We are not an accredited university. We are a ministry training program preparing our people for Christian service and the mission field. Successful completion, together with leadership review, leads to ministry certification for service within our network of churches. This is an internal church-network credential, not an academic degree, professional license, ordination, or a guarantee of employment or ministry placement.

CERTIFICATION REQUIREMENTS: Complete the required curriculum and assessments; demonstrate supervised ministry practice; receive designated church-network leadership approval. The receiving church determines placement and role-specific requirements.

CHURCH CONTEXT: English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville

ACADEMIC DESIGN: Original church-specific course frameworks organized around Bible, theology, ministry skills, formation, research, and supervised practice. Public Liberty University catalogs consulted for structural reference; no affiliation, endorsement, academic equivalence, or transfer agreement. Eight additional seminary electives may replace appropriate electives with faculty approval, or be taken separately at the proposed $75 course rate; extra courses are not silently added to diploma tuition.

PURPOSE: Preparing our people and equipping them for future service. Baptist doctrinal instruction is integrated into each ministry course. Scripture governs faith and practice; the Baptist Faith & Message 2000 is a confessional study reference (https://bfm.sbc.net/bfm2000/), without any claim of SBC endorsement.

DOCTRINAL CORE: Scripture; Trinity; Christ; salvation by grace through faith; believer’s baptism by immersion; memorial Lord’s Supper; regenerate membership; local church autonomy and congregational responsibility; priesthood of believers; religious liberty; stewardship; evangelism and missions; resurrection and final hope. Every final project includes an explanation of its biblical basis, Baptist church context, safeguarding, and disciple multiplication.

NEW LIFE HAITIAN BAPTIST THEOLOGICAL SEMINARY

Proposed curriculum catalog • Planning edition • January 2027 cohort

All programs subject to institutional authorization, faculty approval, and final catalog. This ministry is not an accredited university. No academic degree, college credit transfer, or professional licensure is represented.

PROGRAM MAP: 2-year diploma: eight common-core courses plus foundation and advanced courses in one major (10 eight-week courses over two years). 4-year diploma: first diploma plus eight foundation/advanced electives across four complementary majors (18 courses total). 6-year diploma: four-year pathway plus eight capstone courses across supervised ministry areas (26 courses total). One eight-week course at a time; five eight-week terms annually; remaining terms reserved for mentored fieldwork, remediation, project work, and approved electives. No academic-credit equivalence is asserted.

Proposed price: $75 per eight-week course, payable in two $37.50 installments. Tuition-only totals: $750 / $1,350 / $1,950. No application fee. Required book purchases, if any, must be disclosed before enrollment. 10% of tuition actually collected is designated for New Life ministry; this is an internal allocation, not a surcharge.

ENTRY: Applicants demonstrate readiness for Bible reading, written assignments, supervised service, and church-network accountability. The program offers internal ministry diplomas and network certification, not academic degrees.

WORKLOAD: 6–8 hours weekly (reading 2, guided study 2, application 1–2, dialogue/assessment 1–2). This workload is ministry-training workload, not a credit-hour claim.

ASSESSMENT: weekly reading and observation journals 20%; weekly applied exercises 20%; discussion/mentor participation 15%; interpretation/case assessment 15%; final project 30%. Pass target 70%; safeguarding competencies require instructor signoff. Draft rubric: biblical accuracy 30%, context and evidence 25%, practical design 25%, ethics and reflection 20%. Instructor assessment is required; website checkboxes do not award credentials.

PROPOSED STUDENT POLICIES: tuition is not collected before authorization and written admission. Full refund before first session; during week 1, 90%; week 2, 75%; week 3, 50%; after week 3, no tuition refund, subject to any more protective applicable requirement and final approved policy. Offer transfer to next cohort where feasible. No guaranteed transfer credit. Written complaints go to seminary leadership; independent appeal reviewer to be named before enrollment. No sensitive counseling or child information in assignments. AI use must be disclosed, sources verified, and personal work demonstrated.


CORE01 — Baptist Doctrine and the Biblical Story
Scripture: Genesis 1–3; John 1:1–18
Final project: Write a Scripture-supported Baptist doctrinal statement and teach one doctrine in a local church setting

Week 1: Scripture: inspiration, authority, and interpretation
Read Scripture in context, consult the relevant Baptist Faith & Message article, compare two attributed sources, and produce a 300–500 word explanation with a ministry application. Teach the principle to a mentor; receive correction; revise. Assess biblical accuracy, Baptist doctrinal clarity, and faithful service.

Week 2: The triune God and the person of Christ
Read Scripture in context, consult the relevant Baptist Faith & Message article, compare two attributed sources, and produce a 300–500 word explanation with a ministry application. Teach the principle to a mentor; receive correction; revise. Assess biblical accuracy, Baptist doctrinal clarity, and faithful service.

Week 3: Humanity, sin, and salvation by grace through faith
Read Scripture in context, consult the relevant Baptist Faith & Message article, compare two attributed sources, and produce a 300–500 word explanation with a ministry application. Teach the principle to a mentor; receive correction; revise. Assess biblical accuracy, Baptist doctrinal clarity, and faithful service.

Week 4: Regeneration, sanctification, and perseverance
Read Scripture in context, consult the relevant Baptist Faith & Message article, compare two attributed sources, and produce a 300–500 word explanation with a ministry application. Teach the principle to a mentor; receive correction; revise. Assess biblical accuracy, Baptist doctrinal clarity, and faithful service.

Week 5: Believer’s baptism by immersion and the Lord’s Supper
Read Scripture in context, consult the relevant Baptist Faith & Message article, compare two attributed sources, and produce a 300–500 word explanation with a ministry application. Teach the principle to a mentor; receive correction; revise. Assess biblical accuracy, Baptist doctrinal clarity, and faithful service.

Week 6: Regenerate membership, local autonomy, and congregational responsibility
Read Scripture in context, consult the relevant Baptist Faith & Message article, compare two attributed sources, and produce a 300–500 word explanation with a ministry application. Teach the principle to a mentor; receive correction; revise. Assess biblical accuracy, Baptist doctrinal clarity, and faithful service.

Week 7: Religious liberty, priesthood of believers, and stewardship
Read Scripture in context, consult the relevant Baptist Faith & Message article, compare two attributed sources, and produce a 300–500 word explanation with a ministry application. Teach the principle to a mentor; receive correction; revise. Assess biblical accuracy, Baptist doctrinal clarity, and faithful service.

Week 8: Evangelism, missions, resurrection, and final hope
Read Scripture in context, consult the relevant Baptist Faith & Message article, compare two attributed sources, and produce a 300–500 word explanation with a ministry application. Teach the principle to a mentor; receive correction; revise. Assess biblical accuracy, Baptist doctrinal clarity, and faithful service.


CORE02 — Spiritual Formation and Character

Scripture reading: John 15:1–17; Galatians 5:16–26 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create an evidence-based ministry portfolio demonstrating the course outcomes.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Abiding

Study focus: Define abiding in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to abiding? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page abiding analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Prayer

Study focus: Define prayer in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to prayer? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page prayer analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Scripture meditation

Study focus: Define scripture meditation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to scripture meditation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page scripture meditation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Repentance

Study focus: Define repentance in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to repentance? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page repentance analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Integrity

Study focus: Define integrity in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to integrity? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page integrity analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Community

Study focus: Define community in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to community? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page community analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Discernment

Study focus: Define discernment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to discernment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page discernment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Rule of life

Study focus: Define rule of life in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to rule of life? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page rule of life analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


CORE03 — Gospel and Disciple Making

Scripture reading: Matthew 28:18–20; 2 Timothy 2:2 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create an evidence-based ministry portfolio demonstrating the course outcomes.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Gospel content

Study focus: Define gospel content in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to gospel content? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page gospel content analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Personal testimony

Study focus: Define personal testimony in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to personal testimony? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page personal testimony analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Listening

Study focus: Define listening in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to listening? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page listening analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Gospel presentation

Study focus: Define gospel presentation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to gospel presentation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page gospel presentation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Following up

Study focus: Define following up in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to following up? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page following up analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Baptism and belonging

Study focus: Define baptism and belonging in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to baptism and belonging? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page baptism and belonging analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Discipleship relationships

Study focus: Define discipleship relationships in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to discipleship relationships? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page discipleship relationships analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Multiplication

Study focus: Define multiplication in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to multiplication? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page multiplication analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


CORE04 — Research and Ministry Writing

Scripture reading: Luke 1:1–4; Proverbs 18:13 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create an evidence-based ministry portfolio demonstrating the course outcomes.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Research question

Study focus: Define research question in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to research question? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page research question analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Reliable sources

Study focus: Define reliable sources in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to reliable sources? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page reliable sources analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Library research

Study focus: Define library research in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to library research? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page library research analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Note-taking

Study focus: Define note-taking in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to note-taking? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page note-taking analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Argument

Study focus: Define argument in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to argument? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page argument analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Citation

Study focus: Define citation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to citation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page citation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Editing

Study focus: Define editing in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to editing? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page editing analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Research presentation

Study focus: Define research presentation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to research presentation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page research presentation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


CORE05 — Church History and Baptist Identity

Scripture reading: Acts 2:42–47; Jude 3 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create an evidence-based ministry portfolio demonstrating the course outcomes.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Early church

Study focus: Define early church in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to early church? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page early church analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Creeds

Study focus: Define creeds in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to creeds? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page creeds analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Medieval developments

Study focus: Define medieval developments in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to medieval developments? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page medieval developments analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Reformation

Study focus: Define reformation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to reformation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page reformation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Baptist origins

Study focus: Define baptist origins in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to baptist origins? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page baptist origins analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Global Christianity

Study focus: Define global christianity in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to global christianity? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page global christianity analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Haitian church history research

Study focus: Define haitian church history research in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to haitian church history research? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page haitian church history research analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Church convictions

Study focus: Define church convictions in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to church convictions? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page church convictions analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


CORE06 — Ministry Ethics and Safeguarding

Scripture reading: Mark 10:42–45; Ephesians 5:8–13 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create an evidence-based ministry portfolio demonstrating the course outcomes.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Power and service

Study focus: Define power and service in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to power and service? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page power and service analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Boundaries

Study focus: Define boundaries in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to boundaries? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page boundaries analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Child protection

Study focus: Define child protection in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to child protection? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page child protection analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Vulnerable adults

Study focus: Define vulnerable adults in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to vulnerable adults? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page vulnerable adults analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Financial integrity

Study focus: Define financial integrity in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to financial integrity? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page financial integrity analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Privacy

Study focus: Define privacy in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to privacy? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page privacy analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Reporting and referral

