Introduction to Graduate Biblical Studies will empower you for success in
the Graduate School of Theology by establishing a foundation for
BIBL 5013: Introduction to
Graduate Biblical Studies
Fall 2019
INSTRUCTOR:
Christopher Rosser
MLIS, MDiv
Theological Librarian
405-425-5323
chris.rosser@oc.edu
Office: Beam Library, LC 105
View my schedule here.
Learning that goes into all the world...
information literacy and biblical interpretation that will serve both in your
studies at Oklahoma Christian and as a lifelong learner.
Following the course of the Hero’s Journey, you will progress through the
“hours” of four learning modules (see explanation below). In each module,
you will be honing skills for critical thinking, reflective reading, skillful
research, and the artful use of information through encounter with texts
that develop and deepen understanding of biblical interpretation.
Prepare to be stretched and sharpened! Critical, scholarly engagement of
theology and biblical texts is likely to challenge previously held beliefs
about Scripture, church, and the divine. But this need not be a cause for
fear. Rather, such pursuits should be welcomed by any Christian scholar
who believes that all truth comes from God. As we progress, reflection on
learning will reveal minds transformed and souls enlarged.
Our semester’s journey together takes us into an unexpected, “special
world” of biblical studies where we will sharpen skills for critical
engagement, crucial competencies that will empower your success as
you progress to completion of your graduate degree. Let’s journey
together and discover learning that goes into all the world!
hey! before you get freaked out
by the syllabus,
watch this video first, please!!!
 Syllabus Contents
SYLLABUS Fall 2019

page 2

This syllabus is an electronic document! Why anger the Lorax with unnecessary
printing? Note links throughout the syllabus connecting you with Web resources.

Use the links below to quickly navigate the syllabus:

Explanation and Overview (find required texts and course outcomes here)
Understanding the Game! !
Mapping the Journey ! ! ! ! ! !
Krino’s Badge, Healing, and Netiquette!

Weekly Schedule (keep an eye on this for due dates!): ! ! !

