Teaching Options

Within the Department

• Undergraduate Theology Requirements

Undergraduates are required to take two theology courses during their four years: Foundations and a second-level course of their choosing (see Theology Requirements: The Current Situation).


 

 
 
 
 
 

• Foundations

The Foundations course has been one of two required Theology courses for all Notre Dame students since its inception in 1983. It is taught at the 100- (first year) and 200-levels (all other years). The course treats Hebrew Scriptures, New Testament and Christian history to approximately 500 CE. Within those parameters, Faculty are free to approach the topics closest to their own interests.


 

 
 
 
 
 

• Second-Level Courses

Second-level courses are generally taken by sophomores, juniors and seniors. Topics are dictated by a combination of department, Faculty and student interest. Since these courses tend to be smaller, they may allow more of an opportunity for class participation and dialogue.


 

 
 
 
 
 

• Current Schedule of Courses in the Theology Department

 

 
 
 
 
 

• Course Descriptions for Current Theology Courses

Outside the Department

• Freshmen Writing Program

A limited number of teaching slots are available from the Freshman Writing Program each year. Application must be made for these positions which are then awarded on a competitive basis. The potential pool has recently broadened to include teachers beyond the Notre Dame community (i.e., St. Mary's Faculty, etc.), thus increasing the competition. Faculty apply by submitting a syllabus for a course which they are free to design. Class size is generally half that of the Foundations course, and remuneration is double that of the usual Department stipend.


 

 
 
 
 
 

• Other

Depending on background, you may be able to teach courses in other departments (History, English). Arrangements are made through those departments.

Allocation of Teaching Slots

Remuneration

Pedagogy

Course Preparation

• Writing a Syllabus
• Scope of Course
• 1983 Foundations Statement

The Foundations course is really three courses in one: Hebrew Scriptures, New Testament, and Early Church. When the course was conceived in 1983, the Department directed that the course material be divided equally between these three areas. As for the expected terminus of the course, time-honored student designations such as "Adam to Athanasius" or "Creation to Chalcedon" are the best benchmark. (For a more official articulation, see Theology Requirements: The Current Situation.)

As to the methodological approach to the course (e.g., whether predominantly historical-critical or doctrinal), no particular algorithm for balancing perspectives has ever been articulated.


 

 
 
 
 
 

• The 100/200 Distinction

100-level courses are first-year courses; Faculty expectations of writing style and critical thinking skills should be appropriate to that level. "Freshpeople" do not have a choice in Faculty members.


 

 
 
 
 
 

200-level courses are for sophomores and beyond. While the content of the course may not differ from the 100-level, the approach to the material and topics examined may be quite different.


 

 
 
 
 
 

• Syllabus Binders

Some Sample Syllabi are available from this web site, and in case we have not update that list other syllabi are accessible from individual instructors' web sites (see On-Line Classes in the Department of Theology). If you would like to see hard copy samples, Dorothy Anderson keeps a complete file of syllabi from past years in her office. Each year's syllabus binder contains copies of syllabi from every course taught within the department filed alphabetically by Faculty member. These are stored primarily for legal purposes, but have proven invaluable as a reference set themselves.


 

 
 
 
 
 

• Conceiving Your Own

The Foundations course covers such a broad span of time that it is imperative to choose just a select group of topics for discussion. Align them with your interests and background.


 

 
 
 
 
 

The department covers the cost of syllabus duplication, but will not cover copying costs for handouts during the course of the term. Therefore you may want to attach the most significant handouts for the semester to your syllabus when you submit it for duplication.


 

 
 
 
 
 

• Course Description

The course description is a summary of your syllabus and of your approach to the course. Include definition of the course, methodological approach(es), an outline of the relevant history, and the student goals you anticipate.


 

 
 
 
 
 

• Pacing Assignments and Exams

A reasonable week's reading can run from 100-150 pages of primary and secondary material. Some Faculty prefer to give shorter reading assignments, but in return expect greater depth of analysis.


 

 
 
 
 
 

Choices between breadth and depth also bear on essays and papers. Some teachers, particularly in second-level, smaller courses, prefer to assign fewer papers from which they expect a greater degree of reflection. Standard expected student output in one semester ranges from 8-15 pages of typed, double-spaced essay (or its equivalent) and 1-3 exams.

• Beware teachers! There are sites on the web that provide help for students writing research papers (ResearchPaper.com). Some are useful guides for the research process; others provide downloadable term papers for students (School Sucks: The Worldwide Library of College Papers).

