Instructor: Professor Michele Watkins mwatkins@iliff.edu (303) 228-8618
Teaching Associate: Rev. Dr. Andrew Dunning adunning@gostandrew.com (720) 443-3916
C ourse Description: In this course, we examine the history of Methodism and the sources of Methodist doctrine. The theme for the course is “justice as a pathway toward a more perfect church.” Specific topics with special attention to justice as a Wesleyan & Methodist theme include English Methodism up to the death of John Wesley, the United Methodist tradition in North America, and racial and ethnic diversity and the role of women in United Methodism.
Learning G oals:
Required t exts:
Recommended Texts (Primary Sources)
Primary Source Full Text Databases:
African American newspapers: the 19th century
Digital library of classic Protestant texts
Early American Imprints, Series I: Evans, 1639-1800
Early English Books Online (EEBO)
Eighteenth century collections online
Eighteenth Century Journals II
Literature Online (LION)
North American women's letters and diaries
Women and social movements in the United States, 1600-2000
Grading Structure
Participation 10%*
Book Review via Video Blog 15%
Weekly “So What?” Reflections 40% (5 pts per reflection per week for 8 weeks)
Group “Snapshot of History” Project 15%
Final Interview Project 20%
Lectures
The Flow of a Typical Week
Assignments
NOTE: All assignments are due on the dates and at the times indicated. No late submissions will be accepted, except in the case of extenuating circumstances, and with prior written approval from the instructor .
Participation (10% of total grade)
UM History involves more than just reading and regurgitating facts. History involves conversation that helps us process, interrogate, and critically engage what we've read and experienced as United Methodists. In order to ensure that you get the best out of our time together, your participation will be determined based on the following criteria:
7 Minute Intro Video
After you have finished the readings (or gone through as much as you can by this Friday), tackle this week's assignments which include a "Get to Know You" exercise and your first stab at posting a "So What?! Reflection."
Since we will be spending a lot of time in communication together, one of the best ways to get to know one another will be through our " Get to Know Your Peers" Intro Video"
Record a 7-minute video through your computer webcam or other recording device sharing a few things about yourself:
Rev. Andy and I will be sure to post our Intro Videos by this Wednesday (Sept. 14th) so you have an idea who your conductors are for this course. Be sure to post your video in the discussion forum labeled "Get to Know Your Peers" by next Monday, September 19th at 7:00 p.m. Be sure to post your first So What questions based on the Heitzenrater chapters and this week's lecture by Friday and your response posts by Tuesday. (See syllabus for detailed instructions on assignments as well as directions for uploading media to Canvas).
P lease know that your video post is for fun and for creating community through our shared readings. It will not be letter graded, but it will count toward your participation grade. :-)
Book Review Video Blog ( 15% of total grade)
By September 18, 2016 (the end of week 2) select a text from the “UM History Book Review Selection List” on the Canvas site to critically read and review. Due/Upload dates are indicated on the list as well.
The Video blog should be a recorded 15 minute oral presentation of your book review with an accompanied essay no longer than three pages double spaced Times New Roman, narrated slideshare, or PowerPoint or Prezi presentation.
The Video blog will be graded on the following criteria: (1) clear statement of the thesis of the text, (2) an identification of the author’s sources, (3) how this text helps us better understand the shifting context and culture of the UMC in light of its history, (4) a statement of strengths and weakness of the argument; and (5) a note on practical implications of the text for the present ministry and work of clergy and laity in the United Methodist Church.
How do you upload your video on Canvas?
How to Record Video using Your Webcam Directly in Canvas and Submit it to an Assignment in Canvas
How to Use a Device to Record Video and Upload it to an Assignment in Canvas
UM History Book Review Selection List
1. Danker, Ryan. Wesley and the Anglicans: Political Division in Early Evangelicalism . 2016. Upload by September 20, 2016 at 11:59 p.m.
2 . Dallimore, Arnold A. Susanna Wesley. Grand Rapids, MI: Baker Book House, 1993. Upload by September 27, 2016 at 11:59 p.m.
3. Barry, Jonathan. ed. Reformation and Revival in Eighteenth-Century Bristol (Bristol Record Society’s Publications) Upload by October 4, 2016 at 11:59 p.m.
4. Watson, David Lowes. The Early Methodist Class Meeting: Its Origins and Significance. Wipf & Stock Publishers, 2002 . Upload by October 4, 2016 at 11:59 p.m.
5. Chilcote, Paul W. Recapturing the Wesley’s Vision: An Introduction to the Faith of John and Charles Wesley Intervarsity Press, 2004. Upload by October 4, 2016 at 11:59 p.m.
