Essentials of Discipleship: An Introductory Course …...In Essentials of Discipleship, Discussions...

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Printable Syllabus

Essentials of Discipleship: An Introductory Course for New Believers

Course Title: Essentials of Discipleship: An Introductory Course for New Believers

Credit: 3 Credit Hours

Instructor's Name: Donald Adams, Jr.

Catalog Description: The Essentials of Discipleship: An Introductory Course for New

Believers is an eight-week, fully online course that allows the learner to investigate the

principles of discipleship. It does so by examining the characteristics of Jesus’ disciples, by

researching and investigating Jesus’ “Great Commission”, by studying His expectations for

his disciples to execute the Great Commission, and by examining believers’—particularly

new believers—responsibilities relative to discipleship. The course focus is to set a

foundation for new believers to accept responsibility for fulfilling the “Great Commission.”

Prerequisites: None

Restrictions: Students must have access to a recent model (within the past 3 years)

computer with online capabilities. High speed Internet access (broadband) is highly

recommended.

Rationale: Disciples are made, not born. In order to effectively fulfill Christ’s mandated

commission, new converts and believers must be trained in the disciple development

process.

Intended Audience: Computer literate individuals, new to the Christian faith, who desires

to learn how to fulfill the Great Commission.

Teaching and Learning Activities: The Essentials of Discipleship: An Introductory Course

for New Believers is an eight-week, fully online course. Learning activities will consist of

readings, posting responses to discussion topics, selected viewing of multimedia materials,

development of an illustration of the ‘Great Commission’ and other related course elements

that allows for instructor and peer feedback.

Expected Student Outcomes: Upon completing the course, the learner should be able to:

1. Examine the particular personalities of each of Jesus’ twelve disciples.

2. Explain the responsibilities of disciples.

3. Apply principles of evangelism to discipleship.

4. Analyze his or her individual beliefs on the responsibilities for disciplining others.

5. Identify discipleship principles.

6. Illustrate the expectations of the Great Commission.

7. Share the Gospel in a manner that helps individuals make a decision to become a

disciple in the Christian faith.

8. Explain the process for making a disciple.

Text: All learning materials used in the course are online resources. The Holy Bible, Blue

Letter Bible study software online program is the primary text/resource, as well as certain

chapters from the textbook, Disciples Are Made Not Born, 2nd edition written by Walter A.

Henrichsen.

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This book is available online from Amazon (ISBN: 978-0-781438-83-4).

An additional recommended text/resource is All the Apostles of the Bible written by Herbert

Lockyer. This book is available online from Amazon (IBSN: 0-310-28011-7).

Hardware and Software Requirements:

The student must have an up-to-date computer (not more than 3 years old) and high speed

Internet access. Students are expected to have word-processing skills and an up-to-date

version of Microsoft Word to submit assignments.

The course is divided into 8 'lessons', the focus of each is noted below.

Lesson Focus

Lesson 1:

Course Introduction

Who were the Twelve? Why were they chosen?

Discussion

In this lesson, you will review the

course syllabus and orientation. You

will begin examining the lives and

personalities of Jesus' twelve disciples

to investigate His rationale for choosing

them as His disciples.

Lesson 2:

The Great Commission (Holy Bible,

Matthew 28:18-20)

Research

Readings

Discussion

In this lesson you will explore the 'call'

to discipleship for all

believers through investigation of the

responsibilities, accountability and the

authority bestowed upon a disciple to

fulfill the ‘Great Commission’. You will

discover the importance of the ‘call’ to

your own life relative to discipleship.

Lesson 3:

Principles of Evangelism

Readings

Discussion

In this lesson, you will learn the

principles of Evangelism and how to

apply them to disciple others to a

relationship with Jesus.

Lesson 4:

Principles of Discipleship

Readings

Multi-Media

Discussion


principles of Discipleship and how to

apply them to disciple others to a

relationship with Jesus.

Lesson 5:

Responsibilities of Disciples (Pt.1)

(Holy Bible, Matthew 10)

Readings

Discussion

In this lesson you will explore the

concepts involved in Jesus’ Great

Commission to His Disciples, their

responsibilities, accountability and

authority to fulfill this commission.

Lesson 6:

Responsibilities of Disciples (Pt.2) (Holy Bible,

Matthew 10)

Readings

Discussion

In this lesson you will continue

exploring the concepts involved in

Jesus’ Great Commission to His

Disciples, their responsibilities,

accountability and authority to fulfill

this commission.

