This document outlines the objectives, resources, textbooks, assignments, policies, and contact information for the Christian Theology 3 course taught by Dr. Steven McKinion. The course objectives are for students to understand Christian doctrine history, gain familiarity with contemporary discussions, and express biblical theology. Resources include weekly video lectures, an online platform, recommended readings, and discussions. There are two exams, weekly papers, and an optional book review. Academic integrity is strictly enforced, and the grading scale and classroom policies are clearly defined.
This document is a syllabus for a church history course covering the Reformation and modern periods. It outlines the course objectives, which include discovering important figures and learning lessons from church history. Resources include classroom lectures, online materials, textbooks, and discussions. Students will take exams, write weekly biography papers, and watch online videos. There is also an optional book review assignment for graduate students. Academic integrity is strictly enforced. The grading scale and classroom policies are provided, along with contact information for the professor and teaching assistant.
The document discusses what a syllabus is and why students should care about it. A syllabus contains important information about a course including the professor's contact details, class policies, assignment due dates and grading rubric. It serves as a contract and calendar that outlines what is expected and allows students to plan their semester accordingly. The main reason to care about the syllabus is that it provides the instructions for how to succeed in the class.
The syllabus is a small place to start bringing students and faculty members back together... If students could be persuaded that we are really interested in their understanding the materials we offer, that we support their efforts to master it, and that we take their intellectual struggles seriously, they might respond by becoming involved in our courses, by trying to live up to our expectations, and by appreciating our concern.
- Rubin, “Professors, Students, and the Syllabus,” Chronicle of Higher Education
A syllabus breaks down language learning objectives and expectations into a sequenced series of teaching points. It provides a meeting point between perspectives on language, its use, and contemporary teaching approaches. An effective syllabus outlines student profiles, communication tasks, language skills, resources, expectations, goals, topics, activities, strategies, and requirements.
The document discusses different approaches to course design for English for Specific Purposes (ESP) programs. It describes three main approaches: language-centered, skills-centered, and learning-centered. The learning-centered approach is presented as the most comprehensive because it considers the learner at every stage of the design process, including needs analysis, syllabus and materials development, methodology, and evaluation. It emphasizes that course design should be a negotiated and dynamic process that adapts to learners' needs and changing resources over time.
This document outlines the objectives, resources, textbooks, assignments, policies, and contact information for the Christian Theology 3 course taught by Dr. Steven McKinion. The course objectives are for students to understand Christian doctrine history, gain familiarity with contemporary discussions, and express biblical theology. Resources include weekly video lectures, an online platform, recommended readings, and discussions. There are two exams, weekly papers, and an optional book review. Academic integrity is strictly enforced, and the grading scale and classroom policies are clearly defined.
This document is a syllabus for a church history course covering the Reformation and modern periods. It outlines the course objectives, which include discovering important figures and learning lessons from church history. Resources include classroom lectures, online materials, textbooks, and discussions. Students will take exams, write weekly biography papers, and watch online videos. There is also an optional book review assignment for graduate students. Academic integrity is strictly enforced. The grading scale and classroom policies are provided, along with contact information for the professor and teaching assistant.
The document discusses what a syllabus is and why students should care about it. A syllabus contains important information about a course including the professor's contact details, class policies, assignment due dates and grading rubric. It serves as a contract and calendar that outlines what is expected and allows students to plan their semester accordingly. The main reason to care about the syllabus is that it provides the instructions for how to succeed in the class.
The syllabus is a small place to start bringing students and faculty members back together... If students could be persuaded that we are really interested in their understanding the materials we offer, that we support their efforts to master it, and that we take their intellectual struggles seriously, they might respond by becoming involved in our courses, by trying to live up to our expectations, and by appreciating our concern.
- Rubin, “Professors, Students, and the Syllabus,” Chronicle of Higher Education
A syllabus breaks down language learning objectives and expectations into a sequenced series of teaching points. It provides a meeting point between perspectives on language, its use, and contemporary teaching approaches. An effective syllabus outlines student profiles, communication tasks, language skills, resources, expectations, goals, topics, activities, strategies, and requirements.
