COURSE PROPOSAL



rev. 10/11

Gateway Seminary

E1111 Foundations of Educational Leadership

Number of Credit Hours: 3

Grade Type: A/F

Prerequisites: None

Required for degree(s): MAEL, DEL

Listed Faculty: Dr. Gainey, Dr. Kelly

Course Template Approval/Revision Date: 9/11

COURSE DESCRIPTION

This course is an introduction to the concepts and principles of Christian educational leadership. It provides students with a context in which they may formulate their own personal philosophy of Christian education as they consider the biblical, theological, historical, philosophical, and sociological foundation of Christian educational leadership.

REQUIRED COURSE LEARNING OUTCOMES

1. Students will demonstrate Christ-likeness through application of personal Bible study by establishing (or continuing) a commitment to personal Bible study by keeping a daily journal of biblical insights. (J2; MAEL DO2)

2. Students will demonstrate Christ-likeness through interaction within the Christian community by discovering their role within the local body of believers, submitting to authority, and exercising their spiritual gifts. (J3, C6; MAEL DO2).

3. By analyzing various foundational perspectives, students will demonstrate an understanding of the theoretical base for Christian educational leadership within diverse contexts (F11; MAEL DO3).

4. Students will analyze cultural and ethnic perspectives of Christian education as an important dimension of understanding of the theoretical base for Christian educational leadership (M17, R19; MAEL DO3)

REQUIRED COURSE COMPONENTS

The following "required course components" MUST be incorporated into the course assignments in all offerings of this course. Additional course components may be added by the instructor. For each hour of academic credit, course components requiring approximately 15 hours of classroom activities and 25-30 hours of outside activities must be indicated. Courses designed for hybrid or online delivery must include a comparable level of course work.

1. The student will be exposed to the following basic information:

• Educational systems of ancient civilizations (Greek, Roman, Hebrew) upon the development of Christian education.

• Old Testament patterns of Religious Education.

• New Testament Christian educational practices.

• Key representative leaders in Christian educational movements throughout the history of the Church.

2. The student will be expected to master the following skills:

• Integration of Philosophical Concepts.

• Critical Thinking.

3. The student will be expected to develop a conceptual framework for the following subject area/discipline:

• Historical models of Christian educational practices.

• Elements of philosophical formation as related to Christian education.

• Contemporary cultural trends impacting the church.

4. The student will demonstrate affective growth in the following areas:

• Appreciation of the historical contributions to the present practice of educational leadership in the church.

• Commitment to the necessity of formulating a Christian educational leadership philosophical model.

• Valuing of the Bible as the basis for implementing Christian educational practices.

• Valuing the Bible for personal growth.

• Valuing involvement in the church to enhance the Christian community.

MANDATORY ASSESSMENT ACTIVITIES (required in all syllabi)

Gateway engages in regular assessment of its academic programs. Student participation is essential to this process through the following activities.

(The text regarding "mandatory assessment activities" above and below must be included verbatim in all syllabi to which they apply. Item #1 must be included with all syllabi. Item #2 must be included in the syllabus of any required class, and #3 must be included in syllabi which stipulate that a learning artifact must be uploaded (check the template and/or with the department chairperson if uncertain).

1. CoursEval Assessments – Each semester a link to a CoursEval survey for each course taken will appear in the student's MyGateway page. Students are required to complete this online evaluation of course/instructor no later than the last scheduled meeting of the class. A summary of results (without student ID) is released to the professor only after grades have been submitted for the course.

2. ePortfolio Reflections – All degree-seeking students must reflect on the work completed as part of required courses by commenting upon the manner in which the course contributed to his/her growth in relation to at least five Essential Leadership Characteristics selected by the student (see for the complete list). These reflections must be recorded in the student's ePortfolio and a copy emailed to the professor no later than the last scheduled meeting of the class.

3. ePortfolio Artifacts – The "signature assignment" specified in this syllabus must both be turned in to the professor for a grade AND attached to the student's ePortfolio as a "learning artifact." The institution reviews these artifacts as a way of judging the effectiveness of the Seminary's academic program. The review occurs after the student graduates and without reference to student identity. Students are encouraged to remove title page or header/footer containing their name prior to attaching the artifact to their ePortfolio.

SEMINARY POLICY ON ACADEMIC CREDIT AND WORKLOAD EXPECTATIONS (required in all syllabi)

In all Gateway face-to-face, hybrid or online courses, the Seminary assigns a workload of approximately 45 clock hours of academic learning activities per academic credit hour earned. Traditional in-class format normally apportions 15 hours of in-class instruction and 30 hours of instructional exercises to be completed outside of class meetings per credit hour granted. For androgogical reasons, individual courses may adjust the ratio of assignments inside and outside class meeting times.

