Mission Statement:Our mission is to serve as a leading center of Christian thought and action providing an excellent education from a biblical perspective and global context in pivotal professions to equip Christian leaders to change the world.

COURSE SYLLABUSSCHOOL OF UNDERGRADUATE STUDIES

GENERAL EDUCATION

GENE 100 THE MAKING OF THE CHRISTIAN MIND

SPRING 2011 SEMESTER – SESSION DCOURSE LOCATION: ONLINE ON-CAMPUS

All students are required to read and have a thorough understanding of the syllabus. Any questions or concerns need to be addressed to the instructor.

SECTION 1 - OVERVIEW

YOUR INSTRUCTOR FOR THIS COURSE:

Instructor: Dr. W. David Winner (Professor Winner)Telephone: (215) 237-1330Fax: (215) 628–2077 Please contact me before faxing to this number, so I will be expecting the fax.E-mail: willwin@regent.eduOffice Hours: I am available anytime; please contact me by email or text to set up an appointment by phone. Office Location: In my basement.

PERSONAL GREETING FROM THE INSTRUCTOR

Hi, I am Dr. W. David Winner. I live in Lansdale, PA near Philadelphia. I was the Pastor to Students and Young Adults at Grace Baptist Church of Blue Bell. I have recent resigned from this church 13 ½ years of ministry. I received a MDIV from Palmer Theological Seminary and my PhD in Organizational Leadership with a major in Human Resource Development from Regent University. I am married to Dena (18 years) and we have three great kids, Rebecca (13), Catherine (12) and Andrew (9).

I love discussing ministry, theology and biblical worldviews. In addition, I love teaching. I am so excite to see what God will do with each one of us through this class. It is my prayer that God will use this class to expand our vision for His Kingdom, while helping us understand the basics principles of a biblical worldview.

BEST TIMES AND METHODS FOR CONTACTING THE PROFESSOR

Please contact me if you have any questions or concerns. You can reach me by email, Pronto, text, Skype or my cell phone. You can schedule an appointment with me by emailing me and we will find a time to talk by phone. I look forward to speaking to you.

INSTRUCTOR POLICY ON CELL PHONES, PAGERS, AND OTHER ELECTRONIC DEVICES

My cell phone is the best way to contact me, texting is ok.

COURSE DESCRIPTION (from the Catalog)

Explores the development of a Christian worldview and philosophy of life. Studies some alternative worldviews from a Christian worldview perspective. Investigates the sacredness of all spheres of human life and the relevance of a Christian worldview to all spheres of human life and action through the works of some of Christianity‘s leading thinkers and writers.

Theme Scripture: Romans 12:1-2

I appeal to you therefore, brothers and sisters, in view of God’s mercy, to offer your bodies as a living sacrifice, holy and

pleasing to God—this is true worship. Do not conform to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God's will

is—his good, pleasing and perfect will. (TNIV)

LEARNING OBJECTIVES

Upon completion of this course, students should be able to:

1. Recognize and analyze Biblically-based Christian worldviews2. Compare and contrast Christian worldviews with alternative worldviews3. Propose and discuss a vital Christian philosophy pertaining to one particular aspect of life4. Describe and interpret thinking Christianly about vocation and education in global context and

personal calling

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PROGRAM GOALS

This course contributes to the fulfillment of the following program goals:

1. Acquire knowledge of Christian thought and leadership2. Explore various disciplines and approaches to knowledge3. Evaluate various disciplines, cultures, and approaches to knowledge through a Christian

theological and philosophical framework

SECTION 2 – COURSE REQUIREMENTS

REQUIRED COURSE MATERIALS

Students are responsible for acquiring the following books and materials for this course by the time the course begins:

Elements of a Christian Worldview (Gospel Publishing House, 1998), Michael Palmer, ed. (Hardback: ISBN-13: 978-0882434896, ISBN-10: 0882434896; Paperback: ISBN-13: 978-0882438740). Retail Hbk. $39.95; Pbk. $35.99.

Hidden Worldviews: Eight Cultural Stories That Shape Our Lives (Intervarsity Press, 2009), Steve Wilkens and Mark L. Sanford (ISBN-13: 978-0830838547; ISBN-10: 0830838546). Retail $22.00.

Engaging God's World: A Christian Vision of Faith, Learning, and Living (Eerdmans Publishing Company, 2002), Cornelius Plantinga (ISBN-13: 978-0802839817; ISBN-10: 0802839819). Retail $16.00.

The School of Undergraduate Studies has partnered with the Regent Bookstore to have textbooks available for purchase for all students, including distance students. Items may be ordered using the secured online catalog found at www.regentbookstore.net. Textbook information is also available on the Bb Course Site.

Additional materials (e.g., PowerPoint files, quizzes, media, and the like) may be found on Blackboard. Students are responsible for the information and materials distributed through Blackboard and, for on-campus students, in class.

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RECOMMENDED COURSE MATERIALSDiscipleship of the Mind: Learning to Love God in the Ways We Think (Downers Grove: InterVarsity Press, 1990), James W. Sire (ISBN-13: 978- 0877849858; ISBN-10: 0877849854). Retail $15.00.

Simply Christian: Why Christianity Makes Sense (New York: HarperOne), N.T. Wright (ISBN-13: 978- 0061920622; ISBN-10: 0061920622). Retail $24.99.

The Transforming Vision: Shaping a Christian World View (Downers Grove: InterVarsity Press, 1984), J. Richard Middleton and Brian Walsh (ISBN-13: 978-0877849735; ISBN-10: 0877849730). Retail $16.00.

The Universe Next Door: A Basic Worldview Catalog Sire, 5th ed. (Downers Grove: InterVarsity Press, 2009), James W. Sire (ISBN-13: 978-0830838509; ISBN-10: 0830838503). Retail $22.00.

