MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01C97CB1.0D0EF730" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Microsoft Internet Explorer. ------=_NextPart_01C97CB1.0D0EF730 Content-Location: file:///C:/2D295239/GoldmonMIC510S09.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Goldmon MIC 510 Spring 09

SHAW UNIVERSITY DIVINITY SCHOOL

= PO Box 209= 0 · Ralei= gh, North Carolina 27602 · 919-546-8569

 

MIC 510 01   ● [1]Health and Spiritua= lity Course Syllabus

Spring Semester 2009 

Saturdays 11:00 am – 1:30 pm; Room 303 Leonard Building

 

= Instructor: Moses V. Goldmon

919-405-2267 ● 919-54= 4-8427 (Fax)

mgoldmon@shawu.edu =

Off= ice hours: Wednesday & Friday 9 am – 2 pm. Please call for appointment

 

MRE Program Mission<= /st1:place>

MDiv Program Mission=

The mission of the Master of Religious Education degr= ee is to equip persons for competent leadership in Christian Education to se= rve congregational ministries and other religious institutions. This purpose = is consistent with the mission of Shaw University Divinity School; the Maste= r 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 a= nd religious leadership responsibilities in congregations and other settings, and to prepare some students for admission to advanced programs oriented = to theological research and teaching. The purpose is consistent with the mis= sion of Shaw= University Divini= ty School; the Maste= r of Divinity program focuses on leadership in the “practice of ministry,” particularly in the African American church.

 

 

MRE Program Goals

MDiv Program Goals

1.   =             &nb= sp;  to equip students with the capacity for critical and constructive theological reflection regarding the content and processes of educational ministry;

2.   =             &nb= sp;  to help students understand the educational, social, and behavior= al sciences that undergird educational practice, as well as the cultural contexts in which educational ministry occurs;

3.   =             &nb= sp;  to assist students with personal growth and spiritual maturity; a= nd

4.   =             &nb= sp;  to provides 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 religious 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 personal and spiritual capacities necessary for pastoral and religious leadership, advancing gro= wth in personal faith, emotional maturity, moral integrity, and public witnes= s;

4.   =             to expand programmatic activities, services, and academic program= ming to enhance student capacity for ministerial and public leadership.

 

 

MRE Program Learning Outcomes (PLOs)

MDiv Program Learning Outcomes (PLOs)

1.   =             &nb= sp;  Graduates will demonstrate a capacity to articulate an understand= ing of the scriptural, historical, and theological traditions of particular Christian traditions and of the broader community of faith;

2.   =             &nb= sp;  Graduates will evaluate teaching and learning theories for the purpose of developing a distinctly Christian philosophy of educating God’s people;

3.   =             &nb= sp;  Graduates will demonstrate a capacity for critical reflection on = how their unique personalities, backgrounds, and gifts and abilities relate t= o the ministry of Christian education;

4.   =             &nb= sp;  Graduates will demonstrate a capacity to design and to carry out a lesson plan necessary for effective educational ministries.

1.   =             Graduates will demonstrate a capacity to articulate an understand= ing of the scriptural, historical, and theological traditions of particular Christian traditions and of the broader community of faith;

2.   =             Graduates will develop a consciousness about and a capacity to reflect critically on issues of diversity, globalization, and cross cultu= ral concerns;

3.   =             Graduates 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.   =             Graduates will demonstrate a capacity to create programs and have= a critical voice in ministerial and public leadership.

 

 

Course Description (3 credit hours):

This course will e= xplore the relationship between spirituality and health from an African American p= erspective. It will focus on health promotion and disease prevention from a biblical po= int of view.  The course will teach students bible based strategies for identifying and countering the complex social, cultural and environmental factors that contribute to the disproportionate burden of illness and disease suffered by African-American= s. The course will emphasize the biblical mandate for Christian leaders to liv= e a life that promotes the maintenance of a healthy temple and to promote holis= tic healthy lifestyles. Students will learn how to develop and sustain successf= ul ministries of health and healing in their local churches including how to develop partnerships with academic, public health and other community-based institutions. The overall aim is to engage faith and community leaders in activities designed to reduce and eventually eliminate health disparities.<= /b>

 

Required Textb= ooks:    Tara Brown; Hilton Publishers <http://www.hiltonpub.com/>; (704) 841-0709; tarabrown@hiltonpub.com;

Mauk, KL, Russell, C. & Birge, J. CONGREGATIONAL HEALTH: How to M= ake Your Congregation a Health-Aware Community. Hilton Press. Roscoe, Ill. 2003.

