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Missions 06MS518 (2 credits)

Final Syllabus 2017

(March 15, 2017)

I. Course information Dates: March 23 - March 25

Time: Thursday, Friday & Saturday 8:00 AM - 5:00 PM

Instructor: Rev. Philip DeHart

Phone: 215.966.1565 (temporary cell: )

Email: phil@asianconnect.org

If you have a question about the class please let me know.

II. Course overview

A. Objectives The aim of this class is to examine what the Scriptures say concerning the Church’s mission so that the

student will pursue his or her calling with greater clarity, faithfulness, and vigour.

The mission of the church substantially engages the calling of every Christian regardless of the specific

nature of that calling. This is NOT a course only for missionaries. It will equip the student with the

foundation to more effectively preach, teach, lead, mentor, counsel, evangelize, and relate.

Missions is by nature action-oriented and thus a class in missions is somewhat of an oxymoron.

However, history has shown what we intuitively know to be true: only if you are moving in the right

direction will you end up at the right destination, regardless of enthusiasm, energy, and resources. For

the Church the stakes are high and resources providentially limited. It is therefore essential to identify

the destination and then set a clear direction in obedience to Christ. The route includes the gathering but

the ultimate destination is the perfecting of the Church. (WCF 25.3)

With this in view, the course has a two-pronged approach: it will establish a biblical-theological

foundation while it will also engage historical and contemporary issues in missions. The former will

involve a covenant-historical study of missions from the Scriptures and a parallel examination of

Reformed confessional documents. The later will interact with missionaries, trends, and movements

with particular attention given to the challenge of Islam.

This format for the course will be a combination of bible studies, historical case studies, biographical

studies, and discussions of missiological issues (including a class debate). Each class will engage with

specific questions relevant to our day.

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B. Prerequisites and Interactions There are no prerequisites for this course. However, it will interact with most other seminary courses.

Particular areas of overlap will be with courses on Ecclesiology, Islam, Apologetics, Ethics, and

Evangelism.

Due to the vast scope of the field of missions it is necessary to narrow the focus. The foci may seem

somewhat arbitrary but the rationale for selecting them has to do with the instructor’s own experience,

areas of proficiency, and topics that seem most central to the field. The most substantial areas of focus

will be:

Mission to Muslims

The Insider Movement

The Church’s Government of Missions

Biblical Ecumenism in the global Church

Mercy and Justice

There will be many areas in the study of Missions which the course will barely touch. But the course

will provide a framework for further study and future interactions.

The course has aspects that will challenge each student intellectually and open vast areas for further

study. But it will also provide simple rubrics and paradigms that will be relatively easy to grasp and will

prove immediately useful.

C. The Instructor Of my 50-odd years of life I have spent almost all of them around missions and missionaries. Most of

those years have been in predominantly Muslim parts of Asia. My parents were Evangelical evangelists

and church planters for their entire missionary career of about 40 years. I have never formally studied

Islam or Missions but my entire life has been within the orbit of both.

I studied Mechanical Engineering in Philadelphia and practiced in the field for some years. During

these studies I became a member of an Orthodox Presbyterian Church which later entered the

Presbyterian Church in America. I have served in the PCA since ’94. My wife and I have raised 3

children in Asia, where we currently live and serve.

I did my theological training at WTS and am ordained as a Teaching Elder in the Philadelphia Metro

West Presbytery of the PCA.

D. Preparation Students will be required to do a fair bit of reading in advance. Some of this reading is foundational and

some is designed particularly for classroom discussions.

I suggest that you do the foundational reading first because generally it will require more careful

reading. Students will also be required to write digests on this reading (more on the digests, below).

Students will benefit most from the readings for classroom discussions if they are done after the

foundational reading. It would also be most helpful to have the discussion readings fresh in your mind

for the course. There is no digest requirement for these readings. In most cases, the discussion

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questions which I will pose to you will take the form of, “What did you find helpful about the reading?”

and, “What concerns might you have about the reading?” Students should be prepared to answer these

general questions for each reading.

In addition to classroom time, students will be required to listen to some recorded lectures (available

online). It would be most helpful to listen to the lectures ahead of time but this can also be done later,

provided that it is completed before students submit their assignment.

E. Course Structure The 3-day intensive will be . . . intensive. We will stay alert and engaged by interspersing lectures with

discussions. At the beginning of the course I will divide the students into groups for a short debate that

will take place at the end of the second day. There will also be opportunity for lunch-time discussion for

those who would like to join me at a local establishment.

