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Online Learning

Course Number: THL 510
Course Title: The Catechism of the Catholic Church I
Term: Fall 2014

Professor

Mr. Steve Schultz, MA

sschultz@holyapostles.edu

(863) 800-4079

Assisted by: Cynthia Toolin, PhD

1. COURSE DESCRIPTION

In this course, the first of a two-sequence series, students will study the first two parts of the Catechism of the Catholic Church: “The Profession of Faith” and “The Celebration of the Christian Mystery” in order to grasp its presentation of revealed truth in the light of Vatican Council II and to be familiar with the text as a sure norm for teaching the faith. Through imparting a broad understanding of the whole message of faith, this course is particularly intended to assist those who will be undertaking theological studies as well as those engaged in catechesis. This course may be taken for undergraduate or graduate credit.

2. ENVISIONED LEARNING OUTCOMES

  • Students will demonstrate familiarity with the format of the Catechism and ability to use it as a resource.
  • Students will demonstrate the ability to review and recall for themselves the basic teachings of the Catholic Church.
  • Students will demonstrate the ability to impart the deposit of faith (catechesis).

3. COURSE SCHEDULE

Week 1: Introduction to the Catechism

Readings

Catechism: Fidei Depositum and Prologue; Introduction to the Catechism: p. 7-36, 61-64; Craft of Catechesis: Preface and Introduction

Assignments

1. Post a short introduction in the discussion board (required, 5 pts.).

2. Complete the weekly readings above.

3. Review lecture.

4. Complete the weekly discussion board assignment.

Week 2: Section One – “I Believe” – “We Believe”

Readings

Catechism: §26-184; Introduction to the Catechism: 39-49, 65-69.

Assignments

1. Complete the weekly readings above.

2. Review lecture.

3. Complete the weekly discussion board assignment.

Week 3: The Creed Part I (God the Father I)

Readings

Catechism: §185-278; Introduction to the Catechism: 50-54, 69-71; Craft of Catechesis: Chapter 1.

Assignments

1. Complete the weekly readings above.

2. Review lecture.

3. Complete the weekly discussion board assignment.

Week 4: The Creed Part II (God the Father II)

Readings

Catechism: §279-421; Introduction to the Catechism: 55-57; Craft of Catechesis: Chapter 2.

Assignments

1. Complete the weekly readings above.

2. Review lecture.

3. Complete the weekly discussion board assignment.

Week 5: The Creed Part III (The Son I)

Readings

Catechism: §422-570; Introduction to the Catechism: 72-80.

Assignments

1. Complete the weekly readings above.

2. Review lecture.

3. Complete the weekly discussion board assignment.

4. Graduate Students: Annotated bibliography due at end of week.

Week 6: The Creed Part IV (The Son II)

Readings

Catechism: §571-682; Craft of Catechesis: Chapter 3.

Assignments

1. Complete the weekly readings above.

2. Review lecture.

3. Complete the weekly discussion board assignment.

Week 7: The Creed Part V (The Holy Spirit)

Readings

Catechism: §683-747; Craft of Catechesis: Chapters 4 and 5.

Assignments

1. Complete the weekly readings above.

2. Review lecture.

3. Complete the weekly discussion board assignment.

4. Undergraduate Students: Mid-term due October 11.

Week 8: The Creed Part VI (The Church)

Readings

Catechism: §748-870; Craft of Catechesis: Chapter 6.

Assignments

1. Complete the weekly readings above.

2. Review lecture.

3. Complete the weekly discussion board assignment.

Week 9: The Creed Part VII (The Faithful)

Readings

Catechism: §871-962; Craft of Catechesis: Chapters 7 and 8.

Assignments

1. Complete the weekly readings above.

2. Review lecture.

3. Complete the weekly discussion board assignment.

Week 10: The Creed Part VIII (Mary and Eschatology)

Readings

Catechism: §963-1065

Assignments

1. Complete the weekly readings above.

2. Review lecture.

3. Complete the weekly discussion board assignment.

Week 11: The Sacramental Economy

Readings

Catechism: §1066-1209; Introduction to the Catechism: 81-86.

