Course Syllabus = =20 Ter= m

= &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; Course Syllabus = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = = Term

SHAW UNIVERSITY

School of Divin= ity

Supervised Ministry - Fed 501 (3 credit hours)

Spring Semester 2009

Instructor: Charles T. Bullock

Classroom: Leonard Building

Class period:= Saturday 2:30-5:00 p.m.

Telephone: 919-571-9068 (Home) 919-521-2848 (cell)

E-mail: cbullock1@bellsouth.net

Office Hours<= /b> (by appointment)

Mission Statements

MDiv Program Mission

MRE Program <= st1:place w:st=3D"on">Mission

The mission of the Master of Divinity degree is to
prepare persons for ordained ministry, for chaplainc= y,

general pastoral and religious leadership responsibi= lities in congregations and other settings, and to prepare some students for admission to advanced programs oriented to theological research and teaching. The purpose is consistent with the mission of Shaw University Divinity School; the Maste= r of Divinity program focuses on leadership in the “practice of ministry,” particularly in the African American church.

The mission of the Master of Religious Education deg= ree is to equip persons for competent leadership in Christian Education to serve= congregational ministries and other religious institutions. This purpose is consistent with = the mission of Shaw University Divinity School; the Maste= r of Religious Education program focuses on leadership in the “practice = of ministry,” particularly in the African American church.

Program Goals

MDiv Program Goals

MRE Program Goals

1. to = provide students with an intellectual       &nbs= p;

   &= nbsp; atmosphere and a comprehensive,

   &= nbsp; discriminating understanding of our religious

      heritage= ;

2. to = enhance students’ training for Christian

   &= nbsp; ministry, mindful of global, and diverse cross

   &= nbsp; cultural, and non-American Christianities, and

   &= nbsp; interaction with other faith traditions;

3. to = support students’ development in the

   &= nbsp; personal and spiritual capacities necessary for

   &= nbsp; pastoral and religious leadership, advancing

   &= nbsp; growth in personal faith, emotional maturity,

   &= nbsp; moral integrity and public witness;

4. to = expand programming activities, services,

   &= nbsp; and academic programming to enhance students’

   &= nbsp; capacity for ministerial and public leadership.

1. to = equip students with the capacity for

   &= nbsp; critical and constructive theological

      reflecti= on regarding the content and

      processe= s of educational ministry;

2. to help students understand the educational,

      social, = and behavioral sciences that under

      grid educational practice, as well as the

      cultural contexts in which educational

       ministry occurs= ;

3. to assist students with personal growth

       and spiritual maturity; and to provide skills in       &nbs= p;            &= nbsp;

       te= aching and in design,

       ad= ministration, and assessment of

       educational programming.

=

1

Program Learning Outcomes

MDiv Program Learning Outcomes (PLO= s)

MRE Program Learning Outcomes (PLOs= )

Graduates will demonstrate a capacity to

arti= culate an understanding of the

scri= ptural, historical, and theological

trad= itions or particular Christian traditions

and = of the broader community of faith.

Graduates will develop a consciousness

abou= t and a capacity to reflect critically

on i= ssues of diversity, globalization, and

cross cultural concerns.

Graduates will demonstrate a capacity for

crit= ical reflection on how their unique

pers= onalities, backgrounds, and other gifts

and abilities relate to the role of the

mini= ster as leader, guide, and servant of the

faith community.

Graduates will demonstrate a capacity to

crea= te programs and have a critical voice

in ministerial and public leadership.

1.=       Graduates will demonstrate a capacity to

arti= culate an understanding of the

scri= ptural, historical, and theological

trad= itions of particular Christian traditions

and = of the broader community of faith.

2.=       Graduates will evaluate teaching and

lear= ning theories for the purpose of

deve= loping a distinctly Christian

phil= osophy of educating God’s people.

3.=       Graduates will demonstrate a capacity

for = critical reflection on how their

uniq= ue personalities, background, and

gift= s and abilities relate to the ministry

of C= hristian education.

4.=       Graduates will demonstrate a capacity to

design and to carry out a lesson = plan

necessary for effective educatio= nal

ministries.

