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Course Number: CHH 708


Course Title: Church History
Term: Spring 2017

Time: Mondays/Wednesdays 2:40 PM-3:55 PM



Fr. Peter Samuel Kucer MSA STD

pkucer@holyapostles.edu



1. COURSE DESCRIPTION

This course examines the history of the Catholic Church as a point of evangelization. Topics to be examined will include development of the early Church, the Age of the Fathers, the Dark Ages, the Middle Ages, the Reformation period, and the Modern Era.

2. ENVISIONED LEARNING OUTCOMES


  • Students will demonstrate an understanding of the major movements of decline/reform/renewal and their causes within church history.

  • Students will demonstrate their ability to research, especially with primary source documents.

3. COURSE SCHEDULE

Week 1: Catholic and non-Catholic Views of History and Historical Context of the Early Church January 16th – January 22nd

Monday, January 16th


  1. Review Syllabus

  2. Research papers are due on Monday, April 10th. The highest grade a late term paper can receive is an 80%.

  3. Note well: Unless there is a sufficient reason, the highest grade any late assignment will receive is an 80%.

  4. Assignment of Presentations – Choose two saints to present on and one to write on.

  5. Lecture on Chapter 1 and 2

Wednesday, January 18th

  1. Lecture on Chapter 1 and 2

  2. In Class work on Assignment: Quiz on Kucer’s Chapters 1 and 2, and a one and a half to two page, double spaced essay on “growth and decay” present within the Vidmar section you read. See the short essay rubric for further clarification. Hand this assignment in next Monday. The Vidmar section is as follows: The Catholic Church through the Ages. (Introduction vii-viii; The Early Church, Jewish Sources of Christianity, Roman Sources of Christianity, Influence of Jewish and Roman Sources on Christianity pages 1-9.)

Week 2: Catholic Church History and Early Christian Life January 23rd – January 29th

Monday, January 23rd



  1. Hand in Vidmar Essay

  2. Quiz on Chapter 1 and 2

  3. Lecture on Chapters 3 and 4

Wednesday, January 25th

  1. Lecture on Chapters 3 and 4

  2. In Class work on Assignment: Quiz on Kucer’s Chapters 3 and 4, and a one and a half to two page, double spaced essay on “growth and decay” present within the Vidmar section you read. See the short essay rubric for further clarification. Hand this assignment in next Monday. The Vidmar section is as follows: The Catholic Church through the Ages. (Christian Sources”, “Paul”, 9-24; “Life of the Early Church” pages 36-42.)

Week 3: Early Christian Persecution, Catholic Orthodoxy and Heresy January 30th – February 5th

Monday, January 30th



  1. Hand in Vidmar Essay

  2. Quiz on Chapters 3 and 4

  3. Lecture on Chapters 5 and 6

Wednesday, February 1st

  1. Lecture on Chapters 5 and 6

  2. In Class work on Assignment: Quiz on Kucer’s Chapters 5 and 6, and a one and a half to two page, double spaced essay on “growth and decay” present within the Vidmar section you read. See the short essay rubric for further clarification. Hand this assignment in next Monday. The Vidmar section is as follows: The Catholic Church through the Ages. (“Attacks on Christianity” pages 25-30; “Rival Religions, The Life of the Early Church, The End of the first Age, The Fathers of the Church, The Papacy, The First Christological Council, St. Augustine,” pages 31-72)

Week 4: Fall, Rise, and Islam February 6th – February 12th

Monday, February 6th



  1. Hand in Vidmar Essay

  2. Quiz on Chapters 5 and 6

  3. Lecture on Chapters 7 and 8

Wednesday, February 8th

  1. Lecture on Chapters 7 and 8

  2. In Class work on Assignment: Quiz on Kucer’s Chapters 7 and 8, and a one and a half to two page, double spaced essay on “growth and decay” present within the Vidmar section you read. See the short essay rubric for further clarification. Hand this assignment in next Monday. The Vidmar section is as follows: The Catholic Church through the Ages. (“The Veneration of the Saints, Canonization of the Saints, The Rise of Monasticism, The Spread of Monasticism, The End of the Second Age” pages 72-87; “The Dark Ages, and Islam pages 88-96)

