Faculty Development Plan
Winter 2014-Spring 2015
A. Self-assessment of strengths, skills, competencies, interests, opportunities, and areas
I wish to develop
I believe my natural strengths, skills, and competencies—as well as where I am interested in
continuing to develop—all center on effective gospel teaching and learning. Based on comments
from students and other observers, it seems that a strength of mine may be that I can help make
seemingly difficult concepts understandable and present/explain them in a way that adds clarity.
I think I am also naturally capable at helping to make scriptural content relevant to the students’
lives, and in leading them toward agency-based application of the principles to help further their
conversion. Through my training in Seminaries and Institutes of Religion, this pattern of
teaching scripture to understand, identify, and apply gospel doctrines and principles has been
continually refined and developed in me as a religious educator.
Regarding my professional teaching-track interests, they primarily center on gospel teaching
and learning at BYU. I am interested in developing some blended-learning models of teaching
the Doctrine and Covenants and exploring this new medium, as it seems that much of class time
that I spend is on contextual information that could be learned through interactive media. I want
to better wrap my mind around how my BYU religion class time can be more effectively used to
meet BYU’s AIMS and the religion department’s outcomes. Also, I am interested in really
understanding and perhaps expanding BYU religion department’s view of effective gospel
teaching and learning. Currently there are stated outcomes for Religious Education at BYU, but
we seem to lack unified standards/practices that will most effectively contribute to those desired
outcomes. This is evident in the disparity in teaching standards between Ancient Scripture and
Church History and Doctrine’s teaching evaluation forms. What are our universally accepted
standards of gospel teaching and learning that will drive our stated department and university
outcomes? Developing these seems important, at minimum for me personally as a teacher, and
perhaps for the college as a whole.
Connected to both my strengths and areas to develop is my desire to learn and grow through
research and writing. Although I am not a research-track professor, and thus am not necessarily
required to publish, conducting and contributing relevant research and writing centered on gospel
teaching and learning and other gospel-centered themes seems conducive to my growth and
development as a professional teaching-track professor, and thus I desire to improve and grow in
herein as well.
B. Professional goals in citizenship, teaching, and scholarship (citizenship and
professional service)
1. Teaching
i. Project: Develop a blended learning course example for the proposed religious
education foundations course (as per Dean Top assignment)
a. Use spring term 2014 to work with John Hilton III and jointly develop a
blended learning module of the translation of the Book of Mormon. We will
need access to technology resources and training on those resources to
develop this module. Use the Center for Teaching and Learning to help in
developing this module.
ii. Student ratings consistently above college average. Keep overall course rating
between 7.3 +, overall instructor 7.5 +, amount learned in 7.3 +. Keep avg. course
GPA consistent with desired department standards (3.2-3.5).
a. Analyze comments and reviews from student ratings
b. Invite at least one faculty member per month to observe my classroom
teaching and provide feedback.
c. Observe at least one faculty member per month to learn from their strengths.
iii. Continue to refine my D&C course content to be stated outcomes-based with
authentic assessments and meaningful classes and assignments that drive those
desired outcomes.
a. Meet with BYU’s Center for Teaching and Learning to review my outcomes
and syllabus.
b. Meet with writing center to enhance writing assignments and grading of those
writing assignments in large-section classes.
c. Have colleagues review my syllabus and seek their feedback.
d. Review student comments from student ratings.
iv. Experiment on and develop some blended learning modules for one of my D&C
courses where students work through web-based modules (with audio, videos,
demonstration, questions, writing, etc.) for context and content, then class time is
used for clarification, discussion, questions, problem solving, etc.
a. Use Spring 2014 to develop these jointly as I work on the foundations class
module (same need for resources and training).
b. Pilot test some of them in my classes in Fall 2014 and refine them based on
faculty observation and student feedback, looking to appropriately refine and
implement them for Winter 2015.
c. Make these modules available to all faculty and students who want to use
them.
2. Citizenship
i. Project: Create a transfer/adjunct faculty welcome and instructional
pamphlet/handbook for Church History and Doctrine teaching
a. Work with Guy Dorius spring 2014 to develop the material.
b. Review my notes on needs as a new adjunct professor.
c. Seek input from current adjunct/transfer faculty as to their needs and
questions they would like to see in a handbook.
ii. Excel in assigned committee service
a. Continue to work closely with the Friday Faculty Forum committee,
attending all meetings, and attending all Friday Faculty Forums. Also
perhaps develop a Friday Faculty Forum philosophy/purpose statement to
submit to the Administrative Council.
b. Assist Guy Dorius with the transfer/mentor faculty. Communicate with
transfer/adjunct faculty at the start of each semester. Attend and observe a
minimum of 3 adjunct/transfer faculty classes per semester and offer any
help as requested.
c. Assist Kent Brooks with department in-service by appropriately suggesting
and submitting a proposed plan for in-service schedule/topic for next year
(2014-2015).
