DTH 950 Syllabus Fall 2017.pdf

Course Number: DTH 950 Course

Title: Protology and Eschatology

Term: Fall 2017

Dr. J. Marianne Siegmund msiegmund@holyapostles.edu

1. COURSE DESCRIPTION

This course studies God as the Creator of all things and the relation of created things to Him. The four last things (death, judgment, heaven and hell) are related to Him as the fulfillment of man and nature, the end of His saving plan.

2. ENVISIONED LEARNING OUTCOMES

• Students will demonstrate an ability to discover the theological understanding of creation and the Biblical foundations of creation.

• Students will demonstrate an ability to recognize the difference between creation and the theories of evolution.

• Students will demonstrate an ability to relate human sinfulness and man’s redemption in Christ to the problem of evil.

• Students will demonstrate an ability to articulate the relationship of God as Creator to the four last things. 3. COURSE SCHEDULE

In Christ, the “image of the invisible God...all things were created” (Colossians 1:15-16). Creation focuses upon “the very foundations of human and Christian life: for it makes explicit the response of the Christian faith to the basic questions that men of all times have asked themselves: ‘Where do we come from?’ ‘Where are we going?’ ‘What is our origin?’ ‘What is our end’” (CCC #282)? The subject of Protology and Eschatology addresses these perennial questions, which express the longing for the Infinite in every human heart. Consequently, this course “studies God as the Creator of all things and the relation of created things to Him. The four last things (death, judgment, heaven and hell) are related to Him as the fulfillment of man and nature, the end of His saving plan” (Course Catalogue).

Please begin each week by reading and listening to the course content posted in Populi. Be sure to complete the readings before responding to any activity, assignment, or discussion question.

*NB: Other than the books purchased for the course, links to additional course materials, resources, and readings not given below are provided in Populi. Week 1: The Creator and Creatures

Readings

• Daniel 3

• Thomas Aquinas, Summa Contra Gentiles, Book II, Chapters 2-3, 6-11 Summa Contra Gentiles

• Catechism of the Catholic Church, Paragraphs #279-301

Recommended Reading

• John Paul II, General Audience: “Give Praise and Glory to God for Creation,” John Paul II on Daniel 3

Week 2: Only God Can Create: The Nature and Definition of Creation

Readings

• Thomas Aquinas, Summa Contra Gentiles, Book II, Chapters 15-21

• Thomas Aquinas, Summa Theologiae, Part I, Question 8, Article 1

• Thomas Aquinas, Summa Theologiae, Part I, Question 45, Articles 6-7 Week 3: The Biblical Foundation of Creation

Readings

• Genesis 1-2; John 1:1-18

• Please read or listen (approximately 33 minutes) to Saint Basil the Great, Homily One, In the Beginning God Made the Heaven and the Earth, of the Hexaemeron.

• Thomas Aquinas, Summa Contra Gentiles, Book I, Chapter 29

Week 4: Worship, Leisure, and the Sabbath Structure of Creation

Readings

• Joseph Ratzinger, “In the Beginning...”, First and Second Homilies, Pages 1-39

• Josef Pieper, In Tune With the World: A Theory of Festivity, Chapter 5, Pages 44-51 Week 5: Creation and the Theory of Evolution

Readings

• Pius XII, Encyclical Letter: Some False Opinions Threatening to Undermine The Foundations of Catholic Doctrine [Humani Generis] #5-8

• Thomas Aquinas, Summa Contra Gentiles, Book II, Chapter 87

• John A. Hardon, S.J., “Origin and Nature of Man” in The Catholic Catechism, Pages 91-99 Recommended Reading

• Thomas Aquinas, Summa Theologiae, Part I, Question 1, Articles 9-10 Week 6: Creation and the Fall

Readings

• Genesis 3

• Joseph Ratzinger, “In the Beginning...”, Third and Fourth Homilies, Pages 41-77

• Pius XII, Encyclical Letter: Some False Opinions Threatening to Undermine The Foundations of Catholic Doctrine [Humani Generis] #36-39

