Br. Martins - REL 480 - Church Organization & Leadership

Faculty of Religious Education
Learning Outcomes

PLO - Program Learning Outcomes:

Basic understanding of the scripture, doctrine, and history of The Church of Jesus Christ of Latter-day Saints
Analyze and interpret Church scripture, doctrine, and history
Use Church scripture, doctrine, and history in problem-solving and life application tasks
Deepened discipleship and conversion

SLO - Student Learning Outcomes:

1. Knowledge about and understanding of:

a. Eternal Family
b. Foundations of the Restoration
c. Jesus Christ & the Everlasting Gospel
d. Teachings and Doctrine of the Book of Mormon
e. Other scripture & historical information

2. Ability to:

a. Ask meaningful questions to use appropriate tools and resources for answers, including revelation (information literacy)
b. Find answers to own questions (resolve own concerns: study, faith, prayer)
c. Ask meaningful questions to read texts closely and in light of historical context and current prophetic teachings
d. Reflect for personal application (likening of scriptures to self)
e. Use good evidence and reasoning to teach and help others
f. Become a more faithful disciple of Christ (coming unto Christ, yielding to the Holy Spirit, putting off the natural man, becoming a saint through the Atonement of Christ)

Course Purpose

The Church of Jesus Christ of Latter-day Saints depends heavily upon a lay clergy. The threefold mission of the Church cannot be accomplished without local members functioning in a variety of leadership positions. Therefore, leadership training parallels every activity in the Church.

However, unlike leadership in the world, ecclesiastical leadership in the Church of Jesus Christ of Latter-day Saints ought to be exercised under a number of doctrinal principles and spiritual virtues, without which basis LDS leaders would be prone to fail in their assignments. Failure may produce in those leaders--or in those under their care--feelings of frustration, resentment and even lead to disaffection.

The purpose of this course--under the same philosophy of Missionary Preparation and Eternal Family--is to prepare our students to be effective in their ecclesiastical service by learning the correct doctrinal basis for the righteous exercise of leadership in the Church.

Course Objective

Considering the learning outcomes listed above, in this course we will use the scriptures and the teachings of latter-day prophets to: (1) review basic principles and qualities for righteous ecclesiastical leadership; (2) obtain that wisdom that comes from the experience in what President Boyd K. Packer called "the unwritten order of things," necessary to magnify present or future Church callings; (3) develop the ability to find answers to unforeseen challenges of leadership in the words of the Lord and His prophets.

Class Format

I do not lecture--in the traditional sense of the word--very often. Instead, most of my classes are typically dialogue-driven; more like a group conversation, or like a Q&A (question-and-answer) session.
Therefore, it is essential that you read and think about the assigned materials before coming to class, so you will have good questions to ask me, or insights and experiences related to the readings to share with the class. Our discussions should focus on ways to apply the information in the lessons to analyze real-life situations or issues and propose solutions (currently feasible or not) to them.

Speaking of questions, we often hear the old cliché "That question is not important to our salvation", with which I agree when applied to regular Church meetings. But in a university class, questions are important to our education. Therefore, if you want to learn something gospel-related that will be important--either to your salvation or to your education--I'll teach you, always based on official doctrine or church policy, and also on my own research.

In my opinion, at the end of the day the relevant factors are:

1) Was the discussion academically stimulating at a college level?

2) Were my explanations accurate, intelligent, and defensible from a doctrinal standpoint?

3) Did those explanations bring you to a higher level of understanding of the doctrines of the restored gospel, and inspire you to study and learn more?

And above all: (4) Did you eventually feel by the power of the Holy Ghost that what you learned is true? (This last factor is outside of a teacher's control, and in some cases it may take some time to happen).

This way we may accomplish the Apostle Peter's counsel that we "... be ready always to give an answer to every man that asketh you a reason of the hope that is in you" (1 Peter 3:15)

Final grades will not be determined by percentages shown on the Canvas system. But you will be able to estimate your final grade by observing this grading scale.

Weekly Attendance and Online Quizzes

Attendance and participation in the classroom are required, according to current university policies that reflect recommendations from federal and state health authorities.

The weekly quizzes are meant to help you prepare for both the midterm and final exams.

These quizzes will contain the Questions for Review from the reading assignments' web pagesLinks to an external site. Don't worry about your score in each quiz. They will not count towards your final grade in this class. But your score in each quiz will tell you how well you are preparing for the exams. That should give you a very good chance to obtain excellent scores in both exams--unless you don't want to.

Unlike the two exams, the weekly quizzes will be open-book, open-notes, but "closed neighbor". You are bound by your honor to answer those questions without the assistance of others--except in cases of officially recognized physical disabilities, in which a reasonable accommodation will have to be approved by the teacher in advance.