Lesson 7:

The Making of a Disciple The Making of a

Disciple Readings

Discussion


process of making and developing a

disciple for the purpose of fulfilling the

mandate of the Great Commission

towards the goal of building the

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Kingdom of God.

Last Lesson:

(Final Week of the Course):

Final Project

Closure

In this final lesson, you prepare,

present and submit your final project—

an oral presentation on ‘Why One

Should Become a Disciple of Jesus

Christ’.

Evaluation:

Assessments are a vital component to any course design--online courses included.

Assessments measure and provide data on how well the student has or is assimilating the

content, as well as how effective the teacher is or was at communicating the core ideas.

For effective measurement of learning and teaching, the online course design must ensure

that each course learning objective is aligned to a summative assessment used in the

course. Of the three types of assessments (diagnostic, formative and summative) normally

developed to measure learning and teaching in a course of instruction, this course will utilize

two of the them—formative and summative.

Formative assessments provide a real-time analysis of the student’s “right now” progress

towards achievement of the course learning objectives. They measure how well the student

understands the course materials, as well as how effective the teacher is communicating

core ideas. Formative assessment types include, but are not limited to: reflective journals,

peer reviews, discussion boards, questions and answers, microblogging, social media

networking, individual and group assignments, and creating wikis.

Formative assessments in this course include weekly discussions, journal responses to

readings, a self-assessment interactive exercise, blogging, a wiki, annotated bibliographies,

and peer editing.

Reflective practice in the form of journaling, self-assessment, and peer assessment is

another type of formal assessment that is incorporated into the course as a means for

students to reflect on topics and content and keep record of their learning as it increases,

while considering their own beliefs about discipleship relative to the goal of discipling others.

Summative assessments provide a comprehensive analysis of the student’s progress

towards achievement of the course learning objectives. They measure how well the

student understands the course materials, as well as how effective the teacher

communicates the core ideas. Summative assessment types include, but are not limited

to: exams or tests, portfolios, projects, presentations, research papers, rubrics, etc.

A rubric is a tool comprised of criterion and expectations and is used for grading. This type

of summative assessment provides a means for both instructor and student to assess

student progress from the same vantage point—objectively.

Summative assessments in this course include a portfolio, brochure and oral presentations.

The use of these assessment tools will expose students to a variety of evangelistic

methodologies and strategies for sharing the Gospel with varied age groups. These

strategies will be useful in completing the Applying the Principles of Evangelism to

Discipleship assignment.

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Students will create a portfolio as a summative assessment that will be enhanced through

increased knowledge and expanded with artifacts developed from their learning experience

as they progress through the course.

The weekly discussion board activities rubric will grade participation, peer replies and

constructive feedback, connections made to and assimilation of the content, assignment

submission; the blogging activity rubric will grade demonstration of reading assigned

materials, critical evaluation of concepts discussed, and analysis and synthesis of course

concepts; the journal activity rubric will grade critical reflection of course concepts; the wiki

rubric will grade group and individual participation and connections made to and

assimilation of the content; and the oral presentation rubric will grade the many mechanical

aspects involved in an oral presentation.

The final summative assessment—oral presentation/interview—is an individual assignment.

Students will secure their own human props (cohorts, family, friends, etc.) to conduct the

videotaped or podcast interview. Students will reference and use the evangelism and

discipleship principles learned throughout the course, as well as a self-designed script to

complete the assignment.

The instructor will evaluate your weekly formative and summative assessments submitted

for grading using a rubric. Following is a chart that lists the required assessments and the

maximum number of points that will be awarded for completion of each.

Formative Assessments

1 Lesson 1 - Week 1 - Discussion Participation

Netiquette/Blackboard

10


The Particular Personalities of Jesus’ 12 Disciples.

10

1 Learning Agreement: Syllabus and Orientation 1


Holy Bible Reading (Matthew 28:16-20)

15


The Context Of The Great Commission Reading by Sam Horn

15


The Great Commission Reading

15

2 Discussion Participation - Lesson 2 - Week 2

The Funnel Diagram

20



15

3 Lesson 3 - Week 3 - Annotated Bibliography

Peer Editing


20



15

4 Lesson 4 - Week 4 - Annotated Bibliography

Peer Editing


20

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Class Participation/Discussion

In Essentials of Discipleship, Discussions are a way we can offer one another feedback on

the progress of discipleship development and completion of the final project, as well as offer

any suggestions for improvement.