The document discusses different approaches to course design for English for Specific Purposes (ESP) programs. It describes three main approaches: language-centered, skills-centered, and learning-centered. The learning-centered approach is presented as the most comprehensive because it considers the learner at every stage of the design process, including needs analysis, syllabus and materials development, methodology, and evaluation. It emphasizes that course design should be a negotiated and dynamic process that adapts to learners' needs and changing resources over time.
This document outlines the syllabus for a General Psychology course. It provides details on the instructor, meeting times, grading criteria, required texts, course objectives, and schedule. The course is an introductory survey of major topics in psychology, including biopsychology, learning, cognition, development, psychological disorders, and treatment. Students will learn to apply the scientific method and evaluate psychological theories and research. Assessment includes exams on course content, with grades based on scores on midterm, final, and section exams.
This document provides information about a General Psychology course taught by Dr. Tom DeHardt at El Camino College. The course is an introductory survey of major topics in psychology, including research methods, biological bases of behavior, consciousness, learning, cognition, motivation, emotion, personality, psychological disorders, and social psychology. Students will be assessed through multiple choice exams covering the textbook, lectures, and discussions. Required materials include a psychology textbook and optional study guide.
This document outlines the syllabus for a General Psychology course taught at El Camino College. The course will be held on Mondays and Wednesdays from 11:00-12:25pm in room 39 of the E Wing. It will cover major topics in psychology including biopsychology, learning, cognition, development, psychological disorders, and treatment. Students will be evaluated based on two exams and three section exams, and they are expected to read the required textbook to understand concepts discussed in lectures. The syllabus provides the instructor's contact information, course objectives, policies, and a tentative schedule of topics and exam dates.
This document outlines the syllabus for a General Psychology course taught by Dr. Tom DeHardt. The course will meet on Mondays and Wednesdays from 1:00-2:25pm in room 39 of the E Wing. It is a 3 unit course that provides an overview of major topics in psychology including biopsychology, learning, cognition, development, psychological disorders, and social psychology. Students will be evaluated based on two exams and three section exams, and the required textbook is Psychology in Modules by Myers. The syllabus provides the course objectives, policies, grading scale, and a tentative schedule of topics.
This document outlines the syllabus for an introductory philosophy course taught at Washington Bible College in the spring of 2005. The course will introduce students to major ideas and writings in philosophy with the goal of helping students develop a coherent Biblical worldview. Students are expected to read 2-3 hours per week, complete weekly homework assignments, participate in class discussions, and write two papers. Grading will be based on exams, papers, homework, and class participation. Required texts include works by Kierkegaard, Lewis, and an anthology of Western philosophy.
The document provides information about a course on the Second Vatican Council, including a course description, approach and methods, learning objectives, expectations and policies, schedule, and appendices. Specifically, it will survey the historical and theological dimensions of the Second Vatican Council from 1962-1965, considering its background, key moments, figures, and pronouncements, as well as its ongoing impact. Students will demonstrate knowledge of Vatican II and analyze its reception in the US Catholic Church and their own religious tradition.
This course is designed to help undeclared students at the University of Illinois transition smoothly into their first semester. It will help students develop strategies to facilitate a positive experience through self-reflection, discussion, and learning about campus resources. The course objectives are for students to learn how to transition successfully, explore potential majors and careers, understand the transfer process, and utilize academic and career resources. It is taught by an academic advisor and meets weekly. Assignments include quizzes, informational interviews, and a final presentation. The goal is for students to feel comfortable navigating the university as they determine their academic and career paths.
This document provides information about a Social Psychology course being offered at El Camino College including the instructor details, course description, objectives, required text, grading policy, class calendar, and policies. The course focuses on the scientific study of psychological processes between individuals and groups. It will cover topics such as social cognition, perception, attitudes, prejudice, relationships, and influence. Students will learn about research methods and how to apply social psychology principles to everyday experiences. Assessment will include exams covering material from lectures, videos and the required text.
