Syllabus

Syllabus

Ministry With Youth and Their Families

SM 26

Spring, 1999

Augusta Campus

Erskine Theological Seminary

"Christian Commitment and Excellence in Learning"

Class Presentation Schedule

Stephen D. Lowe, Ph.D.

Visiting Professor of Christian Education

(864) 379.8748 (O)

(864) 379.3514 (H)

slowe@erskine.edu (O)

75413.77@compuserve.com (H)

Class Meetings:

Feb 6

Mar 6

Apr 10

May 8

Internet resources related to various aspects of youth ministry can be found by visiting my course folder at www.erskine.edu/seminary

Course Description

The course considers theories of adolescence, the history of youth work in the church, contemporary youth experience, and models of programs and patterns which offer possibilities for the church in its youth ministry.

Intended Learning Outcomes

Knowledge Level To introduce students to a basic understanding of youth ministry principles.

Comprehension Level To encourage students to make comparative observations of various youth ministry models.

Application Level To provide opportunities for students to employ their understanding of youth ministry principles and models in the development or refinement of actual church-based or para-church youth ministries.

Analysis Level To facilitate student analysis of the relationship between youth ministry and the family systems in which they live.

Synthesis Level To encourage students to develop their own philosophy/theology of youth ministry that considers adolescent development theories, the history of youth ministry, the family system, and the church or community context in which the ministry is carried out.

Evaluation Level To provide opportunities for students to evaluate current youth ministry models and to decide for themselves which wholes or parts may be beneficial to their own present or future ministry with youth.

Student Expectations

Professor Expectations

Turn in all assignments on time. All late assignments will be given an automatic grade deduction (5 points).
Bring your Bible to class.
Be honest in the fulfillment of course requirements.
Actively participate in class discussions and deliberations.
Attend every class session. Excessive absences will adversely affect your final grade.
Seek for excellence in all course requirements as a way of glorifying God.
View your theological work as a calling.

"In view of the danger to which theology is exposed and to the hope that is enclosed within its work, it is natural that without prayer there can be no theological work. We should keep in mind the fact that prayer, as such, is work; in fact, very hard work, although in its execution the hands are most fittingly not moved by folded. Where theology is concerned, the rule Ora et labora! Is valid under all circumstances—pray and work!"

Karl Barth (Evangelical Theology)

Required Textbooks

Family-Based Youth Ministry, Mark DeVries (IVP, 1994)

Your Church Can Be Family Friendly, Steve Thomas (College Press, 1996)

Purpose Driven Youth Ministry, Doug Fields (Zondervan, 1998)

Course Learning Experiences

Read and react to all three required textbooks for the course. Read them in the order

shown above. Upon reading each text, write a one page, single-spaced reaction and response, which I call a "Memo to Myself." The "memo" is expected to engage the book critically on one or two important issues that were raised during your reading. Some possible starter phrases for your Memo might be:

"While reading this book it occurred to me that . . ."

"Upon further reflection and consideration, I’m going to take exception to . . ."

"The one critical issue that struck me while reading was . . ."

"The one image I will take with me after reading this book is . . ."

A sample Memo to Myself is included in your syllabus. The required texts must be read and a Memo turned in on the following dates:

Family-Based Youth Ministry February 25

Your Church Can be Family Friendly March 25

Purpose Driven Youth Ministry April 29

Be sure your Memo reflects a thorough reading of the text and gives evidence of integration with course lectures and discussions. Do not submit your one page Memo without first putting it through several drafts. I expect a one page reaction Memo to be clear, concise, cogent and consistent with graduate level work. Although the Memo is only one page in length, I put a high premium on it and grade them critically.

Always make two copies of your Memo. One copy is turned in to me, the other copy is to be placed in our Class File. For each Memo you submit, you are to read one Memo written by another student in the class. Take a Memo from the Class File. Read it and then write a short Feedback response of not more than one page in length. Make two copies of your Feedback. Give one to your fellow-student and the other to me. You will not receive a grade for any of your Memos unless I have one copy of a Feedback sheet for each Memo you write. In short, you will have written three Memos and three Feedback responses by the end of the semester. Each Feedback response is due the next class session after your Memo is due. Grade Value: 25 points per Memo and Feedback pair.

