HANDBOOK May 2015 for Academic Year

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1 HANDBOOK May

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3 HANDBOOK May 2015 for Academic Year

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5 CONTENTS Introduction... 1 Name... 3 Mission, Vision, Goals, and Objectives... 5 History... 7 Headquarters and Hours of Operation... 8 Distinctives... 9 Accreditation, Authorization, and Commendation Help Center, Learning Resources, and Technical Requirements Degree and Certificate Programs Bachelor of Ministry (B.Min.) Bachelor of Theology (B.Th.) Master of Ministry (M.Min.) Master of Theology (M.Th.) Doctor of Ministry in Global Church-Based Theological Education (D.Min. GCBTE) Doctor of Ministry in Theology in Culture (D.Min. TIC) Certificate of Ministry (C.Min.) Certificate of Theology (C.Th.) Notes on Degree and Certificate Programs Course Descriptions and Competency Sets Life and Ministry Development Portfolio Leadership Series I Modules Leadership Series II Modules Integrated Ministry Plans Major Projects Ministry Practicum Teaching Practicum Paradigm Transformation Project Seminars Biblical Theology in Culture Seminars Doctoral Major Projects General Education Integrated Core Community Service Learning Great Books Reading Program Other/Free Electives... 36

6 Faculty, Administration, Board, and Certified Leaders Unbundled Approach to Faculty Faculty Members Administration and Board Certified Leaders Assessment Intellectual Property Rights, Complaints, Student Privacy, and more Intellectual Property Rights Complaints Student Privacy Academic Freedom Student Identity Enrollment Information Admission Requirements Application Process Registration and Enrollment Sample Scenarios for Program Plans Grades, Credits, Transcripts, and Student Integrity Transfer Credit Graduation and Diplomas Financial Information Portfolio System Tuition Course Materials Total Costs for Programs Payment Schedule Enrollment Agreement and Refund Policies Financial Aid Overviews of Degree and Certificate Programs Bachelor of Ministry (B.Min.) Bachelor of Theology (B.Th.) Master of Ministry (M.Min.) Master of Theology (M.Th.) Doctor of Ministry in Global Church-Based Theological Education (D.Min. GCBTE) Doctor of Ministry in Theology in Culture (D.Min. TIC) Certificate of Ministry (C.Min.) Certificate of Theology (C.Th.) Application for Admission Form... 93

7 INTRODUCTION Welcome! It is my privilege to introduce to you the Antioch School of Church Planting and Leadership Development, the result of more than a 40-year journey. In the early 1970s we began to construct processes within our own local church to equip our pastoral and mission leaders. After more than a decade of working this out, not only in our own setting but also in national and international settings, I became convinced that the formal theological education system needed to become secondary to a system that put local churches back at the center of assessment and recognition for preparedness for ministry leadership. Over the subsequent two decades, with assistance from leaders in theological education and non-formal education like Dr. Ted Ward and Dr. Walter Kaiser, we began to engage the global conversation surrounding theological education and called for radical change at every level of theological education and missions. What became increasingly clear to us over these 30 years was the need to provide a bridge from the old paradigm of formal theological education to the new, emerging paradigm of church-based theological education. In 2002 I approached Stephen Kemp, then a Vice President of Moody Bible Institute, to join our executive staff to help us develop that bridge. After almost five years of work and preparation, we announced our new Antioch School of Church Planting and Leadership Development a thoroughly church-based theological education process that possesses many of the positive aspects of the formal education system. In this exciting time in church history, our prayer is that God will use the Antioch School to impact the future of theological education raising up a new generation of church planters in North America and accelerating church-planting movements worldwide, as the gospel explodes in the Global South. Jeff Reed, President The Antioch School is a school without the schooling paradigm. I like that the word Antioch comes first in our name because the endeavor is firmly rooted in the Antioch tradition of churchbased theological education and the spontaneous expansion of the gospel. Yet, academic degrees are an important form of cultural currency in most of the world. The Antioch School maintains high standards of achievement represented by academic credentials but is a totally different way to approach ministry training. It is not just another nontraditional version of formal theological education institutions. The central context of student development in Antioch School programs is the work of the Holy Spirit in local churches, church networks, and church-planting movements. Learning occurs in-service and in the context of genuine communities of faith with wise leaders. The quality of degrees is assured by rigorous utilization of competency assessment. We recognize academic credentials for what they are but not as a replacement for church credentials, which may include academic credentials as a subset. It is an incredible privilege to lead such a strategic instrument as the Antioch School in the effort to accelerate church-planting movements worldwide by training leaders in the way of Christ and His Apostles. Stephen Kemp, Academic Dean 1

