I. COURSE DESCRIPTION Syllabus for DMIN 735 Communicating the Gospel 3 Credit Hours Fall 2010 Examines the role of the minister as related to preaching and teaching. Explores societal trends for the purpose of influencing strategies of preaching and teaching in order to increase relevance and effectiveness. Prerequisites:. II. COURSE GOALS The purpose of this course is to enable the student to do the following: A. Examine the identities and roles of ministers as preachers, teachers and educators. B. Develop strategies for improving preaching and teaching ministries. C. Explore implications for change in contemporary society. D. Adjust personal preaching and teaching style for greater effectiveness as related to trends in society. E. Modify personal preaching and teaching styles based upon the experiences of the course. F. Consider the use of enhancements to enrich verbal communication. G. Study the effectiveness of the Church s teaching ministries. III. STUDENT LEARNING OUTCOMES FOR THIS COURSE As a result of successful completion of the course, the student will be able to do the following: A. Evaluate, orally or in writing, present approaches to preaching and teaching. B. Fine-tune present preaching and teaching strategies through adjustments and modifications. C. Identify trends in society that are pertinent to strategizing for relevant and effective ministry. D. Utilize various approaches to preaching and teaching. E. Adjust preaching and teaching styles for greater effectiveness in preaching and teaching. F. Discuss the inner life of the teacher, preacher. DMIN 735 Latest Revision: 06/18/2010 1
IV. TETBOOKS AND OTHER LEARNING RESOURCES A. Required Materials 1. Textbooks Johnston, Graham. Preaching to a Postmodern World. Grand Rapids, MI: Baker, 2004. ISBN #0-8010-6367-1 Palmer, Parker J. The Courage to Teach. San Francisco: Jossey-Bass, 2007. ISBN #13:978-0-7879-9686-4 2. Other B. Optional Materials 1. Textbooks 2. Other V. POLICIES AND PROCEDURES A. University Policies and Procedures 1. Attendance at each class or laboratory is mandatory at Oral Roberts University. Excessive absences can reduce a student s grade or deny credit for the course. 2. Students taking a late exam because of an unauthorized absence are charged a late exam fee. 3. Students and faculty at Oral Roberts University must adhere to all laws addressing the ethical use of others materials, whether it is in the form of print, electronic, video, multimedia, or computer software. Plagiarism and other forms of cheating involve both lying and stealing and are violations of ORU s Honor Code: I will not cheat or plagiarize; I will do my own academic work and will not inappropriately collaborate with other students on assignments. Plagiarism is usually defined as copying someone else s ideas, words, or sentence structure and submitting them as one s own. Other forms of academic dishonesty include (but are not limited to) the following: a. Submitting another s work as one s own or colluding with someone else and submitting that work as though it were his or hers; b. Failing to meet group assignment or project requirements while claiming to have done so; c. Failing to cite sources used in a paper; d. Creating results for experiments, observations, interviews, or projects that were not done; e. Receiving or giving unauthorized help on assignments. By submitting an assignment in any form, the student gives permission for the assignment to be checked for plagiarism, either by submitting the work for electronic verification or by other means. Penalties for any of the above infractions may result in disciplinary action including failing the assignment or failing the course or expulsion from the University, as determined by department and University guidelines. 4. Final exams cannot be given before their scheduled times. Students need to check the final exam schedule before planning return flights or other events at the end of the semester. DMIN 735 Latest Revision: 06/18/2010 2
5. Students are to be in compliance with University, school, and departmental policies regarding the Whole Person Assessment requirements. Students should consult the Whole Person Assessment handbooks for requirements regarding general education and the students majors. a. The penalty for not submitting electronically or for incorrectly submitting an artifact is a zero for that assignment. a. By submitting an assignment, the student gives permission for the assignment to be assessed electronically. B. School and/or Department Policies and Procedures 1. It is expected that participants will attend all sessions of all seminars and workshops. Sessions missed will be made up through extra assignments and consultation with the Doctoral Dean and professor(s). Any absences not accounted for in this manner will be reflected in the course grade. Absences deemed excessive by the Doctoral Dean and D.Min. Committee will make it necessary to repeat the course. 