Dr.

Bob Carpenter CLTR 5613 Fall 2019

OKLAHOMA CHRISTIAN UNIVERSITY

GRADUATE SCHOOL OF THEOLOGY
MASTER OF ARTS IN CHRISTIANITY AND CULTURE

GMIN 5XX3-91 CULTURAL ANTHROPOLOGY IN A GLOBALIZING WORLD (FALL 2019)

COURSE SYLLABUS (REVISED 3/20/2019)

Oklahoma Christian University is a higher learning community

that transforms lives for Christian faith, leadership, and service.

“After this I looked, and there before me was a great multitude that no one could count,
from every nation, tribe, people and language, standing before the throne and before the Lamb.

(Revelation 7:9a, New International Version)

I. INSTRUCTOR INFORMATION

Name: Dr. Bob Carpenter Office: WBC 108

Email: robert.carpenter@oc.edu Phone: 405-425-5376
Office Hours: MW 9:30-10:30 a.m,
1-2 p.m.; TH 4-5 p.m.

Virtual Office Hrs: MTW 10-11 p.m.

Date and Time at OC | Time Zone Converter

Communication

Preferred method: email Secondary method: voicemail

Weekday communications will receive responses within 24 to 36 hours; communications on

weekends will receive responses by Tuesday.

Syllabus quick links:

OBJECTIVES; RESOURCES; REQUIREMENTS ; PLAN; SCHEDULE
(Click title to navigate to that section of the syllabus)

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Dr. Bob Carpenter CLTR 5613 Fall 2019

II. INSTRUCTOR’S CHRISTIAN WORLDVIEW AND TEACHING PHILOSOPHY

Christian Worldview
I see God’s sovereignty and the lordship of Jesus Christ as universal, extending even over
geographical expanses and cultures where they are generally not acknowledged. For this
reason, I believe Christians are called to seek out ways to help people come to know God for
themselves and to respond to the love he has displayed in the person of his Son Jesus. Myriad
ways exist in which Christians may fulfill this calling, often discovering that their own Christian
worldview ends up being challenged and expanded in the process. I view my classes as a way of
engaging both Christian and non-Christian students in the risky enterprise of allowing their
worldviews to be challenged and expanded.

Teaching Philosophy

My teaching philosophy bears the imprint of an interdisciplinary thread that has wound its
way through my entire academic career, beginning at the undergraduate level and continuing
through different graduate programs in such areas as Latin American Studies, Missiology, and
Religious Studies. I have always found the dynamics of contact among distinct cultural, ethnic,
socioeconomic, and religious groups to be fascinating and worthy of study and research. This
outlook underlies not only the array of courses that I teach but also my fundamental purpose in
teaching, which is to help students gain deeper and better-informed insights concerning people
and systems of thought and behavior rooted in contexts quite different from their own. While
such insights may not necessarily lead to agreement on important issues, the intent is that they
will generate an increased level of empathy for such people on the part of the students who
take courses with me as their instructor.

I strive to foster optimal conditions for the formation of a learning community in which all
of its members can bring their previous studies and professional and life experiences to bear in
contributing to our collective learning.

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Dr. Bob Carpenter CLTR 5613 Fall 2019

III. COURSE DESCRIPTION

This course provides learners with a practical introduction to the field of Cultural
Anthropology that explicitly takes into account the multicultural, postcolonial world of the
twenty-first century in such a way as to enhance the learners’ capacity for effective
intercultural engagement in a wide variety of endeavors, including Christian service and
mission.

IV. COURSE OBJECTIVES

Course Goal Statement

Upon completion of this course, the learner will demonstrate the capacity to apply sound
anthropological concepts as well as authentic Christian principles that are grounded in biblical
teaching, in order to communicate with and relate effectively to the “Other,” that is, to people
from cultural backgrounds that are significantly different in some way from his or her own
cultural background.

Learning Objectives

1. Learners will be able to apply several standard cultural variables recognized in the field of
Cultural Anthropology to categorize individual attitudes and behaviors as well as social
institutions encountered in various cultural contexts.