iii. Join the Religious Education Association and attend/participate in its annual
conference
a. Work with Linda Godfrey to be registered with the association and for the
2014 conference. Consider presenting at the 2014 conference with Ryan
Gardner.
b. Plan attending the conference into my research budget
iv. Be actively involved in departmental meetings, forums, and conferences.
a. Schedule all meetings in my calendar and make attendance and informed
participation a top priority
v. Contribute service to the larger community by presenting/speaking
a. Present at BYU Education Week/other conferences
b. Service in the community and Church: Speak as invited in the
community/firesides at least once per month on average
3. Scholarship
i. Project: Develop a religion department peer observation form that is outcome,
standards, and evidenced based
a. Work with Bob Freeman in the Dean’s office spring of 2014.
b. Review current research literature on effective observation forms and adapt
to religious education.
c. Work with the Center for Teaching and Learning for feedback on the form
d. Pilot test and refine the form over Spring/Summer 2014 in observing classes
ii. Write and submit 3 scholarly articles to various journals
a. “Spiritually Speaking: The Relationship between Oral Participation and In-class
Spiritual Experiences” submitted and accepted pending revision to Journal of
Research in Christian Education
b. “Factors Related to In-class Spiritual Experience: The Relationship between Preclass Scripture Reading, Note-taking, and Perceived Spiritual Experiences (with
John Hilton III; just submitted to Religion and Education pending review; revise
based upon feedback)
c. “The Effect of Oral Participation on Perceived In-class Spiritual Experience”
(Currently in the data collection and analysis process. Continue surveying classes
spring of 2014. Looking at Teaching Theology and Religion or Religious
Educator).
d. “Pedagogy of the Spirit: Comparing Evangelical and LDS Youth Curriculum and
their Relationship with Self-reported In-class Spiritual Experiences” (collaboration
with Arch Wong from Ambrose University Seminary for Religious Education. Work
with Arch and finalize the research concept spring 2014. Have classes surveyed
summer of 2014 and write article Fall of 2014)
e. “Painting the Translation: The Role of Art in Shaping our Religious Beliefs” (chapter
in Mike MacKay’s Joseph the Seer book, or article for BYU Studies or the Religious
Educator).
iii. Write 2 high quality devotional books
a. Complete devotional book Enabling Jesus with Deseret Book
b. Complete manuscript by end of spring term May, 2014 working with Bob Millet
and Lisa Roper.
c. Dedicate early morning hours (to work by 7:00am) to writing each day in spring
term.
d. Begin work on Restoring Jesus and complete by December (national label Ensign
Peak)
a. Work closely with Christ Schoebinger throughout the summer and fall, 2014
b. Dedicate early morning hours (to work by 7:00am) in summer and fall to writing
c. If Restoring Jesus doesn’t come to fruition continue work on book centered on
principles to strengthen faith in times of doubt, perhaps in spring 2015.
New Faculty Signature:
Department Chair Signature:
FDS Series Citizenship Project
As one of three professional teaching track professors in the Department of Church History and
Doctrine, we are often looked to as a resource for those who need help to improve their teaching.
I serve on both the departmental in-service committee, and on the committee to assist new
adjunct/transfer faculty within the department. Some of our new faculty members and
adjunct/transfer faculty have little if any practical experience in teaching scripture or as religious
educators at a university level. Others need help in aligning their teaching with departmental
student learning outcomes. Thus, to aid these teachers I will propose the following activities as
part of my citizenship project:
1. Create a transfer/adjunct faculty welcome and instructional pamphlet/handbook for
Church History and Doctrine teaching in collaboration with my mentor, Dr. Guy Dorius.
Specific steps to be taken would be to:
a. Review my notes on needs as a new adjunct professor.
b. Review current adjunct/transfer faculty materials
c. Seek input from current adjunct/transfer faculty as to their needs and
questions they would like to see in a handbook.
d. In collaboration with Guy Dorius create and refine the pamphlet/handbook
(sending it to others for feedback and review) over Fall 2014 semester
2. Develop a religion department peer observation form that is outcome, standards, and
evidenced based. Currently our departmental observation forms are not grounded in our
desired departmental outcomes, and are more preference based. This project would
include reviewing the current forms for strengths and weaknesses, creating a new
proposed peer observation form based upon stated department outcomes, and pilot
testing this form through observing other teachers classes and soliciting their reviews of
the strengths and weaknesses of the form. Some specific activities would be to:
a. Work with Bob Freeman in the Dean’s office spring of 2014 to review
current forms.
b. Review current research literature on effective observation forms and adapt
to religious education.
