Fresno Pacific University-School of Humanities, Religion and Social Sciences

1717 S. Chestnut Ave.

Fresno, CA 93702-4709

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www.fresno.edu

Course Syllabus

BIB 100 (FR02-12/USP): JESUS AND THE CHRISTIAN COMMUNITY

Semester & Year: Spring 2011	Instructor: Dave Wainscott
Units: 4	Phone: (559)974-2508 begin_of_the_skype_highlighting (559)974-2508 end_of_the_skype_highlighting (cell)	Est. response time: ASAP
Course Evaluation Date: 4/30	Email: daw4@fpu.edu	Est. response time: same day
Final Grades Posted by: 5/2	Office: None, but glad to meet on campus/elsewhere	Hours: MWF afternoon, or by appt.
Regular Meeting:: MWF 11:00-12:05 AM in NOH 015	Facebook: facebook.com/davewainscott	Est. response time: same day
First Class: 1/9 Last Class 4/27 Final: 4/30 10:15 AM	Class Website: Jccrocks.blogspot.com

Catalog Course Description

Jesus and the Christian Community is the foundational biblical studies course. Jesus, his teachings, the community he founded and the early years of the Christian movement are central themes. Integrated with these themes are explorations of corresponding values and practices that contribute to a successful college experience. The course includes both large group and small group experiences and is led by an interdisciplinary team of college faculty.

Required Texts:

· Bible. The NRSV Bible is used in JCC and Biblical Literature courses. Students may use other translations (especially RSV, NIV, TNIV, JB, ESV, NAS. Not recommended for class: KJV, TMB). Apps/Kindle/online Bibles OK.

· Hauer, Christian E and Young, William A. Introduction to the Bible. 7^th ed. Upper Saddle River: Prentice Hall, 2007.

· Kraybill, Donald B., Nolt, Steven M., and Weaver-Zercher, David L. Amish Grace: How Forgiveness Transcended Tragedy. 1^st ed. Jossey-Bass, 2007.

· Kraybill, Donald B. The Upside-Down Kingdom (25^th Anniversary Edition). Scottdale: Herald Press, 2003.

· Supplemental Readings: posted on class website

Course Website: Jccrocks.blogspot.com. This will be the primary communication portal for class. Summaries of daily classes, test reviews, class announcements, supplemental respources.

Student Learning Objectives

That students:

1. Practice oral and written communication, and reading and listening skills

2. Demonstrate knowledge of the story of Jesus within its first century context while developing competence in biblical interpretation using literary and socio-historical tools

3. Analyze and evaluate key concepts of Jesus’ teaching, appraising their value for our contemporary society (issues of personal morality, social ethics, justice, etc.)

a. demonstrate competency in biblical application through the examination of texts

b. reflect critically on moral and ethical issues

c. understand Anabaptist-Mennonite theological and ethical principles as an application of the teachings of Jesus

4. Develop an understanding and respect for different cultural and religious traditions in the following areas:

a. first century Greco-Roman world

b. critical and theological interpretations of biblical texts

c. one’s own tradition in relation to other traditions

5. Compose one's personal response to the life and teachings of Jesus

Instructional Methodology/Mode of Delivery

Writing Expectations

The written exercises in this course are expected to demonstrate thoughtful reflection and analysis combined with clear exposition and structure. Grading will take into account both content and mechanics. The following page has a description of the content that is expected for each paper. The purpose of this section is to offer you items that will be considered regarding the mechanics of a paper and to clarify how to submit your written assignments.

Submitting Assignments

Students will take the first draft of selected assignments to the Academic Support Center for review. Papers are then to be revised in light of the ASC feedback and submitted electronically to Turnitin.com. Submit hard copies of the first draft signed by ASC representatives and a final hard copy to the professor. Specific dates will be provided for each paper. The Academic Support Center is located in Marpeck 105.