2. Learners will be able to apply the concept of Cultural Intelligence (CQ) and its constituent
components (Knowledge CQ, Interpretive CQ, Perseverance CQ, and Behavioral CQ) in
assessing specific examples of cross-cultural interactions, whether these involve their own
experience or the experience of third parties.

3. Learners will be able to critique traditional views of a biological basis for the concept of
“race” based on anthropological principles, while focusing on race, ethnicity, class, and
religious identity as driving factors behind prejudice and discrimination in societies and
cultures around in today’s globalized world.

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Dr. Bob Carpenter CLTR 5613 Fall 2019

4. Learners will be able to explain how the predominantly homogenizing dynamic of

globalization has given rise to countervailing processes of “glocalization” and cultural
hybridity in locations all over the contemporary world.

5. Learners will be able to propose concrete and effective ways to address the distinctive
needs of various types of relocated or dislocated populations in today’s world, including
international migrants living in diaspora communities in the West and international
refugees and asylum-seekers in today’s globalized world.

6. Learners will integrate the insights gained from having examined the topic areas of cultural
variables, Cultural Intelligence, and globalization and glocalization in designing a “Cultural
Intelligence in Action” project to be carried out within a specific intercultural context. The
project must address a specific issue, problem, or need while negotiating the particular
intercultural differences to be encountered in the specified context. To see how these
objectives relate to the desired outcomes of the degree program, see Appendix A.

V. COURSE RESOURCES

A. Required

Ted. C. Lewellen. The Anthropology of Globalization: Cultural Anthropology Enters the 21st
Century. Westport, CN, and London: Bergin & Garvey, 2002.

David Livermore. Cultural Intelligence: Improving Your CQ to Engage Our Multicultural

World. Youth, Family, and Culture Series. Grand Rapids, MI: Baker Academic, 2009.

A. Scott Moreau, Evvy Hay Campbell, and Susan Greener. Effective Intercultural
Communication: A Christian Perspective. Grand Rapids, MI: Baker Academic, 2014.

B. Recommended

Jayson Georges and Mark D. Baker. Ministering in Honor-Shame Cultures: Biblical

Foundations and Practical Essentials. Downers Grove, IL: IVP Academic, 2016.

E. Randolph Richards and Brandon O’Brien, Misreading Scripture with Western Eyes:
Removing Cultural Blinders to Better Understand the Bible. Downers Grove, IL: IVP
Academic, 2016.

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Dr. Bob Carpenter CLTR 5613 Fall 2019

Michael Rynkiewich. Soul, Self, and Society: A Postmodern Anthropology for Mission in a
Postcolonial World. Eugene, OR: Cascade Books, 2011.

VI. COURSE REQUIREMENTS

1. Quizzes — Five weekly quizzes will be given over the assigned reading, administered via
Lockdown Browser. Each quiz will be worth 5 points, for a total of 25 points.

2. Discussion Boards — Learners will participate in six asynchronous discussion boards, each
one worth 10 points, for a total of 60 points.

3. Exams — Two essay exams will be given, administered via Lockdown Browser, in Week 3
and Week 6. Each exam will be worth 20 points, for a total of 40 points.

4. Cultural Intelligence in Action assignment — The Cultural Intelligence in Action assignment,

described below, will be worth 65 points altogether.
 A topic proposal for the assignment (100 word minimum) will be due by 10 p.m.
(CDT) on Sunday of Week 2 in the course. (Worth 5 points)

 A draft (1000 word minimum length) will be due by 10 p.m. (CDT) on Sunday of
Week 4. (Worth 20 points)

 The final product (a paper of 2000 words’ minimum length, plus a visual summary
either in the form of a slide deck or a video), will be due by 10 p.m. (CST) on Sunday
of Week 8.

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Dr. Bob Carpenter CLTR 5613 Fall 2019

VII. GRADING SCALE

Grade Composition Points Percentage

Quizzes (5) @ 5 points each 25 12.5

Discussion Boards (6) @ 10 points each 60 30
Exams (2) @ 20 points each 40 20
Cultural Intelligence in Action topic proposal 5 2.5
Cultural Intelligence in Action draft 20 10
Cultural Intelligence in Action final version 50 25

Total Points 200 100

Grade Scale

Letter Numerical Grade

A 93–100%
B 84–92%
C 75–83%
F below 75%

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Dr. Bob Carpenter CLTR 5613 Fall 2019

VIII. COURSE DESIGN PLAN

COURSE GOAL STATEMENT

Upon completion of this course, the learner will demonstrate the capacity to apply sound
anthropological concepts as well as authentic Christian principles that are grounded in biblical
teaching, in order to communicate with and relate effectively to the “Other,” that is, to people
from cultural backgrounds that are significantly different in some way from his or her own
cultural background.

