Course Number: DTH 641 Course Title: Protology and Eschatology Term: Spring 2017 Dr. J. Marianne Siegmund

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1 1. COURSE DESCRIPTION Course Number: DTH 641 Course Title: Protology and Eschatology Term: Spring 2017 Dr. J. Marianne Siegmund This course studies God as the Creator of all things and the relation of created things to Him. The four last things (death, judgment, heaven and hell) are related to Him as the fulfillment of man and nature, the end of His saving plan. 2. ENVISIONED LEARNING OUTCOMES Students will demonstrate an ability to discover the theological understanding of creation and the Biblical foundations of creation. Students will demonstrate an ability to recognize the difference between creation and the theories of evolution. Students will demonstrate an ability to relate human sinfulness and man s redemption in Christ to the problem of evil. Students will demonstrate an ability to articulate the relationship of God as Creator to the four last things. 3. COURSE SCHEDULE In Christ, the image of the invisible God all things were created (Colossians 1:15-16). Creation focuses upon the very foundations of human and Christian life: for it makes explicit the response of the Christian faith to the basic questions that men of all times have asked themselves: Where do we come from? Where are we going? What is our origin? What is our end (CCC #282)? The subject of Protology and Eschatology addresses these perennial questions, which express the longing for the Infinite in every human heart. Consequently, this course studies God as the Creator of all things and the relation of created things to Him. The four last things (death, judgment, heaven and hell) are related to Him as the fulfillment of man and nature, the end of His saving plan (Course Catalogue). Please begin each week by reading and listening to the course content posted in Populi. Be sure to complete the readings before responding to any activity, assignment, or discussion question. *NB: Other than the books purchased for the course, links to additional course materials, resources, and readings not given below are provided in Populi. Week 1: The Creator and Creatures Daniel 3 Thomas Aquinas, Summa Contra Gentiles, Book II, Chapters 2-3, 6-11 Summa Contra Gentiles Catechism of the Catholic Church, Paragraphs #

2 John Paul II, General Audience: Give Praise and Glory to God for Creation, John Paul II on Daniel 3 Week 2: Only God Can Create: The Nature and Definition of Creation Thomas Aquinas, Summa Contra Gentiles, Book II, Chapters Thomas Aquinas, Summa Theologiae, Part I, Question 8, Article 1 Thomas Aquinas, Summa Theologiae, Part I, Question 45, Articles 6-7 Week 3: The Biblical Foundation of Creation Genesis 1-2; John 1:1-18 Augustine, Commentary on Genesis Book I: The Work of the First Day, Chapters 1-21 Thomas Aquinas, Summa Contra Gentiles, Book I, Chapter 29 Week 4: Worship, Leisure, and the Sabbath Structure of Creation Joseph Ratzinger, In the Beginning, First and Second Homilies, Pages 1-39 Josef Pieper, In Tune With the World: A Theory of Festivity, Chapter 5, Pages Week 5: Creation and the Theory of Evolution Pius XII, Encyclical Letter: Some False Opinions Threatening to Undermine The Foundations of Catholic Doctrine [Humani Generis] #5-8 Thomas Aquinas, Summa Contra Gentiles, Book II, Chapter 87 John A. Hardon, S.J., Origin and Nature of Man in The Catholic Catechism, Pages Thomas Aquinas, Summa Theologiae, Part I, Question 1, Articles 9-10 Week 6: Creation and the Fall Genesis 3 Joseph Ratzinger, In the Beginning, Third and Fourth Homilies, Pages Pius XII, Encyclical Letter: Some False Opinions Threatening to Undermine The Foundations of Catholic Doctrine [Humani Generis] #36-39 Catechism of the Catholic Church, Paragraphs #

3 Week 7: The Providence of God and the Problem of Evil Thomas Aquinas, Summa Theologiae, Part I, Question 22, Articles 1-4 Thomas Aquinas, Summa Theologiae, Part I, Question 49, Articles 1 and 2 John Paul II, Crossing the Threshold of Hope, Chapter: What Does To Save Mean?, Pages Catechism of the Catholic Church, Paragraphs # John Paul II, Crossing the Threshold of Hope, Chapter: Why Does God Tolerate Suffering?, Pages Week 8: Connecting Protology and Eschatology: Man s Redemption in Christ Romans 5:1-21; Colossians 1:15-20 Irenaeus, Against Heresies, Book V, Chapters 19 and 21 Benedict XVI, Encyclical Letter: On Christian Hope [Spe Salvi] #1-9;16-31 Second Vatican Council, Pastoral Constitution on the Church in the Modern World [Gaudium et Spes] #22-24 Week 9: Death and Christian Hope Benedict XVI, Encyclical Letter: On Christian Hope [Spe Salvi] #10-12 Joseph Ratzinger, Eschatology, The Theology of Death, Pages Irenaeus, Against Heresies, Book V, Chapters Joseph Ratzinger, Eschatology, Introduction, Pages 1-18 Week 10: Death and Resurrection Joseph Ratzinger, Eschatology, The Theology of Death, Pages Irenaeus, Against Heresies, Book V, Chapter 14 Joseph Ratzinger, Eschatology, Appendix I: Between Death and Resurrection: Some Supplementary Reflections, Pages