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9 NAME The name Antioch School of Church Planting and Leadership Development was carefully chosen. Each main word has tremendous significance. Antioch Our approach to theological education is rooted in the Antioch tradition, which was the dominant expression of how to do church and develop leaders in the first three centuries of the Church. Roland Allen refers to this as the way of Christ and His Apostles (in Missionary Methods: St. Paul s or Ours?). It means that we affirm the biblical pattern known as the Pauline Cycle of evangelizing strategic cities, establishing local churches, and entrusting the churches to faithful men. We recognize Paul s letters as establishing tools to use in the process of building strong churches. The teaching or sound doctrine is not cold, abstract theological knowledge, but woven naturally into Paul s letters, which address the family and community situations of churches. Lastly, theological education itself is seen as fundamentally church-based according to the model of Paul and Timothy, whereby leaders develop through real ministry experiences and mentoring in the context of churches. School When most people think about school, they think of campuses, classrooms, credits, exams, etc. However, these are the common attributes of the schooling paradigm, not necessarily school itself. It is academic credentials granted by these institutions that distinguish them from other institutions that also provide training and development. The Antioch School is not a school in terms of the schooling paradigm, but it is a school because it grants academic credentials. Church Planting The most exciting things that God is doing in the world today are closely connected with grassroots church-planting movements. Churches and missions in North America and around the world have church planting at the forefront of their ministry strategies. We think this is in keeping with the Antioch tradition and the way of Christ and His Apostles. Therefore, the Antioch School has positioned itself to serve the needs of churches, networks, and church-planting movements that recognize the priority of church planting, not just church renewal. However, the Antioch School is not just for church planters, but for those who are aligned with the core values of church planting movements. 3

10 Leadership Development Many church-planting movements have not seen lasting fruit because the churches were not firmly established. The key to building strong churches that endure for generations and impact culture is the development of strong leaders who are rooted in the gospel and the teaching of the Apostles. The Antioch School combines leadership development with academic credentials, for those who need the disciple and cultural currency of an academic program to accomplish their ministry objectives. 4

11 MISSION, VISION, GOALS, AND OBJECTIVES The mission of the Antioch School is to provide quality distance education opportunities for students to earn academic credit, certificates, and degrees through ministry leadership development programs that are truly church-based and competency-based. The vision of the Antioch School is to support the tremendous spontaneous expansion of the Gospel in the twenty-first century as churches, church networks, and ministry organizations use the resources of BILD International for church-based theological education. By the end of 2016, we envision more than 1000 North American students enrolled in the Antioch School. The goals or general objectives of the Antioch School are to provide academic credit, certificates, and degrees to students who show competency in: 1. Comprehensive development in character, skills, and knowledge for effective ministry. 2. Life development and lifelong learning orientation. 3. Recognition of and participation in the centrality of the local church in the plan of God. 4. Ability to master biblical content, to benefit from significant contributions of scholars, and to build strategic models of ministry accordingly. The specific objectives of the Antioch School are to: Provide ministry programs to help train those who desire to be part of a leadership and ministry team that is one-minded in ministry vision and philosophy. 1. Mastery of Scripture relevant to church and leadership development, particularly through study of the biblical theology of Acts and the Pauline Epistles. 2. Reflection on the contributions of leading scholars regarding church and leadership development. 3. Address the pertinent issues related to church and leadership development and analyze Scripture and other contributions related to those issues. 4. Formulate conclusions, personal applications, and ministry implications regarding those issues. 5. Develop a foundational understanding through an integrated core of interdisciplinary studies (for Bachelors programs). 6. Obtain advanced mastery through substantial implementation in real ministry situations and careful evaluative reflection on that implementation (for Masters and Doctoral programs). 5