Learning Objectives Learning Activities

1. Learners will be able to apply several
standard cultural variables recognized in
the field of Cultural Anthropology to
categorize individual attitudes and
behaviors as well as social institutions
encountered in various cultural contexts.
1a. Personal introductions posted to a slide
deck provided on Blackboard by the
instructor.
1b. The content will be delivered via
assigned readings and an instructor-
produced slide presentation.

1c. A quiz over this content will be

administered via Blackboard Lockdown
Browser.

2. Learners will be able to apply the concept 2a. The content will be delivered via
of Cultural Intelligence (CQ) and its assigned readings and an instructor-
constituent components (Knowledge CQ, produced slide presentation.
Interpretive CQ, Perseverance CQ, and
Behavioral CQ) in assessing specific 2b. A quiz over this content will be
examples of cross-cultural interactions, administered via Blackboard Lockdown
whether from their own experience or Browser.
the experience of third parties.

2c. Each learner will post a brief (250-word

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Dr. Bob Carpenter CLTR 5613
3. Learners will be able to critique
traditional views of a biological basis for
the concept of “race” based on
anthropological principles, while focusing
on race, ethnicity, class, and religious
identity as driving factors behind
prejudice and discrimination in societies
and cultures around in today’s globalized
world.
4. Learners will be able to explain how the
predominantly homogenizing dynamic of
globalization has given rise to
countervailing processes of
“glocalization” and cultural hybridity in
locations all over the contemporary
world.
Fall 2019
minimum) proposal for her/his Cultural
Intelligence in Action assignment (see
Learning Activity 8a) to the course
Blackboard site.
2d. Each learner will review and assess the
Cultural Intelligence in Action
assignment proposals of at least two
other members of the cohort in a
discussion board format, in accordance
with a rubric made available to the class
by the instructor. The instructor will
provide individual feedback to each
learner regarding his or her proposal, in
addition to participating in the
discussion board.
3a. The content will be delivered via
assigned readings, an instructor-
produced video presentation, and
additional video clips.
3b. A quiz over this content will be
administered via Blackboard Lockdown
Browser.
4a. The content will be delivered via
assigned readings, an instructor-
produced video presentation, and
additional video clips.
4b. A quiz over this content will be
administered via Blackboard Lockdown
Browser.
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Dr. Bob Carpenter CLTR 5613
4c. Learners will submit brief (150-word
4d. Taking peer and instructor feedback to
5. Learners will be able to propose concrete 5a. The content will be delivered via
and effective ways to address the
distinctive needs of various types of
relocated or dislocated populations in
today’s world, including international
migrants living in diaspora communities in
the West and international refugees and
asylum-seekers in today’s globalized
world.
9
Fall 2019
minimum) responses to prompts posted
by the instructor regarding the
implications of globalization,
glocalization, and cultural hybridity for
different modes of service-or Christian
ministry-related projects in the
contemporary world. The learners’
responses will serve as the basis for a
graded, peer-led discussion board in
which each learner will be required to
respond to the posts of at least two
other members of the cohort.
their initial proposal for their Cultural
Intelligence in Action project into
account, learners will submit a draft of
the assignment to the instructor (1000-
word minimum length). The draft should
identify the nature of the project and
the specific cultural context within
which it is to be carried out. (See the
assignment guidelines in Part IX of the
Course Syllabus: “Final Learning
Activity.”)
assigned readings and video clips.
5b. A quiz over this content will be
administered via Blackboard Lockdown
Browser.
5c. Learners will submit brief (150-word
minimum) responses to prompts posted
by the instructor regarding
Dr. Bob Carpenter CLTR 5613
6. Learners will integrate the insights gained 6a. The content will be delivered via
from having examined the topic areas of
cultural variables, Cultural Intelligence,
and globalization and glocalization in
designing a “Cultural Intelligence in
Action” project that addresses a specific
problem in an intercultural context while
successfully negotiating the particular
intercultural differences to be
encountered in the specified context.
IX. FINAL LEARNING ACTIVITY
10
Fall 2019
opportunities and challenges related to
recent mass relocations of refugees and
asylum-seekers in different part of the
world. The learners’ responses will serve
as the basis for a peer-led discussion
board in which each learner will be
required to respond to at least two
posts of other members of the cohort.
5d. An essay exam over Weeks 1 through 3
will be administered via Lockdown
Browser.
assigned readings.
6b. In response to instructor assessment of
the draft of the Cultural Intelligence in
Action project, a final expanded version
of the assignment (2000-word minimum
length) – incorporating more recent
course content as warranted—will be
submitted at the conclusion of the
course (see guidelines for this
assignment in Part IX of Course Syllabus:
“Final Learning Activity.”
Dr. Bob Carpenter CLTR 5613 Fall 2019

