Course Number: CHH 670
Course Title: Great Personalities in Church History: Saints, Sinners and Interesting Characters
Term: Fall 2017
Fr. Gregory J. Lockwood
Very rarely, in the course of education in the history of the Church, do we spend much time with the individual personalities who have been so influential in terms of doctrine and practice. This course endeavors to produce extended conversations between the students and many historical figures, figures from varying backgrounds and points of view. Whether they be fathers (or church mothers), emperors, spiritual writers, friend or foe, it is vitally important that we understand, in context, their writings, personalities and contributions.
Readings: Slides 1-36
Activities: Discussion Board Question 1
Readings: Slides 37-80
Activities: Discussion Board Question 2
Readings: Slides 81-117
Activities: Discussion Board Question 3
Readings: Slides 118-148
Activities: Discussion Board Question 4
Readings: Slides 149-204
Activities: Discussion Board Question 5
Readings: Slides 205-245
Activities: Discussion Board Question 6
Readings: Slides 246-282
Activities: Discussion Board Question 7
Readings: Slides 283-307
Activities: Discussion Board Question 8
Readings: Slides 308-331
Activities: Discussion Board Question 9
Readings: Slides 332-366
Activities: Discussion Board Question 10
Readings: Slides 367-394
Activities: Discussion Board Question 11
Readings: Slides 395-445
Activities: Discussion Board Question 12
Readings: Slides 446-503
Activities: Discussion Board Question 13
Readings: Slides 504-547
Activities: Discussion Board Question 14
(Basis of evaluation with explanation regarding the nature of the assignment and the percentage of the grade assigned to each item below). Students who have difficulty with research and composition are encouraged to pursue assistance with the Online Writing Lab (available at http://www.holyapostles.edu/owl).
A 94-100; A- 90-93; B+ 87-89; B 84-86; B- 80-83; C+ 77-79; C 74-76; C- 70-73 D 60-69; F 59 and below
Absence of Understanding
Analysis shows no awareness of the discipline or its methodologies as the relate to the topic
Lack of Understanding
Analysis seems to misunderstand some basic concepts of the discipline or lacks ability to articulate them.
Analysis is sometimes unclear in understanding or articulating concepts of the discipline.
Analysis demonstrates an understanding of basic concepts of the discipline but could express them with greater clarity.
Analysis demonstrates a clear understanding and articulation of concepts with some sense of their wider implications.
Analysis clearly demonstrates an understanding and articulation of concepts of the discipline as they relate to the topic; highlights connec-tions to other con-cepts; integrates concepts into wider contexts.
Paper shows no evidence of research: citation of sources missing.
Inadequate research and/or documentation
Over-reliance on few sources; spotty documentation of facts in text; pattern of citation errors.
Weak research and/or documentation
Inadequate number or quality of sources; many facts not referenced; several errors in citation format.
Adequate research and documentation but needs improvement
Good choice of sources but could be improved with some additions or better selection; did not always cite sources; too many citation errors.
Solid research and documentation
A number of relevant scholarly sources revealing solid research; sources appropriately referenced in paper; only a few minor citation errors
Excellent critical research and documentation
Critically selected and relevant scholarly sources demonstrating extensive, in-depth research; sources skillfully incorporated into paper at all necessary points; all citations follow standard bibliographic format
Analysis is only partially written or completely misses the topic
Writing difficult to understand, serious improvement needed
Analysis fails to address the topic; confusing organization or development; little elaboration of position; insufficient control of sentence structure and vocabulary; unacceptable number of errors in grammar, mechanics, and usage
Episodic writing, a mix of strengths and weaknesses.
Analysis noticeably neglects or misinterprets the topic; simplistic or repetitive treatment, only partially-internalized; weak organization and development, some meandering; simple sentences, below-level diction; distracting errors in grammar, mechanics, and usage
Acceptable writing, but could use some sharpening of skill
Analysis is an uneven response to parts of the topic; somewhat conventional treatment; satisfactory organization, but more development needed; adequate syntax and diction, but could use more vigor; overall control of grammar, mechanics, and usage, but some errors
Solid writing, with something interesting to say.