12 7. Identify and address paradigm-level issues in theological education, doing theology, hermeneutics, missions, and Christian education (for Doctoral programs). 8. Build biblical philosophy in each of these areas (for Doctoral programs). 9. Construct and evaluate strategic models and tools that integrate biblical philosophy with contemporary ministry situations (for Doctoral programs). Provide theology programs to help train those who desire to understand thoroughly the unfolding message of Scripture itself as a guidebook for life and ministry, paying special attention to the implications of that message in one s personal life, ministry, and culture. 1. Mastery of Scripture using a biblical theology approach, which allows the teaching of the Bible to unfold naturally according to author s intention and literary design with special attention to genre and overarching themes of each Bible book. 2. Reflection on the contributions of leading scholars regarding biblical theology and theology in culture. 3. Address the pertinent issues related to biblical theology and theology in culture and analyze Scripture and other contributions related to those issues. 4. Formulate conclusions, personal applications, and ministry implications regarding those issues. 5. Develop a foundational understanding through an integrated core of interdisciplinary studies (for Bachelors programs). 6. Obtain advanced mastery of biblical theology, particularly through study according to the eight canonical sections of the Bible (for Masters and Doctoral programs). 7. Develop a framework for beginning to use the canonical sections in both life and ministry (for Masters and Doctoral programs). 8. Identify and develop the key theological and hermeneutical themes for the entire Bible based on study of each Bible book, canonical section, and testament (for Doctoral programs). 9. Produce a comprehensive exegesis of a particular culture (for Doctoral programs). 10. Articulate the specific relation of biblical theology to that culture (for Doctoral programs). 11. Design strategic ministry models and tools to implement the theological and hermeneutical themes in that culture (for Doctoral programs). 6

13 HISTORY There are several key dates in the history of the Antioch School of Church Planting and Leadership Development: 1. In 1972 Jeff Reed sought to develop his ministry gifts in the context of a local church ministry. Reed was directed in an ordered learning process by Pastor Jim Schierling of Ontario Baptist Church that was comparable to a seminary education but based in a substantial mentoring relationship and extensive ministry experience in a local church. 2. In 1975 Reed was commissioned by the elders of Ontario Bible Church (formerly Ontario Baptist Church, then Oakwood Road Church, now CityChurch of Ames-Des Moines) to develop resources that would allow others in the church to go through a similar process of being equipped for ministry that would be similar to his experience. After more than a decade of working this out, he became increasingly convinced that the formal theological education system needed to become secondary to a system that put local churches back at the center of assessment and recognition for preparedness for ministry leadership. 3. In 1986 BILD International (Biblical Institute of Leadership Development) was formalized to advance the philosophy of church-based theological education, provide resources to support church-based theological education efforts, and help network individuals and organizations doing church-based theological education. In the early 1980s, Reed was invited by Keith Cook (an elder of Ontario Bible Church) to travel to India to see if the ministry apprenticeship resources could be used to train the multitude of untrained pastors there. The idea was welcomed by India pastors and Reed began seeking funds to support the endeavor. As he approached North American churches, many of them became interested in the ministry apprenticeship resources themselves. Over the next two decades, with assistance from leaders in theological education and non-formal education like Dr. Ted Ward and Dr. Walter Kaiser, it has engaged in the global conversation surrounding theological education and called for radical change at every level of theological education and missions. 4. In 2006 the Antioch School of Church Planting and Leadership Development (hereafter called Antioch School ) was established. It was a logical next step in the process of 30+ years of support for church-based theological education as we recognized changes in the higher education landscape. Accreditation agencies were increasingly focused on educational outcomes, which is an area of strength in our programs. The Antioch School gives us the opportunity to grant academic credentials that fit perfectly with the church-based leadership development programs of partners. 7

14 5. In 2010, the Antioch School received accreditation from the Distance Education and Accrediting Commission* (DEAC), formerly known as the Distance Education and Training Council (DETC). The Antioch School is the first and only truly church-based and competency-based to be accredited by an agency recognized by the Council on Higher Education Accreditation (CHEA) and the U.S. Department of Education. The DEAC is the premier accrediting agency and the gold standard for institutions using non-traditional educational formats. We look to 1986 as our founding date because the programs being offered now by the Antioch School are principally the same as the programs offered for nearly two decades. *The Antioch School of Church Planting and Leadership Development is accredited by the Accrediting Commission of the Distance Education and Accrediting Commission (DEAC), th Street, NW, Suite 2, Washington, DC 20009, (202) , HEADQUARTERS AND HOURS OF OPERATION The headquarters of the Antioch School is located at 2400 Oakwood Road, Ames, Iowa (along with the headquarters of BILD International and the CityChurch of Ames-Des Moines). Office hours are 9:00am-6:00pm Central Time. The office is closed on New Year s Day, 4 th of July, Thanksgiving, and Christmas. 8

