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Spring 2011 8.
INTRODUCTION TO YOUTH MINISTRY
COURSE SYLLABUS
Zion Bible College
CE 2322-01
Spring, 2011
Wednesday, 1:45-2:35 PM & 2:45-3:35 PM
Thursday 1:45-2:35 PM Classroom Building 108
Rev. Paul Conway, Associate Professor MDiv. & D.Min. Candidate, 2013.
Office: Classroom Building 110
Office phone: (978) 478-3457
E-mail: [email protected]
Office Hours
Tuesdays, 1:45 PM – 2:35 PM
Thursdays 1:45 PM – 2:25 PM
COURSE DESCRIPTION:
This course provides practical guidance for assisting the local church in reaching youth from
junior high through college age. It explores the development of programs applicable to the needs
of youths in terms of worship, evangelism, fellowship, and biblical education. Various curricular
materials and sources are examined.
COURSE OBJECTIVES:
1. The student will hone the ability to communicate to adolescents in a ministry context through
classroom communication labs.
2. The Student will develop the skill of listening to youth culture through interpretive exercises
with media, advertisement, music and material culture.
3. The student will be able to communicate the 9 essentials of youth ministry and programing
that fills and fulfills those purposes.
4. The student will enhance the power of observation measured by written reflection.
5. The Student will interact with the text measured by class discussion and written assignments.
6. The student will improve communication skills measured by class presentations and
discussions.
7. That student’s would cultivate a Personal Pentecostal paradigm of growth as an individual
and leader of character, maturity and spirituality.
8. That student’s would be able to evaluate the community needs of youth where they minister
through statistical analysis and appropriation of ministry programming.
9. That the students would be able to articulate a personal philosophy of ministry that is
Biblically based and theologically sound and culturally relevant.
10. To expose students to the programming and resources available in the Pentecostal and
Evangelical circles.
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11. That students would learn how to construct and deliver manuscripts for communicating with
youth in various ministry program settings such as youth services, outreaches, small groups,
camps etc.
12. That the students would demonstrate competency in leading teenagers to Christ and
discipling them with corresponding ministerial skills in communication, preaching, teaching,
administration, counseling and missions.
13. That students would develop the practical ministerial skills necessary for a purpose driven,
administratively healthy youth ministry.
TEXTBOOKS:
Fields, Doug. Purpose Driven Youth Ministry Grand Rapids, MI: Zondervan Publishing
House, 1998.
REQUIREMENTS:
Tests: There will be one mid-term exam and one final exam.
Reading: Each student must read the text and will be asked to submit what percentage of the
book was read.
Required Projects: Students will do several projects equaling 50% of their final grade. This
section is the largest portion and is designed to equip students to engage youth ministry with a
hands on model. For details see the ―Required Projects‖ section below.
Online Interaction (Blog/Discussion Board): Online discussions will be initiated by
the professor and youth pastors around the nation throughout the semester. This will be
an open forum designed to explore relevant issues relating to youth culture and ministry.
Questions will be posed, videos and images evaluated and opinions critiqued. The web
address for discussion will be given in class. A rubric for grading will be provided.
Written and/or Video Interview: Students will conduct an interview with 4 teenagers
(two from the church and two not from church), based on questions developed in class.
A paper will be submitted and results shared in class with peers.
Student Presentation: Each student will develop and execute two youth lesson during a
class session for a specified age group (one for Jr. or Sr. High). The objective is to give
you experience in front of a group of people. Students will sign up for their two
selections in class. The lesson will be in typed format, no less then 3 pages no more then
5. Be sure you put enough detail in it that it’s not just an outline. Make it like a lesson
you would give to a substitute, explain everything clearly for them and us. Curriculum
CE 2322-01 Paul Conway
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visual, printed etc. is encouraged. Revolution DVD curriculum is in the library as well as
other resources that will be on reserve. I also recommend www.bluefishtv.com in their
sermon illustration section for springboards. Be deliberate and thoughtful with this.
Don’t throw it together or you will be graded in like manor.
Create a vision statement and purpose driven program guide: Further detailed
instruction will be given in class. This will cover the target audiences and programs you
intend to use to reach them (Crowd, Congregation, Community, Committed, and Core).
Grading Scale
Mid Term & Final Exam …………………………………………40%(20% each)
Online Interaction (Blog/Discussion Board)...………….………. 20%
Student Presentations………………………….............................15%
Interviews…….…………………………………………………...10%
Reading and Text Book Discussions............................................ .10%
Vision Statement and Purpose Driven Program Guide…………… 5%
SCHEDULES AND DATES
Project Due Date
Student Presentations Ongoing TBD
Online Interaction Ongoing
Vision Statement and Purpose Driven Paradigm February 16th
Rough Draft
April 13th
Final Version
Mid Term Exam Wednesday, March 2nd
Written or video interview Wednesday, March 23rd
Reading May 4-10 Finals Week
Final Exam May 4-10 Finals Week
DISCLAIMER:
Any aspect of this syllabus is subject to change at the professor’s discretion. However, this
syllabus offers an aim and desired goal but is by no means meant to lock the subjects or format.
POLICIES
Attendance: Students are expected to attend all class periods. Please be aware that absences are
granted for illness, personal matters, or for emergencies. It is important for students to keep
track of their own absences and late arrivals carefully. Please see the Student Handbook for the
CE 2322-01 Paul Conway
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Absence Policy. There will be a very short break mid-class, students are expected to remain in
class at other times except for medical reasons.