Exams

There will be one midterm and one comprehensive final exam, both administered in the classroom through the Canvas system. You will need an electronic device (laptop computer, tablet, or mobile phone) with Internet access. A study guide for each exam is incorporated in the reading assignments' web pages (click on "Course Schedule" hyperlink above). Study guides will not be handed out in class. In the event of exams taken late due to non-extenuating circumstances (see "House Rules" below), a penalty of 15 points may be imposed. Extenuating circumstances that could waive this penalty should be reported immediately.

For more information about the official university schedule for final exams, go to https://registrar.byuh.edu/registrar/final-exam-schedule

Course Paper:
Welfare Case Analysis

During the semester we will read a good amount of excellent prophetic statements and wise counsels about ecclesiastical leadership. But far from making this just an empty exercise, I propose that we try to incorporate these teachings into a real-life situation.

Therefore, the paper for this course will consist of an analysis of a hypothetical welfare case very close to real life. In the paper I expect you to respond and propose a solution to the scenario presented in the case using principles and concepts that we will have discussed about Church welfare, and also other topics such as: delegation, counseling, correlation, and other leadership actions.

We will discuss the case together in class, and you will find it profitable to take extensive notes during our discussion. The notes you will take during our discussion will be the basis for your paper. Depending on how extensive your notes will be, they may supply between 30% and 50% of your paper. Missing class on the day of that discussion will have a significant negative effect on your score in this exercise.

The paper should be formatted in double-spaces, using a 12-point font, and 1 inch margins.

The deadline for the paper is Friday, November 17.

New: Papers submitted late without a reasonable explanation may be penalized with a 10-point loss per work day.
Do not print the paper; just upload it using the Canvas system. Use formats ".doc" or ".docx" (Microsoft Word), or ".pdf" (Adobe Acrobat).
Although it is not entirely necessary for this exercise, I still would encourage you to read my handout "A Few Ideas for Outstanding Academic Papers"
A Word about AI (Artificial Intelligence) Text Generators

As a former systems analyst in the IT industry (decades ago), and now as a social scientist I have seen that demonizing a technology or art form--rather than the improper use of a technology or art form--only makes leaders and naysayers look foolish as time goes by. For example, television, the internet, jazz, IVF-in vitro fertilization, rock-and-roll … all have been at one time or another been decried as "the devil’s tool" by neo-Luddites.

Since I refuse to act like a 21st century Luddite, here is how I would envision a proper use of AI (Artificial Intelligence) text generators in academia:

• Idea Generators - students occasionally may face “writer’s block” when starting to write a paper, especially papers in classes not closely related to the students’ majors. But even beyond that, an AI text generator could provide students and even seasoned scholars with potentially mind-blowing associations of ideas that might lead to some of the most creative writings of their careers. I could envision people going beyond the traditional "I'm-writing-about-repentance-because-I-want-to-understand-more-about-it". Like I wrote in a post on social media in early 2023, “Go Beyond” sameness and obviousness.

• Paper rough drafts – An AI text generator could provide students with a first rough draft that could serve as a springboard for a final draft with more of the students’ thoughts and conclusions. However, students would then have to submit both the first and the final drafts, so I can evaluate how much of the paper was generated by AI and how much was by “SI” (student intelligence).

So far, no technology can surpass human intelligence, creativity and much less human feeling and "spirit". Some of the best academic writing happens when all these elements combine to produce quality essays, papers, articles and book manuscripts that have the potential to change lives--including the writers' own lives.

Official University Policies

1. Student Academic Grievance Policy
Students who feel that their work has been unfairly or inadequately evaluated by an instructor are encouraged to pursue the matter as an Academic Grievance by following the steps found in the Academic Grievance policy at https://catalog.byuh.edu/policies-procedures/grievances

2. Final Exam Schedules
Final exams are to be offered on the specific day and time as determined by the official final exam schedule. Students must plan travel, family visits, etc., in a way that will not interfere with their final exams. Less expensive air fares, more convenient travel arrangements, family events or activities, and any other non-emergency reasons are not considered justification for early or late final exams.

Exceptions to this policy should be submitted in writing to the Dean of the faculty as soon as possible. See https://registrar.byuh.edu/registrar/final-exam-schedule

3. The Honor Code
The Honor Code exists to provide an education in an atmosphere consistent with the ideals and principles of the Church of Jesus Christ of Latter-day Saints. Students, faculty and staff are expected to maintain the highest standards of honor, integrity, morality, and consideration of others in personal behavior. Academic honesty and dress and grooming standards are to be maintained at all times on and off campus. For specific information see http://honorcode.byuh.edu/

4. Discrimination
The University is committed to a policy of nondiscrimination on the basis of race, color, national or ethnic origin, religion, sex, pregnancy condition, age (40 and over), disability, genetic information, or veteran status (collectively the "Legally Protected Categories"). For specific information see the non-discrimination policy at https://policies.byuh.edu/