Weeks 1-3
Weeks 4-6
Weeks 7-9
Weeks 10-12
Weeks 14-16

Outcomes, a closer look

Grading! ! !
Assessment and Etceteras! !
Resources
Course Policies! ! ! ! ! !
 Explanation and Overview
Course Objectives
SYLLABUS Fall 2019
page 3
Upon completion of this course, the learner will be able to:
• Demonstrate an ability to critically question and analyze texts we
engage.
• Analyze and describe a text’s argumentation or rhetorical strategy.
• Show competency in information literacy for biblical scholarship and
lifelong learning.
• Format delivered content in appropriate Turabian formatting.
• Demonstrate knowledge of the books of the Bible and describe how
these books fit together canonically.
Learning objectives for each module and assignment are provided
below. See here.
Course Requirements
Critical Book Review: Writing a critical book review demonstrates
your ability to critically engage a scholarly text, describe
argumentation, evaluate content, and present your thoughts,
observations, and discoveries in a genre significant to biblical
scholarship, i.e., the book review. You’ll write and receive feedback on
smaller sections of the review throughout our course, culminating in a
well-written, well-conceived, and properly formatted sample of writing,
showcasing some of the skills you’ve honed in the course. Note: While
a critical book review is the only major writing assignment for this
course, we will be completing other weekly assignments designed to
sharpen critical thinking and research skills. Be sure to see the
complete weekly schedule along with weekly tasks below.
Course Description (from catalog)
This is the foundation for the entire graduate curriculum. One of the
main objectives of the course will be to equip the student for the use of
research tools that are available in biblical ministerial, and theological
studies. This course will also include the use of the computer in
research. Students for whom this course is required must complete this
course as a part of their first 12 hours in the graduate programs.
What you’ll need...
Required Texts (gotta get these):
Turabian, Kate L. A Manual for Writers of Research Papers, Theses,
and Dissertations. 9th ed. Chicago: University of Chicago, 2018.
ISBN: 9780226494425
Ruden, Sarah. The Face of Water: A Translator on Beauty and
Meaning in the Bible. New York: Pantheon Books, 2017.
ISBN: 9780307908568
Recommended Texts (oughta get these):
Tate, W. Randolph. Handbook for Biblical Interpretation. 2nd ed.
Grand Rapids, MI: Baker Academic, 2012.
ISBN: 9781441240361
Sumney, Jerry L. The Bible: An Introduction. 2nd ed. Minneapolis,
MN: Fortress, 2014.
ISBN: 9781451469240
Laptops and Devices
IGBS is information oriented! See my fuller policy below, but
note that you will need access to a reliable machine with word processing
software like Word or Pages or Google Docs, and a solid Internet
connection. All students have access to Google Drive via your OC login;
graduate students can also freely download certain software packages
here. Note that your instructor’s personal preference is that students
use Google Docs because of its easy facilitation of collaboration and
commenting. Learn more about Google Docs and other freely available
resources offered in Google Drive here.
 Explanation and Overview
Course Delivery
SYLLABUS Fall 2019
page 3
Introduction to Graduate Biblical Studies is delivered weekly face-to-
face throughout the semester. Advice: begin making it a habit to map
out your week, routinely check your syllabus, and set aside time for
study and course work.
Prerequisites
Typically, there are no prerequisites for admission to the course beyond
admission to the GST, but please confirm with your advisor.
E-portfolios and Digital Badging
NOTE: As of Fall 2019, we’ve not yet implemented e-portfolios or
digital badging initiatives; I include this here so that students will be
aware of what is likely coming soon, but you don’t need to worry about
this now. Hey, that’s good advice! Don’t worry about tomorrow!
Although 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.
Primarily through digital badging, ePortfolios show robust learning
experiences both in and out of the classroom. We’re employing three
levels of badges: commendations for activities that enrich our learning
community; competencies, to show skills and experiences students
acquire; and core badges, that are connected with Core Unviersity
Outcomes. Digital badging offers a gamified means for assessment,
empowering students and instructors to know and to show how
students achieve learning outcomes. Badges and ePortfolios reflect
trends toward competency-based learning and move well beyond the
traditional transcript by capturing not only formal but also informal,
self-directed, and curiosity-based learning experiences.
What you can expect from me... [or see video on this section]
As 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 you 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.
That said, I hope to foster open, generative dialogue between you and me
and among your classmates. If you have questions or concerns, the best
way to contact me is via email (chris.rosser@oc.edu), and I will respond
within 24 hours. (See other contact info on the previous page.)
What I can expect from you...
As a learner in a virtual environment embarking upon our journey together,
please keep in mind the following three guidelines:
Communicate. Communicating with your instructor (questions, concerns, late
submissions, etc.) is an important habit to develop. Be sure to email me or, if
your question is general and not too personal, feel free to submit to our Q&A
discussion forum in Blackboard.
Participate. Especially in a virtual environment, offering robust feedback and
generating dialogue among your classmates is an important way to increase
learning. Be sure to join in without expectation that you must “sound like” an
expert. We’re explorers!
Respect. Encountering difference is crucial for both intellectual and spiritual
growth. Encounters with difference of opinion or ideology are not only likely,
such encounters are the vibrant heart of our journey together. We’ll be
learning to detect ways our own presuppositions inform encounters with
difference, and we’ll sharpen skills for critical, civil, and generative dialogue.
Be sure to approach every conversation guided by the Golden Rule. (See
more below on netiquette.)
SYLLABUS Fall 2019
The Game: What we’re playing at...
page 4
The game in three moves...

Move 1—You are a hero named krino.

Move 2—following the hours of the hero’s journey (see below), make your way
through an information-dojo honing skills for:
Critical thinking—slicing skills for getting at what’s behind encountered texts
reflective reading—sharpening sense-making tools for interpreting texts
Skillful Research—investigative skills for locating needed information
Artful Application—using honed skills to demonstrate heroic formation

Move 3—undertake the dojo master’s final challenge to earn krino’s badge!

Introduction to Graduate Biblical Studies is a gamified course fusing information literacy and academic writing instruction with a survey of biblical
literature and strategies for biblical interpretation.

Four skills for information literacy and academic writing—critical thinking, reflective reading, skillful research, and artful application—are honed
through encounter with biblical texts and with academic texts that engage and interpret biblical texts.