GENERAL COURSE REQUIREMENTS In order to succeed in this course, you will need to fully understand the following:

1. Attendance and Participation: Your attendance and participation are important means for the instructor to assess your skills, quality of thought, and growth as a student. The attendance policy and procedures are described below. When applicable, requirements for your participation in Blackboard discussions —important both for your learning and for your instructor’s evaluation of your progress in the course—are described below (see “Requirements regarding Blackboard Discussions”).

2. Assignments: Pay close and timely attention to reading assignments and other assigned work posted in the syllabus and Blackboard. You are responsible for preparing assigned readings carefully by the date listed on the schedule below and to complete tests, projects, and other assignments by the date listed. Out of fairness to all, late assignments are penalized as described below under “Late Assignments.”

3. Policies and Procedures: Carefully follow course policies and procedures regarding writing, academic honesty, submission of assignments, formatting, and other matters, as specified below or through Blackboard. Since following directions is a crucial skill for university graduates—and since the smooth operation of our course depends on all of us meeting each other’s expectations—adherence to policies can positively or adversely affect a student’s grade.

4. Writing: All papers and essays at Regent University must follow the writing style format required by the degree specialty for which they are being written. The writing style to be used in this course is Turabian. Students may use APA or MLA with the permission of the professor.

5. Course Completion/Incompletes: All courses require extensive engagement (with other students, the instructor, and with the course materials) as well as timely completion of assignments. Many assignments are due weekly. Thus, keeping up with the schedule is essential to your success. Some work is difficult or even impossible to make up (such as discussion with others), so you must plan your schedule carefully. Be sure you can complete this course in the scheduled period. Grades of “Incomplete” will be granted only for true emergency situations, not for poor planning. The policy for grades of “Incomplete” can be found in the School of Undergraduate Studies Catalog, found online.

6. Blackboard: Students are expected to check the Announcements section of Blackboard each week beginning one week before the start of the course. Students must keep their e-mail address current in Blackboard; they are expected to check their Regent e-mail daily to ensure timely receipt of messages from the professor.

7. Internet and Software: You must have continuous access to a working and dependable Internet provider as well as reliable e-mail software that can send and receive attachments. You must also have access to Microsoft Word 2000 or later for writing assignments.

BLACKBOARD INFORMATION AND REQUIREMENTS

Blackboard has four primary purposes in our courses: (1) to provide a means for students to receive timely information about the course in general, assignments, grades, and announcements from the instructor; (2) to promote thoughtful interaction between the instructor and students and among students

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themselves as they work through course materials; (3) to provide a means for students to complete quizzes and other forms of evaluation; and (4) to enhance the learning process by providing a variety of materials.

For courses with online discussions, they will be posted in Blackboard. See below for the parameters for a student’s postings. The purpose of these parameters is to promote writing that is both thorough and concise. The instructor will post questions and activities weekly. Discussion questions will be posted in advance. Since not everyone will see things identically, students are to review one another’s postings in order to further their insight and learning. This is an important benefit of dialogue.

If you want to share short posts of encouragement and support, use the discussion board tool for this.

Note that the expectations for quality work in the Blackboard group discussions differ from the minimal requirements for attendance.

Please check the Start Here link in Blackboard for University Library information and Academic Support information, Blackboard Tutorials and Resources, Academic Honor Code, Writing Styles, Discipline Policies, and Disability Services.

If you have technical problems with Blackboard and/or are not able to log in, please contact the Help Desk/IT department. You can e-mail the Help Desk at: helpdesk@regent.edu or call at (757) 352-4076.

SECTION 3 – POLICIES AND PROCEDURES

COURSE PROCEDURES

Submission of Assignments

All assignments (unless otherwise instructed) for this course should be submitted via the “Assignment Link.” Papers should be in MS Word format (.doc). When saving your document, the file name should include your name and assignment, in that order –for example, “Lynn Smith, Learning Styles (LSI) and DISC Inventory Essay.” When submitting your document via the assignment tool, attach the file and enter any comments for your instructor in the “comments” box. Directions how to use the assignment manager can be found under “Media Player Downloads and Tutorials” in the “Start Here” tab.

Every assignment must have your name on it, and, if it is more than one page, each page must be numbered. To do that, you will need to know how to use the Header and Footer option under the “View” button in Microsoft Word.

Late Assignments

Late work will be accepted without penalty only if prior arrangements have been made with the instructor due to circumstances beyond the student’s control. In the event of a true emergency, the instructor should be contacted as soon as is reasonable so that arrangements can be made to hand in late work. All such arrangements are subject to the approval of the instructor on a case by case basis. Aside from those circumstances listed above, initial discussion posts made after Thursday at midnight will deduct 10 percent for each day they are late. Late responses to the posts of other students (responses made after Sunday at midnight) will not be counted toward the discussion post grade for that week and points will be deducted in the discussion post grade. Quizzes will deduct 10 percent for each day they are late. The final paper will likewise deduct 10 percent for each day it is late with 12:01 a.m. being considered the beginning of a new day.

Emailing Your Instructor

The subject line of all e-mail messages related to this course should include the course number (e.g., GENE 100), the location of the course (e.g., online_section # or on-campus_section #) and the name of

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the student (For example, SUBJECT: GENE 100 online_02, Lynn Smith). Following these directions enables the professor to identify quickly the student and course, facilitating a timely response. Students should always include their first and last name at the end of all e-mail messages.

Because instructors often need to reach students, all students are required to keep their mailing address, e-mail address, and telephone numbers up to date in GENISYS.

ATTENDANCE AND PARTICIPATION POLICY (School of Undergraduate Studies)Regent University recognizes the importance of class attendance and participation for students’ learning. While attendance alone does not guarantee learning, engagement with the class through regular attendance and participation is essential to learning, both to the individual student and to the class itself as all benefit by others’ contributions. At Regent University, class attendance, understood as the act of being present, is considered to be separate from participating in the class, understood as active engagement through discussion and other forms of interaction. Both are valuable to student learning.

Like other institutions of higher education, Regent University is required to maintain accurate attendance records by the U.S. Department of Education.

