IGBS SYLLABUS

Spring 2018

INSTRUCTOR:
Christopher Rosser

MLIS, MDiv
Theological Librarian
405-425-5323
chris.rosser@oc.edu

Office: Beam Library, LC 105

View my schedule here.

“Iter una faciamus”

BIBL 5013: Introduction to Graduate Biblical Studies

Spring 2018

Purpose
This 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 syllabus
This 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 location

IGBS meets on Tuesday evenings throughout the semester from 6:30 to 9:15 in LC 109, the Library
Conference Room. Find the schedule and weekly details in the full syllabus.

1
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)

Deliverables Schedule (p. 6)

How we do: Teaching and Learning (p. 6)

Being in class... (p. 6)

E-portfolios (p. 6)

Course Schedule (p. 7)

Grading (p. 11)

Policies (p. 13)

Readings (p. 16)

Iter una
faciamus

2
 Explanation of the Course and Outcomes
Explanation
IGBS is taught in modules, or “teaching segments.” Each of the five modules targets specific learning outcomes
IGBS SYLLABUS Spring 2018

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 positions
1.4 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 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

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 studies
3.2 demonstrate awareness of when and what kind of information is needed
3.3 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 research
3.6 reflect and report on personal information seeking behavior
3.7 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 resources
3.9 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 formatting
4.3 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 interpreter
4.6 demonstrate editing skills as they draft and revise a critical book review
4.7 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 interpreter
5.3 collaborate to analyze a case, discuss theological implications, and propose recommendations
3
The The Point
IGBS SYLLABUS Spring 2018

Point
Certainly, 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
Philosophy of Teaching
of Teaching
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 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.

4
Required texts and devices Bits and Pieces...

OK, as the proverb reminds us, “When words are many, transgression is not lacking, but the prudent are restrained
IGBS SYLLABUS Spring 2018

in speech” (Pr 10:19). So let’s get down to business!

Required Text

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.

Creating an online reflection space... [more on this if we decide to do it; don’t worry for now!]

All students are required to create a blog space that will facilitate various reflection pieces throughout the semester
and beyond. Students are encouraged to use Wordpress.com to create a free space (tutorials are widely available,
like this one, for example). Students who already have a blog-space (not Facebook) are free to use their current
space; however, keep in mind that this blog is academic rather than personal; it may be best to simply create a new
blog-space. See full syllabus for details about reflection pieces.

ModuleE-portfolios
Schedule and Digital Badging [note: we may not be doing this; don’t sweat about it!]
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.

5
Deliverables Due
IGBS SYLLABUS Spring 2018
Deliverables...
Deliverable Due Dates (Unless required at class on Tuesdays, deliverables due by 11:59 PM.)
Mod 2 Book Review, early draft (Intro, PPP) 2/13

Mod 3 Turabian Skills Test 1 2/20

Mod 3 Turabian Skills Test 2 2/27

Mod 3 Book Review Draft (complete) 3/6

Mod 4 Interpreter Essay, early draft (intro, background) 3/20

Mod 4 Turabian Skills Test 3 3/27

Mod 4 Interpreter Essay, draft (method, illustration, significance) 4/3

Mod 4 Interpreter and Method Essay (final draft) 4/10

Mod 5 Presentation on Interpreter and Method 4/17, 24

Mod 5 Book Review (final submission) 4/25

How we do

How we do: Teaching and learning in IGBS

IGBS 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

✤ incorporation of ePortfolios and digital badging

✤ 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 5 of the 2016-17 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.

6
Course Schedule
Meeting Schedule (Tuesday evenings, 6:30 to 9:15, Library Conference Room)

Date Content, Readings, and Deliverables

January 9 Welcome to Introduction to Graduate Biblical Studies!

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!

January 16 Module 1: Critical Thinking (1)

Introducing Graduate Biblical Studies. 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:

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

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

January 23 Module 1: Critical Thinking (2)

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.

January 30 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)

7
Meeting Schedule (Tuesday evenings, 6:30 to 9:15, Library Conference Room)
February 6 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.

February 13 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)

February 20 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: 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

February 27 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)

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

8
Meeting Schedule (Tuesday evenings, 6:30 to 9:15, Library Conference Room)
March 6 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

March 13 No class; Spring Break

March 20 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): Interpreter Essay, early draft (intro, background)

March 27 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): Turabian Skills Test 3

9
Meeting Schedule (Tuesday evenings, 6:30 to 9:15, Library Conference Room)
April 3 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)

April 10 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”

April 17 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

April 24 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

10
Grading
IGBS SYLLABUS Spring 2018
Grading...
GRADING 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 ASSIGNMENT

Participation 5%

Graduate students are expected to attend class meetings and to thoughtfully 5%

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.

In Class Graded Exercises 25%

• Attending to Messy Worlds Worth about 2% each;

• Arguing with an Author grade dependent on
• Logos, Pathos, Ethos, and Pop-Culture presence and participation
• Outlining for Research in class sessions; most
• Rhetorical Strategies Exercise activities will be assessed
• Library Challenge! by rubric. If unable to
• Writing Annotations attend, see instructor for
• “U Need Em” Resources alternative assignment(s).
• Debating Plagiarism
• The Blitz: Writing Workshop for Exegesis Papers
• The Blitz: Writing Workshop for Thought-Piece (Reflection) Papers
• Collaborative Case Study Analysis

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%

11
 GRADE 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 through badges.

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.

12
Policies Course Policies
A. Communication & Office Policies for BIBL-5013-01
IGBS SYLLABUS Spring 2018

1. 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 Hours
Students should feel free to stop by the instructor’s office for consultation. Note that I am often at the library
Reference Desk and do not necessarily keep specific office hours. It is best to email or call in advance to make
an appointment to ensure that the instructor will be available. Also, you can schedule an appointment here.

B. Absences and Late Work

1.The discipline of completing work on time is an important lesson to master. All deliverables are due on the
date assigned. In the event of late work, the student must notify the instructor of his or her impending lateness
and excuse prior to the due date of the deliverable. Acceptance of late work is at the discretion of the instructor.
Good communication with instructors is important; we encourage students to contact their instructor if they
know that an assignment will be late.
2. Again, good communication with your instructor is vital, and I encourage you to contact me if you are unable
to participate in an activity or miss an assignment due to a prolonged emergency situation.

C. Closings and Emergencies

1. 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 Policy
1. You are strongly encouraged to use your laptops or handheld device in the class for the purpose of learning.
If you are abusing this privilege then you may be forced to revert to more ancient technologies.
2. 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.

IGBS Mantra:

Clear, concise,
compelling...

13
lkj Course Policies, cont.
E. Academic Honesty
IGBS SYLLABUS Spring 2018

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
intellectum

14
lk; Course Policies, cont., again.
F. Americans with Disabilities Act
IGBS SYLLABUS Spring 2018

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 below or one of the Title IX Deputy Coordinators listed online here.

Title IX Coordinator Ms. Tamie Willis 405.425.5320 tamie.willis@oc.edu

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

OC Counseling Center        405.424.5250

Mercy Clinic            405.425.6100        2810 E. Memorial Rd., Suite 140

Copyright ©2018 by Oklahoma Christian University.

Copyright ©2018 by Oklahoma Christian University.

15
Selected Readings Readings
Selected
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.
16
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.

17