15 DISTINCTIVES The Antioch School is distinctive in many ways, but particularly because of two foundational concepts. It is truly church-based and competency-based. Church-Based Church-based is central to the whole concept of the Antioch School. The idea of churchbased theological education (C-BTE) has been addressed in a series of nine white papers presented by Jeff Reed over a ten-year period. C-BTE is theological education based in the life of churches, not schools housed in church buildings. All programs are designed and taught in churches, by churches, and for churches. Leaders of churches, church networks, and church-planting movements do all of the training in the context of their ministries. There are five major tenets of church-based theological education: 1. C-BTE must be based in the life of a local church and/or a movement of churches. 2. C-BTE must be primarily viewed as a process of entrusting (modeling and mentoring) sound doctrine to faithful leaders. 3. C-BTE must take place in the context of establishing churches. 4. C-BTE must be viewed as a need for all men and women regardless of their stations in life. 5. C-BTE must begin with the first principles of the faith. The Antioch School s church-based distinctive is seen in many ways: All Antioch School programs are based on nonformal, in-service, thoroughly churchbased theological education for leadership development. Students admitted to Antioch School degree programs must be participating with a partner (a church association/denomination, church-planting movement, Bible college/seminary, mission agency, or local church using CBTE resources and with a Certified Leader) and be recommended by a Certified Leader of that partner. No isolated, individual student is able to self-select to be in an Antioch School program. Degrees are granted on the basis of rigorous assessment of competencies developed and demonstrated in church ministry contexts. Leaders of the churches in which students are learning make a huge investment and provide the primary source of training and assessment according to biblical qualifications for ministry. Partner churches are able to customize the program to include training and competency sets that are necessary for ministry in their contexts or networks. Leadership Series I courses are based on the recognition that the New Testament is truly a manual for development of churches and church leaders. Leadership Series II courses are based on a biblical theology in culture approach, which takes seriously 9

16 that all Scripture is truly intended for teaching, rebuking, correcting, and training in righteousness (2 Tim. 3:16). The pedagogy of the resources is designed around the central role of the church, both as the content to study and the context in which to learn. The Antioch School is a tool of a larger initiative to serve emerging leaders of churches, church networks, and church-planting movements (both large and small) engaged in the spontaneous expansion of the gospel in North America and around the world. While Antioch School programs may be closely linked to the ministry licensure and ordination processes of churches and denominations, the Antioch School does not guarantee these forms of commendation. They are entirely the responsibility of the churches and denominations providing them. Competency-Based There is a growing emphasis on outcomes assessment in higher education. Colleges, universities, and seminaries are being challenged by accrediting associations, government regulatory agencies, and other constituencies to prove that students who graduate deserve the degrees that are granted. Although many higher education institutions are struggling to accomplish this, the competency-based orientation of the leadership development programs makes it possible for the Antioch School to grant degrees with confidence. The academic model being followed is well-demonstrated by the competency-based approach of Western Governors University (WGU), a higher education institution accredited by numerous accrediting agencies, including its initial accreditation that came from the Distance Education Accrediting Commission (DEAC) and subsequent recognition by all the regional accrediting associations. Nineteen governors of mostly western U.S. states collaborated to facilitate the use of the online education resources but created something much more innovative. Students admitted to WGU programs work with mentors to design individual development plans, which may include taking online courses at various institutions but also engaging in other types of learning, such as nonformal education. The WGU faculty developed a variety of assessment tools that are used to determine when students have accomplished the competencies of a degree program. The primary functions of the university, leading to the granting of degrees, are advising and assessment. Although the school launched only in 1999, it already had 41,369 students in 2012 (second largest private non-profit masters-level institution and overall 33 rd largest higher education institution in the U.S.). The Antioch School relies on an extensive, robust portfolio assessment system to provide abundant and multi-layered evidence that its students deserve the degrees that are being granted. In terms of outcomes assessment, the Antioch School is already ahead of the curve. Emphasis on portfolio assessment and ongoing mentoring assists with development throughout the program, not just within individual courses. 10

17 Students in Antioch School programs will be assessed according to the following sets of competencies (not all sets are assessed in each program): Life and Ministry Development grounded in a deep understanding of God s design for each person, as well as extensive mentoring and evaluation done by church leaders using biblical qualifications for ministry. Leadership Series I Course Modules that rely on Acts and the Pauline Epistles as manuals for church and leadership development. Leadership Series II Course Modules that utilize biblical theology to let the inspired message of Scripture unfold and a theology-in-culture orientation to complete the process of Scripture having its intended impact. Ministry Strategy Plans that integrate Leadership Series I modules in an ongoing comprehensive and personal ministry philosophy and plan. Major Projects that integrate Leadership Series II modules in an ongoing, comprehensive process of building a biblical theology. Ministry Practicum opportunities to learn through substantial ministry responsibilities and reflection on ministry experience. Teaching Practicum opportunities to learn through substantial teaching experiences and demonstrate learning through careful reflection. Paradigm Transformation Seminars and Projects to inquire deeply about ministry concepts and build ministry plans from beyond traditional perspectives. Biblical Theology in Culture Seminars and Defenses of the biblical theology of each biblical book, canonical section, Old and New Testaments, and the entire Bible. Doctoral Major Projects which make substantial contributions to the progress of global church-based theological education and biblical theology in culture. General Education that provides a core of analytical, communicative, and quantitative skills. Other / Electives allow students and partners to customize programs to include additional courses or other learning experiences of special interest to them. See section on Course Descriptions and Competency Sets for further information and the Student Competency Assessment Guide ( Some find it somewhat ironic that a leading church-based theological education ministry would operate an academic institution. Here are a few key reasons why we offer academic degrees: Many emerging leaders have been much more impacted by the formal education paradigm than we may want to admit. This is seen in the motivation and seriousness with which many attend to learning related to academic endeavors. Offering academic credentials for a nonformal, church-based program often improves the quality of work done by these participants and provides better results for our partners. 11