Reed, J., Shucker, C., & Shulman, N.B., Black Man’s Guid= e to Good Health. Hilton Press. Ros= coe, Ill. 2001.

 

Smith, GE. Taking Care of Our= Own. A Black American’s Guide to Family Medicine. Hilton Publishing. Roscoe, IL. ISBN 0-9675258-6-1

 

Suggested Textbooks:

Colbert, D. What Would Jes= us Eat? The Ultimate Program for Eating Well, Feeling Great, and Living Longer. Thomas Nelson Publishers, 2002.

 

LaVeist, T.A. Race, Ethnicity, and Health: A Public Health Reader. Jossey-Bas= s, San Francisco CA. 2002.

 

Physical Activity and Nutriti= on Branch (PAN), 2004. African-American Churches Eating Smart and Moving More: A Planning and Resource Guide, NC Division of Public Health, Ral= eigh, NC

 

Tug= gle, Melvin III. It is Well With My Soul: Churches and Institutions Collabora= ting for Public Health. American Public Health Association, 2000.=

 

Resources for fur= ther study:

Dossey, Larry. Prayer is Good Medicine: How to Reap the Healing Benefits of Prayer. Harper-Co= llins, 1996.

Hudson, H.M. & Stern, H., The Heart of the Matter: The African American’s Guide to Heart Disease, H= eart Treatment and Heart Wellness. Hilton Press. Roscoe, Ill. 2000.

Institute of Medicine. Unequal Treatment: Confronting Racial and Ethnic Disparities in Hea= lth Care. National Academy Press. Washington, DC. 2002.

Institute of Medicine. The Future of Public Health. National Academy Press. 1988.

Institute of Medicine. The Future of the Public's He= alth in the 21st Century. National Acad. Press. 2002.

Kong, S.H. A Minute For Your Health. The ABC̵= 7;s For Improved Health and Longevity. Hilton Press. Roscoe, Ill. 2003

Walker, Marcellus A. & Singleton, Kenneth B. The Physician’s Guide: Natural Health for African-Americans. Warner Books, 1999.

Student Learning Outcomes<= span style=3D'mso-spacerun:yes'>  (SLO)

 

After completing the course, students will be able to:

Assessment of Student Lear= ning Outcomes

(Assessment Tools)

 Linkage to MRE Program Learning Ou= tcomes

(PLO statement number(s) t= hat correspond to or support  t= he SLO)

Linkage to MDiv Program Le= arning Outcomes

(PLO statement number(s) that correspond to or support the SLO)=

1.=             &nb= sp;     Discuss the wide range of health disparities between communities of color (with an emphasis on African-Americans), the socio-economically disadvantaged and their majori= ty and advantaged counterparts.

= Exam Questions; Journal abstracts

 

2,4

<= ![if !supportLists]>2.     &nbs= p;            Identify and expound upon biblical references that support healthy living.

= Exam Questions; Ministry Development Presentations

1

3

<= ![if !supportLists]>3.     &nbs= p;            Serve as a role model by living a holistic healthy lifestyle that promotes the maintenance of a healthy temple.

= Exam Questions; Ministry Development Presentations

3

3

 <= /p>

Student Learning Outcomes<= span style=3D'mso-spacerun:yes'>  (SLO)

 

After completing the course, students will be able to:

Assessment of Student Lear= ning Outcomes

(Assessment Tools)

 Linkage to MRE Program Learning Ou= tcomes

(PLO statement number(s) t= hat correspond to or support  t= he SLO)

Linkage to MDiv Program Le= arning Outcomes

(PLO statement number(s) that correspond to or support the SLO)=

= 4.     &nb= sp;            Identify the key components and strategies for organizing a holistic local church health ministry that includes provisions in the budget for programs, worship services and special recognitions as part of the annual calendar of even= ts.

Exam Questions; Ministry Development Outline

4

3, 4

= 5.          =         Develop and implement faith-based strategies to engage church and community members in efforts aimed at reducing and eventually eliminating health disparities between communities of color (= with an emphasis on African-Americans), the socio-economically disadvantaged = and their majority and advantaged counterparts.