c. Create a new form
d. Work with the Center for Teaching and Learning for feedback on the form
e. Pilot test and refine the form over Summer/Fall 2014 in observing classes
f. Send the form to others within the college for review and feedback
FDS Series Professional Project Proposal
This professional service proposal replaces the scholarship project proposal as I am not required
to publish research as a professional-track teacher in the Department of Church History and
Doctrine. In the first full-time year I have spent teaching in the religion department at BYU there
have been some proposals regarding new “foundations” curriculum, including foundational
courses on the restoration, among others. These courses would be content specific, aimed to
provide all BYU students with standardized foundational knowledge and experience to ground
them in the restored gospel. In some of my research I have been studying blended-learning
models, a pedagogical approach that incorporates digital web-based learning modules with faceto-face classroom time (sometimes this is called a “flipped” classroom, where content is
presented via the web digitally outside of class, and in-class time is reserved for practical, skillsbased, higher-order learning activities). It occurred to me that blended learning could be an ideal
approach for some of our proposed foundations courses in religious education. I proposed this
idea to Dean Brent Top, who enthusiastically agreed and asked if I would be willing to
collaborate with some others to create some foundational prototypes and experiment with
blended learning. Additionally, I have felt the need to incorporate blended learning in my own
courses, feeling frustrated as I “dispense” background information on my students, not using
class for more effective and higher-order learning activities. Thus, this professional service
project is blended-learning centered, both for the Dean’s assigned foundations course and my
own D&C course. I will propose the following activities:
1. Create a blended-learning proposal for a foundations course, including a proposed
weekly model, a pre-class learning module, in-class higher-order learning activities, and
brief review of the strengths and weaknesses of a blended learning approach in religious
education foundations courses. This proposal would be presented to Dean Top and other
administrative leaders in the college of Religious Education. Necessary steps to be taken
over Spring 2014-Fall 2014 would be to:
a. Study articles and research on blended learning. Consult the Center for Teaching
and Learning. Consult with other faculty members across campus who have
successfully implemented blended learning in their courses.
b. Use spring term 2014 to work with John Hilton III and jointly develop a blended
learning module of the translation of the Book of Mormon.
c. Develop our desired model for a 2-credit course.
d. Meet together to determine outcomes for the proposed module.
e. Create a pre-class learning module (video) using Camtasia Studio and other
screen capture software.
f. Create in-class activities for the module.
g. Present the module to college administration and other interested teachers
2. Experiment on and develop some blended learning modules for one of my D&C courses
where students work through web-based modules (with audio, videos, demonstration,
questions, writing, etc.) for context and content, then class time is used for clarification,
discussion, questions, problem solving, skills, etc. This proposed project is reflected in
my course syllabus submitted with my course development plan. Some specific activities
would be to:
a. Use Spring 2014 to experiment in Camtasia Studio to create effective pre-learning
modules.
b. Develop and create the modules and learning materials (in Learning Suite) over
spring, summer, and fall 2014.
c. Pilot test these modules in some of my classes in fall 2014 and refine them based
on faculty observation and student feedback, looking to appropriately refine and
implement them for winter 2015 in other courses.
d. Make these modules available to all faculty and students who want to use them.
Religion C 325 (sections 14, 16, 19), Fall 2014
Page 1 of 12
Doctrine and Covenants (Sections 77-O.D. #2)
Instructor:
Email:
Office Hours:
Office:
Class T.A.:
Email:
Please email the class TA at the above email for basic questions regarding assignments, scores,
late work, etc. The TA will inform me when necessary.
Email Note: please check off the “grant release of FERPA” in your Learning Suite email settings
COURSE DESIGN (OBJECTIVES, OUTCOMES, & ASSESSMENTS)
In religious education, truth is received as we to “Know,” “Feel,” and “Do”
what is taught (see D&C 19:23). President Monson has said: “The goal of
gospel teaching . . . is to inspire the individual to think about, feel about,
and then do something about living gospel principles.” This “Know, Feel, &
Do” model is the foundation of this course’s design and is reflected in the
course purpose, outcomes, assessments, and class instruction.
COURSE PURPOSE
To be 1) intellectually enlarged (know), 2) spiritually uplifted (feel), and 3) personally improved
(do) through a meaningful and in-depth study of the context, content, and messages of the
Doctrine and Covenants.