F. Course Content The course will begin with an overview of Covenant History culminating in the Kingdom of God. The

focal point is Christ and the endpoint is Christ. Soteriology is Eschatology. We need the whole Bible to

understand the Great Commission. The redemption that was accomplished (Lk 24:46) is now applied

(Lk 24:47-48). As Christ himself said, “everything written about me in the Law of Moses and the

Prophets and the Psalms must be fulfilled.” (Lk 24:44). The cry of “It is finished!” leads unwaveringly

to: “I must bring them also, and they will listen to my voice. So there will be one flock, one shepherd.”

(Jn 10:16) What connects the two? Pentecost (Lk 24:49). “All this is from God, who through Christ

reconciled us to himself and gave us the ministry of reconciliation.” (2 Cor 5:18) We will give careful

attention to a uniquely Christian understanding of History rooted in The Antithesis and Common Grace.

With this framework firmly in place we will then be equipped to examine the Global Mission of the

Church with all of its privileges and challenges. The course will twist and turn to consider some of the

most significant developments, personalities, and movements that influence Missions in Reformed and

Presbyterian churches today.

A taste of the most significant recent events and points of departure in Missions are hinted at in this list:

“Three-Self” Paradigm of Church Planting

“Centred-Set & Bounded-Set” Theory

Contextualization

“Church Planting Movements”

Globalized Christianity and the Secularization of the West

Rise of Militant Islam and Awareness of the Diversity of Islam

“People Movements” and the “Homogenous Unit Principle”

Approaches to Colonialism and its dismantlement (with a focus on India)

The Peace Child (Richardson) and “Redemptive Analogies”

The Lausanne Movement

Linguistics Theory and “Dynamic-equivalence” in Bible Translation

“Common Ground Movement” and Equivalence of the God of Christianity and Islam

Territorial Spirits and Prayer Warfare

Global Theologizing

“Insider Movements”

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Global Crises (Refugees, Human Trafficking, Poverty)

Parachurch and the “Modalities & Sodalities” Theory

Ecumenical Movement of the 20th Century

Fuller Seminary’s Contribution

Advent of Cultural Anthropology

Missio Dei

“Missional Church”

G. Digesting The purpose of writing digests is to read with understanding and to keep a record of your reading. For

many, digesting is a difficult exercise. Nonetheless, I believe that it will pay dividends in this course as

well as develop a skill and a habit that will be useful for a lifetime of reading.

Digesting is not merely outlining, scanning for highlights, or giving spontaneous reactions. Rather, it is

a reflective analysis of the content. Perhaps it will be helpful to hear how I do this myself.1

I find that for the best material, I need to read it twice in order to digest it effectively. The first time

through a section or chapter I get the gist of what is being said. I do some underlining and make some

marginal notes. In my mind, or on paper, I try to summarize the main point or argument. In the next

reading I confirm or modify my summary as well as add some sub-points. Then I ask some questions:

What is puzzling or surprising? Is there important data, doctrine, or biblical text that has not been

considered? Are the arguments valid? Am I convinced? These questions help me to reflect on the

material and may inform my digest. Finally, I write the digest for that section and tie it together with

what I have digested for the previous section.

If a student is uncertain about what is expected for digests he or she may send me a sample to comment

on. Needless to say, this must be done well ahead of the course start date.

III. Office Hours: I have no official RTS office hours. However, if a group of students would like to meet with me during

the time of the course I would welcome time together after class in the evening over dinner. As well,

provided that we can coordinate times on two ends of the world, I would be happy to Skype with you.

But please read the syllabus very carefully before asking course-related questions. Finally, Jennifer

McGahey can answer all questions relating to Canvas and course administration.

IV. Project Assignment Each student will be required to complete a written project. The project must engage to significant

depth with the reading, lecture, and discussion material. Show me that you have understood the main

elements of the course and can put them to use. It must not exceed 4,000 words so the student is

expected to edit the document carefully such that the result is concise and in quality prose. Either

1 For a more thorough guide that can aid in a lifetime of reading, consider picking up Mortimer Jerome Adler and Charles

Lincoln Van Doren, How to Read a Book, Rev. and updated ed. (New York: Simon and Schuster, 1972).

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footnotes or in-text references are acceptable. I do ask that you follow a consistent style. The Chicago

Manual of Style, or the summary found in Turabian may be helpful.