The First Day

Pedagogical Issues

• Expectations

TA's tend to approach their courses as Theology courses ­ as occasions for critical analysis of religious history, phenomena, practice and thought. They often see the Foundations course as primarily factual, and second-level courses as the ones that engage theological thinking.


 

 
 
 
 
 

Students may come to class with different assumptions. They may enter thinking of the class as an extension of religion, a realm for which their feelings, opinions and lifestyles are the primary textbook. They may not be expecting critical analysis at all. Whereas TA's may approach the Documentary Hypothesis as fact, students may receive it with suspicion. It may raise theological issues for them that we have long since resolved. Hence theological thinking is a critical element of every course.

The discrepancy between student and Faculty expectations is one to which the Faculty member must be sensitive, as it falls within his or her comprehension to address.


 

• Inclusivity
• ND Student Profile (1995 Freshman class)
• 55% male/45% female
• 16% minority students
• 55% from public school, 38% Catholic school, 7% private school
• average h.s. rank top 5%
• 22% are children of ND alumnae

 

 
 
 
 
 

• Religious Inclusivity

Since the percentage of Catholics students at ND is so high, the question about religious inclusivity is often raised of the relation between a non-Catholic TA and his/her predominantly Catholic class. TA's may be concerned whether to mention their denomination to the students, and may wonder about their responsibility to incorporate Catholic thought.

While the choices are up to the individual teacher, students have expressed appreciation for the TAs' candor in expressing their religious background. Non-Catholic TA's have tended to use the Catholic Study Bible rather than the NRSV, and have made efforts to incorporate Catholic teaching in their courses.


 

 
 
 
 
 

• Gender Inclusivity

The Department of Theology adopted a motion on gender-inclusive language at a meeting of the Faculty on 13 December 1982. The motion, adopted by a vote of 22 to 5, reads: "Motion: That the Department of Theology, as a matter of policy, call upon Faculty, staff and students to avoid sex-exclusive and sex discriminatory language."


 

 
 
 
 
 

While the application of this directive is only to gender inclusivity, Faculty need to be aware of racial, religious, ethnic, material and physical biases as well. Some guidelines on these matters are available: see

• Guidelines for Gender-Inclusive Use of Language
• Women in the Classroom

 

 
 
 
 
 

• Joint Teaching with Other TA's, Faculty

There is nothing in principle to keep Faculty from guest lecturing in each other's classes, or from conducting a joint lecture or discussion on topics of mutual interest. In fact, such events serve as a helpful illustration of varying perspectives and academic discourse.

Logistics

Policies

• Class Size

For first-time teachers, class size is relatively limited by the Department. If you are teaching one section during a term, your class size will run around 40; if two sections during one term, each section will have approximately 35 students.


 

 
 
 
 
 

• Attendance

Attendance policy is up to the individual Faculty member. Some teachers mandate attendance by assigning a percentage of the grade to class participation. Others defer to the utilitarian argument on the first day and indicate that if students want good grades, they should come to class. Whatever policy you settle upon, communicate it clearly on the first day and stick to it.


 

 
 
 
 
 

It's a good idea to take attendance often (although this may be precluded by class size). Your records may prove a helpful bureaucratic back-up at semester's end if a regularly absent student complains about a low course grade.

If students miss class due to illness or athletic participation, they are responsible to see that you have been notified of their legitimate excuse through the appropriate organ (note from health center or dean, respectively). The Faculty member is under no obligation to repeat lectures or to communicate assignments; these obligations fall on the student.


 

 
 
 
 
 

• Examinations
• Number and Distribution

Testing options range from oral ungraded quizzes to regular graded written quizzes and exams. Some TA's have recommended pop quizzes if it appears from oral interchanges that the students have not done the reading. As to the number of larger exams, some recommend three for the Foundations course, each corresponding to one of the three major chunks of material.


 

 
 
 
 
 

It might be helpful to consult the undergraduate calendar before scheduling exams. Parent weekends and football weekends in particular should be noted.


 

 
 
 
 
 

• Final Exam

University policy limits the weight of the final exam to 20-33% of the student's grade.


 

 
 
 
 
 

• Grading
• Scale
• University Policy

The University mandates no universal scale ­ either a 4.0 or a particular percentage scale ­ for grading assignments and exams. In the absence of a scale, Faculty are free to introduce their own. A common scale is 90% and above - A; 80% and above - B; 70% and above - C; 55-60% and above - D; below 55%-60% - F.