“CULTURAL INTELLIGENCE IN ACTION” ASSIGNMENT

Course Goal Statement

Upon completion of this course, the learner will demonstrate the capability to apply
sound anthropological concepts as well as authentic Christian principles that are grounded in
biblical teaching, in order to communicate with and relate effectively to the “Other,” that is, to
people from cultural backgrounds that are significantly different in some way from his or her
own cultural background.

Pertinent Learning Objectives

1. Learners will be able to apply several standard cultural variables recognized in the field of
Cultural Anthropology to categorize individual attitudes and behaviors as well as social
institutions encountered in various cultural contexts.

2. Learners will be able to apply the concept of Cultural Intelligence (CQ) and its constituent
components (Knowledge CQ, Interpretive CQ, Perseverance CQ, and Behavioral CQ) in
assessing specific examples of cross-cultural interactions, whether from their own
experience or the experience of third parties.

6. Learners will integrate the insights gained from having examined the topic areas of cultural
variables, Cultural Intelligence, and globalization and glocalization in designing a “Cultural
Intelligence in Action” project to be carried out within a specific intercultural context. The
project must address a specific issue, problem, or need while negotiating the particular
intercultural differences to be encountered in the specified context.

The Assignment

This assignment will serve to assess each learner’s ability to achieve the course goal. Each
learner is required to propose a plausible project of between two months’ and two years’
duration that would require the learner and others who might also be involved in carrying it out
to interact extensively with people from a specific cultural context that differs from the
learner’s own cultural context in at least four of the cultural variables examined in this course.
(For the purposes of this assignment, language differences are not to be counted as one of the
four variables.)

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Dr. Bob Carpenter CLTR 5613 Fall 2019

What types of projects might qualify? They may be either secular or religious in character,
as long as the process of implementing them would require those involved in doing so to adapt
to a specific intercultural context other than their own. One issue to be addressed is the
following: how would carrying the project out in intercultural context X differ from carrying out
the same project in intercultural context Y? In other words, which anticipated intercultural
challenges to be met in undertaking the project would be different from those that might be
encountered in some other cultural context? The project proposed can be one that the learner
is actually considering undertaking in the future, or it can be completely hypothetical. Either
way, it must be feasible, in the sense of being realistically doable.

By way of suggestion, four categories from which learners may choose for the type of
project are the following:

 1) humanitarian (such as medical, disaster relief, economic development, etcetera);

 2) educational (such as teaching English as a second or foreign language, teaching technical
skills or life skills);
 3) social (such as working with economically or socially marginalized populations); or
 4) religious (such as serving in existing ministries of various types or starting a new one to
address a specific situation). However, learners may propose a different type of project
altogether, subject to the instructor’s approval.

The final product for this assignment will be a written paper of at least 2000 words in
length, accompanied by a visual summary in the form of either a slide deck or a video. The final
product must include the following components:

 A description of the project to be carried out that identifies and explains the four
characteristics selected by the learner wherein the two respective cultures — the culture of
the learner and the culture of the beneficiaries of the project — differ significantly from
each other. Information regarding the respective cultural variables must be substantiated
by at least two authoritative sources that are properly cited in conformity with The Chicago
Manual of Style standards.