COURSE OUTCOMES
To achieve the course purpose, students will accomplish the following course outcomes:
KNOW
FEEL
DO
Page 2 of 12
Religion C 325 (sections 14, 16, 19), Fall 2014
COURSE ASSESSMENTS
“Our Heavenly Father is a God of high expectations” (Elder D. Todd Christofferson, CR April
2011), and thus to help you succeed I also have high expectations. Intellectual, spiritual, and
personal growth in religious education comes from diligence, obedience, and effort. The
following assessments are designed to help facilitate this growth and accomplish the course
purpose and learning outcomes. Your grade for the course will be based on your scores for
each of the following items, details of which are explained in the syllabus:
Assignment Category
Pre-Class Preparation Quizzes
Final Exam
Learning by Faith Report
Midterm Exam
Doctrinal Dilemma Article
Doctrinal Dilemma Draft/Review
Pre-Test
Course Evaluation
Syllabus Master Quiz
#
25
1
3
1
1
1
1
1
1
Points
for
Each
7
150
50
100
75
25
25
10
10
Total
Points
% of
Grade
205*
150
150
100
75
25
25
10
10
27%
20%
20%
13%
10%
3%
3%
1%
1%
750
* 30 points come from two 15 pt. TA "quality" assessments of your Class Reading Insights
GRADING
Grading is based on the total points earned from the assessments listed above and follows a
traditional percentage scale:
A (93%-100%)
698-750 pts
C+ (77%-79.9%)
578-599 pts
D – (60%-62.9%)
450-472 pts
A- (90%-92.9%)
675-697 pts
C (73%-76.9%)
548-577 pts
E (0%-59.9%)
Below 450 pts
B+ (87%-89.9%)
653-674 pts
C- (70%-72.9%)
525-547 pts
B (83%-86.9%)
623-652 pts
D+ (67%-69.9%)
503-524 pts
B- (80%-82.9%)
600-622 pts
D (63%-66.9%)
473-502 pts
There is no rounding up or down of grades, no matter how near a grade border. See
“Instacredit” for an opportunity to add extra points to your grade. Otherwise, please do not
ask. Grades for the course can be viewed through BYU Grades in Learning Suite.
Page 3 of 12
Religion C 325 (sections 14, 16, 19), Fall 2014
Course Schedule and Due Dates
Date
2-Sep
4-Sep
9-Sep
11-Sep
16-Sep
18-Sep
23-Sep
25-Sep
30-Sep
2-Oct
7-Oct
9-Oct
14-Oct
16-Oct
21-Oct
23-Oct
28-Oct
30-Oct
4-Nov
6-Nov
11-Nov
13-Nov
18-Nov
20-Nov
2-Dec
4-Dec
9-Dec
11-Dec
Pre-Class Reading
Assignments
Class Topic
Introduction, Learning by Faith
D&C 77, 79-80
Big Questions and Life Directions
D&C 81, 90
The First Presidency
D&C 78, 82-83, 104
Where Much is Given: The Law of Consecration
Syllabus Master Quiz and Pre-Test due by Saturday, September 13th
D&C 84:1-59
The Oath and Covenant of the Priesthood
D&C 84:60-120
"Into All The World": Promises and Principles for Missionaries
D&C 85-87
Apostates, Wheat and Tares, and War
D&C 88
The Olive Leaf Instructions
D&C 89
The Principles and Promises of the Word of Wisdom
Learning By Faith Report #1 due by Tuesday, September 30th by 11:59pm
D&C 91-93
Gaining Light and Truth
D&C 94-96
Endowed with Power
D&C 97-98, 101, 103, 105
D&C 99, 100, 102, 106,
108
None
Big Trouble in Little Zion
Caring for Families, High Councils, and Other Messages
Midterm Review
MIDTERM TEST (sections covered Sept. 2-Oct. 14)
Available at the Testing Center Oct. 20-24 (Late day Oct. 25, fee required)
D&C 107, Official
Declaration 2
Priesthood Duties and Denial
D&C 109-110
The Kirtland Temple Dedication and Visions
D&C 112, 114, 118
TMU and the Twelve
3 Copies of a Draft of Doctrinal Dilemma Paper Due for Oct. 30th class
D&C 113, 115-116
New Names and New Places
Learning By Faith Report #2 due by Friday, October 31st by 11:59pm
D&C 111, 117, 119-120
Where Your Treasure Is: Money and Tithing
D&C 121-123
"O God, Where Art Thou?": Liberty Jail Letters and Lessons
D&C 124-126
Nauvoo
D&C 127-128
Baptisms for the Dead
Final Doctrinal Dilemma Paper due by Saturday, Nov. 15th by 11:59pm
D&C 129-130
Developing Doctrines
D&C 131-132:1-27
The New and Everlasting Covenant of Marriage
Learning By Faith Report #3 due by Monday, Dec. 1st by 11:59pm
D&C 132:28-66; Official
Declaration 1
The Beginning and Ending of Plural Marriage
D&C 133-134
The Events of the Last Days and the Role of Government
D&C 135-136
The Martyrdom and Trek West
D&C 137-138
The Spirit World/Final Review
Last day to submit Course Evaluation April 17th
COMPREHENSIVE FINAL EXAM (D&C 77-O.D.#2)
Available through the Testing Center Dec. 15-19 (no late day allowed)
Pre-class Quiz/Insights
Due Before Class
Quiz #1
Quiz #2
Quiz #3
Quiz #4
Quiz #5
Quiz #6
Quiz #7
Quiz #8
Quiz #9
Quiz #10
Quiz #11
Quiz #12
Quiz #13
Quiz #14
Quiz #15
Quiz #16
Quiz #17
Quiz #18
Quiz #19
Quiz #20
Quiz #21
Quiz #22
Quiz #23
Quiz #24
Quiz #25
Quiz #26
Religion C 325 (sections 14, 16, 19), Fall 2014
Page 4 of 12
Course Assessment Explanations
PRE-CLASS QUIZ/READING INSIGHTS (7 Points Each, 175 Points Total)
To help you further develop the desired course outcomes of knowing key context, people,
places and events and develop your ability to analyze the D&C for doctrines, principles, and
applications you will complete 1) a pre-class video, 2) D&C reading, and 3) quiz to prepare you
for the next day’s class. The first part of the pre-class assignment is to watch a learning video
providing key contextual information for the sections of the D&C you will be studying before