The student must select one project from the following list:

You have been asked to teach a course on global Missions at a local church. Develop a

course for an adult or youth class for 6 weeks (6 hours total). The documents should

include a course overview and a lesson plan for each class. Pay attention to structure,

content, and class activities.

You have been selected to chair a local church Missions Committee and your first

assignment is to draft a policy manual for how the church will go about recruiting,

sending, and supporting missions. In addition to setting policy, the manual is to provide

substantial grounds for mission as orientation and training for missions committee

members.

You are a pastor and the session has asked you to provide the session and the missions

committee with biblical training on missions. There is confusion and conflict and thus a

need for some clear biblical teaching in order to get everyone heading in the same

direction. They have given you two sessions of 90 minutes each.

You are a pastor tasked by the session to design an internship program for a missionary

candidate who will be interning at your church under your supervision for a year (or,

alternatively, this could be a missions component of a more general ministry internship

program). The internship program will include regular sessions with you for teaching

and mentoring in addition to crafted ministry projects.

V. Required Reading:

A. Recommended for Purchase Bavinck, J. H. An Introduction to the Science of Missions. Philadelphia: Presbyterian and Reformed,

1960.

Clowney, Edmund P. The Church. Contours of Christian theology. Downers Grove, Ill: InterVarsity

Press, 1995.

Van Til, Cornelius. The Defense of the Faith. Edited by K. Scott Oliphint. 4th ed. Phillipsburg, N.J:

P & R Pub, 2008.

Vos, Geerhardus. The Teaching of Jesus Concerning the Kingdom of God and the Church. Edited by

John H. Kerr. Second Edition, Revised. New York: American Tract Society, 1903.

B. Audio Lectures We are required to have 26 class hours. We are able to schedule 21 hours together with relative

comfort, which means that you will be required to listen to the remaining 5 hours on your own time.

Clowney, Edmund P., Theology of Urban Mission.

Available online at https://player.fm/series/theology-of-urban-mission (also on ITunes

University, or directly from WTS Media)

Contextualization (3 Parts). Of the 37 lectures in his course, these are 20, 21, and 22

(total of 170 minutes).

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Theories of Contextualization have virtually taken over philosophical reflection on

missions and have presented significant challenges to classical notions of truth. How do

theology and culture interact?

Ecumenical Movement (3 of 6 Parts). These are lectures 10, 11, and 12 (140 minutes).

This is the “Ecumenical Age” of mission and it is necessary for church bodies to engage

in mission together. Where has the Ecumenical Movement brought the global church

over the past century? Clowney followed the developments closely and critically while

believing strongly in Evangelical Ecumenism.

C. Readings for Digests I have selected readings from a variety of Reformed traditions and eras with a concentration on the work

of the Western and, particularly, the American church. They are arranged here in logical order:

1. Gaffin, Richard B. “The Great Commission, Convocation, Sept 10, 1998.” Pages 15-23 in

Westminster Theological Seminary Addresses, 1997-2000. Edited by Westminster Theological

Seminary (Philadelphia, Pa.). Philadelphia, PA: Westminster Theological Seminary, 2009. [or listen

to the audio version of the address available directly from WTS Media.]

Gaffin was born in China of Presbyterian missionary parents. He has served for many years on

the OPC’s Committee on Foreign Missions and throughout his career as a preacher, churchman,

and theologian, world missions has consistently been a prominent concern. I first met him in

Jakarta and then later in events connected to the World Reformed Fellowship. In this address he

connects World Missions to the purpose of seminary education. Thus it is a suitable beginning

for this course.

2. Vos, Geerhardus. “The Biblical Basis for Missions.” Kerux: The Journal of Northwest Theological

Seminary 24, no. 1 (2009): 5–11. http://www.kerux.com/doc/2401A1.asp

Vos demonstrates a keen attentiveness to what he refers to as “the history of special revelation”.

If we are to investigate what God has revealed concerning the Church’s mission then his

historically oriented hermeneutic takes on critical importance.

3. Van Til, Cornelius. The Defense of the Faith. (DOF), Edited by K. Scott Oliphint. 4th ed.

Phillipsburg, N.J: P & R Pub, 2008.

Chapters 1, 3-7 (~140 pages)

As Oliphint says in his Forward, “Once Van Til’s thought is grasped, the implications for the

work of the church are most profound.” (xi) Van Til continues to train his students in how to

think biblically. It is such thinking which is of utmost importance for the work of this course.