 An analysis of how the four different modes of Cultural Intelligence identified and explained
by David Livermore in his book Cultural Intelligence: Improving Your CQ to Engage Our
Multicultural World — i.e., Knowledge CQ, Interpretive CQ, Perseverance CQ, and
Behavioral CQ — would each be expected to help the learner and his or her collaborators
successfully meet the challenges posed by the particular cultural differences they can
anticipate encountering in the designated receiving culture or subculture. The underlying

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Dr. Bob Carpenter CLTR 5613 Fall 2019

assumption is that carrying out the same project in a different intercultural context than the
one proposed—that is, Culture or Subculture X rather than Culture or Subculture Y — would
pose a different set of intercultural challenges, each requiring specific adaptations, at least
to some degree.

 Schedule for the Cultural Intelligence in Action assignment:

 A topic proposal for the assignment (100 word minimum) will be due by 10 p.m. (CDT)
on Sunday of Week 2 in the course. It should be submitted via Turnitin on Blackboard.
(Worth 5 points)

 A draft (1000 word minimum length) will be due by 10 p.m. (CDT) on Sunday of Week 4.
It should be submitted via Turnitin on Blackboard. (Worth 20 points)

 The final product (a paper of 2000 words’ minimum length, plus a visual summary either
in the form of a slide deck or a video), will be due by 10 p.m. (CST) on Sunday of Week 8.
These materials must be submitted via Turnitin on Blackboard.

 Worth 50 points)

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 Dr. Bob Carpenter CLTR 5613 Fall 2019

Rubric for Cultural Intelligence in Action Assignment

LEVEL
CRITERIA Weight Unsatisfactory Satisfactory Outstanding No. of
(0-1 points) (2-3 points) (5 points) Points

# Cultural (10
differences X2 0 or 1 2 or 3 4 possible)
adequately
explained

Excessive garbled Overall clear syntax Very clear syntax and (10
Mechanics
x2 syntax, frequent with some errors in very few or no errors possible)
(syntax,
run-on and grammar and in grammar and
grammar,
incomplete punctuation punctuation
spelling,
sentences and
punctuation
errors in grammar
and punctuation

Application Only one of the Two or three of the All four of the (15
of different X3 four dimensions four dimensions dimensions possible)
dimensions satisfactorily satisfactorily applied (Knowledge CQ,
of Cultural applied Interpretive CQ,
Intelligence Perseverance CQ,
and Behavioral CQ)
satisfactorily applied

Superficial, mere Mostly descriptive Insightful, accurate, (15

X3 description with language with and creative analysis possible)
Depth of
little or no occasional analysis reflecting a
Analysis
analysis, scant reflecting a perceptive grasp of
evidence of reasonable grasp of the subject matter
comprehension of the subject matter
the subject matter

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 Dr. Bob Carpenter CLTR 5613 Fall 2019

X. COURSE SCHEDULE
As per policy (see below), all due dates and times referenced in this syllabus are U.S. Central
Standard/ Daylight time (i.e., the time at Oklahoma Christian’s campus). If you would like to
convert dates and times to your time zone, you may use the time zone converter located here.
Each week begins at 12 a.m. on Monday and ends at 11:59 p.m. on Sunday.

Week 1: Monday through Sunday Topic: Cultural Diversity

Assigned Readings:

Scott Moreau, Evvy Hay Campbell, and Susan Greener,

Effective Intercultural Communication (2014), chapters 1-3
and 8-14, pp. 1-52 and 111-209

Edward T. Hall, “The Power of Hidden Differences,” in

Bennett, ed., Basic Concepts of Intercultural Communication
(1998), pp. 53-67

Rachael Vaughan, “Dinner? Or Potluck? High versus Low

Context Cultures,” The Ethnopsychology Blog (May 18,
2011)

Learning Activities Due:

Personal introductions highlighting significant past and

current intercultural experience (via collaborative slide
deck provided by Dr. Carpenter)

Video: Carpenter, “Cultural Diversity”

Quiz (via Lockdown Browser)

Instructor-led Discussion Board

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 Dr. Bob Carpenter CLTR 5613 Fall 2019