Attendance is tracked weekly. For any week (7 days from Monday to Sunday) in which a student does not attend class time or, for online classes, log into the course in Blackboard, the student will be marked absent in the Blackboard grade book. The standard by which a final date of attendance in the class is measured will be the last date on which the online student logs into the course in Blackboard or the on campus attends the on-campus class for a course, whichever is more recent. Students should be aware that this date could affect their financial aid and financial obligations.

Normally, expectations for participation—such as those for quality work in the group discussions (including those in Blackboard)--differ from the minimal requirements for attendance. Thus, at the instructor's discretion, a student who is present or absent might lose participation points. Instructors determine whether students may gain back lost participation points (for example, through additional work). Students should be aware that instructors follow their posted policy for receiving late work from students. Work turned in late (papers, discussion board posts, etc.) could result in the loss of participation points or other components of the final course grade. Instructors are responsible to maintain accurate records regarding attendance and to follow course policies for grading student work, including students’ participation. Students are responsible to attend and participate in class and to follow campus policies.

UNIVERSITY WITHDRAWALStudents who have not attended or logged into a class, will, at the end of the second week of the session/semester—in accordance with university practice—be assumed to have unofficially dropped and will be administratively dropped from that class.

UNIVERSITY ACADEMIC HONOR CODEStudents are on their honor to complete assignments with honesty and integrity. Academic dishonesty involves intentionally or unintentionally stealing the intellectual property of others. Students are expected to be familiar with the university’s policy on academic integrity found in both the University Student Handbook and School of Undergraduate Studies Catalog (http://www.regent.edu/general/catalog/) and to follow it. As an academic and Christian community, Regent University takes seriously the call for integrity and penalizes breaches of of academic integrity.

SECTION 4 – SCHEDULE AND EVALUATION

COURSE SCHEDULE

The schedule below includes the due dates for all assignments in this course. It is recommended that you place this Course Schedule in a convenient place and refer to it each week of the course. You need to follow it closely, as late assignments are subject to a grade reduction. In an 8-week section, students are

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expected to spend fourteen to seventeen hours of classwork per week (OR for on-campus 16-week sections, seven to eight and a half), to include online work, homework and study time (and, for on-campus students, in-class time) for a three-credit hour class. All courses use group discussion questions on Blackboard. Postings cannot be made up once the week is over, as the rest of the class will have moved on to the next topic.

Assigned readings in the textbook(s) are to be completed each week along with any additional articles, audio clips, and PowerPoint presentations as found in the Course Content and Activities section of Blackboard.

Assignments for each week should be completed by Saturday midnight (EST).

Week One: Unit 1. Introduction: The Making of the Christian Mind (March 7) Syllabus:

Before doing anything else be sure to download and carefully read the syllabus. You are responsible for all information in the syllabus.

Read: Plantinga, Engaging God’s World, ix-16 James W. Sire, Ch. 9, pp. 178-204 (“Jesus the Reasoner”) in Habits of the Mind (locate

this reading material under Course Content and Activities, Unit 1, Read/View on the Bb Course Site)

The Bible: Acts 2:14-41; Acts 17; I Cor. 15 Palmer, Elements of a Christian Worldview, Ch. 3, “biographical excerpts” of Justin

Martyr, Athanasius of Alexandria, Augustine, Benedict, Thomas Aquinas, Catherine of Sienna, Martin Luther, John Calvin, Jonathan Edwards, John Wesley, Karl Barth, Carl F.H. Henry

Mark A. Noll, Ch. 9, pp. 241-53 (“Can the Scandal be Scandalized?”) in The Scandal of the Evangelical Mind (locate this reading material under Course Content and Activities, Unit 1, Read/View on the Bb Course Site)

View: PowerPoint/s

Community: Link to Community (Discussion Board) and introduce yourself to your classmates by

Wednesday. Share with us something of your background, interests or goals, and perhaps spiritual journey. Completion of this Introduction counts toward your discussion grade score for Unit 1. Responding to other students’ Introduction postings is optional. (Creating a personal Homepage is recommended as well; see under Course Tools for instructions.)

Group Discussion Board: Link to your Group and answer the Discussion Question for Unit 1. Your initial post

is due by 11:59 pm on Thursday. Responses are due by 11:59 pm on Saturday. (See the requirements for Blackboard Discussion under “Method of Evaluation” for more instructions.)

Quiz: Quiz #1 due by Saturday midnight. (Link to the Quiz under Course Content and

Activities, Unit 1.)

Week Two: Unit 2. What is a Worldview? A Christian Worldview? (March 14)

Read: Palmer, 20-59 (Worldview focused [WV]); 59-76 (Christian Worldview focused [CWV]) Plantinga, 17-100 (CWV) Wilkens & Sanford, Hidden Worldviews, Ch. 1, pp. 11-26 (WV); 183-205 (CWV) James W. Sire, Ch. 1, pp. 15-24 (“A World of Difference: Introduction”) in The Universe

Next Door, 5th ed. (WV). (Locate this reading material under Course Content and Activities, Unit 2, Read/View.)

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Barna Reports (see links under Course Content and Activities, Unit 2, Read/View) (1 WV, 3 CWV)

View: PowerPoint/s

Group Discussion Board: Link to your Group and answer the Discussion Question for Unit 2. Your initial post is

due by 11:59 pm on Thursday. Responses are due by 11:59 pm on Saturday. Quiz:

Quiz #2 due by Saturday midnight.

Week Three: Unit 3. Worldview as Cultural Stories—Hidden Worldviews (March 21)

Read: Wilkens & Sanford, 27-182

View: PowerPoint/s

Group Discussion Board: Link to your Group and answer the Discussion Question for Unit 3. Your initial post is

due by 11:59 pm on Thursday. Responses are due by 11:59 pm on Saturday. Quiz:

Quiz #3 due by Saturday midnight.

