Academics

Course

Course Title

Textbook

Description

Student Learning Outcomes

Core Courses

Bible Foundation

With satisfactory completion of this course, each student will:

BIBL102

Pentateuch

3

Schnittjer, Gary E. The Torah Story. Grand Rapids: Zondervan, 2006.

The composition of Genesis, Exodus, Leviticus, Numbers, and Deuteronomy, collectively called the Pentateuch,

teaches God’s people how to live. Beginning in story form with God’s design of the world—“creation” and man’s response—“fall,” the chronicle subsequently

recounts man’s successive failures, God’s responsive commitment to Abraham, Isaac, and Jacob, and his promised deliverance of their descendants from Egypt. After a stop at Sinai for detailed instruction and a detour of a generation’s length through the wilderness, the story ends at the border of the land promised with Moses

rehearsing for God’s people the behavior required in order to receive his blessing.

A. Reads the Pentateuch and summarizes in two well-crafted sentences each of its 187 chapters. B. Dialogues with critical issues addressed in the text book. C. Shows an understanding of the ancient near eastern context of Genesis. 1-3

1. Creates a layout of the Tabernacle describing each area represented.
2. Synthesizes the procedure and purposes of each of the offerings and the Day of Atonement. F. Reflects upon the text’s impact on the student’s life.

PHIL103

Life, Ethics & Worldview

3

RAE, S. B. (2016).

Introducing Christian Ethics: A Short Guide to Making Moral Choices. Grand Rapids, MI: Zondervan. ISBN: 978-0-3105-2118-1

SIRE, J. W. (2009).

The Universe Next Door: A Basic Worldview Catalog. Downers Grove, IL: InterVarsity Press. ISBN: 978-0-8308-

3850-9

This course studies the basic principles that lead to a fulfilling life, stimulating the examination of the meaning and purpose of life. Emphasis will be given to the students acquiring of principles and practices leading to continued growth and maturity, ethical behavior, and decision- making. Attention will be given to the definition, development, and implementation of a personal worldview, equipping the student for service and leadership in an ever-changing world.

A. READ (J/S – A) and BUILD (F/S – C) a knowledge base for understanding key ethical terms, concepts, and applied principles. B. DEMONSTRATE (F/S – PSY) comprehension of the basic elements of assorted worldviews. C. DISCUSS (J/S –

A) course-related topics in a vigorous, well-informed, and courteous manner with classmates. D. FORMULATE (F/S – A) a personal worldview from biblical research and COMPOSE (F/S – A) it in

response to formative questions.

BIBL201

Former Prophets

3

Lawrence, Paul. IVP Atlas of Bible History. Downers Grove: IVP, 2006.

The former prophets, Joshua through Kings, discuss God’s interdependence with Israel, either blessing, disciplining, graciously providing, or testing as Israel obeys or disobeys

the covenantal stipulations. These books describe the conquest and settlement of the land followed by the rise and fall of the monarchy. The narratives of Ezra and Nehemiah further this story by

describing Judah’s return from the “temple-less” time of exile. A proper interpretation of these texts provides a foundation for application in present, similarly turbulent, times.

A. Reads and summarizes the Former Prophets. B. Reflects on relevance of text’s message to life through Discussion Forums.

C. Generates Biographies for the major biblical characters. D. Prepares a paper that engage with scholarly sources that deals with the issue of violence in the Former Prophets. E. Prepares a paper that critically examines the role of women in the Former Prophets, and applies those principles to their current context. F. Engages with material by interacting with classmates.

BIBL202

Latter Prophets

3

VanGemeren, Willem A. Interpreting the Prophetic Word: An Introduction to the Prophetic Literature of the Old Testament. Grand Rapids: Zondervan Publishing House, 1990. Susek,

R. (2020) Assyrian Prophecy. Golden Quill.

The student reads the prophets, Isaiah through Malachi, as God’s servants ministering to his people in times of crises: situations the result of their

disobedience, God’s testing of their faithfulness, or the outworking of his mysterious plan. The writing prophets called for repentance, warned of

judgment for continued self- reliance, but additionally envisioned a blessed future in which Israel would live harmoniously with her God. We must learn to recognize these prophets as spokesmen to us today.

A. Summarizes major themes of Israelite prophecy. B. Reads all 15 prophets and summarizes each of their 233 chapters. C. Interacts with supplemental scholarly material. D. Independently engages scholarly research of a prophetic theme and presents the findings and conclusions of that inquiry in a research paper.

E. Engages with material by interacting with classmates.

BIBL221

Hermeneutics

3

An Introduction to Biblical Hermeneutics 2 nd edition by Kaiser

and Silva

How to Interpret the Bible by Floyd Barackman

Hermeneutics is the art and science of interpreting the Bible. This course will explore the principle of hermeneutics (theory) and exegesis (practice) of the biblical text in the English language. This course will equip the student to study the English Bible for themselves, expose them to resources for Bible study, the tools of exegesis and various Bible study methods. The student will also get exposure to various theories/approaches to Bible interpretation and be able to make more accurate assessments of their conclusions about the text as well as the conclusions of others.

A. Reflect on the reading assignment and video lesson by completing a reflective paper. B.&   Performing learning tasks through discussion boards interacting with classmates. C. Complete the Commands of Jesus Project by recording the commands of Jesus in Matthew and John and filling in the template. D. Writing a paper on the Book Background Study. E.& Constructing an exegetical project through dissecting Scripture, breaking down the meaning and applying what the Scripture is teaching.

F. Writing 2 Research Papers

interpreting scripture through the exercises in the texts.

BIBL212

Life of Christ

3

Strauss, Mark L. Four Portraits, One Jesus: A Survey of Jesus and the Gospels. Zondervan, 2007. ISBN: 978-0-

310-22697-0

The Life of Christ course is a study of the life and ministry of Jesus Christ as well as significant issues dealing with the study of Jesus. The course examines the background, structure and content of the Gospels, positioning the major events of Christ within that framework. It gives special attention to the ministry and teaching of Jesus, thereby understanding better who He is. A noticeable focus is placed on the student’s relationship with the Christ.

A. EXAMINE the contents and distinctive emphases of each of the four Gospels, with special attention to the implications of their diversity for interpretation and proclamation. B. ASSESS the main elements of the life and message of Jesus as reflected in the unified witness of the Gospels and WRITE (J/S

– A) a critical summation. C. ANALYZE the main theories of authorship, origin, and compositional relationship of the Gospels. D. APPRAISE the historical reliability of the Gospels against modern criticism.

THEO301

Systematic Theology I

3

Introducing Christian Doctrine (2 nd or 3 rd ed.) by Millard J. Erickson.

