Shaw University = Divinity School = &nb= sp; = &nb= sp; = J.T. Roberson
Class Hours: Friday 6:30-9:00 &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; = &nb= sp; = &nb= sp; = = &nb= sp; = = &nb= sp; = &nb= sp; Tel:546-8569 (O)
Office Hrs: = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; 564-8569(O)
By Appointment = &nb= sp; = &nb= sp; = e-mail:jtrob@shawu.edu
I. &nb=
sp; Program
Mission
MRE PROGRAM MISSION =
&nb=
sp;
MDIV PROGRAM MISSION =
|
The mission of =
the
Master of Religious Education degree 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 Master of Religious Education program
focuses on leadership in the “practice of ministry,” particul=
arly
in the African American Church |
The mission of =
the
Master of Divinity degree is to prepare persons for ordained ministry, for
chaplaincy, general pastoral and religious leadership responsibilities in
congregations and other settings, and to prepare some students for admiss=
ion
to advanced programs oriented to theological research and teaching. The
purpose is consistent with the mission of Shaw University Divinity School;
the Master of Divinity program focuses on leadership in the “practi=
ce
of ministry,” particularly in the African American church |
Program Goals
|
MRE Program Goals |
MDiv Program Goals |
|
1.=
to equip students with the capacity for critical and constructive
theological reflection regarding the content and processes of educational
ministry; 2.=
to help students understand the educational, social, and behavioral
sciences that undergird educational practice, as well as the cultural
contexts in which educational ministry occurs; 3.=
to assist students with personal growth and spiritual maturity; and=
4.=
to provides skills in teaching and in design, administration, and
assessment of educational programming. |
1.=
to provide students with an intellectual atmosphere and a
comprehensive, discriminating understanding of our religious heritage; 2.=
to enhance student training for Christian ministry, mindful of glob=
al,
and diverse cross cultural, and non-American Christianities, and interact=
ion
with other faith traditions; 3.=
to support students' development in the personal and spiritual
capacities necessary for pastoral and religious leadership, advancing gro=
wth
in personal faith, emotional maturity, moral integrity, and public witnes=
s; 4.=
to expand programmatic activities, services, and academic programmi=
ng
to enhance student capacity for ministerial and public leadership. |
Program Learning Outcomes
|
MRE Program Learning Outcomes (PLOs) |
MDiv Program Learning Outcomes (PLOs) |
|
1.=
Graduates will demonstrate a capacity to articulate an understandin=
g of
the scriptural, historical, and theological traditions of particular
Christian traditions and of the broader community of faith 2.=
Graduates will evaluate teaching and learning theories for the purp=
ose
of developing a distinctly Christian philosophy of educating God’s
people; 3.=
Graduates will demonstrate a capacity for critical reflection on how
their unique personalities, backgrounds, and gifts and abilities relate to
the ministry of Christian education; 4.=
Graduates will demonstrate a capacity to design and to carry out a
lesson plan necessary for effective educational ministries |
1.=
Graduates will demonstrate a capacity to articulate an understandin=
g of
the scriptural, historical, and theological traditions of particular
Christian traditions and of the broader community of faith 2.=
Graduates will develop a consciousness about and a capacity to refl=
ect
critically on issues of diversity, globalization, and cross cultural
concerns; 3.=
Graduates will demonstrate a capacity for critical reflection on how
their unique personalities, backgrounds, and gifts and abilities relate to
the role of the minister as leader, guide, and servant of the faith
community; 4.=
Graduates will demonstrate a capacity to create programs and have a
critical voice in ministerial and public leadership |
COURSE DESCRIPTION from Catalog:
= This course will explore the various aspects of leadership within the African Am= erican church in the Information Age. Students will be able to examine their own personal leadership characteristics as well as that of their ministry context. The role of technology and its impa= ct on decisions will be explored from a local and global perspective. This course will place emphasis on transformative learning as a tool for leadership development.