4 Week 11: The Resurrection of the Dead in Magisterial Documents Joseph Ratzinger, Eschatology, Immortality of the Soul and the Resurrection of the Dead, Pages Irenaeus, Against Heresies, Book V, Chapters Joseph Ratzinger, Eschatology, Immortality of the Soul and the Resurrection of the Dead, Pages Week 12: The Second Coming and the General Judgment Irenaeus, Against Heresies, Book V, Chapter 7 Joseph Ratzinger, Eschatology, The Resurrection of the Dead and the Return of Christ, Pages Joseph Ratzinger, Eschatology, The Resurrection of the Dead and the Return of Christ, Pages Week 13: The Eternity of Hell and the Mercy of God Matthew 3:12; Mark 9:43 Joseph Ratzinger, Eschatology, Hell, Purgatory, Heaven, Pages John A. Hardon, S.J., Article: Eschatology: Death, Judgment and Hell John Paul II, Crossing the Threshold of Hope, Chapter: The Centrality of Salvation, Pages Week 14: Sacred Scripture and the Fathers of the Church on Purgatory Joseph Ratzinger, Eschatology, Hell, Purgatory, Heaven, Pages John A. Hardon, S.J., Article: The Doctrine of Purgatory Week 15: Everlasting Life and the Joys of Heaven John Paul II, Crossing the Threshold of Hope, Chapter: Does Eternal Life Exist?, Pages Joseph Ratzinger, Eschatology, Hell, Purgatory, Heaven, Pages Benedict XVI, Encyclical Letter: On Christian Hope [Spe Salvi] #

5 4. COURSE REQUIREMENTS Short Essays (1-2 pages) 10% Each 50% (Due by Thursday at 11:59 PM of the Following Weeks: 2, 3, 5, 8, and 11) Discussion Postings 30% (Due by Thursday at 11:59 PM of Each Week) Long Essay 20% (3-5 pages, Due by Thursday at 11:59 PM of Week #13) Citations in Discussion Posts Plagiarism is a serious offense against academic honesty. In order to avoid plagiarism, the student must place direct quotations in quotation marks and must footnote sources wherever an idea not one s own was obtained. When giving a direct quotation from any source or when referring to an idea not one s own, the student must use either a footnote or a parenthetical notation. The parenthetical notation is accepted in discussion posts and in citations of Sacred Scripture. NB: Footnotes are required in papers, with the exception of parenthetical notations, which are used only for Sacred Scripture. Please consult the HACS Guidelines for Papers handbook for examples of footnote and bibliography entries. In lieu of footnotes, please use parenthetical notations to document any source for the weekly discussions in Populi. When referring to an idea or when giving a direct quote from any source, you must use a parenthetical notation. A parenthetical notation is placed at the end of your sentence, before the punctuation mark. Give the author s last name, followed by a comma, and then record the page or paragraph number to which you refer. If multiple sources from one author are used, refer to the title of the work: Redemptor Hominis #10. When quoting from a website, providing the link to the document suffices. Alternatively, one may give the website name, the author (if given), the location of the article, and the title. Examples of Parenthetical Notations As Fr. Hardon teaches, we are as truly Christian as we are concerned for others, not only or mainly for their temporal welfare but especially for the life of their spirit, their knowledge and love and service of Jesus Christ to insure their eternal salvation (Hardon, 11). As EWTN reports, Since Africa is only 13.11% Catholic, the urgency of the evangelization of the continent is manifest (EWTN, The New Evangelization, Introduction, Africa, Life of the Church, Present Situation ). As EWTN reports, the African continent has a Catholic population of no more than 13.11% ( In a short video, one person describes the present situation as the Catholic Moment of evangelization on account of the media (Word on Fire, Robert Barron, Video: Catholicism: The New Evangelization). Examples of Parenthetical Notations for Magisterial Documents When quoting a Magisterial document, simply provide the name of the author (or the Congregation, or the Council), the document title (preferably in Latin, which is easily accessible), and the paragraph number. Pope Blessed Paul VI teaches that, fidelity both to a message whose servants we are and to the people to whom we must transmit it living and intact is the central axis of evangelization (Paul VI, Evangelii Nuntiandi, #4). In speaking of Saints Cyril and Methodius, Pope Saint John Paul II notes, truth and the power of their missionary mandate came from the depths of the mystery of the Redemption (John Paul II, Slavorum Apostoli #9). An Example of a Footnote For your essays, please use footnotes, and prepare your essay in Word format. 5