Exam Questions; Ministry Development Outline; Journal abstracts

4

4

Course Requirements:

Course Materials:= Each stud= ent must purchase the textbooks, secure assigned readings and complete all assignments. Additionally, students will be required to read all information distributed in class and to obtain copies of selected journal articles (electronic and print) and other printed materials as assigned.

Attendance and Tardiness: Students are to be present= and on time at all scheduled classes. A record of attendance will be kept. Abse= nces have a negative impact upon the overall learning experience for all course = participants. Theref= ore, I have adopted a no excuse absentee policy. While= I understand that adult students have many responsibilities and that some absences are unavoidable, please beware that you are responsible for all materials covered on the date of your absence. You must also obtain a make-= up assignment from the professor. These assignments will require some independ= ent reading and the writing of a reflection paper on the topic that was missed.= It will be up to you to obtain your make-up assignment from the instructor. Make-up assignments may also be given for late arrivals and early departure= s. If you are a person with work, pastoral or other church leadership responsibilities, I do realize that some things are beyond our control (wed= ding dates and times, sickness, death, funerals etc). However, experience shows = that many people are willing to adjust to your school schedule if you will ask t= hem to work with you. Fifteen (15) points will be deduc= ted from the attendance and participation portion of your grade for each incomp= lete make-up assignment.

Assignments: During the semester you will complete several written and group assignments. Assignments will be modified in order to meet the student lear= ning outcomes associated with the specific degree program that you are pursuing = (MRE or MDiv). You will be provide= d with written information on their content, format and expectations when they are assigned.  Standards for writt= en work require that all assignments are error-free, prepared with a word proc= essor and properly documented. Plagiarism—presenting written work done by someone else as your own—will not be tolerated. (see Student Handbook.) When you quote or paraphrase or summarize the ideas of another person, your papers must include proper references. If they do not, they wi= ll fail. If you need help determining whether to cite, see the guide on avoidi= ng plagiarism at http://library.duke.edu/research/plagiarism/index.html.

 

All assignments should be organized according to the instructions and turned in on time. It is the student’s responsibility to learn about assignments, materials or other information missed during any absence.  If absent on the day of a graded assignment (scheduled or unscheduled), the student is responsible for obtai= ning the instructor’s permission to make up the assignment. Unless pre-arranged with the instructor, late assignments will be docked 5 points = for each day that they are late.

 

Quizzes, and Examinations: Written examinations will= be given as scheduled. Students should make special efforts to be present for = all scheduled exams. Make-up exams will not be given unless they are pre-approv= ed or the student presents an acceptable rationale for missing the examination= as determined by the instructor. Acceptable rationale must include official documentation supporting the reason for the absence. No graded assignments = may be dropped.  Examination quest= ions will be given in a variety of formats such as multiple choice questions, matching, completion, essay, etc.  The final exam will be comprehensive.

 

Grading: The semester grade shall be determined by weighted percentages earned on the following:

 

Assignment

Points

Percent of Grade

Three written papers (Jou= rnal abstracts and/or reaction papers) @ 50 points each

150

33%

Three Web based writing and analysis assignments (50 points each)

150

17%

Student Presentations (Health & Heali= ng Ministry outline)

100

17%

Church based health promotion, disease prevention ministry outline (final paper)

100

17%

Comprehensive Final Examination

100

17%

Attendance and Participation

50

15%

Totals

650

100%

 

Fin= al Grading Scale

Grade

 

Point Total

Percentage

A

 

605 - 650

93 – 100

B

 

552 - 604

85 – 92

[2]C

 

500 - 551

77 – 84

D

 

448 - 499

69 – 76



I  &nbs= p;  A student receives an “I” only when extraordinary circumstances (extend= ed illness, death in the family, etc.) prevent the student from completing all= the assignments before the end of the semester.

 

All written assignments need = to conform to the guidelines in the Divinity School’s R= 20;Guidelines for Written Assignments,” available in the Divinity School Office. The following criteria will be used in evaluating all written assignments.=

 

A    Indicates the student has significantly exceeded the minimum expectatio= ns for the assignment. The student has consulted the relevant scholars and has consistently entered into dialogue with these scholars, offering his/her critique of the relevant sources. All the required parts of the assignment = are present, and the presentation (written or oral) is consistently above avera= ge, with no errors in spelling, grammar or speech.