Week 2: Monday through Sunday Topic: Cultural Intelligence, Part 1

Assigned Readings:

David Livermore, Cultural Intelligence: Improving Your CQ

to Engage Our Multicultural World (2009), chapters 1-8,
pp. 1-142

Learning Activities Due:

Video: David Livermore, “Leading with Cultural

intelligence”

Quiz (via Lockdown Browser)

Submission of topic proposal for Cultural Intelligence in

Action assignment (100 word minimum)

Peer-led Discussion Board concerning student topic

proposals

Week 3: Monday through Sunday Topic: Cultural Intelligence, Part 2

Assigned Readings:

Livermore, Cultural Intelligence: Improving Your CQ to

Engage Our Multicultural World (2009), chapters 9-15, pp.
143-256

Moreau, Campbell, and Greener, Effective Intercultural

Communication (2014), chapters 15-17, pp. 213-252

Learning Activities Due:

Submission of draft of Cultural Intelligence in Action

assignment (1000-word minimum)

Peer-led Discussion Board responding to two colleagues’

CIA drafts

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 Dr. Bob Carpenter CLTR 5613 Fall 2019

Week 4: Monday through Sunday Topic: Honor-Shame Cultures in the Biblical World and in
Today’s World

Assigned Readings:

Jayson Georges and Mark D. Baker, Ministering in Honor-

Shame Cultures (2016), chapters 1-3, pp. 1-64

Werner Mischke, “Honor-Status Reversal—Dominant

Motif of the Biblical Grand Narrative,” Orality Journal: The
Word Became Fresh 4:1 (2015): pp. 11-35

Learning Activities Due:

Discussion Board related to the readings and the content

of the two videos listed below

Videos:

“Honor & Shame 101”

Jackson Wu, “Understanding Honor & Shame”

Essay Exam over Weeks 1 through 3 (via Lockdown

Browser)

Week 5: Monday through Sunday Topic: Ethnicity, Prejudice, and Discrimination in a

Globalized World

Assigned Readings:

Aníbal Quijano, “Questioning ‘Race,’’ Socialism and

Democracy 21:1 (March 2007): pp. 45-53

Juan M. Floyd-Thomas, “Between Jim Crow and the

Swastika: African-American Religio-Cultural
Interpretations of the Holocaust,” Black Theology 12:1
(April 2014): pp. 4-18

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 Dr. Bob Carpenter CLTR 5613 Fall 2019

Sindre Bangstad and Matti Bunzl, “ ‘Anthropologists Are

Talking’ about Islamophobia and Anti-Semitism in the New
Europe,” Ethnos 75:2 (June 2012), pp. 21`3-228

Learning Activities Due:

Video: TBD

Quiz (via Lockdown Browser)

Peer-led Discussion Board over implications for Christian

ministry and service of prejudice and discrimination
globally, though with primary emphasis on the U.S. and
Europe, with implications for Cultural Intelligence

Submission of draft of Cultural Intelligence in Action

assignment (1000-word minimum)

Week 6: Monday through Sunday Topic: An Anthropological Perspective on Globalization

Assigned Readings:

Ted Lewellen, The Anthropology of Globalization: Cultural

Anthropology Enters the 21st Century (2002), Chapters 1-
3, pp. 1-60

Learning Activities Due:

Video: TBD

Quiz (via Lockdown Browser)

Peer-led Discussion Board over implications for Christian

ministry and service of globalization, glocalization, and
cultural hybridity

Submission of draft of Cultural Intelligence in Action

assignment (1000-word minimum)

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 Dr. Bob Carpenter CLTR 5613 Fall 2019

Week 7: Monday through Sunday Topic: The Cultural Dynamics of International Migration
and Diaspora Communities

Assigned Readings:

Lewellen, The Anthropology of Globalization, Chapters 6-

8, pp. 123-170

Learning Activities Due:

Peer-led Discussion Board over the implications for

ministry of current trends in international migration and
the formation of diaspora communities (drawing upon the
assigned reading)

Video: TBD

Essay Exam over Weeks 4 through 6 (via Lockdown

Browser)

Week 8: Monday through Sunday Topic: Challenges and Opportunities for Ministry to
International Refugees and Asylum Seekers