Week Four: Unit 4. Worldview as Religious Megastory—Some Major World Religions Compared/Contrasted (March 28)

Read: Palmer, 20-27 (review); 111-13 Sire, 47-165, 244-77 in The Universe Next Door, 5th ed. (optional, recommended reading;

check the library for possible copies on reserve) View:

PowerPoint/s Group Discussion Board:

Link to your Group and answer the Discussion Question for Unit 4. Your initial post is due by 11:59 pm on Thursday. Responses are due by 11:59 pm on Saturday.

Quiz: Quiz #4 due by Saturday midnight.

Week Five: Unit 5. Thinking Christianly—Interrelating Faith, Learning and Life (April 4)

Read: Wilkens/Sanford, 206-18 Palmer, 79-142 Palmer, any one chapter from Chs. 4-12 (Also, it is recommended that you read ahead [2

or more additional chapters] for Unit 6 in order to balance your weekly reading load.) View:

PowerPoint/s Group Discussion Board:

Link to your Group and answer the Discussion Question for Unit 5. Your initial post is due by 11:59 pm on Thursday. Responses are due by 11:59 pm on Saturday.

Quiz: Quiz #5 due by Saturday midnight.

Course Project: PowerPoint Project is due by Friday midnight.

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Week Six: Unit 6. Christian Approaches to Issues and Life-Situations (April 11)

Read: Palmer, Chs. 4, 5, pp. 148-216; and Chs. 7-12, pp. 242-444 (minus the selected

chapter/s you read previously for Unit 5) View:

PowerPoint/s Group Discussion Board:

Link to your Group and answer the Discussion Question for Unit 6. Your initial post is due by 11:59 pm on Thursday. Responses are due by 11:59 pm on Saturday.

Quiz: Quiz #6 due by Saturday midnight.

Week Seven: Unit 7. Vocation in the Kingdom of God (April 18)

Read: Plantinga, 101-21 Palmer, Ch. 6, pp. 220-39 Quentin Schultze, Ch. 1, pp. 11-21 (“Listening to God”) in Here I Am (locate this reading

material under Course Content and Activities, Unit 7, Read/View) Sherman, “A Biblical Model of Work” (locate this reading material under Course Content

and Activities, Unit 7, Read/View) View:

PowerPoint/s Group Discussion Board:

Link to your Group and answer the Discussion Question for Unit 7. Your initial post is due by 11:59 pm on Thursday. Responses are due by 11:59 pm on Saturday.

Quiz: Quiz #7 due by Saturday midnight.

Course Paper: Research Paper is due by Friday midnight.

Week Eight: Unit 8. Education in the Kingdom of God (April 25)

Read: Plantinga, 121-33 Arthur F. Holmes, Ch. 9, pp. 99-104 (“The Marks of an Educated Person”) in The Idea of

a Christian College (locate this reading material under Course Content and Activities, Unit 8, Read/View)

View: PowerPoint/s

Group Discussion Board: Link to your Group and answer the Discussion Question for Unit 8. Your initial post is

due by 11:59 pm on Thursday. Responses are due by 11:59 pm on Saturday. Quiz:

Quiz #8 due by Saturday midnight. Course Exam:

Comprehensive Exam is due by Saturday midnight. (Link to Exam under Course Content and Activities, Unit 8.)

METHOD OF EVALUATION

The final grade for the course will reflect mastery of course content and quality of thought as expressed in:

1. Group Discussion Board Postings: 16% of your final gradeA. The professor will post a Group Discussion Question each of the eight weeks of the course.

Questions are posted under the GROUPS section under the DIALOGUE menu item in

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Blackboard. Group Discussion settings are both free zones and safe zones, where scholarly inquiry is both welcomed and encouraged (and rewarded!).

B. The parameter for student postings is as follows: 200-300 word original (i.e., initial) Discussion Posting; 100-200 word response posts to 2 or more classmates’ original post. (The purpose of this parameter is to promote both meaningful and concise writing.) This means there will be a total of at least three posts due from each student each week.

C. You must demonstrate critical thinking skill and comprehension of the material in your posts. It is good to cite appropriate examples and principles from textbooks and from Scripture, when appropriate. More words are not necessarily better; but on the other hand, too few words often are not enough to communicate your thoughts clearly and accurately. The ideal is to think through the question and the material, ask questions of it, and articulate in precise, edited writing your response to the guiding discussion question—using the least number of words necessary. Strengthen your arguments (and improve your grade scores!) by citing appropriate readings and outside sources. This is scholarship in action!

D. Merely skimming or passively reading through assigned materials is unproductive and unacceptable; commit to highlight, outline, take notes, reflect on, and/or use your preferred method to actively and effectively engage the materials. Your posts must demonstrate clearly that you have read, processed, and analyzed the readings in addition to having effectively answered the Discussion Question.

E. Response posts must address classmates by name and specific topic; moreover, responses should carry the discourse further by contributing more data to the discussion (e.g., providing additional examples or evidence), presenting alternative perspectives, or (graciously) asking questions of assumptions or evidence of the post, while also including appropriate sources.

F. It should be obvious that not everyone will see things identically; thus the need for students to review one another’s postings in order to gain further perspective and insight—an important benefit of dialogue. Students are expected to engage with one another’s posts with both reflective analysis and respectful terminology, observing “charity in all things.” Showing consideration for the members of the class is required and is non-negotiable. Any posting deemed by the professor as disrespectful or otherwise objectionable may be removed without consultation, and the points associated with the posting withheld.

G. Please note that grammar and spelling are considered important as well. Therefore, compose your posts using a word processor, pasting your edited and spell-checked text into Blackboard. Also, please do not use e-mail abbreviations (e.g. “BTW”). Once the week has ended, you may not contribute to the forum for a grade. The discussion has moved on.

H. Grading for the Discussion Board Postings will be based on the following criteria:

Total number of posts (three per Discussion Question; one initial post and two responses)

Word count for each post (see above)

Timeliness (original post must be completed by Thursday midnight; response posts must be completed by Saturday midnight)

Integration of course materials (e.g., Readings, PowerPoints) and if applicable, Scripture (or scriptural principles) into the discourse. (Also, for on-campus sections, lectures and discussions.)