 

 
 
 
 
 

• Your Scale and the Graduate-Undergraduate Shift

Grad student TA's often experience shock when shifting from the expectations placed upon them to the caliber of the work they receive from undergrads. The discrepancy should be anticipated before student obligations and grades are assigned. Two extremes to be avoided are extremely high expectations and matching low grades, and extremely low expectations and resulting grade inflation.


 

 
 
 
 
 

• Grade Inflation

TA's have sometimes been cited as the worst offenders when it comes to grade inflation. While an inordinate number of high grades precludes disputes and may correlate with high TCE's (and therefore with future income!), there is a certain standard within the discipline that must be upheld.


 

• Returning Exams

As a general rule, it is good to get exams and papers back to students within a week. This keeps the students happy (and cooperative) and enables you to use the exam and its evaluation as pedagogical opportunites.


 

 
 
 
 
 

You may want to collect exams back from the students once you have reviewed the material. This keeps the exams from becoming part of every dorm's infamous "binder" of past tests. You may also want to consider the existence of this binder as you determine what resources you will allow students to utilize for papers and exams. Some Faculty alter their tests such that the binder presents no problem; others often use the same essay questions in subsequent semesters and believe that the binder creates an uneven playing field.


 

• Grade Submissions

Midterm grades are submitted for sophomores, juniors and seniors whose midterm grades are in the D-F range, and for all Freshpersons regardless of their grades. Midterm grades are due during the week before break; final assignments and exams for the midterm grade should be scheduled in plenty of time to make the deadline.


 

All students receive final grades.


 

 
 
 
 
 

• Grade Disputes: Student Recourse and Departmental Response

[Section yet to be written]


 

• Computerized Grading Programs

There are a variety of programs available for processing grades; click here to see one such program for MAC, Rodus' Grades.


 

• Honor Code

Faculty obligations regarding the Academic Honor Code are delineated in the Code. In addition to the information printed there, Faculty members are obliged to:


 

 
 
 
 
 

• attend a Workshop on the Honor Code before or during their first semester of teaching; and
• introduce the honor code in a statement on their syllabus.

 

 
 
 
 
 

It is also a good idea to remind students of the code before distributing exams or assigning large projects.


 

 
 
 
 
 

The procedure for addressing honor code violations takes a long time and may involve a public defense of your allegations. TA's in the past have sometimes felt as if they were the ones on trial. This is mentioned not to discourage you reporting violations, but rather to alert you to the serious nature of any allegation.


 

 
 
 
 
 

• Office Hours

TA's may not use their carrels for office hours if students are studying in adjacent carrels. You may meet students at your carrels and go elsewhere or make other arrangements (Waddicks, the Huddle, the pit). DeBartolo has some rooms that may be available for use by four TA's at a time; these are assigned through the Registrar's office.


 

 
 
 
 
 

• Problem Situations
• Situations and Responses

[Section yet to be written]


 

• Structures of Recourse Within the College of Arts and Letters
• Faculty Mentor

[Section yet to be written]


 

• Deans

[Section yet to be written]


 

• Grievance Committee

[Section yet to be written]


 

Procedures

• Textbooks and Reading Packets
• Textbooks
• Desk Copy

TA's and Faculty may order examination copies of Bibles and textbooks from the publisher. Forms are available for that purpose in the bookstore.


 

 
 
 
 
 

• Orders for Courses

If you are teaching the semester after your candidacy exams, the Bookstore will contact you for your textbook order within the week after you complete candidacies. Normally, book orders are submitted to the Bookstore 3-5 months before the course begins. You can submit book orders online now using the Hammes/ND Bookstore Faculty Textbook Adoption Form.


 

 
 
 
 
 

Some Faculty order recommended texts as required texts in response to the Bookstore's policy of shorting recommended text orders. Faculty also do this to address the store's lack of "depth." While this may be appropriate at the grad level, it is probably unnecessary at the undergrad level. Moreover, publishers count on a certain percentage of orders being sold, and the potentially heavy returns on "recommended" texts (and, for that matter, the sale of second-hand books) force readjustments that can eventually drive the prices of books even higher.


 

 
 
 
 
 

It's a good idea to check the bookstore shelves several weeks before classes begin ­ particularly after summer session. You may find that your texts have arrived but that numbers have been depleted by visitors.