Employing the Hero’s Journey model naturalizes our move into and through a “special world,” in which the biblical texts become unfamiliar as we
encounter diverse interpretive methods and unexpected readings of Scripture. Experiences in the special world of our journey will likely challenge
students‘ assumptions about the Bible and God’s truth; yet if God is the source of truth, unexpected, unfamiliar truths encountered are not outside
God—in other words, the special world we inhabit for the next several weeks is also part of God’s world, part of God’s truth. Courage, hero, as we
travel the special world together!

As you begin each hour of the journey, you will receive pieces of a storyline that will direct your next steps. The story will move you through the
hours of our journey, the stages of our dojo, toward the completion of your training, Krino.

For more explanation, see the mapping of our journey offered below, as well as outcomes and learning experiences intended for each hour of the
journey. Pay careful attention to the weekly schedule so that you don’t fall behind or neglect your training!

You’ll be engaging this journey with a cadre of classmates who are also following the journey. Engage with them; hone others, and allow others to
hone you. As iron sharpens iron, let’s become sharper together.

Now, pull your katana, Krino, and let’s begin!! Your instructor looks forward to making the journey with you...
page 5
 page 6

Following our
introduction to the
course, hours 1-2
sharpen students for
critical thinking and
for encountering
biblical texts. Hours
3-5 train us for
reflective reading as
we learn to analyze
texts. Hours 6-8 teach
us how to locate
information to
support our studies
as we research
biblical texts. And in
hours 9-11, we begin to
apply our learning
and demonstrate
mastery of skills as
we communicate
information about and
interpretation of
biblical texts.
 So, hero, are you ready to hone skills for:
badge 11
Critical thinking—slicing skills for getting at what’s behind encountered texts
reflective reading—sharpening sense-making tools for interpreting texts
Skillful Research—investigative skills for locating needed information
Artful Application—using honed skills to demonstrate heroic formation

undertake the dojo master’s final challenge to earn krino’s badge!

Krino’s Token of Healing!

In each discussion board forum, students who engage classmates and/or instructor beyond explicit requirements receive a point. For every
three points, a student receives Krino’s token of healing, which can be redeemed to “heal” ten points on any task and trial!

Netiquette: The Golden Rule!

In our discussion forums, it’s important to keep in mind that virtual communication is often a cool or cold medium—in other words,
miscommunication is much more likely since we can’t see or hear or feel each other’s warmth! Take a look at this video, and let’s be sure to
keep our discussion forum environment a safe space for encountering difference and for generative conversation. Thanks!
 Tasks and Trials... Weeks 1-3
SYLLABUS Fall 2019

page 10
Week What to do... When to do it...

Week 1 Individual introductions (TOT: 1 hr) Post by

(Note: TOT refers to time-on-task, anticipated time required to complete this task.) Tuesday, 8/27,
Find this required task in Discussion Board. 6:00 pm

Explanation of the course (TOT: 2 hrs) Respond by

Watch and respond to video(s) located in the Week 1 folder in Blackboard. Friday, 8/30,
11:59 pm

Week 2 Information’s affect (TOT: 1.5 hrs) Post by

Find this required task in Discussion Board. Thursday, 9/5,
Offer a +1 response to a classmate. +1 responses substantially contribute to the 11:59 pm
conversation, initiating dynamic discussion through questioning, deepening discussion +1 response by
through thoughtful observation. Be sure to practice good netiquette! Friday, 9/6

Bi-Weekly Reflection and Review (TOT: 1 hr) Due by

Find this item in the Week 2 folder in Blackboard. Saturday, 9/7,
11:59 pm

Week 3 Critical thinking, critical questioning (TOT: 1.5 hrs) Respond by

Watch and respond to videos located in the Week 3 folder in Blackboard. Monday, 9/9,
11:59 pm

Is the Bible misbehaving? (TOT: 1.5 hrs) Due by

Watch and respond to video(s) located in the Week 3 folder in Blackboard. Friday, 9/13,
11:59 pm

Nota bene By end of Week 3, you should have read the Introduction and pages 1-118 of The Face of Water
 Tasks and Trials... Week 4-6
SYLLABUS Fall 2019

page 11
Week What to do... When to do it...