STUDENT LEARNING OUTCOMES:
|
Student Learning Outcomes (SLO) At the completion of this course, student=
s will
be able to: |
Assessment of Student Learning Outcomes (Assessment Tools) |
Linkage to MDiv Program Learning Outcomes=
(PLO statement number(s) that correspond =
to or
support the SLO) |
Linkage to MRE Program Learning Outcomes<= o:p> (PLO
statement number(s) that correspond to or support the SLO) |
|
1. Discuss, eva=
luate
and explain the role of the administrator and the problems of becoming an
administrator |
Exam Questions,
Research Paper, Class discussion |
1,3 |
1 |
|
2. Discuss, eva=
luate,
and explain the church as an organization, its purpose, mission, goals, a=
nd
vision |
Exam Questions,=
|
1 |
1,3 |
|
3. Discuss, eva=
luate,
and explain the organizational structure of a church as it relates to the
mission of the church. |
Exam Questions,
Research Paper, and Class discussion |
1,4 |
1,4 |
|
4. Discuss, eva=
luate,
and explain management of: Human Resources=
Financial Resou=
rces Physical Resour=
ces of the church |
Exam Questions,
Reflection Paper, Class discussion |
2, 4 |
3 |
=
II.
METHOD OF DEVELOPMENT
=
The course will be developed using a dialog=
ue
seminar method. Each student =
is
expected to make significant contributions based upon individual readings,
research, and present or past experience.&=
nbsp;
To provide a common body of basic concepts and analytic tools, stude=
nts
will read both of the required textbooks and weekly mini-lectures.
=
Three principal learning methods will be em=
ployed
during the seminar:
=
1. The theoretical
understanding of administration will be examined and discussed through assi=
gned
readings. These readings will=
come
from books and other materials and also from mini-lectures by the
professor. Mini-lectures will=
be
made available through Blackboard.
=
2. The practice of administration will be examined through the lens of the students’ = own church setting. Each student = is required to do a critical analysis of her or his local church setting from = an administrative perspective. <= o:p>
3. Students will engage in a peer-supported collaborative approach to learning. Using this method, each student is
encouraged to adopt a “=
study
buddy” with whom they will discuss the assignments and use as a back-=
up
if unable to make the class.
Students are also encouraged to form study groups to discuss the
materials before coming to class.
=
III. BOOKS
=
Gary Yukl, Leadership in Organizations, (Prentice Hall) 2006.
Students are encouraged to purchase a copy of the textbook for their library; howeve= r, an e-text version of the book is being made available for use by the class.= Persons interested in access to the e-text should go to www.coursesmart= .com and login as “suds” with a password of “adm502” to = gain access to the online book.
Recommended Readings:
Phillip
V. Lewis, Transformational Leadership: A New Model for Total Church
*Jackson W. Carroll, As One With Authority: Reflective Leadership in Ministry<= /i>.
*Burt Nanus, Visionary Leadership, (Jossey-Bass), 1992
*JT
Roberson, Jr., ATrans=
formational
Church Leadership, Jeffery L. Tribble,
Transformative Pastoral Leadership in the Black Church (Black
Religion/Womanist Tht/Scl Justice) =
*James
McGregor Burns, Transforming Leadership: A Pursuit of Happiness, 2004 =
*Jim
Collins, Good to Great, 2001 =
*Jim
Collins, Built To Last, 2001 =
*Ronald
Heifitz, Leadership Without Easy Answers, 2001 Lee
G. Bolman and Terrance E. Deal, Reframing Organizations: Artistry,
Choice, and Leadership, (Jossey-Bass) 1991 Peter
Paris, Black Religious Leaders: Conflict in Unity, (W/JKP) 19=
91 Henri
J.M. Nouwen, In the Name of Jesus: Reflections on Christian Leadershi=
p,
(Crossroad), 1993 *Bernard
M. Bass, Transformational Leadership: Industrial, Military, and
Educational Impact, (LEA) 1998 Bernard
M. Bass, Bass & Stogdill’s Handbook of Leadership: Theory,
Research & Managerial Applications, 1990 Laurie
Beth Jones, Jesus CEO: Using Ancient Wisdom for Visionary Leadership<=
/i>,
(Hyperion), 1995. =
James
McGregor Burns, Leadership , =
1979 IV. REQUIREMENTS =
1. Reading. =
The required text is to be read in its
entirety. Class discussion wi=
ll be
based on the content of this book and the mini-lectures. Students are expected to be conver=
sant
in the content of these readings.