REQUIRED ASSESSMENT MECHANISMS

Course Artifact: Philosophy of Educational Leadership

Students will develop an eight-to-ten page philosophy of educational leadership in the church. Their philosophy will integrate the theological, biblical, historical, philosophical, and sociological foundation s into a practical statement of the meaning and purpose of educational leadership in the church. The philosophy will also explore the student’s personal preparation for leadership of education in the Church through Bible study and church investment.

|Suggested Evaluation |Below Expectations |Meets Minimal Expectations|Exceeds Expectation |Far exceeds Expectation |

|Rubric: Categories | | | | |

|Biblical basis for their |Vague or inappropriate |One clearly articulated |Two clearly articulated |Three or more clearly |

|philosophy |biblical concepts |biblical concept |biblical concepts |articulated biblical |

|+15% |addressed | | |concepts |

|Theological basis for |Vague or inappropriate |One clearly articulated |Two clearly articulated |Three or more clearly |

|their philosophy |theological concepts |theological concept |theological concepts |articulated theological |

|+15% |addressed | | |concepts |

|Philosophy informed by |Vague or inappropriate |One clearly articulated |Two clearly articulated |Three or more clearly |

|historical background |application |historical idea applied to|historical ideas applied |articulated historical |

|+15% | |contemporary Christian |to contemporary Christian |ideas applied to |

| | |education |education |contemporary Christian |

| | | | |education |

|Philosophy answers basic |Vague or inappropriate |Clear discussion of one |Clear discussion of two |Clear discussion of three |

|philosophical questions |application |philosophical approach to |philosophical approaches |or more philosophical |

|+15% | |education applied to |to education applied to |approaches to education |

| | |contemporary Christian |contemporary Christian |applied to contemporary |

| | |education |education |Christian education |

|Philosophy address |Vague or inappropriate |One sociological/ cultural|Two sociological/ cultural|Three or more |

|sociological concerns |application |issue applied to Christian|issues applied to |sociological/ cultural |

|+15% | |education |Christian education |issues applied to |

| | | | |Christian education |

|Philosophy clearly |Vague or inappropriate |One concept regarding the |Two concepts regarding the|Three or more concepts |

|articulates the purpose |application |philosophy and meaning of |philosophy and meaning of |regarding the philosophy |

|and meaning of education | |education |education |and meaning of education |

|in the Church | | | | |

|+15% | | | | |

|Philosophy addresses their|Vague or inappropriate |Presents one example of |Presents two examples of |Presents three or more |

|personal preparation for |application |engagement in church |engagement in church |examples of engagement in |

|educational leadership | |ministry and one example |ministry and two examples |church ministry and three |

|through Bible study and | |of personal growth through|of personal growth through|or more examples of |

|Church investment | |personal Bible study |personal Bible study |personal growth through |

|+10% | | | |personal Bible study |

SUGGESTED OTHER ASSESSMENT MECHANISMS

DELIVERY FORMAT

A variety of teaching methods and components are acceptable. A combination of all face to face activities must equal 45 contact hours and a combination of all assignments must equal 75-90 hours of individual study and preparation. If taught as an online or hybrid delivery format, the total quantity of hours still applies.

REQUIRED RESOURCES

Faculty may select texts and other resources for this course which will supplement the learning of students and help them to accomplish the course objectives.

RECOMMENDED RESOURCES

Anthony, Michael J. 1992. Foundations of Ministry: An Introduction to Christian Education for a New Generation. Grand Rapids: Baker Books.

_____. 2001. Introducing Christian Education: Foundations for the 21st Century. Grand Rapids, MI: Baker Academic.

_____. and Warren S. Benson. 2003. Exploring the History and Philosophy of Christian Education. Grand Rapids: Kregel.

Astley, Jeff. 1994. The Philosophy of Christian Religious Education. Birmingham, AL: Religious Education Press.

Berryman, Jerome. 1995. Godly Play: An Imaginative Approach to Religious Education. Minneapolis: Augsburg.

Bruce, Barbara. 2007. Triangular Teaching: A New Way of Teaching the Bible to Adults. Nashville: Abingdon Press.

Burgess, Harold William. 1996. Models of Religious Education: Theory and Practice in Historical and Contemporary Perspective. Wheaton, IL: Victor Books.

Claerbaut, David. 2004. Faith and Learning on the Edge: A Bold New Look at Religion in Higher Education. Grand Rapids: Zondervan.

Edge, Findley B. 1995. Teaching for Results, rev. ed. Nashville: Broadman & Holman.

Gardner, Howard. 1999. The Disciplined Mind: What all Students Should Understand. New York: Simon & Schuster.

Knight, George R. 2006. Philosophy & Education: An Introduction in Christian Perspective, 4th ed. Berrien Springs, MI: Andrews University Press.

LeFever, Marlene. 1985. Creative Teaching Methods. Marlene LeFever. Cook Publishing.

______. 1995. Reaching Everyone God Gave you to Teach. Cook Publishing.

McManus, Erwin Raphael. 2001. An Unstoppable Force: Daring to Become the Church God Had in Mind. Loveland, CO: Group Publishing.

Pazmino, Robert W. 1997. Foundational Issues in Christian Education: An Introduction in Evangelical Perspective, 2nd ed. Grand Rapids: Baker Book House.

_____. 2001. God Our Teacher: Theological Basics in Christian Education, Grand Rapids: Baker Academic.

Peterson, Michael L. 2001. With All Your Mind: A Christian Philosophy of Education. Notre Dame: University of Notre Dame Press.

Poe, Harry Lee. 2004. Christianity in the Academy: Teaching at the Intersection of Faith and Learning. Grand Rapids: Baker Academic.

Reed, James E. and Ronnie Prevost. 1993. History of Christian Education. Nashville: Broadman & Holman Publishers.

Webber, Robert. 1999. Ancient-Future Faith: Rethinking Evangelicalism for a Postmodern World. Grand Rapids: Baker Books.

Yount, William R. 1999. Called to Teach: An Introduction to the Ministry of Teaching. Nashville: Broadman & Holman Publishers.

_____, ed. 2008. The Teaching Ministry of the Church. Nashville: B&H Academic.

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