class. These learning videos will be posted under the “class content” section in LS. After
watching the video, you will then study the assigned sections of the D&C for the upcoming
class, recording your “reading insights” on the section (see “reading insights” below). After
watching the video and reading the assigned sections, you will then log into LS and take the
corresponding quiz. Each quiz has two context-related questions from the pre-reading video,
and then an a self-scored 5 point question where you will copy and paste a brief 1 page (300-ish
words) “Class Reading Insights” response summarizing the assigned sections’ truths and
relevance. The following rubric determines how you will be scored on each pre-class quiz:
Quiz Scored
Self-Scored
2 pts. Correctly answering context questions from learning video
2 pts. Well-written statements of truth for each section with accompanying verses
1 pt. Labeling each statement of truth as either a “Doctrine” or “Principle”
2 pts. Application to life paragraph from each section
7 total points
Reading Insights
The following is what is expected in the 5 point written portion of the quiz:
1) As you study the section, write 1-2 well-stated doctrines or principles (gospel
truths) for smaller sections (of 15 verses or less), 3-4 main doctrines and
principles for mid-size sections (15-50 verses), and 4-5 doctrines or principles for
larger sections (50 + verses). Next to each stated doctrine or principle, write the
verse(s) from where you are pulling the truth. Label each truth as a “Doctrine”
(eternal truth of the plan of salvation) or a “Principle” (concentrated truth
packaged for application for application).
2) For each D&C section, pick one of the doctrines or principles you listed and
discuss in what ways that doctrine or principle is relevant to your life and how
you can act and live it in your life.
To give you a better feel there are examples of high quality reading insights under the
“contents” section in Learning Suite. The following is an example of a class reading insight for
D&C 76 (please follow this format when writing your responses):
Religion C 325 (sections 14, 16, 19), Fall 2014
Page 5 of 12
Section: D&C 76
Principles and Doctrines:
o Doctrine: God saves all the works of his hands—except the sons of perdition—in
a kingdom of heaven (vs. 43-44, 89).
o Doctrine: Jesus Christ lives and is resurrected (vs. 22-23).
o Principle: We should write when we are “in the Spirit” (vs. 11, 28, 80, 113, 115).
o Doctrine: Although we are imperfect, if we obey the first principles of the gospel
Christ will perfect us for the celestial kingdom (vs. 51-53, 69).
Application of one truth from this section to my life: As I am doing a lot of writing lately, I
picked that I ought to write while I am “in the spirit.” This applies to my taking notes in church
classes and meetings (writing what I see, hear, and feel and recording personal promptings in my
scriptures, notes, or iPad), writing consistently in a personal journal, and also applies to the
writing I am doing for church books. It is just as necessary for me to pray and seek inspiration
from the Holy Ghost when writing about the gospel as it is before teaching the gospel.
One pre-class quiz will be due by 11:59pm the night before each class session. You will not be
able to re-take these quizzes (you can save, exit, and re-enter the quiz, however), and no late
assignments will be accepted for pre-class quizzes. Your lowest score on the pre-class quiz will
be automatically dropped (one score). You will submit your Pre-class reading quiz/insights
under the “Exams” tab in Learning Suite. The first two points on context will be based upon
whether you answer the questions correctly from the context video. The other five points you
will self-score yourself based on the rubric. You will then copy and paste your class reading
insights in the “explain your answer” box at the bottom.
QUALITY GRADE FOR CLASS READING INSIGHTS (15 Points Each, 30 Points Total)
Additionally, the class TA will randomly select TWO of your Class Reading Insights entries (one
during the first half of the semester, and one during the second half of the semester) and give
you a 15 point “quality” grade based upon the rubric above (x3 each area). Using random
number assignment the TA will select from any of your available entries you have submitted, so
be sure that each of your class reading insights you submit are high quality work. Requests to
have a specific class reading insight evaluated or re-evaluated will not be granted.
FINAL EXAM (150 Points)
A closed-book multiple choice final exam covering D&C 77-O.D.#2 (with heavier emphasis on
sections after 10/16) will be given at the end of the semester to assess course outcomes related
to your ability to know, analyze, synthesize, and apply the Doctrine and Covenants. This
questions from this test will be based primarily upon the “Learner Objectives” outlined at the
beginning of each class. This test will be given through the testing center during finals week,
December 15-19, and is usually given at the Wilkinson center (see testing.byu.edu). No makeup tests will be available.