Integration and quality of additional outside sources into the discourse. Sources other than your textbooks should be scholarly books or articles. E-books or full-text articles secured through the Regent University Library databases are ideal (e.g. the ATLA Religion Database, which contains numerous relevant journals and pertinent scholarly

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articles; see http://www.regent.edu/lib/). Popular Internet sources (e.g., Wikipedia, Google books and previews) are not allowed and English dictionaries, concordances, and study Bibles are not considered outside sources.

Presence of appropriately referenced and cited sources!

Last, but definitely not least: quality and substance of your initial and response posts. Meaningful thinking and writing needs to transpire. Measuring your strength in this area will be chiefly by how skillfully you interact with questions, readings, and classmates’ posts. Posts receiving the highest grade scores will reflect quality thinking and practical reasoning, moving beyond merely devotional affirmations.

I. Grade points are weighted approximately as follows: initial post, 60%; responses to classmates’ posts, 40%.

Note: On the General Discussion Board, a Forum will be open for questions or comments about the readings or the course. This forum will run the entire course time, but will not be graded. It is simply another venue for questions and discussion on issues not covered in the weekly questions. You are encouraged to ask questions and dialogue about the readings or the class, or about relevant topics or concerns. You are also encouraged to answer the questions of other students with your own discoveries.

2. Unit Quizzes (8): 16% of your final gradeA. Your grasp of the reading assignments and other course materials and learning will be assessed

through a weekly, timed, online, open-book quiz, beginning the first week of class. Quizzes consist mainly of multiple choice, multiple answer, matching, and true/false questions; there are 10 questions per quiz. Quizzes are timed (30 minutes); if not completed within the time allotted, quizzes are penalized 10 percent for each minute exceeding the time allotted.

B. Each quiz is to be completed by Saturday midnight of the week that it is required. Quizzes taken late will be penalized according to the “Late Assignments” policy above (unless you have the express permission of the professor). Quizzes may be accessed under “Course Content and Activities” under the appropriate Unit sub-section.

C. Here are some important things to remember when taking tests in Blackboard. You will have one opportunity to take each quiz. Bb will NOT permit retaking any assessment. Most Internet Service Providers (ISPs) have an automatic “time-out” feature, which will disconnect after a pre-set amount of time in which the computer receives no input from the user. You cannot “pause” or reset your exam. Once initialized, you must complete it. Do not attempt to open other windows while taking the exam as this will lock you out of the quiz window. If a "crash" does occur, contact the professor (or if applicable, adjunct or teaching assistant) and you will receive instructions on how to complete the quiz.

3. PowerPoint Project: 15% of your final gradeA. Students create a PowerPoint Project that identifies key concepts of a biblically-based Christian

worldview as compared and contrasted with an alternative worldview. Projects must include all of the elements noted below.

B. Identify 4 key concepts that define a biblically-based Christian worldview, answering the four main questions below. (Questions in parenthesis include other ways of asking the main [bolded] question and any may be substituted for, or included in addition to, the main question.)

1. Who am I? (What is my purpose in the world? What does it mean to be human? What happens when I die?)

2. Where am I? (What is the nature of the world around me? What is real? What is the meaning of history?)

3. What’s the problem? (Why is it that I cannot attain happiness/fulfillment? What is the

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nature of evil? How do I know right from wrong?)4. What’s the remedy? (How can I be happy/fulfilled? How can evil be overcome? Do I

have a future?)

Utilize and properly cite 2 or more theological sources/scholars.

C. Identify an alternative worldview; compare/contrast it with a Christian worldview, using the 4 key concepts/questions above

Utilize and properly cite 2 or more additional sources/scholars.

D. Total slide count of 20 (2) (including title and references slides). Use the appropriate style manual formatting throughout (Turabian, MLA, or APA) either in the slides or in the “Notes” section. All sources (for ideas as well as quotes) must be cited appropriately to avoid plagiarism and potentially serious academic consequences

E. A total of 4 sources (minimum) beyond course textbooks is requisite. Required course books may and should be used, but they do not count toward this minimum. Internet sources—other than complete scholarly books and articles—are not allowed in your research paper, including Google Books, Wikipedia, and previews. Again, sources other than your textbooks must be scholarly/academic (rather than popular). E-books and full-text articles (which can be viewed on your computer) from the Regent University Library databases (http://www.regent.edu/lib/) are allowed and welcomed as sources. English dictionaries, concordances, and study Bibles do not qualify as acceptable sources to meet the minimum requirements. Regardless of the form/media, books, essay collections, and journal articles are preferred.

F. Students will submit the PowerPoint Project by the fifth week of the course (Date).

G. The Grading Rubric below is utilized for assessing PowerPoint Projects.

Activity Exemplary Good Satisfactory Fair Poor

Research &Note-taking

onStoryboard(10 points possible)

Storyboard indicates accurate research & planning from 4+ varied information sources on 20 (2) slides.9-10 points

Storyboard indicates research and planning from 4 varied information sources on 20 (2) slides. 7-8 points

Storyboard is filled out with important points from adequate sources on 20 (2) slides.6 points

2 or fewer (very similar) information sources used as key sources. Storyboard is incomplete and less than 18 slides in presentation.5 points

Storyboard is incomplete and inadequate.0-4 points

Introduction(10 points possible)

Gives overall topic and draws in the audience. 9-10 points

Introduction relates to the topic and is clear.7-8 points

Introduction indicates some relationship to the topic but the connection is vague.6 points

Introduction indicates little relationship to the topic and the connection is vague.5 points

Introduction does not provide a brief overview to the subject.0-4 points

Content(40 points possible)

A biblically-based WV presented with all 4 key questions addressed using robust and accurate information/references.

An alternative WV presented with all 4 key questions addressed and supported using robust & accurate information/references.