Study focus: Define reporting and referral in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to reporting and referral? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page reporting and referral analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Accountability

Study focus: Define accountability in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to accountability? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page accountability analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


CORE07 — Ministry Practicum I

Scripture reading: James 1:22–25; 1 Peter 4:10–11 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create an evidence-based ministry portfolio demonstrating the course outcomes.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Placement agreement

Study focus: Define placement agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to placement agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page placement agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Community observation

Study focus: Define community observation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to community observation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page community observation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Service goals

Study focus: Define service goals in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to service goals? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page service goals analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Supervised service

Study focus: Define supervised service in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised service? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised service analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Reflective journaling

Study focus: Define reflective journaling in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to reflective journaling? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page reflective journaling analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Feedback

Study focus: Define feedback in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to feedback? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page feedback analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Improvement

Study focus: Define improvement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to improvement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page improvement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio

Study focus: Define portfolio in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


CORE08 — Integrative Ministry Project

Scripture reading: Ephesians 4:11–16; Acts 14:21–23 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create an evidence-based ministry portfolio demonstrating the course outcomes.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Needs assessment

Study focus: Define needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Project question

Study focus: Define project question in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project question? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project question analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Biblical rationale

Study focus: Define biblical rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project design

Study focus: Define project design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Implementation

Study focus: Define implementation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to implementation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page implementation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Evidence collection

Study focus: Define evidence collection in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to evidence collection? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page evidence collection analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Evaluation

Study focus: Define evaluation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to evaluation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page evaluation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Public defense

Study focus: Define public defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to public defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page public defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M011 — Children’s Ministry: Foundations

Scripture reading: Deuteronomy 6:4–9; Mark 10:13–16 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Design a four-week children’s teaching unit with a safety plan and parent guide.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Child development

Study focus: Define child development in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to child development? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page child development analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Gospel clarity for children

Study focus: Define gospel clarity for children in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to gospel clarity for children? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page gospel clarity for children analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Volunteer screening and supervision

Study focus: Define volunteer screening and supervision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to volunteer screening and supervision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page volunteer screening and supervision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Safe check-in and release

Study focus: Define safe check-in and release in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to safe check-in and release? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page safe check-in and release analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Age-appropriate Bible lessons

Study focus: Define age-appropriate bible lessons in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to age-appropriate bible lessons? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page age-appropriate bible lessons analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Disability inclusion

Study focus: Define disability inclusion in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to disability inclusion? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page disability inclusion analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Partnering with parents

Study focus: Define partnering with parents in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to partnering with parents? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page partnering with parents analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Reporting concerns and referral

Study focus: Define reporting concerns and referral in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to reporting concerns and referral? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page reporting concerns and referral analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M012 — Children’s Ministry: Leadership & Practice

Scripture reading: Deuteronomy 6:4–9; Mark 10:13–16 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Design a four-week children’s teaching unit with a safety plan and parent guide.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Child development: case analysis and ministry design

Study focus: Define child development: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to child development: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page child development: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Gospel clarity for children: case analysis and ministry design

Study focus: Define gospel clarity for children: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to gospel clarity for children: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page gospel clarity for children: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Volunteer screening and supervision: case analysis and ministry design

Study focus: Define volunteer screening and supervision: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to volunteer screening and supervision: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page volunteer screening and supervision: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Safe check-in and release: case analysis and ministry design

Study focus: Define safe check-in and release: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to safe check-in and release: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page safe check-in and release: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Age-appropriate Bible lessons: case analysis and ministry design

Study focus: Define age-appropriate bible lessons: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to age-appropriate bible lessons: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page age-appropriate bible lessons: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Disability inclusion: case analysis and ministry design

Study focus: Define disability inclusion: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to disability inclusion: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page disability inclusion: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Partnering with parents: case analysis and ministry design

Study focus: Define partnering with parents: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to partnering with parents: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page partnering with parents: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Reporting concerns and referral: case analysis and ministry design

Study focus: Define reporting concerns and referral: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to reporting concerns and referral: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page reporting concerns and referral: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M013 — Children’s Ministry: Supervised Project

Scripture reading: Deuteronomy 6:4–9; Mark 10:13–16 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Design a four-week children’s teaching unit with a safety plan and parent guide.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M021 — Pastoral Ministry: Foundations

Scripture reading: 1 Timothy 3:1–7; 1 Peter 5:1–4 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Prepare a pastoral care handbook and deliver a text-driven sermon.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Calling and character

Study focus: Define calling and character in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to calling and character? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page calling and character analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Pastoral qualifications

Study focus: Define pastoral qualifications in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to pastoral qualifications? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page pastoral qualifications analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Sermon preparation

Study focus: Define sermon preparation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to sermon preparation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page sermon preparation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Shepherding and visitation

Study focus: Define shepherding and visitation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to shepherding and visitation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page shepherding and visitation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Prayer and ordinances

Study focus: Define prayer and ordinances in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to prayer and ordinances? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page prayer and ordinances analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Confidentiality and boundaries

Study focus: Define confidentiality and boundaries in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to confidentiality and boundaries? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page confidentiality and boundaries analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Crisis referral

Study focus: Define crisis referral in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to crisis referral? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page crisis referral analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Developing elders and successors

Study focus: Define developing elders and successors in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to developing elders and successors? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page developing elders and successors analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M022 — Pastoral Ministry: Leadership & Practice

Scripture reading: 1 Timothy 3:1–7; 1 Peter 5:1–4 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Prepare a pastoral care handbook and deliver a text-driven sermon.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Calling and character: case analysis and ministry design

Study focus: Define calling and character: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to calling and character: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page calling and character: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Pastoral qualifications: case analysis and ministry design

Study focus: Define pastoral qualifications: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to pastoral qualifications: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page pastoral qualifications: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Sermon preparation: case analysis and ministry design

Study focus: Define sermon preparation: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to sermon preparation: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page sermon preparation: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Shepherding and visitation: case analysis and ministry design

Study focus: Define shepherding and visitation: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to shepherding and visitation: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page shepherding and visitation: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Prayer and ordinances: case analysis and ministry design

Study focus: Define prayer and ordinances: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to prayer and ordinances: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page prayer and ordinances: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Confidentiality and boundaries: case analysis and ministry design

Study focus: Define confidentiality and boundaries: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to confidentiality and boundaries: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page confidentiality and boundaries: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Crisis referral: case analysis and ministry design

Study focus: Define crisis referral: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to crisis referral: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page crisis referral: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Developing elders and successors: case analysis and ministry design

Study focus: Define developing elders and successors: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to developing elders and successors: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page developing elders and successors: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M023 — Pastoral Ministry: Supervised Project

Scripture reading: 1 Timothy 3:1–7; 1 Peter 5:1–4 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Prepare a pastoral care handbook and deliver a text-driven sermon.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M031 — Christian Education: Foundations

Scripture reading: Ephesians 4:11–16; 2 Timothy 2:2 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Build a twelve-week discipleship curriculum with assessments.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Learning outcomes

Study focus: Define learning outcomes in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to learning outcomes? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page learning outcomes analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Adult learning

Study focus: Define adult learning in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to adult learning? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page adult learning analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Lesson architecture

Study focus: Define lesson architecture in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to lesson architecture? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page lesson architecture analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Question design

Study focus: Define question design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to question design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page question design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Teaching diverse learners

Study focus: Define teaching diverse learners in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to teaching diverse learners? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page teaching diverse learners analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Assessment and feedback

Study focus: Define assessment and feedback in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to assessment and feedback? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page assessment and feedback analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Curriculum sequencing

Study focus: Define curriculum sequencing in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to curriculum sequencing? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page curriculum sequencing analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Teacher development

Study focus: Define teacher development in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to teacher development? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page teacher development analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M032 — Christian Education: Leadership & Practice

Scripture reading: Ephesians 4:11–16; 2 Timothy 2:2 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Build a twelve-week discipleship curriculum with assessments.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Learning outcomes: case analysis and ministry design

Study focus: Define learning outcomes: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to learning outcomes: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page learning outcomes: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Adult learning: case analysis and ministry design

Study focus: Define adult learning: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to adult learning: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page adult learning: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Lesson architecture: case analysis and ministry design

Study focus: Define lesson architecture: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to lesson architecture: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page lesson architecture: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Question design: case analysis and ministry design

Study focus: Define question design: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to question design: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page question design: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Teaching diverse learners: case analysis and ministry design

Study focus: Define teaching diverse learners: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to teaching diverse learners: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page teaching diverse learners: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Assessment and feedback: case analysis and ministry design

Study focus: Define assessment and feedback: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to assessment and feedback: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page assessment and feedback: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Curriculum sequencing: case analysis and ministry design

Study focus: Define curriculum sequencing: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to curriculum sequencing: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page curriculum sequencing: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Teacher development: case analysis and ministry design

Study focus: Define teacher development: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to teacher development: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page teacher development: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M033 — Christian Education: Supervised Project

Scripture reading: Ephesians 4:11–16; 2 Timothy 2:2 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Build a twelve-week discipleship curriculum with assessments.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M041 — Missions: Foundations

Scripture reading: Acts 1:8; Revelation 7:9–10 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Write a locally led cross-cultural mission partnership proposal.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Biblical mission

Study focus: Define biblical mission in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical mission? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical mission analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Culture and worldview

Study focus: Define culture and worldview in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to culture and worldview? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page culture and worldview analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Listening and language

Study focus: Define listening and language in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to listening and language? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page listening and language analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Contextualization

Study focus: Define contextualization in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to contextualization? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page contextualization analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Local leadership

Study focus: Define local leadership in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to local leadership? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page local leadership analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Partnership accountability

Study focus: Define partnership accountability in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to partnership accountability? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page partnership accountability analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Mission ethics and safeguarding

Study focus: Define mission ethics and safeguarding in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to mission ethics and safeguarding? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page mission ethics and safeguarding analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Evaluating sustainable fruit

Study focus: Define evaluating sustainable fruit in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to evaluating sustainable fruit? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page evaluating sustainable fruit analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M042 — Missions: Leadership & Practice

Scripture reading: Acts 1:8; Revelation 7:9–10 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Write a locally led cross-cultural mission partnership proposal.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Biblical mission: case analysis and ministry design

Study focus: Define biblical mission: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical mission: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical mission: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Culture and worldview: case analysis and ministry design

Study focus: Define culture and worldview: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to culture and worldview: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page culture and worldview: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Listening and language: case analysis and ministry design

Study focus: Define listening and language: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to listening and language: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page listening and language: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Contextualization: case analysis and ministry design