 

 
 
 
 
 

• Foundations Book List

In 1992, GTU surveyed TA's to see what books they ordered most frequently for the Foundations Course. The list is accessible from this page.


 

 
 
 
 
 

Bibles most commonly ordered are the NRSV and the NAB-Catholic Study Bible , although some Faculty allow students to bring their own Bibles and exclude only paraphrase Bibles from classroom use.


 

• Guidelines for Cost to Students

Cost of books for one course should aim for a $60 cap. Put all required books on reserve for those students who do not or cannot purchase them. Discuss the texts and reading assignments on the first day of class so that students can decide which books to buy.


 

• Reading Packets

The legal limitations on duplicating texts appear in the document, Federal Copyright Law, attached to this site. The general rule for books is that one chapter constitutes fair use and is legal to copy, while for journals fair use is limited to one article.


 

 
 
 
 
 

If you would like to put together a reading packet for a course, select your contents and submit the books and journals to Kinko's, The Copy Shop in Lafortune, or the Arts and Letters copy center in O'Shaughnessy six weeks prior to the beginning of the semester. If you submit pages that have already been duplicated from the source, be sure to turn in a list with all relevant bibliographical information before you ask the staff to duplicate the material. The six week advance gives the staff time to check all the copyright information for you. In return for that lag time, Lafortune "rewards" your students with a 15% discount.


 

 
 
 
 
 

Packet prices at Kinko's and at The Copy Shop are comparable, but The Copy Shop is much more convenient for students. O'Shaughnessy's prices are a little more complicated. If you order 30 copies, they'll run 25; if more than 25 students come in, they'll run each additional copy and eat the extra cost. But if 15 students come in, you will eat the cost. To avoid that scenario, it helps to change your reading packet each semester.


 

 
 
 
 
 

All copy centers give the professor a free copy of the packet.


 

• Reserve Book Room

The Reserve Book Room now has an online service for putting course materials on reserve. Both the


 

 
 
 
 
 

• Request to Put Books on Reserve and the
• Request to Put Photocopies of Materials on Reserve

 

require basic personal and course information, and then the usual data for each reserve item (author, title, call number, personal/library copy, number of copies; information for photocopied materials must be complete so that proper permissions can be obtained). When all entries have been logged, a full list of items appears on the screen, which you can then print for your records.


 

 
 
 
 
 

Alternatively, the separate forms for books and for photocopies can be filled in by hand; the Reserve Room has stacks of blank forms available on their main desk.

The University Libraries (UL) will make limited copies, at library expense, of journal articles and small portions of monographs and other works for use in reserve. As a general guidline, they suggest one copy for every 15-20 students in the class. UL will continue to assume the responsibility for obtaining permissions, and the cost for any single copies of required offprints purchased in lieu of permission (see The Reserve Book Room and the New Federal Copyright Law). Occasionally a publisher will deny permission to copy. Usually this is because too much material is being requested from a single work. At other times permission may be granted, but the fee will be so unreasonable that UL will not pay it. In either case the material will be taken off reserve and destroyed or returned to the instructor who brought it in.

In order to ensure that your materials will be available in the Reserve Book Room for your students when they need them, please keep in mind that UL are able to process and place on the shelves most quickly those items which are brought to the Reserve Book Room. If you cannot bring the items in, service can also be expedited by providing them with the Notre Dame Library call numbers and any other pertinent information.

 

 
 
 
 
 

Unless notified to the contrary, UL will remove all reserve materials at the end of each semester. Your personal copies will be forwarded to you at that time.

If you have any questions or suggestions about this, or any aspect of the Reserve Book Room operation, UL can be reached at 219-631-7578.

 

 
 
 
 
 

• Duplication

The Theology Department covers the costs of duplicating course syllabi and of examinations throughout the semester. They do not pick up other duplicating costs (see Memo on Secretarial Support). Therefore, you may want to consider either including the most essential handouts for your course in your syllabus, or taking advantage of the Web to make other materials available to students in electronic form.


 

 
 
 
 
 

• Room Assignment and Reservation

If you know in advance that you will need a computer-equipped classroom, be sure to request that when asked for your classroom preferences. If you need to reserve a classroom for a one-time review session, contact the Registrar's Office (the web link was under construction when this page was created; you may need ... to call!).


 

 
 
 
 
 

• Secretarial Aid/Student Assistants

Secretarial support is limited to the typing of examinations. The Department Secretary, Dorothy Anderson, will submit orders for duplication on your behalf to the Arts and Letters copy center in O'Shaughnessy, but appreciates several days' advance notice (see Memo on Secretarial Support).