Assignments

1. Complete the weekly readings above.

2. Review lecture.

3. Complete the weekly discussion board assignment.

Week 12: The Sacraments of Initiation (Baptism, Confirmation, and the Eucharist)

Readings

Catechism: §1210-1419

Assignments

1. Complete the weekly readings above.

2. Review lecture.

3. Complete the weekly discussion board assignment.

Week 13: The Sacraments of Healing (Penance and Anointing of the Sick)

Readings

Catechism: §1420-1532

Assignments

1. Complete the weekly readings above.

2. Review lecture.

3. Complete the weekly discussion board assignment.

Week 14: Sacraments of Service (Holy Orders & Matrimony) & Other Liturgical Celebrations

Readings

Catechism: §1533-1690

Assignments

1. Complete the weekly readings above.

2. Review lecture.

3. No discussion board assignment this week.

4. Graduate Students: Final Projects due November 29.

Week 15: Finals

1. Undergraduate Students: Final due December 5.

2. Graduate Students: Final Project Report due December 3.

4. COURSE REQUIREMENTS

For All Students:

Discussion Postings – 25%

Each week students will respond substantively (roughly 300 to 400 words) to a weekly discussion prompt. The discussion posts allow students to demonstrate familiarity with the lesson material and offer opportunities for developing academic writing ability. As such, responses should go beyond merely the student’s “feelings” or “reactions” to the lesson material. Follow HACS guidelines for citing sources in order to avoid plagiarism. A student’s initial weekly discussion post is due at the end of each week at 11:59pm eastern time on Saturday.

Peer Responses – 25%

Each week students will respond substantively (around 50 words) to the work of at least two other students. The intent is to encourage discussion and interaction among students. In order to “count” for grading purposes, responses must be posted by the following Wednesday at 11:59 pm eastern time.

Citations in Discussion Posts

For the purposes of the Discussions in Populi, please provide a full footnote for sources at the end of your post. You will have to type a special character (^) at the beginning and end of your numbers to make a superscript in Populi, e.g. ^1^, ^2^, etcetera.

Example Footnote

^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.

For Undergraduate Students:

Mid-term Exam – 25%

Final Exam – 25%

Each exam is an essay-style exam in which the student will provide written responses to a series of questions. Each exam will be completed on Populi. The exams are “open book.” Students are expected to make use of appropriate scholarly sources and follow the Holy Apostles style guide in their responses. Spelling, grammar, format, and source citations all count on these exams.

Due dates for the exams are:

Mid-term: October 11, 2014

Final: December 5, 2014

For Graduate Students:

Semester Project – 50%

Graduate students will conduct research to develop a short multimedia project based on a section of the Catechism covered in this course and present this project to the class at the end of the course. “Multimedia” here means a project using presentation software such as PowerPoint along with a recording of the student’s narration (PowerPoint allows the option to record narration with each slide). The intent is to duplicate as close as possible via asynchronous distance learning a student presenting the project to the class as would occur in a “live” classroom. This project is designed to achieve two goals. The first goal is to have graduate students produce appropriate graduate level research on their topic. The second goal is for graduate students to present their research as they might in a parish teaching setting to explain in-depth the chosen topic from the Catechism. Since the intent is for students to delve into a chosen topic with some detail, overly broad topics (e.g. all the Sacraments) are not appropriate. Instead, topics should be narrow enough to allow a more in-depth study of the chosen topic (e.g. a particular aspect of one Sacrament). As budding theologians, you must develop the ability to go beyond the Catechism itself in order to explain why the Catechism teaches what it does on a particular point. Graduate students will obtain instructor approval for the research topic of their project no later than week three of the course (September 13, 2014).

This project consists of four parts, each due on the dates assigned below.

The first part is to prepare an annotated bibliography for the project. In addition to the Catechism, the annotated bibliography must include at least five other academic-quality sources. Academic-quality sources include such things as the writings of the Fathers and Doctors of the Church, official documents of the Church such as papal encyclicals and council pronouncements, as well as works by orthodox Catholic theologians. Any questions on whether a source is of appropriate academic-quality will be directed to the instructor and the instructor has the final determination. Students will email the instructor a copy of their annotated bibliography as an attachment, as well as posting a copy of their annotated bibliography in the appropriate folder in the class discussion board. Due end of Week 5 (September 27, 2014).

An annotated bibliography lists the works the student intends to cite along with a succinct defense of why that particular source is appropriate to the chosen topic and/or how the student intends to use that source in his work. Below is a sample annotated bibliography entry:

            Harrison, D. J. “Using the Moral Language of Cultures to Dialogue.” Social Justice Review, 100 (2009):142-146. An examination of the use of Natural Law to enable interfaith dialogue, which is pertinent to my research because it addresses communication between peoples of different backgrounds.