Recommended Reading

• Catechism of the Catholic Church, Paragraphs #388-390

Week 7: The Providence of God and the Problem of Evil

Readings

• Thomas Aquinas, Summa Theologiae, Part I, Question 22, Articles 1-4

• Thomas Aquinas, Summa Theologiae, Part I, Question 49, Articles 1 and 2

• John Paul II, Crossing the Threshold of Hope, Chapter: “What Does ‘To Save’ Mean?,” Pages 69-76

• Catechism of the Catholic Church, Paragraphs #302-314

Recommended Reading

• John Paul II, Crossing the Threshold of Hope, Chapter: “Why Does God Tolerate Suffering?,” Pages 64-68 Week 8: Connecting Protology and Eschatology: Man’s Redemption in Christ

Readings

• Romans 5:1-21; Colossians 1:15-20

• Irenaeus, Against Heresies, Book V, Chapters 19 and 21

• Benedict XVI, Encyclical Letter: On Christian Hope [Spe Salvi] #1-9;16-31

• Second Vatican Council, Pastoral Constitution on the Church in the Modern World [Gaudium et Spes] #22-24

Week 9: Death and Christian Hope

Readings

• Benedict XVI, Encyclical Letter: On Christian Hope [Spe Salvi] #10-12

• Joseph Ratzinger, Eschatology, “The Theology of Death,” Pages 69-79

• Irenaeus, Against Heresies, Book V, Chapters 12-13

Recommended Reading

• Joseph Ratzinger, Eschatology, “Introduction,” Pages 1-18 Week 10: Death and Resurrection

Readings

• Joseph Ratzinger, Eschatology, “The Theology of Death,” Pages 80-103

• Irenaeus, Against Heresies, Book V, Chapter 14

Recommended Reading

• Joseph Ratzinger, Eschatology, Appendix I: “Between Death and Resurrection: Some Supplementary Reflections,” Pages 241-260

Week 11: The Resurrection of the Dead in Magisterial Documents

Readings

• Joseph Ratzinger, Eschatology, “Immortality of the Soul and the Resurrection of the Dead,” Pages 132- 164

• Irenaeus, Against Heresies, Book V, Chapters 31-36

Recommended Reading

• Joseph Ratzinger, Eschatology, “Immortality of the Soul and the Resurrection of the Dead,” Pages 104- 131

Week 12: The Second Coming and the General Judgment

Readings

• Irenaeus, Against Heresies, Book V, Chapter 7

• Joseph Ratzinger, Eschatology, “The Resurrection of the Dead and the Return of Christ,” Pages 194- 214

Recommended Reading

• Joseph Ratzinger, Eschatology, “The Resurrection of the Dead and the Return of Christ,” Pages 165- 193

Week 13: The Eternity of Hell and the Mercy of God

Readings

• Matthew 3:12; Mark 9:43

• Joseph Ratzinger, Eschatology, “Hell, Purgatory, Heaven,” Pages 215-217

• John A. Hardon, S.J., Article: “Eschatology: Death, Judgment and Hell”

• John Paul II, Crossing the Threshold of Hope, Chapter: “The Centrality of Salvation,” Pages 54-59 Week 14: Sacred Scripture and the Fathers of the Church on Purgatory

Readings

• Joseph Ratzinger, Eschatology, “Hell, Purgatory, Heaven,” Pages 218-232

• John A. Hardon, S.J., Article: “The Doctrine of Purgatory”

Week 15: Everlasting Life and the Joys of Heaven

Readings

• John Paul II, Crossing the Threshold of Hope, Chapter: “Does Eternal Life Exist?,” Pages 178-187

• Joseph Ratzinger, Eschatology, “Hell, Purgatory, Heaven,” Pages 233-240

• Benedict XVI, Encyclical Letter: On Christian Hope [Spe Salvi] #13-15

4. COURSE REQUIREMENTS

• Discussion Postings – 30% (Due by Thursday at 11:59 PM of Each Week)

• Research Paper Topic – 10% (2-3 pages, Due by Thursday at 11:59 PM of Week 9)

• Research Paper – 60% (25-27 pages, Due by Thursday at 11:59 PM of Week 13)

Citations in Discussion Posts

Plagiarism is a serious offense against academic honesty. In order to avoid plagiarism, the student must place direct quotations in quotation marks and must footnote sources wherever an idea not one’s own was obtained. When giving a direct quotation from any source or when referring to an idea not one’s own, the student must use either a footnote or a parenthetical notation. The parenthetical notation is accepted in discussion posts and in citations of Sacred Scripture. NB: Footnotes are required in the research paper, with the exception of parenthetical notations, which are used only for Sacred Scripture. Please consult the HACS Guidelines for Papers handbook for examples of footnote and bibliography entries.