6 You should not need to use Populi in formulating a footnote, but, in the unusual instance that one is unable to access Word, one may prepare an essay in Populi, in which case the following instructions should be followed. One needs to type a special character (^) at the beginning and end of the numbers to make a superscript in Populi (e.g., ^1^, ^2^, etcetera). Use the special characters for superscript also in the footnotes. ^1^ Vincent Balaguer, Understanding the Gospels (New York, Scepter Publishers, Inc., 2005), 5, [Hereafter UG]. *Also, to bold, italicize, or underline words in Populi, please refer to the Formatting Guide located below all discussion / comment fields in Populi. NB: Titles need to be italicized. 5. REQUIRED READINGS and RESOURCES: Joseph Ratzinger, Eschatology: Death and Eternal Life, Second Edition (Price: $16.10 New), ISBN Joseph Ratzinger, In the Beginning, (Price: $10.28 New), ISBN Pope John Paul II, Crossing the Threshold of Hope, (Price: $12.71 New), ISBN SUGGESTED READINGS and RESOURCES: Christoph Schönborn, O.P., From Death to Life: The Christian Journey, ISBN Josef Pieper, Death and Immortality, ISBN Abbot Vonier, The Life of the World to Come, ISBN John A. Hardon, S.J., Article: Retreat on the Credo: Faith in Life Everlasting Hardon, Faith in Life Everlasting Website: The Real Presence Association, John A. Hardon, S.J., Archives Articles on Eschatology (and other topics) Audio: Institute of Catholic Culture, Michael J. Behe, Darwin s Black Box: The Case for Creation (Approximately 80 Minutes) Darwin s Black Box Audio: Institute of Catholic Culture, William Saunders, Alpha and Omega: God the Father, Creator of the World (Approximately 80 Minutes) God the Father 7. EVALUATION Evaluation of the student s written work is based upon the explanation contained on this syllabus and on the Notice on Assignments (available at the course Populi site). A student who has difficulty with research and composition is encouraged to seek assistance with the Online Writing Lab (Available at *NB: The student may consult with the Online Writing Lab for assistance in composing the assigned papers. Please note the following message from the Online Writing Lab: Please allow time for scheduling up to two weeks in advance of your due date. You will always be scheduled within seven days of requesting the appointment, and that will provide you with another seven days to ready the paper for submission following the appointment. Emergency scheduling is available if noted in the subject heading of your . the text to be critiqued, along with the prompt / assignment, to submitpaper@holyapostles.edu at least twenty-four hours in advance of your scheduled session. Essay Requirements The short essays are an opportunity to reflect more deeply upon the week s assignments. Please follow the specific directions given in Populi for these short, 1-2 page essays. As noted above, your short essays are due by 11:59 PM on Thursday, during the following weeks: 2, 3, 5, 8, and 11. 6

7 Your long essay is an opportunity to reflect more deeply upon an assigned reading, a work of a particular theologian, or a related theme in the field of Dogmatic Theology/Protology and Eschatology. Select a topic and focus upon a point of particular significance for Protology and Eschatology. Show theological engagement with your subject. Focus upon one point and develop it; do not simply state what the various sources say. Comment upon what one finds insightful (or problematic) about a specific point. One may compare and contrast two (or more) readings, theologians, or themes if he / she wishes, but be sure to follow the same guideline: Choose a point and then analyze, critique, or defend it. Avoid disordered, vague, or inflated language. Be sure to define any necessary terms from a theological perspective, make a claim, and then substantiate it. Do not be subjective in