SYLLABUS

page 0
Fall 2018

Introduction to Biblical and Theological Research will empower you for

success in the Graduate School of Theology by establishing a foundation
for information literacy and biblical interpretation that will serve both in
INSTRUCTOR: your studies at Oklahoma Christian and as a lifelong learner.

Christopher Rosser Following the course of the Hero’s Journey, you will progress through the
“hours” of four learning modules (see explanation below). In each module,
you will be honing skills for critical thinking, reflective reading, skillful
MLIS, MDiv research, and the artful use of information through encounter with texts
that develop and deepen understanding of biblical interpretation.
Theological Librarian
405-425-5323 Prepare to be stretched and sharpened! Critical, scholarly engagement of
theology and biblical texts is likely to challenge previously held beliefs
chris.rosser@oc.edu about Scripture, church, and the divine. But this need not be a cause for
fear. Rather, such pursuits should be welcomed by any Christian scholar
who believes that all truth comes from God. As we progress, reflection on
Office: Beam Library, LC 105 learning will reveal minds transformed and souls enlarged.

View my schedule here.
Learning that goes into all the world...
Our eight-week journey together takes us into an unexpected, “special
world” of biblical studies where we will sharpen skills for critical
engagement, crucial competencies that will empower your success as
you progress to completion of the M.A. in Christianity and Culture. Let’s
journey together and discover learning that goes into all the world!

BIBL 5013: Introduction to Biblical and Theological Research

Fall 2018

hey! before you get

Required Text
freaked out by the
Turabian, Kate L. A Manual for Writers of Research Papers, syllabus, watch
Theses, and Dissertations. Chicago: University of Chicago, 2013. this video
ISBN: 9780226816371 first, please!!!
 Syllabus Contents
page 2
SYLLABUS Fall 2018

This syllabus is an electronic document! Why anger the Lorax with unnecessary
printing? Note links throughout the syllabus connecting you with Web resources.

Use the links below to quickly navigate the syllabus:

Explanation and Overview...! ! ...page 3
Understanding the Game...! ! ...page 4
Mapping the Journey...! ! ! ...page 5
Enlarging the Map...! ! ! ! ...page 6
Schedule: Weeks 1-5...! ! ! ...page 7
Schedule: Weeks 6-8...! ! ! ...page 8
Healing and Netiquette!! ! ! ...page 8
Trial due dates...! ! ! ! ! ...page 9
Outcomes and Experiences...! ! ...page 10
Grading...! ! ! ! ! ! ...page 12
Assessment and Etceteras...! ! ...page 13
Resources...! ! ! ! ! ! ...page 14
Policies...! ! ! ! ! ! ...page 15
 Explanation and Overview
Course Delivery
SYLLABUS Fall 2018
page 3
Introduction to Biblical and Theological Research is delivered online and
asynchronously (i.e., no face-to-face or required virtual class sessions).
Advice: begin making it a habit to map out your week, routinely check
in, and set aside time for study and course work.
Laptops and Devices
This course is information oriented! See my fuller policy below, but
note here that you will need access to a reliable machine with word
processing software like Word or Pages or Google Docs, and solid
Internet connection. All students have access to Google Drive via your
OC login; graduate students can also freely download certain software
packages here.
Prerequisites
Introduction to Biblical and Theological Research is our program’s initial
course; there are no prerequisites for admission to the course beyond
admission to the GST.
E-portfolios and Digital Badging
Although content is accessed and course work submitted via
Blackboard, students will also make use of an e-portfolio, a virtual
space for capturing achievements, work, reflection, goals, and other
information as you journey throughout the program. In class, we’ll learn
more about the uses and benefits of e-portfolios, but my own purpose is
to provide a tool for facilitating learning and for capturing your good
work as you progress toward completion of the program. Your e-
portfolio also becomes an artifact of your accomplishments which can
be shown to prospective schools, employers, or interested others.
Primarily through digital badging, ePortfolios show robust learning
experiences both in and out of the classroom. We’re employing three
levels of badges: commendations for activities that enrich our learning
community; competencies, to show skills and experiences students
acquire; and core badges, that are connected with Core Unviersity
Outcomes. Digital badging offers a gamified means for assessment,
empowering students and instructors to know and to show how
students achieve learning outcomes. Badges and ePortfolios reflect
trends toward competency-based learning and move well beyond the
traditional transcript by capturing not only formal but also informal, self-
directed, and curiosity-based learning experiences.
What you can expect from me... [see video on this section, if you like!]
As an instructor, I believe that learning must be active; in other words,
students learn best when they are active participants in the learning process.
This is true whether content delivery is offered virtually or in-person: my aim
is to facilitate, nurture, and guide students as you critically examine,
question, practice, and are shaped by learning and experience. Because I
myself am a continuous learner, I strive alongside students to explore the
information around us, enlighten eyes to the nature and use of information,
and empower students with skills for lifelong learning in an information
society. My purpose as an educator is to reach and transform each student’s
heart; and I recognize that the truest path to the heart is not through the head
but through the gut. Therefore, I strive to bring learning to spaces of desire.
Transforming the heart involves reorienting or clarifying desire so that
students’ love (i.e., desire) vectors more truly toward God and neighbor. Love
is both the motivation and goal of my teaching.
That said, I hope to foster open, generative dialogue between you and me
and among your classmates. If you have questions or concerns, the best
way to contact me is via email (chris.rosser@oc.edu), and I will respond
within 24 hours. (See other contact info on the previous page.)
What I can expect from you...
As a learner in a virtual environment embarking upon our journey together,
please keep in mind the following three guidelines:
Communicate. Communicating with your instructor (questions, concerns, late
submissions, etc.) is an important habit to develop. Be sure to email me or, if
your question is general and not too personal, feel free to submit to our Q&A
discussion forum in Blackboard.
Participate. Especially in a virtual environment, offering robust feedback and
generating dialogue among your classmates is an important way to increase
learning. Be sure to join in without expectation that you must “sound like” an
expert. We’re explorers!
Respect. Encountering difference is crucial for both intellectual and spiritual
growth. Encounters with difference of opinion or ideology are not only likely,
such encounters are the vibrant heart of our journey together. We’ll be
learning to detect ways our own presuppositions inform encounters with
difference, and we’ll sharpen skills for critical, civil, and generative dialogue.
Be sure to approach ever conversation guided by the Golden Rule. (See more
below on netiquette.)
 The Game: What we’re playing at...
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SYLLABUS Fall 2018