6. Carney, Charity. Ministers and Masters: Methodism, Manhood, and Honor in the Old South . Baton Rouge: Louisiana State University Press, 2011. Upload by October 11, 2016 at 11:59 p.m.
7. Noley, H. First White Frost: Native Americans and United Methodism. Abingdon Press, 1991. Upload by October 18, 2016 at 11:59 p.m.
8. Knotts, Alice G. Fellowship of Love: Methodist Women Changing American Racial Attitudes, 1920-1968 . Nashville: Kingswood Books, 1996. Upload by October 25, 2016 at 11:59 p.m.
9. Stanley, Susie C. Holy Boldness: Women Preachers’ Autobiographies and the Sanctified Self (University of Tennessee Press, 2004. Upload by October 25, 2016 at 11:59 p.m.
10. Reiff, Joseph T. Born of Conviction. White Methodists and Mississippi's Closed Society. Oxford University Press, 2015. Upload by October 25, 2016 at 11:59 p.m.
11. Shockey, G. et. al, eds. Heritage and Hope: The African-American Presence in United Methodism, Nashville: Abingdon Press, 1991. Upload by November 1, 2016 at 11:59 p.m.
12. Gonzalez, Justo L. Each in Our Own Tongue: A History of Hispanic United Methodism. Abingdon Press, 2001. Upload by November 1, 2016 at 11:59 p.m.
13. Guillermo, A. Churches Aflame: Asian Americans and United Methodism. Abingdon Press, 1991. Upload November 8, 2016 at 11:59 p.m.
14. Nickell, Jane Ellen. We Shall Not Be Moved: Methodist Debate Race, Gender and Homosexuality, Pickwell Publishers, 2014. Upload by November 8, 2016 at 11:59 p.m.
15. Watson, Kevin. Pursuing Social Holiness: The Band Meeting in Wesley's Thought and Popular Methodist Practice, Oxford University Press, 2015. Upload by November 8, 2016 at 11:59 p.m.
Weekly “So What?” Reflections (40% of total grade)
The intent of the exercise is twofold: (1) to invite you into the work of history, namely, to reflect critically on the meaning and significance of key events and themes in United Methodist history essential for contemporary reflection; and
Your task is to reflect practically on the implications of a particular significant historical event, person, place, or topic referenced in the material that is helpful for Christian witness today. Each student is required to submit Four reflection posts (400-450 words each) submitted on the appropriate Canvas discussion forum and Four responses posts (150-200 words each), submitted as replies in Canvas discussion forum.
Here is how it breaks down:
AND
Group “Snapshot of history” Project (15% of total grade)
During the first week, the class will be divided into groups of no more than 7 members each. By Sunday, September 18, 2016 each group will sign up for one of the five topics/themes in UM History (1)The relationship between Anglicanism and Methodism up to the death of John Wesley, (2) the United Methodist tradition in North America, (3) Racial and Ethnic Diversity in the history of United Methodism, (4) the Role of Women in United Methodism, and (5) Sexuality in the United Methodism.
The project essay and presentation should include the following:
Each group will submit a PowerPoint or Prezi presentation accompanied with a 1500 word group essay that describes the theme and how it is expressed within United Methodist History with reference to specific time periods, significant events, people, and places. Due: Upload by November 7, 2016, 11:59 p.m. (MT)
Google Docs: All of the presentations will be pulled together to create a reference document for the course that the whole class can use. The group must use Google Docs in the production of its group essay. Need to learn how to use Google Docs? Here is a helpful link: https://support.google.com/docs/answer/7068618?hl=en&ref_topic=2811805
Don't forget to share the file and/or folder with your Instructors and TA will full access. This way we can share our feedback with your group throughout the process and champion you along the way. Our emails are noted above.
Google Hangouts: Video conferencing is a great way to do group work face-to-face and for your to get to know your classmates. Many of you may already be familiar with the use of video conferencing in online classes; however, others may not be familiar and so either way, please see the following help page to give you some idea on how to use this free application: https://support.google.com/hangouts/answer/2944865?co=GENIE.Platform%3DDesktop&hl=en
Your iliff.edu emails are "google account" so all registered students for this course can participate. Each group has been randomly assigned a group leader who is responsible for setting up your online GoogleHangout meeting. Each group must meet at least three times to plan your project. Determine your three or more meeting times at your first meeting. The group leader shall send a confirmation email through Canvas to your group mates with Professor Watkins and TA Rev. Dunning copied on the email.
Be sure to invite us both to your Google Hangout sessions, not to be spies but to chime in to best assist your group as needed. You should expect a Google Hangout "instructor bomb" for at least one of your meetings.