This course provides a wide- ranging survey of Bible- based theological topics, including but not limited to Bibliology, Theology Proper, Christology, Pneumatology, and Angelology. The course is the first of two in a

series―Systematic Theology II continues with Anthropology, Hamartiology, Soteriology, Ecclesiology, and Eschatology. The course is designed to help students to understand, articulate, and defend basic biblical doctrines as a basis for Christian living and in preparation for further theological study and reflection.

A. SummarizeC2 the basic content of major Christian doctrines covered by the course, in a manner that is sympathetic toward the theological commitments of Pedrone Ministry College. B. ExplainC2 and appraiseC5 a theological

position by carefully “listening” to that perspective, and then marshalling the appropriate biblical and theological materials. C. Show an ability to reflect upon and apply elements of theology covered in the course by keeping a class- and textbook-based “theological

reflection journal” over the duration of the course. D. Prove adherence to a disciplined regimen of Scripture memorization by typing out selected verses for which the Bible reference is provided.

THEO302

Systematic Theology II

3

Introducing Christian Doctrine (2 nd or 3 rd ed.) by Millard J. Erickson.

This course provides a wide- ranging survey of Bible- based theological topics, including but not limited to Anthropology,  Hamartiology, Soteriology, Ecclesiology, and Eschatology. The course is the second of two in a series, Systematic Theology I serving as prequel and covering Bibliology, Theology Proper, Christology, Pneumatology, and Angelology. The course is designed to help students to understand, articulate, and defend basic biblical doctrines as a basis for Christian living and in preparation for further theological study and reflection.

A. Demonstrate an understanding of major Christian doctrines in accordance with class notes and textbook readings, by completing comprehensive study guides and exams. B. Exhibit an ability to explain and evaluate a theological position by writing several short papers on various theological subjects.

C. Show an ability to reflect upon and apply elements of theology covered in the course by keeping a class- and

textbook-based “theological journal” over the duration of the course. D. Prove adherence to a disciplined regimen of Scripture memorization by typing out selected verses for which the Bible reference is provided.

BIBL3111

Acts & Romans

3

Kent, Homer A., Jr. Jerusalem to Rome: Studies in the Book of Acts. Grand Rapids: Baker, 1972.

&Bird, Michael F., The Story of God Bible Commentary: Romans. (Tremper Longman III & &Scot

Mcknight Gen Ed.) Grand Rapids: Zondervan, 2016.

This course traces the birth and expansion of the early church through the book of Acts. The abiding practices and principles of the early church are brought to bear on the church today.

Romans summarize the theology of the early church as articulated by the Apostle Paul. The Pauline expectation to trust and obey God in light of his righteousness will be

applied to the Christian’s

walk with God.

A. Comprehend the basic content of Acts/Romans based on the textbooks and class lectures. B. Identify developments historically and theologically within the early church. C. Begin and develop a biblical theology regarding the sign gifts and/or other controversial issues in the text of Acts. D. Apply the values and principles under which the early church functioned to the 21st century Christian & church.

E. Evaluate the biblical text from an exegetical perspective and demonstrate its relevance for today from the book of Romans. F. Document the flow, argument and significance of the book of Romans.

BIBL302

Pauline Epistles

3

The Bible Knowledge Commentary New Testament, Volume I by J. Walzoord &

R. Zuck Paul and His Letters by J. B. Polhill.

This course begins with a survey of the life and ministry of the Apostle Paul as prelude to an orderly and intensive study of each of the New Testament letters that are ascribed to him. Students consider the historical placement of each letter before undertaking a study of its dominant theme and outlined content. The biblical text is examined with exposition and application, with a view toward living out its truths and sharing them with others.

A. Gain an overview of the life and ministry of Paul. B. Know the immediate historical context of each book. C. Master the theme and argument of each book. D. Grasp the relevant content of each book. E. Develop valid applications from each book. F. Articulate and defend an interpretive position.

Pastoral

Core Courses

Course Title

Textbook

Description

Student Learning Outcomes

PLLD201

Foundations

in Pastoral Leadership

3

Akin, D. & Pace, S.

Pastoral Theology: Theological Foundations for Who a Pastor Is and What He Does, 2017. ISBN:

1433685787

This course explores the

theological, historical, and contextual dimensions of pastoral leadership, identifying how it develops within the church. The goal of this course is to prepare those who are called to pastor to be able to develop and lead the church. Students are trained to discover their full leadership potential in the church and ministries that they will serve.

A. Assess and apply spiritual

giftedness. B. Develop a strategic plan to lead a church.

C. Create an organizational chart of a church with job descriptions. D. Write a paper of how God called them into church leadership.

PLLD202

Pastoral Leadership and Management

3

L. Ford, Transforming

Leadership: Jesus’ Way of Creating Vision, Shaping Values, & Empowering Change

J. Borek, et al, The Good Book on Leadership: Case Studies from the Bible

This course trains students in effective church and ministry administration including its basic functions along with principles of organizations and management. Emphasis will be given to one’s own leadership style and how to lead effectively. An overview of the foundation of basic leadership styles and how these relate to efficiency in group situations is a main focus. Students will learn strategies to lead programs of local churches and ministries.

A. Discuss and summarize the functions of effective church and ministry administration. B. Write a paper on the foundation of basic leadership styles and how they interact with learning styles. C. Complete the leadership style assessment. D. Analyze the leadership style assessment results and construct a plan to lead a group effectively for ministry. E. Formulate a personalized philosophy of leadership that addresses one’s own purpose and vision for life and a set of personal values in casting a vision.

BIBL203

Introduction to Biblical Languages

3

Jabini, Franklin, Introduction to Biblical Languages : How to use Hebrew, Aramaic, and Greek Resources in E- Word and The Word. (Create Space Publishing). ISBN: 9781500376918

This course introduces students to rudimentary features of Biblical Hebrew and New Testament Greek. It takes root-words, explains the meanings and how it can be applied in daily life. It acquaints students with the alphabets of both Hebrew and Greek, familiarizes them with basic grammatical features of both languages and facilitates the learning of elementary vocabulary.

A. Recognize and reproduce the Hebrew and Greek alphabet. B. Discuss Hebrew and Greek terms and apply their meanings in today’s society. C. Demonstrate awareness of interpretive implications arising from cultural dimensions of biblical texts as ancient documents. D. Write a paper on a chosen Hebrew or Greek term and how the meaning can be applied today.

MIN203

Leadership in Spiritual Formation

3

Kenneth, Boa, Conformed to His Image: Biblical and Practical Approaches to Spiritual Formation. (Grand Rapids: Zondervan, 2001).

