8/29: Syllabus Correction
IMPORTANT UPDATE:
The faculty didn't catch the mistake in the syllabus until now.
The faculty didn't catch the mistake in the syllabus until now.
The Hauer and Young reading pages below are wrong in the syllabus.
The book you have is the 8th edition, and the page numbers were from the 7th.
Please make these corrections;
Wed. Sept 5 ch. 11 – 7th: 239-59 – 8th: 215-38
Mon. Sept. 10 chs. 4-6 – 7th: 91-161 – 8th: 72-146
chs. 9-10 – 7th: 197-237 – 8th: 179-214
You'll also want to be familiar with
You'll also want to be familiar with
ch. 1 – 7th: 1-35 – 8th: 1-25
To Download or print syllabus as a Word Document, click HERE.
It is also pasted below.
-----------------------
|
|
Course Syllabus
Course Website: jccfall12.blogspot.com
Course Number and Session:BIB10FR06-12/UFA
Semester/Year: Fall 2012
Units: 4
|
Instructor: Dave
Wainscott
Office Hours: MWF
afternoons, or make appt.
Office Location: St. Arbuck’s
Phone number: 559.974-2508
Email: daw4@fpu.edu
|
Length: 15
weeks+Final (First/Last day of class)
Schedule/ Room SCC 122
All
classes meet on MWF
Time:
1:15-2:20pm
|
Mon Sept 27-Fri Dec 7/ Final Exam Mon Dec
10
|
Course Description
Jesus and the
Christian Community
is the foundational biblical studies course. Jesus, his teachings, the
community he founded and the early years of the Christian movement are central
themes. Integrated with these themes are explorations of corresponding values
and practices that contribute to a successful college experience. (FPU Catalog)
Student Learning
Objectives (SLOs)
Upon successful completion of this course, students should be able
to:
|
GE SLO:
|
Assessed in:
|
1.
Demonstrate
skills in oral and written communication, and in reading and listening.
|
4, 5, 6
|
Exams, research paper, group presentations
|
2.
Apply
information literacy and undertake effective research
|
5
|
Research paper
|
3.
Demonstrate
critical thinking.
|
10
|
Research paper
|
4.
Demonstrate
knowledge of the story of Jesus within its first-century context while
developing competence in biblical interpretation using literary and
socio-historical tools.
|
1, 2, 3
|
Research paper; quizzes, exams
|
5.
Analyze
and evaluate key concepts of Jesus’ teaching, appraising their value for our
contemporary society (issues of personal morality, social ethics, justice,
etc.)
a.
demonstrate
competency in biblical application through the examination of texts
b.
reflect
critically on moral and ethical issues
c.
understand
Anabaptist-Mennonite theological and ethical principles as an application of
the teachings of Jesus
|
1, 9
|
Exams, group presentations
|
6.
Develop
understanding of and respect for different cultural and religious traditions
in the following areas:
a.
first-century
Greco-Roman world
b.
critical
and theological interpretations of biblical texts.
c.
one’s own tradition in relation to other traditions
|
2, 3
|
Research paper
|
7.
Develop
one’s personal response to the life and teachings of Jesus.
|
2, 11, 13
|
Final Exam
|
8.
Undertake
and reflect on service as central to the teachings of Jesus.
|
1, 13
|
Service project
|
GE
Program Student Learning Objectives
1.
Students will demonstrate
comprehension of the Christian story,
beginning with the central story of Jesus and continuing with the story of the
church, with particular attention to the Anabaptists.
2.
Students will demonstrate
comprehension of their own and other
people’s stories in relation to personal, cultural and historical contexts.
3.
Students will demonstrate
comprehension of disciplinary
narratives and methodologies and their interaction with Christian faith
traditions.
4.
Students
will demonstrate competency in oral communication
5.
Students
will demonstrate competency in written communication
6.
Students
will demonstrate competency in mediated communication
7.
Students
will demonstrate competency in quantitative communication
8.
Students
will demonstrate competency in multi-lingual communication
9.
Students will demonstrate the comprehensive
exploration of issues, ideas, artifacts, events, contexts and ethical
perspectives and ramifications before accepting or formulating an opinion or
pursuing a course of action.
10.
Students will demonstrate inductive and deductive
reasoning utilizing quantitative and qualitative information.
11.
Students will apply knowledge of disciplinary
methodologies.