The game in three moves...

Move 1—You are a hero named krino.

Move 2—following the hours of the hero’s journey (see below), make your way
through an information-dojo honing skills for:
Critical thinking—slicing skills for getting at what’s behind encountered texts
reflective reading—sharpening sense-making tools for interpreting texts
Skillful Research—investigative skills for locating needed information
Artful Application—using honed skills to demonstrate heroic formation

Move 3—undertake the dojo master’s final challenge to earn krino’s badge!

Introduction to Biblical and Theological Research is a gamified course fusing information literacy and academic writing instruction with a survey of
biblical literature and strategies for biblical interpretation.

Four skills for information literacy and academic writing—critical thinking, reflective reading, skillful research, and artful application—are honed
through encounter with biblical texts and with academic texts that engage and interpret biblical texts.

Employing the Hero’s Journey model naturalizes our move into and through a “special world,” in which the biblical texts become unfamiliar as we
encounter diverse interpretive methods and unexpected readings of Scripture. Experiences in the special world of our journey will likely challenge
students‘ assumptions about the Bible and God’s truth; yet if God is the source of truth, unexpected, unfamiliar truths encountered are not outside
God—in other words, the special world we inhabit for the next several weeks is also part of God’s world, part of God’s truth. Courage, hero, as we
travel the special world together!

As you begin each hour of the journey, you will receive pieces of a storyline that will direct your next steps. The story will move you through the
hours of our journey, the stages of our dojo, toward the completion of your training, Krino.

For more explanation, see the mapping of our journey offered below, as well as outcomes and learning experiences intended for each hour of the
journey. Pay careful attention to the course schedule and the deliverables schedule so that you don’t fall behind or neglect your training!

You’ll be engaging this journey with a cadre of classmates who are also following the journey. Engage with them; hone others, and allow others to
hone you. As iron sharpens iron, let’s become sharper together.

Now, pull your katana, Krino, and let’s begin!! Your instructor looks forward to making the journey with you...
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 page 6

Following our
introduction to the
course, hours 1-2
sharpen students for
critical thinking and
for encountering
biblical texts. Hours
3-5 train us for
reflective reading as
we learn to analyze
texts. Hours 6-8 teach
us how to locate
information to
support our studies
as we research
biblical texts. And in
hours 9-11, we begin to
apply our learning
and demonstrate
mastery of skills as
we communicate
information about and
interpretation of
biblical texts.
 Date Content, Readings, and Deliverables

Week
page 101 [dates] Welcome to Introduction to Biblical and Theological Research!