This English III syllabus outlines the course objectives, required texts, class supplies, behavioral guidelines, grading policy, late work policy, and contact information for the teacher, Mrs. Nicole Galdo Patterson. The course aims to develop critical thinking, writing, and reading skills through American literature. Students will read novels, write in various forms, and build vocabulary and grammar skills. The syllabus details expectations for assignments, assessments, academic integrity, tutorials, and state testing. Parents and students must sign a form acknowledging they have read and agree to the policies in the syllabus.
This document discusses the concept of academic tenacity, which refers to a student's perseverance and passion for long-term goals. It notes that interventions targeting students' mindsets, social belonging, goal-setting and relevance of school can improve outcomes like grades and test scores. Examples are provided of brief interventions positively impacting minority students' achievement through growth mindset or sense of belonging. Effective schools challenge students, set high standards, provide support and feedback, and cultivate students' feelings of belonging.
Latin American Cluster Fall 2011 SyllabusKaren Yang
This document is a syllabus for three courses being offered in an accelerated evening program through Lindenwood University: Twentieth Century World History, Art and Culture of Latin America I, and Contemporary Issues in Modern Latin America. The syllabus provides information on class meeting times and locations, required textbooks, course descriptions and objectives, policies on attendance, late papers, academic dishonesty, and other administrative details. The courses will examine Latin America's history, culture, art and current issues from both 20th century global and regional perspectives.
The document is a course syllabus for General Psychology 2012 at Seminole State College during the Spring 2013 semester. It provides information about the instructor, required materials, grading criteria, course policies, objectives and outline. Specifically, it outlines that the course will cover the major topics in psychology over 16 weeks including biological foundations, learning, memory, development, and abnormal psychology. Students will be evaluated based on their performance on exams, homework, quizzes, and an online learning platform. The syllabus establishes expectations around attendance, participation, academic integrity and special accommodations.
This document provides information about a World Religions course taught by instructor Julie DeMarchi Heiland at Atlantic Cape Community College. The course introduces students to major world religions through studying their origins, essential ideas, and patterns. The syllabus outlines college prerequisites and learning goals, as well as the instructor's course objectives, policies, assignments, and grading breakdown. Students will develop an understanding of religious experiences and belief systems through exams, papers, discussions, and a required attendance at a religious event for a reflection paper.
This 3-sentence summary provides the essential information about the document:
This syllabus addendum outlines the course objectives, requirements, policies, and grading scale for HIS 101 Western Civilization to 1689 taught by Professor Stephen Campbell at Trident Technical College. The course is a survey of Western Civilization from ancient times to 1689 that will develop students' critical thinking skills through exams, quizzes, and writing assignments. Grades will be determined by exams (25%), quizzes (50%), and writing assignments (25%), with letter grades assigned based on total points earned throughout the semester.
This document provides guidance on redesigning course syllabi to make them more engaging for students. The traditional black and white text-heavy syllabus is described as intimidating and unengaging for students. Recommendations are given to incorporate color, images, and technology to create a more visually appealing and informative syllabus. Specific suggestions include using Word and PDF to design multi-page syllabi that cover course descriptions, objectives, assignments, grades, policies, and resources on separate pages with headings and text boxes. The redesigned syllabus should be personalized, interactive, and engage students in the course material from the first page. Proper syllabus design is described as taking significant time but providing benefits to student understanding and experience.
This document provides biographical information about Coach McFarland, the IPC/Science teacher at MCAA. It includes details about his educational background, coaching experience, family, values, classroom policies and expectations. The document is intended to inform students about who their teacher is and how the classroom will be run.
International Studies 100 Global Citizenship Summer 2015 On-Li.docxmariuse18nolet
This document provides the syllabus for an online course titled "International Studies 100: Global Citizenship" taught in the summer of 2015. The course aims to develop students' critical thinking skills through investigating contemporary global issues and perspectives. It will be taught asynchronously online over 12 weeks, with students completing readings, discussion posts, quizzes, and a group presentation. Topics to be covered include globalization, economic interdependence, cultural exchange, poverty, security issues, and environmental challenges. The goal is for students to recognize their roles as global citizens and consider global dimensions of local and individual issues.