12. Students will demonstrate knowledge of the nature
of wellness and become skillful in the holistic care of self.
13. Students
will demonstrate the combination of knowledge, skills, values and motivation to
make a difference in the life of communities.
GE and University Student Learning Objectives
FPU Student Learning Objectives
|
GE SLO
|
1.
Oral
Communication:
Students will exhibit clear,
engaging, and confident oral communication – in both individual and group
settings – and will critically evaluate
content and delivery components.
|
4
|
2.
Written
Communication:
Students will demonstrate
proficient written communication by articulating
a clear focus, synthesizing arguments,
and utilizing standard formats in order to inform and persuade
others.
|
5
|
3.
Content
Knowledge:
Students will demonstrate
comprehension of content-specific knowledge and the ability to apply it in
theoretical, personal, professional, or societal contexts.
|
1, 3, 11
|
4.
Reflection: Students will reflect on their personal and professional growth and provide evidence of how such
reflection is utilized to manage personal and vocational improvement.
|
12
|
5.
Critical
Thinking: Students will apply critical thinking competencies by generating probing questions, recognizing
underlying assumptions, interpreting
and evaluating relevant
information, and applying their
understandings to new situations.
|
10
|
6.
Moral
Reasoning: Students will identify and apply
moral reasoning and ethical decision-making skills, and articulate the norms and principles underlying a Christian
world-view.
|
13
|
7.
Service: Students will
demonstrate service and
reconciliation as a way of leadership.
|
12, 13
|
8.
Cultural and
Global Perspective:
Students will identify personal,
cultural, and global perspectives and will employ these perspectives to evaluate complex systems.
|
2
|
9.
Quantitative Reasoning: Students
will accurately compute calculations and symbolic operations and explain their use in a
field of study.
|
7
|
10. Information Literacy: Students
will identify information needed in order to fully
understand a topic or task, explain how that information is organized, identify the best sources of information for a given enquiry, locate and critically evaluate sources, and accurately and
effectively share that information.
|
10
|
Required/recommended texts and
supplementary materials
Hauer, Christian
E and Young, William A. Introduction to
the Bible. 8th ed. Pearson, 2012.
Kraybill, Donald
B., Nolt, Steven M., and Weaver-Zercher, David L. Amish Grace: How Forgiveness Transcended Tragedy. 1st
ed. Jossey-Bass, 2007.
Kraybill, Donald
B. The Upside-Down Kingdom (5th Edition). Scottdale: Herald
Press, 2011.
The
NRSV Bible is used in JCC and Biblical Literature courses. Students may use
other translations in class.
Assessment and grading system for
major assignments
1. Service
project and response paper
2. Written
Assignments
Reflection Papers:
“Who Do I Say
Jesus Is?”
Impressions of
Matthew
Analytical Papers:
“What is the
Kingdom of Heaven like?” (Parable Analysis)
“Who Do They Say
Jesus Is?”
3. Group
Projects: “Who Do The Nations Say Jesus Is?” and “Who is Jesus in the US?”
4. Reading:
Biblical and other texts as assigned.
Reading should be done in advance of specific classes for which it is
assigned.
5. Quizzes/Missions: focus on the assigned
reading/class content Weeks 3, 5, 6, 9,
10, 13
6. Tests:
Four major written tests will be given: Weeks 4, 8, 12 and the Final Exam.
Exams will be
essay and objective questions.
Assignment
|
Point Value
|
Service
Project
|
10 (3.33%)
|
Reflection
Paper: “Who Do I Say Jesus Is?”
|
5 (1.67%)
|
Impressions
of Matthew
|
5 (1.67%)
|
Analytical
Paper: “Who Do They Say Jesus Is?”
|
40 (13.33%)
|
Analytical
Paper: “What is the Kingdom of Heaven Like?” (Parable Analysis)
|
40 (13.33%)
|
Engagement
|
10 (3.33%)
|
Quizzes/Missions
(10 total)
|
30 (10.00%)
|
Tests
(4 x 40 points) Final Exam is the
Signature Assignment
|
160
(53.33%)
|
TOTAL Possible Points
|
300 Points
|
Grading Policies/Rubrics
Grading will be
distributed as indicated below, and is based on two principles:
1. Everyone will be held accountable within
the various categories of the course structure. Grades are earned, not merely
awarded. Grades are based on participation and demonstration of learning the
content of the course. At no time will grades be based on faith convictions.
