HONR 1214-02

The bible and classical literature

Grant Testut, Ph.D.

12:40 - 1:30 MWF Associate Professor of Old Testament
LC 238 (Learning Center, 2nd floor) Chris Rosser, M.L.I.S., M.Div.
Associate Professor of Library Science
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 Description: HONR 1214-02 The Bible and Classical Literature offers a careful study of key biblical texts and the
worldview they teach juxtaposed with a study of classical texts from the ancient Greek and Roman civilizations. Students
study the similarities of theme and artistic form between the two types of text and analyze the different responses they
offer to our human condition and needs.

Schedule

Date Class Plan Due Date Class Plan Due

M, 8/28 Aim: introduce syllabus and establish expectations W, 9/6 Aim: Creation myth (Enuma Elish and Genesis) Discussion
Pre-class task(s): none Pre-class task(s): Read Enuma Elish (Tablets I-IV) Post , WW2
In-class activities: and Gen. 1-2
Introductions In-class activities:
Review syllabus Intro to Enuma Elish
Explanations and expectations Post-class task(s):
Post-class task(s): Watch this, this, or this video; Read Enuma Elish (Tablets V-VII) and Gen. 10-11
look for worldview assumptions; be prepared to
discuss Wednesday F, 9/8 Aim: Creation myth (Enuma Elish and Genesis) Discussion
Pre-class task(s): Read Enuma Elish (Tablets V-VII) Post , FW2
W, 8/30 Aim: To identify the reality of worldview through Discussion and Gen. 10-11
stories that illustrate discontinuity. Post , WW1 In-class activities:
Pre-class task(s): reflection on video (see 8/28) Continue discussion, introduce Ps 29, 74, etc.
In-class activities: Post-class task(s): Read Intro to From Homer to
Stories from Japan Harry Potter.
Stories from Africa
Post-class task(s): Read C.S. Lewis The Abolition M, 9/11 Aim: Heros journey beginning with the God Discussion
of Man (Ch. 1 and Appendix) (retrospective of Marduk) as hero, transitioning to the Post , MW3
human hero
F, 9/1 Aim: To recognize the continuity of the human Discussion Pre-class task(s): Read Intro to From Homer to
experience that crosses cultural boundaries Post , FW1 Harry Potter.
Pre-class task(s): Read C.S. Lewis The Abolition In-class activities:
of Man (Ch. 1 and Appendix) If we havent covered it in the first week creation
In-class activities: stories, we can introduce Yahweh as hero-
Discuss Lewis; The Numinous - Rudolf Otto; creator God from Psalm 74; Discuss Abrahams
The Clean and the Unclean - Mary Douglas story as the departure from myth into legend
Post-class task(s): Watch TedEd on monomyth; Post-class task(s): Read Gilgamesh (Tablets I-VIII)
read Prologue to Hero with a Thousand Faces
W, 9/13 Aim: Gilgamesh Discussion
M, 9/4 Aim: To vindicate myth as an act of truth-telling Discussion Pre-class task(s): Read Gilgamesh (Tablets I-VIII) Post , WW3
Pre-class task(s): Post , MW2 In-class activities:
Watch TedEd video on Campbells monomyth; Discussion of early themes in Gilgamesh
Read Prologue to Hero with a Thousand Faces (mortality, companionship, responsibility of
In-class activities: kings)
Discussion of monomyth, nature of myth; Post-class task(s): Read Gilgamesh (Tablets IX-XI)
Tolkiens Mythopoeia and Gen. 6-9
Post-class task(s): Read Enuma Elish (Tablets I-IV)
and Gen. 1-2
 Date Class Plan Due Date Class Plan Due

F, 9/15 Aim: Noah/Gilgamesh Discussion W, 9/27 Aim: Theodicy (and anthropodicy) Discussion
Pre-class task(s): Read Gilgamesh (Tablets IX-XI) Post , FW3 Pre-class task(s): Selected chapters from Job, 28 Post , WW5
and Gen. 6-9 and 38ff
In-class activities: In-class activities:
Discussion of flood narratives; melancholy Continue discussion; ambiguous wisdom;
endings; divine tragedy weirdness of response to Job
Post-class task(s): Read Instruction of Amenemope Post-class task(s): Read Babylonian Theodicy and
(all) and the Instructions of Shuruppak (all) Man and His Ba