In lieu of footnotes, please use parenthetical notations to document any source for the weekly discussions in Populi. A parenthetical notation is placed at the end of your sentence, before the punctuation mark. Give the author’s last name, followed by a comma, and then record the page or paragraph number to which you refer. If multiple sources from one author are used, refer to the title of the work: Redemptor Hominis #10.

When quoting from a website, providing the link to the document suffices. Alternatively, one may give the website name, the author (if given), the location of the article, and the title.

Examples of Parenthetical Notations

As Fr. Hardon teaches, “we are as truly Christian as we are concerned for others, not only or mainly for their temporal welfare but especially for the life of their spirit, their knowledge and love and service of Jesus Christ to insure their eternal salvation” (Hardon, 11).

As EWTN reports, “Since Africa is only 13.11% Catholic, the urgency of the evangelization of the continent is manifest” (EWTN, The New Evangelization, Introduction, Africa, Life of the Church, “Present Situation”).

As EWTN reports, the African continent has a Catholic population of no more than 13.11% (http://www.ewtn.com/new_evangelization/africa/life/present%20situation.htm).

In a short video, one person describes the present situation as the “Catholic Moment” of evangelization on account of the media (Word on Fire, Robert Barron, Video: Catholicism: The New Evangelization).

Examples of Parenthetical Notations for Magisterial Documents

When quoting a Magisterial document, simply provide the name of the author (or the Congregation, or the Council), the document title (preferably in Latin, which is easily accessible), and the paragraph number.

Pope Blessed Paul VI teaches that, “fidelity both to a message whose servants we are and to the people to whom we must transmit it living and intact is the central axis of evangelization” (Paul VI, Evangelii Nuntiandi, #4).

In speaking of Saints Cyril and Methodius, Pope Saint John Paul II notes, “truth and the power of their missionary mandate came from the depths of the mystery of the Redemption” (John Paul II, Slavorum Apostoli #9).

An Example of a Footnote

For your essays, please use footnotes, and prepare your essay in Word format.

You should not need to use Populi in formulating a footnote, but, in the unusual instance that one is unable to access Word, one may prepare an essay in Populi, in which case the following instructions

should be followed. One needs to type a special character (^) at the beginning and end of the numbers to make a superscript in Populi (e.g., ^1^, ^2^, etcetera). Use the special characters for superscript also in the footnotes.

^1^ Vincent Balaguer, Understanding the Gospels (New York, Scepter Publishers, Inc., 2005), 5, [Hereafter UG].

*Also, to bold, italicize, or underline words in Populi, please refer to the “Formatting Guide” located below all discussion / comment fields in Populi. NB: Titles need to be italicized. 5. REQUIRED READINGS and RESOURCES:

• Joseph Ratzinger, Eschatology: Death and Eternal Life, Second Edition (Price: $15.93 New), ISBN 978-081-32151-67

• Joseph Ratzinger, “In the Beginning...”, (Price: $8.79 New), ISBN 978-0-8028-4106-3

• Pope John Paul II, Crossing the Threshold of Hope, (Price: $11.51 New), ISBN 0-679-76561-1 6. SUGGESTED READINGS and RESOURCES:

• Christoph Schönborn, O.P., From Death to Life: The Christian Journey, ISBN 0-89870-535-5

• Josef Pieper, Death and Immortality, ISBN 978-189031-818-5

• Abbot Vonier, The Life of the World to Come, ISBN 978-0-9830297-0-0

• John A. Hardon, S.J., Article: “Retreat on the Credo: Faith in Life Everlasting” Hardon, “Faith in Life Everlasting”

• Website: The Real Presence Association, John A. Hardon, S.J., Archives Articles on Eschatology (and other topics)

• Audio: Institute of Catholic Culture, Michael J. Behe, “Darwin’s Black Box: The Case for Creation” (Approximately 80 Minutes) “Darwin’s Black Box”

• Audio: Institute of Catholic Culture, William Saunders, “Alpha and Omega: God the Father, Creator of the World” (Approximately 80 Minutes) “God the Father” 7. EVALUATION

Evaluation of the student’s written work is based upon the explanation contained on this syllabus and on the Notice on Assignments (available at the Welcome Page in Populi). At this level, the student should be competent in writing. For incidental questions regarding research, please see the HACS Librarian, Ms. Clare Adamo (cadamo@holyapostles.edu). If you have not completed a research tutorial with Ms. Adam in the last 24 months, you are required to do so within the first five weeks of the semester. For incidental questions regarding the term paper, please see the Online Writing Lab, which is always available for proofreading (http://www.holyapostles.edu/owl).