18 The institutional self-evaluation emphasis of contemporary higher education accreditation provides additional impetus for continuous quality improvement of our nonformal, church-based program. Higher education credentials are a deeply ingrained aspect of modern culture, not just in theological education. Credit and degrees function like cultural currency throughout the US and the world. Offering degrees allows for individuals and networks to leverage the benefits of academic currency, as well as ministry competencies. The availability of degrees from an accredited institution, as well as high level ministry competency, helps gain the initial interest and support of many existing churches, church networks, and ministry organizations, even though the ultimate result will be a more accurate understanding of qualifications and credentials for ministry other than academic credentials. This innovation of the Antioch School will provide leadership in the theological education industry and impact the theological education paradigm (as well as higher education in general) because it closely links academic credentials with actual ministry competencies. In a world in which academic degrees often don t really mean what they are assumed to mean, these degrees will be truly meaningful and accurate. Although there is academic oversight by faculty, the fundamental role of supervision and assessment is maintained by church leaders with God-given mandates for the development of their existing and emerging leaders. An academic program that relies heavily on partnerships with churches and churchplanting networks allows for the allocation of resources to maximize support for the spontaneous expansion of the gospel. In the U.S., some Antioch School degrees can be offered for 80% less tuition than the cost of traditional campus-based theological education. Offering degrees does not mean that those with degrees are more competent than those without degrees. In fact, academic credentials are only one version of a subset of ministry credentials. For instance, it is the role of a church, church network, or church- planting movement not an academic program to determine calling, giftedness, competency, and fruitfulness in ministry. Antioch School degrees include character development, ministry skills, and knowledge that is unparalleled by the programs of other academic institutions because it is built into our core partnership with churches, church networks, and church-planting movements. The Antioch School provides partners with tools necessary to mentor students in real ministry settings by those who know them best. 12

19 ACCREDITATION, AUTHORIZATION, COMMENDATION The Antioch School of Church Planting and Leadership Development is accredited by the Distance Education Accrediting Commission (DEAC), th Street, NW, Suite 2, Washington, DC 20009, (202) , The Distance Education Accrediting Commission is a recognized member of the Council for Higher Education Accreditation. The Distance Education Accrediting Commission is listed by the U.S. Department of Education as a nationally recognized accrediting agency. The Antioch School is the first truly church-based and competency-based to be accredited by an agency recognized by the Council for Higher Education Accreditation (CHEA) and the U.S. Department of Education. This means that the Antioch School is listed on the CHEA website ( and is listed in the trusted Higher Education Directory ( DEAC is the premier accrediting agency for institutions using non-traditional educational formats. We, like Western Governors University (WGU), began with DEAC accreditation because they are the leading national accrediting agency that specializes in innovative approaches to higher education. DEAC is recognized as the accrediting agency that takes most seriously outcomes assessment. DEAC provides accreditation for a wide variety of higher education institutions, including ministry training schools such as Global University (the distance education school of the Assemblies of God), the Catholic Distance University, and other specialized schools, such as the distributed learning schools of the U.S. Air Force, Army, and Marine Corps (three of the country s largest higher education systems). As appropriate to support partners in other parts of the world, we seek accreditation through the continental associations of the International Council for Evangelical Theological Education (ICETE), such as the Accrediting Council for Theological Education in Africa (ACTEA) and Asia Theological Association (ATA). The Antioch School of Church Planting is recognized by the State of Iowa as a higher education institution with a religious exemption. See our Accreditation, Transfer Credit, and Financial Aid Manual for more information about accreditation and authorization. 13