Week 4 Arguing with an Author (TOT: 2 hrs) Post by

Find this required task in Discussion Board. Thursday, 9/19,
Offer a +1 response to a classmate. 11:59 pm
+1 response by
Friday, 9/20

Bi-Weekly Reflection and Review (TOT: 1 hr) Due by

Find this item in the Week 4 folder in Blackboard. Saturday, 9/21,
11:59 pm

Week 5 Article analysis (TOT: 1.5 hrs) Post by

Watch and respond to video(s) located in the Week 5 folder in Blackboard. Tuesday, 9/24,
11:59 pm

General to specific resources (TOT: 1 hr) Due by

Watch and respond to video(s) located in the Week 5 folder in Blackboard. Saturday, 9/28,
11:59 pm

Week 6 Critical Book Review, first draft (TOT: 3 hr) Due by

Find instructions in the Week 6 folder in Blackboard. Monday, 9/30,
11:59 pm

Bi-Weekly Reflection and Review (TOT: 1 hr) Due by

Find this item in the Week 6 folder in Blackboard. Saturday, 10/5,
11:59 pm

Nota bene By end of Week 6, you should have read the entirety of The Face of Water
 Tasks and Trials... Weeks 7-9
SYLLABUS Fall 2019

page 12

Week What to do... When to do it...

Week 7 Outlining for Research (TOT: 1 hrs) Due by

Watch and respond to video(s) located in the Week 7 folder in Blackboard. Monday, 10/7,
11:59 pm

Rhetorical Strategies Exercise, part 1 (TOT: 1.5 hr) Post by

Find this required task in Discussion Board. Thursday, 10/10,
Offer a +1 response to a classmate. 11:59 pm
+1 response by
Friday, 10/11

Week 8 Competing Modes of Discourse (TOT: 1 hr) Post by

Watch and respond to video(s) located in the Week 8 folder in Blackboard. Wednesday,
10/16, 11:59 pm

Bi-Weekly Reflection and Review (TOT: 1 hr) Due by

Find this item in the Week 8 folder in Blackboard. Saturday, 10/19,
11:59 pm

Week 9 Book, article, website evaluation (TOT: 1 hr) Due by

Watch and respond to video(s) located in the Week 9 folder in Blackboard. Monday, 10/21,
11:59 pm

Rhetorical Strategies Exercise, part 2 (TOT: 3 hr) Post by

Find this required task in Discussion Board. Thursday, 10/24,
Offer a +1 response to a classmate. 11:59 pm
+1 response by
Friday, 10/26

Nota bene
 Tasks and Trials... Week 10-12
SYLLABUS Fall 2019

page 13

Week What to do... When to do it...

Week 10 Researching the Bible, part 1 (TOT: 1.5 hrs) Post by

Find this required task in Discussion Board. Thursday, 10/31,
Offer a +1 response to a classmate. 11:59 pm
+1 response by
Friday, 11/1

Bi-Weekly Reflection and Review (TOT: 1 hr) Due by

Find this item in the Week 10 folder in Blackboard. Saturday, 11/2,
11:59 pm

Week 11 Critical Book Review, second draft (TOT: 3 hr) Post by

Find instructions in the Week 11 folder in Blackboard. Wednesday,
11/6, 11:59 pm

Turabian Test 1 (TOT: 1.5 hrs) Due by

Find instructions in the Week 11 folder in Blackboard. Saturday, 11/9,
11:59 pm

Week 12 Researching the Bible, part 2 (TOT: 1.5 hrs) Post by

Find this required task in Discussion Board. Thursday, 11/14,
Offer a +1 response to a classmate. 11:59 pm
+1 response by
Friday, 11/15

Bi-Weekly Reflection and Review (TOT: 1 hr) Due by

Find this item in the Week 12 folder in Blackboard. Saturday, 11/16,
11:59 pm

Nota bene Lucky! Week 13 is Thanksgiving Break, a holiday!

 Tasks and Trials... Week 14-16
SYLLABUS Fall 2019

page 14 page 18
Week What to do... When to do it...

