackboard folder entitled Presentations; all presentations must be given in class (i.e., late presentations are not possible).

Community: case study project

Students will work as a community to complete the nal project for the course. This project employs Nancy Vhymeisters four categories for critically engaging a case study, observation, analysis, interpretation, and action. The case is based upon a real life ministry situation, and students will be using the skills they have acquired in this course to present how they might handle the cases practical ministry issue. Instructions: Selected groups assign responsibilities and set a time-line for completing this project; review the guidelines for this project in the Blackboard folder entitled Case Study; submit nal project to instructor(s) by due date.

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Course Plan, Fall 2012

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Grading
GRADING SCALE 93-100 84-92 75-83 below 75 A B C F Excellent level of achievement Average level of achievement Below average level of achievement Failure

GRADE WEIGHT BY ASSIGNMENT

Participation
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% 5%

Community discussion
Asking and answering critical questions The art of reading Scripture Interacting with a scholarly blog Ubiquitous information Personal information seeking behavior

10%
2% 2% 2% 2% 2%

Worksheets
Arguing with an author Response to lectio divina Rhetorical strategies exercise Individual outline for research
Introduction to Graduate Biblical Studies !

20%
5% 5% 5% 5%
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GRADE WEIGHT BY ASSIGNMENT

Essays
Essay on information ethics Essay on signicant interpreter and method Thought piece on community, ministry, and the information age

15%
5% 5% 5%

Minor Projects
Book Review draft Group report: evaluation of individual info seeking behavior

20%
10% 10%

Major Projects
Resubmission of book review Presentation on Interpreter and Method Community: case study project

30%
10% 10% 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 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 & Ofce Policies for BIBL-5013-01 1.! ! Email The best way to contact the instructors of this course is by email. Whenever possible, instructors will respond in some manner 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. Phone Students may call the instructors on their ofce phones (see page 1 of syllabus). Instructors will make every effort to answer during scheduled ofce hours. If unavailable, you are encouraged to leave a voicemail message including your name and the reason for your call. Ofce Hours During scheduled ofce hours, students may stop by the instructors ofce for consultation. It is best to email or call in advance to make an appointment to ensure that the instructor will be available. Ofce hours are posted in the Blackboard course site. B.! Late Work and Missed Assignments Policy 1.! All assignments (deliverables) must be turned in by or before the dates listed. Late work will receive a 10% deduction from the total earned score. Typically, items over one week late will not be accepted . Good communication with instructors is important, and we encourage students to contact their instructor if they know that an assignment will be late. Again, good communication with instructors is vital, and we encourage you to contact us if you are unable to participate in a discussion board forum or miss an assignment due to a prolonged emergency situation.!

2.! !

3.!

2.!

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 we nd that you are abusing this privilege then you may be forced to revert to more ancient technologies. Turn off all IM/SMS/VoIP/Messaging applications, unless your instructors ask you to use them as part of the course. 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. Keep your laptops running well! If your laptop fails during an exam because of some virus, spyware, or not having the latest software updates installed you may experience negative consequences (e.g. you might lose answers youve inputted; you might not have time to nish the exam).
Course Plan, Fall 2012

2.! 3.! 4.!

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D.!

Academic Honesty 1.! Cheating Cheating on an examination or an assignment undermines the ethics of the academy and the specic Christian purposes of Oklahoma Christian University. Accordingly, students who cheat on exams or assignments will face serious consequences, 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 accurately the ideas, words, or materials of another. Plagiarism also includes passing off another's work (a friend, a parent, a Web site) as one's own. Plagiarism undermines the ethics of the academy and the specic 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 rst offense, the student will receive a 0 for the exam or assignment.
The professor will send documentation of the rst offense to the appropriate chair, the dean of the appropriate college, the Vice President for Academic Affairs, and the Dean of Students. On the second offense, the student will receive and "F" in the course. The professor will send documentation of the rst offense to the appropriate chair, the dean of the appropriate college, the Vice President for Academic Affairs, and the Dean of Students. If the student receives an "F" in two courses for academic dishonesty, s/he will be suspended from the university.

2.

3.
E.!

ADA/504 Statement If you have a diagnosed disability, please notify Ms. Amy Janzen (425-5907) before or immediately after your rst scheduled class meeting. After your disability has been veried, your instructor will work with you, Ms. Janzen, and the Ofce 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. Copyright Notice Copyright 201213 Oklahoma Christian University (the University) as to all course materials 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.
Course Plan, Fall 2012

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Full Citations for 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.

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 reections 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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Long, Thomas G. "Stolen goods: Tempted to plagiarize." Christian Century 124, no. 8 (April 17, 2007): 18-21. Lyons Sr., Kirk D. "Pauls 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: Reections 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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