ISBN: 987-0-310-

238485

This course is designed for pastors to learn how to lead individuals in spiritual formation. Here a student will understand the nature of new life in Christ and the process of formation in the Spirit resulting in pursuing life transformation in Christ. The course explores the range of spiritual disciplines which are sanctioned by the Bible and developed throughout Church history. Pastors will learn how to inspire others to have a deep pursuit of God. This course focuses on developmental spirituality to discover how the spirit transforms the heart lasting a lifetime.

1. Recognizes and summarizes the biblical theological and practical conditions for leading a group in spiritual formation.
2. Critiques his or her own personal spiritual maturity by acknowledging areas that need improvement and his or her pursuit of sanctification. C. Constructs a plan for implementing maintaining and maturing in his or her practice of spiritual disciplines in order to train others. D. Adapt the lessons gained to present to the spiritual formation group from principles and exemplary persons found in Scripture.

PLLD321

Pastoral Care and Counseling

3

Browning Helsel, Philip, Pastoral Care and Counseling-An Introduction (Paulist Press International, USA (January 8,

2019). ISBN-13 :

978-0809153909

This course trains students to provide effective leadership and apply it to pastoral care and counseling in a ministry setting. Students will learn pastoral counseling tools to help individuals in their chosen field of ministry.

The focus of care and counseling are spiritual formation, interpersonal and family relationships and conflict and communication strategies.

A. Articulates a biblical framework for pastoral counseling and spiritual care. B. Discuss their own story and begin to understand how it impacts their ability to relate to and care for others. C. Apply critical thinking skills to facilitate effective counseling and develop a plan for improvement. D. Develop a plan that includes biblical, practical, and compassionate approach to the most common pastoral counseling situations.

SPCH332

Homiletics

3

Robinson, Haddon

W. Biblical Preaching: The Development and Delivery of Expository Messages . Grand Rapids, MI: Baker Academic, 2001. Print. ISBN: 978- 0801022623

This course is a study of the science and art of developing and communicating biblical and relevant sermons, including an introduction to the available homiletical resources. Students will learn how to develop expository sermons from a single text, as well as topical expository sermons from multiple texts, by mastering the distinct stages of the exegetical, theological and homiletical processes.

A. Identify the principle elements of expository preaching. B. Analyze instruction on expository preaching. C. Discuss examples of expository preaching. D. Create and present a complete expository sermon.

MIN322

Church Planting, Development

, and Revitalization

3

STETZER, ED.

Planting Missional Churches. Print. ISBN: 978-0-8054-

4370-7 HIRSCH,

ALAN.The Forgotten Ways: Reactivating the Missional Church. Print. ISBN: 978-158743-164-7

This course trains students to develop a church all of the way from church planting to organizing and leading a successful, growing church. Focus is placed on biblical concepts of church planting, growth and revitalization of the church. Church development strategies will be provided for church development locally and globally.

A. Read and discuss strategies in church planting, growth and revitalization. B. Interpret data that indicate a need for a new and/or revitalized church. C. Compare and contrast churches today with churches in the Bible. D. Create and present a strategic plan to start a church.

HIST4422

History of Christianity

3

Cairns, Earle. Christianity Through the Centuries (3rd ed.). Zondervan,

1996. ISBN:

0310208122

This course will observe the Christian church’s trajectory through history with a view toward deriving meaning and relevant insight for today. It will provide an overview of the history of the professing Christian church from apostolic times to the present, including major movements, outstanding individuals, and the relationship of the church to its society. The church’s past actions, decisions, figures, heritages, communities, perceptions and convictions continue to inform and nurture the perspectives and predispositions of the church today.

A. Discuss and give examples concerning the origins and tenets of religious movements and denominations. B. Summarize major leaders and persons who are known to have affected great influence and change with respect to the church. C. Articulate insights and relevance from church history for the church today. D. Create a timeline of the history of Christianity.

EDUC232

Survey of Christian Education

3

Habermas, R. (2015).

Introduction to Christian Education and Formation: A Lifelong Plan for Christ-Centered Restoration.

Zondervan. ISBN: 987-0-310-52518-9

This course provides insight on the importants of Christian schools with the pastor as the president of the Christian school. Focus is placed on the church and school connection.

Emphasis is placed on Christian-formation in the church and Christian school.

A. Discuss the church and Christian school important connection. B. Articulate insights on Christian formation and nurture in Christian school.

C. Reflect on the communication necessary between Christian educators, students, and pastoral staff to have a successful Christian school. D. Create a resource portfolio with examples.

PLLD424

Pastoral Leadership Internship

12

Internship

This course is an individualized field education program supervised by the online professor and conducted under the direction of a professional Christian worker. The purpose of the Pastoral Leadership Studies internship is to give the senior a culminating experience through an opportunity to apply principles and theory learned in the course to a field-based laboratory under the direction of a ministry practitioner.

A. Plan and organize the internship experience with their church. B. Log hours and reflect on the experience in pastoral leadership. C. Develop skills for serving Christ and the church.

D. Present sermons for experience in order to prepare for the future career in ministry.

Missions Core

Courses

Course Title

Textbook

Description

Student Learning Outcomes

THEO102

Evangelism and Belief Systems

3

HEXHAM, Irving. 2019. Encountering World Religions .

Zondervan. ISBN. 978-0-310-58860-3

CHAN, Sam. 2018.

Evangelism in a Skeptical World. Zondervan. ISBN. 978-0-310-53471-6

This course is a study in  the theology of evangelism, emphasizing its message and means. It includes the presentation of key evangelistic Biblical texts. Strategies employed by evangelists will be surveyed with a view toward training students to present the plan of salvation in a diversity of contexts and respecting other cultures as Jesus did. Students will investigate the beliefs of other cultures and their belief systems.

A. Develops a knowledge base for understanding the terms and concepts relating to the practice of evangelism. B. Demonstrates mastery of the elemental principles and practices related to the practice of evangelism. C. Analyzes and develops key strategies related to evangelizing religious and non-religious individuals. D. Composes expressed views on a range of current issues pertaining to the practice of evangelism.

MISS223

Strategy and

3

Payne, J.D. & Terry,

This course studies the

A. Analyze mission boards by

Development

J. (2013).

missionary, mission boards,

listing their strengths and

in Missions

Developing a

theological issues in

weaknesses. B. Choose a

Strategy for

missions, significant

country and survey the

Missions: A Biblical,

historical developments,

contemporary scene, evaluating

Historical and

raising funding for missions

opportunities in light of social,

Cultural

and creation of a strategy

political, economic, and

Introduction.

for world evangelization.

religious pressures with which

Encountering

Close examination is given

missions must deal. C. Discuss

Missions.

to unevangelized peoples.

current issues in mission

It surveys the

agencies. D. Develop steps in

contemporary scene,

pursuing a mission agency to

evaluating opportunities in

work with.

light of social, political,

economic, and religious

pressures with which

missions must deal.