Analysis is an adequate response to the topic; some depth and complexity in treatment; persuasive organization and development, with suitable reasons and examples; level-appropriate syntax and diction; mastery of grammar, mechanics, and usage, with hardly any error
Command-level writing, making a clear impression
Analysis is a thorough response to the topic; thoughtful and insightful examination of issues; compelling organization and development ; superior syntax and diction; error-free grammar, mechanics, and usage
Response merely provides laudatory encouragement for original post, e.g., “Excellent post! You really have thought of something there.”
Response misses the point of the original posting
Response summarizes original posting to which it responds
Response makes a contribution to the posting to which it responds
Individually-conscious contributory response
Response makes a contribution to the posting to which it responds and fosters its development
Community-conscious contributory response
Response makes a contribution to the learning community and fosters its development
Holy Apostles College & Seminary is committed to the goal of achieving equal educational opportunities and full participation in higher education for persons with disabilities who qualify for admission to the College. Students enrolled in online courses who have documented disabilities requiring special accommodations should contact Bob Mish, the Director of Online Student Affairs, at firstname.lastname@example.org or 860-632-3015. In all cases, reasonable accommodations will be made to ensure that all students with disabilities have access to course materials in a mode in which they can receive them. Students who have technological limitations (e.g., slow Internet connection speeds in convents) are asked to notify their instructors the first week of class for alternative means of delivery.
Students at Holy Apostles College & Seminary are expected to practice academic honesty.
In its broadest sense, plagiarism is using someone else's work or ideas, presented or claimed as your own. At this stage in your academic career, you should be fully conscious of what it means to plagiarize. This is an inherently unethical activity because it entails the uncredited use of someone else's expression of ideas for another's personal advancement; that is, it entails the use of a person merely as a means to another person’s ends.
Because of the nature of this class, academic dishonesty is taken very seriously. Students participating in academic dishonesty may be removed from the course and from the program.
Even though you are not required to be logged in at any precise time or day, you are expected to login several times during each week. Because this class is being taught entirely in a technology-mediated forum, it is important to actively participate each week in the course. In a traditional classroom setting for a 3-credit course, students would be required, per the federal standards, to be in class three 50-minute sessions (or 2.5 hours a week) and prepare for class discussions six 50-minute sessions (or 5 hours) a week. Expect to devote at least nine 50-minute sessions (or 7.5 quality hours) a week to this course. A failure on the student’s part to actively participate in the life of the course may result in a reduction of the final grade.
An Incomplete is a temporary grade assigned at the discretion of the faculty member. It is typically allowed in situations in which the student has satisfactorily completed major components of the course and has the ability to finish the remaining work without re-enrolling, but has encountered extenuating circumstances, such as illness, that prevent his or her doing so prior to the last day of class.
To request an incomplete, distance-learning students must first download a copy of the Incomplete Request Form. This document is located within the Shared folder of the Files tab in Populi. Secondly, students must fill in any necessary information directly within the PDF document. Lastly, students must send their form to their professor via email for approval. “Approval” should be understood as the professor responding to the student’s email in favor of granting the “Incomplete” status of the student.
Students receiving an Incomplete must submit the missing course work by the end of the sixth week following the semester in which they were enrolled. An incomplete grade (I) automatically turns into the grade of “F” if the course work is not completed.
Students who have completed little or no work are ineligible for an incomplete and must receive the grade that they have earned. Students who feel they are in danger of failing the course due to an inability to complete course assignments should withdraw from the course.
A “W” (Withdrawal) will appear on the student’s permanent record for any course dropped after the end of the first week of a semester to the end of the third week. A “WF” (Withdrawal/Fail) will appear on the student’s permanent record for any course dropped after the end of the third week of a semester and on or before the Friday before the last week of the semester.
I’m Fr. Gregory J. Lockwood, Pastor of Christ the King Parish in Kansa City, MO, and Secretary for Seminarians for Bishop Finn in the Vocations Office. I have taught in varied disciplines at the undergraduate and graduate levels for over twenty years. A former professor at Kenrick Seminary in the Archdiocese of Saint Louis, I am a Pastoral Provision priest; I am a former Lutheran pastor and a submarine force veteran from the US Navy in the 1970’s. I am married, and have five children and ten (so far) grandchildren. I specialize in Marian theology, the occasional literature of the NT era, Christology, Fundamental Theology, Bible, and Church history in general.