20 In addition to the significant commendation that comes from the leaders of our partner churches, church networks, and ministry organizations, the Antioch School has received numerous other commendations for the quality, relevance, and innovation of its programs: I read with interest and admiration your announcement regarding the new Antioch School of Church Planting and Leadership Development. I commend you for this innovative attempt to respond to and reform some of the endemic weaknesses of theological schooling. Ralph Enlow Executive Director of the Association of Biblical Higher Education (the specialized accrediting association for Bible colleges) and former Provost of Columbia International University The programs of BILD International and its Antioch School are firmly rooted in biblical theology. I m delighted that my body of work is being used in such a foundational way as resources for these programs. Walter Kaiser President Emeritus and Professor of Old Testament, Gordon- Conwell Theological Seminary "I have been convicted for some time that the local church needs to recapture the call to church-based theological education and formation. God designed churches to raise up and develop leaders and pastors who can in turn train more leaders and pastors. However, I wasn't finding much of this in North America. I then made it my commitment to work toward forming churches that would eventually have accredited pastoral training schools within them. BILD and the Antioch School are an example of strong theological education with a church planting emphasis that is transferable and reproducible so every church can have a school of theology in their context. I am so thankful to God for the work they have put into providing this for the Church." Jeff Vanderstelt Pastor at Soma Communities, Founding Leader of the GCM Collective and Vice President, Western N. America of Acts 29 After years of dreaming and encouraging truly church-based, non-formal education of leaders in ministry as an alternative to the proliferation of institutions of formal theological education I can see it coming to fruition in this program of education ministry experience... they are doing what so many have only talked about: putting the local church at the center of pastoral ministry preparation. Ted Ward 14

21 Professor Emeritus of International Studies and Educational Research, Michigan State University and Retired Professor of International Studies, Mission, and Education, Trinity Evangelical Divinity School This church-based theological education ministry is one of the most well thought out and comprehensive plans for building strong churches and training leaders I ve seen. Your investment in them has the potential of impacting entire nations. Tom McCallie III Former Executive Director of The Maclellan Foundation Training the next generation of leaders is urgent. There is no better tool for reproducing church leaders and equipping movements than the Antioch School. Their approach addresses all three critical facets of leadership training: knowledge, skill, and character. Consider yourself warned...your church and movement may never be the same. Paul Dean Pastor, Soma Communities, Seattle Eastside As a pastor for nearly 30 years I have searched for various methods and models that would help me and the church be more effective and efficient in doing ministry in the 21st Century. I believe that the Antioch School of Church Planting and Leadership Development gives us the model that the 21st Century needs to make disciples, mature believers, and multiply ministries. Lester McCorn Pastor of Pennsylvania Avenue AME Zion Church Baltimore, MD 15

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23 HELP CENTER The Antioch School has created a new webpage as a Help Center to provide you with support in the use of resources and services ( It contains video tutorials, FAQs, and discussion boards for students, Certified Leaders, Associate Faculty, and Senior Faculty. LEARNING RESOURCES Leadership Series courses come with an extensive Theological Reader course pack as part of the course. However, students in Antioch School degree programs are expected to have access to additional books as resources for the programs. See the Antioch School website Help Center for a current list ( Antioch School students are expected to have access to the learning resources of Logos Bible Software Library (Silver Level), particularly for the Leadership Series I course on Interpreting the Word II and for all Leadership Series II courses on Old Testament Theology and New Testament Theology. Students in doctoral programs are expected to have access to the learning resources of the Theological Research Exchange Network in order to do research with a vast array of masters theses, doctoral major projects, and doctoral dissertations. TECHNICAL REQUIREMENTS In order to use the current Antioch School eportfolio System, users must have a computer or mobile device capable of running the following browsers: Internet Explorer (8,9,11), Safari (6,7,8), Chrome ( ) and Firefox ( ). In order to use the new Antioch School eportfolio in BILD Cloud System, users must have a computer or mobile device capable of running the following browsers; Internet Explorer (9,11), Safari (7,8), Mobile Safari (ios 7,8) Chrome and Chrome for Android ( ) and Firefox (32.0). 17