Study focus: Define contextualization: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to contextualization: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page contextualization: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Local leadership: case analysis and ministry design

Study focus: Define local leadership: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to local leadership: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page local leadership: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Partnership accountability: case analysis and ministry design

Study focus: Define partnership accountability: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to partnership accountability: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page partnership accountability: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Mission ethics and safeguarding: case analysis and ministry design

Study focus: Define mission ethics and safeguarding: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to mission ethics and safeguarding: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page mission ethics and safeguarding: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Evaluating sustainable fruit: case analysis and ministry design

Study focus: Define evaluating sustainable fruit: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to evaluating sustainable fruit: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page evaluating sustainable fruit: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M043 — Missions: Supervised Project

Scripture reading: Acts 1:8; Revelation 7:9–10 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Write a locally led cross-cultural mission partnership proposal.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M051 — Church Planting: Foundations

Scripture reading: Acts 13:1–3; Titus 1:5 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Develop a contextual church planting plan with a twelve-month budget.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Calling and assessment

Study focus: Define calling and assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to calling and assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page calling and assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Community listening

Study focus: Define community listening in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to community listening? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page community listening analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Gospel conversations

Study focus: Define gospel conversations in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to gospel conversations? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page gospel conversations analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Disciple-making groups

Study focus: Define disciple-making groups in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to disciple-making groups? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page disciple-making groups analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Core team formation

Study focus: Define core team formation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to core team formation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page core team formation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Governance and stewardship

Study focus: Define governance and stewardship in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to governance and stewardship? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page governance and stewardship analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Launch readiness

Study focus: Define launch readiness in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to launch readiness? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page launch readiness analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Multiplication and sending

Study focus: Define multiplication and sending in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to multiplication and sending? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page multiplication and sending analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M052 — Church Planting: Leadership & Practice

Scripture reading: Acts 13:1–3; Titus 1:5 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Develop a contextual church planting plan with a twelve-month budget.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Calling and assessment: case analysis and ministry design

Study focus: Define calling and assessment: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to calling and assessment: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page calling and assessment: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Community listening: case analysis and ministry design

Study focus: Define community listening: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to community listening: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page community listening: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Gospel conversations: case analysis and ministry design

Study focus: Define gospel conversations: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to gospel conversations: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page gospel conversations: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Disciple-making groups: case analysis and ministry design

Study focus: Define disciple-making groups: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to disciple-making groups: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page disciple-making groups: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Core team formation: case analysis and ministry design

Study focus: Define core team formation: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to core team formation: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page core team formation: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Governance and stewardship: case analysis and ministry design

Study focus: Define governance and stewardship: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to governance and stewardship: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page governance and stewardship: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Launch readiness: case analysis and ministry design

Study focus: Define launch readiness: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to launch readiness: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page launch readiness: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Multiplication and sending: case analysis and ministry design

Study focus: Define multiplication and sending: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to multiplication and sending: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page multiplication and sending: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M053 — Church Planting: Supervised Project

Scripture reading: Acts 13:1–3; Titus 1:5 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Develop a contextual church planting plan with a twelve-month budget.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M061 — Hospitality: Foundations

Scripture reading: Romans 12:9–13; Hebrews 13:1–3 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Audit a church welcome experience and train a hospitality team.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Theology of welcome

Study focus: Define theology of welcome in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to theology of welcome? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page theology of welcome analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Guest journey

Study focus: Define guest journey in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to guest journey? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page guest journey analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Accessible spaces

Study focus: Define accessible spaces in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to accessible spaces? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page accessible spaces analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Greeter training

Study focus: Define greeter training in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to greeter training? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page greeter training analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Food safety and referrals

Study focus: Define food safety and referrals in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to food safety and referrals? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page food safety and referrals analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Cultural humility

Study focus: Define cultural humility in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to cultural humility? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page cultural humility analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Follow-up with consent

Study focus: Define follow-up with consent in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to follow-up with consent? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page follow-up with consent analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Hospitality team leadership

Study focus: Define hospitality team leadership in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to hospitality team leadership? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page hospitality team leadership analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M062 — Hospitality: Leadership & Practice

Scripture reading: Romans 12:9–13; Hebrews 13:1–3 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Audit a church welcome experience and train a hospitality team.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Theology of welcome: case analysis and ministry design

Study focus: Define theology of welcome: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to theology of welcome: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page theology of welcome: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Guest journey: case analysis and ministry design

Study focus: Define guest journey: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to guest journey: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page guest journey: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Accessible spaces: case analysis and ministry design

Study focus: Define accessible spaces: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to accessible spaces: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page accessible spaces: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Greeter training: case analysis and ministry design

Study focus: Define greeter training: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to greeter training: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page greeter training: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Food safety and referrals: case analysis and ministry design

Study focus: Define food safety and referrals: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to food safety and referrals: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page food safety and referrals: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Cultural humility: case analysis and ministry design

Study focus: Define cultural humility: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to cultural humility: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page cultural humility: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Follow-up with consent: case analysis and ministry design

Study focus: Define follow-up with consent: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to follow-up with consent: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page follow-up with consent: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Hospitality team leadership: case analysis and ministry design

Study focus: Define hospitality team leadership: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to hospitality team leadership: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page hospitality team leadership: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M063 — Hospitality: Supervised Project

Scripture reading: Romans 12:9–13; Hebrews 13:1–3 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Audit a church welcome experience and train a hospitality team.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M071 — Church Administration: Foundations

Scripture reading: Acts 6:1–7; 1 Corinthians 14:40 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create a church operations manual and ministry calendar.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Mission and governance

Study focus: Define mission and governance in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to mission and governance? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page mission and governance analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Roles and delegation

Study focus: Define roles and delegation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to roles and delegation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page roles and delegation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Meeting design

Study focus: Define meeting design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to meeting design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page meeting design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Records and privacy

Study focus: Define records and privacy in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to records and privacy? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page records and privacy analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Volunteer systems

Study focus: Define volunteer systems in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to volunteer systems? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page volunteer systems analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Facilities and safety

Study focus: Define facilities and safety in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to facilities and safety? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page facilities and safety analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Policies and documentation

Study focus: Define policies and documentation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to policies and documentation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page policies and documentation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Operational evaluation

Study focus: Define operational evaluation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to operational evaluation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page operational evaluation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M072 — Church Administration: Leadership & Practice

Scripture reading: Acts 6:1–7; 1 Corinthians 14:40 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create a church operations manual and ministry calendar.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Mission and governance: case analysis and ministry design

Study focus: Define mission and governance: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to mission and governance: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page mission and governance: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Roles and delegation: case analysis and ministry design

Study focus: Define roles and delegation: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to roles and delegation: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page roles and delegation: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Meeting design: case analysis and ministry design

Study focus: Define meeting design: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to meeting design: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page meeting design: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Records and privacy: case analysis and ministry design

Study focus: Define records and privacy: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to records and privacy: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page records and privacy: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Volunteer systems: case analysis and ministry design

Study focus: Define volunteer systems: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to volunteer systems: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page volunteer systems: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Facilities and safety: case analysis and ministry design

Study focus: Define facilities and safety: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to facilities and safety: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page facilities and safety: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Policies and documentation: case analysis and ministry design

Study focus: Define policies and documentation: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to policies and documentation: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page policies and documentation: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Operational evaluation: case analysis and ministry design

Study focus: Define operational evaluation: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to operational evaluation: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page operational evaluation: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M073 — Church Administration: Supervised Project

Scripture reading: Acts 6:1–7; 1 Corinthians 14:40 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create a church operations manual and ministry calendar.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M081 — Finance: Foundations

Scripture reading: 2 Corinthians 8:16–24; Luke 14:28–30 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Build a sample ministry budget, controls matrix, and monthly report.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Biblical stewardship

Study focus: Define biblical stewardship in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical stewardship? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical stewardship analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Church budgeting

Study focus: Define church budgeting in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to church budgeting? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page church budgeting analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Restricted gifts

Study focus: Define restricted gifts in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to restricted gifts? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page restricted gifts analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Internal controls

Study focus: Define internal controls in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to internal controls? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page internal controls analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Bookkeeping and reconciliation

Study focus: Define bookkeeping and reconciliation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to bookkeeping and reconciliation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page bookkeeping and reconciliation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Financial reporting

Study focus: Define financial reporting in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to financial reporting? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page financial reporting analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Ethical fundraising

Study focus: Define ethical fundraising in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to ethical fundraising? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page ethical fundraising analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Oversight and specialist referral

Study focus: Define oversight and specialist referral in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to oversight and specialist referral? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page oversight and specialist referral analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M082 — Finance: Leadership & Practice

Scripture reading: 2 Corinthians 8:16–24; Luke 14:28–30 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Build a sample ministry budget, controls matrix, and monthly report.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Biblical stewardship: case analysis and ministry design

Study focus: Define biblical stewardship: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical stewardship: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical stewardship: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Church budgeting: case analysis and ministry design

Study focus: Define church budgeting: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to church budgeting: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page church budgeting: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Restricted gifts: case analysis and ministry design

Study focus: Define restricted gifts: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to restricted gifts: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page restricted gifts: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Internal controls: case analysis and ministry design

Study focus: Define internal controls: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to internal controls: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page internal controls: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Bookkeeping and reconciliation: case analysis and ministry design

Study focus: Define bookkeeping and reconciliation: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to bookkeeping and reconciliation: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page bookkeeping and reconciliation: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Financial reporting: case analysis and ministry design

Study focus: Define financial reporting: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to financial reporting: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page financial reporting: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Ethical fundraising: case analysis and ministry design

Study focus: Define ethical fundraising: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to ethical fundraising: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page ethical fundraising: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Oversight and specialist referral: case analysis and ministry design

Study focus: Define oversight and specialist referral: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to oversight and specialist referral: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page oversight and specialist referral: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M083 — Finance: Supervised Project

Scripture reading: 2 Corinthians 8:16–24; Luke 14:28–30 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Build a sample ministry budget, controls matrix, and monthly report.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M091 — Biblical Studies: Foundations

Scripture reading: Luke 24:25–27; 2 Timothy 3:14–17 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Write an inductive study tracing a theme across both Testaments.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Canon and genres

Study focus: Define canon and genres in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to canon and genres? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page canon and genres analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Covenants and storyline

Study focus: Define covenants and storyline in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to covenants and storyline? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page covenants and storyline analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Historical context

Study focus: Define historical context in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to historical context? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page historical context analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Literary structure

Study focus: Define literary structure in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to literary structure? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page literary structure analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Observation and interpretation

Study focus: Define observation and interpretation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to observation and interpretation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page observation and interpretation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Christ-centered reading