Psych 231 psy of human motiv (queens college) fall 2012 syllabusJohn Smith
This document provides information for Psychology 231: Human Motivation course at Queens College in Fall 2012. It outlines the class times, location, instructor details, required textbook, course objectives to examine human motivation from biological, psychological and environmental perspectives. It describes exams, grading scale, attendance policy, academic integrity policy and tentative schedule. The course will use powerpoint lectures on blackboard and involve four exams, pop quizzes and class discussions on topics like evolution of motivation, addictions, stress and personality.
Ken O'Connor is an educator who has advocated for assessment and grading practices that support student learning. Based on his research and advice, the document discusses five important ideas regarding grading: 1) relating grades to intended learning outcomes, 2) limiting grades to individual achievement, 3) assessing formative work but not including all scores in grades, 4) providing multiple assessment opportunities, and 5) involving students in the assessment process. The document provides examples and discussion of each idea.
The Hope of Salvation - Jude 1:24-25 - MessageCole Hartman
Jude gives us hope at the end of a dark letter. In a dark world like today, we need the light of Christ to shine brighter and brighter. Jude shows us where to fix our focus so we can be filled with God's goodness and glory. Join us to explore this incredible passage.
This document outlines the syllabus for a General Psychology course. It provides details on the instructor, meeting times, grading criteria, required texts, course objectives, and schedule. The course is an introductory survey of major topics in psychology, including biopsychology, learning, cognition, development, psychological disorders, and treatment. Students will learn to apply the scientific method and evaluate psychological theories and research. Assessment includes exams on course content, with grades based on scores on midterm, final, and section exams.
This document provides information about a General Psychology course taught by Dr. Tom DeHardt at El Camino College. The course is an introductory survey of major topics in psychology, including research methods, biological bases of behavior, consciousness, learning, cognition, motivation, emotion, personality, psychological disorders, and social psychology. Students will be assessed through multiple choice exams covering the textbook, lectures, and discussions. Required materials include a psychology textbook and optional study guide.
This document outlines the syllabus for a General Psychology course taught at El Camino College. The course will be held on Mondays and Wednesdays from 11:00-12:25pm in room 39 of the E Wing. It will cover major topics in psychology including biopsychology, learning, cognition, development, psychological disorders, and treatment. Students will be evaluated based on two exams and three section exams, and they are expected to read the required textbook to understand concepts discussed in lectures. The syllabus provides the instructor's contact information, course objectives, policies, and a tentative schedule of topics and exam dates.
This document outlines the syllabus for a General Psychology course taught by Dr. Tom DeHardt. The course will meet on Mondays and Wednesdays from 1:00-2:25pm in room 39 of the E Wing. It is a 3 unit course that provides an overview of major topics in psychology including biopsychology, learning, cognition, development, psychological disorders, and social psychology. Students will be evaluated based on two exams and three section exams, and the required textbook is Psychology in Modules by Myers. The syllabus provides the course objectives, policies, grading scale, and a tentative schedule of topics.
This document outlines the syllabus for an introductory philosophy course taught at Washington Bible College in the spring of 2005. The course will introduce students to major ideas and writings in philosophy with the goal of helping students develop a coherent Biblical worldview. Students are expected to read 2-3 hours per week, complete weekly homework assignments, participate in class discussions, and write two papers. Grading will be based on exams, papers, homework, and class participation. Required texts include works by Kierkegaard, Lewis, and an anthology of Western philosophy.
The document provides information about a course on the Second Vatican Council, including a course description, approach and methods, learning objectives, expectations and policies, schedule, and appendices. Specifically, it will survey the historical and theological dimensions of the Second Vatican Council from 1962-1965, considering its background, key moments, figures, and pronouncements, as well as its ongoing impact. Students will demonstrate knowledge of Vatican II and analyze its reception in the US Catholic Church and their own religious tradition.