M, 9/18 Aim: Living well Heroic Task: F, 9/29 Aim: Theodicy (and anthropodicy) Discussion
Pre-class task(s): Read Instruction of Amenemope Call to Pre-class task(s): Read Babylonian Theodicy and Post , FW5
(all) and the Instructions of Shuruppak (all) Adventure Man and His Ba
In-class activities: In-class activities:
Discussion of life-lessons, transitioning from Discussion Discussion of ANE texts; biblical texts in
Gilgamesh to Wis Lit Post , MW4 tension; contemporary wisdom
Post-class task(s): Proverbs 1-9; 22:17-24:34; and Post-class task(s): Selected readings from The Iliad
Sirach 24; 44-50
M, 10/2 Aim: THE REAL ENEMY (trials) Iliad Heroic Task:
W, 9/20 Aim: Living well Discussion Pre-class task(s): Selected readings from The Iliad Departure
Pre-class task(s): Selected readings from Proverbs Post , WW4 In-class activities: Discussion
and Sirach Post-class task(s): Selected readings from The Iliad Discussion
In-class activities: Post , MW6
Explication of sage as character; maybe leave
some time to discuss the role of prophet W, 10/4 Aim: Iliad Discussion
Post-class task(s): Gen. 2-3; Dt. 27-30 Pre-class task(s): Selected readings from The Iliad Post , WW6
In-class activities: Discussion
F, 9/22 Aim: Living well Discussion Post-class task(s): Selected readings from The Iliad
Pre-class task(s): Gen. 2-3; Dt. 27-30 Post , FW4
In-class activities: F, 10/6 Aim: Iliad Discussion
Fall narrative(s) as wisdom texts; Wisdom as Pre-class task(s): Selected readings from The Iliad Post , FW6
status quo; Contemporary wisdom In-class activities: Discussion
Post-class task(s): Read selections from Job and Post-class task(s): Selected readings from The Iliad
Qohelet
M, 10/9 Aim: Iliad Discussion
M, 9/25 Aim: Theodicy (and anthropodicy) Heroic Task: Pre-class task(s): Selected readings from The Iliad Post , MW7
Pre-class task(s): Read selections from Job and Assistance In-class activities: Discussion
Qohelet Post-class task(s): Selected readings from The Iliad
In-class activities: Discussion
Discussion of Job; Satan character and dualism; Post , MW5 W, 10/11 Aim: Iliad Discussion
Post-class task(s): Selected chapters from Job, 28 Pre-class task(s): Selected readings from The Iliad Post , WW7
and 38ff In-class activities: Discussion
Post-class task(s): Selected readings from The Iliad
 Date Class Plan Due Date Class Plan Due

F, 10/13 Aim: Iliad Discussion W, 11/1 Aim: Aeneid Discussion

Pre-class task(s): Selected readings from The Iliad Post , FW7 Pre-class task(s): Selected readings, The Aeneid Post , WW10
In-class activities: Un-molded Hero and Moses In-class activities: Discussion
Post-class task(s): Selected readings, The Odyssey Post-class task(s): Selected readings, The Aeneid

M, 10/16 Aim: Odyssey Heroic Task: F, 11/3 Aim: Aeneid Discussion

Pre-class task(s): Selected readings, The Odyssey Trials Pre-class task(s): Selected readings, The Aeneid Post , FW10
In-class activities: Discussion In-class activities: Discussion
Post-class task(s): Selected readings, The Odyssey Discussion Post-class task(s): Selected readings, The Aeneid
Post , MW8
M, 11/6 Aim: Aeneid Discussion
W, 10/18 Aim: Odyssey Discussion Pre-class task(s): Selected readings, The Aeneid Post , MW11
Pre-class task(s): Selected readings, The Odyssey Post , WW8 In-class activities: Discussion
In-class activities: Discussion; Assign groups for Post-class task(s): Selected readings, The Aeneid
teaching project
Post-class task(s): Selected readings, The Odyssey W, 11/8 Aim: Aeneid Heroic Task:
Pre-class task(s): Selected readings, The Aeneid Crisis
F, 10/20 Fall Break In-class activities: Discussion
Post-class task(s): Selected readings, The Aeneid Discussion
M, 10/23 Aim: Odyssey Discussion Post , WW11
Pre-class task(s): Selected readings, The Odyssey Post , MW9
In-class activities: Discussion F, 11/10 Aim: Aeneid Discussion
Post-class task(s): Selected readings, The Odyssey Pre-class task(s): Selected readings, The Aeneid Post , FW11
In-class activities: Discussion
W, 10/25 Aim: Odyssey Heroic Task: Post-class task(s): Selected readings, The Aeneid
Pre-class task(s): Selected readings, The Odyssey Approach
In-class activities: Discussion M, 11/13 Aim: Aeneid Discussion
Post-class task(s): Selected readings, The Odyssey Discussion Pre-class task(s): Selected readings, The Aeneid Post , MW12
Post , WW9 In-class activities: Discussion
Post-class task(s): Selected readings, Luke-Acts
F, 10/27 Aim: Odyssey Discussion
Pre-class task(s): Selected readings, The Odyssey Post , FW9 W, 11/15 Aim: Luke-Acts Discussion
In-class activities: Discussion Pre-class task(s): Selected readings, Luke-Acts Post , WW12
Post-class task(s): Selected readings, The Odyssey In-class activities: Discussion
Post-class task(s): Selected readings, Luke-Acts
M, 10/30 Aim: Odyssey Discussion
Pre-class task(s): Selected readings, The Odyssey Post , MW10
In-class activities: Discussion
Post-class task(s): Selected readings, The Aeneid
 Date Class Plan Due REQUIRED TEXTS
F, 11/17 Aim: Luke-Acts Discussion Because excellent translations of both classical and biblical literature are
Pre-class task(s): Selected readings, Luke-Acts Post , FW12 readily and freely available, our course does not require the purchase
In-class activities: Discussion
Post-class task(s): Selected readings, Luke-Acts of any textbooks. However, we highly recommend that students acquire
a good study Bible, like the HarperCollins Study Bible (NRSV) or the NIV
M, 11/20 Aim: Luke-Acts Heroic Task: Study Bible, which will serve them throughout their studies.
Pre-class task(s): Selected readings, Luke-Acts Treasure
In-class activities: Discussion
Post-class task(s): Selected readings, Luke-Acts Discussion
Post , MW13

W, 11/22 Thanksgiving Break

F, 11/24 Thanksgiving Break Grading

M, 11/27 Student-led discussion:
Heroic Task: Result due for specific team Grade Scale:
A 92-100
W, 11/29 Student-led discussion B 82-91
Heroic Task: Result due for specific team C 75-81
D 67-74
F, 12/1 Student-led discussion
Heroic Task: Result due for specific team F below 67

M, 12/4 Student-led discussion However...

Heroic Task: Result due for specific team
Grading in Bible and Classical Literature is a bit more interesting than a
W, 12/6 Student-led discussion
Heroic Task: Result due for specific team wooden grading scale. As described below in the syllabus, our class
progresses through the Heros Journey, and grades correspond to
F, 12/8 Reflection session Heroic Tasks: exercises and tasks accomplished, assessed via rubrics (see below). The
Return and brave acquisition of all badges corresponds to an A; point values for
New Life assignments (awarded via grading rubrics) determine grades of B, C, D,
and F.
M, 12/12 Final, 1:00 - 2:50 (note: due date for final subject to Heroic Task:
revision per discussion in class) Resolution
Grades for all assignments, along with instructor feedback, will be
available in the My Grades section of Blackboard for our course.

See below for a description of exercises, tasks, and badges, along with
corresponding values.

Clever Odysseus attacks the wrong cyclops...

 Badging our heroes
Outcomes and Assessment for Bible and Classical Literature
Explanation and outcomes
Through learning experiences in Bible and Classical Literature, students will:
1. Identify and articulate continuity and discontinuity among ancient and classical texts, biblical literature, and own perspective(s)
2. Demonstrate critical engagement of assigned texts, familiarity with themes, and apprehension of questions the stories raise
3. Demonstrate reflection on how engaging ancient texts informs understanding of the Bible and (potentially) enriches faith
4. Demonstrate ability to question texts as partners in dialogue and to put texts in conversation with each other
5. Demonstrate recognition of various textual genres, including and especially the nature of myth
6. Process, synthesize, and demonstrate learning through a collaborative project and presentation

Daunting tasks, undaunted spirits

Throughout our journey this semester, students will complete Read-Respond exercises and Heroic Tasks that serve to demonstrate
comprehension of the texts we engage and competency with the thought-tools were working to sharpen. Read-Respond exercises
are responses to assigned readings and participation in classroom or virtual discussion. Heroic Tasks include reflection pieces and
presentation of a collaborative, culminating project. Successful completion of tasks is assessed via rubric, as described below.

Undertaking a heros journey

As a framework for conceptualizing our movement towards course completion, we are employing The Heros Journey (see below) as
a map to guide our undertaking. Heroic Tasks correspond to various hours on the journey; badges are awarded along the way,
culminating in the Heros Badge, which signifies an A in the course. Grading rubrics and task descriptions can be found below.

The Heros Badge

 Status quo

11. resolution 1. Call to adventure

2. assistance
10. new life
Ordinary
World

9. return 3. Departure

Special
8. Result World 4. Trials

7. treasure 5. Approach

6. Crisis

mapping the Heros journey

Points for Read-Respond Exercises, Heroic Tasks, and Badges

In Bible and Classical Literature, students are expected to complete

exercises and tasks to earn badges, by which they earn their grade and Read-Respond Badge
complete the course.

Read-Respond Exercises: For each class period, students will engage

Red Mage Token
pre-class readings or other activities. Prior to class, students are expected
We know its not always possible to complete
to post a brief response to the instructors prompt as a Discussion Board
readings and make posts; life happens! So, for every
post in Blackboard. Read-respond exercises are intended to confirm
five (5) occasions that you continue the conversation
reading comprehension and to generate class discussion. Posts should
by offering a substantial comment on a peers daily
be between 150 and 250 words in length. Discussion Board forums can
post, you get one Red Mage Token. The Red Mage
be accessed in Blackboard, and threads for each period are clearly
is a source of healing or a weapon of destruction!
marked (e.g., WW1 = Wednesday, Week 1; MW2 = Monday, Week 2).
Exercises completed at 90% will receive the Read-Respond Badge.
Heres how it works:
35 Read-Respond Exercises
Healing Potion: The Red Mage Token can be used
to heal 10 points on any Heroic Task!
Heroic Tasks: As described below, Heroic Tasks correspond to various
hours on the Heros Journey. Tasks are graded via rubrics (see below),
and corresponding badges are awarded for students who receive 85
points or better. Heroic Tasks signify transitional movement as we
Fireball: The Red Made Token can obliterate one
progress throughout the course and offer opportunity for reflection on both
Read-Respond score!
learning and personal experience. See schedule above for due dates
and descriptions below for details.
Note: Each discussion thread counts as one
occasion toward the five needed for the Red Mage
11 Heroic Tasks
Token, regardless of how many substantial
comments are made in the thread.
Badges: Badging offers a means for gamifying learning in this course.
The Heros Journey (which will be described in class) offers an interesting
way of conceptualizing our movement through the various texts we
engage. Badges are acquired as Tasks and Exercises are successfully
completed, and accumulation of all badges signifies an A in the Nota Bene:
course. See below for details regarding specific badges. In using the phrase Heros Journey, we are not oblivious
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6CMGCDTGCVJ+VYKNNDG Journey is a literary thing which we will discuss in class,
17 Badges = A final grade
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Tasks! ! 20% UGGOUQPRCRGT undertaken by heroic women and men alike. The
Heroines Journey is also a literary thing, and we will
Assignments! 80% distinguish the two in our discussions.
Total! ! 100%
 catalog of badges
Badge Timing Icon Badge Timing Icon

Call to Adventure Earned Week 4 Read-Respond Badge Earned for completion of

90% Read-Respond

Assistance Earned Week 5

Result Earned Weeks 14-15

Departure Earned Week 6

Heroes Challenge Earned for completion of
Hours 6-8
Adventure Begins Earned for completion of
Hours 1-3
Return Earned Week 15

Trials Earned Week 8

New Life Earned Week 15

Approach Earned Week 9 Resolution Earned Week 16

Brave New World Earned for completion of Heros Boon Earned for completion of
Hours 4-5 Hours 9-11

Crisis Earned Week 11 The Heros Badge Earned for acquisition of

all previous badges

Treasure Earned Week 13


Hours 1 - 3
Complete tasks for each hour to
gain all icons and receive this badge!
Hour and explanation
Hour 1: Call to Adventure
We begin our journey by paying attention to
origin stories, primal myths whose truth-telling
stirs imagination, shapes identity, situates
power, and suggests a relationship between
humanity, divinity, and the cosmos. Status
quo is established but disrupted; disaster
summons response, and adventure begins.
Hour 2: Assistance
The sage, a character type we encounter on
our journey, offers a boon, wise advice for
living well. From the sages we learn skills for
observation and for questioning; we acquire
just so stories for making sense of the world,
yet we also encounter disruption, fissures in
the status quo to which we must attend.
Hour 3: Departure
Darkening sky, brewing storm, and crumbling
just so stories signify departure from the
status quo into strange landscapes. Will the
sages boon sustain us? Will we find new
wisdom, or will we be undone by whirlwinds
and weird, loathsome, unnamed things lurking
in the liminal spaces of new experience?
Heroic Tasks
Adventure begins
Tasks and outcomes Icon
For this hour, students will compose a reflection piece (300-500
words) that describes three or more points of continuity and
three or more points of discontinuity among Enuma Elish,
biblical creation texts, modern origin stories, and personal beliefs.
Students will also articulate three critical questions that help
drive thinking into these texts.
Maps to outcomes 1, 2, and 4.
For this hour, students will compose a reflection piece (300-500
words) that describes three or more points of continuity and
three or more points of discontinuity among Egyptian,
Mesopotamian, Hebrew wisdom, and personal beliefs. Students
will also articulate three critical questions that help drive thinking
into these texts.
Maps to outcomes 1, 2, and 4.
Here, students compose a reflection piece (300-500 words) that
maps the Heros Journey to their own life. Specifically, the piece
should focus on departure, an experience of disrupted status quo,
forcing movement into new and strange landscapes. Literal
departure (like moving to a new town, etc.) should not overshadow
internal landscapes, i.e., the affect of departure on the soul. Tell
us a story about your own experience of departure.
Maps to outcome 3.
 Rubrics
Hours 1-3: Capstone
Adventure Begins (25 pt)
Hour 1: Call to Adventure Reflect: Questions and
observations are of the
highest level and reveal a
depth of introspection as
presuppositions are mulled
Comments and Points:
Hour 2: Assistance Reflect: Questions and
observations are of the
highest level and reveal a
depth of introspection as
presuppositions are mulled
Comments and Points:
Hour 3: Departure Reflect: Piece is an exemplar
of good storytelling, applying
class discussion and texts to
personal experience
Comments and Points:
Total Points: (minimum 85 percent required for badge)
Badge awarded? Yes or No
Additional comments:
Reviewer name(s):
Student name:
Milestones
(18 pt)
Create: Questions yield new Adapt: Questions exhibit
insights and/or provide new critical thinking and skillfully
ways for thinking about texts; put texts into conversation;
observations provoke thought observations incorporate yet
and elicit robust discussion move beyond class discussion
Create: Questions yield new Adapt: Questions exhibit
insights and/or provide new critical thinking and skillfully
ways for thinking about texts; put texts into conversation;
observations provoke thought observations incorporate yet
and elicit robust discussion move beyond class discussion
Create: Piece is effective Adapt: Piece moves beyond
storytelling that elicits mere description (What?);
pathos, raises questions, and/ captures and portrays
or challenges perspectives departures impact (So what?)
Benchmark
(10 pt)
Model: Questions and
observations are incomplete
or do not move beyond
instructor comments and
suggestions
Model: Questions and
observations are incomplete
or do not move beyond
instructor comments and
suggestions
Model: Piece is adequate, but
exhibits grammatical and/or
clarity issues; thoughtfulness
is difficult to discern

Hours 4 - 5
Complete tasks for each hour to
gain all icons and receive this badge!
Hour and explanation
Hour 4: Trials
Darkness deepens, yet we discover light for
our journey. Encounters with weird others
threaten to undo interior worlds, forcing us to
discover new strength, to harden muscles,
sharpen minds, and soften hearts. Will trials
mark our undoing, or will those we encounter
mark us as heroes? This dark hour we
tremble, yet with iron resignation break down
forest gates, walk through cavernous night,
face monsters, and embrace trial, knowing
that heroes and learners are born of struggle.
Hour 5: Approach
Fatigue is overwhelming, yet we have
discovered new sources of courage. Before
us looms our greatest challenge; now we
prepare ourselves to confront an unnamed
horror threatening to shatter our comfortable
worlds; but there is no other choice, and we
resign ourselves to a heros doom.
Heroic Tasks
Brave new world
Tasks and outcomes Icon
For this hour, students will identify a contemporary social issue
that resonates with one or more episodes from any of the stories
we have engaged. Write a discussion post that describes the
social issue; explain how your selected episode(s) informs,
illustrates, or problematizes the issue; conclude with an assertion
of truth to take with you into the real world, where social
injustices are truly encountered. Use two scholarly sources
(monographs or articles) to support your observations, sharpen
your thinking, or help frame your discussion. Use MLA formatting
to cite your two sources.
Maps to outcomes 2, 3, and 4.
For this hour, students will be assigned to groups of four or five
and work together to determine which text(s) they will work with for
their final collaborative project (see description below, Hours 6-8).
In a Google Doc, groups will identify their selected passage,
explain what teaching point they hope to draw out of the
passage, and describe how they will facilitate a learning
experience for classmates that delivers the intended instruction
and/or challenge. Nota bene: Groups are scored collectively;
however, instructors reserve the right to score students
individually if fairness seems at stake.
Maps to outcomes 2 and 6.
 Rubrics
Hours 4-5: Capstone Milestones Benchmark
Brave New World (25 pt) (18 pt) (10 pt)

Hour 4: Trials Reflect: Post compellingly
synthesizes selected
episode(s) and discovered
scholarly resources, offering
provocative insight into the
social issue in light of
readings; discussion is clear,
concise, and compelling; So
what? conclusion offers clear
challenge; sources are robust
and MLA is excellent
Create: Post displays creative
interplay between text and
identified issues (i.e., the way
selected episode(s) inform or
challenge the contemporary
issue are insightful and
provocative; presentation is
clear, concise, compelling,
culminates in a powerful So
what? take-away; sources
and MLA are appropriate
Adapt: Post shows strong
interplay between identified
issue and selected episode(s);
discussion is clear but needs
better concision; culminates
in a So what? take-away;
sources are appropriate but
do not clearly inform thinking
and discussion; MLA requires
some attention.
Model: Post identifies a social
issue, but connection to
episode(s) is weak and needs
strengthening; take-away
offered by not compellingly
articulated (i.e., does not
provide a resounding So
what? response; informed by
sources, but of questionable
scholarship; MLA formatting
requires attention

Comments and Points:

Hour 5: Approach Reflect: Group works together
to select a text and articulate
a teaching point with clear
So what? implications;
teaching plan exhibits
thoughtfulness regarding
pedagogy and proposes a
creative, doable presentation
Create: Group work is
excellent; team clearly works
together to select a text and
articulate a provocative
teaching point; facilitation
plan is creative, appropriate in
scope, and exhibits some
thought about pedagogy
Adapt: Group works well
together and exhibits strong
participation by members;
teaching point is clear and
clearly emerges from selected
text; proposed plan for
facilitation is over-ambitious,
distracting, or off-point
Model: Group work is
adequate, but primarily
reflects input from one or two
team members; text is
selected, but teaching point is
unclear; proposed plan for
facilitation is wooden and
lacks pizazz

Comments and Points:

Total Points: (minimum 85 percent required for badge)

Badge awarded? Yes or No

Additional comments:

Reviewer name(s):

Student name:

Hours 6 - 8
Complete tasks for each hour to
gain all icons and receive this badge!
Hour and explanation
Hour 6: Crisis
Now it comes to it: no turning back. Hearts
thundering, we enter darkness, shadow
realms where mortal souls are unwelcome
except as unlucky consumables...
Courage!
Hour 7: Treasure
Unbearably fatigued, we nevertheless emerge
victorious, boon in hand! What have we
discovered, and what help has been ours
along the way? These are the treasures with
which we emerge from darkness...
Hour 8: Result
Sweaty work has paid in full; we are prepared
for the task at hand. Muscles are hardened,
minds sharpened, souls enlarged. We are
now equipped to lead those who will follow, to
challenge and teach those who will listen.
Heroic Tasks
heroes Challenge
Tasks and outcomes Icon
For this hour, groups work together on their teaching projects. The
following actions are required:
establish plan for reading selected text and for group meetings
create lesson plan; assign roles, develop and prepare
necessary materials; refine and reduce scope; articulate So
what? takeaway
schedule a meeting between group members and instructors for
checking in on progress and offering advice
Maps to outcome 6.
For this hour, each group will meet with instructors prior to
scheduled teaching period. Groups should be prepared to:
Demonstrate facilitation prep progress (near completion)
Describe reflection on the experience of this project
Demonstrate competency with selected text and teaching point
Incorporate instructor changes or recommendations
Maps to outcomes 2 and 6.
For this hour, groups will facilitate class on assigned date over
their selected text and teaching point. Keep in mind the following:
Pre-class activities should be sufficiently announced in advance
Teaching point and take-away should be clearly articulated
Roles may differ, but all members should equally participate
Execution is compelling, provocative, and challenging
Maps to outcomes 2 and 6.
 Rubrics
Hours 6-8: Capstone
Heroes Project (25 pt)
Hour 6: Crisis Reflect: Group plan evidences
excellent collaboration;
facilitation plan is exemplary
of thoughtful lesson prep;
checkpoint is scheduled
Comments and Points:
Hour 7: Treasure Reflect: From the instructors
perspective, the group is
prepared; reflection is robust;
ideas generate excitement
Comments and Points:
Hour 8: Result Reflect: Group offers an
exemplar of good teaching;
execution is compelling; class
is engaged; take-away is
challenging and memorable
Comments and Points:
Total Points: (minimum 85 percent required for badge)
Badge awarded? Yes or No
Additional comments:
Reviewer name(s):
Student name:
Milestones
(18 pt)
Create: Group plan is robust Adapt: Group plan and
and establishes clear roles; facilitation plan are complete;
facilitation plan is creative and members have clear roles;
evidences solid thought- timely scheduling checkpoint
work; checkpoint scheduled with instructors accomplished
Create: From the instructors Adapt: From the instructors
perspective, group exhibits perspective, group exhibits
high level of preparation, need for more preparation,
reflection, and enthusiasm reflection, and readiness
Create: Group offers a Adapt: Group offers excellent
creative and memorable learning experience with
learning experience; their strong take-away; execution
presentation raises questions, does not equally involve all
and challenges perspectives members
Benchmark
(10 pt)
Model: Group plan and
facilitation plan are available
but unclear; instructors have
been primary motivators for
scheduling checkpoint mtg.
Model: From the instructors
perspective, group exhibits
low level of preparation,
reflection, and readiness
Model: Group offers
adequate learning
experience, but preparation
issues are evident; take-away
is unclear or not challenging

Hours 9 - 11
Complete tasks for each hour to
gain all icons and receive this badge!
Hour and explanation
Hour 9: Return
The ascent begins. Are we ready for reentry,
to once again encounter familiar worlds? And
will we be recognizable to those at home?
Will we be accepted, or have we been
undone by these experiences, reshaped so
that we no longer fit the world we once
inhabited?
Hour 10: New Life
Landscapes become known; we imagine all
that awaits just beyond the next rise.
Excitement is tinged with ambiguity; we are
changed by our experiences. What will it
mean to begin new life with old familiars?
Hour 11: Resolution
Weve settled in. This Hour is Bilbo mapping
his quest and detailing his adventures; this is
a quiet hour for reflection on all that has
happened, how we are changed: who we
were, who we are, and who we are becoming.
Heroic Tasks
heroes boon
Tasks and outcomes Icon
For this hour, students will compose a reflection piece (300-500
words) describing how myth (as defined and discussed in class)
functions in their own lives and learning.
Maps to outcome 5.
For this hour, students will begin mapping their own experiences
to the hours of the Heros Journey. For each hour, identify a life
experience or learning experience resonates with that aspect of
the journey; for as many hours as possible, briefly describe
aspects of readings and/or class discussions that inform your
understanding of each particular stage. This assignment is an
outline, a thought-piece to help guide reflection for the Resolution.
Maps to outcomes 1, 2, and 3.
For this hour, students will compose a 500 to 700 word reflection
piece that describes their own experience of the Heros Journey,
especially as it relates to class readings and conversations.
Creativity is encouraged; reflection should be personal and
meaningful. The goal of this exercise is to demonstrate capacity
for recognizing continuity and discontinuity between self and text,
and for understanding stages of the Heros Journey as resonant
with personal experiences, both in life and for learning.
Maps to outcomes 3 and 4.
 Rubrics
Hours 9-11: Capstone
Heroes Boon (25 pt)
Hour 9: Return Reflect: Piece is exemplar of
reflection; explicates the role
of myth in personal life, draws
out challenging takeaways
with clear, compelling writing
Comments and Points:
Hour 10: New Life Reflect: Outline is complete,
and offers a clear, strategic
plan for approaching the final
reflection piece
Comments and Points:
Hour 11: Resolution Reflect: Final piece serves as
an exemplar of reflection;
demonstrates thoughtful
understanding of self upon a
Heros Journey; robustly
engages content; concludes
with a challenging So what?
Comments and Points:
Total Points: (minimum 85 percent required for badge)
Badge awarded? Yes or No
Additional comments:
Reviewer name(s):
Student name:
Milestones
(18 pt)
Create: Reflection creatively Adapt: Reflection evidences
evidences mythic elements in strong understanding of myth
personal life and draws out and offers a clear, concise,
implications; writing is clear, compelling description of the
concise, and compelling mythic in personal life
Create: Outline is clear, Adapt: Outline is clear,
complete, and generates thoughtful, and complete;
creative ideas for how to evidences the beginning of a
approach the final plan for executing the final
Create: Final piece clearly and Adapt: Final piece is well-
creatively demonstrates written, shows good
resonance between self, the movement between self and
Heros Journey, course texts, aspects of the Heros
and discussions; offers a clear Journey, interacts with course
So what? conclusion content, and offers a
takeaway
Benchmark
(10 pt)
Model: Reflection shows
adequate understanding of
myth, per class discussion,
and discerns mythic presence
in personal life
Model: Outline is complete,
but does not offer clear idea
for how to approach the final
reflection piece (Resolution)
Model: Final piece is clear,
shows how aspects of the
Heros Journey map to
personal experiences, and
evidences interaction with
course texts and discussions
 Policies
Class Participation.
Because this course is primarily a readings seminar, students are expected to contribute thoughts and discussion at each class period. Accordingly, grades will be
awarded for participation and quality of contribution. Though a student may occasionally have a quiet day, persistent silence will result in reduction of the
participation portion of the grade. Class attendance and punctuality are essential for maximum development. Absence from the discussion, interaction, and
exchange is irretrievable. Students must report their absence or tardiness to the instructor prior to class. Absences may be excused for illness, family emergency
or official representation of the university, though excusing an absence or tardiness is at the discretion of the instructor.

Email and Phone

To contact your professors, you may call, email, or come by or make an appointment.

The best way to contact your instructor is by email. Whenever possible, your instructor will respond within 24 hrs. of receiving an email message. Do not wait until
the "last minute" (e.g. just before class time) to send an email and expect an immediate answer or that the instructor even received the message. Clearly mark all
e-mail messages to the professor on the subject line as shown below:

Subject line: HONR 1214 Last Name, First Name Assignment Name

Students may call the instructor on his office phone (see page 1 of syllabus). If unavailable, you are encouraged to leave a voicemail message including your
name and the reason for your call.

Phone extensions: Grant Testut, 5378; Chris Rosser, 5323

We also encourage private appointments to discuss the class or anything else.

Office Hours
Students should feel free to stop by the instructors office for consultation. It is best to email or call in advance to make an appointment to ensure that the instructor
will be available.

Dr. Testut: " Mon./Wed. 9:00 AM10:00 AM; 2:40 PM3:40 PM

" Tues. 1:10 PM3:40 PM
" " Wed. 2:40 PM3:40 PM
" Thurs. 10:00 AM11:00 AM; 1:10 PM3:40 PM
" " Fri. 9:00 AM10:00 AM
" (students are welcome to drop in during office hours; other times by appointment)

Mr. Rosser: Feel free to visit with me during class, stop by the Reference Desk at the library, or email for an appointment. I dont hold regular office hours because
of so many hours spent at the Reference Desk, but you are welcome to email me if youd like to set up an appointment. My office is located on the first floor of the
library, LC 105. Heres my weekly schedule...