2 or more external scholarly sources utilized for each WV presented.

Clear and concise biblical and textbook

A biblically-based WV presented with all 4 key questions addressed using information/references that are appropriate.

An alternative WV presented with 4 key questions addressed and supported using appropriate information/references.

2 or more external scholarly sources utilized for one but not both WVs.

Biblical and textbook referencing used but with some proof-

A biblically-based WV presented with less than 4 key questions addressed using information/references that are adequate, missing key points of information.

An alternative WV presented with less than 4 key questions addressed using information/references that are adequate, missing key points of info.

1-2 external sources utilized for one but not both WVs and/or the sources lack scholarly

A biblically-based WV presented with 3 or less than key questions addressed using information/references that are inadequate, missing key points of information.

An alternative WV presented with 3 or less key questions addressed using inadequate information/references, missing key points of info.

0-1 external sources utilized for only one WV and/or the sources lack scholarly content.

24-0 pointsA WV presented lacking answers to the 4 key questions with information/references that are inadequate or superficial at best.

No alternative WV presented (or presented with gaping holes in information/references that fail to address key points of info).

External sources are non-existent and/or are from public media sources only.

Biblical and textbook referencing non-

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referencing used to support both WVs36-40 points

texting applied.32-35 points

content.

Biblical and textbook referencing used but with proof-texting used extensively.28-31 points

Biblical and textbook referencing minimally used and is taken out of context, is confusing, or distracting from presentation content.24-27 points

existent. 0-23 points

Text Elements(10 points possible)

No more than 2 fonts are used. Text does not overwhelm the slide. Background is exceptionally attractive and appealing to audience. 9-10 points

No more than 2 fonts are used. Text does not overwhelm the slide. Background is attractive and appealing to audience. 7-8 points

Most fonts easy to read, but occasionally font style, italics, long paragraphs, color or busy backgrounds detract from readability and appeal to audience.6 points

Busy background, lack of use of bullets/indents, poor color contrasting, more than 2 font styles used. Less than appealing to audience.5 points

Ineffective use of background, bullets/indents, color contrasting, fonts, etc. Distracting to audience.0-4 points

Graphics,Sound and/orAnimations(10 points possible)

Enhance the presentation, highlighting the audience’s understanding of the ideas. Graphics and text are synchronized, creating a pleasurable experience for the audience.9-10 points

Assist in highlighting the audience’s understanding of the ideas. Graphics and text are somewhat synchronized, creating a positive experience for the audience.7-8 points

Visually depict topic and assist the audience’s understanding of the ideas. Images are proper size & resolution. Images/text do not cross over.6 points

Graphics and text appear to be somewhat unrelated to content.Animations cross over each other. Moderately distracting, busy, and detract from presentation. 5 points

Graphics and text appear to be largely unrelated to content.Animations cross over each other. Considerably distracting, busy, and detract from presentation. 0-4 points

WritingMechanics(10 points possible)

The text is written with no errors in grammar, capitalization, punctuation, and spelling.9-10 points

The text is clearly written with little or no editing required for grammar, punctuation, and spelling.7-8 points

Several errors in spelling, capitalization, punctuation, and grammar repeatedly occur with editing and revision required.6 points

Numerous errors in spelling, capitalization, punctuation, and grammar repeatedly occur with editing and revision required.5 points

Profuse errors in spelling, capitalization, punctuation, and grammar requiring complete rewriting or revision.0-4 points

Works Cited(10 points possible)

A minimum of 4 resources are noted on the last slide. Clear and accurate usage of Turabian, APA, or MLA.9-10 points

(Derived in part from: http://www.rubrician.com/technology.htm)

All sources are noted. There is a minimum of 4 resources used. Turabian, APA, or MLA used, but with some errors.7-8 points

2-3 resources are listed; only slight difference between types of resources. Good use of Turabian, APA, or MLA.6 points

2-3 resources are listed; only slight difference between types of resources. Fair to poor use of Turabian, APA, or MLA.5 points

0-2 resources listed with only slight to no difference between types of resources. Improper use of Turabian, APA, or MLA.0-4 points

4. Comprehensive Exam: 20% of your final gradeA. The Comprehensive Exam is intended to assess your overall knowledge, understanding,

and analysis of the course material. The Exam will cover all eight Units of the course. Preparation for the test should include (at least) all of the following: review of weekly quiz questions and answers; study and note-taking of the reading/viewing materials (and for on-campus sections, in-class lectures and discussions) presented in each Unit; and review of Discussion Board Questions, student responses, and feedback.

B. The Exam will be taken online during the final week of the course (Date). It will consist of 40-50 questions (mainly multiple choice, multiple answer, matching, and true/false). You will have two hours to complete the test, unless otherwise instructed. The Exam must be completed by Saturday midnight, unless otherwise directed by your professor. (Locate the link for the Exam under Course Content and Activities, Unit 8).

5. Research Paper: 20% of your final gradeA. General Assignment Purpose

The Research Paper provides an opportunity to demonstrate knowledge and understanding gained from this course, while providing the professor a measure for evaluating your learning. Think of this assignment as a written articulation of cumulative learning gained throughout the

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course. Sources of ideas include the required readings, classroom lectures and discussion and/or online discussion board postings and feedback, multimedia and/or supplementary resources, literature research, basic reasoning skills, and introductory biblical, theological, and philosophical knowledge.

B. Paper Overview/Outline/Content The Paper involves your development of a Christian philosophy (i.e., understanding and application of a biblically-based Christian worldview) pertaining to one particular aspect or issue of life (selected from the Potential Topics List below). Begin the Paper with a clear, concise introductory thesis statement (that is, an argument/claim that you intend to discuss and support in your essay, seeking to persuade your readers of your reasoned view/interpretation of the subject matter). Throughout the body of the Paper, describe and illustrate one or more vital Christian approaches to the selected topic. To complete this project successfully, you will need to study and analyze the work of two to three leading Christian thinkers—they may be from any historical era or cultural/global context—whose attitudes and efforts reflect a rigorous, Christ-centered and biblical approach to the issue. Compare and contrast these leaders (for example, their approaches, and their particular views, their use of Scripture and other authoritative sources, and their experiences) in connection with the area of study. Also, incorporate into your essay course learning, reasoning, sources (properly utilized/cited), and personal calling.

