Component Type	Contact Hours
Lecture	3.0

Enrollment Component	Per Semester	Per Section	Multiple Sections?	Comments
Lecture	25	25	No	25 per semester, 1 section per semester

Catalog Description

Close study of the varieties of gospel writings, both canonical and non-canonical, in early Christianity. Analysis of the constituent features of the gospels (parables, healing narratives, sermons), and their "pre-history"; the use of the gospels in the reconstruction of the life and ministry of Jesus; and critical methods in gospel research. Students may not receive credit for both REL 412 and REL 512.

Justification for each revision:

An external review (Fall 2015) recommended increased offerings as permitted by existing resources for graduate students by creation of small "piggy back" versions of existing 400-level courses. In a post-review meeting with the Provost and Senior Vice Provost, the recommendation was favorably received. As the department had already agreed with the Dean of H&SS to increase its offerings to graduate students, having already proposed on 9/30/2015, four new 500-level "piggy back" versions of existing 400-level courses, it welcomed the recommendation to continue.

Given that the enrollment history is as indicated below, the addition of five graduate students would not impose an unmanageable added burden on the instructor:

Sp 2013 12

Sp 2011 14

Sp 2009 18.

Undergraduate grading:

5% Attendance

15% Class participation

30% Small writing assignments weekly @ 3 pp

40% Research paper 15-20 pp

10% Presentation of research paper

TOTAL: 100%

Graduate grading:

5% Attendance

15% Class participation

25% Small writing assignments weekly @ 5 pp

45% Research paper 25-30 pp

10% Presentation of research paper

TOTAL: 100%

[Last reviewed for GEP 8.2012]

Does this course have a fee?

List amount and justification for fee:

Is this a GEP Course?

Yes

GEP Categories

Global Knowledge
Humanities

Humanities Open when gep_category = HUM

Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 1:
Obj. 1) Engage the human experience through the interpretation of culture.

By the end of the course, students will be able to: describe the contents of the representative canonical and non-canonical Christian gospels; explain the literary and historical contexts of the composition and collection of these texts; use the gospels critically as witnesses to early Christian beliefs about Jesus; use the gospels critically as sources for reconstructing the life and ministry of the “historical Jesus.”

Measure(s) for the above outcome(s): Describe the assessments that will be used to determine if students have achieved the outcome. Including a relevant example assignment/question/prompt is encouraged for clarity.

Several small papers (3-5) pages ask students to treat various questions dealing with the gospels in the context of the aforementioned issues. (Ex. In what way does Pope Benedict find problematic Rudolf Schnackenburg’s Jesus in the Gospels: A Biblical Christology in its limitation to the historical-critical method?)

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 2:
Obj. 2): Become aware of the act of interpretation itself as a critical form of knowing in the humanities.

By the end of the course, students will be able to:
1) discuss and critique various approaches to the study of the gospels;
2) analyze and evaluate scholarly writings about the gospels.

Several small papers (3-5) papers are designed to familiarize students with the historical critical method. (Ex. The paper assignment dealing with comparative analysis of three pericopes from the synoptic gospels will help students develop a better understanding of the synoptic problem, a familiar question in New Testament source criticism.)

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 3:
Obj. 3) Make academic arguments about the human experience using reasons and evidence for supporting those reasons that are appropriate to the humanities.

By the end of the course, students will be able to formulate arguments about the text, composition and authority of the Christian gospels that are informed and supported by established methods in New Testament scholarship.

In small papers and a research paper due at the end of the class, students will be expected to demonstrate an ability to make observations and judgments informed by accepted methods in gospel criticism. (Ex. Why is Matthew’s target in the Gospel often been viewed as an audience of Jews and Jewish-Christians? How is Matthew’s use of the prophecies of Isaiah evidence for this view?)

Attach Additional GEP Information if applicable

Mathematical Sciences Open when gep_category = MATH

Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 1:
Obj. 1) Improve and refine mathematical problem-solving abilities.

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 2:
Obj. 2) Develop logical reasoning skills.

Attach Additional GEP Information if applicable

Natural Sciences Open when gep_category = NATSCI

Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 1:
Obj.O 1) Use the methods and processes of science in testing hypotheses, solving problems and making decisions

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 2:
Obj. 2) Make inferences from and articulate, scientific concepts, principles, laws, and theories, and apply this knowledge to problem solving.

Attach Additional GEP Information if applicable

Social Sciences Open when gep_category = SOCSCI

Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 1:
Obj. 1) Examine at least one of the following: human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 2:
Obj. 2) Demonstrate how social scientific methods may be applied to the study of human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 3:
Obj. 3) Use theories or concepts of the social sciences to analyze and explain theoretical and or real-world problems, including the underlying origins of such problems.

