BBL553 Online: The Acts of the Apostles
Grand Rapids Theological Seminary
Gary T. Meadors, Th.D., Professor
[email protected]
Fax: 616-222-1502 Office: 616-222-1558
COURSE DESCRIPTION
The Book of Acts provides a large umbrella of historical background to many of the
events from the Ascension of Jesus and Pentecost to the final scene of Paul in a Roman
prison (by traditional dating, from about 30/33 CE to 60/62). Acts provides a view of the
earliest Church as well as theological themes that reflect this period.
Furthermore, Acts is the second half of a two-volume project called Luke-Acts. There
are many constructs to account for the contribution of these books, but one prominent
view is that Luke-Acts provides an apology for the Gentile mission and, therefore, for
Paul’s ministry. This grand narrative of Luke-Acts seems reflected in that Jesus flags the
Gentiles in his Nazareth sermon in Luke 4 and Luke notes the same agenda in Acts
28:28.
This course will introduce you to the story of the early apostolic mission and its product
as told by Luke in his work, The Acts of the Apostles.
The CD lectures in this course by Professor Bock are part of the ITS tape classes that
GRTS and other schools have used for many years. With the introduction of online
capability, we are now shifting some of these courses into an online format and creating a
hybrid offering. You will have the advantage of listening to a seasoned scholar talk
through the text of Acts and have the online setting to process course requirements as
defined by the GRTS professor (none of the syllabus material that is package with the
Bock CDs apply. This current GRTS syllabus defines this course).
COURSE OBJECTIVES AND OUTCOMES
Online courses practice a “learner centered” rather than “teacher centered” approach to
learning. This means that this course is your opportunity to learn. The teacher sets up a
context in which you can excel. When the student has completed this course, he or she
should be able to




Independently engage research sources as a means of growing in your knowledge
and skill base in relation to the book of Acts.
Rehearse the narrative flow of events within the book of Acts.
Demonstrate skill in the location of valid online sources for the research of texts
and issues within Acts (e.g. locating and retrieving journal articles).
Discuss selected issues treated in the course flow.
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

Define and apply the issue of determining “normative” texts (e.g. description and
prescription in biblical material).
Identify, research, organize and write a formal paper on a well-defined issue
within the book of Acts.
INTRODUCTION TO ODYSSEY
Odyssey is the name of the GRTS/CU online learning management system. This system
primarily delivers online courses, but all courses taught by Seminary professors can be
managed from this site. Please be advised, at the present time, you MUST use your
Cornerstone email address for all communication. You will need to surf through
Odyssey’s features in order to orient yourself to finding applicable material and
performing tasks.
To Access Odyssey
Using your Web browser (Firefox is currently recommended. It is a free download), go
to http://odyssey.cornerstone.edu and log on using our disciplenet ID number and
password. Your log on name is usually your first initial and your student ID. You must
however put zeros in between your initial and first number to make the total name 8
characters. For example, f0012378 or f0123456.
You may set/reset your password by selecting the “Reset Your Password” tab or by going
to http://techsupport.cornerstone.edu and selected “Network Password Online Reset.”
Your network and Odyssey password will always be the same.
If you experience difficulties related to the network or Odyssey, contact the Tech Support
Center at 888-272-4001 or [email protected] .
Getting Acquainted with Odyssey
Your class registration automatically links you to the Odyssey system. Your name must
be on the course roster in order to access a course. If you make it into Odyssey and
cannot get into your course, it will probably be one of two reasons: (1) you have not
registered properly; or (2) the course is not yet opened to students. Most courses open 2
weeks prior to the beginning of the semester. ALWAYS orient yourself to the Course
Syllabus and Schedule 1-2 weeks prior to the beginning of the semester so that your 1st
week’s work goes smoothly.
Odyssey will provide you with your class Syllabus, Course Schedule, Lesson Discussion
Boards, Gradebook, and many other course functions. Experiment with the tabs so you
know Odyssey’s layout.