2a. Conduct a review or evaluation of an existing youth ministry using either Family-

Based Youth Ministry or Purpose Driven Youth Ministry as your criteria for evaluation. For instance, if you choose to use Purpose Driven Youth Ministry, you would want to use either the "Five Purposes for Youth Ministry" or the "Nine Essential Foundations for Healthy Growth" as your criteria. Summarize your findings in an 8-10 page report. Be prepared to provide a briefing to the class in which you report the results of your study. Due April 1. Grade Value: 25 points.

2b. Write an 8-10 page Philosophy/Theology of Youth Ministry. You may choose to write it as a theology of youth ministry or as a philosophy of youth ministry. If you choose to write a theology of youth ministry, the paper should set out your understanding of the biblical foundations or presuppositions for a Christian ministry with youth and their families. You might wish to consult "A Theology of Youth Ministry" by Warren Benson in The Complete Book of Youth Ministry (Moody Press, 1987) edited by Benson and Senter. If you choose to write a philosophy of youth ministry the paper should set out the major philosophical categories that might inform and guide your youth ministry. You might wish to consult Chapter One, "Philosophy of Youth Ministry" in Introduction to Youth Ministry (Zondervan, 1993) by John Dettoni. Be prepared to provide a brief summary of your paper to the class on the due date. Due April 1. Grade Value: 25 points.

Online Resource: http://www.epbc.edu/Pra170/philos.htm

3a. Prepare a class presentation in which you demonstrate how you would lead or conduct one particular facet of youth ministry. For instance, you might want to demonstrate an effective way of leading a youth Bible study, demonstrate how to lead an effective youth council or youth planning meeting, youth Sunday School class, youth retreat vespers service, one-on-one discipleship or mentoring, etc. Please submit your planned presentation in writing to me by March 18 so that I can create a class schedule. Class presentations will begin around the last of April, depending upon class size. No written materials need to be submitted. Simply make your presentation in class. Each presentation will last no more than 50 minutes. Be prepared to respond to questions or comments from the class and/or instructor. You will be evaluated on the basis of the criteria reflected in the Evaluation Form attached to this syllabus. Due as scheduled. Grade Value: 25 points.

3b Prepare a class presentation in which you highlight an organization, publisher, or ministry that serves Christian youth. It would be your task to introduce this institution or organization to the class by recounting their history, ministry focus, available resources and contribution to the field of youth ministry. If possible, arrange to have a representative from the organization make a presentation to the class as part of your class time. This can be done in person or can be arranged by phone or compressed video. If possible, request that the target institution provide a sample packet of any materials or resources they produce that could be used in class and then added to our Christian Education resource center. You might also wish to take us to their web site and walk us through available resources and services. Some possible institutions or organizations that serve youth are Search Institute, Youth Specialties, Teen Mania, Young Life, Youth for Christ, etc.

Due as scheduled. Grade Value: 25 points.

Note: Class presentations are included in the course learning experiences in order to provide students entering various ministry vocations an opportunity to sharpen their verbal communication skills. Not only will the student be evaluated for content but also for style and effectiveness (see evaluation form).

Identify one young person who will agree to meet with you over the course of the semester for a minimum of eight hours. During your time with this young person your two primary objectives are to listen and learn. I want you to be able to ascertain from your conversations with him/her what motivates them, what troubles them, what excites them, what they read, what they listen to, what movies they attend, who they hang out with, etc. Learn as much about them as you can without appearing to pry or invade their privacy. After you have met with them, summarize your observations in written form. You are encouraged to integrate your findings regarding this one teenager to the more general picture of American youth presented in class. The written summary is expected to be between 5-7 pages in length. Due April 10. Grade Value: 25 points.