Assigned Readings:

Lewellen, The Anthropology of Globalization, Chapter 9,

pp. 171-184

Ross Langmead, “Refugees as Guests and Hosts: Toward a

Theology of Mission among Refugees and Asylum
Seekers,” Exchange, 43 (2014): pp. 29-47

Joshua Ralston, “Bearing Witness: Reframing

Christian-Muslim Encounter in Light of the Refugee
Crisis,” Theology Today 74:1 (2017): pp. 22-35

Learning Activities Due:

Class members post a pertinent documentary or current

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Dr. Bob Carpenter CLTR 5613 Fall 2019

news video concerning international refugees and/or

asylum seekers that touches on germane anthropological
perspectives

Peer-led Discussion Board requiring responses to at least

two of the videos posted

Quiz (via Lockdown Browser )

Submission of final version of Cultural Intelligence in

Action via Turnitin on Blackboard (2000-word paper plus
visual summary in either slide deck or video form) (see
guidelines for this assignment in Part IX of Course
Syllabus: “Final Learning Activity.”

XI. Policies and Procedures

Legal Jurisdiction

By enrolling at Oklahoma Christian University students agree to the exclusive jurisdiction and
venue of Oklahoma County District Court, or the Federal Western District Court of Oklahoma, in
Oklahoma City, for all claims and controversies related to or derived from services provided by
Oklahoma Christian University.

Respectful and Gender-Fair Language Policy

Students are required to maintain a high standard of conduct in all correspondences. All of our
online courses and programs have a “zero tolerance” policy for “flaming” (i.e., inappropriate
language) of any kind. Violations of this policy will result in immediate removal from any on-
going course(s) and possible exclusion from future courses. All exchanges with other students,
faculty, and Oklahoma Christian personnel must be professional and cordial.

In all assignments, students are expected to use gender-fair language when referring to human
beings (e.g., use "humankind" rather than "mankind" or "man"). The NRSV and NIV 2011 are
examples of English Bible versions that use inclusive language for human beings. See the
guidelines posted by the National Council for Teachers of English for more details.
Dates and Times

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Dr. Bob Carpenter CLTR 5613 Fall 2019

All dates and times, including assignment due dates, referenced in this course refer to U.S.
Central Standard/Daylight time (i.e., the time zone in which the campus of Oklahoma Christian
University is located). If you would like to convert dates and times to your time zone, you may
use the time zone converter located here. The local time at Oklahoma Christian University is
always available in every Blackboard course shell, by clicking the “Local Time @ OC” link in the
“Help” section of the course menu.

Late Work and Extensions

Two significant features of this program impinge on late work and extensions: (1) the program
operates on a cohort model and (2) all of the courses are 8-week intensive courses. In the event
that a student misses an assignment or activity deadline (i.e., a “due date”) for an excused
reason (where “excused” is determined by the professor), she or he will have 72 hours to
complete the assignment/activity at a 10% grade reduction per 24 hour period that the
assignment is late. If the assignment is not submitted in 72 hours after its original due date,
then it will not be accepted. If the instructor and/or Graduate School of Theology chair
determine that the student has missed an assignment/activity deadline due to negligence (i.e,
“unexcused”), the work will not be accepted. In the event that a student is granted an
extension on an assignment/activity beyond the end date of the course, such an extension will
not be longer than one week (7 days).

Emergencies and Inclement Weather Policy

In case of an emergency, faculty and students who have supplied their mobile phone numbers
to Oklahoma Christian will be notified by text as well as email. Emergency notices are also
posted to the Oklahoma Christian public web site (http://oc.edu) and Oklahoma Christian’s
Twitter account (https://twitter.com/okchristian). If the emergency occurs disrupts the online
course in any way, the instructor will inform students of appropriate procedures.

Even though this course is online, if Oklahoma Christian closes its campus or if campus systems
fail (e.g., power outage) due to inclement weather, the instructor will notify students as soon as
possible via Blackboard announcement and/or email how the missed content, activities, and/or
exams will be made up.