2. Everyone should have the opportunity to
succeed; the combination of academic, participatory, and service components
provides a positive context for achievement.
Directions for
Submission of Assignments
Students should include the following information
on all assignments: student name (or ID as directed), faculty name, course
number, location of class.
Course
Participation/Attendance
Participation: A positive
attitude toward the class is enhanced by active participation in discussion, in
activities, etc. Participation begins
with regular attendance and assumes the normal class protocol of courtesy and
mature behavior. The final grade may be lowered following 3 unexcused absences.
Makeup Work/Late
Assignments
Late
Assignments:
Assignments are due at the beginning of the class period. Assignments submitted
after assignments are collected in class on the due date may lose 10% of the
grade per week.
Absence
from Tests:
If you must miss an assignment or test, you must make arrangements in writing
or email with your professor before that date. Make-up assignments will be
allowed only if this procedure is followed. Missed tests may only be made up in cases of emergency or other school
requirements (athletics, field trips, etc.).
Final Grades
Letter Grade
|
Points
|
A
|
300-279
|
A-
|
278-270
|
B+
|
269-261
|
B
|
260-249
|
B-
|
248-240
|
C+
|
239-231
|
C
|
230-219
|
C-
|
218-210
|
D+
|
209-201
|
D
|
200-189
|
D -
|
188-180
|
F
|
179-000
|
If you believe any grade to be in error,
please discuss it with me. If you are
not satisfied with our discussion, you make take your concern to the dean of
this school. Contact me, your program
director or your advisor if you feel like you need help with this course.
Estimated time to complete
assignments
READING
|
Hours
|
Kraybill,
Upside-down Kingdom
|
15.55
|
Hauer
and Young, Introduction to the Bible
|
8.90
|
Kraybill,
Amish Grace
|
14.40
|
Matthew
|
2.25
|
ASSIGNMENTS
|
|
“Who
do I say Jesus is?”
|
1.5
|
Service
Project Reflection
|
1.5
|
Analytical
“Who do they say Jesus is?”
|
12
|
Analytical
Parable Analysis
|
12
|
Service
Project
|
10
|
Passage
Presentation
|
8
|
REVIEW FOR EXAMS
|
|
Exam
Review
|
12
|
Quiz
Review
|
10
|
TOTAL ESTIMATED ASSIGNMENT HOURS FOR COURSE
|
108.1
Hours
|
UNIVERSITY
POLICY SUMMARIES
For complete
policy details check the current Academic Catalog.
Attendance
Policy
The
university expects regular class attendance by all students. Those students who
will be absent for an extended period of time should contact their program
director or advisor who will discuss the options available, such as a leave of
absence. Students may view their
attendance records on CampusCruiser.
Registration
Only individuals who are registered may
attend classes. Non-registered students
may not turn in assignments, take tests or receive grades.
Course
Drop Policy
Refunds and grades for dropped courses
are based on the last day of attendance.
Each week the refund amount decreases.
Students who do not attend at least one class during the first week of a
course will be administratively dropped from the course by the Registrar’s
Office. After the first week of class,
failure to drop courses in a timely manner will result in failed grades and
financial responsibility for payment.
Academic
Honesty/Integrity
Everyone who participates in the
educational process at FPU is expected to pursue honesty and integrity in all
aspects of their academic work. Cases of academic dishonesty are first handled
between instructors and students. Depending upon the severity of the case,
consequences may range from partial credit after work is redone to expulsion
from the university. As in all situations where a member of the university
violates the behavioral and academic expectations of the community, opportunity
for restoration and restitution will be extended to those willing to work to
correct the situation and reconcile with the university community
Behavioral
Standards
Student behaviors disruptive to the
educational process may result in the student being dismissed from a class or a
program.
Sexual
Harassment Policy
Harassment of a student or an employee
of the University by other students, employees, supervisors, or agents of
Fresno Pacific University will not be tolerated. All reports of harassment will
be taken seriously, promptly investigated and addressed by FPU in accordance
with university policies and procedures.
Responsible
Use of Technology
The use of campus computing resources at
Fresno Pacific University is a privilege, not a right. Violations of university
guidelines on computer use will result in disciplinary action, which may
include any of the following: warnings, loss of computer privileges,
suspension, or legal prosecution.