4. Van Til, Cornelius. Common Grace and the Gospel. Edited by K. Scott Oliphint. Second Edition,

Including the complete text of the original, 1972 edition. Phillipsburg, NJ: P&R Pub, 2015.

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Forward, Preface, and Chapter 5 (~80 pages) Read Van Til’s DOF chapters above before this

reading.

In this work Van Til provides what I believe to be the most robust foundation to date for a

specifically Reformed missiology.

5. Gaffin, Richard B. “Epistemological Reflections on 1 Corinthians 2:6-16.” Pages 13–40 in

Revelation and Reason: New Essays in Reformed Apologetics. Edited by Lane G. Tipton and K.

Scott Oliphint. Phillipsburg, N.J: P & R Pub, 2007.

(27 pages)

Or Gaffin, Richard B. “Some Epistemological Reflections on 1 Cor 2:6-16.” The Westminster

Theological Journal 57.1 (1995): 103–24.

http://files1.wts.edu/uploads/images/files/WTJ/Gaffin%20-%20Epistemological%20Reflections.pdf

Gaffin throws his incisive exegetical weight behind Van Til around the themes of ontology and

epistemology in a discussion of the Antithesis, Common Grace, Point of Contact, and the Free

Offer of the Gospel.

6. Vos, Geerhardus. The Teaching of Jesus Concerning the Kingdom of God and the Church. Edited by

John H. Kerr. Second Edition, Revised. New York: American Tract Society, 1903.

In our day there is great confusion surrounds the relationship between the Kingdom of God and

the Church. This confusion has direct impact on Missiology. This is the best material available

on this topic.

7. Murray, John. “Common Grace.” Pages 93–122 in Collected Writings of John Murray. Vol. 2. 4

vols. Edinburgh ; Carlisle, Pa: Banner of Truth Trust, 1976.

(~30 pages)

8. Murray, John. “The Church and Mission.” Pages 245–52 in Collected Writings of John Murray. Vol.

1. 4 vols. Edinburgh ; Carlisle, Pa: Banner of Truth Trust, 1976.

(~5 pages)

9. Johnson, Thomas Cary. Introduction to Christian Missions. Richmond: Presbyterian Committee of

Publication, 1909. https://archive.org/details/introductiontoch00john.

Chapters 1, 4, 5, 7-10. (~ 130 pages)

Johnson (1859-1936) was a minister of the Southern Presbyterian church and a lecturer at Union

Seminary, Richmond for 40 years. This book comprises his lectures on Missions. As one of the

most prolific writers of the Southern Presbyterian church, he edited the works of Dabney,

Palmer, and Peck. Southern Presbyterianism has made an important contribution to missions.

10. Bavinck, J. H. An Introduction to the Science of Missions. Philadelphia: Presbyterian and Reformed,

1960.

Part One and Part Three, I, 3 (i.e. pp. 3-217; 285-305) (~235 pages)

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J.H. Bavinck, nephew of renowned Dutch theologian Herman Bavinck, is perhaps the authority

on missions from a contemporary Calvinistic perspective. It is for this reason that his course in

missions is given prominence here. He served as a missionary in Indonesia where he was

exposed to various forms of Islam, Hinduism, and Paganism. While departing in some crucial

ways from Warnek, he is indebted in his thought to H. Kraemer (although departing from him in

some important ways) and Veotius. Though referenced by many after him, he is in fact followed

by few.

11. Clowney, Edmund P. The Church. Contours of Christian theology. Downers Grove, Ill: InterVarsity

Press, 1995.

Chapters 1-4; 11-12 (~90 pages)

Clowney’s work is the best contemporary Ecclesiology available in the orthodox Reformed

tradition. He was also a champion of missions and of Evangelical ecumenism.

12. Longfield, Bradley J. The Presbyterian Controversy: Fundamentalists, Modernists, and Moderates.

Religion in America series. New York: Oxford University Press, 1991.

Chapters 8-9 and Epilogue (pp. 181-235) (~55 pages)

Longfield’s account of the drama that re-oriented missions in the American Presbyterian church

in the early 20th Century is brilliant. This conflict remains paradigmatic for the faithful church as

she continues on the narrow road.

13. Poythress, Vern S. “God and Language.” Pages 93–106 in Did God Really Say?: Affirming the

Truthfulness and Trustworthiness of Scripture. Edited by David B. Garner. Phillipsburg, N.J: P&R

Pub, 2012. http://frame-poythress.org/god-and-language/

(13 pages)

One of the most significant impacts that missions has made on Evangelicalism has been in the

area of linguistics. Vern Poythress should be familiar to most students. What is not as well

known about him is his interest in Bible translation, especially as it relates to missions.