the written work. If one states an opinion, validate it by making a claim and supporting it with evidence. Engage the texts and give arguments to uphold the claim. Examples of general topic areas or themes from the course upon which a paper could be based include (but are not limited to) the following: A passage from Sacred Scripture that relates to Protology and Eschatology, the significance of creation in human life, the relation of the theology of creation to its Biblical foundations, contrasting creation with a theory of evolution, and the response of the Catholic to the perennial questions of human existence in light of Protology and Eschatology. In addition, one might focus upon one of God s attributes, an Article of the Creed, the relation of God to one of the four last things, Providence, and the relation of man s redemption in Christ to the problem of evil. Essay Guidelines Before beginning your essays, please refer to the Guidelines for Papers, Projects, and Theses [HACS Stylesheet] and the Notice on Assignments, which is available at the Welcome Page within the course platform. Each essay is to be typed in black in the 12-point Times New Roman font. Double-space your essay, including quotations. Block-quote any quotation that exceeds three typed lines of print. On your essays, be sure to follow the guidelines regarding length. Points will be deducted from any essay that exceeds or falls short of the required length by five or more lines of typed text. Each essay requires a title page listing the course title, your name, the date, and the title of your essay assignment. The title page does not count toward the number of pages in an assignment. For example, a one-page paper will have a title page, containing the necessary information listed above, one full page of written work, and a Bibliography. The information given on your title page is not to be repeated in the main body of your paper. A Bibliography / Works Cited page is required for both the short essays and the long essay. The Bibliography / Works Cited section does not count toward the required page length of the essay. The student must use Sacred Scripture as a source in the long essay. Actively engage the living Word of God in your formulation of a topic. For example, after quoting a passage, explain how it applies to dogmatic theology, missiology, or moral theology. One is encouraged to use Sacred Scripture in the shorter essays, particularly keeping in mind the Biblical foundations of protology and eschatology and the missionary apostolate. Including Sacred Scripture, the longer essay must have a minimum of five sources. Completed essays should be ed as Word documents to the professor. Please include your last name as part of title in which you name and save the document. Example of saved document title: Brown, Essay 1 Discussion Postings 7

8 Each week begins on Friday at Midnight and it closes at 11:59 PM on Thursday. Shortly after the week closes, the student will be able to view discussion grades and any comments made by the professor in the grade book and the discussion board. Each week, the student is required to respond to the discussion topic by making a substantial post. While length may vary, aim to convey your response to the discussion question in approximately three to five paragraphs (roughly words). On weeks when you have an essay due, a shorter response to the discussion (approximately words) fulfills the assignment. While the student should be conscientious of the proper length, the grade is based upon one s content, and not the number of words. A student who writes a shorter, well-constructed discussion post earns a higher grade than a student who writes a verbose, wandering post consisting largely of quotations and/or laudatory exclamations. For further grading guidelines, see the rubric charts below. Please post your response after you have read the assigned readings and/or listened to the lecture material for each week. The student is encouraged (but not required) to post one s response by Monday of each week. Posting early in the week allows others the time needed to read and to comment upon it. Each week, the student is required to make one comment, in the form of a discussion post, to any post made by another student. One s comment may be posted at any time in the week after the student has completed all of the assignments for the week. NB: Do not comment upon another s remark until completing all readings and learning activities for the week. The student s initial response to the discussion