LEARNING BY FAITH REPORT (50 Points Each, 150 Points Total)
The Doctrine and Covenants tells us to “seek learning, even by study and also by faith” (D&C
88:118). Elder David A. Bednar explained: “Recognize that as learners, you and I are to act and
Page 6 of 12
Religion C 325 (sections 14, 16, 19), Fall 2014
be doers of the word and not simply hearers who are only acted upon. Are you and I agents
who act and seek learning by faith, or are we waiting to be taught and acted upon? . . . A
learner exercising agency by acting in accordance with correct principles opens his or her heart
to the Holy Ghost and invites His teaching, testifying power, and confirming witness. Learning
by faith requires spiritual, mental, and physical exertion and not just passive reception” (“Seek
Learning by Faith,” Address to CES Religious Educators, Feb. 2006, p. 3). Thus, active
participation in-class and purposeful application outside of class are requisite to learn by faith
and accomplish the purposes of this course (know, feel, & do), particularly the course outcomes
of “Apply gospel doctrines and principles to life” and “Become more converted to the gospel of
Jesus Christ.”
What: At the end of each month you will complete a “Learning by Faith Report” in LS where you
report your in-class participation and out-of-class application of a gospel truth(s) from that
month’s study of the D&C. For the in-class participation portion (25 points) you will complete a
self-report of your monthly class participation as follows:
1
I missed class this month
2
I was on time and statyed until the end of class
I had and used my scriptures in class (following
along, reading, marking and underlining, etc.)
I took meaningful notes (personal insights and
impressions, class content, discussions)
I participated appopriately and sought to learn by
the Holy Ghost in class (spiritual, mental, and
physical exertion)
3
4
6
0 times
13
1 time
11
2 times
9
3 times
7
Always
3
Usually
2
Rarely
1
never
0
3
2
1
0
3
2
1
0
3
2
1
0
4 times
5
5 times
3
6+times
1
After reporting your in-class participation, you will then report your efforts to “GO and DO,” or
purposely act and have done something based on what you are learning from class. Alma
teaches that you need to “experiment” (Alma 32:27) upon the words of Christ to “increase your
faith” (Alma 32:29; see also John 7:17). During class I will regularly give invitations to act based
upon what we are learning. This portion of the assignment is for you to report on how you have
purposefully acted upon on one of those invitations from class or on something you personally
were prompted to do from your class reading insights or from the class discussion. Your GO and
DO portion of this assignment will be reported and scored by you as follows:
•
•
•
1-2 sentences describing which class and/or D&C verses you GO and DO came from
1 paragraph describing why you chose this particular GO and DO action
1 paragraph describing what specific actions you took and how those actions are
connected directly to what we studied in the D&C this month
• 1 paragraph describing your experience—an analysis of the results or “fruits” from
taking the action
• 1 paragraph sharing your belief or testimony of the principle related to the action
You will then score yourself on your GO and DO summary based upon the following:
Religion C 325 (sections 14, 16, 19), Fall 2014
Page 7 of 12
25 points: I put significant time, thought, and purposeful effort into applying truths from the
D&C into my life this month and ensuring that each section of this GO and DO summary was
well-written.
20 points: I put noticeable time and thought into applying truths from the D&C into my life,
tried to purposely act on something we learned in class, and my summary paragraphs are
somewhat well thought out and written.
15 points: I didn’t think about the GO and DO assignment much until the very end of this month
and then I quickly did something and then wrote up the basics about it for this assignment.
10 points: I didn’t think much (if at all) about this assignment until right before it was due and
then I quickly thought of something I had already done in the month (“Oh, I went to the temple
the other night and I could round-about connect that to D&C ___ ), and then I hastily wrote up
each summary paragraph just before it was due.
One Learning by Faith Report will be due by 11:59 pm at the end of each month (Sept. 30th, Oct.
31st, Dec. 1st) and will be submitted as an exam through LS. Late submissions will be reduced
10% each day. Any submission more than 7 days late will receive a maximum score of 10 points
(20%). No late Learning by Faith Reports will be accepted after the next Learning by Faith’s due
date (i.e. that are more than a month late). *Note: When writing your GO and DO portion of the
report please do not disclose anything that is overly personal or sensitive or names of individuals
that should be kept confidential.
MIDTERM EXAM (100 Points Total)
A closed-book, multiple choice midterm exam will be given at the mid-point of the semester on
October 20th – 24th (Late day October 25th, $5 fee required). The midterm will cover key
learning objectives (people, places, context, and content) discussed in classes and readings
from Sept. 2nd – Oct. 14th. This exam will be given in the testing center. Tests cannot be
rescheduled only for exceptional, extenuating circumstances (i.e. hospitalization, family death,
etc. Tests will not be reschedule for “forgetting,” or a family trip, or not making it to the testing
center on time, etc.).
DOCRINAL DILEMMA RESEARCH ARTICLE (80 Points)
Your ability to analyze, synthesize and explain gospel concepts to accurately answer gospel
questions and solve problems is not only part of the desired outcomes of the class, but is an
essential skill that can contribute to your spiritual growth and the spiritual growth of others.