Although evaluation in a University setting often occurs at the end of course construction, it

is very valuable, especially in a course like this, to help each other to see, on a weekly

basis, how well discipleship development and completion of the final project is going. This

gives us an additional "set of eyes" to look at what could and should be changed.

We will help one another through the Discussion board. Although each of us has a different

perspective, we can measure progress towards development of the discipleship process by

the principles as reflected in the rubric for each lesson assignment.

Discussions in Essentials of Discipleship consist of the following requirements:

5 Lesson 5, Part 1 - Week 5 - Discussion Participation

General Responsibility Reading

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5 Lesson 5, Part 1 - Week 5 – Annotated Bibliography

Peer Editing

General Responsibility Reading

20


General Accountability Reading

15

5 Lesson 5, Part 1 - Week 5 – Annotated Bibliography

Peer Editing

General Accountability Reading

20


Authority Reading

15

5 Lesson 5, Part 1 - Week 5 - Annotated Bibliography

Peer Editing

Authority Reading

20

6 Lesson 5, Part 2 - Week 6 - Responsibility for Discipleship Journaling 15

6 Lesson 5, Part 2 - Week 6 - Responsibility for Discipleship

Blog

30


The Making of a Disciple

15

Summative Assessments

4 Oral Presentation 50

4 Brochure 50

8 Portfolio 120

8 Final Project 99

Total Points 640

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In your initial post each week, you will simply announce that your draft work is ready for

review. Your announcement tells others that you have looked at the rubric for the lesson

(elements are listed in each week's discussion question), and that you are ready for a peer

critique of your draft work. Although your post is not due until Friday midnight each week,

please try to post as early as possible, so that others have a good chance to evaluate your

work.

Discussion evaluation is based on original post timeliness (posting by Friday deadline),

the peer critique you offer for a fellow student’s course, based on the criteria listed in the

discussion forum and on your response to peer critiques of your course. Posts for the

current week open the Saturday before the lesson opens on Monday and close the following

Sunday evening. Once a discussion closes, threads will no longer be available for posting.

In the Original Post Response, you will look at (at least) one peer’s draft assignment, and

evaluate the work your peer has done, given the elements required in the discussion

post. In addition, you will have the opportunity to make any suggestions for improvement

in the order, quality of prose, completeness of learner directions, etc. that you might

observe. In short, you will try to give your best critique to one peer of the work that was

done that week.

In the Response to Peer Critique, you will look at what your peer has said about your

draft work. The first concern is that you have addressed all required elements for the

lesson assignment. If your peer notes you have omitted some item, take a look at that

item, and respond. It may be that you have a very good reason why you didn't address this

element, and if that is the case, simply answer your peer, explaining your design

decisions. On the other hand, if your peer has a really good suggestion, consider

incorporating that suggestion into your work. You will then have time to change your

assignment to meet Best Practices before the assignment is due on Sunday Midnight. In this

way, we create a caring community that helps one another achieve Best Practice goals in a

friendly and helpful way.

Criteria Points

Fully Meets Criteria

Partially Meets Requirements

Post made but does not meet requirements

No posts made

Criteria 3 2 1 0

CONTENT

Provides comprehensive insight, understanding, and reflective thought about the topic. Explains all ideas clearly and concisely in a logical progression with effective supporting evidence.

Provides a moderate amount of insight, understanding, and reflective thought about the topic. Explains most ideas clearly and concisely with supporting evidence.

Provides only minimal understanding, or reflective thought about the topic. Incompletely explains ideas and does not effectively use supporting evidence.

Provides no understanding or reflective thought about the topic. Fails to explain ideas clearly, and does not use any supporting evidence.

____/3

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CRITICAL ANALYSIS (UNDERSTANDING OF READINGS OR OBSERVATIONS

Analysis or observations display an excellent understanding of the required readings and underlying concepts including correct use of terminology.

Analysis or observations display an understanding of the required readings and underlying concepts including correct use of terminology.

Analysis or observations repeat and summarize basic, correct information, but do not link to specific real-life application.

Analysis or observations show little or no evidence that readings or observations were completed or understood.

____/3

POST TO DISCUSSION BOARD

Discussion posts are submitted on time.

Discussion posts are submitted 1 day late.

Discussion posts are submitted 2 days late.

Discussion posts are not submitted.

____/3

RESPONDS TO OTHER POSTS

Exceeded the required number of post to peers in the discussion.

Responded to a minimum of 2 peer posts in the discussion.

Responded to only 1 peer posts in the discussion.