Resources

TA Training

• GA Work

Active participation in undergraduate courses through one's GA experience is perhaps the most helpful apprenticeship available to future TA's. If that experience is unavailable to you, approach those Faculty whose pedagogy you most respect and request the opportunity to sit in on their lectures and ask them questions afterward.


 

 
 
 
 
 

• Workshop(s)

The Department Teaching Committee and GTU have developed a series of workshops to train TA's. The fall workshop focuses on those topics most relevant to spring semester course preparations: course options and remuneration, course preparation, pedagogical issues, textbook-related procedures, available resources. A spring or summer session tackles the nuts and bolts of teaching as the TA's first class day approaches (policies, procedures, problem situations, particular resources).


 

 
 
 
 
 

In addition to these workshops, the Graduate School and the Graduate Student Union have developed a successful series of professional development workshops which usually run at the beginning of fall semester. These sessions treat general issues such as conducting a lecture, leading a discussion, and inclusive pedagogical behavior. The Theology Department's TA Training Workshops have been consciously designed to treat these issues lightly so that we might concentrate on topics particular to our discipline.


 

 
 
 
 
 

• Online Resource

You're reading it!

Consultation and Evaluation

• Department Policy on Faculty Mentors

In 1992, the Department Teaching Committee, in conjunction with GTU, developed a proposal for a Faculty mentor system for first-time TA's. The system is designed to support the TA in his or her teaching apprenticeship.

The policy envisions that the doctoral student's dissertation director (under most circumstances) serve as that student's teaching mentor. In that capacity, the mentor:


 

 
 
 
 
 

• discusses pre-syllabus matters with the TA prior to his/her first teaching assignment;
• arranges some sort of ongoing consultation with the TA throughout the first full semester of teaching;
• visits the TA's classroom twice during the semester to help evaluate pedagogical strengths and weaknesses;
• meets with the TA to evaluate TCE's soon after the forms have been returned; and
• writes a letter of evaluation of the TA as a teacher.

 

 
 
 
 
 

For a full statement, see Department Policy on Faculty Mentors.


 

 
 
 
 
 

• TCE's

Students fill out TCE forms to evaluate the course you teach (a sample TCE Form is included at the back of this folder). These are analyzed and submitted to the Department a month or so after grades are due. You are entitled to review your TCE's with your Faculty mentor after your first teaching semester. Insofar as subsequent allocation of teaching slots is informed by TCE results, you may also elect to discuss TCE results with Kern Trembath.

Campus Interdisciplinary Resources

• The Snite Museum of Art

The Snite Museum has proven an invaluable resource for some TA's. Its collection includes a good deal of art dealing with religious themes which may be viewed and discussed to illustrate theological perspectives and the role of interpretation in religion. In the past, TA's have conducted their own tours or have developed joint tours with Snite Museum staff. If you are interested in exploring the Snite for possible incorporation in your course, contact Diana Matthias, the Curriculum Structured Tour Coordinator, or Gina Zachman to arrange an appointment.


 

• Campus Sculpture and Architecture

Sculptures on campus and the very layout of the campus itself demonstrate theological perspectives that you might consider incorporating into your course. The most helpful resource for learning about campus sculpture and architecture is Thomas J. Schlereth's history of the grounds, The University of Notre Dame: A Portrait of its History and Campus (1976).


 

 
 
 
 
 

• Basilica of the Sacred Heart

Sacred Heart's paintings and windows are another resource in the discussion of religious perspective and theological interpretation. A general introduction to the Basilica is included at the back of this folder. You might also consult Tom O'Meara's The Basilica of the Sacred Heart at Notre Dame: A Theological Guide to the Paintings and Windows (1991).


 

 
 
 
 
 

If you plan to take your class to Sacred Heart, contact Mr. Frank Kelly, Basilica Tour Director, to notify him of your visit (1-7329).


 

 
 
 
 
 

• Notre Dame Archives

Sacred Heart's paintings and windows are another resource in the discussion of religious perspective and theological interpretation. A general introduction to the Basilica is included at the back of this folder. You might also consult Tom O'Meara's The Basilica of the Sacred Heart at Notre Dame: A Theological Guide to the Paintings and Windows (1991).