 

B    Indicates the student has exceeded the minimum expectations for the assignment. The student has consulted relevant scholars and has entered int= o dialogue with most of them, offering his/her critique of the sources. All the requir= ed parts of the assignment are present, and the presentation (written or oral)= is consistently above average, with few errors in spelling, grammar or speech.=

 

C    Indicates the student has met the minimum expectations for the assignme= nt. The student has consulted relevant scholars and has represented their views well, at least occasionally offering a critique of the sources. The required parts of the assignment are present and the presentation (written or oral) = is consistently average, although some errors in spelling, grammar or speech a= re present.

 

D    Indicates the student has not met the minimum expectations for the assignment in one or more of the following ways: significant critical scholarship is not consulted; significant segments of the assignment are missing or inadequate; or the the presentation (written or oral) is inadequ= ate in grammar, spelling, format or speech.

 

F  &nbs= p;  Indicates the work is not acceptable for graduate-level study.

Use of Technology:=

All students in this course a= re required to have regular access to email and to the internet.  The Shaw Blackboard site (http://shawu.blackboard.com) will= be heavily used in this class.  The major= ity of course handouts (including syllabus, power point class discussion outlines, readings and guidelines for completing assignments) will be made available = via Blackboard. Students will also submit assignments and receive feedback using Blackboard’s Digital Dropbox. 

 

Email will be the instructor’s primary mode of contacting students outside of class hours.  Thus, all students mus= t set up their email address on Blackboard.  Directions for doing so are below:

1.&n= bsp;      Go to http://shawu.blackboard.com= .

2.&n= bsp;      On the Tools menu on the left side of the screen, click Personal Information.

3.&n= bsp;      Select Edit Personal Information.

4.&n= bsp;      Under section 1, enter your email address.

5.&n= bsp;      Click Submit.

6.&n= bsp;      Click OK.

 

We will be using the following sections of Blackboard f= or this course:

·      =    Course Information= :  Contains an electronic copy of the syllabus and all rubrics used to evaluate assignments for this course.  Any updates to the syllabus will b= e made available here.

·      =    Course Documents:  Contains electronic versions of ar= ticles and chapters that are not in required texts (generally in PDF or HTML format).  You will need to dow= nload the free Adobe Reader to access these forms (http://www.adobe.com).

·      =    Discussion Board:  Forums for periodic postings are h= ere.

·      =    Communication:  Allows you to send email to the cl= ass.

·      =    Tools:  Provides access to the Digital Dro= p Box, which you will use to submit all course assignments.

 

Follow the instructions below to submit assignments via= the Digital Drop Box:

1.&n= bsp;      Once you are in the course site, click the Tools tab on the left.

2.&n= bsp;      Select Digital Dropbox.

3.&n= bsp;      Select Send File.

4.&n= bsp;      In the Name box, enter LastnameFirstname_Assign= mentname.  (For example, if your name is Jane= Smith and you’re submitting the case study, enter SmithJane_abstract #_y).<= o:p>

5.&n= bsp;      Click the Browse button beside the File box. 

6.&n= bsp;      Locate and select the file on your computer.  Click Open.<= /span>

7.&n= bsp;      Click Submit.

 

Class Decorum Policy

To enhance the learning atmos= phere of the classroom, students are expected to dress and behave in a fashion conducive to learning in the classroom. More specifically, students will refrain from wearing clothes that impede academic learning such as but not limited to, wearing body-revealing clothing and excessively baggy pants; ha= ts/caps, headdress. Students will turn off telephones, Black Berry’s and PDA’s prior to entering the classroom. Students who exhibit the behav= iors described above, or similar behaviors will be immediately dismissed from cl= ass at the third documented offense. The student will be readmitted to class on= ly following a decision by the Dean of the Divinity School. The student may appeal the decision of the Dean to the Office of the Vice President for Academic Affairs, and then to the President of Shaw Universit= y. The decision of the President will be final. Failure to follow the procedur= es herein outlined will result in termination of the appeal, and revert to the decision of the department chair.