No response to peer posts in the discussion.

____/3

SPELLING AND MECHANICS

Posts contain grammatically correct sentences without any spelling errors.

Posts contain one or more grammatically incorrect sentences and/or spelling errors

Posts are written using grammatically incorrect sentences.

Posts are written without structure.

____/3

Total----> ____/15

Your instructor also looks at each assignment element, and evaluates your work on the

basis of the rubric requirements. If your instructor asks you to change something, there is

usually a really good reason, so please listen to those suggestions. At the end of the

course, your instructor reviews your work again to make sure that Best Practices were

followed, based on the assignment rubrics. Making required corrections each week will

mean a lot less work at the end of the semester, when you prepare your Final Project.

Blog

Students will produce one blog entry for this course. It will come during Lesson Five, Week

Six and address the responsibilities for discipleship. The blogging activity rubric (see below)

will grade demonstration of reading assigned materials, critical evaluation of concepts

discussed, and analysis and synthesis of course concepts.

Blog Rubric

30 Possible Points

Criteria Fully Meets Requirements

Partially Meets Requirements

Substantially Fails to Meet Requirements

Unsatisfactory

Content 10 to 10 points

Blog post demonstrates an understanding and application of the

8 to 9 points

Blog post demonstrates an understanding and application of the

4 to 7 points

Blog post does not demonstrate an understanding and application of the course

0 to 3 points

Blog post does not demonstrate an

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course content

encompassed in the blog

assignment. The post is well developed and addresses the key learning objectives related to the

content.

course content

encompassed in the blog

assignment. But The post is overly brief and not well developed or does not addresses all of the key learning

objectives related to the content.

content encompassed in

the blog assignment. Key content elements are

omitted. But for the content that it does address, the post is well developed and addresses the key learning objectives related to that

content.

understanding

and application of

the course content encompassed in the blog assignment. Key content

elements are omitted. the post is overly brief and not well developed or does not

addresses all

of the key learning objectives related to the content. OR Assignment

was not submitted.

Writing 10 to 10 points Blog is well written with no writing or

organizational or typographical errors.

8 to 9 points Blog is well written with no writing or

organizational errors but has 1-3 typographical errors.

4 to 7 points Blog has one or two writing/organizational

errors. May also have typographical errors.

0 to 3 points Blog is poorly written with

numerous writing, organizational, and

typographical errors and organizational

errors. OR assignment not submitted.

Timely Submission

3 points Assignment submitted by the

due date.

0 Points Assignment submitted after the

due date.

0 Points 0 Points

Portfolio

Students will create a digital portfolio in this course.

Required Portfolio Elements:

A reflection paper that addresses your learning experience in this course

A copy of your final project (Note that this project will be the portfolio element that

constitutes 50% of the portfolio grade for this course).

Any other artifacts from the course that you feel should be included to demonstrate

what you have learned.

For this course the portfolio should have a professional appearance:

Your portfolio should be easily navigable.

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Create 'artifacts' (files, upload into Blackboard and then link to within the appropriate

portfolio section. This way, the portfolio avoids lengthy scrolling. Additionally, this

allows you to also create appropriate formatting for each of the artifact files so that

they are also professionally presented and readable.

Formatting should remain reasonably consistent between one course section and the

next (including the identification of main sections and a consistent use of fonts)

Each subsection in which you will be linking to artifact files should have a brief

introduction to provide context for the reader (i.e., the page should be more than a

title and links to files).

Portfolio Rubric:

Portfolio

Rubric

Criteria Fully Meets Requirements Mostly Meets

Requirements

Substantially

Fails to Meet

Requirements

Required

Elements

Addressed

5 points

Reflection and all individual work

sections are present. Artifacts

provided. "

2 to 4 points

Reflection and

some individual

work sections are

present.

0 to 1 point

Little to no

Some reflection

or the

assignment was

not submitted.

Organization 5 points

The portfolio menu provides a

clear structure. Individual

elements for each section are

presented with separate links.

Each link has content with

individual sections introduced

appropriately. The portfolio is

easily navigated.

2 to 4 points

The portfolio menu

provides a clear

structure. Some

individual sections

are not adequately

introduced.

Portfolio navigation

is cumbersome.

0 to 1 point

The portfolio

menu does not

provide a clear

structure. More

than one

element is

missing. Section

introductions

are missing.

Portfolio

navigation is

problematic

Writing 8 points

The portfolio is well written with

each segment fully developed

and with no more than 2

typographical or spelling errors.