This course is designed to help undeclared students at the University of Illinois transition smoothly into their first semester. It will help students develop strategies to facilitate a positive experience through self-reflection, discussion, and learning about campus resources. The course objectives are for students to learn how to transition successfully, explore potential majors and careers, understand the transfer process, and utilize academic and career resources. It is taught by an academic advisor and meets weekly. Assignments include quizzes, informational interviews, and a final presentation. The goal is for students to feel comfortable navigating the university as they determine their academic and career paths.
This document provides information about a Social Psychology course being offered at El Camino College including the instructor details, course description, objectives, required text, grading policy, class calendar, and policies. The course focuses on the scientific study of psychological processes between individuals and groups. It will cover topics such as social cognition, perception, attitudes, prejudice, relationships, and influence. Students will learn about research methods and how to apply social psychology principles to everyday experiences. Assessment will include exams covering material from lectures, videos and the required text.
This English III syllabus outlines the course objectives, required texts, class supplies, behavioral guidelines, grading policy, late work policy, and contact information for the teacher, Mrs. Nicole Galdo Patterson. The course aims to develop critical thinking, writing, and reading skills through American literature. Students will read novels, write in various forms, and build vocabulary and grammar skills. The syllabus details expectations for assignments, assessments, academic integrity, tutorials, and state testing. Parents and students must sign a form acknowledging they have read and agree to the policies in the syllabus.
This document discusses the concept of academic tenacity, which refers to a student's perseverance and passion for long-term goals. It notes that interventions targeting students' mindsets, social belonging, goal-setting and relevance of school can improve outcomes like grades and test scores. Examples are provided of brief interventions positively impacting minority students' achievement through growth mindset or sense of belonging. Effective schools challenge students, set high standards, provide support and feedback, and cultivate students' feelings of belonging.
Latin American Cluster Fall 2011 SyllabusKaren Yang
This document is a syllabus for three courses being offered in an accelerated evening program through Lindenwood University: Twentieth Century World History, Art and Culture of Latin America I, and Contemporary Issues in Modern Latin America. The syllabus provides information on class meeting times and locations, required textbooks, course descriptions and objectives, policies on attendance, late papers, academic dishonesty, and other administrative details. The courses will examine Latin America's history, culture, art and current issues from both 20th century global and regional perspectives.
The document is a course syllabus for General Psychology 2012 at Seminole State College during the Spring 2013 semester. It provides information about the instructor, required materials, grading criteria, course policies, objectives and outline. Specifically, it outlines that the course will cover the major topics in psychology over 16 weeks including biological foundations, learning, memory, development, and abnormal psychology. Students will be evaluated based on their performance on exams, homework, quizzes, and an online learning platform. The syllabus establishes expectations around attendance, participation, academic integrity and special accommodations.
This document provides information about a World Religions course taught by instructor Julie DeMarchi Heiland at Atlantic Cape Community College. The course introduces students to major world religions through studying their origins, essential ideas, and patterns. The syllabus outlines college prerequisites and learning goals, as well as the instructor's course objectives, policies, assignments, and grading breakdown. Students will develop an understanding of religious experiences and belief systems through exams, papers, discussions, and a required attendance at a religious event for a reflection paper.
This 3-sentence summary provides the essential information about the document:
This syllabus addendum outlines the course objectives, requirements, policies, and grading scale for HIS 101 Western Civilization to 1689 taught by Professor Stephen Campbell at Trident Technical College. The course is a survey of Western Civilization from ancient times to 1689 that will develop students' critical thinking skills through exams, quizzes, and writing assignments. Grades will be determined by exams (25%), quizzes (50%), and writing assignments (25%), with letter grades assigned based on total points earned throughout the semester.
This document provides guidance on redesigning course syllabi to make them more engaging for students. The traditional black and white text-heavy syllabus is described as intimidating and unengaging for students. Recommendations are given to incorporate color, images, and technology to create a more visually appealing and informative syllabus. Specific suggestions include using Word and PDF to design multi-page syllabi that cover course descriptions, objectives, assignments, grades, policies, and resources on separate pages with headings and text boxes. The redesigned syllabus should be personalized, interactive, and engage students in the course material from the first page. Proper syllabus design is described as taking significant time but providing benefits to student understanding and experience.