The final paper must show evidence of knowledge of the conten=
ts
of the required reading. =
=
2. Summary-Reflection/Response Dialogue
Participation =
To facilitate dialogue, each student will be
required to develop a one-page Summary-Reaction/Response (S-R/R) to the
assigned reading. This S-R/R =
will
be used to facilitate dialogue in the classroom. The S-R/R is to be posted in the
appropriate discussion forum on Blackboard. In addition, students will bring a=
copy
of their S-R/R to class. The
instructor will collect these papers at each class meeting. The Dialogue will take=
place
synchronously in the classroom and asynchronously via Blackboard. Student participation in the dialogue is required. Failure to engage in dialogue will
significantly increase the probability of failing the course. The S-R/R is a
critical part of the dialogue process. =
=
3. Written Papers =
All papers are to be presented as formal graduate degree papers which
conforms to =
Turabian, Kate L. A Manual for Writers o=
f Term
Papers, Theses, and Dissertations, =
6th edition. Papers are to be developed u=
sing
MicroSoft Word and using Times New =
Roman with 12 point font. You will use double space and foot=
notes.
Your papers must also include a bibliography. =
=
Each paper, and the presentation, will be p=
osted
on BlackBoard in the appropriate =
Discussion Forum. The following papers are requi=
red: =
=
KSA-Pre Assessment =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
Due Jan 22=
Paper
I =
My Ministry Context. &n=
bsp; =
; &n=
bsp; =
Due
Jan 30 Develop
a paper describing your ministry context and the Leadership characteristics=
of
that context, to include: 1.
Describe the community (including demographics) the church serves 2.
Describe the organizational structure of the church and its ministries 3.
Describe the kind of leadership found in the context 4.
Describe the operational procedures, especially the decision making process=
in the
context Paper II A Personal Perspectiv=
e on
Leadership &=
nbsp; &nbs=
p; =
Due
Feb 20 &n=
bsp; Using the Personal Perspective in
Leadership Instrument, develop a paper describing your leadershi=
p as
you understand it. Your paper should help you to=
focus
on your strengths and weaknesses in leadership. Paper III Visionary
Leadership for my church &nbs=
p;
20+ pp. =
Due
April 3 Develop
a 20+ page paper depicting your church context and the leadership of that
context. You will then critiq=
ue the
leadership of that context. Y=
ou
will identify strengths and weaknesses of that leadership. You will also provide
recommendations for the weak =
areas
of that leadership. You will
justify any position you take with citations from the readings. =
This
is formal research paper that represents the summation of your understandin=
g of
Transformational Church Leadership applied to your context. You are expected to demonstr=
ate
your knowledge of Church Leadership and how it is manifested in your partic=
ular
church. You will also
demonstrate a method to correct any leadership issues you have discovered. =
Each
student will develop a PowerPoint presentation from his or her final paper =
and
present this paper to the
class. Your peers will read y=
our
paper and critique the format and content of the paper, aw well as how well=
the
presentation represents the paper you turned in. =
Bonus=
Book
Review of one of the suggested readings =
Due
NLT April 3 =
4.&n=
bsp;
Grading:&nb=
sp;
The course grade will be based on the following assessment of
performance: =
The
Dialogue will take place in the in the classroom. Student participation in =
the
dialogue is required. Failure=
to
engage in dialogue is equivalent to failing the course. =
=
Please
be advised that absence is no excuse for failing to satisfy the requirem=
ents
of the course. =
=
=
Grade
Range: A, B, C, D, I, F Class
Participation (20%), First
Paper (10%), Second
Paper (20%), Third
Paper (30%) Presentation
(20%) Bonus
(10%) =
=
2.