Week 5: Evangelization and East vs. West February 13th – February 19th

Monday, February 13th



  1. Hand in Vidmar Essay

  2. Quiz on Chapters 7 and 8

  3. Lecture on Chapters 9 and 10

Wednesday, February 15th

  1. Lecture on Chapters 9 and 10

  2. In Class work on Assignment: Quiz on Kucer’s Chapters 9 and 10, and a one and a half to two page, double spaced essay on “growth and decay” present within the Vidmar section you read. See the short essay rubric for further clarification. Hand this assignment in next Monday. The Vidmar section is as follows: The Catholic Church through the Ages. (“The Barbarians” pages 104-107; “The Byzantine Church and the Eastern Schism” pages 96-104)

Week 6: Rise, Decline, Reform, Catholicism and Force February 20th – February 26th

Monday, February 20th



  1. Hand in Vidmar Essay

  2. Quiz on Chapters 9 and 10

  3. Lecture on Chapters 11 and 12

Wednesday, February 22nd

  1. Lecture on Chapters 11 and 12

  2. In Class work on Assignment: Quiz on Kucer’s Chapters 11 and 12, and a one and a half to two page, double spaced essay on “growth and decay” present within the Vidmar section you read. See the short essay rubric for further clarification. Hand this assignment in next Monday. The Vidmar section is as follows: The Catholic Church through the Ages. (“Charlemage” pages 107-111 and “the Papacy (955-1057)” pages 111-118)

Week 7: Medieval Education and Sickness Within and Without February 27th – March 5th

Monday, March 6th



Research papers are due on Monday, April 10th. The highest grade a late term paper can receive is an 80%.

  1. Hand in Vidmar Essay

  2. Quiz on Chapters 11 and 12

  3. Lecture on Chapter 13 and 14

Wednesday, March 8th

  1. Lecture on Chapters 13 and 14

  2. In Class work on Assignment: Take Home Quiz on Kucer’s Chapters 13 and 14, and a one and a half to two page, double spaced essay on “growth and decay” present within the Vidmar section you read. See the short essay rubric for further clarification. Hand this assignment in next Monday. The Vidmar section is as follows: The Catholic Church through the Ages. (“The New Religious Orders” and “Scholasticism” under section “IV. The Fourth Age of the Church (1000-1450): The High Middle Ages”; “Medieval Mysticism,” “The Medieval Inquisition,” “The Spanish Inquisition,” “Innocent III,” “The Decline of the Papacy,” and “The End of the Fourth Age” in the section “IV. The Fourth Age of the Church (1000-1450): The High Middle Ages”)

Week 8: Midterm Week March 6th – March 12th

Monday, March 6th



  1. Hand in Vidmar Essay

  2. Hand in Take Home Quiz on Chapters 13 and 14

  3. Student Presentations (See Oral Presentation Rubric and Outline Rubric)

Wednesday, March 8th

1. Student Presentations (See Oral Presentation Rubric and Outline Rubric)

Week 9: Spring Break March 13th – March 19th

NO CLASSES

Week 10: The Renaissance and the Protestant Reformation March 20th – March 26th

Monday, March 20th



  1. Lecture on Chapters 15 and 16

Wednesday, March 22nd

  1. Lecture on Chapters 15 and 16

  2. In Class work on Assignment: Quiz on Kucer’s Chapters 15 and 16, and a one and a half to two page, double spaced essay on “growth and decay” present within the Vidmar section you read. See the short essay rubric for further clarification. Hand this assignment in next Monday. The Vidmar section is as follows: The Catholic Church through the Ages. (The Renaissance" in the section “V. The Fifth Age of the Church (1450-1789): Reformations and Renaissance”; “The Reformation on the Continent” in the section “V. The Fifth Age of the Church (1450-1789): Reformations and Renaissance”)

Week 11: The Catholic Reformation and Explorers/Missionaries March 27th – April 2nd

Monday, March 27th



  1. Hand in Vidmar Essay

  2. Quiz on Chapters 15 and 16

  3. Lecture on Chapters 17 and 18

Wednesday, March 29th

  1. Lecture on Chapters 17 and 18

  2. In Class work on Assignment: Quiz on Kucer’s Chapters 17 and 18, and a one and a half to two page, double spaced essay on “growth and decay” present within the Vidmar section you read. See the short essay rubric for further clarification. Hand this assignment in next Monday. The Vidmar section is as follows: The Catholic Church through the Ages. (“The Catholic Response” in the section “V. The Fifth Age of the Church (1450-1789): Reformations and Renaissance”; “The Missions” “The End of the Fifth Age” “Chronology of the Reformation” in the section “V. The Fifth Age of the Church (1450-1789): Reformations and Renaissance”)