Final Interview Project (20% of total grade)
What you do? Select one Annual Conference of The United Methodist Church (preferably the one you intend to join if you plan to be ordained, or the one that you live in if you plan to remain a layperson) or a historically Methodist institution to which you are related. Interview two members of this conference/institution. Select one person who has been a clergy member of the conference/institution for at least 20 years. Select a second person who has joined the conference within the past five years (this might be a lay staff member or a clergy person). You are looking very specifically for the ways that this particular conference/institution replicates the trends and patterns we have found in our broad study of Methodist history and the ways in which it might diverge from some of those patterns.
Submit an 8-10 page paper that (1) summarizes your analysis of the Conference’s history (2) in light of overall United Methodist history and (3) that notes the patterns that one would reasonably expect continue to influence the behavior and capacities of the Conference in its ministries. 5 to 6 pages of this paper will contain this summary analysis. The second 3 to 4 pages will be your reflection on how this specific history that you have learned is likely to influence your participation in your conference or institution . Upload by November 18, 2016 by 11:59 p.m. (MT)
Technical Requirements
Microsoft Word, PowerPoint, Google Hangouts, and Google Docs are necessary to participate in this course. Prezi can also be used for the submission of slide presentations as well, but it is not required.
Course Expectations
Incompletes : If you think this may be an issue, contact the instructor immediately. Incomplete requests must be made before the last day of the term. They are made through the registrar-- see the Masters Student Handbook for instructions.
Pass/Fail: Masters students wishing to take the class pass/fail should discuss this with the instructor by the end of the second week. Some Annual Conferences will not accept this particular course taken pass/fail. Check with your BoOM registrar before you make this choice.
Academic Integrity and Community Covenant: All students are expected to abide by Iliff’s statement on Academic Integrity, as published in the Masters Student Handbook. All participants in this class are expected to be familiar with Iliff’s Community Covenant.
Accommodations : Iliff engages in a collaborative effort with students with disabilities to reasonably accommodate student needs. Students are encouraged to contact their assigned advisor to initiate the process of requesting accommodations. The advising center can be contacted at advising@iliff.edu or by phone at 303-765-1146.
Writing Lab: Grammar and organization are important for all written assignments. Additional help is available from the Iliff Writing Lab, which is available for students of any level who need help beginning an assignment, organizing thoughts, or reviewing a final draft.
Inclusive Language: It is expected that all course participants will use inclusive language in speaking and writing, and will use terms that do not create barriers to classroom community.
Learning In An Online Environment
How can you be successful in taking an online class?
It can be more than a little challenging - after all, in a face-to-face class, you meet once or twice a week, and, in that time, the instructor can make sure you are on-track in terms of course progress and your understanding of the material. Online, though, is different in some key ways, and your success in the course hinges on understanding those differences.
Communication
Please Note: You can't participate if you don't know what's going on! In your Canvas Profile (which you can access using the Profile link at the top right of every page), you can specify how you should be contacted. Make sure that your preferred email address is properly set on that page.
From that page, you also have the ability to change your notifications (that is an option on the left menu on that page). Please make sure that your notification settings are set so that you are kept reasonably informed of events related to the class.
Finally, as each week progresses, you need to pay attention to class-related activities! Keep an eye on whatever notifications you have chosen to receive. If you choose to ignore them, you can quickly find yourself way behind (and, remember, after two weeks of non-involvement, you may be removed from the class).
Collaboration: Online classes are, by their very nature, highly collaborative in terms of learning. That means that the majority of your learning will take place as you engage other students regarding the material that everyone is reading (and, as you may have already noticed, different people are reading the same material from different perspectives).
Collaborative learning is a common approach at Iliff, both in online and face-to-face classes. The discussions and other activities that you participate in here are similar to in-class discussions in the face-to-face session. It is a little harder to "hide" in the online classes than it is in the face-to-face, but, otherwise, the approach is the same. And yes, the readings are the same in the two classes - the load is no heavier in the online class, although the 3.5 hours of "face time" in the face-to-face class is replaced by reading, thinking about what other students have said and responding online.
Commitment: As with any class, your commitment to learning will greatly impact your success (both in terms of grades and in terms of actually mastering new information). In this class, we don't all meet online at the same time, so it is up to you to set up a schedule that allows you to engage other students about the material.
There is a significant difference in terms of commitment in an online class, though, and it is this: Since the learning process is highly collaborative (and since different students will be reading material in different ways), your failure to participate will reduce the effectiveness of the class for other students as well. Taking an online class really does require commitment, and a special kind of discipline, in order for everyone to be successful.
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