RELG221

World

3

PARTRIDGE,

The course is a

A. Examine the basic beliefs

Religions

Christopher, General

comparative study of the

and behaviors of the world’s

Editor. Introduction

major non-Christian

major religious traditions. B.

to World Religions

religious systems of the

Compare and contrast the

(Fortress Press,

world. Focus is given to the

relation of the Christian

Minneapolis, 2013)

basic philosophies of world

worldview to the world’s major

ISBN: 978-

religions and ways to

religious traditions. C. Develop

0800699703.

effectively present the

an appreciation and respect for

gospel of Christ using these

the similarities and differences

concepts as a starting point.

represented in the world’s

major religious traditions. D.

Reflect on traditions and culture

play a role in developing

Christian worldview.

MIN203

Leadership in Spiritual Formation

3

Kenneth, Boa, Conformed to His Image: Biblical and Practical Approaches to Spiritual Formation. (Grand Rapids: Zondervan, 2001).

ISBN: 987-0-310-

238485

This course is designed for pastors to learn how to lead individuals in spiritual formation. Here a student will understand the nature of new life in Christ and the process of formation in the Spirit resulting in pursuing life transformation in Christ. The course explores the range of spiritual disciplines which are sanctioned by the Bible and developed throughout Church history. Pastors will learn how to inspire others to have a deep pursuit of God. This course focuses on developmental spirituality to discover how the spirit transforms the heart lasting a lifetime.

1. Recognizes and summarizes the biblical theological and practical conditions for leading a group in spiritual formation.
2. Critiques his or her own personal spiritual maturity by acknowledging areas that need improvement and his or her pursuit of sanctification. C. Constructs a plan for implementing maintaining and maturing in his or her practice of spiritual disciplines in order to train others. D. Adapt the lessons gained to present to the spiritual formation group from principles and exemplary persons found in Scripture.

MIN313

History and Theology of Missions

3

Van Rheenen, G. & Parker, A. (2014). Missions: Biblical Foundations and Contemporary Strategies. Harding University

This course studies the history of Christian mission and how it affects where we are today. Emphasis is placed on the spiritual formation, missionary cycle, types of missionaries, and mission fields. Understanding THE CALLING on one’s life into global outreach is the center-focus of the course.

A. Discuss the history of Christian missions and how it affects where we are today. B. Examine the types of missionaries and critically think about the type of missionary one could become. C. Understand the different types of mission fields. D. Write a paper explaining and reflecting upon the four levels of involvement in missions.

MISS321

Cross Cultural Communicati on

3

Hesselgrave, David

J. Communicating Christ Cross Culturally. Zondervan Publishing House, 1991.

This course explores communicating biblical truth to peoples in a variety of cultural settings.

Emphasis is placed on equipping the student with the ability to effectively communicate the truths of God’s Word to individuals in a variety of diverse cultural situations. Students will learn how to effectively communicate Christian truths across cultures.

A. Discuss communication biblical truth in diverse cultural situations. B. Identify a culture and explain where communication lines must be understood in order to affectively communicate biblical truth. C. Reflect in a writing journal cultural themes discussed. D. Create a portfolio demonstrating cultural diversity and providing example of affective communication skill sets.

MIN322

Church Planting, Development

, and Revitalization

3

STETZER, ED.

Planting Missional Churches. Print. ISBN: 978-0-8054-

4370-7 HIRSCH,

ALAN.The Forgotten Ways: Reactivating the Missional Church. Print. ISBN: 978-158743-164-7

This course trains students to develop a church all of the way from church planting to organizing and leading a successful, growing church. Focus is placed on biblical concepts of church planting, growth and revitalization of the church. Church development strategies will be provided for church development locally and globally.

A. Read and discuss strategies in church planting, growth and revitalization. B. Interpret data that indicate a need for a new and/or revitalized church. C. Compare and contrast churches today with churches in the Bible. D. Create and present a strategic plan to start a church.

MISS331

Urban Ministry

3

Johnstone, P. (2018). Serving God in Today’s Cities: Facing the Challenges of Urbanization.

Operation World Resources.

This course provides theological depth and the ability to formulate and contextually apply a relevant and robust urban biblical theology. In this course, we will engage in the process of social/cultural analysis to understand the nature and context of urban ministry. Through biblical analysis, spiritual reflection, and communal discernment we will move toward a theology of urban ministry that will provide the foundation for impactful

engagement with complex

A. Discuss how Christian workers are addressing people’s spiritual, physical, and social needs in urban areas. B. Reflect on missions in a certain urban area. C. Create a missions plan specifically for an urban area.

D. Write and respond to urbanization’s key challenges.

HIST4422

History of Christianity

3

Cairns, Earle. Christianity Through the Centuries (3rd ed.). Zondervan,

1996. ISBN:

0310208122

This course will observe the Christian church’s trajectory through history with a view toward deriving meaning and relevant insight for today. It will provide an overview of the history of the professing Christian church from apostolic times to the present, including major movements, outstanding individuals, and the relationship of the church to its society. The church’s past actions, decisions, figures, heritages, communities, perceptions and convictions continue to inform and nurture the perspectives and

predispositions of the

A. Discuss and give examples concerning the origins and tenets of religious movements and denominations. B. Summarize major leaders and persons who are known to have affected great influence and change with respect to the church. C. Articulate insights and relevance from church history for the church today. D. Create a timeline of the history of Christianity.

MISS424

Missions Internship

12

Internship

The student will participate in an intercultural mission’s field experience either internationally or in the United States. The college offers many trips annually to participate in to gain missions and ministry experience. The internship is supervised an on-site approved ministry professional. The internship is conducted through an approved mission  agency or local church. Prior approval from the professor is required for the internship and its on-site supervision.

A. Analyze the requirements and expectations of a short- term mission’s experience. B.

Formulate a personal vision for the short-term mission experience while building a network of prayer and financial support. C. Develop field-tested ministry skills while gaining a realistic perspective of missionary life and work. D. Log hours and reflect in a journal of the professional and spiritual benefits of the short-term mission experience.

Education Core

Courses

Course Title

Textbook

Description

Student Learning Outcomes

EDUC101

Philosophy of Education

3

Knight, George R. (2006). Philosophy & education: An introduction in Christian perspective . MI: Andrews University Press. ISBN: 978-

1-883925-54-3

This course examines the major philosophies of education from the classic philosophies of the early development of education to the more progressive and lenient ones of today. Principles of educational philosophies will be investigated from a Christian perspective.