Week 12: The Enlightenment and the French Revolution April 3rd – April 9th

Monday, April 3rd



  1. Hand in Vidmar Essay

  2. Quiz on Chapters 17 and 18

  3. Lecture on Chapters 19 and 20

Wednesday, April 5th

  1. Lecture on Chapters 19 and 20

  2. In Class work on Assignment: Quiz on Kucer’s Chapters 19 and 20, and a one and a half to two page, double spaced essay on “growth and decay” present within the Vidmar section you read. See the short essay rubric for further clarification. Hand this assignment in next Monday. The Vidmar section is as follows: The Catholic Church through the Ages. (“The Enlightenment or the Age of Reason” in the section “VI. The Sixth Age of the Church (1789-Present): The Modern Age,”; section “The French Revolution” in the section “VI. The Sixth Age of the Church (1789-Present): The Modern Age”)

Week 13: Empire/Nations and World Wars-The Church April 10th – April 16th

Monday, April 10th



  1. Hand in Research Paper - The highest grade a late term paper will receive is an 80%.

  2. Hand in Vidmar Essay

  3. Quiz on Chapters 19 and 20

  4. Lecture on Chapters 21 and 22

Wednesday, April 12th

  1. Lecture on Chapters 21 and 22

  2. In Class work on Assignment: Take Home Quiz on Kucer’s Chapters 21 and 22, and a one and a half to two page, double spaced essay on “growth and decay” present within the Vidmar section you read. See the short essay rubric for further clarification. Hand this assignment in next Monday. The Vidmar section is as follows: The Catholic Church through the Ages. (“The Aftermath of Revolution” in the section “VI. The Sixth Age of the Church (1789-Present): The Modern Age,”; “War and Dictatorship” and “Nazi Germany and the Catholic Church,” in the section “VI. The Sixth Age of the Church (1789-Present): The Modern Age”)

Week 14: Vatican II and the Catholic Church in the USA April 17th – April 23rd

Easter Break Sunday, April 16th – Monday, April 17th

Wednesday, April 19th


  1. Hand in Take Home Quiz on Chapters 21 and 22

  2. Hand in Vidmar Essay

  3. Lecture on Chapters 23 and 24 and Work on Take Home Quiz on Chapters 23 and 24

  4. No Vidmar Assignment

Week 15: End of Term Presentations April 24th – April 30th

Monday, April 24th



  1. Hand in Take Home Quiz on Chapters 23 and 24

  2. Student Presentations – See Presentation and Outline Rubric

Wednesday, April 26th

  1. Student Presentations – See Presentation and Outline Rubric

Week 16: Final Exam Week May 1 – Mary 5th

Monday, May 1st



  1. If needed – Remaining Presentations

4. COURSE REQUIREMENTS

  1. Quizzes: 20%

  2. Chapter Essays: 20%

  3. Two Presentations: 20% (10% for each presentation)

  4. Term Paper: 40%*

* Hand in your papers on Monday, April 10th. The highest grade a paper may receive after this date is 80%.



* Note well: Unless there is a sufficient reason, the highest grade any late assignment will receive is an 80%.

5. REQUIRED READINGS:

  • Vidmar, John. The Catholic Church Through the Ages, Second Edition New York: Paulist Press, 2014. ISBN-10: 0809149044 ISBN-13: 978-0809149049

6. SUGGESTED READINGS and RESOURCES:

Armenio, Peter V. The History of the Church, A Complete Course. Woodridge: Midwest Theological Forum, 2007. (BR145 .H597 2005)

Bellitto, Christopher M. The General Councils: A History of the Twenty-One General Councils from Nicea to Vatican II. New York: Paulist Press, 2002. (BX825.B45)

Bettenson, Henry. Documents of the Christian Church. Oxford: Oxford University Press, 1999. (BR 141 .D63 1999)

Carroll, Warren Hasty. The Founding of Christendom V. I. Front Royal: Christendom College Press, 1985.

_________________ Carroll, Warren Hasty. The Building of Christendom V. II. Front Royal:

Christendom College Press, 1987.

_________________ Carroll, Warren Hasty. The Glory of Christendom V. III. Front Royal: Christendom College Press, 1993.

_________________ Carroll, Warren Hasty. The Cleaving of Christendom V. IV. Front Royal: Christendom College Press, 2000.

Duffy, Eamon. Saints & Sinners: A History of the Popes. New Haven: Yale University Press, 2002.

Turpin, Joanne. Women in Church History. Cincinnati: St. Anthony Messenger Press, 1990.

