Ashmore OTS 518 Spring '09

Divinity School Program Learning Outcomes<= o:p>

Mission= Statements

MRE Program Mission<= /st1:City>

MDiv Program Mission

The mission of = the Master of Religious Education degree is to equip persons for competent leadership in Christian Education to serve congregational ministries and other religious institutions. This purpose is consistent with the mission= of Shaw University Divinity School; the Master of Religious Education program focuses on leadership in the “practice of ministry,” particularly in the African American Church

The mission of = the Master of Divinity degree is to prepare persons for ordained ministry, for chaplaincy, general pastoral and religious leadership responsibilities in congregations and other settings, and to prepare some students for admiss= ion to advanced programs oriented to theological research and teaching. The purpose is consistent with the mission of Shaw University Divinity School; the Master of Divinity program focuses on leadership in the “practi= ce of ministry,” particularly in the African American church

= Program Goals

MRE Program Goals

MDiv Program Goals

1. to eq= uip students with the capacity for critical and constructive theological reflection regarding the content and processes of educational ministry;

2. to he= lp students understand the educational, social, and behavioral sciences that undergird educational practice, as well as the cultural contexts in which educational ministry occurs;

3. to as= sist students with personal growth and spiritual maturity; and

4. to pr= ovides skills in teaching and in design, administration, and assessment of educational programming.

1.= to provide students with an intellectual atmosphere and a comprehensive, discriminating understanding of our relig= ious heritage;

2.= to enhance student training for Christian ministry, mindful of global, and diverse cross cultural, and non-American Christianities, and interaction with other faith traditions;

3.= to support students' development in the pe= rsonal and spiritual capacities necessary for pastoral and religious leadership, advancing growth in personal faith, emotional maturity, moral integrity, = and public witness;

4.= to expand programmatic activities, service= s, and academic programming to enhance student capacity for ministerial and publ= ic leadership.

Program Learning Outcomes=

MRE Program Learning Outcomes (PLOs)<= /o:p>

MDiv Program Learning Outcomes (PLOs)=

1. Gradu= ates will demonstrate a capacity to articulate an understanding of the scriptu= ral, historical, and theological traditions of particular Christian traditions= and of the broader community of faith

2. Gradu= ates will evaluate teaching and learning theories for the purpose of developin= g a distinctly Christian philosophy of educating God’s people;

3. Gradu= ates will demonstrate a capacity for critical reflection on how their unique personalities, backgrounds, and gifts and abilities relate to the ministr= y of Christian education;

4. Gradu= ates will demonstrate a capacity to design and to carry out a lesson plan necessary for effective educational ministries

2. Gradu= ates will develop a consciousness about and a capacity to reflect critically on issues of diversity, globalization, and cross cultural concerns;

3. Gradu= ates will demonstrate a capacity for critical reflection on how their unique personalities, backgrounds, and gifts and abilities relate to the role of= the minister as leader, guide, and servant of the faith community;=

4. Gradu= ates will demonstrate a capacity to create programs and have a critical voice = in ministerial and public leadership

Texts and Blackboard

American Bibl= e Society. 1997. Biblia Hebraica Stuttgartensia<= /i>. Student Edition. American Bible Society.

Hoffer, Victo= ria. 2004. Biblical Hebrew. 2^nd Edition. Yale University Press.

=

Holladay, Wil= liam. 1972. A Concise Hebrew and Aramaic Le= xicon of the Old Testament. Eer= dmans.

Please bring t= he grammar (Hoffer), lexicon and Biblia Hebraica to class every meeting= .

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Blackboard

This course will = use Blackboard. The Blackboard si= te can be accessed from the University’s main website, www.shawuniversity.ed= u.

=

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= Course Description
OTS 518. Introduction to Biblical Hebrew II (3 hours) Prerequisite: OTS 517

This is a two-semester course. Students must finish both semesters. Students will learn the basics of Hebrew grammar. As early as possible in t= he course, students will begin reading from the Hebrew Bible. By the end of the second semester, students will have built a substantial vocabulary and will have learned all of the Hebrew verb stems.

=

Student Learni= ng Outcomes

Student Learning Outcomes (SLO)

At the completion of this course, student= s will be able to:

Assessment of Student Learning Outcomes

(Assessment Tools)<= /p>

Linkage to = MDiv Program Learning Outcomes <= /o:p>

Linkage to MRE Program Learning Outcomes<= /span>

1. score at least 75% on a vocabula= ry quiz on the 300 most common Hebrew words

Vocabulary quiz= zes

1

1

2. correctly chart 3 of 4 verbs in a biblical text

Exercises<= /o:p>

1

1

3. using the grammar and lexicon, translate a complex text from the Hebrew Bible with 75% accuracy

Exegesis Paper<= o:p>

1

1

4. use the following tools: reference lexicon, Hebrew concor= dance, theological lexicon

Exegesis Paper<= o:p>

1

1

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=

= Attendance and Classroom Decorum

Attendance

The University po= licy on absences applies in this class. Students may not have more unexcused absences than the number= of times the class meets in a week (1). Students must keep excused absences to a minimum. It will be very difficult for a st= udent to pass this course if she/he misses more than 1/4 of the class meetings (3).   Students who have = multiple absences should consult with the instructor to determine if she/he should withdraw from the class. Each student is responsible for getting class notes, handouts, and other materia= ls and for submitting any assignments for any class she/he misses.

Decorum=

Class will begin = and end on time. Please respect your = fellow students by arriving before class starts and remaining until class is over. Please turn cell phones= off before class begins. Vigorous discussion is encouraged in class. Students will demonstrate respect for each other in all class discussions. As adult learner= s, students are expected to dress and conduct themselves appropriately in clas= s.