5. Title IX and Sexual Misconduct
The University will not tolerate any actions proscribed under Title IX legislation, specifically sexual harassment, sexual violence, domestic or dating violence or stalking perpetrated by or against any university students, university employees or participants in university programs. For specific information see https://titleix.byuh.edu/

All faculty and staff are deemed responsible reporting parties and as such mandated to report incidents of sexual misconduct including sexual assault to the Title IX Office:

Title IX Office
Lorenzo Snow Administration Building
Office Phone: (808) 675-4819
Email: titleix@byuh.edu

6. Accommodating Students with Disabilities
Disability Services is dedicated to assisting students with disabilities by providing opportunities for success and equal access at Brigham Young University-Hawaii. We are committed to coordinating reasonable accommodations as outlined by Federal and State law.

To learn more about available supports, go to www.disability.byuh.edu, call (808) 675-3518 or go to McKay Building 181 across from the Cafeteria. You may also email disabilityservices@byuh.edu with questions.

If you have already been granted accommodations at BYU-H, please let Disability Services know as soon as possible if you need letters of accommodations for this semester. Email: disabilityservices@byuh.edu

7. Mental Health Resources
As a college student, there may be times when personal stressors interfere with your academic performance and/or negatively impact your daily life. If you or someone you know is experiencing mental health challenges at BYUH, please contact Counseling Services at (808) 675-3518. Services are free and confidential. For more information, visit https://counseling.byuh.edu/.

Free mental health self-help resources are available through TAO Connect. To access them, simply go to https://us.taoconnect.org/register and sign in using your BYUH email address.

In a crisis situation, or after hours, please contact BYUH Campus Safety at (808) 675-3911 or call 911 if you are off campus. You can also call the 24-hour crisis hotline at 1-800-753-6879 or contact the Crisis Text Line at 741-741.

8. Report a Concern
If you have a concern to report go to https://about.byuh.edu/reportaconcern
If you have reason to believe a student or dependent of a student is a danger to self or others please do one of the following depending on the urgency of the situation:

Call 911,
Call BYU-H Public Safety (675-3911),
REPORT A CONCERN to the Behavior Intervention Team.

A 585-600	B- 525-539	D+ 460-474
A- 570-584	C+ 505-524	D 445-459
B+ 555-569	C 490-504	D- 430-444
B 540-554	C- 475-489	F 001-429

	Additional Information
	Official Communications Class announcements will be made via e-mail. You are responsible to check your e-mail "inbox" regularly. E-mail messages sent to BYU Hawaii e-mail addresses are considered official notification of course policies and procedures.
	Disabilities & Special Circumstances If you have a diagnosed disability or believe that you have a disability that may require reasonable accommodation, let me know right at the beginning of the semester. My role and function as a teacher are to assist you in achieving spiritually enriching, rewarding, and intellectually stimulating experiences in and out of the classroom. Your concerns and suggestions--whenever you have them--will always be appreciated. For more information, go to https://disability.byuh.edu/		Mental Health Resources As a college student, there may be times when personal stressors interfere with your academic performance and/or negatively impact your daily life. If you or someone you know is experiencing mental health challenges at BYUH, please contact Counseling Services at (808) 675-3518. Services are free and confidential. For more information, visit https://counseling.byuh.edu/. Free mental health self-help resources are available through TAO Connect. To access them, simply go to https://us.taoconnect.org/register and sign in using your BYUH email address. In a crisis situation, or after hours, please contact BYUH Campus Safety at (808) 675-3911 or call 911 if you are off campus. You can also call the 24-hour crisis hotline at 1-800-753-6879 or contact the Crisis Text Line at 741-741.