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COURSE REQUIREMENTS
Track the Course Schedule carefully. The Course Schedule is under the “Lessons” tab
in this course in Odyssey. You should print out this Syllabus and the Course Schedule
since you will need to have constant access to these documents.
Online weeks run from Monday to Sunday. The early part of your week is devoted to
listening to audio lectures (when provided), reading, learning the categories of the week
and preparing the weekly assignments. Discussion Board original posts are typically due
by Thursday at 11:59pm and responses by Sunday at 11:59pm.
Course Requirements include:
 Pre-course communication
 Reading and Research
 Interactive Discussion Board on Odyssey
 Semester project/paper
1.
Pre-course communication with course facilitator
Each student is required to email the professor and confirm that the syllabus and course
schedule have been read/studied and understood in the week prior to the course
start date (i.e. the first Monday of the Semester. See Calendar in the GRTS Catalog for
all dates.). Also submit your “Student Information Sheet.” If you do not take this prestudy of the semester seriously, you will find yourself playing “catch up.”
As part of your pre-course work, please go to the CU Library website and learn/practice
how to locate and retrieve full-text journal articles (go to “articles” tab, choose ATLA
and practice searching for articles). E.g. you can search by book, chapter and verse,
topic, etcetera. Learning the variety of ways to search for articles is a skill that needs to
be developed.
You should also identify the PDF files that the Bock CDs provide for you, especially
Bock’s outline of Acts. Please remember, this syllabus not Bock defines the course
content and assignments.
2.
Reading-Research
Reading is education. Yet, it is an item that is difficult to assess (unless we give exams
on textbooks!). Consequently, professors usually assign reading because they believe it
will form you in a variety of ways. This formation is often undefined in class, but is a
key to your education nonetheless. We are/know what we read. Poor reading patterns
are a sign of mental stagnation.
The Reading aspect of every course is different. Reading for exegesis requires learning
what the methods are that unpack ancient literature (the bible) and then reading examples
that show you how this happens. So, (1) read the text of the bible; then (2) read Parsons’
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commentary; then (3) read a specialized piece that treats an issue or expands on the
meaning of the text (e.g. a section in Bock, a journal article or another specialized item).
In this course, you can sequence listening to Bock’s lectures either before or after reading
Parsons. From this reading and listening you will learn how to unpack biblical texts.
Biblical interpretation requires life-long learning.
A word about “how to read.” Graduate education requires a lot of reading and locating
information via research sources. Many do not read well, or reading is a burden, because
they “look at words on the page” rather than attack the page to glean information.
Slower, word for word reading is not efficient. It is better to go through a section several
times looking for information than to laboriously plough through it with a poor reading
habit. Think about a “strategy” that you can use throughout this course to retain the mass
of material you will survey. It may be an outline of the week (often reducing on the
average 10+ pages to 1 summary page), or a chart, or some way to cause you to engage
ideas rather than words.
Read the required texts and listen to the lectures according to the class/reading
schedule. Record your pattern of reading on the Course Schedule as a reading report
(this schedule is emailed to Dr. Meadors during the final week). Merely initial the line
provided, or place a statement of “late but read” or “read __% late.” Providing a clear
record of your performance avoids grade reduction. Blank lines are assumed to
indicate that the assigned reading was not done. Be clear so you receive credit for what
you have done.
Required Course Reading:
1a.
The English text of The Acts of the Apostles will be read at least two
times “at one sitting” in paragraphed bibles (use two different versions).
2a.
Textbooks will be read in consort with the Course Schedule.
Required texts:
Audio lectures in the ITS package on the Acts of the Apostles by Dr.
Darrell Bock.
Bock, Darrell L. Acts. Baker Exegetical Commentary on the New
Testament. Grand Rapids: Baker Academic, 2007. [Readings in
Bock are selection specific, mostly by your choice.]