Attach Additional GEP Information if applicable

Interdisciplinary Perspectives Open when gep_category = INTERDISC

Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 1:
Obj. 1) Distinguish between the distinct approaches of two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 2:
Obj. 2) Identify and apply authentic connections between two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 3:
Obj. 3) Explore and synthesize the approaches or views of two or more disciplines.

To assist CUE in evaluating this course for inclusion on the Interdisciplinary Perspecitves list, please answer these additional questions.
1. Which disciplines will be synthesized, connected, and/or considered in this course?

2. How will the instructor present the material so that these disciplines are addressed in a way that allows the students "to integrate the multiple points of view into a cohesive understanding"?

Attach Additional GEP Information if applicable

Visual & Performing Arts Open when gep_category = VPA

Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 1:
Obj. 1) Deepen their understanding of aesthetic, cultural, and historical dimensions of artistic traditions.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 2:
Obj. 2) Strengthen their ability to interpret and make critical judgements about the arts through the analysis of structure, form, and style of specific works.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 3:
Obj. 3) Strengthen their ability to create, recreate, or evaluate art based upon techniques and standards appropriate to the genre.

Attach Additional GEP Information if applicable

Health and Exercise Studies Open when gep_category = HES

Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 1:
Obj. 1) Acquire the fundamentals of health-related fitness, encompassing cardio-respiratory and cardiovascular endurance, muscular strength and endurance, muscular flexibility and body composition.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 2:
Obj. 2) Apply knowledge of the fundamentals of health-related fitness toward developing, maintaining, and sustaining an active and healthy lifestyle.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 3:
Obj. 3) Acquire or enhance the basic motor skills and skill-related competencies, concepts, and strategies used in physical activities and sport.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 4:
Obj. 4) Gain a thorough working knowledge, appreciation, and understanding of the spirit and rules, history, safety, and etiquette of physical activities and sport.

Attach Additional GEP Information if applicable

Global Knowledge Open when gep_category = GLOBAL

Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 1:
Obj. 1) Identify and examine distinguishing characteristics, including ideas, values, images, cultural artifacts, economic structures, technological or scientific developments, and/or attitudes of people in a society or culture outside the United States.

By the end of the course, students will be able to: 1) evaluate the representation of Jews and Judaism in the gospels; 2) read and interpret the Christian gospels in their first century cultural and religious setting; 3) understand key themes in the gospels in the context of early Jewish and Christian messianic and eschatological expectations.

Topics assigned in several small papers ask students to consider the characterization of the Jews in the Gospel according to John, and the representation of Jesus and his teachings in the content of Jewish messianism and eschatology.

Please complete at least 1 of the following student objectives.
List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 2:
Obj. 2) Compare these distinguishing characteristics between the non-U.S. society and at least one other society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 3:
Obj. 3) Explain how these distinguishing characteristics relate to their cultural and/or historical contexts in the non-U.S. society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 4:
Obj. 4) Explain how these disinguishing characteristics change in response to internal and external pressures on the non-U.S. society.

By the end of the course, students will be able to describe: 1) the internal developments and pressures within early Christianity that led to the canonization of the four gospels; 2) cultural and intellectual developments in the early church influencing interpretation and reinterpretation of the Christian gospels in the first three centuries of its history.

A small paper topic asks students to look at some representative examples of non-canonical gospels, their relationship to the canonical gospels, and the impact of these works on the canonization process.

Attach Additional GEP Information if applicable

US Diversity Open when gep_category = USDIV

Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 1:
Obj. 1) Analyze how religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age identities are shaped by cultural and societal influences.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 2:
Obj. 2) Categorize and compare historical, social, political, and/or economic processes producing diversity, equality, and structured inequalities in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 3:
Obj. 3) Interpret and evaluate social actions by religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups affecting equality and social justice in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 4:
Obj. 4) Examine interactions between people from different religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups in the U.S.

Attach Additional GEP Information if applicable

Requisites and Scheduling

What percentage of the seats offered will be open to all students?

100%

a. If seats are restricted, describe the restrictions being applied.

b. Is this restriction listed in the course catalog description for the course?

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

For REL 412: Prerequisite: REL 312 or REL 317
For REL 512: Graduate Standing
Students may not receive credit for both REL 412 and REL 512.

List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)

None

Additional Information

Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.

Title and author of any required text or publications.