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25 DEGREE AND CERTIFICATE PROGRAMS For overviews of degree and certificate programs, see the section called Overviews. For complete portfolio transcripts of competencies for each degree and certificate program, see the Antioch School website ( The general objectives of all Antioch School programs are: Comprehensive development in character, skills, and knowledge for effective ministry. Life development and lifelong learning orientation. Recognition of and participation in the centrality of the local church in the plan of God. Ability to master biblical content, to benefit from significant contributions of scholars, and to build strategic models of ministry accordingly. The general objective of Ministry programs (B.Min., M.Min., D.Min.GBCTE, C.Min.) is to help train those who desire to be part of a leadership and ministry team that is one-minded in ministry vision and philosophy. Out of this team would come those who commit themselves long term to local church leadership or those who desire to train to be part of a missionary team involved in planting or establishing churches in other areas. The general objective of Theology programs (B.Th., M.Th., D.Min. TIC, C.Th.) is to help train those who desire to understand thoroughly the unfolding message of Scripture itself as a guidebook for life and ministry, paying special attention to the implications of that message in one s personal life, ministry, and culture. Bachelor of Ministry (B.Min.) is granted for demonstration of basic competencies associated with being a minister of the gospel (pastor, church planter, missionary) and other ministry leaders. Specific program objectives of the B.Min. include: Mastery of Scripture relevant to church and leadership development, particularly through study of the biblical theology of Acts and the Pauline Epistles. Reflection on the contributions of leading scholars regarding church and leadership development. Address the pertinent issues related to church and leadership development and analyze Scripture and other contributions related to those issues. Formulate conclusions and personal applications regarding those issues. Develop a foundational understanding through an integrated core of interdisciplinary studies. 19

26 Bachelor of Theology (B.Th.) is granted for demonstration of basic competencies associated with building biblical theology and theology in culture. Specific program objectives of the B.Th. include: Mastery of Scripture using a biblical theology approach, which allows the teaching of the Bible to unfold naturally according to author s intention and literary design with special attention to genre and overarching themes of each Bible book. Reflection on the contributions of leading scholars regarding biblical theology and theology in culture. Address the pertinent issues related to biblical theology and theology in culture and analyze Scripture and other contributions related to those issues. Formulate conclusions and personal applications regarding those issues. Develop a foundational understanding through an integrated core of interdisciplinary studies. Master of Ministry (M.Min.) is granted for demonstration of advanced competencies associated with being a minister of the gospel (pastor, church planter, missionary) and other ministry leaders, particularly through substantial implementation of church-based theological education and other ministry programs. Specific program objectives of the M.Min. include: Mastery of Scripture relevant to church and leadership development, particularly through study of the biblical theology of Acts and the Pauline Epistles. Reflection on the contributions of leading scholars regarding church and leadership development. Address the pertinent issues related to church and leadership development and analyze Scripture and other contributions related to those issues. Formulate conclusions and personal applications regarding those issues. Obtain advanced mastery through substantial implementation in real ministry situations and careful evaluative reflection on that implementation. Master of Theology (M.Th.) is granted for demonstration of advanced competencies associated with building biblical theology and theology in culture, particularly through substantial implementation in church-based theological education and other ministry programs. Specific program objectives of the M.Th. include: Mastery of Scripture using a biblical theology approach, which allows the teaching of the Bible to unfold naturally according to author s intention and literary design with special attention to genre and overarching themes of each Bible book. Reflection on the contributions of leading scholars regarding biblical theology and theology in culture. 20

27 Address the pertinent issues related to biblical theology and theology in culture and analyze Scripture and other contributions related to those issues. Formulate conclusions and personal applications regarding those issues. Obtain advanced mastery of biblical theology, particularly through study according to the eight canonical sections of the Bible. Develop a framework for beginning to use the canonical sections in both life and ministry. Doctor of Ministry in Global Church-Based Theological Education (D.Min. GCBTE) is granted for demonstration of competencies associated with understanding and making a substantial contribution to the implementation of the philosophical foundations of church-based theological education. Specific program objectives of the D.Min. GCBTE include: Identify and address paradigm-level issues in theological education, doing theology, hermeneutics, missions, and Christian education. Build biblical philosophy in each of these areas. Construct and evaluate strategic models and tools that integrate biblical philosophy with contemporary ministry situations. Doctor of Ministry in Theology in Culture (D.Min. TIC), formerly offered as a Doctor of Theology (D.Th.), is granted for demonstration of competencies associated with a thorough understanding and making a major contribution to biblical theology and theology in culture. Specific program objectives of the D.Min. TIC include: Mastery of Scripture using a biblical theology approach, which allows the teaching of the Bible to unfold naturally according to author s intention and literary design with special attention to genre and overarching themes of each Bible book. Reflection on the contributions of leading scholars regarding biblical theology and theology in culture. Address the pertinent issues related to biblical theology and theology in culture and analyze Scripture and other contributions related to those issues. Formulate conclusions and personal applications regarding those issues. Obtain advanced mastery of biblical theology, particularly through study according to the eight canonical sections of the Bible. Develop a framework for beginning to use the canonical sections in both life and ministry. Identify and develop the key theological and hermeneutical themes for the entire Bible based on study of each Bible book, canonical section, and testament. Produce a comprehensive exegesis of a particular culture. Articulate the specific relation of biblical theology to that culture. 21