Study focus: Define christ-centered reading in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to christ-centered reading? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page christ-centered reading analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Responsible application

Study focus: Define responsible application in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to responsible application? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page responsible application analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Bible study leadership

Study focus: Define bible study leadership in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to bible study leadership? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page bible study leadership analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M092 — Biblical Studies: Leadership & Practice

Scripture reading: Luke 24:25–27; 2 Timothy 3:14–17 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Write an inductive study tracing a theme across both Testaments.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Canon and genres: case analysis and ministry design

Study focus: Define canon and genres: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to canon and genres: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page canon and genres: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Covenants and storyline: case analysis and ministry design

Study focus: Define covenants and storyline: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to covenants and storyline: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page covenants and storyline: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Historical context: case analysis and ministry design

Study focus: Define historical context: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to historical context: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page historical context: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Literary structure: case analysis and ministry design

Study focus: Define literary structure: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to literary structure: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page literary structure: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Observation and interpretation: case analysis and ministry design

Study focus: Define observation and interpretation: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to observation and interpretation: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page observation and interpretation: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Christ-centered reading: case analysis and ministry design

Study focus: Define christ-centered reading: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to christ-centered reading: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page christ-centered reading: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Responsible application: case analysis and ministry design

Study focus: Define responsible application: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to responsible application: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page responsible application: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Bible study leadership: case analysis and ministry design

Study focus: Define bible study leadership: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to bible study leadership: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page bible study leadership: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M093 — Biblical Studies: Supervised Project

Scripture reading: Luke 24:25–27; 2 Timothy 3:14–17 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Write an inductive study tracing a theme across both Testaments.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M101 — New Testament: Foundations

Scripture reading: Luke 1:1–4; Acts 1:1–8 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Prepare an exegetical portfolio on a Gospel and an epistle.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Second Temple background

Study focus: Define second temple background in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to second temple background? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page second temple background analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Synoptic Gospels

Study focus: Define synoptic gospels in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to synoptic gospels? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page synoptic gospels analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: John’s Gospel

Study focus: Define john’s gospel in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to john’s gospel? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page john’s gospel analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Acts and mission

Study focus: Define acts and mission in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to acts and mission? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page acts and mission analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Pauline letters

Study focus: Define pauline letters in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to pauline letters? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page pauline letters analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: General letters

Study focus: Define general letters in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to general letters? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page general letters analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Revelation and genre

Study focus: Define revelation and genre in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to revelation and genre? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page revelation and genre analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: New Testament theology

Study focus: Define new testament theology in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to new testament theology? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page new testament theology analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M102 — New Testament: Leadership & Practice

Scripture reading: Luke 1:1–4; Acts 1:1–8 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Prepare an exegetical portfolio on a Gospel and an epistle.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Second Temple background: case analysis and ministry design

Study focus: Define second temple background: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to second temple background: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page second temple background: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Synoptic Gospels: case analysis and ministry design

Study focus: Define synoptic gospels: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to synoptic gospels: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page synoptic gospels: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: John’s Gospel: case analysis and ministry design

Study focus: Define john’s gospel: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to john’s gospel: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page john’s gospel: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Acts and mission: case analysis and ministry design

Study focus: Define acts and mission: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to acts and mission: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page acts and mission: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Pauline letters: case analysis and ministry design

Study focus: Define pauline letters: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to pauline letters: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page pauline letters: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: General letters: case analysis and ministry design

Study focus: Define general letters: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to general letters: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page general letters: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Revelation and genre: case analysis and ministry design

Study focus: Define revelation and genre: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to revelation and genre: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page revelation and genre: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: New Testament theology: case analysis and ministry design

Study focus: Define new testament theology: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to new testament theology: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page new testament theology: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M103 — New Testament: Supervised Project

Scripture reading: Luke 1:1–4; Acts 1:1–8 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Prepare an exegetical portfolio on a Gospel and an epistle.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M111 — Old Testament: Foundations

Scripture reading: Genesis 12:1–3; Luke 24:44–49 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create an Old Testament timeline and interpret three contrasting genres.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Creation and fall

Study focus: Define creation and fall in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to creation and fall? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page creation and fall analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Patriarchs and covenant

Study focus: Define patriarchs and covenant in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to patriarchs and covenant? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page patriarchs and covenant analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Exodus and Torah

Study focus: Define exodus and torah in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to exodus and torah? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page exodus and torah analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Land and kingship

Study focus: Define land and kingship in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to land and kingship? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page land and kingship analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Wisdom and lament

Study focus: Define wisdom and lament in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to wisdom and lament? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page wisdom and lament analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Prophets and justice

Study focus: Define prophets and justice in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to prophets and justice? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page prophets and justice analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Exile and return

Study focus: Define exile and return in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to exile and return? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page exile and return analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Promise and fulfillment

Study focus: Define promise and fulfillment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to promise and fulfillment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page promise and fulfillment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M112 — Old Testament: Leadership & Practice

Scripture reading: Genesis 12:1–3; Luke 24:44–49 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create an Old Testament timeline and interpret three contrasting genres.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Creation and fall: case analysis and ministry design

Study focus: Define creation and fall: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to creation and fall: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page creation and fall: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Patriarchs and covenant: case analysis and ministry design

Study focus: Define patriarchs and covenant: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to patriarchs and covenant: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page patriarchs and covenant: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Exodus and Torah: case analysis and ministry design

Study focus: Define exodus and torah: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to exodus and torah: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page exodus and torah: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Land and kingship: case analysis and ministry design

Study focus: Define land and kingship: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to land and kingship: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page land and kingship: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Wisdom and lament: case analysis and ministry design

Study focus: Define wisdom and lament: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to wisdom and lament: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page wisdom and lament: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Prophets and justice: case analysis and ministry design

Study focus: Define prophets and justice: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to prophets and justice: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page prophets and justice: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Exile and return: case analysis and ministry design

Study focus: Define exile and return: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to exile and return: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page exile and return: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Promise and fulfillment: case analysis and ministry design

Study focus: Define promise and fulfillment: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to promise and fulfillment: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page promise and fulfillment: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M113 — Old Testament: Supervised Project

Scripture reading: Genesis 12:1–3; Luke 24:44–49 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create an Old Testament timeline and interpret three contrasting genres.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M121 — Apologetics: Foundations

Scripture reading: 1 Peter 3:15–16; Acts 17:16–34 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Produce a respectful response portfolio to four genuine questions.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Listening before answering

Study focus: Define listening before answering in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to listening before answering? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page listening before answering analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Faith and reason

Study focus: Define faith and reason in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to faith and reason? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page faith and reason analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Reliability of Scripture

Study focus: Define reliability of scripture in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to reliability of scripture? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page reliability of scripture analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Resurrection arguments

Study focus: Define resurrection arguments in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to resurrection arguments? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page resurrection arguments analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Evil and suffering

Study focus: Define evil and suffering in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to evil and suffering? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page evil and suffering analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Religious worldviews

Study focus: Define religious worldviews in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to religious worldviews? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page religious worldviews analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Science and faith conversations

Study focus: Define science and faith conversations in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to science and faith conversations? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page science and faith conversations analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Gentleness and persuasive witness

Study focus: Define gentleness and persuasive witness in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to gentleness and persuasive witness? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page gentleness and persuasive witness analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M122 — Apologetics: Leadership & Practice

Scripture reading: 1 Peter 3:15–16; Acts 17:16–34 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Produce a respectful response portfolio to four genuine questions.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Listening before answering: case analysis and ministry design

Study focus: Define listening before answering: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to listening before answering: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page listening before answering: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Faith and reason: case analysis and ministry design

Study focus: Define faith and reason: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to faith and reason: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page faith and reason: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Reliability of Scripture: case analysis and ministry design

Study focus: Define reliability of scripture: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to reliability of scripture: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page reliability of scripture: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Resurrection arguments: case analysis and ministry design

Study focus: Define resurrection arguments: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to resurrection arguments: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page resurrection arguments: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Evil and suffering: case analysis and ministry design

Study focus: Define evil and suffering: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to evil and suffering: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page evil and suffering: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Religious worldviews: case analysis and ministry design

Study focus: Define religious worldviews: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to religious worldviews: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page religious worldviews: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Science and faith conversations: case analysis and ministry design

Study focus: Define science and faith conversations: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to science and faith conversations: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page science and faith conversations: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Gentleness and persuasive witness: case analysis and ministry design

Study focus: Define gentleness and persuasive witness: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to gentleness and persuasive witness: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page gentleness and persuasive witness: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M123 — Apologetics: Supervised Project

Scripture reading: 1 Peter 3:15–16; Acts 17:16–34 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Produce a respectful response portfolio to four genuine questions.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M131 — Hermeneutics: Foundations

Scripture reading: Nehemiah 8:1–8; 2 Timothy 2:15 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Write an exegetical paper with an interpretation audit.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Author and audience

Study focus: Define author and audience in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to author and audience? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page author and audience analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Textual context

Study focus: Define textual context in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to textual context? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page textual context analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Genre conventions

Study focus: Define genre conventions in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to genre conventions? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page genre conventions analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Words and translations

Study focus: Define words and translations in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to words and translations? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page words and translations analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Structure and argument

Study focus: Define structure and argument in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to structure and argument? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page structure and argument analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Biblical theology

Study focus: Define biblical theology in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical theology? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical theology analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Interpretive fallacies

Study focus: Define interpretive fallacies in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to interpretive fallacies? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page interpretive fallacies analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Application across cultures

Study focus: Define application across cultures in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to application across cultures? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page application across cultures analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M132 — Hermeneutics: Leadership & Practice

Scripture reading: Nehemiah 8:1–8; 2 Timothy 2:15 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Write an exegetical paper with an interpretation audit.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Author and audience: case analysis and ministry design

Study focus: Define author and audience: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to author and audience: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page author and audience: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Textual context: case analysis and ministry design

Study focus: Define textual context: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to textual context: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page textual context: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Genre conventions: case analysis and ministry design

Study focus: Define genre conventions: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to genre conventions: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page genre conventions: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Words and translations: case analysis and ministry design

Study focus: Define words and translations: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to words and translations: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page words and translations: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Structure and argument: case analysis and ministry design

Study focus: Define structure and argument: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to structure and argument: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page structure and argument: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Biblical theology: case analysis and ministry design

Study focus: Define biblical theology: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical theology: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical theology: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Interpretive fallacies: case analysis and ministry design

Study focus: Define interpretive fallacies: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to interpretive fallacies: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page interpretive fallacies: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Application across cultures: case analysis and ministry design

Study focus: Define application across cultures: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to application across cultures: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page application across cultures: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M133 — Hermeneutics: Supervised Project