Structure

Introductory paragraph: Each paper or essay is to begin with an introductory paragraph that includes a clear statement indicating what the paper is about, e.g. “My experiences in life and in reading Scripture have led me to understand Jesus as savior, friend and comforter.”

Organized supporting paragraphs: Each paper should include clearly organized paragraphs that support the thesis. An example of this in the first paper might be as follows. Let us use the thesis statement above as our example. The supporting paragraphs might include a brief narrative to set out some basic information, then three paragraphs on “savior,” “friend,” and “comforter.” Each of those paragraphs would include statements of what you think followed by the reasons why you think that. You may include stories, scripture references or other items that will help the reader understand what you are trying to say. Indent each paragraph and do not leave a space between paragraphs. Use 1” margins and size 12 font.

Summary statement: The paper should conclude with a summary of what you think you have said in the paper, emphasizing the most important concepts.

Grammar and Syntax

Papers are to be checked for spelling, grammar and syntax errors. Most computer programs will assist in this process. You should still read the paper out loud or have someone else read it for you to catch things that the computer will miss. Verb tenses should be consistent. Sentences should be grammatically complete while avoiding incorrect run-ons. Reduce punctuation problems by avoiding long, complex sentences that require semi-colons or numerous commas. Do not use exclamation marks in academic writing. Cite biblical material as in the following example: “You have heard …” (Mt 5:21-48)

Written Assignments

Impressions of Matthew:

Quickly read through/skim (and/or listen to) the Gospel of Matthew in one sitting (forest, not trees; bird’s-eye view, not worm’s). Make informal notes on your “impressions”: note feelings, emotions, possible plot turns, surprises. Make notes on anything that stands out. Comment on things like flow, style, emphases of the writer. Note any repeated words, phrases, ideas, numbers. Make a brief (as few as two, less than ten section) outline or chart of the book, noting any natural hinges/turning points or divisions (You can ignore chapter headings). Comment on who the writer seems to think Jesus is. How do you feel about Jesus after this quick read?

§ 1-2 pages, informal, handwritten OK if legible

§ 10 points, Credit/No Credit

§ Due at the beginning of the class period Jan 13 and March 30

Reflection Paper: “Who Do I Say Jesus Is?”

Your task is to answer the question “Who do I say Jesus is?” Address the question in a descriptive manner and support the description with reasons. Reasons may include key experiences in life, general knowledge and upbringing, particular readings of scripture, etc. You are not being asked to do research for this paper, but to reflect on what your current thoughts and perspectives are. This is to be a personal statement. You are not, however, being asked about your faith in Jesus. You will not be graded on your faith stance or on whether the instructor thinks your views conform to his/hers or any historical statement about Jesus. This paper affords you the opportunity to explore and summarize your thoughts about this key figure. Your reflections will provide a baseline for you to measure your growth and development through this course.

§ 2-3 pages, typed, double-spaced (approx. 600-900 words)

§ 5 points, Credit/No Credit

§ Due at the beginning of the class period Jan 20

Analytical Paper: “Who Do They Say Jesus Is?”

Your task in this paper is to analyze how various groups in the Gospel of Matthew react to the teachings and actions of Jesus. You are required to cover disciples, crowds, religious leaders. You may formulate additional groups as seems to be most appropriate in your analysis. Focus on names and titles they ascribe to Jesus, questions and issues they raise, disagreements and other response patterns, and anything else that shows how they seem to understand him. You may append tables or charts if you find it helpful. Base your comments on the text of Matthew only. Include chapter and verse references or direct quotations. Avoid unsupported generalizations. Avoid statements about how Jesus viewed these groups or why you agree or disagree with their views. Please focus on simply describing how they viewed Jesus. This paper should demonstrate that you have read the gospel thoroughly. The paper is intended to demonstrate that you are gaining familiarity with the narrative methodology being used in the course.