*NB: Should the student wish to consult with the Online Writing Lab for assistance on the research paper, please note the following message from the HACS OWL: Please allow time for scheduling up to two weeks in advance of your due date. You will always be scheduled within seven days of requesting the appointment, and that will provide you with another seven days to ready the paper for submission following the appointment. Emergency scheduling is available if noted in the subject heading of your email. Email the text to be critiqued, along with the prompt / assignment, to submitpaper@holyapostles.edu at least twenty- four hours in advance of your scheduled session. Research Paper Requirements

• Please follow the specific directions given in Populi and on the Notice for Written Assignments (uploaded to the Welcome Page in Populi).

• As noted above, the research paper is due by 11:59 PM on Thursday of Week Thirteen. You may,

however, turn in the paper at any time of the semester before the due date, if you wish.

• The paper is to reflect a significant amount of research on a topic related to the course or to a related theme in the field of Dogmatic Theology/Protology and Eschatology. Select a topic and focus upon a point of particular significance for Protology and Eschatology. The paper must reflect depth of knowledge.

• Show theological engagement with your subject. Focus upon one point and develop it; do not simply state what the various sources say. Comment upon what one finds insightful or problematic about a specific point; analyze, critique, or defend it. Avoid disordered, vague, or inflated language. Be sure to define any necessary terms from a theological perspective, make a claim, and then substantiate it. Do not be subjective in the written work. If one states an opinion, validate it by providing evidence. Engage the texts and give arguments to uphold your claim.

• The student is encouraged to select one’s own topic of interest for the research paper. Examples of general topic areas or themes from the course upon which the paper could be based include (but are not limited to) the following: A passage from Sacred Scripture that relates to Protology and Eschatology, the significance of creation in human life, the relation of the theology of creation to its Biblical foundations, contrasting creation with a theory of evolution, and the response of the Catholic to the perennial questions of human existence in light of Protology and Eschatology. In addition, one might focus upon one of God’s attributes, an Article of the Creed, the relation of God to one of the four last things, Providence, and the relation of man’s redemption in Christ to the problem of evil. Research Paper Guidelines

• Before beginning your paper, please refer to the Guidelines for Papers, Projects, and Theses [HACS Stylesheet] and the Notice on Assignments, which is available at the Welcome Page within the course platform.

• The research paper is to be typed in black in the 12-point Times New Roman font (11-point Times New Roman for footnotes). Double-space your essay, including quotations. Block-quote any quotation that exceeds three typed lines of print.

• Be sure to follow the guidelines regarding length (25-27 pages). Points will be deducted from any essay that exceeds or falls short of the required length by five or more lines of typed text.

• As with any HACS essay, your paper must include a title page listing the course title and number, your name, the date, and the title of your essay assignment. Neither the title page nor the bibliographies count toward the number of pages in an assignment. For example, a 25-page paper will have a title page, containing the necessary information listed above, twenty-five full pages of written work, which includes footnotes, and the bibliographies. The information given on your title page is not to be repeated in the main body of your paper.

• Your research paper must include a Works Cited Bibliography and a Works Referenced Bibliography. Between the two bibliographies, the student must have accessed at least 25 sources. Again, the Bibliographies do not count toward the required page length of the essay.

• Of the 25 sources, select at least five for annotation. For help in preparing annotations for at least five sources, please see the OWL at Purdue. Additional directives for preparing the annotations are attached to the Welcome Page in Populi. Should the student fail to adhere to the instructions for annotations, points will be subtracted from one’s grade.

