Course Descriptions
REL100: Introduction to Religion: The Study of Religion (Fall 2015):
Course Overview:
Religion or “religious happenings” seem to be everywhere, even in our post-modern world. Religion appears in places where we might expect it—in the private lives of participants, as well as in designated spaces for worship around the world. The appearance and influence of religion is not confined to these spheres alone, however. It also appears in public spaces, political discourse, and media outlets. Religion effects politics and economics, both at the national and global level. Religious happenings occur in connection not only with traditional “world religions” (Buddhism, Christianity, Hinduism, and the like), but also in more unexpected ways, such as through consumer culture, sporting events, and national holidays.
This course provides students with an introduction into the academic study of religion. It explores principles for the study of religion, including how scholars define, describe, compare, and analyze religion. It offers a first step in understanding religion’s diverse forms and its pervasive influence (both positive and negative) and an entry into why such understanding is vital for becoming global citizens.
See syllabus here.
Course Overview:
Religion or “religious happenings” seem to be everywhere, even in our post-modern world. Religion appears in places where we might expect it—in the private lives of participants, as well as in designated spaces for worship around the world. The appearance and influence of religion is not confined to these spheres alone, however. It also appears in public spaces, political discourse, and media outlets. Religion effects politics and economics, both at the national and global level. Religious happenings occur in connection not only with traditional “world religions” (Buddhism, Christianity, Hinduism, and the like), but also in more unexpected ways, such as through consumer culture, sporting events, and national holidays.
This course provides students with an introduction into the academic study of religion. It explores principles for the study of religion, including how scholars define, describe, compare, and analyze religion. It offers a first step in understanding religion’s diverse forms and its pervasive influence (both positive and negative) and an entry into why such understanding is vital for becoming global citizens.
See syllabus here.
COS321: New Testament I, Course of Study at Candler School of Theology (Summer 2014; Winter 2015; Summer 2015; Winter 2017):
Description: COS 321 is the first of two intensive courses in the introduction to the New Testament sequence in Candler's Course of Study program. Focusing on the gospels and Acts, this course provided students with a broad introduction to the content, literary characteristics, and theological witness of the NT compositions within the historical, social, cultural, and religious setting of the Ancient Mediterranean world. The course met for three Saturdays over six weeks. See online course syllabus here.
Description: COS 321 is the first of two intensive courses in the introduction to the New Testament sequence in Candler's Course of Study program. Focusing on the gospels and Acts, this course provided students with a broad introduction to the content, literary characteristics, and theological witness of the NT compositions within the historical, social, cultural, and religious setting of the Ancient Mediterranean world. The course met for three Saturdays over six weeks. See online course syllabus here.
COS 521: New Testament II, Course of Study at Candler School of Theology (Fall 2014; Summer 2015; Fall 2016):
Description: COS 521 is the second of two intensive courses in the introduction to the New Testament sequence in Candler's Course of Study Saturday school program. Meeting for three Saturdays in the course of six weeks, this course focused on the content, literary characteristics, and theological witness of of the Epistles and Revelation within the setting of the Ancient Mediterranean world. It also provided students with an opportunity to reflect on exegetical method and their theology of scripture. See online course syllabus here.
Description: COS 521 is the second of two intensive courses in the introduction to the New Testament sequence in Candler's Course of Study Saturday school program. Meeting for three Saturdays in the course of six weeks, this course focused on the content, literary characteristics, and theological witness of of the Epistles and Revelation within the setting of the Ancient Mediterranean world. It also provided students with an opportunity to reflect on exegetical method and their theology of scripture. See online course syllabus here.
COS511: New Testament II, Course of Study at Candler School of Theology (Summer 2014):
Description: COS 511 is the second of two intensive courses in the introduction to the New Testament sequence in Candler's Course of Study program. This version of the course emphasized methods and practice of exegesis, focusing on the NT epistolary literature and 1 Peter in particular. See online course syllabus here.
Description: COS 511 is the second of two intensive courses in the introduction to the New Testament sequence in Candler's Course of Study program. This version of the course emphasized methods and practice of exegesis, focusing on the NT epistolary literature and 1 Peter in particular. See online course syllabus here.