Week 14 Annotations exercise (TOT: 2 hrs) Post by

Find this required task in Discussion Board. Thursday, 11/28,
Offer a +1 response to a classmate. 11:59 pm
+1 response by
Friday, 11/29

Turabian Test 2 (TOT: 1.5 hrs) Due by

Find instructions in the Week 14 folder in Blackboard. Saturday, 11/30,
11:59 pm

Week 15 The Bible as Strange (TOT: 2 hr) Post by

Find this required task in Discussion Board. Thursday, 12/5,
Offer a +1 response to a classmate. 11:59 pm
+1 response by
Friday, 12/6

Week 16 Collaborative research report (TOT: 3 hrs) Due in class,

Find instructions in the Week 16 folder in Blackboard. Tuesday, 12/10

Critical Book Review, final draft (TOT: 3 hr) Due by

Find instructions in the Week 16 folder in Blackboard. Friday, 12/13,
11:59 pm

Turabian Test 3 (TOT: 1.5 hrs) Due by

Find instructions in the Week 16 folder in Blackboard. Friday, 12/13,
11:59 pm

Final Reflection and Review (TOT: 1 hr) Due by

Find this item in the Week 16 folder in Blackboard. Saturday, 12/14,
11:59 pm

Nota bene Lucky! Week 13 is Thanksgiving Break, a holiday!

SYLLABUS Fall 2019
page 7
Hour(s) Aim Outcomes
0-2 Critical Critical thinking is crucial in today’s information-saturated
Thinking environment. Students will:
↯ 1.1 discern and describe how challenging information
Encountering impacts them affectively.
Texts 1.2 define critical thinking and information literacy
1.3 explain how critical thinking and information literacy
empower scholarship in an information age
1.4 demonstrate an ability to critically question specific
biblical texts
1.5 identify and assess presuppositions that inform thinking
1.6 employ critical thinking skills to identify specific cultural,
historical, intellectual, and other factors that inform specific
scholarly positions and then critique those positions
3-5 Reflective Applying critical thinking skills, students will deeply engage
Reading assigned readings and assess an author’s argumentation,
↯ position, and approach. Students will:
Analyzing 2.1 describe strategies for critically engaging written
Tests scholarly, biblical materials
2.2 identify types of information resources useful for biblical
and theological scholarship
2.3 articulate the problem, point, and purpose of a
scholarly article and summarize the argumentation
2.4 analyze and discuss a specific text’s argumentation or
rhetorical strategy
2.5 demonstrate skills for critically evaluating an
information resource for reliability, authority, accuracy, and
currency.
2.6 identify and describe major paradigms of scholarly
approaches to interpretation in biblical studies
Discussions, Tasks and Trials, Time-on-Task
Individual introductions (TOT: 1 hr)
Explanation of the course (TOT: 2 hrs)
1.1 Information’s affect (TOT: 1.5 hrs)
1.2 Critical thinking, critical questioning (TOT: 1.5 hrs)
1.3 Bible misbehaving? (TOT: 1.5 hrs)
1.4, 1.6 Arguing with an Author (TOT: 2 hrs)
1.5 Reflection (TOT: 1 hr)
Understanding the Bible (TOT: 1.5 hrs)
Maps to University Outcomes:
Creative and Critical Thinking
Foundational Knowledge
2.1 Article analysis (TOT: 1.5 hrs)
2.2 General to specific resources (TOT: 1 hr)
2.3 “Outlining for Research” (TOT: 1.5 hrs)
2.4 Rhetorical Strategies Exercise (TOT: 2 hrs)
2.5 Book, article, website evaluation (TOT: 1 hr)
2.6 Competing Modes of Discourse (TOT: 1 hr)
Understanding the Bible (TOT: 1.5 hrs)
Critical Book Review (TOT: 1.5 hrs)
Reflection (TOT: 1 hrs)
Maps to University Outcomes:
Creative and Critical Thinking
Foundational Knowledge
Structured Reasoning
Program Outcome: Describe significant features /
characteristics / ideologies / values of the sociocultural
world of the Bible
SYLLABUS Fall 2019