Kingsbury, Jack Dean, Matthew as Story (2nd ed.; Philadelphia: Fortress Press, 1988). $20.00
Rhoads, David; Dewey, Joanna; Michie, Donald, Mark as Story: an Introduction to the Narrative of a Gospel (2nd ed.; Minneapolis: Fortress Press, 1999). (Rhoads) $21.00
Stanton, Graham N., The Gospels and Jesus (2nd ed.; Oxford: Oxford University Press, 2002) $34.99
Tannehill, Robert C., The Narrative Unity of Luke-Acts : a Literary Interpretation. Vol. 1; (Philadelphia : Fortress Press, 1986). $25.00
Students are also urged to use the New Revised Standard Version. Highly recommended is The HarperCollins Study Bible with the Apocryphal/Deuterocanonical Books (NRSV; ed. Wayne A. Meeks et al.; HarperCollins, 1993). Also recommended is Throckmorton’s Synoptic Parallels.
Additional readings on e-reserve are indicated in the syllabus.

Major topics to be covered and required readings including laboratory and studio topics.

The subject matter is divided into three parts: 1) An examination of the varieties of gospel writing in the early Church. The works examined include both canonical and non-canonical gospels (e.g. the Gospel according to Thomas), and are intended to provide a representative cross-section of different kinds of gospel writing; 2) Analysis of the constituent features of the gospels (parables, healing narratives, sermons), and their “pre-history”; 3) An examination of the use of the gospels in the reconstruction of the life and ministry of Jesus.

List any required field trips, out of class activities, and/or guest speakers.

Consultation

Instructional Resources Statement

Professor Adler will continue to teach this course as part of his standard load. The addition of five graduate students would not impose an unmanageable added burden on the instructor:

Course Objectives/Goals

1) To become familiar with the varieties of gospel writing in the early Church, both canonical and non-canonical gospels.

2) To become aware of constituent features of the gospels (parables, healing narratives, sermons), and their “pre-history.”

3) To acquire facility in the use of the gospels in the reconstruction of the life and ministry of Jesus.

Student Learning Outcomes

By the end of this course, students will be able to:

1. Describe the contents of the representative canonical and non-canonical Christian gospels;

2. Explain the literary and historical contexts of the composition and collection of these texts;

3. Use the gospels critically as witnesses to early Christian beliefs about Jesus;

4. Use the gospels critically as sources for reconstructing the life and ministry of the “historical Jesus”;

5. discuss and critique various approaches to the study of the gospels;

6. Analyze and evaluate scholarly writings about the gospels; and

7. Formulate arguments about the text, composition and authority of the Christian gospels that are informed and supported by established methods in New Testament scholarship.

Student Evaluation Methods

Evaluation Method	Weighting/Points for Each	Details
Attendance	5 / 5	see syllabus
Participation	15 / 15	assessed as specified in syllabus
Written Assignment	30 / 25	weekly @ 3 pp for undergraduates, @ 5 pp for graduates
Major Paper	40 / 45	15-20 pp for undergraduates, 25-30 pp for graduates
presentation	10 / 10	summary of major term paper

Topical Outline/Course Schedule

Topic	Time Devoted to Each Topic	Activity
Part 1: Varieties of Christian gospels	9 weeks	see syllabus
Part 2: Representations of Jesus: ancient and modern	6 weeks	see syllabus

Syllabus

REL_412-512_SyllabusR3.docx

Additional Documentation

Additional Comments

mlnosbis 9/6/2017:
1) Effective date must be Spring 2018; too late for Fall 2017 Reply 9/14/2017: OK (though the initial submission date of 3/22/17 made is not unreasonable to hope for an earlier disposition)
2) Course goals should also be listed on the syllabus Reply 9/14/2017: Copied and pasted on page 3 of syllabus.
3) Are all of the books on reserve required readings? If so, clarify in the syllabus that students must go to the library (D.H. Hill or Hunt?) to access these books and complete all of the readings. Reply 9/14/2017: Many of the primary documents are available in electronic form. The reading assignments provide website addresses for these documents. (The actual syllabus contains active links to many recommended readings as well, another clear indication of their availability at no cost to the student.) So, the syllabus says that the recommended readings are available on reserve or are online, and students typically know that this means that they are available to them at no cost. That should make it clear that the recommended readings are available at no cost to students. (While graduate students are, the syllabus says, expected to read what is recommended, the graduate enrollment will certainly be very small, as indicated in the CIM-provided justification, and there will thus be little competition for hard copies.)
5) Will this course be capped at 5 graduate students, or is that just the expected enrollment? Reply 9/14/2017: 5 is the maximum it's reasonable to expect, but not a cap. A cap can be considered later if enrollment pressure warrants it.
6) What is the previous enrollment for the past few offerings of this course? Reply 9/14/2017: The most recent enrollments are already given under "Justification."

ABGS Reviewer Comments:
-No concerns.

Justification for this request

History

Viewing: REL 412 / REL 512 : Advanced Readings in the Christian Gospels

Last approved: Wed, 07 Mar 2018 16:00:37 GMT

Last edit: Wed, 07 Mar 2018 16:00:34 GMT

REL 412: