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Min 408: Social Media and Ministry
Spring 2016 – McCormick Seminary Hybrid course
Angela Gorrell; angelagorrell8@gmail.com
Email for Skype or phone appointment
COURSE DESCRIPTION: This course (hybrid format) is designed to provide a basic
understanding of the relationship between beliefs, perceptions, and practices related to social
media and Christian formation. This course will provide an overview of recent social media
history (2005 to present) and participatory culture. We will discuss the nature of the relationship
between social media engagement, individual and communal life in the United States, and
Christian formation. Likewise, we will discuss a theology of social media and the importance of
intentionality, reflection, and imagination with regard to social media engagement.
LEARNING OUTCOMES: Students completing this course will be able to
(1)
formulate a theology of social media
(2)
engage their ministry context and reflect on the context’s social media
engagement
(3)
articulate costs and benefits of social media for community and Christian
formation
(4)
describe the relationship between intentionality, reflection, and imagination with
regard to social media engagement and ministry
The curricular learning outcomes to which this course teaches include:
(1) Core Outcomes: “Think critically,” “Construct theological meaning using Christian
traditions,” “Communicate effectively”
Course: online presentation, fieldwork, final paper, activities and discussions in person and on
Moodle
(2) MTS Outcome 5 “Engage in theological research and analysis based upon an argument &
construct a theological essay or thesis article”
Course: the final paper
(3) MDiv Outcome 5 “Exhibit Pastoral Imagination”
Course: the final paper, course activities on Moodle and in person, and online presentation
(4) MAM Outcome 5
Serve Effectively in Congregational Ministries
Course: online presentation, fieldwork, final paper, activities and discussions in person and
Moodle
COURSE FORMAT: This is a hybrid course, meaning that it is a twelve-week course with ten
weeks of online participation, fieldwork and/or reading and four days of classroom instruction
during the other two weeks (20 hours of in person classroom time).
This class will meet as an intensive:
Friday, March 4th 1:00-5:00 and Saturday, March 5th 9:00-4:00
Friday, March 11th 1:00-5:00 and Saturday, March 12th 9:00-4:00
Reading week: March 14-20
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REQUIRED READING:
Rainie, Lee and Barry Wellman. Networked: The New Social Operating System. Cambridge,
MA: Massachusetts Institute of Technology Press, 2012. (350 pages)
Rheingold, Howard. Net Smart: How to Thrive Online. Cambridge, MA: Massachusetts Institute
of Technology Press, 2014. (287 pages)
Thomas, Douglas and John Seely Brown. A New Culture of Learning: Cultivating the
Imagination for a World of Constant Change. Lexington, KY: CreateSpace Independent
Publishing Platform, 2011. (133 pages)
Chapters from (these will be available electronically on the course website):
Campbell, Heidi. Digital Religion: Understanding Religious Practice in New Media Worlds.
London & New York: Routledge, 2013.
Cheong, Pauline Hope, Peter Fischer-Nielsen, Stefan Gelfgren, and Charles Ess. Digital
Religion, Social Media, and Culture: Perspectives, Practices, and Futures. New York:
Peter Lang Publishing, 2012.
Papacharissi, ZiZi. A Networked Self: Identity, Community, and Culture on Social Network Sites.
New York, Routledge, 2011.
Recommended Reading:
Block, Peter. Community: The Structure of Belonging. San Francisco, CA: Berrett-Koehler,
2009.
Detweiler, Craig, ed. Halos and Avatars: Playing Video Games with God. Westminster John
Knox, 2010.
Freire, Paulo. Pedagogy of the Oppressed. London: Penguin Books, 1966.
Friesen, Dwight J. Thy Kingdom Connected: What the Church Can Learn from Facebook, the
Internet, and Other Networks. Grand Rapids, MI: Baker Books, 2009.
Groome, Thomas. Sharing Faith: A Comprehensive Approach to Religious Education and
Pastoral Ministry The Way of Shared Praxis. Eugene, OR: Wipf & Stock, 1998.
Hess, Mary E. Engaging Technology in Theological Education: All That We Can’t Leave
Behind. Lanham, MD: Rowman & Littlefield Publishers, 2005.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York: New
York University Press, 2006.