Laptop/Handheld/Phone Policy
Laptops are generally not allowed in class except as permitted by instructors. All other electronic devices may not be used during class periods.
Absences and Late Work
All assignments, quizzes and exams are to be handed in at the times designated by the syllabus or by the instructors. Any late work will not be accepted, and the
student will receive a 0 for the assignment or evaluation. The only exceptions granted will be for reasonable excuses (it is up to the instructors'discretion what
counts as a reasonable excuse). In such cases, it is in the students interest to inform the instructors of the situation as soon as possible. Should there be an
event (e.g. severe weather) that prevents a class or exam time for the entire group, the students will be informed by their instructors through Blackboard
announcements as to the next course of action.

Closings and Emergencies

In the case class cancellation or campus closure for inclement weather or emergencies, students will be notified via email and Blackboard announcement. For this
course always prepare for the assignment for the given date. The professor will later give any instructions regarding make up of missed work. Follow the syllabus
for daily class assignments.

In case of an emergency, faculty, staff, and students who have signed up for OC Campus Messenger (oc.edu/notify) will be notified by text, email, or Twitter. If the
emergency occurs during class, the instructor will inform the students present of the appropriate procedures.

Academic Honesty
Cheating: Cheating on an examination, assignment, roll sheet or other course related work or activities undermines the ethics of the academy and the specific
Christian purposes of Oklahoma Christian University. Accordingly, students who cheat on examinations, assignments or other course related work or activities will
face serious consequences, as outlined in this policy.

Plagiarism: One particular form of cheating is plagiarism. Plagiarism is the transmission of anothers ideas, words, or materials as ones own and/or the failure to
credit accurately the ideas, words, or materials of another. Plagiarism also includes passing off anothers work (a friend, a parent, a website) as ones own.
Plagiarism undermines the ethics of the academy and the specific Christian purposes of Oklahoma Christian University. Accordingly, students who engage in
plagiarism in assignments submitted will face serious consequences, as outlined in this policy.

Penalties for Academic Dishonesty

On the first offense, the student will receive zero (0) credit for the examination or assignment. For forms of cheating or dishonesty other than on examinations or
assignments, the Professor shall have the discretion to impose an appropriate penalty. Professors must send documentation of the first offense to the appropriate
chair, the dean of the appropriate college, the VPAA, and the Dean of Students.

On the second offense in the same course, the student will receive an F in the course. Professors must send documentation of the second offense to the
appropriate chair, the dean of the appropriate college, the VPAA, and the Dean of Students.

At either the first offense or second offense, the student may appeal using the process described in both the OC Student Handbook and the OC Academic Policy
Manual covering Grade Appeals.

If the student commits offenses in two or more courses, the Academic Appeals Committee, described in the OC Student Handbook and in the OC Academic Policy
Manual, may assign penalties for academic dishonesty in addition to the penalties assigned by the professors in the courses. The Academic Appeals Committee
may impose penalties up to and including suspension from the University in instances where a student has engaged in cheating or plagiarism in two or more
courses. The Academic Appeals Committee will inform the VPAA and the Dean of Students in writing of any penalties imposed by it and will report annually on its
activities to the Universitys Academic Affairs Committee. Professors should maintain the highest standards of academic honesty both in and out of the classroom.
Professors must report and apply the rules regarding cheating/plagiarism to the appropriate channels. The student should be referred to the Oklahoma Christian
University Covenant for principles which should guide conduct in these matters.
Americans with Disabilities Act
If you have a diagnosed disability and need special accommodations, please notify Ms. Katy Roybal (425-1876) before or immediately after your first scheduled
class meeting. After your disability has been verified, your instructor will work with you, with Ms. Roybal, and with the Office of the Vice President of Academic
Affairs to provide reasonable accommodations to ensure that you have a fair opportunity to perform in this course.

Anti-Harassment and Discrimination Policy (Title IX)

Oklahoma Christian University is a Christian community that has committed itself, unequivocally, to ensuring a working and learning environment in which the
dignity of every individual is respected and a campus environment that is free of unlawful harassment, which includes sexual assault or misconduct. OCs Anti-
Harassment and Discrimination Policy (see the OC Student Handbook) is compliant with Title IX, which states, No person in the United States shall, on the basis
of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal
financial assistance. Discriminatory and sexual harassment is unchristian and uncivil behavior. It is a breach of community, which expresses disrespect, exploits
and undermines relationships based on trusts, and interferes with learning and productive work.

Students are encouraged to immediately seek available assistance and report incidents of harassment to either the Title IX Coordinator below or one of the Title IX
Deputy Coordinators listed online here.

Title IX Coordinator Ms. Tamie Willis 405.425.5320 tamie.willis@oc.edu

Students have access to confidential services through the Counseling Center and the Mercy Clinic.

OC Counseling Center " 405.424.5250

Mercy Clinic " " 405.425.6100 2810 E. Memorial Rd., Suite 140
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