• The student must use Sacred Scripture as a source in the research paper. Actively engage the living Word of God in your work. For example, after quoting a passage, explain how it applies to dogmatic

theology, or to the specific topic at hand. One is encouraged to keep in mind the Biblical foundations of protology and eschatology and the missionary apostolate as you research for your paper.

• Including Sacred Scripture, the research paper must have a minimum of 25 sources.

• Each completed research paper must be emailed as Word document to the professor on or before the posted deadline (Thursday at 11:59 PM of Week Thirteen). Please include your last name as part of title in which you name and save the document (e.g., Brown, DTH 950). NB: Papers are accepted via email only. Should a student fail to email the paper or the paper topic by the due date, the student will incur the grade of zero/F. Students are not to turn in their papers via Populi.

• Again, the research paper is due at the end of Week 13, but one is free to turn it in at any point of the semester. Please make a note of this flexibility for one’s own planning purposes. The end of the semester is unusually busy, and so the paper need not be put off until the last minute. Guidelines for the Research Paper Topic Proposal

• As noted above, the research paper topic (2-3 pages) is due by Thursday at 11:59 PM of Week 9.

• The research paper topic must include a title page and a bibliography of resources that the student believes will be helpful in formulating his work. A single proposed bibliography of at least 12 sources is required for the paper topic assignment.

• No annotations are required for the proposed bibliography. At the same time, preparing your topic proposal will require a significant amount of research. Should you wish to annotate a few sources, you may do so, and then use them for your paper.

• The research paper topic must include a proposed introduction to the topic with a clear thesis statement. Your research paper topic should also include the question or topic upon which you will focus, why it interests you, and how you propose to develop it.

• A proposed outline is recommended, but not required. The optional outline does not count as part of the 2-3 pages of text. Should one wish to include an outline in the paper topic assignment, it needs to follow the bibliography. The outline will be the last item in the proposal, provided you wish to include it.

• The time and effort the student invests in preparing the paper topic is proportionate to the ease with which one will complete the research paper. With slight revisions, the successful student may have the first three pages of the research paper and a clear outline of how the work will progress, once the proposal is completed and approved.

• Should the student wish to confer with the professor on a potential research paper topic before the proposal is due, one is encouraged to contact her via email (msiegmund@holyapostles.edu) at any point in the semester. Course Procedure and Discussion Postings

• Except the first week, each week begins on Friday at 12:00 AM Midnight and it closes on Thursday at 11:59 PM. After the first week, the student is free to begin the next week’s material as early as 12:00 AM (Midnight) on Friday, should one wish to do so. Since the first week begins on Monday, the student has until Friday at 11:59 PM to complete the assignments. NB: During the first week only, the discussion board will be open until Friday at 11:59 PM.

• Each week, the student is required to respond to the discussion topic by making a substantial post. While length may vary, aim to convey your response to the discussion question in approximately three to five well-formulated paragraphs (roughly 300-500 words). On weeks when you have a written assignment due, a shorter response to the discussion (approximately 150-200 words) fulfills the assignment. While the student should be conscientious of the proper length, the discussion grade is based upon one’s content, and not upon the number of words. A student who writes a shorter, well- constructed discussion post earns a higher grade than a student who writes a verbose, wandering post

consisting largely of quotations and/or laudatory exclamations. For further grading guidelines, see the rubric charts below.

• After you have read the assigned readings and completed all of the learning activities for the week, please post your response to the initial discussion prompt. The student should post one’s response by Wednesday of each week. Posting earlier in the week allows others the time needed to read and to comment upon your thoughts.

• While there is no length requirement on the response post, one’s comment upon another student’s initial entry must be substantial. Engage at least one point the other student made. Discuss it, deepen it, develop it, and/or ask a corresponding question about it. Aim to convey your response in approximately 150-200 words of well-constructed thought. While the word count provides a helpful gauge for the student, the professor is primarily interested in a succinct, well-constructed response and not a verbose, repetitious ramble. For further grading guidelines, see the charts below. NB: Be sure to refrain from commenting upon another student’s initial post until one has completed all readings and learning activities for the week.

• The student’s initial response to the discussion topic and the one additional comment upon another student’s remarks will comprise one’s graded discussion work each week and 30% of one’s final grade. Once again, the student must post twice each week: one post in response to the discussion topic and one post as a comment upon another’s post. Should one not fulfill these discussion board requirements by the end of each week (Thursday at 11:59 PM), the student will normally forfeit the grade.