Discussions and assignments will guide students in developing their own philosophy of education which will be the basis of their becoming teachers who will raise the quality of curricula, develop innovative teaching methods, and enhance the overall educational experience for all learners.

A. Discuss characteristics of educational philosophies from classic era to present day. B. Articulate the basic tenets of prominent educational philosophies. C. Identify how Christian perspectives either do or do not fit into educational philosophies from classic era to present day. D.  Understand how an educator’s philosophy of education impacts the educational experience of learners in his or her classroom.

EDUC331

Teaching Language Arts & Reading

3

Marzano, Robert & Simms, Julia. (2018). The New Art and Science of Teaching Reading. IN: Solution Tree Press. ISBN: 978-

1945349676

Marzano, Robert & Tuchman, Kathy. (2018). The New Art and Science of Teaching Writing. IN: Solution Tree Press. ISBN: 978-

1945349362

This course provides materials, methods, and techniques of instruction, and demonstrates strategies in correlating the language arts program including reading and writing. It provides various techniques and methods of reading instruction for word recognition, and literal, interpretive, and critical comprehension skills.

Strategies are presented for language development.

1. Understand and explore which instructional strategies are best suited to teaching reading and writing skills, and gain specific examples for implementing these strategies.
2. Create a reading and writing lesson plan utilize general and specific strategies to improve the learning environment of the classroom and obtain desired student learning outcomes for Language Arts.
3. Develop a portfolio of free reproducible activities, rubrics for assessing student reading ad writing, writing assessment examples, reading and writing checklists, and more for classroom use.
4. Utilize an advance organizer as a quick reference of all strategies to assist in designing Language Art curriculum and planning lessons.

EDUC231

Teaching Mathematics

3

Lang-Raad, Nathan & Marzano, Robert. (2018). The New Art and Science of Teaching Writing.

IN: Solution Tree Press. ISBN: 978-

1945349652

This course discovers a variety of math strategies, tools, and methods of teaching mathematics for every step of the process, from articulating learning targets and conducting math lessons to engaging students, tracking progress, and celebrating successes.

A. Understand and explore the teaching framework that will optimize methods and establish best practices in teaching mathematics. B. Describe the four-step process of math teaching strategies. C. Discuss the chapter’s guiding questions for curriculum design to support planning and aid in reflection as a mathematics teacher. D. &Create a mathematics lesson plan developing an understanding of which of the elements of instruction are most effective in the mathematics classroom and in which types of lessons should be used when teaching mathematics.

EDUC321

Teaching Social Studies

3

Kopp, Kathleen. (2017). Teaching Social Studies Today. 2nd Edition. CA: Shell Education.

ISBN: 1425812102

This course focuses on implementing social studies instruction with a language arts instructional lens. It addresses effective research-supported ways to differentiate instruction, as well as how curriculum can be extended, accelerated, and enriched. The course discovers various teaching methods and techniques, up-to-date research-based theory and practical applications, and easy-to- implement strategies and techniques in teaching social studies.

A. Understand and explore the teaching framework that will optimize methods and establish best practices in teaching social studies. B. Discuss teaching social studies methods and strategies. C. Create a social studies lesson plan developing an understanding of which of the elements of instruction are most effective in the social studies classroom and in which types of lessons should be used when teaching social studies. D. Organize a portfolio of examples of social studies activities, lesson plans and strategies.

EDUC233

Teaching Science

3

Bass, J., Carin, A., Constant, T., & Tweed, A. (2018)

Teaching Science Through Inquiry- Based Instruction, 13th Edition. NY: Pearson. ISBN: 9780134516790

This course explores science activities explaining

related theory and research- based instructional strategies. Science is discovered through

physical, engineering design and earth and space science activities. The content presents real-world learning environments, and evaluates understanding, encourages reflection and extension of science learning.

A. Discuss physical, life, engineering design and earth and space science activities. B. Prepare and present an inquiry- based science lesson plan. C. List technology tools and resources for learning and apply them in a positive classroom environment. D. Organize a portfolio of examples of science activities, lesson plans and strategies.

EDUC431

Teaching Health & P.E.

3

Lumpkin, A. (2021) Introduction to Physical Education, Exercise Science, and Sport, 11th Edition. NY: McGraw Hill. ISBN: 9781260253184

This course discovers the diversity of physical education, health, exercise science, and sports.

Students are introduced to the heritage, current programs, and future career potential in these fields. Focus is placed on preparing students to teach physical education, exercise science, health, and sports in diverse settings.

1. Discuss and explore physical education, health, exercise

science, and sports’ activities.

1. Prepare and present a physical education, health, exercise science, or sports’ lesson plan. C. Create and a apply a list of physical

education activities and reflect on how to implement them in a positive learning environment.

D. Organize a portfolio of examples of physical education, health, exercise science, and

sports’ activities.

EDUC322

Teaching the Fine Arts

3

Brynjolson, R. (2010). Teaching Art: A Complete Guide for the Classroom. Portage & Main Press, Winnipeg, Manitoba.

This course incorporates new developments in art education. It provides extending and adapting art exercises to include in the curriculum. Students will learn how to set up an art- friendly classroom. This course discovers art and assessment with basic art elements and principles. Art is experienced through best- practices.

A. Discuss how to integrate art with core curricula. B. Demonstrate using art and illustration as a companion to writing. C. Create and present a lesson plan using creativity and problem solving with art mediums. D. Develop a portfolio of art activities, lesson plans and examples.

EDUC323

Teaching Music

3

Abril, C & Brent, G. (2016). Teaching General Music: Approaches, Issues,

and Viewpoints (1 st Ed.). Oxford University Press.

ISBN: 9780199328109

This course provides a variety of teaching approaches and methods in teaching music. These pedagogical frameworks guides students in planning and implementing instruction. Established approaches to teaching general music must be understood, critically examined, and possibly re- imagined for their potential in school and community music education programs.

A. Discuss how to integrate music with core curricula. B. Examine prevalent approaches to teaching general music, including Dalcroze, Informal Learning, Interdisciplinary, Kodály, Music Learning Theory, Orff Schulwerk, Social Constructivism, and World Music Pedagogy. C. Create and present a music lesson plan. D. Develop a music portfolio of activities, lesson plans and examples.

EDUC332

Foundations in Special Education

3

Turnbull, A., Turnbull, R., & Wehmeyer, M. L. (2010). Exceptional lives: Special

education in today’s schools. Upper Saddle River, NJ: Pearson.

This course introduces students to the historical, legal, philosophical, and ethical underpinnings of special education.

Examines the characteristics of students with exceptionalities, instructional planning for exceptional students, inclusive practices, and collaboration among exceptional students, their families, and school personnel.