Concise Greek, Candler School of Theology (Spring 2014):
Description: Concise Greek was a one-semester course designed to introduce students to the Greek language of the New Testament, to engage language-based tools, and to sharpen exegetical skills using the language and the tools. This course was not a substitute for a full introduction to Greek; rather, it provided students with the basic elements of the language in order to make use of Greek in exegesis. See syllabus here.
Description: Concise Greek was a one-semester course designed to introduce students to the Greek language of the New Testament, to engage language-based tools, and to sharpen exegetical skills using the language and the tools. This course was not a substitute for a full introduction to Greek; rather, it provided students with the basic elements of the language in order to make use of Greek in exegesis. See syllabus here.
Readings in Biblical Greek, Candler School of Theology (Fall 2012):
Description: Readings in Biblical Greek was a one-semester course designed to increase the student’s knowledge of Koine Greek vocabulary, grammar, and syntax through weekly readings, periodic exams, and interpretive analysis. This course surveyed different texts and compositions of “biblical Greek” taken from the New Testament, the Greek translation of the Hebrew Bible, and other early Christian writings. Though not the only way to read through these corpora of Greek, the approach taken in this course was thematic: the course readings centered around the themes of creation, re-creation, and new creation. In addition to reading and translating Greek passages, students were introduced various critical methods and resources aiding interpretation. See syllabus here.
Description: Readings in Biblical Greek was a one-semester course designed to increase the student’s knowledge of Koine Greek vocabulary, grammar, and syntax through weekly readings, periodic exams, and interpretive analysis. This course surveyed different texts and compositions of “biblical Greek” taken from the New Testament, the Greek translation of the Hebrew Bible, and other early Christian writings. Though not the only way to read through these corpora of Greek, the approach taken in this course was thematic: the course readings centered around the themes of creation, re-creation, and new creation. In addition to reading and translating Greek passages, students were introduced various critical methods and resources aiding interpretation. See syllabus here.
Teaching Assistant
Interpretation of Old Testament II, Candler School of Theology (Spring 2015):
Description (from course catalog): Taught by Brent Strawn, this course introduced students to the Latter Prophets and the Writings, with attention to the cultural context of ancient Israel and the interpretation of Old Testament poetic literature.
My role: My duties included grading student work, addressing student concerns, and attending lectures. In addition, I facilitated three exegetical breakout sessions with 22 students on Ezekiel 37:1–14. Finally, I was able to give my first lecture in a large classroom setting (100+ people) on 1 Isaiah.
Description (from course catalog): Taught by Brent Strawn, this course introduced students to the Latter Prophets and the Writings, with attention to the cultural context of ancient Israel and the interpretation of Old Testament poetic literature.
My role: My duties included grading student work, addressing student concerns, and attending lectures. In addition, I facilitated three exegetical breakout sessions with 22 students on Ezekiel 37:1–14. Finally, I was able to give my first lecture in a large classroom setting (100+ people) on 1 Isaiah.
Interpreting Religion: Methods and Theories (REL 300), Emory College (Fall 2014):
Description: A required course for religion majors taught by Bobbi Patterson that considered the basic theories in the study of religion, including theories based in anthropology, history, text, politics, philosophy, theology, experience, literature, and gender studies. Using "case" studies, this course explored the intersection of theories and methods in the study of religion. The course engaged a variety of theoretical voices in order to help students develop skills that allow them to become effective interpreters of religion.
My role: Along with another teaching assistant, I met with Dr. Patterson over the summer to create the syllabus, course readings, and assignments for the semester. I gave lectures on Plutarch's treatise, On Superstition, and the use of "superstition" as a method for categorizing religion. I also played a major role in coordinating assignments with Twitter and Storify, including creating tutorials and providing in-class overviews of each.
Description: A required course for religion majors taught by Bobbi Patterson that considered the basic theories in the study of religion, including theories based in anthropology, history, text, politics, philosophy, theology, experience, literature, and gender studies. Using "case" studies, this course explored the intersection of theories and methods in the study of religion. The course engaged a variety of theoretical voices in order to help students develop skills that allow them to become effective interpreters of religion.