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= Assignments

Please Note! All assignments are due on the date(s) indicated below. Any assignment submitted after the= due date for any reason cannot receive an A.&n= bsp; The highest grade possible for any such assignment is B.

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Honor Pledge

All assignments a= re submitted with the following honor pledge implied.

I affirm that the= content of this assignment is my own work. Nothing in this work is copied from a textbook, other book or online source, or another student except where permitted and properly documented.<= span style=3D'mso-spacerun:yes'> I understand that if I violate this affirmation I will receive a failing grade on this assignment and possibly = in the class. =

The University Ha= ndbook states that repeated instances of plagiarism will result in suspension and/= or expulsion from school. <= /o:p>

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M.Div./M.R.E. Assignments

Because this cour= se focuses on learning a language, no differences will be made between student= s in the two different degree programs.

General note on assignments

Because of the na= ture of this course, we will proceed at the pace dictated by the needs of the students. As such, all of the= dates listed below are tentative. <= o:p>

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Attendance, Preparation, Participation

Students are expected to attend class and participate fully in all discussions and exercises. St= udent who have attend class regularly, arrive on time and remain for the full per= iod, participate in all activities, and demonstrate they have prepared for class will receive the highest grades. The rubric for class participation applies to this assignment, with = 2.5 points assigned to each criterion

Date:           &= nbsp;   each class meeting

Weight:        &= nbsp; 10%

Vocabulary quizzes

A total of 3 vocabulary quizzes will be given during the semester. These quizzes will = cover the words in the vocabulary list in the grammar.

Dates:             Feb. 7, Mar. 7, Apr. 4

Weight:        &= nbsp; 10% each (30% total)

Exercises

Students will be = asked periodically to submit their written translations from texts in the grammar. Three of these will = be graded, and students will be given advance notice of which exercises will be graded.

Dates:             on request of instructor

Weight:        &= nbsp; 10% each (30% total)

Exegesis Paper

Students will sel= ect a text from the Hebrew Bible, prepare her/his own translation, and write an exegesis paper based on the text.

Date:           &= nbsp;   May 2

Weight:        &= nbsp; 30%

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Class Schedule

<= /p> <= /p> Date	<= /p> <= /p> Topics =	Student Learning Outcome=	<= /p> Assigned Reading	<= /p> Mode of Instruction	<= /p> Related Assignment=	<= /p> <= /p> Resources	<= /p> Assessment Tool
Jan. 17	Review	1, 2	Hoffer, lessons 1-9=	Discussion
Jan. 24
Jan. 31
Feb. 7							Quiz 1
Feb. 14
Feb. 21
Feb. 28
Mar. 7							Quiz 2
Mar. 14
Mar. 21
Mar. 28	No Class Meeting
April 4							Quiz 3
April 11	No Class Meeting -- Easter Break
April 18
April 25
May 2=	No Class Meeting -- Exegesis Paper Due

Criterion	Excellent (= 5)	Good (4)	Acceptable = (3)	Marginal (2= )	Poor (1)
Preparation<= o:p>	· student shows clear, specific evidence of = having read, understood required texts	· student shows clear, specific evidence of = having read required texts	· student shows clear evidence of having rea= d some required texts	· student demonstrates evidence of having re= ad some texts	· student rarely or never makes reference to required texts
Participatio= n	· student consistently participates in class= discussions · student’s participation contributes = to class discussion	· student regularly participates in class discussions · student’s participation contributes = to class discussion	· student participates more that 50% of the = time in class discussions · student’s participation does not sid= etrack class discussion	· student participates less than 50% of the = time in class discussions · student’s comments do not always per= tain to topic being discussed	· student rarely or never participates in cl= ass discussions OR · student’s comments regularly distrac= t from topic being discussed
Respect=	· student shows respect for fellow students&= #8217; opinions and beliefs · student does not interrupt others · student does not attempt to monopolize conversation	· student shows respect for fellow students&= #8217; opinions and beliefs · student interrupts less than 10% of the ti= me · student dominates conversation less than 1= 0% of the time	· student shows respect for fellow students&= #8217; opinions and beliefs · student interrupts less than 25% of the ti= me · student dominates conversation less than 2= 5% of the time	· student occasionally shows disrespect for = other students · student interrupts more than 25% of the ti= me · student attempts to dominate conversation = more than 25% of the time	· student often questions the beliefs and op= inions of other students · student frequently interrupts other studen= ts · student regularly attempts to dominate conversation
Attendance	· student has no absences<= /p> · student has no more than one time being la= te for class or leaving early	· student has no more than one absence<= /o:p> · student has no more than two times being l= ate or leaving early	· student has no more than two absences= · student has no more than three time being = late or leaving early	· student has no more than three absences · student has no more than four times being = late or leaving early	· student has three or more absences · student has more than four times being lat= e or leaving early

Student Learning Outcomes (SLO) At the completion of this course, student= s will be able to:	Assessment of Student Learning Outcomes (Assessment Tools)<= /p>	Linkage to = MDiv Program Learning Outcomes <= /o:p>	Linkage to MRE Program Learning Outcomes<= /span>
1. score at least 75% on a vocabula= ry quiz on the 300 most common Hebrew words	Vocabulary quiz= zes	1	1
2. correctly chart 3 of 4 verbs in a biblical text	Exercises<= /o:p>	1	1
3. using the grammar and lexicon, translate a complex text from the Hebrew Bible with 75% accuracy	Exegesis Paper<= o:p>	1	1
4. use the following tools: reference lexicon, Hebrew concor= dance, theological lexicon	Exegesis Paper<= o:p>	1	1