This document provides biographical information about Coach McFarland, the IPC/Science teacher at MCAA. It includes details about his educational background, coaching experience, family, values, classroom policies and expectations. The document is intended to inform students about who their teacher is and how the classroom will be run.
International Studies 100 Global Citizenship Summer 2015 On-Li.docxmariuse18nolet
This document provides the syllabus for an online course titled "International Studies 100: Global Citizenship" taught in the summer of 2015. The course aims to develop students' critical thinking skills through investigating contemporary global issues and perspectives. It will be taught asynchronously online over 12 weeks, with students completing readings, discussion posts, quizzes, and a group presentation. Topics to be covered include globalization, economic interdependence, cultural exchange, poverty, security issues, and environmental challenges. The goal is for students to recognize their roles as global citizens and consider global dimensions of local and individual issues.
Psych 231 psy of human motiv (queens college) fall 2012 syllabusJohn Smith
This document provides information for Psychology 231: Human Motivation course at Queens College in Fall 2012. It outlines the class times, location, instructor details, required textbook, course objectives to examine human motivation from biological, psychological and environmental perspectives. It describes exams, grading scale, attendance policy, academic integrity policy and tentative schedule. The course will use powerpoint lectures on blackboard and involve four exams, pop quizzes and class discussions on topics like evolution of motivation, addictions, stress and personality.
Ken O'Connor is an educator who has advocated for assessment and grading practices that support student learning. Based on his research and advice, the document discusses five important ideas regarding grading: 1) relating grades to intended learning outcomes, 2) limiting grades to individual achievement, 3) assessing formative work but not including all scores in grades, 4) providing multiple assessment opportunities, and 5) involving students in the assessment process. The document provides examples and discussion of each idea.
The Hope of Salvation - Jude 1:24-25 - MessageCole Hartman
Jude gives us hope at the end of a dark letter. In a dark world like today, we need the light of Christ to shine brighter and brighter. Jude shows us where to fix our focus so we can be filled with God's goodness and glory. Join us to explore this incredible passage.
A Free eBook ~ Valuable LIFE Lessons to Learn ( 5 Sets of Presentations)...OH TEIK BIN
A free eBook comprising 5 sets of PowerPoint presentations of meaningful stories /Inspirational pieces that teach important Dhamma/Life lessons. For reflection and practice to develop the mind to grow in love, compassion and wisdom. The texts are in English and Chinese.
My other free eBooks can be obtained from the following Links:
https://www.slideshare.net/ohteikbin/presentations
https://www.slideshare.net/ohteikbin/documents
A375 Example Taste the taste of the Lord, the taste of the Lord The taste of...franktsao4
It seems that current missionary work requires spending a lot of money, preparing a lot of materials, and traveling to far away places, so that it feels like missionary work. But what was the result they brought back? It's just a lot of photos of activities, fun eating, drinking and some playing games. And then we have to do the same thing next year, never ending. The church once mentioned that a certain missionary would go to the field where she used to work before the end of his life. It seemed that if she had not gone, no one would be willing to go. The reason why these missionary work is so difficult is that no one obeys God’s words, and the Bible is not the main content during missionary work, because in the eyes of those who do not obey God’s words, the Bible is just words and cannot be connected with life, so Reading out God's words is boring because it doesn't have any life experience, so it cannot be connected with human life. I will give a few examples in the hope that this situation can be changed. A375
The Enchantment and Shadows_ Unveiling the Mysteries of Magic and Black Magic...Phoenix O
This manual will guide you through basic skills and tasks to help you get started with various aspects of Magic. Each section is designed to be easy to follow, with step-by-step instructions.
Why is this So? ~ Do Seek to KNOW (English & Chinese).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma teaching of Kamma-Vipaka (Intentional Actions-Ripening Effects).