Parsons, Mikeal C. Acts. Paideia Commentaries on the New Testament.
Grand Rapids: Baker Academic, 2008. [pp. 370]
Powell, Mark Allan. What are the saying about Acts? New York: Paulist
Press, 1991. [pp. 110 or 137 if you read the endnotes…which a
good graduate student will do ;-) ]
3a.
Journal article per week.
At least one journal article per week is to be surface, retrieved and read.
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Dr. Meadors will at times assign articles within selected weeks of the
Course Schedule. When an article is not assigned, you are required to
surface/retrieve an article of your choice. Consequently, you will need to
learn to retrieve full-text articles from the CU Library website. You
should also search for articles on texts of interest to you within the book of
Acts via the CU/GRTS Library website. The footnotes of your texts will
also suggest articles to read.
Locating articles is crucial in regard to your semester paper.
4a.
Your reading for the semester shall total no less than 1500 pages. All
required items count toward the total. The balance will come from project
reading. You will track your reading in two ways:


You will track weekly reading with your Course Schedule, and
You will submit the “Course Schedule,” a “Reading Report
Summary Form” from the Syllabus and “Meadors Reading Report
Forms” by Friday midnight of Week 14 to account for your total
pages read.
Other Select Commentaries for additional sources (NOT required):
For the big picture:
Dunn, James D. G. The Acts of the Apostles. Narrative Commentaries. Valley Forge:
Trinity Press International, 1996.
Fernando, Ajith. Acts. The NIV Application Commentary Series. Grand Rapids:
Zondervan, 1998.
Gaventa, Beverly Roberts. Acts. Abingdon New Testament Commentaries. Nashville:
Abingdon Press, 2003.
For exegetical analysis:
Bruce, F. F. The Acts of the Apostles: The Greek Text with Introduction and
Commentary. Grand Rapids: Eerdmans, 1951.
________. The Book of the Acts. The New International Commentary on the New
Testament. Grand Rapids: Eerdmans, 1988.
Fitzmyer, Joseph A. The Acts of the Apostles. The Anchor Bible. New York:
Doubleday, 1998.
Longenecker, Richard N. “The Acts of the Apostles.” In The Expositor’s Bible
Commentary, Volume 9. Grand Rapids: Zondervan, 1981.
Polhill, John B. Acts. The New American Commentary. Nashville: Broadman Press,
1992.
For historical-cultural and theological analysis:
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Foakes Jackson, F. J. and Lake, Kirsopp, editors. The Beginnings of Christianity: Part I
The Acts of the Apostles. 5 volumes. Reprint. Grand Rapids: Baker Book
House, 1979. [old but a classic for its period.]
Winter, Bruce W., series editor. The Book of Acts in its First Century Setting. 6
volumes. Grand Rapids: Eerdmans, 1990s [need to look at each volume for
data].
Marshall, I. Howard and Peterson, David, editors. Witness to the Gospel: The Theology
of Acts. Grand Rapids: Eerdmans, 1998.
Recommended Bible:
If your Bible skills are limited to English, you need to become aware of how the various
versions represent translations. Request Dr. Meadors’ handout “So Many Bibles So
Little Time!” via email. The Zondervan Bible has the wrong left to right order for seeing
how translations progress from formal to functional (their title is even different than their
setup!). The correct order is KJV / NASB / NIV / NLT.
Today’s Parallel Bible (NIV, NASB, KJV, NLT). Grand Rapids: Zondervan,
2000.
3.
Discussion Boards in Odyssey
Discussion Boards are an online means of interaction by using original and response
postings
The Course Schedule will direct you in your weekly work. At times it will require you
to compose an “original post” to be posted in ANGEL by a certain time. An original
post is a 400-word researched statement (sources are to be carefully cited, in-text
abbreviated form is OK) from your reading and study in relation to the topic assigned.