14. Garner, David B. “High Stakes: Insider Movement Hermeneutics and the Gospel.” Themelios, from

The Gospel Coalition 37, no. 2 (2012). http://themelios.thegospelcoalition.org/article/high-stakes-

insider-movement-hermeneutics-and-the-gospel.

Often it is the most radical forms Insider Movements (IM) that are challenged. Garner chose to

take on a “moderate” to more fairly and more deeply unearth the most basic errors.

D. Readings for Discussion (no digests required) See separate schedule for when each of these readings will be discussed.

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1. Allen, Martin. “What a Missional Church Looks Like.” Pages 11–22 in Reformed Means Missional:

Following Jesus Into the World. Edited by Samuel T. Logan. First edition. Greensboro, North

Carolina: New Growth Press, 2013.

(~10 pages)

2. Barnum, Thaddeus. Never Silent: How Third World Missionaries Are Now Bringing the Gospel to

the Us. Eleison Publishing, 2008.

(Chapter 1-4; 16-17)

This book tells part of the global story of the origins of the Anglican Church in North America

(ACNA). I cannot vouch for its historicity (perhaps there are students who can) but the premise

is an important one.

3. Beyerhaus, Peter. “Three Selves Formula: Is It Built on Biblical Foundations?” International Review

of Mission 53, no. 212 (1964): 393–407.

4. Gairdner, W.H.T. The Muslim Idea of God. THE CHRISTIAN LITERATURE SOCIETY FOR

INDIA, 1925. http://www.muhammadanism.com/Gairdner/Default.htm.

5. Machen, J. Gresham. “The Mission of the Church.” The Presbyterian and Herald and Presbyter 96,

no. 14 (1926): 8–11. http://www.pcahistory.org/findingaids/machen/

Machen’s story is told in Longfield (above). Faithfulness in missions was so important to

Machen that he withdrew his support from the denominational Board and started The

Independent Board of Foreign Missions. In opposition to the Ecumenical Movement, his

ecclesiology made a sharp distinction between a unity based on truth (both doctrinal and ethical)

and unity based on structure.

6. Nettles, Thomas J. “Baptists and the Great Commission.” Pages 89–107 in The Great Commission:

Evangelicals and the History of World Missions. Edited by Martin I. Klauber and Scott M.

Manetsch. Nashville, Tenn: B & H Publishing Group, 2008.

Thomas Nettles is Professor of Historical Theology at Southern Baptist Theological Seminary

and shows a keen interest in the history and current direction of Baptist missions. This is an

insightful article that traces some important history of Baptist missions in the US.

7. Poythress, Vern S., and Wayne A. Grudem. The Gender-Neutral Bible Controversy: Muting the

Masculinity of God’s Words. Nashville, Tenn: Broadman & Holman Publishers, 2000.

http://www.frame-poythress.org/wp-

content/uploads/2012/08/PoythressVernGrudemWayneGenderNeutralBibleControversy.pdf (pp. 73-

99 in the online version)

(Chapter 4, “How to Translate”)

Vern Poythress should be familiar to most students. What is not as well known about him is his

interest in Bible translation especially as it relates to missions. This is evident in how he

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addressed the Insider Movement Bible Translation controversy in Bangladesh.2 See more from

Poythress on this topic in the attached reading list (much of his material is available online at

frame-poythress.org).

8. Stallsmith, Jon. “God, Word, Spirit.” Video. http://jaq.org/blog/2009/03/18/tools/

This clip is a case study of contemporary mission approaches. What makes such approaches so

compelling to an Evangelical audience? And to Reformed and Presbyterian congregants and

missionaries?

9. Winter, Ralph D. “The Two Structures of God’s Redemptive Mission.” Perspectives on the

World Christian Movement: A Reader. Edited by Ralph D. Winter and Steven C. Hawthorne. 4th

ed. Pasadena, Calif: William Carey Library, 2009.

http://frontiermissionfellowship.org/uploads/documents/two-structures.pdf

The late Rev. Ralph Winter is perhaps the most influential Presbyterian missionary/missiologist

of the 20th Century. A close friend of Daniel Fuller,3 he followed Daniel from Princeton

Seminary to be among the first batch of students at Fuller Theological Seminary in 1948.

