When it comes to an idea like a course on Common Eating, it may seem a little odd to start with laying out a marking structure before deciding on what shape I would like such a course to take. My reasoning for doing this however, is before I go about the work of course design, it seems to me that I want to know if I can come up with something that will pass academic muster as well contain useful and practical information and skills for ministerial development. As far as I’ve observed over the years, the two don’t have to exist in tandem with each other.
So what appears below is a marking scheme, combine with a little bit of explanation. The value may not add up to 100%, because I want to be able to play with the various components somewhat as I go along.
Assignment 1: Joint Cooking Assignment (10-15%). This is intended to essentially be gift marks. If you do the assignment you will likely get full marks. There are a couple of caveats. I intend this to be a limited budget, limited ingredient assignment. No one will be marked on quality, (depending on who your classmates are you may be judged, although they should remember, judge not lest you be judged). Where you can lose marks here is by going over budget or going beyond the allowable ingredients. This assignment is about learning how to cook and eat together, there are no bonus marks for culinary skills. If there are few students, arrangements for the meals on weeks when students aren’t preparing will be made so that students don’t have to do more than one meal during the class.
Assignment 2: Visit to Cook for/with and Eat With Clients of a Local Community Food Program (10-15%)
This assignment would have to components to it. The actual visit, and the submission of a 3-4 page theological reflection on the visit.
Assignment 3: Organizing and Leading One of The Eucharists that Are Part of the Class. (10 – 20%)
Each student would be required to organize the weekly Eucharist that is part of the class. Depending on number of students this might have to be a team assignment as well. The value of the assignment would depend mainly on the number of people preparing each week. For students whose traditions don’t allow them to conduct the whole Eucharist, arrangements will need to be made to provide an appropriate individual as necessary.
Assignment 4 – Exegetical Exercise (20%) Students will be required to take a Biblical Passage dealing with a meal (there are more than the last supper), and present an exegetical paper on it. The paper should show interaction with the text, understanding of the cultural issues at play, understanding of the setting in relationship to the religious activities of Israel or the Church depending on where the passage is taken from. 4-6 Pages.
Assignment 5 – Book Report (15%) A report on one of the books from the bibliography. Book report should contain general overview of the book, theological perspectives gained/questions raised by the book, and practical ways for implementing the ideas contained in the book. 4-6 Pages.
Assignment 6 – Plan a community meal working under your local church’s kitchen committee. (25%)
The assignment is what it says. The student would get together with the local church’s kitchen committee, and with them overseeing the process would plan a community dinner. The minister/priest supervising the student’s ministry will need to be in on this planning process. Where there is no kitchen committee the student would be responsible for the organization under the supervision of someone appointed by the priest/minister. Afterwards the student would be required to submit a 3-4 page theological reflection.
So that ended with a possible 110%. This allows for some room in the way the assignments are graded. This also calls for between 14-20 pages of written work. Again, these are just suggestions, if anyone has other ideas I’d love to hear them. As well, if there are ideas as how this could be tightened up academically, I’d love to hear them as well.
Please feel free to leave the suggestions in the comments section below.