Course Description:

This course is designed t= o provide students with an experiential and reflective learning experience that will integrate theory and practice in theological disciplines. Supervised Ministry or Field Educa= tion (1) assists students in developing vocational identity as ministers by prov= iding experience with a variety of ministry tasks; (2)provides a context for test= ing and reconstruction theological concepts; (3) develops the ability to do

critical and reflective t= hinking by relating theory and practice; and (4) brings academic studies, personal experience and critical reflection into meaningful dialogue for effective ministry.

Student Learning Outcomes:

At the completion of this course, students will be able to

Assessment of

Student Learning

Outcomes

(Assessment Tools)

Linkage to

MDiv Program

Learning

Outcomes

Linkage to

MRE Program

Learning

Outcomes

1.Communicate (verbally= and in      =

writ= ing) critical and reflective thinking that links educational theory with the practice of

      ministry.

Exam Questions

Reflection Papers

PLO st= atement

number(s) that

correspond to or

support the (SLO)

(PLO) statement

number(s) that

correspond to or

support the (SLO)

2. Identify and perform the primary=

     ministry task = that will be required

     of them as they pursue the practice

    of ministry to which= they are called.

Exam Questions

Journals / Notebooks

1, 3 & 6

1, 3 & 6

3. Bring academic studies, personal=

     experiences, a= nd critical reflection

     into meaningful dialogue for

     effective mini= stry.

Exam Questions

Reflection papers

4 & 5

4 & 6

2

4. Identify the major areas of prac= tice

     and the related roles of ministry,

     such as preach= ing, teaching,

     pastoral couns= eling and Christian

    education.





Exam Questions

Reflection paper

3, 5 & 6

3 & 4

5. W= rite a vocational management

plan= that will facilitate lifelong

lear= ning and spiritual formation and integration as the student seeks to fulfill the requirement of his/her calling.

Exam Questions

Reflection paper

1, 3 & 6

5 & 6

Required Texts:

Mallory, Sue & Smith,= Brad, The Equipping Church Guidebook, Grand Rapids, Michigan, Zondervan

        = Leadership Network, In= c., 2001; ISBN 0-310-23957-5

Pyle, W. T. & Seals, = M. A. Editors, Experiencing Ministry Supervision: A Field- Based Approach.=

        =     Broadman-Holman Publisher, Nashville Tennessee, 1995; ISBN 10: 0= -8054-1163-1

Suggested Reading:

Dever, Mark, Nine Mark= s of a Healthy Church, Crossway Books, Wheaton, Illinois 2004        =

        =    ISBN-13-978-1-58134-631-2;   ISBN-10: 158134-631-X

Cetuk, Virginia S. Wha= t to Expect In Seminary: Theological Education as Spiritual Formation.

        =    Abingdon Press, Nasnville1998; ISBN 0-687-01728-9

Whitney, Donald S., Sp= iritual Disciplines within the Church. Moody Publishers, Chicago, 1996

        =      ISBN 0-8024-7746-1; ISBN-13: 978-0-8024-7746-0

Reading Assignments

Each student is expected = to read all assigned material prior to class and fully participate in class<= /p>
discussion and activities= . To insure that students read their= texts, there will be questions on each

exam from the text that m= ay not be covered in class. There wi= ll be assignments from the required

reading text as well as t= he suggested reading.

3

Course Requirements:

1. Tests and Exami= nations: Two written examinations and t= wo tests will be given during the semester covering material from the text, lectures, and other readings. If a student fails to take an exam as scheduled, it is the student’s responsibility to inform the instructor immediately. In order to qualify for a make up = exam, the student must provide instructor with proper documentation. This is the only way a student wil= l be allowed to take a make-up exam. There will be no exceptions.

2. Reflection Pape= rs: Each student will submit two reflec= tion papers. Papers are due on Mar= ch 11 and April 14. Your paper should give a detail accounting of your ministry in the area in which you have the opportunity to minister. Discuss your role and the way you = relate to the ministries you found. = What are your recommendations for continued growth and development. Each student= is expected to apply his/her writing skills to prepare the papers. Grades will, in part, be determine= d by the treatment of the topic, original, critical thinking and use of proper grammar and punctuation.