Jenkins, Henry, (P.I), with Ravi Purushotma, Margaret Weigel, Katie Clinton, and Alice J.
Robinson. Confronting the Challenges of Participatory Culture: Media Education for the
21st Century. Cambridge, MA: Massachusetts Institute of Technology Press, 2009.
Jenkins, Henry, Sam Ford, and Joshua Green. Spreadable Media: Creating Value and Meaning
in a Networked Culture. New York: New York University Press, 2013.
Osmer, Richard Robert. The Teaching Ministry of Congregations. Louisville, KY: Westminster
John Knox Press, 2005.
Palmer, Parker J. To Know As We Are Known: Education as a Spiritual Journey. New York, NY:
HarperCollins Publishers, 1993.
Schultze, Quentin J. High-Tech Worship?: Using Presentational Technologies Wisely. Grand
Rapids, MI: Baker Books, 2004.
Shirky, Clay. Cognitive Surplus: How Technology Makes Consumers into Collaborators. New
York: Penguin Press, 2010.
Turkle, Sherry. Alone Together. New York: Basic Books, 2011.
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ASSIGNMENTS (Course Moodle page supersedes syllabus):
Hybrid Course (4 Units)
1. Content: 850 pages reading, including 50 pages of biblical text, and 1 hour of videos
(15% of grade) (55 hours). [This assignment is related to learning outcome #1, #2, and
#4].
2. Online Participation: activities, forums, viewing of instructor and peer presentations for
communal online experience, & weekly checklist. (15% of grade)
(8 hours). [This assignment is related to learning outcome #1, #2, #3, #4].
3. Campus Classroom Experience: students will engage, reflect, create, utilizing
instruction, participation, presentation, discussion, and engaging practical theology for
theological reflection (15% of grade) (20 hours). [This assignment is related to learning
outcome #1, #2, #3, #4]. This class will meet as an intensive:
Friday, March 4th 1:00-5:00 and Saturday, March 5th 9:00-4:00
Friday, March 11th 1:00-5:00 and Saturday, March 12th 9:00-4:00
4. Online Presentation: personal sharing/distribution of information with regard to the
subject you choose to explore. Each student will pick one week/subject to share a
presentation with peers using blogging, Storify, video, prezi, emaze, Visme, and/or any
other creative means approved by the course Instructor (15% of grade) (10 hours). [This
assignment is related to learning outcomes #3, #4].
5. 3 fieldwork activities and 3 Moodle forum reflections (in writing or via video) on
fieldwork experiences in order to prepare for the final paper (15% of grade) (6 hours + 6
hours). [This assignment is related to learning outcome #2].
6. Signature Assignment: Final paper-Student will articulate a theology of social media
and will reflect on social media engagement and their ministry context (reflective work,
after researching their ministry context) integrating course readings, activities, and
discussion. Student will describe how they will assist their church with taking one of the
“next steps” presented on the last day of the intensive. (1,500 words total) (20% of grade)
(15 hours). [This assignment is related to learning outcome #1, #2, and #4].
DETAILS ON ASSIGNMENTS (Moodle has a checklist for each week to keep up with
your work and is in the order that may be most helpful to do the work in)
Assignment 1 – Content: The books, chapters, and videos are the core course content. It is
impossible to fully participate in this course without doing the reading on time. Your weekly
online participation and content log is all kept track of on your weekly course checklist. Reading
and viewing content is 15% of the course grade.
Regarding the required textbooks, use these basic steps to deepen and speed your understanding.
Spend about 20-30 minutes with these activities before you actually begin reading. You will
discover that this will be like a map that orients you and helps you navigate the author’s
construction of ideas and arguments. (Based on “Analytical Reading” in Mortimer Adler, How to
Read a Book)
Survey the book:
Look at: Title, subtitle, author info, publishers blurb, year, publisher, dedication /
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acknowledgments, preface / introduction, summary / epilogue, table of contents, index,
appendices, first and last paragraphs of each chapter, leaf through book
Query the book -- Based on above, ask these questions:
What is the book about as a whole (theme, subject matter)?
What are the main ideas and arguments?
How are theses, ideas, and arguments substantiated?
So what? What is the significance? What are the implications?
Assignment 2 – Online Participation and Instruction: During weeks 1-4 and 8-11 on our
course Moodle page, there is a weekly guide and checklist. This is so you know exactly what to
do each week. Given we are engaging with one another in Christian community and at a
Christian institution, I expect honesty with regard to the checklists submissions. Full disclosure: I
also have access to the activity log of each student, which tells me the activities that have been
engaged, viewed, responded to etc. I expect students to report their activities with integrity, but
also reserve the right to view students activity logs to see what has been viewed or not etc. and
ask questions when necessary. As long as you participate weekly and follow the list under each
week on our Moodle page/the guide, you will earn the points. Each week, the last activity on the
Moodle list will be a place to submit your checklist. I will be monitoring the course activities and
viewing/reading everything that is posted each week. Your weekly participation and reading
should be kept track of on your checklist. Online participation is 15% of the course grade. All
participation for each week should conclude by midnight Saturdays (Pacific time). If you
want to work on Sundays, use them to engage activities for the upcoming week on Moodle
instead of the previous week.
Assignment 3 – Campus Classroom Experience: During our time together in Chicago,
four days of in person engagement, students will participate, reflect, and create utilizing
instruction, presentation, discussion, activities, exercises, and practice-based theology for
theological reflection. Your participation each day for the full twenty hours is worth 15% of your
course grade.
Assignment 4 – Online Presentation on a Practice: this presentation involves personal
sharing and distribution of information related to the subject you choose to explore. See rubric
below. Each student will pick one week through the course poll (first come first serve) to share
perspective and thoughts regarding subject your choose with peers via blog, Storify, video,
mashups, Prezi, Visme, iMovie, and/or any other creative means approved by the course
Instructor. Storify and Prezi have tutorials.
Use the poll link in week one to pick the subject you will explore and share information about
with your peers.
Post your online presentation by midnight Thursday (Pacific time) of the week you choose
in the choice poll.
If you have a question about what will count for this, email me or ask in the course forum if it
will benefit other students (and in most cases it will). Take risks with this project. I am more
interested in you trying something new that you have never done before than submitting a
“perfect” project. I am looking for creativity, effort, exploration, and experimenting.
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Rubric for Online Presentation, 15 points possible for 15% of grade:
The student:
Posts presentation on time (by midnight
Thursday of the week you choose) and chose a
week to present by week two of the quarter
Thoughtful discussion/reflection on the subject
throughout the presentation, integrating course
materials and web materials
Offers specific connection between the subject
and actual people’s experiences (individuals,
organizations, and/or Christian communities)
Displays creativity, is thoughtful, thoughtprovoking
2 points
6 points
5 points
2 points
Assignment 5 – Fieldwork and Reflections
During each fieldwork experience, a student’s role is a mix of participant and observer. Describe
the environment, your experiences, and your observations. Where were you, what did you see,
notice, and hear? Students should enter each fieldwork assignment looking and listening for how
people attend to each other (or not), social media engagement or references to social media,
and/or how the environment engages the practice of Christian formation. How does this setting
allow God, through the power of the Holy Spirit to shape people into disciples of Jesus, socially,
emotionally, intellectually, spiritually, morally, and physically? How does this ministry context
engage the whole person? What practices, activities, and/or discussions were engaged and to
what effect? You will use your fieldwork observations to frame your final paper. The three
options for fieldwork can be completed in any order, but all three need to be engaged
during the quarter and be sure that you are not leading or preaching during the fieldwork
experience. For each fieldwork assignment, choose a time to observe/participate when you are
not preaching, teaching, or leading. Please note Moodle reflections are due during weeks 9, 10
and 11 and students will only receive half credit if posted late. With/At your church:
Fieldwork #1 Participate in a children, youth, or college ministry experience.
Fieldwork #2 Participate in a Bible study, small group, or Sunday school/Christian education
hour.
Fieldwork #3 Participate in a worship service.
Students may share their reflections on their fieldwork experiences in either of the following
ways:
 500-word Moodle forum post
 4-5 minute Video uploaded to Moodle
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RUBRIC for Fieldwork Reflection: 5 points possible for each fieldwork reflection 5%,
together the three reflections are 15% of the total grade:
Necessary Element
Student engaged one of the
Fieldwork options
Student provides observations
related to the setting (details
related to the five senses, how
many people were there, how
the room was arranged etc.)