Technical Support: Getting us all “online” for access and appropriate software...

Content: We will spend time reviewing the syllabus, discussing expectations, describing projects, and getting familiar with
Blackboard site. We’ll also take first-steps into the world of critical thinking in an information society.

Preparation: Watch [assigned videos]

Trials to complete: Personal Information Seeking Behavior; Logos, Pathos, Ethos; Crashing into BioLogos

Week 2 [dates] Module 1: Critical Thinking

Content: We’ll put our newly-honed skills for critical thinking to the test by encountering dialogue behind, within, and in front of
biblical texts...

Preparation: Watch [assigned videos]

Trials to complete: Arguing with Job; Moses in a Spider’s Web

Week 3 [dates] Module 1: Critical Thinking and Reflective Reading

Content: We’re transitioning into strategies for deeply engaging texts, sharpening skills for analysis and learning the scope of
resources for biblical research.

Preparation: Watch [assigned videos]

Trials to complete: Engaging a Scholarly Blog; Article Analysis; General to Specific Resources

Week 4 [dates] Module 2: Reflective Reading

Content: We’ll deepen our skills for analysis by learning to identify a text’s problem, point, purpose, and significance; and we’ll pay
attention to the way specific texts position us readers/hearers through rhetorical strategy.

Preparation: Watch [assigned videos]

Trials to complete: Outlining for Research; Rhetorical Strategies Exercise

Week 5 [dates] Module 2 and 3: Reflective Reading and Skillful Research

Content: We’ll learn to evaluate resources for scholarship and then encounter interpretive paradigms in biblical studies.

Preparation: Watch [assigned videos]

Trials to complete: Book, Article, Website Evaluation; Competing Modes of Discourse; begin Research Outlining Paper
 Date Content, Readings, and Deliverables

Week 6 [dates] Module 3: Skillful Research

page 11
Content: We’ll hammer on our major project for the course, deep diving specific biblical texts.

Preparation: Watch [assigned videos]

Trials to complete: Research Outlining Paper; Annotations Exercise

Week 7 [dates] Module 3 and 4: Skillful Research and Artful Application

Content: We’ll demonstrate our skills and thinking through presentation, debate, and collaboration

Preparation: Watch [assigned videos]

Trials to complete: Research Outlining Paper Report; Plagiarism Debate; Collaborative Research Exercise

Week 8 [dates] Module 3 and 4: Artful Application

Content: We’ll conclude our time in the dojo with reflection on learning and by perfecting Turabian formatting.

Preparation: Watch [assigned videos]

Trials to complete: Reflection: The Bible as Strange; Turabian Tests

Krino’s token of healing!

In each discussion board forums, students who engage classmates and/or instructor beyond explicit
requirements receive a point. For every three points, a student receives Krino’s token of healing,
which can be redeemed to “heal” ten points on any deliverable!

Netiquette: The Golden Rule!

In our discussion forums, it’s important to keep in mind that virtual communication is often a cool or
cold medium—in other words, miscommunication is much more likely since we can’t see or hear or
feel each other’s warmth! Take a look at this video, and let’s be sure to keep our discussion forum
environment a safe space for encountering difference and for generative conversation. Thanks!
 Trials (assignments and due dates)...
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SYLLABUS Fall 2018

Trial Due Dates (Unless required at class on Tuesdays, deliverables due by 11:59 PM.)
Mod 1 Personal Information Seeking Behavior (DISCUSSION) [due date]

Mod 1 Logos, Pathos Ethos (THINKAPP) [due date]

Mod 1 Crashing into BioLogos (DISCUSSION) [due date]

Mod 1 Arguing with Job (DISCUSSION) [due date]

Mod 1 Moses in a Spider’s Web (DISCUSSION) [due date]

Mod 1 Engaging a Scholarly Blog (THINKAPP) [due date]

Mod 2 Article Analysis (DISCUSSION) [due date]

Mod 2 General to Specific Resources (THINKAPP) [due date]

Mod 2 Outlining for Research (DISCUSSION) [due date]

Mod 2 Rhetorical Strategies Exercise (DISCUSSION) [due date]

Mod 2 Book, Article, Website Evaluation (THINKAPP) [due date]