Scripture reading: Nehemiah 8:1–8; 2 Timothy 2:15 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Write an exegetical paper with an interpretation audit.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M141 — Communication: Foundations

Scripture reading: Colossians 4:5–6; James 1:19–27 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Deliver three ministry messages and a communication strategy.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Listening and empathy

Study focus: Define listening and empathy in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to listening and empathy? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page listening and empathy analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Audience analysis

Study focus: Define audience analysis in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to audience analysis? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page audience analysis analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Message structure

Study focus: Define message structure in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to message structure? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page message structure analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Story and illustration

Study focus: Define story and illustration in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to story and illustration? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page story and illustration analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Public speaking

Study focus: Define public speaking in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to public speaking? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page public speaking analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Digital communication

Study focus: Define digital communication in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to digital communication? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page digital communication analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Intercultural communication

Study focus: Define intercultural communication in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to intercultural communication? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page intercultural communication analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Feedback and revision

Study focus: Define feedback and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to feedback and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page feedback and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M142 — Communication: Leadership & Practice

Scripture reading: Colossians 4:5–6; James 1:19–27 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Deliver three ministry messages and a communication strategy.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Listening and empathy: case analysis and ministry design

Study focus: Define listening and empathy: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to listening and empathy: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page listening and empathy: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Audience analysis: case analysis and ministry design

Study focus: Define audience analysis: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to audience analysis: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page audience analysis: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Message structure: case analysis and ministry design

Study focus: Define message structure: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to message structure: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page message structure: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Story and illustration: case analysis and ministry design

Study focus: Define story and illustration: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to story and illustration: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page story and illustration: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Public speaking: case analysis and ministry design

Study focus: Define public speaking: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to public speaking: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page public speaking: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Digital communication: case analysis and ministry design

Study focus: Define digital communication: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to digital communication: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page digital communication: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Intercultural communication: case analysis and ministry design

Study focus: Define intercultural communication: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to intercultural communication: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page intercultural communication: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Feedback and revision: case analysis and ministry design

Study focus: Define feedback and revision: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to feedback and revision: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page feedback and revision: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M143 — Communication: Supervised Project

Scripture reading: Colossians 4:5–6; James 1:19–27 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Deliver three ministry messages and a communication strategy.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M151 — Church Conflict: Foundations

Scripture reading: Matthew 18:15–20; Galatians 6:1–5 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create a conflict response protocol with abuse-sensitive escalation.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Conflict diagnosis

Study focus: Define conflict diagnosis in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to conflict diagnosis? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page conflict diagnosis analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Power and accountability

Study focus: Define power and accountability in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to power and accountability? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page power and accountability analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Listening and de-escalation

Study focus: Define listening and de-escalation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to listening and de-escalation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page listening and de-escalation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Peacemaking conversations

Study focus: Define peacemaking conversations in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to peacemaking conversations? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page peacemaking conversations analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Mediation boundaries

Study focus: Define mediation boundaries in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to mediation boundaries? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page mediation boundaries analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Abuse and mandatory referral

Study focus: Define abuse and mandatory referral in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to abuse and mandatory referral? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page abuse and mandatory referral analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Restoration and discipline

Study focus: Define restoration and discipline in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to restoration and discipline? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page restoration and discipline analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Organizational learning

Study focus: Define organizational learning in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to organizational learning? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page organizational learning analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M152 — Church Conflict: Leadership & Practice

Scripture reading: Matthew 18:15–20; Galatians 6:1–5 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create a conflict response protocol with abuse-sensitive escalation.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Conflict diagnosis: case analysis and ministry design

Study focus: Define conflict diagnosis: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to conflict diagnosis: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page conflict diagnosis: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Power and accountability: case analysis and ministry design

Study focus: Define power and accountability: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to power and accountability: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page power and accountability: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Listening and de-escalation: case analysis and ministry design

Study focus: Define listening and de-escalation: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to listening and de-escalation: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page listening and de-escalation: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Peacemaking conversations: case analysis and ministry design

Study focus: Define peacemaking conversations: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to peacemaking conversations: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page peacemaking conversations: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Mediation boundaries: case analysis and ministry design

Study focus: Define mediation boundaries: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to mediation boundaries: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page mediation boundaries: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Abuse and mandatory referral: case analysis and ministry design

Study focus: Define abuse and mandatory referral: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to abuse and mandatory referral: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page abuse and mandatory referral: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Restoration and discipline: case analysis and ministry design

Study focus: Define restoration and discipline: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to restoration and discipline: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page restoration and discipline: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Organizational learning: case analysis and ministry design

Study focus: Define organizational learning: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to organizational learning: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page organizational learning: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M153 — Church Conflict: Supervised Project

Scripture reading: Matthew 18:15–20; Galatians 6:1–5 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create a conflict response protocol with abuse-sensitive escalation.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M161 — Women’s Ministry: Foundations

Scripture reading: Titus 2:3–5; Luke 8:1–3 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Design a women’s discipleship and mentoring pathway.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Women in the biblical story

Study focus: Define women in the biblical story in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to women in the biblical story? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page women in the biblical story analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Listening to women’s needs

Study focus: Define listening to women’s needs in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to listening to women’s needs? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page listening to women’s needs analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Bible study leadership

Study focus: Define bible study leadership in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to bible study leadership? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page bible study leadership analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Mentoring relationships

Study focus: Define mentoring relationships in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to mentoring relationships? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page mentoring relationships analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Life transitions

Study focus: Define life transitions in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to life transitions? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page life transitions analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Care and referral

Study focus: Define care and referral in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to care and referral? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page care and referral analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Service and mission

Study focus: Define service and mission in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to service and mission? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page service and mission analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Multiplying women leaders

Study focus: Define multiplying women leaders in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to multiplying women leaders? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page multiplying women leaders analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M162 — Women’s Ministry: Leadership & Practice

Scripture reading: Titus 2:3–5; Luke 8:1–3 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Design a women’s discipleship and mentoring pathway.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Women in the biblical story: case analysis and ministry design

Study focus: Define women in the biblical story: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to women in the biblical story: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page women in the biblical story: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Listening to women’s needs: case analysis and ministry design

Study focus: Define listening to women’s needs: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to listening to women’s needs: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page listening to women’s needs: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Bible study leadership: case analysis and ministry design

Study focus: Define bible study leadership: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to bible study leadership: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page bible study leadership: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Mentoring relationships: case analysis and ministry design

Study focus: Define mentoring relationships: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to mentoring relationships: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page mentoring relationships: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Life transitions: case analysis and ministry design

Study focus: Define life transitions: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to life transitions: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page life transitions: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Care and referral: case analysis and ministry design

Study focus: Define care and referral: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to care and referral: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page care and referral: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Service and mission: case analysis and ministry design

Study focus: Define service and mission: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to service and mission: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page service and mission: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Multiplying women leaders: case analysis and ministry design

Study focus: Define multiplying women leaders: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to multiplying women leaders: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page multiplying women leaders: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M163 — Women’s Ministry: Supervised Project

Scripture reading: Titus 2:3–5; Luke 8:1–3 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Design a women’s discipleship and mentoring pathway.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M171 — Men’s Ministry: Foundations

Scripture reading: Micah 6:8; 1 Corinthians 16:13–14 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Develop a men’s discipleship cohort with measurable service goals.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Christlike character

Study focus: Define christlike character in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to christlike character? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page christlike character analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Brotherhood and accountability

Study focus: Define brotherhood and accountability in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to brotherhood and accountability? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page brotherhood and accountability analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Bible engagement

Study focus: Define bible engagement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to bible engagement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page bible engagement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Family and relationships

Study focus: Define family and relationships in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to family and relationships? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page family and relationships analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Work and integrity

Study focus: Define work and integrity in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to work and integrity? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page work and integrity analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Emotional maturity and help-seeking

Study focus: Define emotional maturity and help-seeking in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to emotional maturity and help-seeking? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page emotional maturity and help-seeking analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Community service

Study focus: Define community service in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to community service? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page community service analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Mentoring new leaders

Study focus: Define mentoring new leaders in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to mentoring new leaders? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page mentoring new leaders analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M172 — Men’s Ministry: Leadership & Practice

Scripture reading: Micah 6:8; 1 Corinthians 16:13–14 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Develop a men’s discipleship cohort with measurable service goals.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Christlike character: case analysis and ministry design

Study focus: Define christlike character: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to christlike character: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page christlike character: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Brotherhood and accountability: case analysis and ministry design

Study focus: Define brotherhood and accountability: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to brotherhood and accountability: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page brotherhood and accountability: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Bible engagement: case analysis and ministry design

Study focus: Define bible engagement: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to bible engagement: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page bible engagement: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Family and relationships: case analysis and ministry design

Study focus: Define family and relationships: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to family and relationships: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page family and relationships: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Work and integrity: case analysis and ministry design

Study focus: Define work and integrity: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to work and integrity: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page work and integrity: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Emotional maturity and help-seeking: case analysis and ministry design

Study focus: Define emotional maturity and help-seeking: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to emotional maturity and help-seeking: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page emotional maturity and help-seeking: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Community service: case analysis and ministry design

Study focus: Define community service: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to community service: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page community service: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Mentoring new leaders: case analysis and ministry design

Study focus: Define mentoring new leaders: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to mentoring new leaders: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page mentoring new leaders: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M173 — Men’s Ministry: Supervised Project

Scripture reading: Micah 6:8; 1 Corinthians 16:13–14 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Develop a men’s discipleship cohort with measurable service goals.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M181 — Singles Ministry: Foundations

Scripture reading: 1 Corinthians 7:7–8; Romans 12:4–8 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Build a singles ministry that integrates members into church life.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Dignity and belonging

Study focus: Define dignity and belonging in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to dignity and belonging? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page dignity and belonging analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Singleness in Scripture

Study focus: Define singleness in scripture in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to singleness in scripture? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page singleness in scripture analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Friendship and community

Study focus: Define friendship and community in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to friendship and community? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page friendship and community analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Healthy boundaries

Study focus: Define healthy boundaries in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to healthy boundaries? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page healthy boundaries analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Grief and transitions

Study focus: Define grief and transitions in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to grief and transitions? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page grief and transitions analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Stewardship and vocation

Study focus: Define stewardship and vocation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to stewardship and vocation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page stewardship and vocation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Mission participation

Study focus: Define mission participation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to mission participation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page mission participation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Inclusive ministry design

Study focus: Define inclusive ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to inclusive ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page inclusive ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M182 — Singles Ministry: Leadership & Practice