Class Attendance: The policy printed in the Shaw University Undergraduate Catalogue wi= ll be enforced. When a student is unable to attend class, it is the student’s responsibility to call the professor in advance, whenever possible.&n= bsp; It is the student’s responsibility to obtain the notes, handou= ts, or other material for the missed class.&nb= sp; Students remain responsible for all assignments due during the missed class. An absence does not ex= cuse the student from any work or due dates.

Attendance will be taken = at the beginning of each class and students not present at that time will be marked absent. Students who come in = late are required to inform the instructor immediately following that class peri= od in order to be counted late rather than absent. Once in attendance, students shoul= d not leave class without the instructor’s permission.

Class Participation:   Students are expected to act= ively participate in a positive manner in the learning process. Participation includes: demonstrating critical thinking, a= ctive learning, development and use of listening and speaking skills needed for career success, and the ability to join a discipline’s conversation.<= span style=3D'mso-spacerun:yes'> Such participation will include as= king questions, active listening, seeking out and valuing the opinion of others,= and showing respect for peers and the instructor. Participating also includes eviden= ce that the student has read the assigned material prior to class and by contr= ibuting to class discussions, and asking questions about the readings and lectures. Students will be as= signed participation points primarily based on the Student Participation Rubric below.

Student Participation Rubric

Criteria <= /p>

Exemplary<= /p>

   Outstanding

Satisfactory

Adequate

Unsatisfactory=

Interactions

Participation<= /b>

Classroom<= /p>
learning activities<= /o:p>

Demonstrates critical

thinking skills evidence that a student read assigned

material, asks appropriate questions

Demonstrates critical

thinking, skills, some

evidence that student<= /span>

read assigned material=

often interacts and responds to questions

Occasionally

demonstrates critical thinking skills,

occasionally responds to questions

when prompted.

Contributions not

clearly focused,

questions sometimes

digressive.

Rarely demonstrates critical thinking skills, rarely

participates or

volunteers point of view,

provides minimal answers when call upon, does show interest in class discussion, s= how some evidence that material was read.

Does not participate or respond to

questions; almost never volunteers to contribute or provide information, little or no evidence of read assigned material or completed assignment, may be <= /o:p>

disruptive to class.

=

4

Engagement in the electronic emai= l

learning forum<= /b>

Demonstrates

competency in using

electronic/email,

including Blackboard

learning forum

assignment.

Completes all tasks

for every assignment within allotted time,

provides complete

written comments

related to assignment or tasks, follows

directions accurately.

Follows directions

with minimal

difficulty, most of

time no difficulty

accessing and using electronic learni= ng

forums.

Misses no more than two assignments,

Minimal difficulty

accessing and using

electronic learning

f= orums.

Misses more than    =

two assignments.

Some difficulty

Accessing and

using electronic

learning forums

Never logs onto

Blackboard or checks

email, assignment.

No demonstration of competency in

using electronic

learning forum.=

Professional

attitude and

demeanor

No disruptive

classroom behavior,

no cell phones or

electronic devices

during class,

respectful and

courteous to others,

recognizes and

respects other students’ points of view, alert

in classroom,

enthusiastic for work

Rarely disruptive and

disrespectful , alert in the classroom on

most occasions,

enthusiastic most of

the time, no cell

phones or electronic

devices.

Minimally disruptive

and disrespectful,

sometimes

lethargic in the

classroom.

Disruptive and

disrespectful, rarely enthusiastic.

Not respectful and

courteous, alert or

enthusiastic in the classroom.

Course Grade Evaluation

Assignment

Percentag= e of Final

Course Gr= ade

Attendance and class

participation

15%

Mid-term Exam

15%

Final Exam

20%

Final Paper

20%

Reflection papers

30%

&nbs= p;

&nbs= p;

=

Grading Scale

The following grading scale will be used:

        =       A =3D 90-100

        =       B =3D 80- 89

        =       C =3D 70- 79

        =       D =3D 60- 69

        =       F =3D 59 – and below

A plus or minus grade (e.= g., B+ or C-) is used to indicate proximity to the particular grade. At the end, all minuses and pluses= will be rounded to the point that best reflects the student’s progress in = the course.

Note: The minimum passing grade for stud= ents in the Divinity School is C.