Student describes how people
attend to each other (or not) in
the setting. How did the
setting encourage or
discourage community?
Student describes social media
engagement or references to
social media
Student describes how the
experience engages
participants in the practice of
Christian formation
Points Possible
1 point
Points Earned
1 point
1 point
1 point
1 point
Assignment 6 – Signature Assignment, final paper (1,500 total words, about 6 pages)
for 20% of the total grade
Student will articulate a theology of social media and will reflect on social media engagement
and their ministry context (reflective work, after researching their ministry context) integrating
course readings, activities, and discussion. Student will describe how they will assist their church
with taking one of the “next steps” presented on the last day of the intensive. More details on the
final paper will be shared during the course both during the intensive and on our Moodle page.
Necessary Element
Points possible
Student articulates a
5 POINTS
theology of social
media
Student shares
5 POINTS
reflections and
observations regarding
social media
engagement in their
ministry context
Student integrates
5 POINTS
course materials (books,
video content, course
Points earned
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discussions, peer
presentations and
biblical texts throughout
the paper (should have
at least 10 footnotes)
Students describes how 4 POINTS
they will assist their
church with taking one
of the “next steps”
presented during the
intensive
No problems with
1 POINT
grammar / syntax / style
/ formatting
COURSE SCHEDULE:
Week One: February 1-7
Online participation, make introduction video, reading, view peer videos & submit checklist
Week Two: February 8-14
Online participation, reading, view video(s) & submit checklist
Week Three: February 15-21
Online participation, view peer presentations, reading, view video(s) & submit checklist
Week Four: February 22-28
Online participation, view peer presentations, reading, view video(s) & submit checklist
Week Five: February 29-March 6
Chicago classroom experience
Friday, March 4th 1:00-5:00, Saturday March 5th 9:00-4:00
Week Six: March 7-13
Chicago classroom experience
Friday March 11th 1:00-5:00, Saturday March 12th 9:00-4:00
Week Seven: March 14-20
Reading Week
Week Eight: March 21-27
Online participation, view peer presentations, reading, view video(s) & submit checklist
Week Nine: March 28-April 3
Fieldwork reflection due, view peer presentations, & submit checklist
Week Ten: April 4-10
Fieldwork reflection due, view peer presentations, & submit checklist
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Week Eleven: April 11-17
Fieldwork reflection due & submit checklist
Week Twelve: April 18-22
FINAL PAPER DUE BY MIDNIGHT FRIDAY, APRIL 22
PROCEDUAL DETAILS:
I will be checking into our class everyday but Sunday (personal Sabbath-keeping). If there is
some reason I cannot be online for 2 or more days, I will make a course announcement. You are
not required to log in to our class at the same times each week, but I expect you to log in to our
class regularly throughout each week during the term. In order for you to pass the course, you
must participate in course activities and course discussions. Remember: this is a Hybrid class,
not an independent study. Therefore, all questions, issues, etc. that are class related should be
posted in the Course Questions Forum. If you need to email me directly
(angelagorrell8@gmail.com) about a personal issue/concern, please feel free to do so. You can
expect a reply from me within 48 hours (probably sooner).
All written work should follow norms for style and grammar; differences between personal
reflections and public writing are assumed. Keep a printed or computer copy of your work until
the graded copy is returned to you.
 All papers must be double spaced, 1" margins, pages numbered.
 Use 12 pt Times Roman font, or a very readable serif font (not sans-serif).
 Read through the one page document “Editing Your Papers” under course resources in
order to format your papers correctly. Please do not make these writing, formatting, or
style mistakes.
You may visit this link for guidance on footnotes and creating a bibliography:
http://www.bethanyseminary.edu/sites/default/files/docs/academics/TurabianStyleGuide09rev2f2.pdf
Submitting papers / retrieving papers: All assignments will be submitted via Moodle in a
Word Document. Your final paper will be marked and returned through Moodle. Save your
paper as you write. Every time you write a page, save your paper in two places (such as email or
the “cloud” or an external hard drive) so that if your computer crashes (and it happens) you will
not lose your entire paper. Extensions for papers are only granted in the case of medical or
family emergencies.