For example, during Week 1 you will post the results of your own research on three texts
that differ in their English translation. This post represents data you originate in concord
with the “lecture” of the week…therefore it is an original post. In Week 6, your original
post will be your critique of a journal article. It is original because you are probing the
significance and implications of the article you have read. The content of the original
posts differ in nature but all have in common the fact that you must originate the material
of the post from your research. Your original posts should be carefully crafted then
copied/pasted into Odyssey.
A response post is when you critique material your classmates have posted. A response
post will state agreement, disagreement, make suggestions for further thought and other
aspects that represents your critical thinking about the original posts of others. Response
posts should reflect researched opinion not just personal opinion. A response must
probe and push thinking in an interactive way. Response posts are about 200 words in
length. Citing sources in your response to validate your reflection is appropriate.
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Interactivity Requirement
Threaded discussions are a required aspect of all GRTS graduate level on-line courses.
Each course will differ in the frequency and nature of interaction. There are two types of
on-line interaction: synchronous and asynchronous. Synchronous interaction consists of
on-line discussions that occur in real time and at the same time. Asynchronous
interactions consist of on-line interaction over an extended, and sometimes defined,
period of time. Consult the course syllabus for the nature of interaction required for each
on-line course.
The two types of on-line posts, original posts and response posts, comprise the
interactivity. All posts are research based, not your personal opinions (all your work
should show “lines of reason” with your research). Distant education research is no
less rigorous than on-campus research (other than the challenge of amount of
sources utilized). Original posts should include the student’s learning on the theoretical
content, meaning, relationships of ideas, and implications of course material. Original
posts should be grounded in source scholarship while also insightful, inquisitive, and
reflective in nature on the basis of your reading/study. Typically, original posts may be
crafted as responses to a set of questions posed by the course instructor, questions
designed to foster reflection and discussion or to an assertion that requires critique.
Response posts are offered in reply to the original posts of peers and should seek
clarification for deeper understanding and/or extend the level of critical reflection on the
topic of discussion. Responses should probe the thinking of the posts, not merely agree
with them.
All on-line interactions should be substantive, succinct, and grammatically accurate. By
substantive, we do not mean extended descriptions of personal opinion and personal
experience. Nor do we mean comments that lack coherence and critical reflection. By
substantive, we mean comments that are based on sound research and are therefore
reflective and insightful, coherent, theoretically informed, and link theory to practice.
This will require that you draft your statements, work them over, and then post them.
Since your posts are so short, they must be “tight.” Finally, all posts should be
grammatically clean, which requires editing before the post is submitted. The
interactivity grade for the course will be determined based on the number of posts as well
as the character of the post (i.e., substantive, succinct, and grammatically accurate).
4.
Semester Project: Theme or validation paper.
A “theme” paper looks at an issue that runs throughout the book of Acts or a significant
section of it. For example, the “Speeches of Paul,” or “Apostles in Prison,” or “Sermons
to Gentiles,” “Paul’s Missionary Journeys,” etcetera could be themes. Themes are
challenging subjects. They are often “too big” for a brief paper and therefore your paper
could fall into the pit of generalities. Yet, one can creatively present an issue/s in a theme
and focus on pieces of the larger pie. For example, “The identification of repetitive
issues in the speeches of Paul,” could be a way to present a theme internal to a large
corpus of texts.
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A “validation” paper is a close investigation of a particular text the meaning of which is
debated. For example, Acts 2:38 has generated a good deal of discussion and resulting
views. Validation surfaces the views, options of interpretation, clearly presents “their”
lines of argument and then compares the views surfaced for the most probable view, if
one exists. Another validation type project could be exposing the views on the meaning
of Acts 19:1-7 and how it relates to Pentecost.
The best way to choose a project is to do a survey read of Acts. Scan your course texts
for fruitful suggestions (e.g. Parsons “Theological Issues” sections). Look for items and
issues that interest you. Make a list. Then research your interests to determine what
would make a good paper...yes you need to research to choose a topic as much as you do
to write one! Proper determination of a topic will save you from the frustration of trying
to write on an item for which you have no sources or enough controversy to make it
interesting.