Mod 2 Competing Modes of Discourse (DISCUSSION) [due date]

Mod 3 Research Outlining Paper (DISCUSSION) [due date]

Mod 3 Annotations Exercise (THINKAPP) [due date]

Mod 4 Research Outlining Paper Report (DISCUSSION) [due date]

Mod 4 Plagiarism Debate (DISCUSSION) [due date]

Mod 4 Collaborative Research Exercise (DISCUSSION) [due date]

Mod 4 Reflection: The Bible as Strange (DOCS) [due date]

Mod 4 Turabian Tests (1, 2, 3) (DOCS) [due date]

 Hour(s)
page 7 Aim Outcomes Tasks and Trials

0-2 Critical Critical thinking is crucial in today’s information-saturated 1.1 Personal information seeking behavior exercise
Thinking environment. Students will: (time-on-task: 1.5 hrs)
↯ 1.1 discern and describe how challenging information 1.2 Critical Questioning and Logos, Pathos, Ethos
Encountering impacts them affectively. videos (time-on-task: 1.5 hrs)
Texts 1.2 define critical thinking and information literacy 1.3 Crashing into Biologos exercise (time-on-task: 1.5
1.3 explain how critical thinking and information literacy hrs)
empower scholarship in an information age 1.4 Arguing with Job exercise (time-on-task: 2 hrs)
1.4 demonstrate an ability to critically question specific 1.5 Moses in a spider’s web exercise (time-on-task: 1
biblical texts hr)
1.5 identify and assess presuppositions that inform thinking 1.6 “Engaging a Scholarly Blog” discussion board
1.6 employ critical thinking skills to identify specific cultural, exercise (time-on-task: 1.5 hrs)
historical, intellectual, and other factors that inform specific
scholarly positions and then critique those positions Maps to University Outcomes:
Creative and Critical Thinking
Foundational Knowledge

3-5 Reflective Applying critical thinking skills, students will deeply engage 2.1 Article analysis exercise (time-on-task: 1.5 hrs)
Reading assigned readings and assess an author’s argumentation, 2.2 General to specific resources for biblical
↯ position, and approach. Students will: scholarship (time-on-task: 1 hr)
Analyzing 2.1 describe strategies for critically engaging written 2.3 “Outlining for Research” (time-on-task: 1.5 hrs)
Tests scholarly, biblical materials 2.4 Rhetorical Strategies Exercise (time-on-task: 2 hrs)
2.2 identify types of information resources useful for biblical 2.5 Book, article, website evaluation exercise (time-on-
and theological scholarship task: 1 hr)
2.3 articulate the problem, point, and purpose of a 2.6 Competing Modes of Discourse exercise (time-on-
scholarly article and summarize the argumentation task: 1 hr)
2.4 analyze and discuss a specific text’s argumentation or
rhetorical strategy Maps to University Outcomes:
2.5 demonstrate skills for critically evaluating an Creative and Critical Thinking
information resource for reliability, authority, accuracy, and Foundational Knowledge
currency. Structured Reasoning
2.6 identify and describe major paradigms of scholarly
approaches to interpretation in biblical studies
 Hour(s) Aim Outcomes Tasks and Trials
page 8
6-8 Skillful Students will develop competency in information literacy for 3.1, 3.2, 3.3 Research outlining paper exercise (time-
Research the sake of scholarship and lifelong learning. Students will: on-task: 3 hrs)
↯ 3.1 demonstrate awareness of when and what kind of
Researching information is needed 3.4, 3.5, 3.6 Annotations exercise (time-on-task: 3 hrs)
Texts 3.2 formulate clear, concise, and compelling research
questions Maps to University Outcomes:
3.3 articulate problem, point, purpose, and significance Creative and Critical Thinking
statements to frame a research project Foundational Knowledge
3.4 show comprehension of how to conduct general to Information Literacy
specific research
3.5 demonstrate effective use of both print and online tools
for locating information resources
3.6 demonstrate an ability to evaluate the authority and
reliability of resources