4 to 7 points

The portfolio is

well written but

some segments

are not fully

developed or there

3 or 4

typographical

and/or minor

writing errors.

0 to 3 points

The portfolio is

poorly written,

some segments

are not fully

developed and

there are more

than 4

typographical or

writing errors.

Final Project Overview and Rubric

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Students will begin the final project during lesson two of the course. At week two, the

students will post their Great Commission illustration to the instructor for review, feedback

and grading. This will allow the students to receive feedback on content that will be

included in their final project. The final project will be due during the last week of the

course. The rubric will measure the effectiveness of how well the Gospel message is

delivered by the student and received by the potential convert.

Grading

Grades will be assigned as follows:

A total of 640 points are available in the course.

Grade Points

A 584 - 640

B 527 - 583

C 470 - 526

D 413 - 469

F 412 and below

Academic Honesty Policy

Academic honesty pertains to all methods of fulfilling academic requirements at Governors

State University. The following procedures are appropriate ways to use the ideas and work

of others when fulfilling academic requirements:

When someone else’s work or scholarship is used to fulfill academic requirements,

the source should be given credit. It should not be stated or implied that this work is

a person’s own work.

When using material from a publication, (e.g., book, journal, article, film, etc.), that

material should be enclosed in quotation marks, or otherwise set off, and the source

of the material acknowledged.

When paraphrasing published material, (e.g., using it almost word-for-word), the

source should also be acknowledged unless the information is common knowledge in

the field. Unpublished data or ideas of another person should be utilized only with

the consent of that person.

Material should be prepared jointly with one or more other individuals only with the

permission of the instructor. The contributions of all individuals to this material

should be clearly acknowledged when it is submitted.

Having someone else prepare material that is to be submitted should only be done

with the instructor’s permission to do so.

The same piece of work should not be submitted for credit in more than one course

without the permission of all instructors involved.

Hypothetical data should be submitted only with the permission of the instructor to

do so and should be clearly labeled as such.

One should refuse to make work available to another person who intends to submit

part or all of that work as if he/she had written it.

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Students may neither give, request, nor utilize assistance during an examination

without the instructor’s permission. These ethical guidelines are in no way intended

to discourage people from studying together or from engaging in group projects.

Plagiarism in this Class

This class takes a serious stand on plagiarism. Students whose work (discussion posts,

blogs, portfolios, final projects) that contain verbiage that has been plagiarized will be

penalized by the receipt of a "0" points for the first assignment in which the plagiarism is

detected. Students who subsequently submit a second assignment containing plagiarized

content will receive an "F" in the course.

Students with Disabilities

Students, who have a disability or special needs and require accommodation in order to

have equal access to the classroom, must register with the designated staff member in the

Division of Student Development. Please call (708) 534-4090 and ask for the Coordinator of

Disability Services. Students will be required to provide documentation of any disability

when an accommodation is requested.

This online course was designed with accessibility issues in mind:

If the course uses podcasts or other original audio components, a written transcript

is provided.

Alt tags are provided for all images. When graphics are used instructionally (as

opposed to cosmetic use), specific information contained in the graphic will be

described in the alt description or will be presented as a separate stand-alone link

following the image page.

When content from the Internet is offered in a media format that may not be fully

accessible to all students, alternative resources that address the same content

elements are provided. Students are encouraged in all cases to select resource

formats that are most appropriate for them, including selection of resources in

accordance with preferred learning styles.

Please note that while these efforts have been made, it is very difficult to assure that all

content is fully accessible to all students due to differing disabilities or adaptive devices. I

am committed to making sure that all students have a positive learning experience and that

the presentation of content or learning activities does not create a barrier to learning.

Please contact me as soon as possible if you encounter problems accessing this course

materials or activities so we can work together to come to a solution.

Your Instructor

The instructor for this course is Donald Adams, Jr.

Contact me through Course Messages if you have questions. In case of an emergency,

email me at my GSU email [email protected]

You may also post questions in the Course Questions discussion board topic.

During the weekdays, I will be checking the course daily for messages, so you can expect a

response within 24 hours. During the weekend, please allow 48 hours to receive a

mailto:[email protected]

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response. If I am late in responding to you at any point, please be advised that every once

in a while, Blackboard delays receipt of Course Messages. Please contact my GSU account if

you don't receive a timely response.

Welcome to the course!

Essentials of Discipleship: An Introductory Course …...In Essentials of Discipleship, Discussions...

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