§ 4-6 pages, typed, double-spaced (approx. 1200-1800 words) or video equivalent

§ 40 points

§ Due at the beginning of the class period Fri, Apr 13 (but working ahead is recommended; you will be equipped to do this much earlier (week before spring break)

Sample process:

1. read the Gospel of Matthew

2. Select a group and locate the passages where that group is present

3. Identify and label the ways that they indicate who they think Jesus is

4. Identify and summarize reoccurring themes.

5. Note any discrepancies in the views of the group (is the group unified or fragmented) and give examples.

5. Repeat for next groups (wash, lather, rinse, repeat)

6. Write a thesis statement that succinctly summaries the groups’ views. This is what your paper will then support.

7. Write a section for each group that restates the view of the group and provide examples.

8. Write a conclusion that summarizes the main views of the groups. Note similarities and differences between the groups.

9. Revisit and revise the introduction to make sure that it accurately defines your position and helps the reader know what to expect in the paper.

10. Proofread the paper. Reading it aloud is helpful. Take it to the ASC for review per the section about Submitting Assignments.

Adventure:

a)Chose a passage from Matthew, or a theme evoked by your reading of Matthew (or by considering the question WHO IS JESUS or the question WHAT IS CHURCH).
Write an extended (approx 5-7 pp, but shorter or longer OK)Three Worlds Paper (see "How to study a text via Three Worlds" tab on website for general idea),
quoting two sources from the online sources on website. Power Point or video OK

or

b)Write a paper (approx 5-7p, but shorter or longer OK), or power point or video, discussing how your view of Jesus has changed or been challenged by the class. Cite all three textbooks in addition to Matthew.

NOTE: One way to approach this project is to pick one of the "missions" and expand it to 5-7pp (or video/power point) equivalent

Service Project:

Each member of every BIB100 Jesus and the Christian Community class is required to participate in 12 hours of service during the semester. Because commitment and individual dependability are important elements of volunteer work, students will be required to select an organization and submit their semester Service Plan by Jan 30 at the very latest. Once approved, the student is obligated to fulfill the plan as stated. Should the need for adjustments arise, the change must be approved prior to changing any involvement. Students who do not fulfill the service plan as proposed, or who make adjustments without approval, will not receive credit.

.At the conclusion of the semester, students will

need to turn in a completed Log of Hours (with signatures of the appropriate agency supervisor)

and a short Response Paper (one page typed) responding to the questions listed below. Students

who do not turn in the log of hours and response paper will not receive credit.

Service Plan (sheet of paper)

1. Student Name

2. Organization

3. Description of Project

4. Proposed Schedule

Questions for Service Project Response Paper or video (1-2 pages):

1.Why did you choose this particular project?

2.What was the best part of the experience?

3.What was the most difficult part of the experience?

4.What did it feel like to participate in this?

5.What do you think about people who received your services?

6.What do you think about people who work with these agencies?

7. Share one representative story/encounter from your experience.

8. Why do you think this project was required?

Analytical Paper: “Parable Analysis”

This paper is intended to demonstrate the skills you have gained in working with a passage of scripture, including analyzing, interpreting and communicating. It is a research paper that should show interaction with contemporary scholarship that can be found in journal articles, commentaries, Bible dictionaries, and monographs. No web sources are allowed. At least 6 correctly cited sources must be used with 3 or more published after 1970. Consistent use of any citation format is acceptable, such as MLA, APA, or Chicago. See the Academic Support Center for additional guidance. The paper should provide the following using the categories as section headers:

§ a clear statement of what you think is the meaning and impact of the parable

§ summary and assessment of scholarly interpretations of the parable

§ analysis and supporting reasons for your interpretation of the parable

§ statement of where the theme of the parable is found elsewhere in Matthew’s gospel

§ brief statement of the importance of the parable’s theme for the Christian community

Pick one of the two parables listed for your group to analyze (all citations are Matthew):

Pharisees:   9: 14-17 (wineskins)       or                            21:28-33 (Two Sons)
Sadducees: 13: 47-52(net/dragnet) or                            18:12-14 (lost sheep)
Zealots       13: 45   (pearl)           or                             25:14-30 (talents/minas)
Essenes    5:14-15 (Lamp/ bushel)    or                              25:1-13 (ten virgins/bridesmaids)

§ 4-6 pages, typed, double-spaced (approx. 1200-1800 words)

§ 40 points

§ Due at the beginning of the class period UPDATE: NOW DUE Wed 3/28.