 

Each incident considered to h= ave a negative impact on the learning environment will be recorded, properly documented, and reported to the student and to the Dean of the Divinity School.  The report will be in written form= with a copy provided to both the student and the Dean of the Divinity School.  The instructor will retain a copy = for her own records.

 

Special Considerations:

Disabilities: = Students with disabilities that may require extended exam times or other accommodati= ons should contact Student Disability Services (Counseling Center 546-8284). The instructor cannot alter the course requirements for any disability without certification from this office.

 

Psychological Services: = If at any time you feel that emotional distress is interfering with your class performance, please speak with the instructor.  If you would prefer to speak with someone else, you may contact the Counseling Center at 546-8284.=


[3]Tentative Schedule

=  

Date

Topic

Assignment

=  

Jan 17, 2009

Course overview; Introduction to Health Disparities; Understa= nding Health Disparities;

NC Medical Journal, Sept/Oct, = 2006; Carter-Edwards et al, 345 –349;

NC Medical Journal, Nov/Dec, 2= 004, Pullen-Smith, 359 – 362; Goldmon & Roberson, 368 – 372; Holmes, 373 – 376; Dickson, et.al, 377 - 380; Corbie-Smith, 385 – 387;

Jan 24, 2009

The Role of the Ch= urch in Promoting Healthy Lifestyles;

Mauk, chapter 1; The Guide, AA churches Eat Smart, Mo= ve More, 1 – 37;

Jan 31, 2009

The Role of t= he Church in Promoting Healthy Lifestyles; Web based writing and analysis Assignment<= o:p>

LaVeist, chptr 1 - 3;

Feb. 7, 2009

The Temple of the H= oly Spirit; Personal Health: Principles for Healt= hy Living;

= Reed, chptrs 1 – 2; Smith, chptrs 1 – 2; Mauk, Foreward, Preface & chptr 4; Abstract #1 Due

Feb. 14, 2009

Personal Health Through the Lifespan;

Mauk, chptr 2 – 3; Smith chptr 13 – 15, 2= 1

Feb 21, 2009

Hi= gh Blood Pressure; Diabetes; Web based writing and analysis Assignment<= span style=3D'color:black'>

Reed chptrs 3  & 5; Smith chptrs 3 & 6

Feb 28, 2009

Health Enhancem= ent Through Medicine and Spirituality Conference;

 

March 7, 2009

De= veloping A Ministry of Health and Healing

Mauk, chptrs 5, 7, 11; Tuggle, chptrs 1. 2 & 5; T= he Guide, 1 – 37 (review); Abstract #2 Due;

March 14, 2009<= o:p>

Developing A Ministry of Health and Healing

Mauk, chptrs 5, 7, 11; Tuggle, chptrs 1. 2 & 5; The Guide, 1 – 37 (review)

March 21, 2009

Cancer; A Faith-Based Diet;  

Reed= , chptr 6; Colb= ert, Intro; chapters 1, 2; & 12; Rubin, chptr 8;

March 28, 2009

A Faith-Based Diet;

Smith chptrs 7 & 18; LaVeist, chptrs 25 & 30;

April 4, 2009

Heart Disease a= nd Stroke; Web based writing and analysis Assignment

Smith chptrs 4, 5; Reed chptr 4=

April 11, 2009<= o:p>

No Class, Easter Break=

 

April 18, 2009<= o:p>

[4]Student Presentations: What does the Bible Say About Health?

Abstract #3 Due;=

April 25, 2009<= o:p>

St= udent Presentations: What does the Bible Say About Health?

Ministry of Health a= nd Healing Plan Due<= /span>

May 2, 2009

Final exam (onlin= e);

Late/Missed Assignments = Due;

 


[3] Dates and assignments may cha= nge at the discretion of the instructor.  Please check the announcement section of Black Board and your email = by Thursday evening of each week for adjustments and/or changes in assignments= .

[4] Assigned or approved passage<= o:p>

------=_NextPart_01C97CB1.0D0EF730 Content-Location: file:///C:/2D295239/GoldmonMIC510S09_files/header.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii"

PAGE=  

 

1

 

------=_NextPart_01C97CB1.0D0EF730 Content-Location: file:///C:/2D295239/GoldmonMIC510S09_files/filelist.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C97CB1.0D0EF730--