topic and the one additional comment to another student s remarks will comprise your graded discussion work each week. NB: The student must post twice each week: one post in response to the discussion topic and one post as a comment upon another s post. While a student may post as often as one wishes, the professor evaluates one s discussion based upon content, and not upon the multiplication of words. Regardless of the number of posts/responses, only the first post/response will be evaluated. GRADING SCALE A ; A ; B ; B 84-86; B ; C ; C 74-76; C D 60-69; F 59 and below GRADING RUBRIC FOR DISCUSSION BOARD POSTINGS 1 (F) 2 (D) 3 (C) 4 (B) 5 (A) CONTENT Absence of Understanding Posting shows no awareness of the concepts addressed in the topic by shifting offtopic Misunderstanding Posting demonstrates a misunderstanding of the basic concepts addressed in the topic through an inability to reexplain them Adequate Understanding Posting demonstrates an adequate understanding of the basic concepts addressed in the topic by a re-explanation of them Solid understanding Posting demonstrates an understanding of the basic concepts addressed in the topic and uses that understanding effectively in the examples it provides Insightful understanding Posting demonstrates an understanding of the basic concepts of the topic through the use of examples and by making connections to other concepts 8

9 WRITING & EXPRESSION Incomplete writing Posting is only partially written or fails to address the topic Writing difficult to understand, serious improvement needed Posting touches only on the surface of the topic and proceeds to talk about something else; confusing organization or development; little elaboration of position; insufficient control of sentence structure and vocabulary; unacceptable number of errors in grammar, mechanics, and usage Acceptable writing, but could use some sharpening of skill Posting is an uneven response to parts of the topic; somewhat conventional treatment; satisfactory organization, but more development needed; adequate syntax and diction, but could use more vigor; overall control of grammar, mechanics, and usage, but some errors Solid writing with something interesting to say Posting is an adequate response to the topic; some depth and complexity in treatment; persuasive organization and development, with suitable reasons and examples; levelappropriate syntax and diction; mastery of grammar, mechanics, and usage, with hardly any error Command-level writing, making a clear impression Posting is a thorough response to the topic; thoughtful and insightful examination of issues; compelling organization and development; superior syntax and diction; error-free grammar, mechanics, and usage RESEARCH Missing Research Paper shows no evidence of research: citation of sources missing. Inadequate research and/or Over-reliance on few sources; spotty of facts in text; pattern of citation errors. Weak research and/or Inadequate number or quality of sources; many facts not referenced; several errors in citation format. Adequate research and but needs improvement Good choice of sources but could be improved with some additions or better selection; did not always cite sources. Solid research and A number of relevant scholarly sources revealing solid research; sources appropriately referenced in paper; only a few minor citation errors. RESPONSE TO OTHER STUDENT POSTS Inadequate response Response merely provides laudatory encouragement for original post, e.g., Excellent post! You really have thought of something there. Poor response Response misses the point of the original posting or merely summarizes original posting to which it responds. Acceptable response Response makes a contribution to the posting to which it responds. Individually-conscious contributory response Response makes a contribution to the posting to which it responds and fosters its development. Community-conscious contributory response Response makes a contribution to the learning community and fosters its development. 9