9-11 Artful This action area empowers students to better incorporate or 4.1 Research outlining paper report (time-on-task: 1 hr)
Application synthesize new information, consider how information can
↯ be ethically incorporated into their own work, and 4.2 Plagiarism debate (time-on-task: 2 hr)
Communica demonstrate familiarity with Turabian. Students will:
-ting Texts 4.1 communicate various interpretations of specified biblical 4.3 Collaborative research exercise (time-on-task: 1 hr)
text.
4.2 discuss ethical issues related to information production 4.4 Reflection: the Bible as strange (time-on-task: 1.5
and use. hrs)
4.3 explain the significance of community, networking, and
sharing in an information age. 4.5 Turabian tests (time-on-task: 3.5 hrs)
4.4 reflect on experience of the Bible as “unfamiliar”
4.5 demonstrate appropriate citation formatting in the Maps to University Outcomes:
required style, Turabian. Creative and Critical Thinking
Foundational Knowledge
Information Literacy
Active Faith
SYLLABUS Fall 2018 Grading...
page 12D I N G S C A L E
GRA GRADE WEIGHT BY ASSIGNMENT

93-100 A Excellent level of Participation 5%

achievement
Graduate students are expected to attend class meetings and to thoughtfully 5%
engage discussion. It should go without saying that attendance and
84-92 B Average level of
participation are both vital for establishing and supporting a rich community of
achievement learning. As Scripture says, iron sharpens iron.
Please notify instructors if you will not be able to attend class sessions.
75-83 C Below average level of
achievement Discussions Y%

below 75 F Failure Worth about X% each;

grade dependent on
presence and participation
in discussions.

Deliverables Z%

[assignment] X%

[assignment] X%

[assignment] X%

[assignment] X%

100% Total
How we do: Teaching and learning in IBTR

As described above, my goal is to prepare students for graduate-level studies by

sharpening your skills for critical thinking, reflective reading, skillful research, and
artful application. All discussion activities and deliverables are designed to measure
how well you are fulfilling course outcomes. IBTR strives to fulfill OC’s University
Core Outcomes of Information Literacy, Critical and Creative Thinking, and
Foundational Knowledge (see page 5 of the 2016-17 Academic Catalog for details).

For grade change appeals, see p. 8-9 of the 2016-17 Academic Catalog.

sharpening Krino through our journey together...

SYLLABUS Fall 2018
Assessment and Etceteras
page 13

Under Construction! I’m developing

rubrics for each trial which will be
linked from this page, along with an
explanation of how rubrics work in
this course...
SYLLABUS Fall 2018 Resources...
page 14
Need help? Be sure to connect with the following resources...

Academic

Beam Library

IBTR Research Guide

Writer’s Block Writing Center

Accommodations

Disability services

Technology

Support Central

Free Software for Grad Students

Printer Installation Instructions

North Institute (Blackboard Help)

SYLLABUS Fall 2018 Policies and Particulars
page 15
A. Communication & Office Policies for BIBL-5013-01
1. Email and Phone
The best way to contact your instructor is by email. Whenever possible, your instructor will respond within 24 hrs. of receiving an email
message. Do not wait until the "last minute" (e.g. just before class time) to send an email and expect an immediate answer or that the
instructor even received the message. Please include a meaningful, yet succinct subject line. Students may call the instructor on his office
phone (see page 1 of syllabus). If unavailable, you are encouraged to leave a voicemail message including your name and the reason for
your call.
2. Office Hours
Students should feel free to stop by the instructor’s office for consultation. Note that I am often at the library Reference Desk and do not
necessarily keep specific office hours. It is best to email or call in advance to make an appointment to ensure that the instructor will be
available. Also, you can schedule an appointment here.

B. Absences and Late Work

1.The discipline of completing work on time is an important lesson to master. All deliverables are due on the
date assigned. In the event of late work, the student must notify the instructor of his or her impending lateness and excuse prior to the due
date of the deliverable. Acceptance of late work is at the discretion of the instructor. Good communication with instructors is important; we
encourage students to contact their instructor if they know that an assignment will be late.
2. Again, good communication with your instructor is vital, and I encourage you to contact me if you are unable
to participate in an activity or miss an assignment due to a prolonged emergency situation.

C. Closings and Emergencies

1. In the case class cancellation or campus closure for inclement weather or emergencies, students will be
notified via email and Blackboard announcement. Please expect that some work will be moved online (e.g., an extra discussion board
session, video content from instructor, etc.) to make up for lost seat time.
2 In case of an emergency, faculty, staff, and students who have signed up for OC Campus Messenger
(oc.edu/notify) will be notified by text, email, or Twitter. If the emergency occurs during class, the instructor will inform the students present of
the appropriate procedures.