5

No grades are given in= this course. Each student earns hi= s/her grade.

              = I    A student receives= an “I” only when extraordinary circumstances (extended illness, death in the family, etc.) prevent the student from completing all the assignments before the end of t= he semester.

All written assignments n= eed to conform to the guidelines in the Divinity School’s “Guidelines for Written Assignment,” available in the Divinity School Office. The following criteria will be used in evaluating all written assignments.

        =      A    Indicates the stud= ent has significantly exceeded the minimum expectations for the assignment.

The student has consulted= the relevant scholars and has consistently entered into dialogue with these scholars, offering his/her critique of the relevant sources. All required parts of the assignme= nt are present, and the written presentation is consistently above average, with no errors in spelling or grammar.

        =      B   Indicates the student has exceeded the minimum expectations= for the assignment. The student h= as consulted relevant scholars and has entered into dialogue with most of them, offering his/her critique of the sources.&= nbsp; All the required parts of the assignment are present, and the written presentation is above average, with no errors in spelling or grammar.

        =      C   Indicates the student ha= s met the minimum expectations for the assignment. The student has consulted relevant scholars and has represented their views well, at least occasionally offeri= ng a critique of the sources. The required parts of the assignment are present, and the written presentation = is acceptable, with minimal errors in spelling or grammar.



        =       D    Ind= icates the student has not met the minimum expectations for the assignment in one = or more of the following ways: significant critical scholarship is not consulted; significant segme= nts of the assignment are missing or inadequate; or the written presentations inadequate in grammar, spelling, or format.

         F     Indicates th= e work is not acceptable for graduate-level study.

Plagiarism

Plagiarism (using another= ’s work as your own, whether you put in your own words or keep it in the origi= nal words) and cheating are serious offenses and will be treated as such. A student who plagiarizes or cheats – whether giving or receiving information – will receive a grad= e of zero on that particular exam or paper, and may receive a grade of F for the course. Plagiarism is unethical and against University and SUDS policy. To plagiarize is to LIE and STEAL. Any plagiarism is a request for a f= alling grade. To that end you will s= ign your class statement of honor. Any papers identified as plagiarized <= /b>will result in a falling grade for that assignment.

6

Use of Technology:

All students in this cour= se are required to have regular access to email and the internet. The Shaw Blackboard site (http://shawu.blackboard.com) will= be heavily used in this class. A= ll course handouts (including readings, guidelines for completing assignments,= and grading rubrics) will be made available via Blackboard. Students will also submit assignme= nts and receive feedback using Blackboard’s Digital Drop box.

Email will be the instructor’s primary mode of contacting students outside of class hours. Thus, all students mus= t set up their email address on Blackboard. Directions for doing so are below.

1.&n= bsp;     Go to htt://shawu.blackboard.com.

2.      On the tools menu on the left sid= e of the screen, click Personal Informa= tion.

3.&n= bsp;     Select Edit Personal Information

4.&n= bsp;     Under section 1, enter your email address.

5.&n= bsp;     Click Subm= it

6.&n= bsp;     Click OK

We will be using the following sections of Blackboard for this cour= se:

Course Information: Contain= s an electronic copy the sylla= bus and all rubrics used to evaluate assignments for this course. Any updates to the syllabus w= ill be made available here.

Course Documents: Contains electronic versions of articles and chapters that are not in required texts (generally in PDF or HTML format). You will need to download the= free Adobe Reader to access these forms (= http://www.adobe.com).

Discus= sion Board: Forums for yo= ur weekly postings are here.

Commun= ication: Allows you to send email = to the class.

Tools:   Provides access to = the Digital Drop Box, which you will use to submit your weekly reflection papers and other assignments.=

Follow the instructions below to submit assignment via= the Digital Drop Box:

Once you are in the course site, click the tools tab on the left

Select Digital Drop box.

Select Send File

In the Name box, enter LastnameFirstname_Assignmentname= . (For example, if your name i= s Jane Smith and you’re submitting the case study, enter SmithJane_casestudy).

Click the Browser button besid= e the File box.