2. Because of the importance of presession preparation for knowledgeable contribution to group interaction in a seminary or workshop, a student will not be allowed to attend if all precourse readings and assignments have not been submitted before the first class of a session in the modular format. Should this occur, a student may petition the D.Min. Committee for interrupted status. If the petition is judged to be valid, a student must attend the seminar or workshop at the next offering, if possible. See D.Min. handbook for fees and continuing enrollment in the program. 3. A grade of I (Incomplete) is given only after the student has established with the instructors and the Dean of Doctoral Studies, by petition, that the work is incomplete for good cause. Incompletes are granted only when extenuating circumstances exist (such as prolonged illness). It is the responsibility of the student to finish incomplete work by the closing date of the semester in which the course was offered. A change of grade is then submitted by the D.Min. Director. If the work is not completed within the time allotted, the incomplete will be changed to an F. 4. To remain enrolled, students must upload all precourse assignments to the D2L drop box on or before the assigned deadline. Postcourse assignments are to be uploaded on or before the assigned deadline. Both pre- and postcourse assignments are to be put in the designated D2L drop box for the course. Any assignments turned in after the scheduled due date are penalized. C. Course Policies and Procedures 1. Evaluation Procedures The final grade for this course will be ascertained as follows: Participation 10% Book Critique (Johnston) 20% Book Response (Palmer) 20% Preaching Outline or Instructional/Teaching Plan 20% Final Sermon or Lesson Plan 30% DMIN 735 Latest Revision: 06/18/2010 3
2. Whole Person Assessment Requirements a. All students entering the seminary are required to enroll in PRF 059 eportfolio: Whole Person Assessment, which provides specific training to develop skills needed to create an eportfolio. b. WPA requirements for this course: 3. Other Policies and/or Procedures a. Attend all classes b. Complete precourse and postcourse assignments c. Preseminar assignments Due September 13, 2010: All assignments are to be uploaded to the D2L drop box three weeks prior to the first day of class. The drop box will be closed at 11:59 p.m. on September 13, 2010. Choose either the sermon assignment or the teaching assignment (1or 2) below: (1) Develop a Sermon Outline on a theme of your choice using the procedures you presently utilize. This outline should not include input from readings related to the course. How do you do it now, and why do you do it that way? Note: You will be asked to utilize input from the readings and course experience in your postsession assignment(s). (a) Be sure your outline includes an Introduction, at least three Main Headings (sample outline handout shows only two), a Conclusion, and an Invitation for Response. Each Main Heading should include at least two Major Points, and each Major Point should include at least two Subpoints. (See sample outline handout.) Include in your outline application(s) and illustration(s). Also indicate what enhancements you would use (if any). (b) Consult the sample outline handout, and fill in the Preliminary Matter section as best you can without input from the professor. (c) Write a 2- to 3-page paper describing the hows and whys of your present sermon preparation procedures. OR (2) Develop an Instructional Lesson Plan for a teaching session, using the principles you presently utilize for teaching. You may select a theme of your choice. This plan should not attempt to include input from reading related to the course. How do you do it now and why? Note: You will be asked to utilize input from the readings in your postsession assignments. (a) (b) The lesson you prepare will need to be based on a passage of scripture with enough context for development. For the lesson, please try to include the following (without input from the professor). i) What do you see as the central truth or big idea? ii) iii) iv) What are your aims (goals to achieve) in teaching this passage? What methods will you use? How will you evaluate your teaching? DMIN 735 Latest Revision: 06/18/2010 4
(c) Consult the sample lesson plan sheet as an idea for presentation. (d) Write a 2- to 3-page paper describing the hows and whys of your present teaching/learning process. (e) Be sure to include handouts, PowerPoint slides, etc., with your notes. (3) Processing textbooks (all students) (a) The Johnston text: Preaching to a Postmodern World Read and critique the Johnston text using the book critique guidelines found in the D.Min. handbook. In the Integration section, relate the concepts in Johnston s book to the other readings and assignments dealt with in the presession requirements for CTG. (b) The Parker text: The Courage to Teach Teaching textbook processing. i) Carefully and thoughtfully read each chapter of The Courage to Teach by Parker Palmer (chapters 1-7 and the Afterward). ii) Answer these questions in each chapter: Each chapter response should be 2-3 pages, doublespaced. a) What is the author saying? b) What does that mean to me? c) What will I do as a result? iii) In conclusion, respond to the following. a) How has this book impacted your thinking about the teacher, preacher, and teaching and preaching? b) What has been the impact upon you as a