A. Demonstrate understanding of special education philosophy, history, legislation, and ethical considerations through class discussion and written reflection papers. B. Create a positive, inclusive classroom community for students with disabilities through a class presentation that describes instructional interventions, accommodations, adaptations, and modifications that are appropriate for students with one of these types of disabilities. C. Demonstrate their understanding of the characteristics of high-quality inclusive education, including collaboration among school personnel, students, and families, through a written description of their ideal inclusive classroom. D. Create an Individualized Education Plan (IEP) in order to provide accommodations for students with disabilities in an inclusive classroom.

EDUC324

Development of Curriculum & Assessment

3

Bondi, J. & Wiles, J. (2014). Curriculum development, A guide to practice

(9th Ed.) Enhanced Pearson.

This course provides students with the opportunity to investigate, and work with, the theories, processes, and skills for curriculum development, instructional planning and assessment. Students present an educational program using curriculum design methodology and incorporating objectives, content, learning characteristics, and assessment with special attention on the full range of disabilities, differentiated instruction, teaching methods, learning resources, and evaluation methods.

A. Demonstrating knowledge of, and the ability to link, the theory and concepts germane to curriculum development with the FL State Standards. B. Developing an activity-based curriculum plan including assessments. C.  Observing and reflecting on classroom experience. D. Designing a three-part curriculum plan including unit goals and objectives, core activities,

project activities, and outcomes.

EDUC232

Methods of Teaching ESOL

3

Chamot, Anna Uhl.

The CALLA

Handbook . 2nd ed. Pearson ESL, 2009.

This course prepares students in the use of materials and techniques for teaching English to speakers of other languages through mathematics, science, social studies and language arts. Emphasis is placed on the SIOP and CALLA approaches and the use of listening, speaking, reading and writing skills across the content areas. Methods of teaching English to speakers of other languages through the content areas are to be explored.

A. Develop Learning Strategies posters incorporating learning strategies that appeal to certain learning styles. B. Develop lesson plans designed to teach mathematics, science, social studies and language arts in English to speakers of other languages, integrating reading, writing, listening, and speaking.

C. Demonstrate knowledge by participating in Discussion Boards. D. Prepare a virtual portfolio of lesson plans that uses materials and techniques for teaching English to speakers of other languages across the content areas.

EDUC421

Classroom Management & School Law

3

Burden, P. (2020). Classroom Management: Creating a Successful K-12 Learning

Community, 7 th Edition. CA: Jossey- Bass. ISBN: 9781119639824

Dayton, J. (2018). School Law for Everyone: The Essential Guide. CA: Create Space Publishing. ISBN: 9781717103888

This course focuses on effective classroom management and applies school law that is essential for creating environments that foster appropriate social interactions and engaged learning for students in K-12

settings. It focuses on preventing student misbehavior, responding to challenging situations, connecting essential principles of law to current policies and practices and involving students in building positive classroom communities. Teaches useful practice skills and practice tips for effectively putting legal knowledge into practice in schools.

Methods for fostering positive student behavior, insights on the root causes of misbehavior, and strategies for helping students set high expectations are developed in the course.

A. Discuss and explore classroom management and school law case studies and reflect upon them. B. Prepare a classroom management plan. C. Review school law cases and report on them. D. Organize a portfolio of classroom management and school law examples of tables, charts, figures, flowcharts, visual aids, and summaries.

EDUC346

Children’s

Literature

3

Stoodt, Barbara D., Amspaugh, Linda B., and Hunt, Jane.

Children’s Literature Discovery for a Lifetime (4th edition), Upper Saddle River, New Jersey. Prentice Hall Regents, 2008. Print.

Children’s Literature is designed to present an introduction to children’s literature, storytelling and story writing. It will include current trends in children’s literature, a history of

children’s literature, types and levels of children’s literature, critiquing books and magazines, and guiding children’s literature selections. This course will discuss the role of excellent children’s literature in the

child’s emotional, moral, and intellectual development.

A. Discuss teaching children’s literature methods and strategies. B. Complete reading activities to answer questions to share. C. Create a children’s literature portfolio with Newberry and Caldecott book reviews to utilize in the future.

D. Present a picture or poetry children’s book presentation using introduction, middle and end questioning in order to keep children engaged throughout the reading.

EDUC421

Methods in Education

3

Bizar, M. & Daniels

H. (2005). Teaching the Best Practice Way: Methods that Matter, K-12. Portland, Maine, CO: Stenhouse Publishers.

Van Brummelen, Harro (2009). Walking with God in the classroom: Christian approaches to learning and teaching. (3rd ed.) Colorado Springs, CO: Purposeful Design (ACSI).

ISBN: 978-1-886-

31904-2

FTCE General Knowledge Test Prep, Newstone FTCE Test Prep Team ISBN: 978-1-

1989726693

This course is designed to guide students in learning and using techniques for devising educational: instruction; goal setting; objectives; best practices in teaching; assessment; planning; and, outcomes.

Much attention is given to students researching effective and efficient ways of teaching, practicing with the discovered strategies, and using the tactics with a diversity of learners.

Special emphasis is placed on preparing the students for completion of successful teacher certification by the end of the course.

A. Discuss and explain the various techniques of instruction, including technology assisted instruction to others and present them in a format that mirrors a classroom setting via performance-based activities. B. Create lessons that encourage student achievement through curriculum development. C. Write a paper through research based best practices in teaching. D. Complete teacher test-prep questions and schedule to take the exam.

EDUC409

Student Teaching Internship

12

Internship

This course is an individualized field education program supervised by the online professor and conducted under the direction of school teacher and coordinator. The purpose of student teaching internship is to give the senior a culminating experience through an opportunity to apply principles and theory learned in the course to teaching in a classroom.

A. Plan and organize the student teaching with a Christian school. B. Log hours and reflect on the experience in student teaching. C. Develop skills for serving in a Christian school. D. Present lessons to a class and create a portfolio collecting samples of resources for future classrooms.

Ministry Core

Courses

Course Title

Textbook

Description

Student Learning Outcomes

MIN222

Essentials in Ministry

3

Brodersen, B. Essentials in Ministry. Calvary Chapel Publishing. ISBN: 9781597510332

This course examines the essentials in ministry, developing vision and strategic planning skills, and shaping a philosophy of ministry which can be used in ministering to the needs of God’s people.  This course introduces a wide variety of ministry exposure preparing students for ministry practicums.

A. Develop good people skills as to listen, understand, and effectively minister to the needs of people. B. Formulate a personal philosophy of ministry.

C. Discuss how to minister to diverse people. D. Create a ministry plan to serve.

MIN101

Ministry Practicum 1

12

Vogel, Jim, ed. The Pastor: A Guide for God’s Faithful Servant . Arlington Heights: Regular Baptist Press, 2013.