7. EVALUATION

(Basis of evaluation with explanation regarding the nature of the assignment and the percentage of the grade assigned to each item below). Students who have difficulty with research and composition are encouraged to pursue assistance with the Online Writing Lab (available at http://www.holyapostles.edu/owl).



GRADING SCALE:

A 94-100; A- 90-93; B+ 87-89; B 84-86; B- 80-83; C+ 77-79; C 74-76; C- 70-73 60-69; F 59 and below

Vidmar Chapter Essay Church History Rubric




4 Points

3 Points

2 Points

1 Point

Introduction

How the Church grew or declined in the Vidmar section is clearly introduced.

Although how the Church grew or declined is clearly introduced, it is not the growth and/or decline described by Vidmar.

How the Church grew or declined is presented in an unclear, confusing manner.

How the Church grew or declined is missing in the introduction.

Body

The essential supporting ideas to the main idea are presented in a logical order.

Some essential supporting ideas are missing.

Those presented are explained in a logical order.



The essential supporting ideas are presented but an illogical, random manner.

Only some essential ideas are presented. These are presented in an illogical, random manner.

Conclusion

Ecclesial growth and/or decline is restated in a complementary but different way than it was in the introduction.

Ecclesial growth and/or decline is restated but almost exactly as it was in the introduction.

Ecclesial growth and/or decline is not restated in the conclusion.

A conclusion is missing.

Grammar

Error-free grammar. (0)

Very few (1-3) grammatical errors and those that appear do not obscure meaning.

Some grammatical errors (3-5) or lack of clarity of expression.

Many grammatical errors (6 and above).

Grading Rubric for Term Papers

Writing and Expression

Outcome: An ability to use important conventions particular to expository essay writing, including the use of a clear thesis, effective paragraphing, & an organizational pattern, including effective transitions, that develops an idea over the course of an essay rather than simply listing supporting ideas.



5 Points

4 Points

3 Points

2 Points



Thesis

The statement is clear and offers a very specific idea that clearly sets the topic & limits its scope.


The statement is clear and sets out a clear topic, but might not clearly limit its scope.


The statement is clear, but offers only a vague or general point that may be taken in many directions.

The statement does not offer a clear point that can be developed.


Paragraph effectiveness

Each paragraph has a central stated or clearly implied point and develops it with clear details. Each has an explicit or clearly implied connection to earlier paragraphs & the overall point of the essay.

Each paragraph has a central stated or clearly implied point and develops it with clear details.

Each paragraph has a central stated or implied point and the details in the paragraph are relevant to that point, though they may comprise a list rather than a development of the point.

Paragraphs lack a central stated or implied point.

Organization & Transition

Transitions are fully developed and the paper fully develops a point.

Transitions move beyond the simple use of transition phrases and the paper demonstrates some attempt to develop and build a point rather than simply list ideas.

Inconsistent use of transition; or, transitions are provided, but tend to be mechanical. The paper is organized simplistically – for instance, points are simply added to one another.

Little or no sense of transitions; connections between paragraphs and the overall organization of the paper is unclear.
Research

Outcome: An ability to use language that generally conveys meaning to readers & contains few errors; an ability to ethically & accurately use Turabian format to cite & document sources.

5 Points

4 Points

3 Points

2 Points



Correctness

Free of errors.

Few errors – fewer than one per page.

Errors may appear (fewer than three per page), but do not impede meaning.

Errors impede meaning or are too numerous – more than three per page.

Style

Meaning is very clear and the writer’s language enhances reader’s understanding.

Meaning is clear and the writer’s language is competent.

Meaning is sometimes clear to readers, but not consistently.

Meaning is unclear. Sentences may be wordy and/or vocabulary is limited or incorrectly used.

Use of Turabian/Chicago Format – See the HACS Style Sheet

All quotes are correctly introduced; quotes and paraphrases are correctly cited and formatted. The works cited page is correctly formatted and includes all resources.

All quotes are correctly introduced. Only one or two citations for quotes or paraphrases are missing or incorrectly formatted, and/or the works cited page has minor formatting issues but includes all resources in the correct order.

Quotes are often not correctly introduced. Only quotes (not paraphrases) are cited; or the works cited page completely disregards Turabian format.

Quotes are not correctly introduced. Many citations are missing and may be incorrectly formatted OR there is no works cited page.

Reasoning and Support

Claims are reasonable, based on primary sources clearly stated, and thoroughly explained with a combination of historical evidence and the writer’s own analysis. If secondary sources are used, they supplement the primary sources.

Claims are reasonable, stated with relative clarity, secondary sources are relied upon more than primary sources.