You will demonstrate these desired outcomes by answering some relevant “doctrinal
dilemmas.” Using truths from your study of the Doctrine and Covenants, you will write a
researched response to one of the following questions:
•
Dilemma #1) If God is perfect and doesn’t change, and this is his true Church, then why
do the teachings and practices in his Church sometimes change?
•
Dilemma #2) We have been promised in scripture that “The Lord will never permit me
or any other man who stands as President of this Church to lead you astray.” (President
Wilford Woodruff, Official Declaration #1). However, President Dieter F. Uchtdorf
Religion C 325 (sections 14, 16, 19), Fall 2014
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recently taught in general conference that there have been times when, “leaders in the
Church have simply made mistakes” (CR, Oct. 2013). How do we balance those two
statements? How can we follow sometimes imperfect leaders in perfect faith?
•
Dilemma #3) The scriptures teach us that God will fulfill all his promises to us (see D&C
1:37, 58:31) and answer our prayers. Why, then, do some of his promises and our
prayers apparently go unfulfilled, such as establishing the city of Zion? Why do some of
the gospel promises we have received in our own lives go unfulfilled (such as marriage
and family), especially when they are righteous desires, and what we do about it?
•
Dilemma #4) The D&C frequently addresses money, temporal resources, and principles
related to the rich and the poor. Frequently those who do not give of their excess are
condemned by God (see D&C 104:17-18). Living in a land and time of prosperity (do we
really need another pair of shoes/latest iPhone?), how do we know when we are doing
what the Lord has commanded and living righteous financial principles, and when are
we guilty of being overly selfish with our money and resources?
(*Note: If you have a different topic for a doctrinal dilemma you would like to write about that
is relevant to the second half of the D&C you are more than welcomed. Email me to have it
cleared before you begin writing it.)
Your assignment is to write two 3 page (about 1000 words) article addressing one dilemma by
articulating at least 5 principles from the Doctrine and Covenants. The following aspects should
be included in each article and will be the basis for its grade:
1. References: Your article should include a minimum of five Doctrine and Covenants
references (one for each principle you discuss) as well as at least three overall
supporting references from non-D&C scriptures and/or words of the prophets and
general authorities of the Church.
2. Principles: At least five clear, summarized principles (in bold) followed by a wellarticulated, one paragraph commentary explaining the principle and its
relevance/application to the doctrinal dilemma.
3. Formatting: Each article should begin with the doctrinal dilemma question re-stated in
italics, followed by a brief one paragraph introduction, followed by at least five
summarized principles in bold and non-bolded explanatory commentary for each
principle, followed by a brief one paragraph conclusion.
4. Length and Style: Your article should be 3 pages (about 1000 words), double spaced, 12
point font, with 1 inch margins. Your article should exhibit clean, understandable, high
quality, university-level writing (spelling, spacing, references, endnotes, etc.).
Each of these research articles will be graded using the following rubric:
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Religion C 325 (sections 14, 16, 19), Fall 2014
Doctrinal Dilemma Research Article Scoring Rubric
FACTORS TO BE CONSIDERED
3
4
5
COMMENTS
REFERENCES
PRINCIPLES
FORMATTING
LENGTH AND STYLE
Total
______
X 4 = _____ / 80
GRADING SCALE
3 = Needs work – Quality of work did not satisfy a college level expectation or fulfill the assignment
4 = Satisfactory – Quality of work met all the objectives of the assignment
5 = Excellent – Quality of work deserves recognition
Go to the “Content” section in Learning Suite to see an example of a doctrinal dilemma article
addressing the question: What should I do when confronted by people who want to argue with
me about the Church or who are antagonistic toward the Church. When do I “turn the other
cheek” and when do I fight back and defend the truth and Church?
Your final draft of your Doctrinal Dilemma article will be submitted as an assignment through
Learning Suite and is due Saturday, November 15th by 11:59 p.m. Late papers will be deducted
by 10% each day they are late. After 7 days late papers may be submitted but will receive a
maximum of 20 points (25% credit). Note: Papers submitted as Google docs or downloadable
links will not be accepted and are counted late. A digital copy of the paper must be uploaded.
DOCTRINAL DILEMMA DRAFT/REVIEW (20 Points)
To help you in writing an effective paper and to provide you with feedback, 20 points for this
assignment come from coming to class on October 30th with three printed copies of a final draft
of your paper, and by your providing quality feedback to three peers on their papers. During
class this day you will be organized into groups of four, and you will distribute your paper to
three other classmates so they can provide a peer-review and make suggested feedback to help
you improve your paper. You will receive 10 points for bringing three printed copies of a draft
of your paper to class, and 10 points for reviewing and providing feedback for three other
students in the class. If you miss class on this day you cannot make-up this 20 point in-class
assignment, as providing and receiving peer-review is essential to quality writing.