Disability
Students with disabilities are eligible
for reasonable accommodations in their academic work in all classes. In order
to receive assistance, the student with a disability must provide the Academic
Support Center with documentation which describes the specific disability. The
documentation must be from a qualified professional in the area of the
disability (i.e. psychologist, physician or educational diagnostician).
Students with disabilities should contact the Academic Support Center to
discuss academic and other needs as soon as they are diagnosed with a
disability. Once documentation is on file, arrangements for reasonable
accommodations can be made.
Incompletes
Incomplete grades are to be issued only
in the case of absence from classes due to unexpected and unavoidable
circumstances, such as illness, accident or death in the immediate family,
which have made it impossible for the student to complete all course
requirements as scheduled. A grade of incomplete is not to be issued for
unsatisfactory work or failure to submit work through negligence. Student must submit the appropriate form,
available online from Registrar’s Office.
Satisfactory
Academic Progress
Students are expected to make
satisfactory progress toward completion of their program by maintaining a
cumulative grade-point average of 2.0 or higher for associate/baccalaureate
students, 3.0 or higher for graduate students and 2.5 or 3.0 (for seminary
students, depending on the program). Cumulative grade-point average is based on
FPU coursework only.
CampusCruiser
CampusCruiser is the university’s web
portal and should be used to access everything related to university online
content, including event calendars, schedules, classes, campus life and
email. Students are expected to check
their fpu.edu email on a frequent and consistent basis (at least weekly.)
Occasionally a student may find cause to
question the action of a professor regarding requirements of a course, teaching
effectiveness, comments made in a class that seem derogatory or inflammatory,
criticism of the student, general performance or sanctions given for academic
dishonesty. Students should first discuss their concerns with the instructor.
If the student and faculty member cannot resolve the issue satisfactorily or if
the student does not feel comfortable speaking directly with the instructor the
student should consult with the chair of the division in which the course is
lodged, who will attempt to resolve the issue. Decisions may be appealed to the
dean of the appropriate school for a final resolution.
Right to Petition
Request for exception to academic
policies may be made when there are extenuating circumstances such as a serious
medical condition, a death in the immediate family or other traumatic,
unforeseen events. Students should
complete a petition form, along with the nonrefundable fee, and submit it to
the Registrar’s Office. Petitions will be forwarded to the appropriate academic
official or committee for consideration and decision.
Privacy
The Family Educational Rights and
Privacy Act (FERPA) affords students certain rights with respect to their
education records. Check the university
website for details.
Structure
Introductory paragraph: Each paper or
essay is to begin with an introductory paragraph that includes a clear
statement indicating what the paper is about, e.g. “My experiences in life and
in reading Scripture have led me to understand Jesus as savior, friend and
comforter.”
Organized supporting paragraphs: Each
paper should include clearly organized paragraphs that support the thesis. An
example of this in the first paper might be as follows. Let us use the thesis
statement above as our example. The supporting paragraphs might include a brief
narrative to set out some basic information, then three paragraphs on “savior,”
“friend,” and “comforter.” Each of those paragraphs would include statements of
what you think followed by the reasons why you think that. You may include
stories, scripture references or other items that will help the reader
understand what you are trying to say. Indent each paragraph and do not leave a
space between paragraphs. Use 1” margins and size 12 font.
Summary statement: The paper should
conclude with a summary of what you think you have said in the paper,
emphasizing the most important concepts.
Grammar and Syntax
Papers are to be checked for spelling,
grammar and syntax errors. Most computer programs will assist in this process.
You should still read the paper out loud or have someone else read it for you
to catch things that the computer will miss. Verb tenses should be consistent.
Sentences should be grammatically complete while avoiding incorrect run-ons.
Reduce punctuation problems by avoiding long, complex sentences that require
semi-colons or numerous commas. Do not use exclamation marks in academic
writing. Cite biblical material as in the following example: “You have heard …”
(Matt 5:21-48).
Your task is to answer the
question “Who do I say Jesus is?” Address the question in a descriptive manner
and support the description with reasons. Reasons may include key experiences
in life, general knowledge and upbringing, particular readings of scripture,
etc. You are not being asked to do research for this paper, but to reflect on
what your current thoughts and perspectives are. This is to be a personal
statement. You are not, however, being asked about your faith in Jesus. You
will not be graded on your faith stance or on whether the instructor thinks
your views conform to his/hers or any historical statement about Jesus. This
paper affords you the opportunity to explore and summarize your thoughts about
this key figure. Your reflections will provide a baseline for you to measure
your growth and development through this course.