	House Rules I like to use BYU-H's Honor Code to our advantage. This Honor Code is based on mutual trust. That implies a commitment to be "... honest, true, chaste, benevolent, virtuous ..." (The 13^th Article of Faith). In practice, that requires us to give credit to others' ideas, to speak the truth and accept full responsibility for our actions--or for the lack of them. That commitment also requires us to respect and to develop love for each other as children of the Most High and heirs of eternal kingdoms, independent of our differences in ideas, beliefs, gender, race, or national origin. As a consequence of the commitment to accept full responsibility for our actions, there will be no make-up exams, and no assignments for extra credit. The exercises (or exams, if you prefer) will not be given on dates different than the ones mentioned here, except in cases of extenuating circumstances. Extenuating circumstances do not include the following: forgetfulness, early travel arrangements, homesickness, your best friend's wedding, a mid-semester family vacation, the death of your family's dog, a great surfing day, the discovery of your eternal companion, assignments for other classes, pizza parties, and other similarly unholy and impure excuses. Cases of conflicting final exam schedules, serious infirmities, or other truly extenuating circumstances, should be reported immediately and not postponed until the day before an exam. If you are planning to get married within the next 4 months, please, schedule your ceremony for a non-conflicting date. (This request does not apply to births, of course ...) Classroom Etiquette I believe that the university's dress and grooming standards reflect the standard that any educated and civil person should adopt anywhere in the world. As a professor as well as a Church high priest I adhere to that standard and expect all my students to do the same. Since our classes are held in a sacred building, we must display the proper reverence and demeanor suitable to a house of worship. I ask that you refrain from wearing hats, shorts, "grubby attire," beachwear, and from enjoying foods and drinks in the classroom. Falling asleep occasionally is forgivable, but chatting during lectures is not. To avoid distractions to you and others, while in class, please turn off cell phone ringers--and do not take calls or messages while in class. If you are expecting an emergency call, it might be better for you to miss class and take care of the emergency. Just be sure to send me an e-mail explaining the nature of that emergency. By the way, talking to an old friend, or to your sweetheart in Bangkok, Beijing, or Boston does not constitute an "emergency"--unless he/she is about to undergo brain surgery. Laptops and Cell Phones in Class For those among you who are "techno buffs": you are welcome to download the readings to your laptop or access them online in class. Feel free to share online your ideas, opinions, questions, or short accounts of non-confidential experiences in response to any of the assigned readings or to an idea shared during classroom discussion. In fact, you are welcome to include your Facebook friends in our discussions--but your interactions must be about the topics being discussed in class, not unrelated matters. I count on you to honor this requirement! You are welcome to share with the class the comments and questions your online friends may send you. All such communications must be intelligent, respectful of others, and real contributions to our education. Other than the interaction described above, be sure that during class you will use your computer or cell phone to explore that day's reading assignment, not for mindless social networking, e-mail, games, or work for other classes. Those who use their cellular phones to browse the web are welcome to access the readings in class that way, but the ringer must be silent during class. No phone calls or text messaging are allowed! Any exceptions to this must be due to a (real) emergency and cleared with me before each class. I will not constantly monitor what you do with your electronic devices in class, but if I catch you indulging in stuff unrelated to class, well ... "Houston, we'll have a problem ..."		Participation Class participation will be judged on both the amount and the quality of your questions, comments and contributions to the progress of your peers. The breakdown for those 100 precious points is the following: Attendance up to 50 points A lot of money and resources are spent in your maintenance in college. So, the least one can do is to attend classes and try to gain the most from them. Occasionally, circumstances may lead you to miss one class period. Absences due to illness (with a doctor's note), job interview, field trip in another class, or due to university performance groups, will be waived, but you need to inform me immediately. In all other cases there will be a penalty of minus 15 points for each absence. If you need to leave class early, please let me know at the beginning of class. But if you leave class less than 25 minutes after the roll call, or if you sneak out, you will be considered absent on that day, and will lose 15 points. Arriving in class more than 15 minutes late--without a reasonable explanation--will also be considered an absence. Comments in Class up to 50 points Our objective with this exercise is to learn from the inspired insights we will gain while studying the readings. Please, avoid "half-baked" remarks (i.e. overly simplistic or unrelated to the assigned chapters) or mere quotations from general authorities. As a college student you must develop analytical skills and find the practical implications of your readings. Our class periods should be seen as opportunities for mutual enlightenment. I encourage and expect many exchanges of ideas and experiences from your service in the Church. If you consider yourself shy, I recommend that you put your shyness in a box and mail it to the bottom of the Atlantic Ocean (the Pacific isn't far enough). While in college, take advantage of the resources available to you and "re-engineer" yourself, thus becoming an active participant in a society. Semester-long silence will be rewarded with 0 (zero) points. Frequent "parallel conversations" (i.e. chatting with classmates often about matters unrelated to the class) may be penalized with a 5-point discount. Since full participation in class discussion necessarily requires frequent reading of the texts, failure to bring your personal copy of (or electronic access to) the readings to class may be penalized with a 5-point discount ... each time. What If English Is Not Your Native Language? Once again, no problem. You are welcome to pray in class in your own language ... provided that there is someone available to translate your words into English--for the benefit of all those present. Take a look at the Apostle Paul's words on the subject: "For if I pray in an unknown tongue, my spirit prayeth, but my understanding is unfruitful. ... [When] thou shalt bless with the spirit, how shall he that occupieth the room ... say Amen at thy giving of thanks, seeing he understandeth not what thou sayest?" (1 Corinthians 14:14, 16) What If You Belong to Another Faith? No problem at all. I am a convert to the Church of Jesus Christ of Latter-day Saints, and I respect whatever religious background you come from. I will never be my intention to offend you or hurt your feelings. I will teach you according to my beliefs in the hope that if you do not accept the restored gospel, at least you will understand the core beliefs of the Latter-day Saints, and help dispel many of the myths and misconceptions about those beliefs. We still would like you to be a good friend of the Church.