• NB: While a student may post more than the required entries each week, the professor evaluates one’s discussion contributions based upon content and not upon the multiplication of words or posts.

GRADING SCALE

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

GRADING RUBRIC FOR DISCUSSION BOARD POSTINGS

1 (F) 2 (D) 3 (C) 4 (B) 5 (A)

CONTENT

Absence of Understanding

Posting shows no awareness of the concepts addressed in the topic by shifting off- topic

Misunderstanding

Posting demonstrates a misunderstanding of the basic concepts addressed in the topic through an inability to re- explain them

Adequate Understanding

Posting demonstrates an adequate understanding of the basic concepts addressed in the topic by a re-explanation of them

Solid understanding

Posting demonstrates an understanding of the basic concepts addressed in the topic and uses that understanding effectively in the examples it provides

Insightful understanding

Posting demonstrates an understanding of the basic concepts of the topic through the use of examples and by making connections to other concepts

WRITING & EXPRESSION

Incomplete writing Writing difficult to

understand, serious

Acceptable writing, but could use some

Solid writing with something interesting

Command-level writing, making a clear

sharpening Posting is only partially

improvement needed

of skill

impression written or fails to address the topic

Posting touches only on

Posting is an uneven the surface of the topic

response to parts of the

Posting is a thorough response to the topic; and proceeds to talk

topic; somewhat

thoughtful and insightful about something else;

conventional treatment;

examination of issues; confusing organization

satisfactory organization,

compelling organization or development; little

but more development

and development; elaboration of position;

needed; adequate

superior syntax and insufficient control of

syntax and diction, but

diction; error-free sentence structure and

could use more vigor;

grammar, mechanics, vocabulary;

overall control of

and usage unacceptable number of

grammar, mechanics, errors in grammar,

and usage, but some mechanics, and usage

errors

RESEARCH

Missing Research

Paper shows no evidence of research: citation of sources missing.

Solid research and documentation

A number of relevant scholarly sources revealing solid research; sources appropriately referenced in paper; only a few minor citation errors.

RESPONSE TO OTHER STUDENT POSTS

Inadequate response

Response merely provides laudatory encouragement for original post, e.g., “Excellent post! You really have thought of something there.”

Inadequate research

Weak research and/or

Adequate research and/or documentation

documentation

and documentation

Over-reliance on few sources; spotty

Inadequate number or quality of sources; many

but needs improvement

documentation of facts

facts not referenced;

Good choice of sources in text; pattern of citation

several errors in citation

but could be improved errors.

format.

with some additions or better selection; did not always cite sources.

Community-conscious contributory response

Response makes a contribution to the learning community and fosters its development.

GRADING RUBRIC FOR WRITTEN ASSIGNMENTS

0 pts. – Paper Posting;

Poor response

Acceptable response

Individually-conscious

Response misses the

Response makes a

contributory response

point of the original

contribution to the

Response makes a posting or merely

posting to which it

contribution to the summarizes original

responds.

posting to which it posting to which it

responds and fosters its responds.

development.

2 pts. – Paper

4 pts. – Paper

6 pts. – Paper

8 pts. – Paper

10 pts. – Paper Posting;

Posting;

CONTENT

Absence of Lack of Inadequate Adequate Solid Insightful

to say

Posting 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

understanding Understanding

Understanding

understanding

Analysis shows no

Analysis seems

Analysis is

Analysis clearly awareness of the

sometimes

demonstrates an discipline or its

misunderstand

unclear in

understanding and methodologies as

some basic

understanding or

articulation of they relate to the

concepts of the

articulating

concepts of the topic.

discipline or

concepts of the

discipline as they lacks ability to

discipline.

relate to the topic; articulate them.

highlights connections to other concepts; integrates concepts into wider contexts.

RESEARCH

Missing Research

Paper shows no evidence of research: citation of sources missing.

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.

WRITING & EXPRESSION

Incomplete writing

Analysis is only partially written or completely misses the topic.