D&C PRE-TEST (25 Points)
There will be a very brief pre-test due by the second week of class (Sept. 13th). The purpose of
this test is to provide a base-line summary of your D&C knowledge and to help inform me as
the instructor to teach you more effectively. Also, it will help familiarize you with the general
feel of my exams. Regardless of your performance you will receive 25 points for simply
completing the pre-test. The test is to be taken at the testing center from Sept. 9th – Sept. 13th.
Religion C 325 (sections 14, 16, 19), Fall 2014
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COURSE EVALUATION (10 Points)
At the end of the semester you will have the opportunity to formally evaluate this class through
the university student ratings system. I greatly appreciate and value your feedback (both
positive and suggestive) in helping me be a more effective teacher, and thus make it an
assignment. The evaluation is usually sent by the university via email the last week of the
semester and must be submitted by Dec. 11th (studentratings.byu.edu). Please check off the
box that lets me see the names of those who completed the evaluation so I can give you credit.
SYLLABUS MASTER QUIZ (10 Points)
To help you, my TA’s, and me, there is a brief syllabus quiz to be taken on Learning Suite due
Saturday, Sept. 13th before 11:59 pm. You need to download and read this syllabus (good job if
you’re reading this very sentence! If you’ve read this far, shoot my TA an email that says “+2”
and you’ll get 2 bonus points for your faithful reading) and then watch the “Syllabus Master”
video to know the assignments and policies herein to save yourself from failure via assignment
ignorance (and to save BYU’s servers from scores of unnecessary emails because my students
have read and know this beautiful, well-crafted, enthralling syllabus!). You will take a short 10
point quiz to ensure your understanding of the syllabus so you can succeed as a student.
INSTACREDIT (+10 Points)
For those who missed an assignment or didn’t do well on a test or who just
want to pad their grade a bit, I allow one extra credit opportunity. Your extra
credit assignment is to create an Instagram-type poster image of a truth from
your D&C readings (see example to the right). These should be your words
summarizing a truth from the D&C (Do NOT just quoting a scripture). After
you have created the image (in Word or Publisher, etc.) post it to the
“INSTACREDIT” Digital Dialogue thread in Learning Suite, and then publicly
post it to your Instagram, Facebook, blog, etc. to share it with the public. It’s
good practice for articulating your D&C doctrines and principles, it’s creative,
it’s another way to share the gospel with others, and it is 10 extra credit
points (wow, 4 in 1! The Church is true).
OTHER ITEMS
Late Assignments
While I am sympathetic, it is your responsibility to manage the demands, pressures, and
difficulties of your life and still meet deadlines. Please do not use these as excuses for not
turning work in on time and still expecting to receive full credit. I only make exceptions for full
credit late work based on extreme circumstances, such as unexpected personal hospitalization
(or that of a spouse or child), death/funeral of an immediate kin, or a university documented
reason. All other late work will be scored as outlined in this syllabus.
Religion C 325 (sections 14, 16, 19), Fall 2014
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Class Structure and Procedures
Class will begin with brief announcements followed by singing one verse of a hymn and a prayer
offered by a student (any student who desires not to pray should make it known to me
privately), then brief 5 minutes of student class shares. The remainder of class will be
dedicated to learning the context, content, and messages of the assigned D&C sections for the
day unless otherwise indicated.
Use of Technology
You are more than welcome to use your laptop/tablet/phone for scriptures, to take notes, and
enhance your learning as long as it is not used for distracting purposes (social media, web
browsing, etc.) or distracting to others. Students who are distracted because of another’s
abuse of technology may report it to me and I will consult privately with the student and
discuss potential grade implications of distracting behavior.
Honesty and Integrity
All students are expected to abide by BYU’s Honor Code, which includes academic honesty.
Inflating self-reported grades, fabricating assignments, cheating, or plagiarism are each
violations of the Honor Code. Please don’t sacrifice your character, integrity, or possible
academic standing for the unworthy prospect of potential grade elevation. Those who display
dishonest behavior will be subject to the options outlined by the University.
University Policies
The Honor Code and other University policies regarding students with disabilities,
discrimination, harassment, and classroom disruption can be read and reviewed
at http://religion.byu.edu/students.html#policies . If you have a qualified, documented medical
situation that affects your assignments and/or test-taking please contact the University
Accessibility Center (422-2767) and provide me with the appropriate documentation.
Office Hours
I love to meet with my students during my office hours. That’s why I have them! If your
schedule does not fit my office hours then email me and we will set up a time that works for
both of us.
Helpful Texts
Although the only text required for this course is your copy of the Doctrine and Covenants, the
following books are helpful in learning the context, content, and history of the D&C revelations.
Making Sense of the Doctrine and Covenants by Steven Harper (2008). I use this a lot.
Doctrine and Covenants Student Manual and Church History in the Fulness of Times are also
helpful is free as a pdf or html copy at lds.org/manual/institute.
Final Thought
Please know that I care about your learning, faith, and life and want
you to succeed. Let me know how I might be of help to you. I look forward to a great
experience with you.
Religion C 325 (sections 14, 16, 19), Fall 2014
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