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Directions for Submission of Assignments

Students should include the following information on all assignments: name of assignment, date, student name, faculty name, course number, location of class

Course Participation/Attendance

A positive attitude toward the class is enhanced by active participation in discussion, in activities, etc. Participation begins with regular attendance and assumes the normal class protocol of courtesy and mature behavior. The final grade may be lowered following 3 unexcused absences.

Makeup Work/Late Assignments

Late Assignments: Assignments are due at the beginning of the class period. Assignments submitted after assignments are collected in class on the due date will lose 10% of the grade per week.

Absence from Tests: If you must miss an assignment or test, you must make arrangements in writing or email with your professor before that date. Make-up assignments will be allowed only if this procedure is followed. Missed tests may only be made up in cases of emergency or other school requirements (athletics, field trips, etc.).

Assignment Point Values

*Assignment* *Impressions of Matthew (2 total) 20*	*Point Value*
Parable Presentation	5
Reflection Paper: Who do I say Jesus is?	5
Analytical Paper or Video: Who do they say Jesus is?	40
Analytical Paper: Parable Analysis	40
Service Project and Paper	10
Quizzes/Missions (10 total)	40
Tests (2x80 pts each)	160
Adventure Project	80
*TOTAL Possible Points*	400

Grading Policies/Rubrics

Grading will be distributed as indicated below, and is based on two principles:

1. Everyone will be held accountable within the various categories of the course structure. Grades are earned, not merely awarded. Grades are based on participation and demonstration of learning the content of the course. At no time will grades be based on faith convictions.

2. Everyone should have the opportunity to succeed; the combination of academic, participatory, and service components provides a positive context for achievement.

Final Grades

*Letter Grade*	*Points*
A	400-372
A-	371-360
B+	359-348
B	347-332
B-	331-320
C+	319-308
C	307-292
C-	291-280
D+	279-268
D	267-252
D -	251-240
F	239-000

If you believe any grade to be in error, please discuss it with me. If you are not satisfied with our discussion, you make take your concern to the dean of this school. Contact me, your program director or your advisor if you feel like you need help with this course.

Supplementary Materials/Services for Success in this Course

Many resources will be listed on the course website, which will grow as the class proceeds. Check it often.

UNIVERSITY POLICY SUMMARIES

For complete policy details check the current Academic Catalog.

Attendance Policy

The university expects regular class attendance by all students. Those students who will be absent for an extended period of time should contact their program director or advisor who will discuss the options available, such as a leave of absence. Students may view their attendance records on CampusCruiser.

Only individuals who are registered may attend classes. Non-registered students may not turn in assignments, take tests or receive grades.

Course Drop Policy

Refunds and grades for dropped courses are based on the last day of attendance. Each week the refund amount decreases. Students who do not attend at least one class during the first week of a course will be administratively dropped from the course by the Registrar’s Office. After the first week of class, failure to drop courses in a timely manner will result in failed grades and financial responsibility for payment.

Academic Honesty/Integrity

Everyone who participates in the educational process at FPU is expected to pursue honesty and integrity in all aspects of their academic work. Cases of academic dishonesty are first handled between instructors and students. Depending upon the severity of the case, consequences may range from partial credit after work is redone to expulsion from the university. As in all situations where a member of the university violates the behavioral and academic expectations of the community, opportunity for restoration and restitution will be extended to those willing to work to correct the situation and reconcile with the university community

Behavioral Standards

Student behaviors disruptive to the educational process may result in the student being dismissed from a class or a program.