C. Potential Topics List

ConsumerismCultureEducationEnvironmentHealth CareIndividualismJustice (e.g., Social Work)Leisure

Literature (e.g., Fiction)Media (e.g., Entertainment)MusicNationalismNatural SciencePoliticsPostmodernism (e.g., Tribalism)

Psychology (e.g., Therapeutic)Relativism (e.g., Moral)Scientific NaturalismSpirituality (e.g., New Age)TruthVocationWork

D. 2500-3000 words in length (approximately 8 to 10 pages, typed, 12-point font, 1-1.25 margins) not including the title page, notes, or reference page; use the Word Count function in MS Word. Title page, section headings, page numbers, and reference page or bibliography should follow the appropriate style. (Papers under or over the word-range limit will be penalized.)

E. All papers and essays at Regent University must follow the writing style format required by the degree specialty for which they are being written. The writing style to be used in this course is Turabian. Therefore, all citations and notes should consistently follow the Turabian format. However, students may use APA or MLA with the permission of the professor. Students will find the following book helpful: A Manual for Writers of Term Papers, Theses, and Dissertations. 7th ed. (Chicago: University of Chicago Press, 2007), Kate L. Turabian, Gregory G. Colomb, Joseph M. Williams, and Wayne C. Booth, eds. (ISBN-13: 9780226823379).

F. Papers should be written in standard essay format: introduction (with thesis statement), body, and conclusion. All sources (for ideas as well as quotes) must be cited appropriately to avoid plagiarism and potentially serious academic consequences.

G. 2 sources (minimum) beyond course textbooks are requisite. Required course books may and should be used, but they do not count toward this minimum. Internet sources—other than complete scholarly books and articles—are not allowed in your research paper, including Google Books, Wikipedia, and previews. Again, sources other than your textbooks must be scholarly/academic (rather than popular). E-books and full-text articles (which can be viewed on your computer) from the Regent University Library databases (http://www.regent.edu/lib/) are allowed and welcomed as sources. English dictionaries, concordances, and study Bibles do not

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qualify as acceptable sources to meet the minimum requirements. Regardless of the form/media, books, essay collections, and journal articles are preferred.

H. Students will submit the Research Paper by the second to last week (Date) of the course.

I. The Grading Rubric below is utilized for assessing Research Papers.

Activity Exemplary Good Fair Poor

Thesis or Organizing Principle

(10 points possible)

The essay includes a focused, polished thesis or solid organizing principle that demonstrates impressive conceptual clarity and precision pertaining to the stated position. 9-10 points

The essay includes a focused thesis or organizing principle that demonstrates good conceptual clarity pertaining to the stated position.7-8 points

The essay includes a thesis or organizing principle that demonstrates adequate conceptual comprehension pertaining to the stated position.5-6 points

The essay lacks a clear thesis or organizing principle and fails to demonstrate conceptual apprehension pertaining to the stated position.0-4 points

Organization, Development,

Integration, and Support

(20 points possible)

The essay demonstrates exceptional critical thinking skills and includes well-chosen and effective supporting information, sound cumulative learning integration, and appropriate evidence for every point. This evidence is organized and presented persuasively, coherently, and logically, with smooth transitions between points.18-20 points

The essay demonstrates strong critical thinking skills and includes good supporting information, cumulative learning integration, and appropriate evidence for virtually every point. This evidence is organized and presented coherently and logically, with appropriate organization.16-17 points

The essay demonstrates basic critical thinking skills and includes adequate supporting information, learning integration, and evidence for most points. This evidence is organized and presented logically, with passable organization. There may be logical fallacies or points un(der)developed.12-15 points

The essay fails to demonstrate adequate critical thinking skills or include sufficient supporting information, learning integration, and evidence for most points. This evidence is presented illogically or disorderly.0-11 points

Quality/Breadth of Content

(20 points possible)

The essay demonstrates first-rate knowledge, understanding, and breadth of the topic discussed. This includes outstanding analysis of multiple perspectives, key contributions, evident limitations, and overall significance of these perspectives.18-20 points

The essay demonstrates competent knowledge, understanding, and breadth of the topic discussed. This includes good analysis of multiple perspectives, key contributions, limitations, and significance of these perspectives.16-17 points

The essay demonstrates basic knowledge, understanding of the topic discussed. This includes satisfactory-yet-limited analysis of perspectives, contributions, and significance of these perspectives.12-15 points

The essay demonstrates limited knowledge and/or understanding of the topic discussed. It fails to present sufficient analysis of perspectives, contributions, and significance of these perspectives.0-11 points

Application(20 points possible)

The essay demonstrates exceptional ability to apply a Christian philosophy/viewpoint toward one particular aspect of life. This application includes a markedly well-reasoned and robust Christian approach to the topic.18-20 points

The essay demonstrates considerable ability to apply a Christian philosophy/viewpoint toward one particular aspect of life. This application includes a well-reasoned and constructive Christian approach to the topic.16-17 points

The essay demonstrates adequate ability to apply a Christian philosophy/viewpoint toward one particular aspect of life. This application includes a reasoned and practical Christian approach to the topic.12-15 points

The essay demonstrates an inability to apply a Christian philosophy/viewpoint toward one particular aspect of life. It fails to employ a reasoned and practical Christian approach to the topic.0-11 points

Research, Documentation, and

Formatting(20 points possible)

The essay demonstrates exceptional academic credibility and polished formatting within the appropriate system of documentation (Turabian, MLA, APA, etc.). If outside sources are used, these sources are well-chosen through excellent research skills and flawlessly integrated into the essay. 18-20 points