5. Engage in a critical reflection of your learning experience during the course of the semester. This will count as your final exam. The critical reflection should be in written form and comprise no more than 2-3 pages in length. Please use Kolb’s Experiential Learning Model (to be distributed) as a guide to follow when writing your critical reflection piece. Due May 17. Grade Value: 25 points

Online Resource: http://www.canr.msu.edu/aee/extension/may93.htm

Note: With the exception of assignments 1 and 4, you may replace an existing assignment with another one which you propose in consultation with me. I prefer that the proposed assignment be made in writing with specific parameters. The substituted assignment must be equivalent in work load to the one being replaced.

Grading Scale

98-100 points A+

95-97 points A

1. A-

1. B+

1. B

1. B-

1. C+

1. C

1. C-

1. D+

1. D

65-67 D-

Grading Criteria

Grading for all required assignments will be evaluated on the basis of the following criteria:

A Level Work = Exemplary ability to differentiate constituent parts; assess and critique theories, thoughts, ideas, concepts, proposals, and relevant literature; and the ability to reason in a logical and compelling manner.

B Level Work = Reflects above average grasp of the subject matter; displays a superior ability to use new knowledge in a creative manner; and can demonstrate an above average ability to discriminate among alternative viewpoints.

C Level Work = Adequate but not exceptional ability to think cogently and clearly;

sufficient ability to understand and comprehend subject matter; and a satisfactory ability to integrate and organize course concepts in a logical and coherent manner.

D Level Work = Inadequate mastery of basic facts and information presented in the course; insufficient or inappropriate use of common terms and language indicating an inadequate grasp of the material; and an inferior ability to analyze and judge proposals, ideas or concepts.

Grading Option

All written submissions may be re-submitted for grading if the grade you received was

not what you hoped to achieve. In order to qualify for re-grading, the re-submitted work

is to be turned back to me by the next scheduled class period and must be accompanied

by the originally submitted document. You can only receive a higher grade on a re-

submission not a lower one. If you receive a higher grade, that grade will be recorded in

place of the original grade. If you receive a grade equal to or lower than the original, no

changes will be made in your original grade. This option may only be used one time for

each required assignment.

Course Sequence

American Youth Culture & Overview of Adolescent Development
Biblical/Theological Foundations for Youth Ministry
History of Youth Ministry
Models of Youth Ministry
Youth Ministry Organizations and Publishers

Typically, our three hour class session will be divided into four segments:

1:00-1:45 Segment #1

(15 minute break, please walk around and get some fresh air)

2:00-2:45 Segment #2

(15 minute break)

2:45-3:45 Segment # 3

3:45-4:00 Segment #4

This is an opportunity for you to speak with me about course assignments, clarify class issues and content, or communicate pertinent information to me.

An Important Note

I prefer to operate an open classroom environment in which everyone is free to challenge ideas and think creatively. Each person’s ideas and perspectives will be valued as will the person expressing the ideas and perspectives. I expect everyone to participate fully in class discussions and deliberations. I view myself as a co-learner. I will learn from you through both your written assignments and your verbal contributions during class sessions. One caveat: please be sensitive to the tendency for one person to dominate class discussions. If you know that you have a propensity toward domination of group discussions, please exercise restraint so that all feel free to contribute and are not inhibited by any one class member.

My desire is to provide a full and complete learning experience and to assist you in obtaining the highest grade possible. Sincere suggestions for modifying the course on an individual and/or group basis are welcome.

Recommended Resources in Youth Ministry

Basler, Cathi (1998). New Directions for Youth Ministry. Group Publishing.

Benson, Warren & Senter, Mark (1987). The Complete Book of Youth Ministry.

Moody Press: Chicago.

Black, Wesley (1998). An Introduction to Youth Ministry. Broadman Press: Nashville.

Boshers, Bo & Anderson, Kim (1997). Student Ministry for the 21^st Century:

Transforming Your Youth Group Into a Vital Student Ministry. Zondervan:

Grand Rapids.

Dacey, John & Kenny, Maureen (1997). Adolescent Development. Brown &

Benchmark: Madison, WI.

Dettoni, John (1993). Introduction to Youth Ministry. Zondervan: Grand Rapids.

Dunn, Richard & Senter, Mark (1997). Reaching a Generation for Christ: A