person? c) How would you describe this book to a good friend in ministry? d. Insession assignment: Participation and punctuality are necessary in all class sessions. The first class begins at 8:00 a.m., Monday, October 4, 2010. e. Postseminar assignments Due November 11, 2010: Students are to submit postcourse assignments to the D2L drop box four weeks after the seminar. The drop box will be closed at 11:59 p.m. on November 11, 2010. Follow the guidelines below for either the sermon or teaching session option you chose for the presession assignment. (1) Prepare a sermon outline on a theme different from that used in the presession outline submitted. Construct the outline using the concepts covered in the class sessions and the Johnston text. The format for the outline can be found in the outline handout used as a guideline by the professor. This message and outline should present concepts relative to considerations of the postmodern mindset and situation(s). Use this outline to construct a manuscript suitable for use in a pulpit, radio, or other venue where a manuscript sermon could be required. Write a 2- to 3- page evaluation of the content and mechanics of the course. OR DMIN 735 Latest Revision: 06/18/2010 5
(2) Teaching Postsession Assignment Prepare an instructional plan using the same theme as the presession, but utilizing input from the professor, class, readings. Be sure to indicate connections to the postmodern thinking of today s audience and where you have made changes based on the course experience. (3) Write a 4- to 5-page summary paper indicating how you utilized understanding of postmodern thinking, primarily from the Johnston text as well as any other sources in the above assignment. Discuss how this preparation process was different and why it was different from that used in the presession assignment. Include a discussion of how you think the different approach would be received by those with whom you would share it. Note: If you are an international student, give special attention to addressing how this approach would impact your culture. (4) Write a 2- to 3-page evaluation of the content and mechanics of the course. f. Other information: (1) Consistent with Section 504 of The Rehabilitation Act of 1973 and the Americans with Disabilities Act, ORU ensures that no qualified individual will be denied reasonable accommodation in the form of modifications of policies, practices, and/or procedures. Students with disabilities who wish to access services should contact their professor(s) and the Office of Disability Services at ext. 7355 to initiate the process. (2) Students and faculty at Oral Roberts University ascribe to all laws addressing the ethical use of others materials, whether it is in the form of print, video, multimedia, or computer software. VI. COURSE CALENDAR All presession assignments due 9/13/10 Classes begin 10/4/10 Course work due 11/11/10 DMIN 735 Latest Revision: 06/18/2010 6
Course Inventory for ORU s Student Learning Outcomes DMIN 735 Communicating the Gospel Fall 2010 This course contributes to the ORU student learning outcomes as indicated below: Significant Addresses the outcome directly and includes targeted assessment. Moderate Addresses the outcome directly or indirectly and includes some assessment. Minimal Addresses the outcome indirectly and includes little or no assessment. No Does not address the outcome. The Student Learning Glossary at http://ir.oru.edu/doc/glossary.pdf defines each outcome and each of the proficiencies/capacities. Outcomes & Proficiencies/Capacities Significant Moderate 1 Outcome #1 Spirit-Filled Living Entry-level competency Possesses Christian character, personal integrity, a sense of calling, 1A and a demonstrated interest in ministry-related endeavors Mid-level competency Exemplifies the fruit of 1B the Spirit, spiritual gifts, ongoing spiritual growth, and clarification of a call to ministry Candidacy-level competency Demonstrates involvement in charismatic signs and wonders and 1C integration of ethics and personal integrity in the healing ministry in obedience to a defined call to ministry Minimal No 2 Outcome #2 Academic Excellence 2A Entry-level competency Demonstrates an aptitude for graduate theological education Mid-level competency Practices theological 2B reflection and sound scholarship in acquiring knowledge through learning and research 2C Candidacy-level competency Evidences critical thinking, problem solving, and decision making 3 Outcome #3 Professional Competence 3A Entry-level competency Demonstrates awareness of professional requirements 3B Mid-level competency Communicates discipline-specific information effectively in written and spoken discourse as pertaining to ministry calling Candidacy-level competency Integrates 3C leadership in ministry and academic excellence with Spirit-led practices of ministry 4 Outcome #4 Cultural Relevance 4A Entry-level competency Demonstrates knowledge about cultural diversity 4B Mid-level competency Pursues participation in diverse social/cultural contexts Candidacy-level competency Evidences skill 4C while engaging in healing, ministry, and acts of justice and mercy in diverse contexts DMIN 735 Latest Revision: 06/18/2010 7