D. Laptop/Handheld/Phone Policy
1. You are strongly encouraged to use your laptops or handheld device in the class for the purpose of learning.
If you are abusing this privilege then you may be forced to revert to more ancient technologies.
2. Put your phones on silent/vibrate. You may not take calls during class unless it is an emergency. In such
cases, please leave the room for your conversation.
3. Keep your laptops running well! Visit support.oc.edu for technology help, including free software downloads
SYLLABUS Fall 2018 Policies and Particulars
E. Academic
page 16 Honesty

Cheating: Cheating on an examination, assignment, roll sheet or other course related work or activities undermines the ethics of the academy
and the specific Christian purposes of Oklahoma Christian University. Accordingly, students who cheat on examinations, assignments or other
course related work or activities will face serious consequences, as outlined in this policy.

Plagiarism: One particular form of cheating is plagiarism. Plagiarism is the transmission of another’s ideas, words, or materials as one’s own
and/or the failure to credit accurately the ideas, words, or materials of another. Plagiarism also includes passing off another’s work (a friend, a
parent, a website) as one’s own. Plagiarism undermines the ethics of the academy and the specific Christian purposes of Oklahoma Christian
University. Accordingly, students who engage in plagiarism in assignments submitted will face serious consequences, as outlined in this policy.

Penalties for Academic Dishonesty

1. On the first offense, the student will receive zero (0) credit for the examination or assignment. For forms of cheating or dishonesty other
than on examinations or assignments, the Professor shall have the discretion to impose an appropriate penalty. Professors must send
documentation of the first offense to the appropriate chair, the dean of the appropriate college, the VPAA, and the Dean of Students.
2. On the second offense in the same course, the student will receive an F in the course. Professors must send documentation of the second
offense to the appropriate chair, the dean of the appropriate college, the VPAA, and the Dean of Students.
3. At either the first offense or second offense, the student may appeal using the process described in both the OC Student Handbook and
the OC Academic Policy Manual covering Grade Appeals.
4. If the student commits offenses in two or more courses, the Academic Appeals Committee, described in the OC Student Handbook and in
the OC Academic Policy Manual, may assign penalties for academic dishonesty in addition to the penalties assigned by the professors in
the courses. The Academic Appeals Committee may impose penalties up to and including suspension from the University in instances
where a student has engaged in cheating or plagiarism in two or more courses. The Academic Appeals Committee will inform the VPAA
and the Dean of Students in writing of any penalties imposed by it and will report annually on its activities to the University’s Academic
Affairs Committee.
5. Professors should maintain the highest standards of academic honesty both in and out of the classroom. Professors must report and apply
the rules regarding cheating/plagiarism to the appropriate channels. The student should be referred to the Oklahoma Christian University
Covenant for principles which should guide conduct in these matters.

OC’s Mission:
Oklahoma Christian University
is a higher learning community
that transforms lives for
Christian faith, scholarship,
and service.
 Policies and Particulars
F. Americans with Disabilities Act
SYLLABUS Fall 2018

page 17
If you have a diagnosed disability and need special accommodations, please notify Ms. Katy Roybal (425-1876) before or immediately after
your first scheduled class meeting. After your disability has been verified, your instructor will work with you, with Ms. Roybal, and with the
Office of the Vice President of Academic Affairs to provide reasonable accommodations to ensure that you have a fair opportunity to perform
in this course.

G. Anti-Harassment and Discrimination Policy (Title IX)

Oklahoma Christian University is a Christian community that has committed itself, unequivocally, to ensuring a working and learning
environment in which the dignity of every individual is respected and a campus environment that is free of unlawful harassment, which
includes sexual assault or misconduct. OC’s Anti-Harassment and Discrimination Policy (see the OC Student Handbook) is compliant with
Title IX, which states, “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of,
or be subjected to discrimination under any education program or activity receiving Federal financial assistance.” Discriminatory and sexual
harassment is unchristian and uncivil behavior. It is a breach of community, which expresses disrespect, exploits and undermines
relationships based on trusts, and interferes with learning and productive work.

Students are encouraged to immediately seek available assistance and report incidents of harassment to either the Title IX Coordinator below
or one of the Title IX Deputy Coordinators listed online here.

Title IX Coordinator Ms. Tamie Willis 405.425.5320 tamie.willis@oc.edu

Students have access to confidential services through the Counseling Center and the Mercy Clinic.

OC Counseling Center        405.424.5250

Mercy Clinic            405.425.6100        2810 E. Memorial Rd., Suite 140

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