Scripture reading: 1 Corinthians 7:7–8; Romans 12:4–8 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Build a singles ministry that integrates members into church life.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Dignity and belonging: case analysis and ministry design

Study focus: Define dignity and belonging: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to dignity and belonging: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page dignity and belonging: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Singleness in Scripture: case analysis and ministry design

Study focus: Define singleness in scripture: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to singleness in scripture: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page singleness in scripture: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Friendship and community: case analysis and ministry design

Study focus: Define friendship and community: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to friendship and community: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page friendship and community: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Healthy boundaries: case analysis and ministry design

Study focus: Define healthy boundaries: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to healthy boundaries: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page healthy boundaries: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Grief and transitions: case analysis and ministry design

Study focus: Define grief and transitions: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to grief and transitions: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page grief and transitions: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Stewardship and vocation: case analysis and ministry design

Study focus: Define stewardship and vocation: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to stewardship and vocation: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page stewardship and vocation: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Mission participation: case analysis and ministry design

Study focus: Define mission participation: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to mission participation: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page mission participation: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Inclusive ministry design: case analysis and ministry design

Study focus: Define inclusive ministry design: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to inclusive ministry design: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page inclusive ministry design: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M183 — Singles Ministry: Supervised Project

Scripture reading: 1 Corinthians 7:7–8; Romans 12:4–8 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Build a singles ministry that integrates members into church life.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M191 — Senior Ministry: Foundations

Scripture reading: Psalm 92:12–15; Titus 2:1–5 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create an accessible senior ministry and visitation plan.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Aging and dignity

Study focus: Define aging and dignity in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to aging and dignity? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page aging and dignity analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Accessible discipleship

Study focus: Define accessible discipleship in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to accessible discipleship? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page accessible discipleship analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Intergenerational mentoring

Study focus: Define intergenerational mentoring in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to intergenerational mentoring? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page intergenerational mentoring analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Isolation and connection

Study focus: Define isolation and connection in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to isolation and connection? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page isolation and connection analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Caregiver support

Study focus: Define caregiver support in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to caregiver support? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page caregiver support analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Grief and bereavement

Study focus: Define grief and bereavement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to grief and bereavement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page grief and bereavement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Safeguarding vulnerable adults

Study focus: Define safeguarding vulnerable adults in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to safeguarding vulnerable adults? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page safeguarding vulnerable adults analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Legacy and mission

Study focus: Define legacy and mission in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to legacy and mission? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page legacy and mission analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M192 — Senior Ministry: Leadership & Practice

Scripture reading: Psalm 92:12–15; Titus 2:1–5 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create an accessible senior ministry and visitation plan.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Aging and dignity: case analysis and ministry design

Study focus: Define aging and dignity: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to aging and dignity: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page aging and dignity: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Accessible discipleship: case analysis and ministry design

Study focus: Define accessible discipleship: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to accessible discipleship: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page accessible discipleship: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Intergenerational mentoring: case analysis and ministry design

Study focus: Define intergenerational mentoring: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to intergenerational mentoring: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page intergenerational mentoring: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Isolation and connection: case analysis and ministry design

Study focus: Define isolation and connection: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to isolation and connection: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page isolation and connection: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Caregiver support: case analysis and ministry design

Study focus: Define caregiver support: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to caregiver support: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page caregiver support: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Grief and bereavement: case analysis and ministry design

Study focus: Define grief and bereavement: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to grief and bereavement: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page grief and bereavement: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Safeguarding vulnerable adults: case analysis and ministry design

Study focus: Define safeguarding vulnerable adults: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to safeguarding vulnerable adults: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page safeguarding vulnerable adults: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Legacy and mission: case analysis and ministry design

Study focus: Define legacy and mission: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to legacy and mission: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page legacy and mission: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M193 — Senior Ministry: Supervised Project

Scripture reading: Psalm 92:12–15; Titus 2:1–5 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Create an accessible senior ministry and visitation plan.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M201 — Adult Ministries: Foundations

Scripture reading: Colossians 1:28–29; Hebrews 10:24–25 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Launch a twelve-week adult discipleship group plan.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Adult development

Study focus: Define adult development in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to adult development? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page adult development analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Life-stage listening

Study focus: Define life-stage listening in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to life-stage listening? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page life-stage listening analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Small-group formation

Study focus: Define small-group formation in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to small-group formation? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page small-group formation analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Bible-centered discussion

Study focus: Define bible-centered discussion in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to bible-centered discussion? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page bible-centered discussion analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Vocational discipleship

Study focus: Define vocational discipleship in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to vocational discipleship? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page vocational discipleship analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Care networks

Study focus: Define care networks in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to care networks? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page care networks analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Service pathways

Study focus: Define service pathways in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to service pathways? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page service pathways analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Leader multiplication

Study focus: Define leader multiplication in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to leader multiplication? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page leader multiplication analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M202 — Adult Ministries: Leadership & Practice

Scripture reading: Colossians 1:28–29; Hebrews 10:24–25 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Launch a twelve-week adult discipleship group plan.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Adult development: case analysis and ministry design

Study focus: Define adult development: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to adult development: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page adult development: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Life-stage listening: case analysis and ministry design

Study focus: Define life-stage listening: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to life-stage listening: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page life-stage listening: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Small-group formation: case analysis and ministry design

Study focus: Define small-group formation: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to small-group formation: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page small-group formation: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Bible-centered discussion: case analysis and ministry design

Study focus: Define bible-centered discussion: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to bible-centered discussion: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page bible-centered discussion: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Vocational discipleship: case analysis and ministry design

Study focus: Define vocational discipleship: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to vocational discipleship: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page vocational discipleship: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Care networks: case analysis and ministry design

Study focus: Define care networks: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to care networks: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page care networks: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Service pathways: case analysis and ministry design

Study focus: Define service pathways: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to service pathways: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page service pathways: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Leader multiplication: case analysis and ministry design

Study focus: Define leader multiplication: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to leader multiplication: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page leader multiplication: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M203 — Adult Ministries: Supervised Project

Scripture reading: Colossians 1:28–29; Hebrews 10:24–25 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Launch a twelve-week adult discipleship group plan.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M211 — Music & Arts Ministry: Foundations

Scripture reading: Colossians 3:16–17; Psalm 150 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Plan and lead a Scripture-shaped service with a rehearsal guide.

Prerequisite: Common-core orientation; introductory Bible reading.

Week 1: Theology of worship

Study focus: Define theology of worship in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to theology of worship? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page theology of worship analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Congregational song

Study focus: Define congregational song in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to congregational song? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page congregational song analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Musical foundations

Study focus: Define musical foundations in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to musical foundations? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page musical foundations analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Rehearsal leadership

Study focus: Define rehearsal leadership in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to rehearsal leadership? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page rehearsal leadership analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Creative arts and Scripture

Study focus: Define creative arts and scripture in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to creative arts and scripture? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page creative arts and scripture analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Sound and production

Study focus: Define sound and production in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to sound and production? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page sound and production analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Permissions and attribution

Study focus: Define permissions and attribution in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to permissions and attribution? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page permissions and attribution analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Pastoral worship planning

Study focus: Define pastoral worship planning in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to pastoral worship planning? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page pastoral worship planning analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M212 — Music & Arts Ministry: Leadership & Practice

Scripture reading: Colossians 3:16–17; Psalm 150 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Plan and lead a Scripture-shaped service with a rehearsal guide.

Prerequisite: Foundation course in this major or instructor-verified equivalent.

Week 1: Theology of worship: case analysis and ministry design

Study focus: Define theology of worship: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to theology of worship: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page theology of worship: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Congregational song: case analysis and ministry design

Study focus: Define congregational song: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to congregational song: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page congregational song: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Musical foundations: case analysis and ministry design

Study focus: Define musical foundations: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to musical foundations: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page musical foundations: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Rehearsal leadership: case analysis and ministry design

Study focus: Define rehearsal leadership: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to rehearsal leadership: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page rehearsal leadership: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Creative arts and Scripture: case analysis and ministry design

Study focus: Define creative arts and scripture: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to creative arts and scripture: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page creative arts and scripture: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Sound and production: case analysis and ministry design

Study focus: Define sound and production: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to sound and production: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page sound and production: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Permissions and attribution: case analysis and ministry design

Study focus: Define permissions and attribution: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to permissions and attribution: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page permissions and attribution: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Pastoral worship planning: case analysis and ministry design

Study focus: Define pastoral worship planning: case analysis and ministry design in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to pastoral worship planning: case analysis and ministry design? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page pastoral worship planning: case analysis and ministry design analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.


M213 — Music & Arts Ministry: Supervised Project

Scripture reading: Colossians 3:16–17; Psalm 150 (read full literary context; CSB preferred).

Outcomes: interpret the assigned passages in context; explain the course themes; design the assigned ministry deliverable; evaluate ethical and practical consequences with a mentor.

Final project: Plan and lead a Scripture-shaped service with a rehearsal guide.

Prerequisite: Advanced course and approved ministry supervisor.

Week 1: Context and needs assessment

Study focus: Define context and needs assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to context and needs assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page context and needs assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 2: Biblical and theological rationale

Study focus: Define biblical and theological rationale in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to biblical and theological rationale? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page biblical and theological rationale analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 3: Source review and mentor agreement

Study focus: Define source review and mentor agreement in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to source review and mentor agreement? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page source review and mentor agreement analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 4: Project plan and risk assessment

Study focus: Define project plan and risk assessment in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to project plan and risk assessment? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page project plan and risk assessment analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 5: Supervised implementation I

Study focus: Define supervised implementation i in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation i? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation i analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 6: Supervised implementation II

Study focus: Define supervised implementation ii in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to supervised implementation ii? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page supervised implementation ii analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 7: Outcome evaluation and revision

Study focus: Define outcome evaluation and revision in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to outcome evaluation and revision? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page outcome evaluation and revision analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Week 8: Portfolio presentation and oral defense

Study focus: Define portfolio presentation and oral defense in the ministry setting. Distinguish a biblical principle from a cultural practice. Trace how the assigned Scripture supports, limits, or corrects the proposed practice; document at least one competing interpretation.

Reading: Re-read the course passages and identify one additional relevant passage using cross-references. Consult two attributed sources, including a commentary or reference work; record author, date, context, and limitations.

Guided questions: What does the text actually say? Who is addressed? What assumptions do we bring to portfolio presentation and oral defense? Who could be overlooked or harmed? What would faithfulness look like in this local church?

Applied task: Produce a one-page portfolio presentation and oral defense analysis for the course project, with a concrete action, responsible person, resource need, and evidence of success. Advanced students compare two cases; capstone students submit implementation evidence and supervisor feedback.