Inadequate

Weak research

Adequate

Solid research research

and/or

research and

and and/or

documentation

documentation documentation

Over-reliance

Inadequate number or quality

but needs improvement

A number of relevant scholarly on few sources;

of sources; many

Good choice of

sources revealing spotty

facts not

sources but could

solid research; documentation

referenced;

be improved with

sources of facts in text;

several errors in

some additions or

appropriately pattern of

citation format.

better selection;

referenced in citation errors.

did not always cite

paper; only a few sources; too many

minor citation citation errors.

errors.

Writing difficult

Episodic

Acceptable writing,

Solid writing,

Command-level to understand,

writing, a mix of

but could use

with something

writing, making serious

strengths and

some sharpening

interesting to

a clear improvement

weaknesses.

of skill

say.

impression needed

Analysis

Analysis is an

Analysis is a Analysis fails to

noticeably

uneven response to

adequate

thorough address the

neglects or

parts of the topic;

response to the

response to the topic; confusing

misinterprets the

somewhat

topic; some depth

topic; thoughtful organization or

topic; simplistic

conventional

and complexity in

and insightful development;

or repetitive

treatment;

examination of little elaboration

treatment, only

satisfactory

persuasive

issues; of position;

partially-

organization, but

organization and

compelling insufficient

internalized;

more development

development, with

organization and control of

weak

needed; adequate

suitable reasons

development; sentence

organization and

syntax and diction,

and examples;

superior syntax structure and

development,

but could use more

level-appropriate

and diction; error- vocabulary;

some

vigor; overall control

syntax and diction;

free grammar, unacceptable

meandering;

of grammar,

mastery of

mechanics, and number of

simple

mechanics, and

grammar,

usage. errors in

sentences,

usage, but some

mechanics, and grammar,

below-level

errors.

usage, with hardly mechanics, and

diction;

any error. usage.

distracting errors in grammar, mechanics, and usage.

understanding

Analysis demonstrates an understanding of basic concepts of the discipline but could express them with greater clarity.

Understanding

Analysis demonstrates a clear understanding and articulation of concepts with some sense of their wider implications.

8. DISABILITIES ACCOMMODATIONS POLICY

Holy Apostles College and 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 Mr. Christopher Apodaca, who is the the Director of Online Student Affairs, at capodaca@holyapostles.edu 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. 9. ACADEMIC HONESTY POLICY

Students at Holy Apostles College & Seminary are expected to practice academic honesty.

Avoiding Plagiarism

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.

Students, where applicable:

• Should identify the title, author, page number/webpage address, and publication date of works when directly quoting small portions of texts, articles, interviews, or websites.

• Should not copy more than two paragraphs from any source as a major component of papers or projects.

• Should appropriately identify the source of information when paraphrasing (restating) ideas from texts, interviews, articles, or websites.

• Should follow the Holy Apostles College and Seminary Stylesheet (i.e., Guidelines for Papers, Projects, and Theses, which is available at the Holy Apostles Online Writing Lab’s website at http://www.holyapostles.edu/owl/resources).

Consequences of Academic Dishonesty:

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. 10. ATTENDANCE POLICY

Even though the student is not required to be logged in at any precise time or day, one is 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. 11. INCOMPLETE POLICY

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. 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. 12. ABOUT YOUR PROFESSOR

Dr. J. Marianne Siegmund, Online Adjunct Professor of Theology, Holy Apostles College and Seminary

Dr. J. Marianne Siegmund earned her B.A. in Philosophy at Christendom College in Front Royal, Virginia and her M.A. in Religious Studies at the Notre Dame Graduate School of Christendom College. After many years of teaching, she returned to graduate school, earning her Licentiate in Sacred Theology (Marriage and Family) at the Pontifical John Paul II Institute for Studies on Marriage and Family at the Catholic University of America. After graduate studies in Philosophy at the University of Dallas and a summer immersed in further coursework in Russia, she decided to study in Rome. Her Doctorate in Theology (Spirituality) is from the Pontifical University of Saint Thomas Aquinas in Urbe (Angelicum) in Rome, Italy. Dr. Siegmund has taught at several colleges and universities, delivered scholarly papers at conferences across the nation, and has published several articles in both Philosophy and Theology. Dr. Siegmund is a member of the Society of Catholic Social Scientists, the Fellowship of Catholic Scholars, and the American Catholic Philosophical Association. Dr. Siegmund is a member of the online faculty at Holy Apostles College and Seminary.