The second part is to write a research paper of sufficient length to develop a 15 to 20 minute presentation (roughly about 7 to 10 pages, New Times Roman font, double-spaced, 12 point). This paper will follow the HACS style sheet for formatting and proper citation of sources. The paper serves as the basis for the third part of the project, which is to build a multimedia presentation based on the research paper. Students will email the instructor a copy of their completed paper as an attachment, as well as posting copies of their paper and presentation in the appropriate folder in the class discussion board. Any student who needs help with building the presentation should email me before reaching the midway point of the course. Examples of completed projects can be found at http://www.accfr.org. Both paper and project due end of Week 14 (November 29, 2014 – NB: This is Thanksgiving weekend, however this is a SEMESTER project, so plan your work accordingly as to meet the due date).

(The rubric for major papers – see below - applies to the research paper and multimedia presentation. The student is not graded on aesthetics or functionality of the experience, but attention to these things is appreciated.)

The fourth part is a 1- to 2-page analysis explaining why the student chose the project topic, what the student learned from it, and where the student might take it in the future. Students will post the write-up into the appropriate folder in the course discussion board. (The rubric for the discussion postings applies to this analysis.) Due on Wednesday of Week 15 (December 3, 2014).

5. REQUIRED READINGS and RESOURCES:

  • Catechism of the Catholic Church: Second Edition. ISBN-13: 978-0385508193. List Price: $14.95
  • Joseph Cardinal Ratzinger and Christopher Schönborn. Introduction to the Catechism of the Catholic Church. ISBN-13: 978-0898704853. List Price: $12.95.
  • Petroc Willey, Pierre de Cointet, and Barbara Morgan. The Catechism of the Catholic Church and the Craft of Catechesis. ISBN-13: 978-1586172213. List Price: $15.95.

6. SUGGESTED READINGS and RESOURCES:

  • The Companion to the Catechism of the Catholic Church: A Compendium of Texts Referred to in the Catechism of the Catholic Church. San Francisco, CA: Ignatius Press, 2002.
  • Compendium: Catechism of the Catholic Church. Washington, DC: United States Conference of Catholic Bishops, 2006.
  • General Directory for Catechesis. Washington, DC: United States Conference of Catholic Bishops, 1998.
  • National Directory for Catechesis. Washington, DC: United States Conference of Catholic Bishops, 2005.
  • Summary of the National Directory for Catechesis. Washington, DC: United States Conference of Catholic Bishops, 2005
  • United States Catholic Catechism for Adults. Washington, DC: United States Conference of Catholic Bishops, 2006.

7. EVALUATION

(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).

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 60-69; F 59 and below

Grading Rubric for the Major Papers and Discussion Board (DB) Postings

0 pts. – Paper
0 pts. – DB Posting;

4 pts. – Paper
1 pt. – DB Posting;

8 pts. – Paper
2 pts. – DB Posting;

12 pts. – Paper
3 pts. – DB Posting;

16 pts. – Paper
4 pts. – DB Posting;

20 pts. – Paper
5 pts. – DB   Posting;

 

CONTENT

Absence of Understanding

Analysis shows no awareness of the discipline or its methodologies as they relate to the topic.

Lack of Understanding

Analysis seems to misunderstand some basic concepts of the discipline or lacks ability to articulate them.

Inadequate understanding

Analysis is sometimes unclear in understanding or articulating concepts of the discipline.

Adequate understanding

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

Solid Understanding

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

Insightful understanding

Analysis clearly demonstrates an understanding and articulation of concepts of the discipline as they relate to the topic; highlights connections to other concepts; integrates concepts into wider contexts.

 

RESEARCH

Missing Research

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.

 

WRITING & EXPRESSION

Incomplete writing

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.

 

COMMUNITY INTERACTION (50-word response)

Inadequate response

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

Poor response

Response misses the point of the original posting.

Weak response

Response summarizes original posting to which it responds.

Acceptable response

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.

 

8. DISABILITIES ACCOMMODATIONS POLICY

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 rmish@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.
  • Students 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 & Seminary Stylesheet (available on the 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 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.

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 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.

12. ABOUT YOUR PROFESSOR

Mr. Steven Schultz, MA, is a former active duty Air Force officer and pilot. He holds a bachelor’s degree in mathematics from the University of Portland, a master’s degree in military history from the American Military University, a master’s degree in theology with a concentration in dogmatic theology from Holy Apostles College and Seminary, and is currently in the thesis stage of a master’s degree in philosophy also from Holy Apostles College and Seminary. He is a freelance author writing on a variety of topics with an emphasis on theology, history, and current events. His work on theology has been published in various academic and popular venues including Homiletic and Pastoral Review, Lay Witness, New Oxford Review, and Social Justice Review. He lives in central Florida with his wife, two children, and two dogs.

(860) 632-3010