§
2-3 pages, typed, double-spaced (approx. 600-900
words)
§
5 points, Credit/No Credit
§
Due at the beginning of the class period
§
2-3 pages. Handwritten OK (legible and large
enough, please)
§
5 points, Credit/No Credit
§
Due at the beginning of the class period
Analytical Paper:
“What is the Kingdom of Heaven
like?” (Parable Analysis) Due:
Fri, Nov. 2
This paper is intended to
demonstrate the skills you have gained in working with a passage of scripture,
including analyzing, interpreting and communicating. It is a research paper
that should show interaction with contemporary scholarship that can be found in
journal articles, commentaries, Bible dictionaries, and monographs. No web
sources are allowed. At least 6 correctly cited sources must be used with 4 or
more published after 1970. Consistent use of any citation format is acceptable,
such as MLA, APA, or Chicago. The following website has helpful instructions on
correct citation formats: http://owl.english.purdue.edu/owl/section/2. Consult the
Academic Support Center for additional guidance. The paper should provide the
following using the categories as section headers:
§
a clear statement of what you think is the
meaning and impact of the parable
§
summary and assessment of scholarly
interpretations of the parable
§
analysis and supporting reasons for your
interpretation of the parable
§
statement of where the theme of the parable is
found elsewhere in Matthew’s gospel
§
brief statement of the importance of the
parable’s theme for the Christian community
2) Conduct
your own analysis of the parable
The aim is to be able to state in a sentence the
quality of the kingdom that Jesus is trying to get across in the parable. You
should be able to state as the thesis of your paper “In the parable of xxx the characteristic of the kingdom is
…” The characteristic should be stated as whether the kingdom is small, large,
violent, peaceful, future, present, inclusive, exclusive, or whatever it is
that you decide. Do not restate the analogy, e.g. do not say it is like “a
mustard seed”. That is the analogy, but not the characteristic. Each analogy
develops a particular characteristic. Jesus is trying to teach them about
something they cannot see and must use things that they know to help them
understand. It is likely that he is contrasting it to kingdoms as his audience
would know them, so think about what he might be challenging.
3) Support
your thesis
Support your thesis by features of the text. If the
parable has action, then determine how the characters and actions provide
support. If it is a more simple comparison, then discuss the quality that links
the item to the kingdom. In a way, these are “simple” analogies: “this is like
that”, though not everyone agrees on what is being compared. A second way to
support your thesis is to demonstrate how that quality is found or discussed
elsewhere in the gospel. Matthew tends to use repetition of key themes so this
is a useful check. Consider the historical background and what Jesus’ audience
might know about other kingdoms and how his notion of a kingdom might support
or challenge those kingdoms.
4) Check what
others think
People have written much about the parables and have
offered a range of interpretations for each. Use at least six different
scholarly sources to see what others have thought about your parable. You need
not agree with them (in some cases you definitely should not), but they may
offer insights that you have not considered. The sources can be from
commentaries, monographs or journals in the library. A few key commentaries on
Matthew have been placed on reserve. You will need to ask for them at the main
desk. Write a short statement clarifying what the author thinks the message of
the parable is and a few key supporting points. Think about whether the
position agrees or disagrees with your own and why it might be different. Some
things to watch for are whether the position addresses the nature of the
kingdom or whether it made the parable to be about the church, an individual
life, or something else not directly related to a kingdom. Sometimes the answer
sounds good and personally beneficial, but may not be about a kingdom. Remember
to ask yourself about what a kingdom would look like with that characteristic
or quality.
5) Write your
paper
Please use the following format. You are asked to
use the headings exactly as printed below.
I. Introduction with Thesis (2.5)
II. Parable Analysis (10)
III. Support(s) from Recurring Themes in Matthew
(10)
IV. Options from Scholarship (10)
V. Conclusion (2.5)
VI. Bibliography (5)
6) Proofread
I find that reading a paper aloud is a very helpful
way to catch errors or poorly worded sentences. Try reading your paper to
someone else or have them read it to you. Spell check is very helpful, but
watch out for when a word is spelled correctly, but it is the wrong word. Another
simple rule is to make sentences shorter and less complex. Paragraphs should
deal with single ideas that are stated at the beginning of the paragraph.
SCHEDULE OF CLASSES/COURSE OUTLINE Fall 2012
What vision of God’s Kingdom
do we gain from Matthew’s story of Jesus’ life?