page 7
Hour(s) Aim Outcomes Discussions, Tasks and Trials, Time-on-Task

6-8 Skillful Students will develop competency in information literacy for
Research the sake of scholarship and lifelong learning. Students will:
↯ 3.1 demonstrate awareness of when and what kind of
Researching information is needed
Texts 3.2 formulate clear, concise, and compelling research
questions
3.3 articulate problem, point, purpose, and significance
statements to frame a research project
3.4 show comprehension of how to conduct general to
specific research
3.5 demonstrate effective use of both print and online tools
for locating information resources
3.6 demonstrate an ability to evaluate the authority and
reliability of resources
3.7 demonstrate knowledge of the books of the Bible and
describe how these books fit together canonically
3.1, 3.2, 3.3, 3.7 Researching the Bible (TOT: 3 hrs)
3.4, 3.5, 3.6 Annotations exercise (TOT: 3 hrs)
Understanding the Bible (TOT: 1.5 hrs)
Critical Book Review (TOT: 3 hrs)
Reflection (TOT: 1 hrs)
Maps to University Outcomes:
Creative and Critical Thinking
Foundational Knowledge
Information Literacy
Program Outcome: Summarize historical and socio-
cultural significance of the Bible

9-11 Artful This action area empowers students to better incorporate or 4.1, 4.3 Collaborative research report (TOT: 1 hr)
Application synthesize new information, consider how information can 4.2 Plagiarism debate (TOT: 2 hr)
↯ be ethically incorporated into their own work, and 4.4 Reflection: the Bible as strange (TOT: 1.5 hrs)
Communica demonstrate familiarity with Turabian. Students will: 4.5 Turabian tests (time-on-task: 3.5 hrs)
-ting Texts 4.1 communicate various interpretations of specified biblical
text. Understanding the Bible (TOT: 1.5 hrs)
4.2 discuss ethical issues related to information production Critical Book Review (TOT: 3 hrs)
and use. Reflection (TOT: 1 hrs)
4.3 explain the significance of community, networking, and
sharing in an information age. Maps to University Outcomes:
4.4 reflect on experience of the Bible as “unfamiliar” Creative and Critical Thinking
4.5 demonstrate appropriate citation formatting in the Foundational Knowledge
required style, Turabian. Information Literacy
Active Faith
SYLLABUS Fall 2019 Grading...
page
GRA 19D I N G S C A L E GRADE WEIGHT BY ASSIGNMENT

93-100 A Excellent level of Participation 25%

achievement
Graduate students are expected to thoughtfully engage discussion. Weekly, Discussion 12.5%
engaged participation is vital for establishing and supporting a rich community
84-92 B Average level of
of learning. As Scripture says, iron sharpens iron. Reflection 12.5%
achievement Please communicate to instructor any participation issues you encounter.

75-83 C Below average level of

achievement Tasks and Trials 50%

below 75 F Failure See weekly schedule for list of all tasks and trials (this category does not Each item is worth about
include discussions or weekly reflections). Graded per rubric or other 4% of your total grade, but
assessment method developed for each item. they add up. All tasks
required for Krino Badge.

Critical Book Review 25%

100% Total

How we do: Teaching and learning in IBTR

As described above, my goal is to prepare students for graduate-level studies by

sharpening your skills for critical thinking, reflective reading, skillful research, and
artful application. All discussion activities and deliverables are designed to measure
how well you are fulfilling course outcomes. IBTR strives to fulfill OC’s University
Core Outcomes of Information Literacy, Critical and Creative Thinking, and
Foundational Knowledge (see pp. 5-6 of the 2018-19 Academic Catalog for details).

For grade change appeals, see p. 9 of the 2018-19 Academic Catalog.

sharpening Krino through our journey together...

SYLLABUS Fall 2019
Assessment and Etceteras
page 20

Weeks Description of Tasks and Trials Link to Rubric

1 and 2 Individual introductions: This initial exercise offers an opportunity to let classmates know Graded for
about yourself, your goals for the program, and even share anxieties or expectations. participation
Heroic
Hours Explanation of the course: Here, explanatory videos help students understand the nature of Graded for
this gamified course, explain the syllabus, help navigate Blackboard, and set expectations. participation
0-2

Information’s affect: This introduction to discussion board asks students to pay attention to Click here
the way encountered information makes them feel, an important aspect of critical thinking. for rubric

Weekly Reflection and Review: Each week, students will be guided to reflect on learning, to Graded for
apply learning to life and ministry, and to offer feedback for course improvement. participation

Critical thinking, critical questioning: Introduces students to questioning as dynamo for Graded for
critically understanding information encountered; students articulate critical questions. participation