A Presentation for developing morality, concentration and wisdom and to spur us to practice the Dhamma diligently.
The texts are in English and Chinese.
The forces involved in this witchcraft spell will re-establish the loving bond between you and help to build a strong, loving relationship from which to start anew. Despite any previous hardships or problems, the spell work will re-establish the strong bonds of friendship and love upon which the marriage and relationship originated. Have faith, these stop divorce and stop separation spells are extremely powerful and will reconnect you and your partner in a strong and harmonious relationship.
My ritual will not only stop separation and divorce, but rebuild a strong bond between you and your partner that is based on truth, honesty, and unconditional love. For an even stronger effect, you may want to consider using the Eternal Love Bond spell to ensure your relationship and love will last through all tests of time. If you have not yet determined if your partner is considering separation or divorce, but are aware of rifts in the relationship, try the Love Spells to remove problems in a relationship or marriage. Keep in mind that all my love spells are 100% customized and that you'll only need 1 spell to address all problems/wishes.
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McKinion Theology 3 Syllabus
1. THE 3130/6130 Syllabus Christian Theology 3 Steven A. McKinion, PhD www.stevemckinion.com “Training Disciple-Making Leaders” Southeastern Seminary www.sebts.edu
2. Objectives The student will… Understand and be able to trace the history of the Christian articulation of the doctrines covered in the course. Gain a familiarity with the contemporary discussion of the doctrines covered in the course. Express and explain the biblical theology of the doctrines covered in the course. Develop an attitude of submission to the authority of the Bible including a commitment to reading it regularly.
3. Resources Weekly classroom lectures Moodle www.stevemckinion.com Reading assignments from the textbooks Small group discussions
4. Textbooks D. Akin, Theology for the Church J. Hammett, Biblical Foundations for Baptist Churches S. McKinion, Life and Practice in the Early Church NT Wright, Surprised by Hope T. Schreiner, The Lord’s Supper
5. Exams Three (3) non-cumulative examinations evaluating both the level of information retained by the student and the ability to synthesize that material. All exams will be taken on Moodle. No make-up exams will be given for reasons other than illness or death in the family. No exams will be given late. Ever.
6. Weekly Papers Each week you will write a one‐page single spaced paper on the topic listed at Moodle. These will be submitted via Moodle. No late entries will be accepted for any reason. Ever. For any reason. Period. Don’t ask.
7. Online Videos Videos will be posted throughout the semester at www.stevemckinion.com Students will watch the videos and expect a quiz related to them Announcements of the postings will be made via Moodle
8. Book Review Graduate Students Only: A 1000-word critical review of NT Wright, Surprised by Hope
9. OPTIONAL In order to qualify for an A in the course, students are required to write a five-page double-spaced answer to the question, “Who can baptize?”
10. Academic Integrity Students are expected to reflect the high standard of academic integrity as spelled out in the catalogue and Student Handbook of the Southeastern Baptist Theological Seminary. Plagiarism or academic theft of any kind will not be tolerated. If discovered, the student will receive an automatic failing grade with no chance for absolution. Above all, seminary students ought to practice the highest in academic integrity. There is no excuse for anything less.
11. Grade Scale A = 95-100 B = 86-94 C = 77-85 D = 68-76 F = below 68
12. Classroom policies Students are expected to attend classes. A student absent more than one-fourth of the total number of classes will receive automatically a grade of “F.” No eating in class. Coffee is encouraged. Other beverages are fine as well. TURN off cell phones. The professor will answer phones that ring in class. No hats are to be worn in class.
13. Contact info Professor smckinion@sebts.edu stevemckinion.com Twitter.com/stevemckinion Facebook.com/stevemckinion Teaching Fellow mckinion_grader@gmail.com Assistant – Mrs. Peggy Loafman ploafman@sebts.edu 919.761.2140
14. Course Outline See Moodle for weekly readings and assignments. Students should consult the course Moodle page often. You will read all the textbooks, and you are free to begin reading before the beginning of the semester in preparation. ALWAYS read PRIOR TO coming to class.