Date Class Readings/Assignments
WEEK 1 1. How do we understand the story of Jesus life?
a. What key elements initially shape our vision?
Mon. Aug. 27
Wed. Aug. 29 Read: Matthew (ALL)
Fri. Aug. 31 Due: “Who Do I Say Jesus Is?”
WEEK 2
Mon. Sept. 3 NO CLASS! LABOR DAY
Wed. Sept 5 Read: Matthew 1-2, Luke 1-3
Read: H&Y 239-259
Fri. Sept. 7 Read: Matthew 1-3
Due: “Impressions of Matthew”
WEEK 3 b. What do I
need to know about the context?
Mon. Sept. 10 Read: H&Y 91-161
Read: H&Y 197-237
Wed. Sept. 12 Read: Isaiah 1-6; 36-39; 40; 42:1-4
49:1-6;
50:4-11; 52:13-53:12
Fri. Sept. 14 QUIZ/MISSION
1
WEEK 4
Mon. Sept. 17
Wed. Sept. 19
Fri. Sept. 21 TEST # 1
WEEK 5 c. What is
the shape of the story?
Mon. Sept. 24 Baptism and Testation Read: Matthew 3-4
Wed. Sept. 26 Discussion of
Upside Down Kingdom ch1-4 Read: UDK
ch1-4
Fri. Sept. 28 QUIZ/MISSION
2
WEEK 6 2. How do others in Matthew’s gospel understand Jesus?
a. What is “righteousness” and the “will of God”
Mon. Oct 1 Law and
Leaders Read: Matthew 5-7
“Sermon on
the Mount” Read: Amish Grace, ch. 1-5
Wed. Oct 3 Sermon on the
Mount (Mt. 5)
Fri. Oct. 5 Sermon on
the Mount (6-7)
QUIZ/MISSION
3
WEEK 7
Mon. Oct. 8 Read: Matthew 9, 12, 15, 19, 22
Wed. Oct. 10
Fri. Oct. 12
WEEK 8
Mon. Oct. 15 Read: Matthew 9, 12, 15, 16, 21,
22,
23
Wed. Oct. 17 TEST # 2
Fri. Oct. 19 NO CLASS! MIDTERM BREAK
WEEK 9 b. What is
greatness?
Mon. Oct. 22 Mission
Discourse Read: Matthew 10-11
Wed. Oct. 24 “You are the
Christ” Read:
Matthew 12-17
Fri. Oct. 26 “Who is the
greatest?” Read: Matthew 18-20
QUIZ/MISSION 4
Read: Amish Grace, ch. 6-13
WEEK 10
c. What does Kingdom righteousness have to do with my life?
Mon. Oct. 29 Beginning of the
End Read:
Matthew 24-25
Wed. Oct. 31 Miracles/Signs/ Wonders and Mighty Deeds Read: Matthew 8-9, 12-17
Fri. Nov 2 Kingdoms and
crowds Due:
Parable Analysis paper
QUIZ/MISSION 5-6
WEEK 11 3. How do we understand the vision of the Kingdom?
a. What is our vision?
Mon. Nov. 5 The Kingdom is
like … Read: Matthew 13
Wed. Nov. 7 Loud Farts
Fri. Nov. 9 Discussion
of Upside Down Kingdom 5-7 Read: UDK ch. 5-12
WEEK 12
Mon. Nov. 12 Discussion of
Upside Down Kingdom 5-7 Read: UDK ch. 5-12
Wed. Nov. 14 Discussion of
Upside Down Kingdom 8-12
Fri. Nov. 16 TEST # 3
WEEK 13
b. How is the vision grounded in faithfulness?
Mon. Nov. 19 Read: Matthew 26-27
Wed. Nov. 21 Read: Matthew 28
Fri. Nov. 23 Why did Jesus
die? Due: “Who Do They Say Jesus Is?”
QUIZ/MISSION 7-10
WEEK 14 c. How has
the vision taken root?
Mon. Nov. 26
Wed. Nov. 28
Fri. Nov. 30 NO CLASS! THANKSGIVING BREAK
WEEK 15
Mon. Dec 3 7
Wed. Dec. 5
Fri. Dec. 7 Due: Service Project and Paper
EXAM WEEK
Mon. Dec. 10
Final Exam 12:45 - 2:45 (for
1:15 class)
?
No comments:
Post a Comment