Is the Bible misbehaving?: Students put skills to the test by questioning both biblical texts Graded for
as well as their own presuppositions about the Bible. participation

Arguing with an Author: This discussion forum offers students an initial critical foray into the Click here
book we will review, The Face of Water: A Translator on Beauty and Meaning in the Bible. for rubric

3 and 4 Article analysis: This exercise sharpens strategies for critically engaging a scholarly article, Graded for
paying attention to markers of scholarship and the article’s interpretive approach. participation
Heroic
Hours General to specific resources: Helps students recognize the scope of resources available for Graded for
biblical research, from general scholarly dictionaries to highly specific journal articles. participation
3-5

Outlining for Research: Introduces students to a helpful approach for thinking through Graded for
research and writing prior to opening a book or diving into databases. participation

Rhetorical Strategies Exercise, parts 1 and 2: This two-part discussion exercise takes a Click here
deep dive into rhetoric, rhetorical fallacies, and the way authors craft argumentation. for rubric
SYLLABUS Fall 2019
Assessment and Etceteras
page 13
Weeks Description of Tasks and Trials Link to Rubric

3 and 4 Book, article, website evaluation: Designed to help students identify markers of scholarship Graded for
in books, articles, and Web resources, empowering evaluation of appropriate resources. participation
Heroic
Hours Competing Modes of Discourse: Surveys the scope of major paradigms in biblical Graded for
interpretation, paying attention to how approaches can and should be mutually informative. participation
3-5

5 and 6 Researching the Bible, parts 1 and 2: Students engage scholarly resources to discover Click here
issues, historical context, genres, and theological themes in selected biblical texts. for rubric
Heroic
Hours Critical Book Review, drafts and final: Students engage and critically review our selected Click here
text according to specific guidelines, learning the art of describing and evaluating content. for rubric
6-8

Turabian Test 1: First of three tests designed to familiarize and increase competency with Can be corrected
Turabian. Test 1 drives students into the manual’s index as they encounter common errors. per feedback.

Annotations exercise: Students learn to concisely yet clearly annotate resources, providing Click here
opportunity to sharpen citation formatting skills for various types of resources. for rubric

7 and 8 Turabian Test 2: Second of three tests designed to familiarize and increase competency with Can be corrected
Turabian. Test 2 focuses on citation formatting in footnotes and bibliography. per feedback.
Heroic
Hours Collaborative research report: Students construct a dialogical approach to thinking and Click here
talking about the “overarching story” of Christian Scripture. for rubric
9-11

Plagiarism debate: Lively debate offers forum for discussion of what constitutes plagiarism Graded for
within and without of biblical and theological scholarship. participation

Turabian Test 3: Final designed to familiarize and increase competency with Turabian. Test 3 Can be corrected
offers opportunity for students to play teacher and mark up a messy assignment. per feedback.

The Bible as Strange: This exercise culminates discussions related to unexpected discoveries Click here
as we have surveyed biblical texts and engaged biblical scholarship. for rubric
SYLLABUS Fall 2019 Resources...
resources
Need help? Be sure to connect with the following resources...

Academic

Beam Library

IGBS Research Guide

Writer’s Block Writing Center

Accommodations

Disability services

Technology

Support Central

Free Software for Grad Students

Printer Installation Instructions

North Institute
 Policies and Particulars
Communication & Office Policies
SYLLABUS Fall 2019

policies
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 (405-424-5323). If unavailable, you are encouraged to leave a voicemail message including your name and the reason for your
call. If near campus, 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 ensure that the
instructor will be available. Also, you can schedule an appointment here.

Blackboard (Bb). Bb is the primary hub for all course information, content, and communication. All information and communication will be
located and/or linked to from within Bb. It is a good idea to check Bb several times per day for course announcements and other
communications from me to you.

Q & A Discussion Board. Every course in the M.A. in Christianity and Culture program has enabled a “Q & A” (Question and Answer) discussion
board. Please be sure to “subscribe” to that forum. If you have a question related to the course content or a course activity, please post it to
the Q & A board. If your question is in regards to personal or private matters (e.g., a question about a grade on an assignment, a complaint,
etc.), then please use email to send the question to your instructor.