Among his many achievements is the founding of the US Center for World Missions (now

Frontier Ventures) in 1976 which he led for many years. This became a veritable incubator of

mission institutions. The Perspectives course has made a huge impact on not only Evangelical

but also Reformed and Presbyterian churches across America and the world.

10. Warfield, Benjamin Breckinridge. “Some Perils of Missionary Life.” The Presbyterian Quarterly.

reprint in Selected Shorter Writings of Benjamin B. Warfield—Vol. 2, edited by John E. Meeter

(Nutley, NJ: Presbyterian and Reformed, 1976, pp. 497-516. (1899): 385–404.

In the 19th Century, Princeton Seminary was a missionary-producing machine. Princeton

graduates thought deeply about ministry and there is much in that heritage for us to glean from.

11. Yoder, Michael L, Michael G Lee, Jonathan Ro, and Robert J Priest. “Understanding Christian

Identity in Terms of Bounded and Centered Set Theory in the Writings of Paul G. Hiebert.” Trinity

Journal 30, no. 2 (2009): 177–88.

The late Paul G. Hiebert is one of America’s most influential missiologists. He was born in

India to second generation Mennonite Brethren missionary parents and taught at Fuller Seminary

(1977-1990) before finishing his career at TEDS (1990-2007). His arrival at Fuller coincided

with dramatic changes at the seminary which, as a result of a deliberate ‘Presbyterian Strategy,’

had become one of the largest centers of Presbyterian training in America.4 The influence of

2 Vern S. Poythress, “Bible Translation and Contextualization: Theory and Practice in Bangladesh,” Frame-Poythress.org,

June 5, 2012, http://frame-poythress.org/bible-translation-and-contextualization-theory-and-practice-in-bangladesh/; Vern

Sheridan Poythress, “Bible Translations for Muslim Readers,” February 7, 2011,

http://www.missionfrontiers.org/blog/post/bible-translations-for-muslim-readers. 3 George M. Marsden, Reforming Fundamentalism: Fuller Seminary and the New Evangelicalism (Grand Rapids, Mich:

W.B. Eerdmans, 1987), 22. “Daniel Fuller later described him as ‘the most influential person in my life (apart, perhaps, from

my parents).’” 4 Ibid., 266.

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Fuller Seminary on missions in Presbyterian and Reformed churches must be considered

seriously.

VI. Recommended reading

See attached list.

VII. Assessment for students taking course for credit:

A. Reading reports and responses (50% of grade) This part of the grade is divided equally into two parts. The Reading Digests constitute the criteria for

completing the bulk of the reading. Attendance and adequate classroom participation (including the

Class Debate) constitutes the criteria for completing the Discussion Reading.

On the first day of class submit a statement that you have listened to the Clowney audio lectures. A

simple note attached to your Digests will suffice.

Digests are due in two batches:

Batch 1: all except for Johnson and Bavinck.

Batch 2: Johnson and Bavinck

To provide maximum flexibility for the student, the student may choose which batch to submit first:

One Batch (either 1 or 2) is due at the beginning of the first day of class. Please submit as

double-spaced papers, in Times New Roman, 12pt. font.

The other Batch is due by May 6 (6 weeks after the course) 5:00pm Eastern Time. Please

submit electronically.

Page citations for Digests should be simple references in parentheses – for example (p. 12). No

bibliography, footnotes, etc. are needed.

B. Project Assignment (50% of grade)

The project assignment is due May 6 (6 weeks after the course) by 5:00pm Eastern Time.

For each day the assignment is late the student will lose a letter grade. For example, if an “A” project is

a day late then it will receive a “B” grade, etc.

C. Grading Scale This seminary uses the following grading system:

A (97-100) 4.00 quality points

A- (94-96) 3.66

B+ (91-93) 3.33

B (88-90) 3.00

B- (86-87) 2.66

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C+ (83-85) 2.33

C (80-82) 2.00

C- (78-79) 1.66

D+ (75-77) 1.33

D (72-74) 1.00

D- (70-71) 0.66

F (below 70) 0.00

I (incomplete) 0.00

W,WP (withdraw,

withdraw passing) 0.00

S (satisfactory) 0.00

The grade “I” indicates that the work required for the course was not completed. It is given only when

special, extenuating circumstances (such as illness) prevent the student from completing the project. A

written request for an extension must be submitted prior to the due date of the work concerned. If the

request is granted, it remains the responsibility of the student to complete all work for the course as soon

as possible. In any case, an “I” grade must be removed within the extension time granted; otherwise it

will be changed to “F.”