Assessment: Write 300–500 words connecting interpretation to practice; answer five self-check questions (definition, context, principle, ethical boundary, next action). Ask a mentor to identify one correction. Retain both initial and revised work.

Study tools: observation–interpretation–application worksheet; source log; vocabulary cards; case analysis; mentor feedback; ministry budget and project evaluation templates.

Completion evidence: eight weekly submissions, project, mentor review, and instructor evaluation.

SEM01 — Bible Exposition: Text to Teaching
Scripture: Nehemiah 8:1–8; 2 Timothy 4:1–5
Prerequisite: common-core interpretation and writing, or instructor approval.
Final project: A twenty-minute text-driven sermon, annotated outline, and mentor critique
Church application: English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville

Week 1: Define the preaching unit
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing define the preaching unit in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 2: Observe structure and genre
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing observe structure and genre in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 3: Research historical context
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing research historical context in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 4: Trace the author’s argument
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing trace the author’s argument in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 5: State the central claim
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing state the central claim in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 6: Connect doctrine and Gospel
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing connect doctrine and gospel in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 7: Develop faithful applications
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing develop faithful applications in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 8: Deliver and revise a message
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing deliver and revise a message in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.


SEM02 — Theology I: God, Scripture, and Humanity
Scripture: John 1:1–18; Genesis 1–3
Prerequisite: common-core interpretation and writing, or instructor approval.
Final project: An eight-topic doctrinal teaching portfolio supported by contextual exegesis
Church application: English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville

Week 1: Authority and inspiration
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing authority and inspiration in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 2: Canon and interpretation
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing canon and interpretation in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 3: Trinity
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing trinity in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 4: Attributes of God
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing attributes of god in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 5: Person and work of Christ
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing person and work of christ in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 6: Holy Spirit
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing holy spirit in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 7: Human dignity
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing human dignity in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 8: Sin and accountability
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing sin and accountability in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.


SEM03 — Theology II: Salvation, Church, and Hope
Scripture: Ephesians 2:1–22; 1 Corinthians 15
Prerequisite: common-core interpretation and writing, or instructor approval.
Final project: A Baptist church teaching series connecting salvation to discipleship and hope
Church application: English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville

Week 1: Grace and faith
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing grace and faith in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 2: Regeneration and justification
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing regeneration and justification in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 3: Sanctification
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing sanctification in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 4: Perseverance and assurance
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing perseverance and assurance in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 5: Nature and mission of the church
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing nature and mission of the church in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 6: Baptism and the Lord’s Supper
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing baptism and the lord’s supper in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 7: Resurrection and judgment
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing resurrection and judgment in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 8: Christian hope and service
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing christian hope and service in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.


SEM04 — Greek and Hebrew Study Tools
Scripture: 2 Timothy 2:15; Psalm 119:18
Prerequisite: common-core interpretation and writing, or instructor approval.
Final project: A documented word-study comparison without unsupported original-language claims
Church application: English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville

Week 1: What language tools can and cannot show
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing what language tools can and cannot show in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 2: Translation comparison
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing translation comparison in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 3: Greek alphabet and reference navigation
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing greek alphabet and reference navigation in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 4: Hebrew alphabet and reference navigation
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing hebrew alphabet and reference navigation in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 5: Lexicons and semantic range
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing lexicons and semantic range in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 6: Grammar and syntax resources
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing grammar and syntax resources in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 7: Word-study fallacies
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing word-study fallacies in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 8: Responsible interpretation workshop
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing responsible interpretation workshop in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.


SEM05 — Pastoral Care and Referral
Scripture: Galatians 6:1–5; Romans 12:9–21
Prerequisite: common-core interpretation and writing, or instructor approval.
Final project: A pastoral care and referral protocol with a supervised role-play assessment
Church application: English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville

Week 1: Pastoral presence
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing pastoral presence in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 2: Listening and consent
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing listening and consent in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 3: Boundaries and confidentiality
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing boundaries and confidentiality in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 4: Grief and loss
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing grief and loss in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 5: Crisis recognition
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing crisis recognition in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 6: Abuse-sensitive response
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing abuse-sensitive response in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 7: Professional referral
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing professional referral in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 8: Care-team supervision
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing care-team supervision in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.


SEM06 — Intercultural Gospel Communication
Scripture: Acts 17:16–34; 1 Corinthians 9:19–23
Prerequisite: common-core interpretation and writing, or instructor approval.
Final project: A contextual Gospel presentation, translation review, and listening report
Church application: English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville

Week 1: Observe culture before speaking
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing observe culture before speaking in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 2: Distinguish Gospel from custom
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing distinguish gospel from custom in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 3: Language and translation
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing language and translation in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 4: Power and dignity
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing power and dignity in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 5: Narrative and testimony
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing narrative and testimony in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 6: Worldview conversations
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing worldview conversations in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 7: Local partnership
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing local partnership in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 8: Evaluate understanding
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing evaluate understanding in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.


SEM07 — Ministry Research and Evaluation
Scripture: Luke 1:1–4; Proverbs 18:13
Prerequisite: common-core interpretation and writing, or instructor approval.
Final project: A small-scale research proposal with safeguards, evaluation criteria, and a defense
Church application: English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville

Week 1: Frame a ministry question
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing frame a ministry question in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 2: Review relevant literature
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing review relevant literature in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 3: Choose ethical methods
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing choose ethical methods in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 4: Protect consent and privacy
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing protect consent and privacy in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 5: Collect proportionate evidence
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing collect proportionate evidence in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 6: Analyze observations
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing analyze observations in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 7: Report limitations
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing report limitations in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 8: Recommend faithful improvements
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing recommend faithful improvements in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.


SEM08 — Leadership Multiplication and Church Renewal
Scripture: Ephesians 4:11–16; 2 Timothy 2:2
Prerequisite: common-core interpretation and writing, or instructor approval.
Final project: A church renewal and leadership multiplication plan with mentor evaluation
Church application: English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville

Week 1: Assess ministry health
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing assess ministry health in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 2: Clarify mission
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing clarify mission in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 3: Develop servant leaders
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing develop servant leaders in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 4: Build a mentoring pipeline
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing build a mentoring pipeline in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 5: Plan change with people
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing plan change with people in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 6: Evaluate conflict and resistance
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing evaluate conflict and resistance in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 7: Multiply groups and teams
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing multiply groups and teams in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.

Week 8: Review outcomes and send leaders
Study: Explain the theme from the assigned Scripture in its literary and historical setting; distinguish interpretation from assumption. Consult a scholarly commentary and a second attributed reference.
Practice: Develop a project component addressing review outcomes and send leaders in English/Haitian Creole discipleship, Haitian diaspora leadership, intergenerational ministry, and Gospel partnership in Enterprise and Daleville. Specify the learner or ministry need, biblical rationale, method, safeguard, and outcome measure.
Assessment: Submit 500 words and supporting notes; compare two interpretations or ministry cases; receive mentor feedback and revise. Final week includes a project presentation and evidence-based evaluation.


ADDITIONAL MINISTRY AREAS: Small Groups, Bible Study, College Ministry, Pastoral Counseling, Youth Ministry. Each includes foundations, leadership/practice, and a supervised project. They are available as major choices within existing diploma pathways; additional elective courses beyond the selected pathway carry the published per-course tuition.


M221 — Small Groups: Foundations
Scripture: Acts 2:42–47; Hebrews 10:24–25
Project: Design a twelve-week small-group plan with an apprentice-leader pathway in bilingual Haitian church and diaspora ministry in Enterprise/Daleville
Prerequisite: Orientation and introductory Bible study.

Week 1: Biblical community
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain biblical community from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 2: Group purpose and covenant
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain group purpose and covenant from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 3: Facilitating discussion
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain facilitating discussion from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 4: Prayer and mutual care
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain prayer and mutual care from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 5: Welcoming and inclusion
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain welcoming and inclusion from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 6: Conflict and accountability
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain conflict and accountability from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 7: Apprentice leaders
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain apprentice leaders from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 8: Multiplying healthy groups
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain multiplying healthy groups from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.


M222 — Small Groups: Leadership & Practice
Scripture: Acts 2:42–47; Hebrews 10:24–25
Project: Design a twelve-week small-group plan with an apprentice-leader pathway in bilingual Haitian church and diaspora ministry in Enterprise/Daleville
Prerequisite: Previous level in this area, instructor approval, and an appropriate ministry supervisor.

Week 1: Biblical community: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain biblical community: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 2: Group purpose and covenant: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain group purpose and covenant: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 3: Facilitating discussion: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain facilitating discussion: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 4: Prayer and mutual care: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain prayer and mutual care: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 5: Welcoming and inclusion: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain welcoming and inclusion: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 6: Conflict and accountability: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain conflict and accountability: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 7: Apprentice leaders: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain apprentice leaders: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 8: Multiplying healthy groups: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain multiplying healthy groups: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.


M223 — Small Groups: Supervised Project
Scripture: Acts 2:42–47; Hebrews 10:24–25
Project: Design a twelve-week small-group plan with an apprentice-leader pathway in bilingual Haitian church and diaspora ministry in Enterprise/Daleville
Prerequisite: Previous level in this area, instructor approval, and an appropriate ministry supervisor.

Week 1: Community listening and placement agreement
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain community listening and placement agreement from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 2: Biblical rationale and Baptist doctrine
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain biblical rationale and baptist doctrine from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 3: Source review and supervision plan
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain source review and supervision plan from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 4: Project design and safeguards
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain project design and safeguards from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 5: Supervised implementation I
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain supervised implementation i from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 6: Supervised implementation II
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain supervised implementation ii from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 7: Evidence, feedback, and revision
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain evidence, feedback, and revision from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 8: Portfolio presentation and leadership review
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain portfolio presentation and leadership review from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.


M231 — Bible Study: Foundations
Scripture: Nehemiah 8:1–8; 2 Timothy 2:15
Project: Create and teach a four-session Bible study with contextual interpretation and assessments in bilingual Haitian church and diaspora ministry in Enterprise/Daleville
Prerequisite: Orientation and introductory Bible study.

Week 1: Observation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain observation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 2: Literary and historical context
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain literary and historical context from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 3: Genre and structure
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain genre and structure from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 4: Cross-references
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain cross-references from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 5: Interpretation and doctrine
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain interpretation and doctrine from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 6: Application
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain application from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 7: Discussion questions
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain discussion questions from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 8: Teaching and evaluation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain teaching and evaluation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.