Late Work and Extensions

Two significant features of this program impinge on late work and extensions: (1) the program operates on a cohort model and (2) all of the
courses are 8-week intensive courses. In the event that a student misses an assignment or activity deadline (i.e., a “due date”) for an excused
reason (where “excused” is determined by the professor), she or he will have 72 hours to complete the assignment/activity at a 10% grade
reduction per 24 hour period that the assignment is late. If the assignment is not submitted in 72 hours after its original due date, then it will not
be accepted. If the instructor and/or GST chair determine that the student has missed an assignment/activity deadline due to negligence (i.e,
“unexcused”), the work will not be accepted. In the event that a student is granted an extension on an assignment/activity beyond the end date
of the course, such an extension will not be longer than one week (7 days).

Emergencies and Inclement Weather Policy

In case of an emergency, faculty and students who have supplied their mobile phone numbers to OC will be notified by text as well as email.
Emergency notices are also posted to the OC public web site (http://oc.edu) and OC’s Twitter account (https://twitter.com/okchristian). If the
emergency occurs disrupts the online course in any way, the instructor will inform students of appropriate procedures.

Even though this course is online, if OC closes the university campus or if campus systems fail (e.g., power outage) due to inclement weather,
the instructor will notify students as soon as possible via Blackboard announcement and/or email how the missed content, activities, and/or
exams will be made up.
SYLLABUS Fall 2019 Policies and Particulars
Respectful
page 16 and Gender-Fair Language Policy
Students are required to maintain a high standard of conduct in all correspondences. All of our online courses and programs have a “zero
tolerance” policy for “flaming” (i.e., inappropriate language) of any kind. Violations of this  policy will result in immediate removal from any on-
going course(s) and possible exclusion from future courses. All exchanges with other students, faculty, and OC personnel must be professional
and cordial. In all assignments, students are expected to use gender-fair language when referring to human beings (e.g., use "humankind" rather
than "mankind" or "man"). The NRSV and NIV 2011 are examples of English Bible versions that use inclusive language for human beings. See
the guidelines posted by the National Council for Teachers of English for more details.

Dates and Times

All dates and times, including assignment due dates, referenced in this course refer to U.S. Central Standard/Daylight time (i.e., the time at OC’s
campus), which is where the campus of Oklahoma Christian University is located. If you would like to convert dates and times to your time zone,
you may use the time zone converter located here. The local time at Oklahoma Christian University is always available in every Blackboard
course shell, by clicking the “Local Time @ OC” link in the “Help” section of the course menu.

Academic Honesty
Cheating. Cheating on an examination or an assignment 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.

Plagiarism. One particular form of cheating is plagiarism. Plagiarism is the transmission of another's ideas, words, or materials (including
translations) 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 cheat on exams or assignments will face serious consequences, as
described below. For more on plagiarism and how to avoid it, see the resources listed on the Writing Center’s Website.

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 Chief Academic Officer, 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 Chief Academic Officer, 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 Chief Academic
Officer 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.
 Policies and Particulars
Americans with Disabilities Act
SYLLABUS Fall 2019

page 17
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.

Sexual Misconduct Policy (Title IX)

Oklahoma Christian University is a Christian community unequivocally committed to ensuring a working and learning environment in which the
dignity of every individual is respected and providing a campus environment that is free of unlawful discrimination, which includes sexual
harassment, sexual assault, or sexual misconduct. OC’s Sexual Misconduct 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.” Sexual harassment 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 sexual misconduct as defined by the Sexual
Misconduct Policy 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.edu)

Students have access to confidential services through OC’s Counseling Center and the Spiritual Life office.

OC Counseling Center: 405.425.5250

OC’s Mission:
Spiritual Life Oklahoma Christian University is a
Jeff McMillon, Dean of Spiritual Life, 405.425.5919
higher learning community that transforms lives for
Summer Lashley, Ethos Director, 405.425.5908
Christian faith, scholarship, and service.
Copyright Notice
Copyright © 2019–2020 by Oklahoma Christian University.
Oklahoma Christian University ("the University") as to all class 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.

Legal Jurisdiction
By enrolling at Oklahoma Christian University students agree to the exclusive jurisdiction and venue of Oklahoma County District Court, or the
Federal Western District Court of Oklahoma, in Oklahoma City, for all claims and controversies related to or derived from services provided by
Oklahoma Christian University.