10 GRADING RUBRIC FOR WRITTEN ASSIGNMENTS 0 pts. Paper Posting; 2 pts. Paper Posting; 4 pts. Paper Posting; 6 pts. Paper Posting; 8 pts. Paper Posting; 10 pts. Paper Posting; CONTENT Absence of Understanding Lack of Understanding Inadequate understanding Adequate understanding Solid Understanding Insightful understanding Analysis shows no awareness of the discipline or its methodologies as they relate to the topic. Analysis seems to misunderstand some basic concepts of the discipline or lacks ability to articulate them. Analysis is sometimes unclear in understanding or articulating concepts of the discipline. Analysis demonstrates an understanding of basic concepts of the discipline but could express them with greater clarity. Analysis demonstrates a clear understanding and articulation of concepts with some sense of their wider implications. Analysis clearly demonstrates an understanding and articulation of concepts of the discipline as they relate to the topic; highlights connections to other concepts; integrates concepts into wider contexts. RESEARCH Missing Research Paper shows no evidence of research: citation of sources missing. Inadequate research and/or Over-reliance on few sources; spotty of facts in text; pattern of citation errors. Weak research and/or Inadequate number or quality of sources; many facts not referenced; several errors in citation format. Adequate research and but needs improvement Good choice of sources but could be improved with some additions or better selection; did not always cite sources; too many citation errors. Solid research and A number of relevant scholarly sources revealing solid research; sources appropriately referenced in paper; only a few minor citation errors. Excellent critical research and Critically selected and relevant scholarly sources demonstrating extensive, in-depth research; sources skillfully incorporated into paper at all necessary points; all citations follow standard bibliographic format. WRITING & EXPRESSION Incomplete writing Analysis is only partially written or completely misses the topic. Writing difficult to understand, serious improvement needed Analysis fails to address the topic; confusing organization or development; little elaboration of position; insufficient control of sentence structure and vocabulary; unacceptable Episodic writing, a mix of strengths and weaknesses. Analysis noticeably neglects or misinterprets the topic; simplistic or repetitive treatment, only partiallyinternalized; weak organization and development, some meandering; Acceptable writing, but could use some sharpening of skill Analysis is an uneven response to parts of the topic; somewhat conventional treatment; satisfactory organization, but more development needed; adequate syntax and diction, but could use more vigor; overall control of grammar, Solid writing, with something interesting to say. Analysis is an adequate response to the topic; some depth and complexity in treatment; persuasive organization and development, with suitable reasons and examples; level-appropriate syntax and diction; mastery of Command-level writing, making a clear impression Analysis is a thorough response to the topic; thoughtful and insightful examination of issues; compelling organization and development; superior syntax and diction; errorfree grammar, mechanics, and 10

11 number of errors in grammar, mechanics, and usage. simple sentences, below-level diction; distracting errors in grammar, mechanics, and usage. mechanics, and usage, but some errors. grammar, mechanics, and usage, with hardly any error. usage. 8. DISABILITIES ACCOMMODATIONS POLICY Holy Apostles College and Seminary is committed to the goal of achieving equal educational opportunities and full participation in higher education for persons with disabilities who qualify for admission to the College. Students enrolled in online courses who have documented disabilities requiring special accommodations should contact Bob Mish, the Director of Online Student Affairs, at or In all cases, reasonable accommodations will be made to ensure that all students with disabilities have access to course materials in a mode in which they can receive them. Students who have technological limitations (e.g., slow Internet connection speeds in convents) are asked to notify their instructors the first week of class for alternative means of delivery. 9. ACADEMIC HONESTY POLICY Students at Holy Apostles College & Seminary are expected to practice academic honesty. Avoiding Plagiarism In its broadest sense, plagiarism is using someone else s work or ideas, presented or claimed as your own. At this stage in your academic career, you should be fully conscious of what it means to plagiarize. This is an inherently unethical activity because it entails the uncredited use of someone else s expression of ideas for another s personal advancement; that is, it entails the use of a person merely as a means to another person s ends. Students, where applicable: Should identify the title, author, page number/webpage address, and publication date