M232 — Bible Study: Leadership & Practice
Scripture: Nehemiah 8:1–8; 2 Timothy 2:15
Project: Create and teach a four-session Bible study with contextual interpretation and assessments in bilingual Haitian church and diaspora ministry in Enterprise/Daleville
Prerequisite: Previous level in this area, instructor approval, and an appropriate ministry supervisor.

Week 1: Observation: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain observation: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 2: Literary and historical context: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain literary and historical context: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 3: Genre and structure: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain genre and structure: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 4: Cross-references: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain cross-references: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 5: Interpretation and doctrine: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain interpretation and doctrine: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 6: Application: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain application: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 7: Discussion questions: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain discussion questions: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 8: Teaching and evaluation: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain teaching and evaluation: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.


M233 — Bible Study: Supervised Project
Scripture: Nehemiah 8:1–8; 2 Timothy 2:15
Project: Create and teach a four-session Bible study with contextual interpretation and assessments in bilingual Haitian church and diaspora ministry in Enterprise/Daleville
Prerequisite: Previous level in this area, instructor approval, and an appropriate ministry supervisor.

Week 1: Community listening and placement agreement
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain community listening and placement agreement from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 2: Biblical rationale and Baptist doctrine
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain biblical rationale and baptist doctrine from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 3: Source review and supervision plan
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain source review and supervision plan from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 4: Project design and safeguards
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain project design and safeguards from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 5: Supervised implementation I
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain supervised implementation i from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 6: Supervised implementation II
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain supervised implementation ii from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 7: Evidence, feedback, and revision
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain evidence, feedback, and revision from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 8: Portfolio presentation and leadership review
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain portfolio presentation and leadership review from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.


M241 — College Ministry: Foundations
Scripture: Colossians 2:6–8; 1 Timothy 4:12
Project: Build a semester college-ministry plan with a discipleship and leadership pathway in bilingual Haitian church and diaspora ministry in Enterprise/Daleville
Prerequisite: Orientation and introductory Bible study.

Week 1: Listening to college students
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain listening to college students from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 2: Faith and vocation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain faith and vocation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 3: Gospel conversations
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain gospel conversations from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 4: Apologetics and questions
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain apologetics and questions from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 5: Mentoring and belonging
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain mentoring and belonging from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 6: Campus partnerships and permissions
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain campus partnerships and permissions from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 7: Student leadership
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain student leadership from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 8: Sending graduates into mission
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain sending graduates into mission from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.


M242 — College Ministry: Leadership & Practice
Scripture: Colossians 2:6–8; 1 Timothy 4:12
Project: Build a semester college-ministry plan with a discipleship and leadership pathway in bilingual Haitian church and diaspora ministry in Enterprise/Daleville
Prerequisite: Previous level in this area, instructor approval, and an appropriate ministry supervisor.

Week 1: Listening to college students: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain listening to college students: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 2: Faith and vocation: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain faith and vocation: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 3: Gospel conversations: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain gospel conversations: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 4: Apologetics and questions: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain apologetics and questions: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 5: Mentoring and belonging: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain mentoring and belonging: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 6: Campus partnerships and permissions: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain campus partnerships and permissions: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 7: Student leadership: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain student leadership: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 8: Sending graduates into mission: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain sending graduates into mission: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.


M243 — College Ministry: Supervised Project
Scripture: Colossians 2:6–8; 1 Timothy 4:12
Project: Build a semester college-ministry plan with a discipleship and leadership pathway in bilingual Haitian church and diaspora ministry in Enterprise/Daleville
Prerequisite: Previous level in this area, instructor approval, and an appropriate ministry supervisor.

Week 1: Community listening and placement agreement
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain community listening and placement agreement from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 2: Biblical rationale and Baptist doctrine
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain biblical rationale and baptist doctrine from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 3: Source review and supervision plan
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain source review and supervision plan from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 4: Project design and safeguards
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain project design and safeguards from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 5: Supervised implementation I
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain supervised implementation i from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 6: Supervised implementation II
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain supervised implementation ii from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 7: Evidence, feedback, and revision
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain evidence, feedback, and revision from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 8: Portfolio presentation and leadership review
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain portfolio presentation and leadership review from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.


M251 — Pastoral Counseling: Foundations
Scripture: Galatians 6:1–5; Romans 12:9–21
Project: Develop a pastoral care protocol and demonstrate a supervised listening and referral role-play in bilingual Haitian church and diaspora ministry in Enterprise/Daleville; training is for nonclinical pastoral support within the church network and does not confer counseling licensure or qualification to diagnose or treat mental disorders
Prerequisite: Orientation and introductory Bible study.

Week 1: Pastoral care and scope
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain pastoral care and scope from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 2: Active listening and consent
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain active listening and consent from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 3: Confidentiality and its limits
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain confidentiality and its limits from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 4: Boundaries and power
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain boundaries and power from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 5: Grief and spiritual support
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain grief and spiritual support from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 6: Recognizing crisis and abuse
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain recognizing crisis and abuse from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 7: Referral and coordinated care
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain referral and coordinated care from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 8: Supervision and self-care
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain supervision and self-care from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.


M252 — Pastoral Counseling: Leadership & Practice
Scripture: Galatians 6:1–5; Romans 12:9–21
Project: Develop a pastoral care protocol and demonstrate a supervised listening and referral role-play in bilingual Haitian church and diaspora ministry in Enterprise/Daleville; training is for nonclinical pastoral support within the church network and does not confer counseling licensure or qualification to diagnose or treat mental disorders
Prerequisite: Previous level in this area, instructor approval, and an appropriate ministry supervisor.

Week 1: Pastoral care and scope: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain pastoral care and scope: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 2: Active listening and consent: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain active listening and consent: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 3: Confidentiality and its limits: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain confidentiality and its limits: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 4: Boundaries and power: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain boundaries and power: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 5: Grief and spiritual support: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain grief and spiritual support: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 6: Recognizing crisis and abuse: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain recognizing crisis and abuse: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 7: Referral and coordinated care: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain referral and coordinated care: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 8: Supervision and self-care: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain supervision and self-care: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.


M253 — Pastoral Counseling: Supervised Project
Scripture: Galatians 6:1–5; Romans 12:9–21
Project: Develop a pastoral care protocol and demonstrate a supervised listening and referral role-play in bilingual Haitian church and diaspora ministry in Enterprise/Daleville; training is for nonclinical pastoral support within the church network and does not confer counseling licensure or qualification to diagnose or treat mental disorders
Prerequisite: Previous level in this area, instructor approval, and an appropriate ministry supervisor.

Week 1: Community listening and placement agreement
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain community listening and placement agreement from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 2: Biblical rationale and Baptist doctrine
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain biblical rationale and baptist doctrine from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 3: Source review and supervision plan
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain source review and supervision plan from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 4: Project design and safeguards
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain project design and safeguards from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 5: Supervised implementation I
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain supervised implementation i from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 6: Supervised implementation II
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain supervised implementation ii from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 7: Evidence, feedback, and revision
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain evidence, feedback, and revision from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 8: Portfolio presentation and leadership review
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain portfolio presentation and leadership review from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.


M261 — Youth Ministry: Foundations
Scripture: 1 Timothy 4:12; Deuteronomy 6:4–9
Project: Design a twelve-week youth discipleship plan with safeguarding, parent communication, and student leadership in bilingual Haitian church and diaspora ministry in Enterprise/Daleville
Prerequisite: Orientation and introductory Bible study.

Week 1: Adolescent development
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain adolescent development from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 2: Gospel and identity
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain gospel and identity from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 3: Youth Bible teaching
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain youth bible teaching from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 4: Partnering with parents
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain partnering with parents from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 5: Safeguarding and supervision
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain safeguarding and supervision from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 6: Peer relationships and digital life
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain peer relationships and digital life from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 7: Youth leadership and service
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain youth leadership and service from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 8: Transitions and disciple multiplication
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain transitions and disciple multiplication from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.


M262 — Youth Ministry: Leadership & Practice
Scripture: 1 Timothy 4:12; Deuteronomy 6:4–9
Project: Design a twelve-week youth discipleship plan with safeguarding, parent communication, and student leadership in bilingual Haitian church and diaspora ministry in Enterprise/Daleville
Prerequisite: Previous level in this area, instructor approval, and an appropriate ministry supervisor.

Week 1: Adolescent development: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain adolescent development: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 2: Gospel and identity: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain gospel and identity: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 3: Youth Bible teaching: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain youth bible teaching: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 4: Partnering with parents: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain partnering with parents: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 5: Safeguarding and supervision: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain safeguarding and supervision: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 6: Peer relationships and digital life: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain peer relationships and digital life: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 7: Youth leadership and service: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain youth leadership and service: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 8: Transitions and disciple multiplication: case analysis and implementation
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain transitions and disciple multiplication: case analysis and implementation from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.


M263 — Youth Ministry: Supervised Project
Scripture: 1 Timothy 4:12; Deuteronomy 6:4–9
Project: Design a twelve-week youth discipleship plan with safeguarding, parent communication, and student leadership in bilingual Haitian church and diaspora ministry in Enterprise/Daleville
Prerequisite: Previous level in this area, instructor approval, and an appropriate ministry supervisor.

Week 1: Community listening and placement agreement
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain community listening and placement agreement from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 2: Biblical rationale and Baptist doctrine
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain biblical rationale and baptist doctrine from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 3: Source review and supervision plan
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain source review and supervision plan from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 4: Project design and safeguards
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain project design and safeguards from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 5: Supervised implementation I
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain supervised implementation i from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 6: Supervised implementation II
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain supervised implementation ii from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 7: Evidence, feedback, and revision
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain evidence, feedback, and revision from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Week 8: Portfolio presentation and leadership review
Read: the course passages in context; compare a relevant commentary and an attributed ministry reference.
Learning goal: explain portfolio presentation and leadership review from Scripture and distinguish biblical principles from cultural practice.
Practice: develop a one-page project component with a biblical rationale, specific activity, responsible person, safeguards, and evidence of learning. Advanced students compare two ministry cases; project students provide supervisor-reviewed implementation evidence.
Discuss: How does this serve the Gospel? Who is overlooked? What requires referral or leadership approval? How will another leader learn to do this?
Submit: 300–500 words, five multiple-choice responses through the weekly test, and a mentor correction with revision.

Pastoral counseling scope: nonclinical spiritual support and referral only; no professional counseling licensure, diagnosis, or clinical treatment qualification. Safeguarding and role approval are required for work with minors.