Claims are generally reasonable and clearly stated, secondary sources are almost exclusively relied upon. Many claims lack support and the writer’s credibility on the topic is questionable.

Claims are typically unsupported assertions that lack sufficient supporting materials. The writer fails to develop arguments because of a lack of his/her own analysis and evidence beyond claims. The writer’s credibility is very weak because of a lack of reasoning.


Grading Rubric for Church History Presentation

Oral Presentation Requirements and Rubric

The course Church History will require two oral presentations that are to be accompanied by at least outlines. The format of the outline is as follows.

Introduction

The introduction needs to be written out. In the introduction, you are to present your topic and the steps by which you will talk on your topic. The introduction needs to be a minimum of five sentences and is to be grammatically correct.



Body

You only need to outline the body of your presentation.

Include in your outlines, however, all direct quotes which need to be fully written out and properly footnoted.

Conclusion

The conclusion needs to be written out. In the conclusion, you are to summarize and make a synthesis of presentation steps. The conclusion needs to be a minimum of five sentences and is to be grammatically correct.



Bibliography

In Turabian format.



Outline Rubric




15 Points

12 Points

10 Points

8 Point

Introduction

The main idea is clearly stated in the introduction. At least five written out sentences.

Although a main idea is clearly stated in the introduction, it is not the main idea present in the presentation.

The main idea is presented in an unclear, confusing manner.

The main idea is missing in the introduction.

Body

The essential supporting ideas to the main idea are presented in a logical order.

Some essential supporting ideas are missing.

Those presented are explained in a logical order.



The essential supporting ideas are presented but an illogical, random manner.

Only some essential ideas are presented. These are presented in an illogical, random manner.

Conclusion

The main idea is restated in a complementary but different way than it was in the introduction.

The main idea is restated but almost exactly as it was in the introduction.

The main idea is not restated in the conclusion.

A conclusion is missing.

Grammar

Error-free grammar.

Very few (1-3) grammatical errors and those that appear do not obscure meaning.

Some (4-7) grammatical errors or lack of clarity of expression.

Many (over 7) grammatical errors.



 

Exemplary (4)

Proficient (3)

Developing (2)

Beginning (1)

Organization

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable, is skillful, and makes the content of the presentation cohesive.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation.

Reasoning and Support

Claims are reasonable, based on primary sources clearly stated, and thoroughly explained with a combination of historical evidence and the speaker’s own analysis. If secondary sources are used, they supplement the primary sources. A variety of types of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) are used to develop ideas. The presenter establishes his/her credibility through use of reasoning and support.

Claims are reasonable, stated with relative clarity, secondary sources are relied upon more than primary sources, and supported with a variety of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities). The presenter periodically integrates his/her own analysis into the speech. The presenter is generally seen as credible due to his/her reasoning.

Claims are generally reasonable and clearly stated, secondary sources are almost exclusively relied upon, while supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make periodic reference to information or analysis that partially supports the presentation. Many claims lack support and the presenter’s credibility on the topic is questionable.

Claims are typically unsupported assertions that lack sufficient supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities). The presenter fails to develop arguments because of a lack of his/her own analysis and evidence beyond claims. The presenter’s credibility is very weak because of a lack of reasoning.

Language/Delivery

Language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language facilitates retention and attention by being unique to the oral channel. Language in presentation is appropriate to audience.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident. Delivery appears natural and purposeful. There are no signs of speech anxiety.



Language choices are thoughtful and generally support the effectiveness of the presentation. Language includes choices that reflect an orally communicated message as opposed to a written message. Language in presentation is appropriate to audience.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears comfortable. Delivery generally appears natural and purposeful. Signs of speech anxiety are minimal and, if present, disappear as the speech begins.



Language choices are mundane and commonplace, and partially support the effectiveness of the presentation. Language helps minimally in promoting retention and attention of the audience. Language in presentation is appropriate to audience.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable but delivery sometimes lacks purpose and, at times, appears rehearsed. Speaker appears tentative with signs of speech anxiety present intermittently.



Language choices are unclear and minimally support the effectiveness of the presentation. Language does not reflect the uniqueness of the oral channel. Language in presentation is not appropriate to audience.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) detract from the understandability of the presentation. Delivery choices lack purpose and virtually any appearance of being natural. The speaker appears uncomfortable, being controlled by speech anxiety.



Comprehension

Student accurately answers almost all questions about the topic.
(The teacher will ask one or more challenging questions to determine the student’s depth of knowledge of the topic.)