This practicum is to be completed the freshman year. Ministry is the focus of PMC and every student will graduate with hands-on ministry experience applying the skills that they have learned in the classroom to current ministry. The goal is to prepare students for future ministry careers through admissions, course work, practicums, internships and into their future careers upon graduation.

Fall A & B, Spring A & B: A. Attend and log how to conduct a wedding or ministry event. B. 8-week term: Attend and log how to conduct a communion or ministry event. C. 8-week term: Attend and log how to conduct a baptism or ministry event. 8- week term: D. Attend and log how to conduct a funeral or ministry event. These ministry services may be completed in the order that they are offered during the year. 2-terms per year must be served for 6 credit hours: 3 credits each.

MIN201

Ministry Practicum 2

12

Log, online handouts & resources and portfolio

This practicum is to be completed the sophomore year. Ministry is the focus of PMC and every student will graduate with hands-on ministry experience applying the skills that they have learned in the classroom to current ministry. The goal is to prepare students for future ministry careers through admissions, course work, practicums, internships and into their future careers upon graduation.

Fall A & B, Spring A & B: A. Choose a ministry that God has called you to. B. Plan out ministry service with the head of the organization. C. Fill out the log and reflection. D. Complete the self-evaluation and have the supervisor complete the overall evaluation. 2-terms per year must be served for 6 credit hours: 3 credits each.

MIN301

Ministry Practicum 3

12

Log, online handouts & resources and portfolio

This practicum is to be completed the junior year. Ministry is the focus of PMC and every student will graduate with hands-on ministry experience applying the skills that they have learned in the classroom to current ministry. The goal is to prepare students for future ministry careers through admissions, course work, practicums, internships and into their future careers upon graduation.

Fall A & B, Spring A & B: A. Choose a ministry that God has called you to. B. Plan out ministry service with the head of the organization. C. Fill out the log and reflection. D. Complete the self-evaluation and have the supervisor complete the overall evaluation. 2-terms per year must be served for 6 credit hours: 3 credits each.

MIN401

Ministry Practicum 4

12

Log, online handouts & resources and portfolio

This practicum is to be completed the senior year. Ministry is the focus of PMC and every student will graduate with hands-on ministry experience applying the skills that they have learned in the classroom to current ministry. The goal is to prepare students for future ministry careers through admissions, course work, practicums, internships and into their future careers upon graduation.

Fall A & B, Spring A & B A. Choose a ministry that God has called you to. B. Plan out ministry service with the head of the organization. C. Fill out the log and reflection. D. Complete the self-evaluation and have the supervisor complete the overall evaluation. 2-terms per year must be served for 6 credit hours: 3 credits each.

MINI424

Ministry Internship

12

Internship

The student will participate in a culminating ministry internship. The college offers many trips annually to participate in to gain missions and ministry experience. The internship is supervised an on-site approved ministry professional. The internship is conducted through an approved mission agency or local church. Prior approval from the professor is required for the internship and its on-site supervision.

A. Plan and prepare interviews with ministry administrators B. Formulate a personal vision for the short-term mission experience while building a network of prayer and financial support. C. Organize a conference, event, or ministry experience. D. Log hours and reflect in a journal of the professional and spiritual benefits of the ministry experience.

Gen. Ed. Courses

Communica-tion Courses

Textbook

Description: Students must take at least 1 course in each of the 5 Gen. Ed. Categories: 15 credits total.

Student Learning Outcomes

ENGL101

English

3

Kirszner, Laurie G.,

This course is an

A. Understand the written

Comp. I

and Stephen R.

introductory course that

process which includes all basic

Mandell. Patterns

presents the basic tools of

English composition concepts.

for College Writing:

clear, effective written

B. Develop, practice, and

A Rhetorical Reader

communication and guides

improve writing skills

and Guide . 13th ed.

the student through the

throughout the different

Boston, MA:

process of writing effective

patterns of writing. C. Critically

Bedford/St.

essays, from prewriting

reflect upon various writings

Martin’s, 2015.

stages to the finished draft.

and create arguments based off

The course will also

of critical analysis performed.

introduce techniques

D. Perform research that

necessary for maintaining

includes discovery and

integrity in research

assessment of information as

through the use of APA and

well as achieving proper

MLA documentation. Critical

documentation of scholarly

thinking, information

sources.

literacy, and critical

analysis are all integral

parts of this course.

SPCH201

Fundamentals of Speech

3

Lucas, Stephen E.

This course provides theory

A. Recall, understand, and

(2012). The Art of

and practice in

discuss the material through

Public Speaking ,

extemporaneous speaking.

assigned reading and textbook

11th Ed., New York:

Class lectures cover

questions. B. Create outlines for

McGraw-Hill.

presentation style, speech

organization, gestures and

informative and persuasive

speeches. C. Write journal

facial expression, and vocal

entries that explore

emphasis. Student

communication affect and

speeches provide

perceived competence as well

opportunity to demonstrate

as reflection of delivery styles

knowledge, competency,

and speech mechanisms. D.

and skills.

Create speeches to be

evaluated for outline

preparation, content, and

delivery.

ASL214

American

3

Stewart, D. &

This course introduces

A. Discuss deaf community and

Sign

Stewart, J. (2021).

American Sign Language in

culture. B. Learn and practice

Language

Barron’s American

a practical way. It places

sign language. C. Create a

Sign Language: A

emphasis on the

video in sign language. D. Apply

Comprehensive

community and culture of

how sign language is beneficial

Guide to ASL 1 and

people who are deaf.

in ministry today.

2 with Online Video

Examples and practice are

Practice. Barron’s

provided to grasp and learn

Educational Series.

signs in orrder to begin

ISBN-13: 978-

communicating in sign

1506263823

language.

Social Science

Courses

Textbook

Description

Student Learning Outcomes

HIST 211

US History I

3

U.S. history (Open Stax). 2020 (free open access college text) https://human.libret exts.org/Bookshelve s/History/National_Hi story/Book%3A_U.S.

_History_(OpenStax)

The textbook for this course is a college-level textbook available free online. Many colleges and universities are taking advantage of these quality open textbooks.

The history of the United States from the earliest settlements through the establishment of the nation and the adoption of its constitution and into the Civil War and Reconstruction period to 1877 will be examined in this course.

A. Understand significant aspects of culture, society, and politics that shaped the American civilization through 1877. B. Discuss and reflect on the reading. C. Articulate insights concerning past events and ideas, including the recognition of major historical turning points, and historical cause and effect. D. Construct and intelligently communicate historical essays that are informed by class notes/discussion or their reading for the course.