My role: Along with another teaching assistant, I met with Dr. Patterson over the summer to create the syllabus, course readings, and assignments for the semester. I gave lectures on Plutarch's treatise, On Superstition, and the use of "superstition" as a method for categorizing religion. I also played a major role in coordinating assignments with Twitter and Storify, including creating tutorials and providing in-class overviews of each.
The New Testament and Ethics, Candler School of Theology (Fall 2013):
Description: An upper-level seminar taught by Luke Timothy Johnson on the role of New Testament compositions in discourse about Christian morality. The seminar left open the question of if and how the New Testament can be used in moral discourse. The course focused on the critical analysis of scholarly attempts to analyze and articulate a normative system of ethics from the New Testament compositions. Students selected a primary text from the New Testament and a primary ethical issue to pursue through the duration of the semester.
My Role: I assisted Dr. Johnson in the planning and implementation of weekly class sessions. My activities involved giving lectures in class, facilitating large- and small-group discussions, meeting with students outside of class, and evaluating student writing.
Description: An upper-level seminar taught by Luke Timothy Johnson on the role of New Testament compositions in discourse about Christian morality. The seminar left open the question of if and how the New Testament can be used in moral discourse. The course focused on the critical analysis of scholarly attempts to analyze and articulate a normative system of ethics from the New Testament compositions. Students selected a primary text from the New Testament and a primary ethical issue to pursue through the duration of the semester.
My Role: I assisted Dr. Johnson in the planning and implementation of weekly class sessions. My activities involved giving lectures in class, facilitating large- and small-group discussions, meeting with students outside of class, and evaluating student writing.
Interpretation of the New Testament II, Candler School of Theology (Spring 2013, 2016):
Description: This course taught by Walter Wilson was the second half of a two-semester introduction to the study of the New Testament. The first semester concerned the content and characteristics of the New Testament compositions. The second semester course concentrated on historical, theological, and methodological issues. This course was offered in a hybrid-style: Dr. Wilson's lectures were recorded and available online; teaching assistants facilitated weekly student colloquy groups and evaluated student writing.
My Role: I facilitated two weekly colloquy groups of twelve students each. I helped foster open and critical discussion of New Testament texts and secondary readings. I read and evaluated students' weekly writing assignments and their longer exegesis papers. I met individually with students outside of class to discuss writing strategies, clarify course requirements, and assist with other aspects of the course.
Description: This course taught by Walter Wilson was the second half of a two-semester introduction to the study of the New Testament. The first semester concerned the content and characteristics of the New Testament compositions. The second semester course concentrated on historical, theological, and methodological issues. This course was offered in a hybrid-style: Dr. Wilson's lectures were recorded and available online; teaching assistants facilitated weekly student colloquy groups and evaluated student writing.
My Role: I facilitated two weekly colloquy groups of twelve students each. I helped foster open and critical discussion of New Testament texts and secondary readings. I read and evaluated students' weekly writing assignments and their longer exegesis papers. I met individually with students outside of class to discuss writing strategies, clarify course requirements, and assist with other aspects of the course.
Thinking through Theological Education II, Candler School of Theology (Spring 2012):
Description: This one-credit, on-line course, was designed to be taken by M.Div. students in their second semester of study. It was intended to help develop skills in critical thinking and writing through a series of written assignments based on readings from OT502 (Interpretation of the Old Testament II) and HT503 (History of Theology).
My Role: I evaluated student writing and addressed other administrative issues related to the course. I met in-person with students to identify ways to improve their writing and critical thinking skills.
Description: This one-credit, on-line course, was designed to be taken by M.Div. students in their second semester of study. It was intended to help develop skills in critical thinking and writing through a series of written assignments based on readings from OT502 (Interpretation of the Old Testament II) and HT503 (History of Theology).
My Role: I evaluated student writing and addressed other administrative issues related to the course. I met in-person with students to identify ways to improve their writing and critical thinking skills.
Interpretation of the New Testament I, Candler School of Theology (Fall 2011):
Description: This was the first half of a two-semester introduction to the interpretation of the New Testament taught by Luke Timothy Johnson. The first half of the course was intended to introduce students to the contents and particularities of the compositions of the New Testament. The course highlighted the social, religious, and historical context out of which the writings emerged and introduced students to some of the critical questions related to the nature and use of these compositions.