Blackboard (Bb). Bb is the primary hub for all course information, content, and communication.
All information and communication will be located and/or linked to from within Bb. It is a good
idea to check Bb several times per day for course announcements and other communications

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Dr. Bob Carpenter CLTR 5613 Fall 2019

from me to you. For any issues related to Lockdown Browser Respondus, the system through
which exams are administered, or other Blackboard-related issues, click on the “Blackboard
Help” tab in the panel on the left-hand side of the course home page. You may also contact
either Bill Arbuckle (bill.arbuckle@oc.edu or 404-425-1855) or Regina Kenton
(regina.kenton@oc.edu or 405-425-1854) at Oklahoma Christian’s North Institute of
Educational Technology during business hours (8 a.m. to 5 p.m. Monday through Friday Central
time).

Q & A Discussion Board. Every course in the M.A. in Christianity and Culture program has
enabled a “Q & A” (Question and Answer) discussion board. Please be sure to “subscribe” to
that forum. If you have a question related to the course content or a course activity, please post
it to the Q & A board. If your question is in regards to personal or private matters (e.g., a
question about a grade on an assignment, a complaint, etc.), then please use email to send the
question to your instructor.

Academic Honesty

For Oklahoma Christian University’s “Policy on Academic Honesty,” see pages 78 and 79 in the
University’s 2018 Academic Policy Manual
(https://myocfiles.oc.edu/files/services/Faculty_Services/Academic_Policy_Manual_2018.pdf)

ADA/504 Statement

If you have a diagnosed disability, please notify Ms. Katy Roybal (katy.roybal@oc.edu; 405-425-
1876 [office]) before or immediately after your first scheduled class meeting (even virtual
classes). After your disability has been verified, I will work with you, Ms. Roybal, and the Office
of the Vice President of Academic Affairs to provide reasonable accommodation to ensure that
you have a fair opportunity to perform in the course.

Anti-Harassment and Discrimination Policy (Title IX)

For Oklahoma Christian University’s “Sexual Misconduct Policy (Title IX),” see page 76 in the
University’s 2018 Academic Policy Manual
(https://myocfiles.oc.edu/files/services/Faculty_Services/Academic_Policy_Manual_2018.pdf)

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Dr. Bob Carpenter CLTR 5613 Fall 2019

Copyright Notice

Copyright © 2018–2019 by Oklahoma Christian University.

Oklahoma Christian University ("the University") as to all class materials and lectures whether
distributed in class, on Blackboard, or by any other means. All rights are reserved. The
University prohibits anyone from selling notes or being paid for taking notes without the
express written permission of the University. Violation of copyright laws could subject a person
to federal and state civil penalties and criminal liabilities as well as disciplinary action under
University policies. The University holds the exclusive rights to reproduce, distribute, and
publicly display the above works and to make derivative works based on those works. The work
may be copied, viewed, and/or downloaded for the educational and research purposes only by
a current student of the University. Class lectures and other activities may not be recorded,
copied or distributed without written permission of the professor and dean.

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Dr. Bob Carpenter CLTR 5613 Fall 2019

Appendix A

The purpose of the M.A. in Christianity and Culture is to form biblical knowledge, theological
aptitude, and cultural awareness among church leaders and volunteers, so that they are able
both to articulate and to practice Christian values they engage in meaningful ways with the
church and contemporary society. This program has six desired learning outcomes that each
course aims to fulfill. The matrix below shows how the objectives of this course (left column)
relate to the desired learning outcomes (across the top).

Summarize Compare Explore Describe Describe Develop

historical and biblical and significant significant biblically
and socio- contrast theological features / features / and
cultural major themes characteris characteris theologicall
significance paradigms that define tics / tics / y informed,
of the Bible in the ideologies ideologies practical
contempor Kingdom of / values of / values of strategies
ary biblical God, its contempor the to help the
interpretati core ary sociocultur church
on values, and cultures al world of address
what it the Bible contempor
means to ary social /
live under cultural
the reign of issues
God.

LEARNING X
OBJECTIVE
1

LEARNING X X
OBJECTIVE
2

LEARNING X X
OBJECTIVE
3

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Dr. Bob Carpenter CLTR 5613 Fall 2019

LEARNING X X
OBJECTIVE
4

LEARNING X X
OBJECTIVE
5

LEARNING X X
OBJECTIVE
6

25