SCIN322

Earth Science

3

Skinner, Brian J. and Barbara W. Murck. The Blue Planet: An Introduction to Earth System 

Science, 3rd ed. New York, NY: John Wiley & Sons, Inc., 2011.   Morris, John D. The Young Earth. Green Forest, AR: Master Book, 2015.

This course introduces earth science from a creation science perspective.  Earth sciences, to include astronomy, geology, hydrology, oceanography, and meteorology, will be examined in the light of God’s orderly creation and continued involvement in it. General theories of earth science will be examined and discussed in light of the Bible’s explanations for the appearance of Earth.

A. Discuss and reflect on the reading. B. Recall course content through unit exams. C. Evaluate and report on a current news item. D. Conduct an individual research project.

SCIN321

Life Science

3

Silvius, John E., Biology, Principles and Perspectives, 4th Edition;

Dubuque, Iowa: Kendall/Hunt Publishing Company

This course introduces life science, living organisms at every level of biological complexity, from a creation science perspective. Course topics discussed will include biological organization and hierarchy, energy and nutrient flow cycles, population biology, genetics and reproduction, and cellular biology. Underlying this course will be the concept of biological

stewardship – the idea that all humans are required by God to be careful and thoughtful in our usage of Earth’s limited resources.

A. Identify and summarize basic principles and concepts from Biblical and creation science perspective. B. Evaluate current scientific events in the news from a Christian perspective. C. Research and report on a specific life-science related concept. D. Articulate scriptural perspectives on current scientific issues.

PSYC101

General Psychology

3

Myers, D. G. (2011). Exploring Psychology (8th ed). New York: Worth

Publishers.

This course is designed to provide a basic introduction to the principles of the science of human behavior. The course will  consider the topics of the historical roots of psychology, the physiological basis of behavior, motivation, perception, learning frustration, emotions, personality, and applied areas.

A. Develop an awareness of the general study of psychology. B. Discuss and understand the influences of human behavior.

C. Explore and study in the area of psychology and counseling. D. Apply principles of personal adjustment in general psychology.

Humanities

Courses

Textbook

Description

Student Learning Outcomes

ARTT102

Art Appreciation

3

Jacobus, L. & Martin, D. (2019). Humanities through the Arts: 10th Edition. New York: McGraw-Hill. ISBN: 9781259916878

This course explores humanities with an emphasis upon the arts as an expression of cultural and personal values, examining the relationship of the humanities to important values, objects and events. Emphasis is placed on art form from painting, sculpture, photography, and architecture to literature, music, theater, film, and dance.

A. Discuss and reflect on the reading. B. Create a piece of art through a chosen medium.

C. Evaluate and report on art and the relationship to humanities. D. Create a portfolio with exploring art forms with examples.

MUSC103

Music Appreciation

3

Kamien, R. (2022). Music Appreciation: 13th Edition. New York: McGraw-Hill. ISBN: 978-

1260719345

This course introduces fundamental knowledge and understanding of music on any level and direct awareness of music rather than information about it. Students will learn about musical periods of traditional Western European classical repertoire and their composers. In addition, the fundamentals of basic terminology are music notation, instrumentation, tempo, rhythm, melody, harmony, key, texture, musical forms, meters, Elements-sound, pitch, tone colors, and dynamics. It will also cover performance, musical styles, Gregorian Chant (the Church Modes), sacred music in the Renaissance, opera, concerts, and more. The goal is to impart a love for classical music.

1. Describe musical form and style throughout the centuries.
2. Discuss composers’ music from different historical periods and their relationships. C. Identify musical compositions from various composers and the time it was created. D. Listen to music and associate it with the seven eras of Western Music History (Ancient, Medieval, Renaissance, Baroque, Classical, Romantic, and Modern).

PHIL103

Life, Ethics & Worldview

3

RAE, S. B. (2016).

Introducing Christian Ethics: A Short Guide to Making Moral Choices. Grand Rapids, MI: Zondervan. ISBN: 978-0-3105-2118-1

SIRE, J. W. (2009).

The Universe Next Door: A Basic Worldview Catalog. Downers Grove, IL: InterVarsity Press. ISBN: 978-0-8308-

3850-9

This course studies the basic principles that lead to a fulfilling life, stimulating the examination of the meaning and purpose of life. Emphasis will be given to the students acquiring of principles and practices leading to continued growth and maturity, ethical behavior, and decision-making. Attention will be given to the definition, development, and implementation of a personal worldview, equipping the student for service and leadership in an ever-changing world.

A. READ (J/S – A) and BUILD (F/S – C) a knowledge base for understanding key ethical terms, concepts, and applied principles. B. DEMONSTRATE (F/S – PSY) comprehension of the basic elements of assorted worldviews. C. DISCUSS (J/S –

A) course-related topics in a vigorous, well-informed, and courteous manner with classmates. D. FORMULATE (F/S – A) a personal worldview from biblical research and COMPOSE (F/S – A) it in response to formative questions.

ARTT312

Media

3

Woods, Robert H.,

In this course, students will

A. Understand how to use

Appreciation

and Paul D. Patton.

develop media evaluation

critical analysis to analyze and

Prophetically

skills and employ these

assess media content and

Incorrect: A

skills to critically analyze

technology. B. Evaluate if media

Christian

mass media using biblical

messages advance or question

Introduction to

discernment. Emphasis will

the dominant consciousness in

Media Criticism .

be placed on critical

the U.S. C. Know how to

Grand Rapids, MI:

thinking and the process of

develop an argument, use

Brazos, 2010. Print.

defining and developing a

critical thinking in analyzing

prophetic voice that

arguments, and properly

questions the dominant

document research. D.

consciousness of American

Understand how values and

society advanced through

ideals are communicated in

mass media. The course

mass media.

acquaints students with

these practices through a

process of reading,

analyzing, interpreting,

writing, and thinking

critically about various

examples of media content

and technology.

Math

Courses

Textbook

Description

Student Learning Outcomes

Math101

Mathematics

3

Pirnot, Thomas.

This course is designed to

A. Understand and relate

I

Mathematics All

provide an interdisciplinary

formulae and principles from

Around, 5 th edition.

approach to quantitative

problem solving, set theory,

Pearson. 2014.

literacy, critical thinking,

and the relevance of

logic, number theory, linear

algebra, and consumer math. B.

mathematics in society.

Apply course content from

Selected topics include set

problem solving, set theory,

theory, logic, number

logic, number theory, linear

theory and the real number

algebra, and consumer math. C.

system, algebraic models,

Discuss linking math topics to

and consumer math.

personal experience, focusing

Computer technology will

on recognizing math principles

be used throughout the

as they appear in real-world

course to explore these

applications. D. Create a

concepts.

personal budget worksheet

which implements basic math

computation skills.