Sexual Harassment Policy

Harassment of a student or an employee of the University by other students, employees, supervisors, or agents of Fresno Pacific University will not be tolerated. All reports of harassment will be taken seriously, promptly investigated and addressed by FPU in accordance with university policies and procedures.

Responsible Use of Technology

The use of campus computing resources at Fresno Pacific University is a privilege, not a right. Violations of university guidelines on computer use will result in disciplinary action, which may include any of the following: warnings, loss of computer privileges, suspension, or legal prosecution.

Disability

Students with disabilities are eligible for reasonable accommodations in their academic work in all classes. In order to receive assistance, the student with a disability must provide the Academic Support Center with documentation which describes the specific disability. The documentation must be from a qualified professional in the area of the disability (i.e. psychologist, physician or educational diagnostician). Students with disabilities should contact the Academic Support Center to discuss academic and other needs as soon as they are diagnosed with a disability. Once documentation is on file, arrangements for reasonable accommodations can be made.

Incompletes

Incomplete grades are to be issued only in the case of absence from classes due to unexpected and unavoidable circumstances, such as illness, accident or death in the immediate family, which have made it impossible for the student to complete all course requirements as scheduled. A grade of incomplete is not to be issued for unsatisfactory work or failure to submit work through negligence. Student must submit the appropriate form, available online from Registrar’s Office.

Satisfactory Academic Progress

Students are expected to make satisfactory progress toward completion of their program by maintaining a cumulative grade-point average of 2.0 or higher for associate/baccalaureate students, 3.0 or higher for graduate students and 2.5 or 3.0 (for seminary students, depending on the program). Cumulative grade-point average is based on FPU coursework only.

CampusCruiser

CampusCruiser is the university’s Web portal and should be used to access everything related to university online content, including event calendars, schedules, classes, campus life and email. Students are expected to check their fpu.edu email on a frequent and consistent basis , and use this email address for correspondence with instructor.

Student and Faculty Dispute Resolution

Occasionally a student may find cause to question the action of a professor regarding requirements of a course, teaching effectiveness, comments made in a class that seem derogatory or inflammatory, criticism of the student, general performance or sanctions given for academic dishonesty. Students should first discuss their concerns with the instructor. If the student and faculty member cannot resolve the issue satisfactorily or if the student does not feel comfortable speaking directly with the instructor the student should consult with the chair of the division in which the course is lodged, who will attempt to resolve the issue. Decisions may be appealed to the dean of the appropriate school for a final resolution.

Right to Petition

Request for exception to academic policies may be made when there are extenuating circumstances such as a serious medical condition, a death in the immediate family or other traumatic, unforeseen events. Students should complete a petition form, along with the nonrefundable fee, and submit it to the Registrar’s Office. Petitions will be forwarded to the appropriate academic official or committee for consideration and decision.

Privacy

The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records. Check the university website for details.

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*TOPIC 1*
*Date Due*	*Assignments*

*TOPIC 2*
*Date Due*	*Assignments*

Estimated Coursework Time

*TEXTBOOKS/ARTICLES*	*Hours*
Text 1
Text 2
Text 3

*WRITING ASSIGNMENTS*	*Hours*
Assignment 1
Assignment 2
Assignment 3
[

*STUDY GUIDES*	*Hours*
Guide 1
Guide 2
Guide 3
[

*EXAMS*	*Hours*
Review
Exam

*OTHER ASSIGNMENTS*	*Hours*
Assignment 1
Assignment 2
Assignment 3
[

TOTAL ESTIMATED ASSIGNMENT HOURS FOR COURSE

BIB 100 (FR02-12/USP): Jesus and The Christian Community

Pages

Syllabus and Schedule

Fresno Pacific University-School of Humanities, Religion and Social Sciences

BIB 100 (FR02-12/USP): JESUS AND THE CHRISTIAN COMMUNITY

Structure

Grammar and Syntax