of works when directly quoting small portions of texts, articles, interviews, or websites. Should not copy more than two paragraphs from any source as a major component of papers or projects. Should appropriately identify the source of information when paraphrasing (restating) ideas from texts, interviews, articles, or websites. Should follow the Holy Apostles College and Seminary Stylesheet (i.e., Guidelines for Papers, Projects, and Theses, which is available at the Holy Apostles Online Writing Lab s website at Consequences of Academic Dishonesty: Because of the nature of this class, academic dishonesty is taken very seriously. Students participating in academic dishonesty may be removed from the course and from the program. 10. ATTENDANCE POLICY Even though the student is not required to be logged in at any precise time or day, one is expected to login several times during each week. Because this class is being taught entirely in a technology-mediated forum, it is important to actively participate each week in the course. In a traditional classroom setting for a 3-credit course, students would be required, per the federal standards, to be in class three 50-minute sessions (or 2.5 hours a week) and prepare for class discussions (six 50-minute sessions, or 5 hours) a week. Expect to devote at least nine 50-minute sessions (or 7.5 quality hours) a week to this course. A failure on the student s part to actively participate in the life of the course may result in a reduction of the final grade. 11

12 11. INCOMPLETE POLICY An Incomplete is a temporary grade assigned at the discretion of the faculty member. It is typically allowed in situations in which the student has satisfactorily completed major components of the course and has the ability to finish the remaining work without re-enrolling, but has encountered extenuating circumstances, such as illness, that prevent his or her doing so prior to the last day of class. To request an incomplete, distance-learning students must first download a copy of the Incomplete Request Form. This document is located within the Shared folder of the Files tab in Populi. Secondly, students must fill in any necessary information directly within the PDF document. Lastly, students must send their form to their professor via for approval. Approval should be understood as the professor responding to the student s in favor of granting the Incomplete status of the student. Students receiving an Incomplete must submit the missing course work by the end of the sixth week following the semester in which they were enrolled. An incomplete grade (I) automatically turns into the grade of F if the course work is not completed. Students who have completed little or no work are ineligible for an incomplete. Students who feel they are in danger of failing the course due to an inability to complete course assignments should withdraw from the course. A W (Withdrawal) will appear on the student s permanent record for any course dropped after the end of the first week of a semester to the end of the third week. A WF (Withdrawal/Fail) will appear on the student s permanent record for any course dropped after the end of the third week of a semester and on or before the Friday before the last week of the semester. 12. ABOUT YOUR PROFESSOR Dr. J. Marianne Siegmund, Online Adjunct Professor of Theology, Holy Apostles College and Seminary Dr. J. Marianne Siegmund earned her B.A. in Philosophy at Christendom College in Front Royal, Virginia and her M.A. in Religious Studies at the Notre Dame Graduate School of Christendom College. After many years of teaching, she returned to graduate school, earning her Licentiate in Sacred Theology (Marriage and Family) at the Pontifical John Paul II Institute for Studies on Marriage and Family at the Catholic University of America. After graduate studies in Philosophy at the University of Dallas and a summer immersed in further coursework in Russia, she decided to study in Rome. Her Doctorate in Theology (Spirituality) is from the Pontifical University of Saint Thomas Aquinas in Urbe (Angelicum) in Rome, Italy. Dr. Siegmund has taught at several colleges and universities, delivered scholarly papers at conferences across the nation, and has published several articles in both Philosophy and Theology. Dr. Siegmund is a member of the Society of Catholic Social Scientists, the Fellowship of Catholic Scholars, and the American Catholic Philosophical Association. Dr. Siegmund is a member of the online faculty at Holy Apostles College and Seminary. 12