 

 
 
 
 
 

Audio-Visual Resources

• Foundations Images (these resources are discussed below)

 

 
 
 
 
 

• Educational Media

Education Media has two offices, one in CCE and one in DeBartolo. They have a library of films and videos available (see the DeBartolo Bldg's Media Resource Catalog), and are also able to make a-v resources such as slides for a minimal cost (see Educational Media Creative Services). In addition, they provide the equipment necessary for viewing (projectors, screens, etc.). It is up to the individual teacher to place a-v resource and equipment orders directly with Ed. Media. As to fair use rules for eductational use of multimedia, see Ed. Media's Fair Use Guidelines site.

Computing Resources

• Planning the Class
• Foundations Images

Kern Trembath has digitized the entire Biblical Archaeology Society slide collection, and with the help of Margie Pfeil has added explanatory texts to each image. In addition, several faculty members and doctoral students have begun to build their own copyright-clean collections of supplementary images. The goal is to provide these resources in several formats so that teachers can use them both on web pages and in other software applications.


 

 
 
 
 
 

Needless to say, there's no sense reinventing the wheel when it comes to these resources. Check out the Department collection before spending lots of energy scanning your own images!


 

 
 
 
 
 

(Duplication of the digitized images is authorized for educational purposes; normal copyright restrictions obtain.)

Jump Start Grants

Jump Start Grants of up to $1000 are available on a first-come, first-served basis to Faculty who would like to computerize their teaching materials. You can apply online, or send a proposal to the Educational Technology Development Center.

 

 
 
 
 
 

• Running the Class
• Class LISTSERV Lists

You can set up an e-mail discussion group for those members of your course whose e-mail accounts are initialized. Simply pick up an application form (Form #G1654) from the Office of Information Technologies, or send e-mail with your desired options to suggest@vma.cc.nd.edu with LISTSERV in the subject area.


 

 
 
 
 
 

• File Transfer

It is possible for Faculty and students to transfer files ­ such as papers and other assignments ­ over the network. Check with the Educational Technology Development Center for information about Institutional AFS space.


 

 
 
 
 
 

• Class lists

It is possible to receive your class lists by e-mail from the Registrar.


 

 
 
 
 
 

• Grades

It is possible to submit your grades to the Registrar by e-mail.


 

 
 
 
 
 

• Computing Resources (a separate GTU site)

Web Resources

• Agora Language Marketplace - An online index of companies offering language related publications, products, and services.
• AlaPadre's Catholic Corner - Alphabetically arranged links to ethics, liturgy, history, Vatican resources, and much more
• ArtDaily - News from the art world online. Includes this day in history, a look at new and continuing exhibitions, links to museums, and more.
• Art Libraries Society of North America - Serves the interest of librarians, visual resources professionals, educators, and others interested in arts info.
• The Catholic Mobile - Over 1800 links to textual sources and works of art.
• Catholic Schools, Colleges, and Academic Departments - J.M. Ockerbloom's links to other colleges (and therefore to online religious studies courses) that might give you some ideas.
• College and University Home Pages - A source for more ideas.
• Computers & Texts - A journal of articles on use of computers for teaching in the humanities, out of Oxford.
• Foreign Language Teaching Forum - The forum is an integrated service including this web site, the FLTEACH LISTSERV academic discussion list, and the FLTEACH gopher at SUNY-Cortland. The topic is foreign language teaching methods, including school/college articulation, training of student teachers, classroom activities, curriculum, and syllabus design.
• Internet University - Instructing instructors and others on the usefulness of the web for teaching.
• Resources for Catholic Educators on the Internet - Theology, Bible studies, Catholic organizations, and church teaching.
• Romance Languages Resource Page - Funded by the Consortium for Language Teaching and Learning and the Univeristy of Chicago.
• TeachNet - A rich resource site designed for teachers in the public school system.
• Thinkquest Project - Challenges and encourages students to work in teams to create valuable educational tools and resources on the Internet. Students in winning teams are awarded scholarships for as much as $15,000. Site includes a library of previous entries.

Appendices

• Academic Honor Code [not yet online, but we expect it will be!]
• Department Policy on Faculty Mentors
• Federal Copyright Law
• Foundations Book List (books most commonly ordered)
• Foundations Images List
• Hard Copy Resources for TA's
• Guidelines for Gender-Inclusive Use of Language
• Memo on Secretarial Support
• Reserve Book Room and the New Federal Copyright Law
• Sample Syllabi
• Theology Requirements: The Current Situation
• Women in the Classroom

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