The essay demonstrates good academic credibility and effective formatting within the appropriate system of documentation (Turabian, MLA, APA, etc.). If outside sources are used, these sources are well-chosen through good research skills and effectively integrated into the essay. 16-17 points

The essay demonstrates basic academic credibility and suitable formatting within the appropriate system of documentation (Turabian, MLA, APA, etc.). If outside sources are used, these sources are appropriate and suitably integrated into the essay, although there may be errors in documentation or less than thorough research. 12-15 points

The essay fails to demonstrate academic credibility and/or suitable formatting within the appropriate system of documentation (Turabian, MLA, APA, etc.) If outside sources are used, these sources are inappropriate to the essay and/or insufficiently documented or researched.0-11 points

Style/Mechanics(10 points possible)

The essay demonstrates a polished and effective writing style. The tone and vocabulary are most

The essay demonstrates an effective writing style. The tone and vocabulary are appropriate for the

The essay demonstrates an adequate writing style. The tone and vocabulary are appropriate for the

The essay fails to demonstrate an effective writing style. The tone and vocabulary are inappropriate

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appropriate for the audience, topic, and purpose. The essay conveys an effective, distinct author’s voice. The essay is free of errors in the convention of the English language.9-10 points

audience, topic, and purpose. The essay conveys an effective, author’s voice. The essay is mostly free of errors in the convention of the English language.7-8 points

audience, topic and purpose. The essay gives the reader some sense of the author’s voice. Although the essay may contain some errors in the convention of the English language, it will be free of egregious grammatical errors.5-6 points

for the audience, topic, and purpose. The essay fails to give the reader some sense of the author’s voice. The essay includes multiple errors in the convention of the English language, and some of these errors are egregious.0-4 points

6. Class Attendance/Participation (online and/or on-campus): 8% of your final grade

Online and/or in-class discussion will be graded on a combination of any or all of the following factors:

A. Willingness to engage the course material and the thoughts of the professor and other students

B. Regular participation in online and/or small group discussions or projects. Students may be rated by their professor and/or classmates for their contributions to such discussions or projects.

C. Questions raised or answers offered to queries raised by the professor and/or classmates

D. Co-operation and decorum while online and/or in the classroom. Respect for all persons and opinion of others must always be shown.

7. Educational Testing Services Proficiency Profile: 5% of your final grade

Each student must complete the ETS Proficiency Profile assessment instrument. Completion of the ETS Proficiency Profile will result in obtaining 5% towards the final grade for the course. The test will take approximately 40 minutes to complete.  A link will be sent to the student Regent email account prior to the test date.  Students will have a 2 week window with which to complete the test.  After the final date, the test will NOT be available. 

Method of EvaluationWeight

(percentage)

Discussion Board Postings (8) 16

Quizzes (8) 16

PowerPoint Project 15

Comprehensive Exam 20

Research Paper 20

Class Attendance/Participation 8

ETS Proficiency Profile 5

Total 100

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GRADINGThe following grading system is followed in the School of Undergraduate Studies:

Letter grades indicate the following:

A A-Work of superior quality in all areas. Work displays a mastery of course content at the highest level of attainment appropriate for the undergraduate level: outstanding quality of thought; excellent understanding of the course content and demonstration of skills associated with the course; a creative and critical engagement with the material; and an ability to analyze and evaluate the knowledge and ideas that shows talent for undergraduate work. Work shows practical or personal application of course content in specific assignments, as appropriate. The grade for such work will vary from A to A- according to the quality and quantity of the work.

B+ B B-Strong performance demonstrating a high level of attainment appropriate for the undergraduate level: high quality of thought; solid understanding of the course content and demonstration of skills associated with the course; an engagement with the material that shows good comprehension of the subject; and an ability to analyze and evaluate the knowledge and ideas in the course. Work shows practical or personal application of course content in specific assignments, as appropriate. The grade for such work will vary from B+ to B- according to the quality and quantity of the work.

C+ C C-Satisfactory performance demonstrating an adequate level of attainment appropriate for the undergraduate level: competent quality of thought; acceptable understanding of the course content and demonstration of skills associated with the course; an engagement with the course that shows adequate ability to analyze and evaluate; and adequate comprehension of the subject. Work shows practical or personal application of course content in specific assignments, as appropriate. The grade will vary from C+ to C- according to the quality and quantity of the work.

D+ D D-Marginal performance demonstrating a minimal passing level of attainment appropriate for the undergraduate level. The student’s work indicates poor quality of thought and poor comprehension of course content. Work shows practical or personal application of course content in specific assignments, as appropriate.

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Grade Percentage Quality Points Meaning of Grade

A 93–100 4.00 Superior

A- 90-92 3.67

B+ 87-89 3.33

B 83-86 3.00 Good

B- 80-82 2.67

C+ 77-79 2.33

C 73-76 2.00 Satisfactory

C- 70-72 1.67

D+ 67-69 1.33

D 63-66 1.00 Poor

D- 60-62 0.67

F 0-59 0.00 Failing

FUnacceptable performance. The student’s work indicates major deficiencies in learning and reveals little or no understanding of course content. This grade denotes either unacceptable performance in spite of some effort, or failure to complete the assigned work.

STUDENT COURSE EVALUATION

Students have the opportunity to provide feedback throughout the course through e-mail, telephone, and on-campus appointments. Near the end of the course, students will complete an anonymous online course evaluation form. Since the results contribute to improving course design and presentation, it is important that students be honest and constructive in their evaluations. Students will receive an e-mail reminder from the University when it is time to complete these evaluations. Please take time to provide this input. Students can access the online evaluation system at: http://eval.regent.edu/regent/survey/students.cfm. If you have questions about the online evaluation please contact evaluation@regent.edu.

     

This syllabus is subject to change without notice.

Last updated: 2/28/2011

Regent University, School of Undergraduate Studies1000 Regent University Drive, Virginia Beach, VA, 23464

Phone (888) 718-1222© 2010 Regent University, All Rights Reserved.

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