Student accurately answers most questions about the topic.

Student accurately answers a few questions about the topic.

Student is unable to accurately answer questions about the topic.

Time


Ten Minutes

One minute below.

Two minutes below.

Three minutes below.


8. DISABILITIES ACCOMMODATIONS POLICY

Holy Apostles College & Seminary is committed to the goal of achieving equal educational opportunities and full participation in higher education for persons with disabilities who qualify for admission to the College. Students enrolled in online courses who have documented disabilities requiring special accommodations should contact Bob Mish, the Disabilities Office Coordinator, at rmish@holyapostles.edu or 860-632-3015. In all cases, reasonable accommodations will be made to ensure that all students with disabilities have access to course materials in a mode in which they can receive them. Students who have technological limitations (e.g., slow Internet connection speeds in convents) are asked to notify their instructors the first week of class for alternative means of delivery.


9. ACADEMIC HONESTY POLICY

Students at Holy Apostles College & Seminary are expected to practice academic honesty.



Avoiding Plagiarism

In its broadest sense, plagiarism is using someone else's work or ideas, presented or claimed as your own. At this stage in your academic career, you should be fully conscious of what it means to plagiarize. This is an inherently unethical activity because it entails the uncredited use of someone else's expression of ideas for another's personal advancement; that is, it entails the use of a person merely as a means to another person’s ends.



Students, where applicable:

  • Should identify the title, author, page number/webpage address, and publication date of works when directly quoting small portions of texts, articles, interviews, or websites.

  • Students should not copy more than two paragraphs from any source as a major component of papers or projects.

  • Should appropriately identify the source of information when paraphrasing (restating) ideas from texts, interviews, articles, or websites.

  • Should follow the Holy Apostles College & Seminary Stylesheet (available on the Online Writing Lab’s website at http://www.holyapostles.edu/owl/resources).

Consequences of Academic Dishonesty:

Because of the nature of this class, academic dishonesty is taken very seriously. Students participating in academic dishonesty may be removed from the course and from the program.



10. Multiple Submissions Policy

Any work done for academic credit, in addition to its accurately representing Church teaching, should serve as a substantive demonstration of a student's having been intellectually formed by the class for which he or she is writing. To that end, students may not make multiple submissions of their academic work without first seeking permission from the course professor to whom they desire to submit their work and sharing with that course professor the original work and any comments made on it by the professor to whom it was originally submitted. In the case where the work intended for submission will be sent to two or more course professors for credit in the same semester, permission must be granted in advance by all course professors who will be receiving it. Work that is substantially the same content presented in different formats (e.g., once as an essay for one class and then as a PowerPoint for a different class) is also considered a multiple submission. Violations of this policy may lead to a faculty member’s not accepting for credit the work a student has submitted.

Please note:  Above copy taken from the Handbook for Commuter Students page 11

Additional copy on website:  Academic Policies and Regulations page 19B

11. ATTENDANCE POLICY

Students are expected to attend all classes unless they have been excused.



12. INCOMPLETE POLICY

An Incomplete is a temporary grade assigned at the discretion of the faculty member. It is typically allowed in situations in which the student has satisfactorily completed major components of the course and has the ability to finish the remaining work without re-enrolling, but has encountered extenuating circumstances, such as illness, that prevent his or her doing so prior to the last day of class.

To request an incomplete, students must first download a copy of the Incomplete Request Form. This document is located within the Shared folder of the Files tab in Populi. Secondly, students must fill in any necessary information directly within the PDF document. Lastly, students must send their form to their professor via email for approval. “Approval” should be understood as the professor responding to the student’s email in favor of granting the “Incomplete” status of the student.

Students receiving an Incomplete must submit the missing course work by the end of the sixth week following the semester in which they were enrolled. An incomplete grade (I) automatically turns into the grade of “F” if the course work is not completed.

Students who have completed little or no work are ineligible for an incomplete. Students who feel they are in danger of failing the course due to an inability to complete course assignments should withdraw from the course.

A “W” (Withdrawal) will appear on the student’s permanent record for any course dropped after the end of the first week of a semester to the end of the third week. A “WF” (Withdrawal/Fail) will appear on the student’s permanent record for any course dropped after the end of the third week of a semester and on or before the Friday before the last week of the semester.



13. ABOUT YOUR PROFESSOR

Your instructor, Fr. Peter, is most eager to open your minds to Church History. I hope my enthusiasm will lift your spirits up and, with the grace of God, we will mutually grow in wisdom and knowledge of sacred Church history.





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