Online Exploration =
Each
student will surf the internet for Leadership resources and report your
findings to this class. =
=
V. SYLLABUS =
Session
I Jan 16 &n=
bsp; Discussion:
Introduction, Review Syllabus, KSA Pre-Assessment Reading
Assignment: Yukl, Chapters 1 & 2 Research
Assignment: Based on the read=
ings,
develop a heuristic definition of Church Leadership that works for you.<=
o:p> =
Session
II Jan 23 &=
nbsp; Discussion:
What Leadership is (is not) Reading
Assignment: Yukl, Chapters 3 & 4 =
=
Session
III Jan 30 =
&=
nbsp; Discussion:
=
Reading Assignment: As One with Authority by Carro=
ll Paper
I Due =
Session IV Fe=
b 6 Discussion:
The Authority to Lead Reading
Assignment: Yukl, Chapters 5 - 8 =
Session V Feb 13 =
Discussion: Personal Perspective in Leadership Instrument Research
Assignment: Work on your Retr=
ospective
Inventory in Leadership. =
Session VI Feb 20 Discussion:
My Calling to Leadership Reading
Assignment: Yukl, Chapters 9 Paper
II Due =
Session VII F=
eb 27 =
&=
nbsp; Discussion:
Charismatic and Transformational Leadership Reading
Assignment: Jesus, CEO by Jones =
=
Session
VIII March 6 Reading
Assignment: Visionary Leadership by Nanus, =
Session
IX March 13 =
Discussion:
Visionary Church Leadership Reading
Assignment: Yukl, Chapters 10 & 11 =
=
Session
X March 20 =
Discussion:
Leading the Church through Change. Reading
Assignment: Yukl, Chapters 12 & 13 Research
Assignment: Transformative Le=
arning
for Leadership Development. Look up work by Jack Mezirow or Patricia Cranto=
n =
=
Session
XI March 27 Discussion:
Developing Leadership in your Church Reading
Assignment: =
=
Session
XII April 3 Discussion:
Reading
Assignment: Reading Peer papers. =
&=
nbsp; Paper
III Due =
&=
nbsp; Bonus Paper Due =
=
Session
XIII April 10 =
&=
nbsp; Presentation
and Critique of papers. Rea=
ding
Assignment: Reading Peer papers. =
=
Session
XIV April 17 =
&=
nbsp; Presentation
and Critique of papers. Reading
Assignment: Reading Peer papers. =
=
=
=
Session
XV April 24 =
&=
nbsp; Presentation
and Critique of papers. Reading
Assignment: Reading Peer papers. =
=
Session
XVI May 1 Final
Exam =
=
VI: Classroom Decorum A. Academ=
ic
Honesty<=
span
style=3D'mso-special-character:footnote'>[1]: It shall be the responsibi=
lity of
every student enrolled at Shaw University Divinity School to support the
principles of academic integrity and to refrain from all forms of academic
dishonesty, including but not limited to, the following: 1.
Plagiarism in the form of deliberate=
or
reckless representation of another’s words, thoughts, or ideas as
one’s own without attribution in connection with submission of academic work, whether graded or
otherwise. 2.
Falsification, fabrication, or misrepresentation of data, other information, or citations in connection with =
an
academic assignment, whether graded or otherwise. 3.
Unauthorized assistance or unauthorized collaboration in connection with academic work, whether graded or
otherwise. 4.
Cheating on examinations or other academic assignments, whether graded or otherwise, including but not limi=
ted to
the following: a. Using unauthorized materials and methods (notes, books,
electronic information, telephonic or other forms of electronic communicati=
on,
or other sources or methods); b. Violating or subverting requirements gover=
ning
administration of examinations or other academic assignments; c. Compromisi=
ng
the security of examinations or academic assignments; d. Representing
another’s work as one’s own; or e. Engaging in other actions th=
at
compromise the integrity of the grading or evaluation process. 5.
Deliberately furnishing false information to
members of the University community in connection with their efforts to
prevent, investigate, or enforce University requirements regarding academic
dishonesty. 6.
Forging, falsifying, or misusing University documents, records, identification cards, computers, or other
resources so as to violate requirements regarding academic dishonesty. 7.
Violating other University policies =
that
are designed to assure that academic work conforms to requirements relating=
to
academic integrity. 8.
Assisting or aiding another to engag=
e in
acts of academic dishonesty. B. &=
nbsp; Classroom
Behavior Because this class needs t=
o be a
participatory community if students are to fulfill their potential for
learning, people who disrupt the community by their words or actions (rude,
sarcastic, obscene or disrespectful speech, or disruptive behavior that sub=
vert
the educational process) will be removed from class. In order to achieve our
educational goals and to encourage expression, testing, and understanding a=
nd
creation of a variety of opinions and ideas, respect must be shown to every=
one.
C. Cell Phones and Electronic Devices: In order to maintain the i=
ntegrity
of the academic environment, all students are expected to turn off cell pho=
nes
and other electronic devices prior to the start of each class period. =
[1]=
Academic Honesty adapted from the UNC-CH Honor System at http://honor.unc.edu/stud=
ents/index.html.
ADM
502 African American Church Leadership =
; &n=
bsp; =
; &n=
bsp; Spring
2009 SYLLABUS 1=
CED 520=
PHILOSOPHY OF CHRISTIAN EDUCATION<=
/span> &=
nbsp; &nbs=
p; Fall
2002 ADM
502 African American Church Leadership =
; &n=
bsp; =
; &n=
bsp; Spring
2009 SYLLABUS