In various writing pieces you need to show that you understand key concepts, arguments, and
implications of course resources. Always focus on understanding the relevant materials as they
provide means for you to engage your experiences and your future. When you are unclear about
the authors’ presentations or about your own reflections, articulate those perspectives and
questions. Avoid the common errors of careless reading, majoring on minors, mistaking
illustrations for concepts, projecting ideas into the text, and reacting instead of reflecting.
Use Netiquette and academic language in your posts and replies on our course Moodle page,
which means not just saying “I like this” or “Great post.” Likewise, if you have a question or
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want to challenge a peer regarding a post, do this with respect and a listening posture. I am
looking for thoughtful posts/replies and reflections that incorporate course reading and
discussions. If you quote a book or article in your post or talk about an idea you read in a course
book or article, include a short reference (such as: Rheingold, page number). If you mention an
online resource, note it as well (YouTube video title) or (Facebook post) or (website URL).
Short references in this format are only okay for the forum posts. In your academic papers,
please use Chicago Manual of Style formatting (which includes Turabian and APA). If
using footnotes and bibliography, Turabian OR if using embedded references and Works
Cited, use APA.
Participate respectfully as we form a learning community. Give respect and attention to the
ideas, comments, and questions of others. We want to encourage rigorous thinking and clear
articulation in a welcoming environment. Hospitality, as we discuss varying viewpoints and
personal experiences, does not mean we are just “nice” – rather it calls for careful listening, for
empathy, for clarity in disagreements, and for words that honor the Holy Spirit’s work in and
among us.
Appointments provide ways for the instructor and students to be in contact. I am available for
Skype or phone appointments or between class times during the week I will be in Chicago.
Appointments are most easily arranged by email. My email address is at the top of this syllabus.
Course Work Due Dates / Late Work: Each faculty member determines due dates for course
work within the quarter, as well as policies regarding these due dates (such as penalties). For this
course, if a checklist (with assignments 1 and 2) is submitted late, it can receive up to half the
points. However, checklists will not be accepted more than 4 days after the due date. Points for
assignment 3 cannot be made up, as 15% of your grade is related to participating in class during
the intensive portion of the course. Also, students need to choose a subject to give an online
presentation on by Thursday at midnight of the second week of the course. Otherwise, the
presentation (assignment 4) can only receive up to 13 out of 15 points (it will be considered
late) because all students need to choose a subject in a similar timeframe in order to be fair. Also,
any presentation posted after midnight Thursday of the week you choose to present is also
considered late and can only receive up to 13 out of 15 points. Assignment 5 (fieldwork and
reflections) can receive up to ½ of assigned points if it is submitted late (must be submitted by
April 22, 2016). The final paper is also due by midnight April 22, 2016. No assignments will be
received after midnight on April 22, 2016.
Academic Integrity Commitment: At the beginning of this course we, as faculty and students,
reaffirm our commitment to be beyond reproach in our academic work as a reflection of
Christian character. We commit to honesty in all aspects of our work. We seek to establish a
community which values serious intellectual engagement and personal faithfulness more highly
than grades, degrees, or publications.
Below is a link to McCormick’s academic plagiarism policy:
http://mccormick.edu/assets/McCormick%20Student%20Policies%20%282014-2015%29.pdf
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Evaluation/Grading
A
A-
B+
B
BC range
Meets descriptions of A- and B+ and is excellent in every way.
Meets standards of B+, plus some level of additional insight, excellence, depth of
reflection, demonstration of learning, or connections with materials beyond the
assignment (e.g., other course resources or substance from other classes).
Assignment is met with competence and thoroughness, with careful attention to all
requirements. Only minor problems with grammar, syntax, academic apparatus, and
organization.
The work meets almost all aspects of the assignment and the work is good, but lacking
thoroughness or accuracy in some aspect, or exhibits multiple problems with grammar,
style, academic apparatus, or organization.
Most of the requirements receive attention and work is generally of a good quality.
Indicates that some aspects of the assignment were engaged, some effort is
recognized, but the work misses significant aspects of the requirements or the quality
is not adequate.
The points noted for assignments will be translated into final grades:
A
A-
95-100
92-94
B+
B
B-
88-91
84-87
80-83
C+
C
C-
78-79
74-77
70-73
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