Whichever kind of paper you choose, your paper will be
 Written as a formal term paper in Turabian/SBL Handbook form and style;
 Will be well documented with source footnotes;
 Will provide a bibliography of sources consulted;
 Will use standard margins, double line, size 12 Times New Roman font, in a PDF
or MSWord document;
 Will be about 15 pages main body and no more than 20.
 Will have a Meadors Reading Report form attached for reading done in addition
to the already required reading of the course.
 will declare your project and topic to Dr. Meadors by Week 5. He will direct
you about your choice.
 will submit an outline and progress plan by Week 8.
 and your final paper will be emailed to Dr. Meadors no later than midnight
Friday of Week 13.
INTRODUCTION TO MILLER LIBRARY
The use of Miller Library’s online features is essential to success in distance learning.
We are what we read. Many online students are in isolated places without adequate
access to a Library for graduate level learning. Accessing journal articles via Miller’s
online provision can alleviate some of this challenge. Some e-books are available, but
this domain is not as helpful for biblical studies as the journal article feature.
You need to experiment searching for journal articles. Go to the Miller Library web site
(http://www.cornerstone.edu/library)and select the search tab for “Articles” and “All
Databases A-Z.” Select “ATLA Religion” from that window.
Miller Library also provides inter-library loan features that you may need if you are doing
a full term paper.
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Under “Library Services,” choose “RefWorks and Style Guides” for help with the form
and style of footnotes and papers.
When you become an alumnus of GRTS, you have “eternal” access to the Library
services. This service will help you to become a life-long learner.
COURSE GRADING
Weekly Reading and Listening
Discussion Board
Semester Project
30%
30%
40%
Grading is both a science (e.g. assigning numerical value to objective material; following
expected objective standards) and an art (professorial judgment in regard to the class
continuum).
When letter grades are assigned, they represent the following judgments:
 A = Exceptional performance, clearly beyond the expected standards.
Student exhibits comprehensive knowledge, cogent oral and written
communication, independent application of course material, interaction
with scholarly theory, correct spelling and grammar with proper form and
style.
 B = Expected standards have been met. Student grasps goals of
assignments, communicates with few errors, organizes and develops
thoughts clearly, shows awareness of relevant scholarship.
 C = Expected standards have not been met in crucial areas. Basic
understanding has been achieved but organization of ideas is weak,
interaction with scholarship is inadequate, and communication is hindered
by a significant lack of attention to the details of spelling, grammar, form
and style.
 D = Expected standards have not been met. Work is marginally
acceptable for credit. Serious misunderstanding of basic conceptual
framework of course principles exists. Extreme weakness in analysis,
organization and communication of ideas is apparent.
 F = Failure to meet standards permeates the work and/or evidence of
cheating or plagiarism exists.
GRTS numerical grading scale:
98-100 = A 92-94 = B+
95-97 = A- 88-91 = B
85-87 = B-
82-84 = C+
78-81 = C
75-77 = C-
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72-74 = D+
68-71 = D
0-67 = F
14 WEEK CORRELATION OF PARSONS/BOCK TEXTS (SEE COURSE
SCHEDULE FOR THE SPECIFIC WEEKLY ASSIGNMENTS)
Since the outlines of Bock and Parsons differ, the following may help to see the
correlations that the Course Schedule will utilize. The professor has correlated the items
as much as possible within the limited time of a 14-week semester. The student is
encouraged to lay Parsons and Bock’s outlines side-by-side and observe how the
following correlates the two for the present purposes.