If a student arrives late to class it is their responsibility to inform the teacher after class that they
are present. Otherwise they may be marked absent for the class. It is a good idea to date your
notes each class in case attendance discrepancies should arise.
In order to be considered present in class, students must present themselves in an appropriate
manner, following the guidelines of the Student Handbook.
Assignments: All assignments are due at the beginning of class on the due date. All others will
be considered late. Assignments should be written in Turabian format.
All late assignments are to be turned into the instructor’s office, not placed in campus mail.
There are no exceptions to this policy unless mandated by the office of the Academic Dean.
Examinations: Any missed exam may be made up if the exam was missed due to illness or other
excused absence (see Student Handbook). A make-up exam will also be allowed if the
circumstances are urgent and approved by the instructor prior to the exam.
Extensions and Late Papers: Extensions will only be granted for the following four reasons: 1)
hospitalization for illness. A doctor’s note confirming such is required; 2) extended serious
illness that prevents a student from attending class. This requires a doctor’s note and signature
of verification from the student’s Resident Director; 3) funerals or family emergencies granted
as an approved absence by the Academic Dean and Dean of Students; 4) school-approved
activities. If the student meets one of these exceptions, a ―Request for Extension Form‖ must be
filled out. The form can be obtained from the Office of Admissions or the Office of the
Academic Dean. If your paper is turned in after attendance is taken on the due date, you will
receive an automatic point deduction of five (5) points. For each twenty-four hour period (this
includes Saturday’s, Sunday’s and school breaks) the paper is not turned in, there will be a
forfeiture of five (5) points from the total points. If the paper is not turned in within five twenty-
four hour periods after the due date and time, an automatic score of zero (0) will be entered for
the grade with no chance of making up the paper/grade. If a hard copy cannot be presented by
the specified time and hour, an email copy may be presented for verification of completion with
a hard copy following
Plagiarism: A student who submits written material as his/her own work which has been copied
in whole or in part from another person’s work without acknowledgement is guilty of plagiarism.
Material, whether published or unpublished, copied from another
writer, must be identified by the use of quotation marks and documentation with specific citation
of the source. Paraphrased material must likewise be attributed to the origin author.
Copying another student’s paper, with or without permission, or using his/her ideas with only
minimal reworking, is plagiarism, as is the copying from printed books and magazines without
CE 2322-01 Paul Conway
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giving credit to the original source. Any student who submits a plagiarized paper or who permits
another person to
copy his/her work is subject to any of the following actions: a grade of ―zero‖ or ―F‖ for the
work, failure in or expulsion from the class, being reported for further disciplinary action.
Cheating: A student who engages in dishonest behavior such as: using unauthorized notes or
material when taking an examination, copying answers to examination questions, or engaging in
securing unauthorized copies of examination questions (including aiding another person in doing
so), is subject to the action or penalty indicated above. Copying another person’s class work
and/or homework and submitting it as one’s own, or having another person perform an
assignment and submitting it as having originated from themselves personally is guilty of
plagiarism—which is cheating. Such students will therefore be subject to the above discipline.
Faculty members are to submit all such cases on the appropriate ―Plagiarism Form‖ to the Office
of the Dean of Academics.
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RUBRIC FOR ONLINE DISCUSSION FORMUM
Paul Conway, 2011
Criteria D- D D+ (Poor) C- C C+ (Improving) B- B B+ (Good) A- A A+ (Exceptional)
Timely Participation
Seldom posts Posts
after online
conversation has
ended.
Occasional posts
throughout specified
discussion period.
Limited initiative.
Timely and
consistent posting
within specified
discussion period.
Frequent timely posts
within specified discussion
period.
Clarity of Expression
Consistently utilizes
poor spelling and
grammar. Lack of
organization. Makes
general statements.
Posts often appear
"hasty".
Decent grammar and
spelling. Passable
expression of opinions
or ideas.
Competent
grammar and
spelling. Opinions
and ideas are
clearly expressed.
Grammar and spelling
errors are rarely found in
posts. Expresses opinions
and ideas in a astute, well-
organized and concise
manner with obvious
connection to topic. Offers
evidence and sources to
support claims.
Substance/Creativity
Posts demonstrate
little thoughtful
interaction with
assigned topic or
readings. Posts are
often trivial or shallow
in depth.
Most posts interact
with assigned
readings or comments
of others. Intuitive
leaps or otherwise
insightful connections
are rarely, if ever,
demonstrated.
Posts reflect
intelligent
engagement with
discussion topic,
assigned readings
and the postings of
others.
Posts consistently show
depth of thought. Makes
creative connections
between assigned readings
and topic area. Poses
fruitful questions.
Contribution to the
Conversation
Fails to respond to
posts directed to
oneself. Rarely
initiates a discussion.
Seems indifferent to or
not present in the
conversation. Rude,
dismissive, arrogant
responses.
Occasionally engages
posts of others.
Sometimes initiates
threads. Conducts
oneself acceptably.
Regularly engages
others in a
constructive
manner. Poses new
ideas for
consideration. Uses
proper etiquette.
Consistently engages
others. Posts frequently
move the conversation
forward by making new
connections, further
developing ideas, posing
questions, etc. Conducts
oneself in such a manner
that invites others into the
conversation.
Rubric ideas created by Leonard Sweet, Ph.D. George Fox University
CE 2322-01 Paul Conway
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BIBLIOGRAPHY
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Robbins, Duffy. This Way to Youth Ministry. El Cajon, CA: Youth Specialties Academic, 2004.
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