Locate and select the file on your computer. Click Open

Click Submit

Academic Integrity:

Students in this course a= re expected to abide by the Shaw University Code of Conduct. The University policy on plagiaris= m will apply to all assignments given in this course (see Student Handbook). Plagiarism involves the intentiona= l or unintentional representation of another person’s words and/or ideas as one’s own. Students are expected to cite all materials, including scriptural references, using the formats described in Kate Turabian’s A Manual for Writers of Term Papers, Theses, and Dissertations. Sixth Edition

7

=

=

Class Deco= rum Policy

To enhance student learni= ng in engaging classroom atmosphere, student are expected to dress and behave in a manner conducive to classroom learning.&nb= sp; More specifically, students will avoid disruptive classroom behavior= (i. e., talking to classmates, disrespectful responses to teacher instructions; swearing; wearing clothes = that impede academic learning such as but not limited to, wearing body-revealing clothing and excessively baggy pants; hats/caps, headdress). Students w= ho exhibit the behaviors described above, or similar behaviors will be immedia= tely dismissed from class at the third documented offense. The student will be readmitted to = class only following a decision by the Dean of the Divinity School. The student may appeal the decisio= n of the Dean to the Office of the Vice President for Academic Affairs, and then= to the President of Shaw University. The decision of he President will be final. Failure to follow these procedures= will result in termination of the appeal, and revert to the decision of the Dean=

Class Dates	Student Learing Outcomes (list the = SLO nos.)<= /p>	Course Content= or unit	= Readings	Mode of Instructional<= /b> Delivery	Related Assignment	Resources	Assessment Tools (Instrument used to determine th= e achievement of= the stated SLO
1-17-09		Class orientation Syllabus review	Syllabus	Lecture		Syllabus
1-24-09	1, 2, 3, 4	Textbook review The Equipping Church Experience Ministry	Textbook and other references	Lecture and class discussion	Sign on to Blackboard	Review Syllabus	Exam Questions Equip. Questions P. 25-26 Textbook

2-7-09	2, 4	Assign &discuss class supervisors, agreement forms Equip. questions P. 25-26 Textbook.	Textbooks: W.T. Pyle & Mary A. <= /p> Seals Chapters 1&2	Presentation and class discussion	Pyle & Seal Experiencing Ministry Supervision =	Suggested reading list=
2-14-09	&nbs= p; x	Meet with Supervisor. Sign agreement forms	Field supervision		Reports: Field Ministry	Supervised ministry schedule
2-21-09	&nbs= p; &nbs= p;	Reports – Field Education. Group discussion Teaching, Bible Study, Sunday School	Textbooks: Read ch. 5-6 Equip. the church. & Exper. Min. P. 33-67	Questions and answers. class discussion.
2-28-09	&nbs= p; x &nbs= p;	Supervised Ministry-FED	Field supervision
3-7-09		Where do you want to be? Why Worship with the Church?	Textbooks and other references	Plan: Worship Service-Group A & C	Reports Field Ministry		Review
3-14-09	&nbs= p; x	Supervised Ministry - FED	Field supervision
3-21-09		How do you lead The equipping Church? Why witness with the church?	Textbooks Experience Ministry chapters 6 -7	Group B; Bible study Class discussion	Class reports	Management plan – Field Education	Exam questions
3-28-09	&nbs= p; x	Supervised Ministry - FED Defining Equipping ministry in your church.	Textbook and other References		Parliamentary Procedures		Review
4-4-09		Building relational foundations. Why give to the church?	Textbooks &a= mp; Suggested = Reading text	Case study, Verbatim Reports, and class discussion			Exam questions
4-11-09	&nbs= p; x	Supervised Ministry - FED Building Strategic foundations.				Management plan – Field Education
4-18-09		Building the Equipping Ministry system. Why fellowship with the church.	Assigned reading & Textbooks	Group B & C Bible Study Preaching	Report Field Minisry
4-25-09	&nbs= p; x	Supervised Ministry - FED			Assigned reports		Review
5-2-09		Feedback Final Exam		Evaluation of The supervisory experience

Assignment	Percentag= e of Final Course Gr= ade
Attendance and class participation	15%
Mid-term Exam	15%
Final Exam	20%
Final Paper	20%
Reflection papers	30%
&nbs= p;	&nbs= p;