READ PARSONS on Acts
Read Parsons’ Introduction
Acts 1:1-2:47
Acts 3:1-4:31
Acts 4:32-5:42
Acts chs. 6, 7, 8
Acts 9:1-11:18
Acts 11:19-14:28
Acts 15:1-16:5
Acts 16:6-18:17
Acts 18:18-19:41
Acts 20:1-21:16
Acts 21:17-23:35
Acts chs. 24, 25, 26
Acts chs. 27, 28
LISTEN TO BOCK Audios
[Cf. his Outline and Commentary]
Read Bock’s Introduction
Lectures 1 & 2 (1:1-2:47)
Lecture 3-4 (3:1-4:37)
Lecture 5 (5:1-42)
Lectures 6-7 (6:1-8:40)
Lectures 8-9 (9:1-11:18)
Lectures 10, 11, 12 (11:19-14:28)
Lecture 13 (15:1-41)
Lectures 14-16a (16:1-18:17)
Lecture 16b-17a (18:18-19:41)
Lectures 17b-18a (20:1-21:16)
Lectures 18b-19a,b (21:17-23:35)
Lectures 19c-20-21-22a (24:1-26:32)
Lectures 22b-24 (27:1-28:31)
COURSE SCHEDULE
Retrieve the document under the LESSONS tab in Odyssey. The Course Schedule details
your weekly tasks.
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BBL653-Online Acts of the Apostles
NAME: ___________________
***DUE BY FRIDAY MIDNIGHT OF WEEK 14***
READING REPORT SUMMARY FORM
(Attach the various forms showing dates when read)
DATE Asgn Completed
ASSIGNMENT
(and number of pages when
appropriate)
_____________________
First reading of Acts (Version = ________)
_____________________
Second reading of Acts (Version = ______)
_____________________
Bock CD Lectures listened to in consort with the Course
Schedule
*
*
*
*
*
_________#___________
Number of pages actually read in Bock’s commentary
_________#___________
Reading of Parsons (370pp max)
_________#___________
Reading of Powell (110-137pp)
_________#___________
Journal articles pages read (attach a Meadors Reading
Report)
_________#___________
Number of pages specifically read for your paper project
(beyond course required readings)
_________
Sub Total
_________#___________
I have completed the remaining 1500 page minimum
requirement (please attach reading report form giving
details).
_____________________
GRAND TOTAL number of pages read
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MEADORS READING REPORT FORM
DATE
READ
SOURCE READ (bibliography)
PROVIDE A TOTAL OF THE PAGES READ … HERE
12
Pages
Read
TEMPLATE FOR GRADING ONLINE DISCUSSION BOARDS
Course:_________________________________
Week ____ Discussion Board on ____________
Name:__________________________________
TEMPLATE FOR GRADING ONLINE DISCUSSION BOARDS
Requirement
Points
Points
Assigned Earned
X555
Post original post on time (posting original or response posts
after the period expires will be assessed a significant penalty
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since purpose of DB is missed)
Original post evidences critical, evaluative thinking
Original post clearly and cogently reflects the required
reading
Each post connects well to sources with quotes and page
number citations
20
20
10
5
Posts response posts on time
Post at least to responses to classmate posts
Response post go beyond personal opinion and show evidence
of researched observations
10
10
5
All posts meet length requirements
10
All posts evidence careful composition
Student surfaced sources beyond the required
texts/readings
13
5
TOTAL POINTS SCORED:__________
STUDENT INFORMATION FORM
Please cut/paste and email the following to the course facilitator during your
pre-course review week: [email protected]
NAME: __________________________________ STUDENT ID # ________________
GEOGRAPHICAL LOCATION: ___________________________________________
DEGREE PROGRAM AT GRTS: __________ HOURS COMPLETED: _________
WHAT IS YOUR PROXIMITY TO A LIBRARY THAT HOUSES BIBLICAL STUDIES
MATERIAL? [Don’t neglect to check local universities since most have a
religion dept.]
__________________________________________________________________________
LIST PREVIOUS EDUCATION AND DEGREES:
___________________________________________________________
___________________________________________________________
___________________________________________________________
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