My role: In addition to attending class lectures and taking attendance, I worked with Dr. Johnson and the other teaching assistant to create and grade student exams.
Description: This was the first half of a two-semester introduction to the interpretation of the New Testament taught by Luke Timothy Johnson. The first half of the course was intended to introduce students to the contents and particularities of the compositions of the New Testament. The course highlighted the social, religious, and historical context out of which the writings emerged and introduced students to some of the critical questions related to the nature and use of these compositions.
My role: In addition to attending class lectures and taking attendance, I worked with Dr. Johnson and the other teaching assistant to create and grade student exams.
Introduction to Biblical Greek, Princeton Theological Seminary (Academic Year, 2010–2011):
Description: A year-long course taught by J. Ross Wagner that offered an introduction to the elements of Hellenistic Greek with emphasis upon the mastery of forms, basic vocabulary, and syntax. Reading focused on selected portions of the Greek New Testament. The second semester provided an opportunity to gain some familiarity with other literature written in Hellenistic Greek, including papyrus letters, the Septuagint, and the Didache.
My Role: I facilitated bi-weekly precepts with six students. My primary activities included reviewing concepts introduced in course lectures, addressing student concerns, evaluating student homework assignments and quizzes, and creating supplemental in-class exercises.
Description: A year-long course taught by J. Ross Wagner that offered an introduction to the elements of Hellenistic Greek with emphasis upon the mastery of forms, basic vocabulary, and syntax. Reading focused on selected portions of the Greek New Testament. The second semester provided an opportunity to gain some familiarity with other literature written in Hellenistic Greek, including papyrus letters, the Septuagint, and the Didache.
My Role: I facilitated bi-weekly precepts with six students. My primary activities included reviewing concepts introduced in course lectures, addressing student concerns, evaluating student homework assignments and quizzes, and creating supplemental in-class exercises.
Introduction to Biblical Greek, Princeton Theological Seminary (Summer, 2010):
Description: An intensive (8-week) introduction to the elements of New Testament Greek taught by George Parsenios, emphasizing the mastery of forms, basic vocabulary, and syntax. Reading focused on selected portions of the Greek New Testament. Class met daily from 8:45am–12:15pm. A typical day (Mon–Thurs.) included two precept sessions and one lecture session. Weekly exams were given on Fridays.
My role: I facilitated daily precepts with six students. My primary activities included reviewing concepts introduced in course lectures, addressing student concerns, evaluating student homework assignments and quizzes, and creating supplemental in-class exercises.
Description: An intensive (8-week) introduction to the elements of New Testament Greek taught by George Parsenios, emphasizing the mastery of forms, basic vocabulary, and syntax. Reading focused on selected portions of the Greek New Testament. Class met daily from 8:45am–12:15pm. A typical day (Mon–Thurs.) included two precept sessions and one lecture session. Weekly exams were given on Fridays.
My role: I facilitated daily precepts with six students. My primary activities included reviewing concepts introduced in course lectures, addressing student concerns, evaluating student homework assignments and quizzes, and creating supplemental in-class exercises.
Introduction to Biblical Hebrew, Princeton Theological Seminary (Academic Year, 2009–2010):
Description: A year-long course providing an introduction to Biblical Hebrew. With a focus on mastering basic vocabulary and grammatical forms, this course was intended to provide an introduction to Hebrew so that students could use the original language in their teaching and preaching.
My role: I facilitated bi-weekly precepts with six students. My primary activities included reviewing concepts introduced in course lectures, addressing student concerns, evaluating student homework assignments and quizzes, and creating supplemental in-class exercises.
Description: A year-long course providing an introduction to Biblical Hebrew. With a focus on mastering basic vocabulary and grammatical forms, this course was intended to provide an introduction to Hebrew so that students could use the original language in their teaching and preaching.
My role: I facilitated bi-weekly precepts with six students. My primary activities included reviewing concepts introduced in course lectures, addressing student concerns, evaluating student homework assignments and quizzes, and creating supplemental in-class exercises.