28 Design strategic ministry models and tools to implement the theological and hermeneutical themes in that culture. Certificate of Ministry (C.Min.) is granted for demonstration of an initial set of competencies associated with being a minister of the gospel (pastor, church planter, missionary) and other ministry leaders. Certificate of Theology (C.Th.) is granted for demonstration of an initial set of competencies associated with doing biblical theology and theology in culture. Notes on Degree and Certificate Programs: All programs are built on the foundation of a Life and Ministry Development Portfolio System that includes a personal Motivated Abilities Pattern (MAP) from SIMA International s System for Identifying Motivated Abilities (SIMA ), Life n, and Personal Development Assessments. Competencies of degree and certificate programs are closely aligned with particular BILD resources: o The B.Min., M.Min., and C.Min. are closely aligned with the competencies developed through Leadership Series I courses on the biblical foundations for church and ministry. o The B.Th. and M.Th. are closely aligned with the competencies developed through Leadership Series II courses on biblical theology and theology in culture. o The D.Min. GCBTE is closely aligned with the competencies developed through Paradigm Transformation Projects. o The D.Min. TIC is closely aligned with the competencies developed through Biblical Theology-in-Culture Projects. A major difference between the B.Min. and the M.Min. is emphasis on implementation in the M.Min. Students are not admitted to the M.Min. unless they have substantial ministry experience. Competencies of M.Min. students are assessed according to reflection on ministry experience and/or planning for implementation in actual ministry situations. Assessment varies according to the academic level of the programs: o Bachelors programs require a high minimum level of basic competency to be demonstrated. o Masters programs require demonstration of advanced competency, particularly through evidence of ability to implement in ministry settings. 22

29 o Doctoral programs are assessed on the basis of mastery of and contribution to the philosophical issues that underlie theological education and biblical theology-in-culture. See the Student Competency Assessment Guide for criteria and rubrics for assessment of each Antioch School degree program ( The C.Min. and C.Th. may be completed either at the bachelors- or masterslevels. The B.Min. and B.Th. may be degree completion programs for students who have already earned credit for general education and free electives at other institutions. The D.Min. programs may require participation in several multi-day gatherings (live or online) of students. Students, particularly students in doctoral programs, doing research involving human subjects must obtain prior formal review and approval from the Antioch School s Institutional Review Board (IRB). The IRB is composed of at least three Antioch School faculty members. This ensures that human subjects are not placed at undue risk, and that they have voluntarily agreed to participate and have received appropriate informed consent. Doctoral students should consult the Doctoral Major Project Manual for more specific information relating to doctoral programs, especially related to the Doctoral Major Project. A normal sequence of degrees begins with a Ministry degree (B.Min. or M.Min.) prior to a Theology degree (B.Th. or M.Th.) because the biblical foundation for ministry needs to be in place before a complete study of biblical theology and theology in culture is done. We recommend that most students begin with the B.Min. or M.Min. and proceed to the M.Th. However, students may start with the B.Th. and M.Th. if they wish to include both a core biblical foundation for ministry and a complete study of biblical theology in a single program. 23

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31 COURSE DESCRIPTIONS AND COMPETENCY SETS Antioch School programs are composed of competencies related the following courses and competency sets: Life and Ministry Development Portfolio. Each Antioch School program is grounded in a deep understanding of God s design for each person, as well as extensive mentoring and evaluation done by church leaders using biblical qualifications for ministry. Competencies related to life and ministry development are demonstrated in the following manner: Motivated Abilities Pattern (MAP) Responses. At the beginning of each program, students engage with the System for Identifying Motivated Abilities in order to obtain a personal MAP and complete the Becoming Who You Are Designed to Be: SIMA 10-Step Program. See the SIMA MAP and 10 Step Manual ( Note that a Computerized Abilities Pattern (CAP) is used for students in C.Min. and C.Th. programs. Life n. Also at the beginning of each program, students engage in a process that includes the use of a set of life development tools that address one s unique purpose, story, abilities, roles and responsibilities, resources, disciplines and determinations, and lifelong wisdom. This plan should be revised annually while enrolled in the program. See the Life n Manual ( Personal Development Assessments. A set of assessment tools (Life and Ministry Assessment, Becoming Established Assessment, Giftedness Assessment, Ministry Team Profile, and Current Ministry Assessment) are used to facilitate the mentoring process by those whom God has put into the student s life with a primary responsibility for his or her development. Each tool must be used as a point of reference for mentoring by a designated mentor at least quarterly while the student is enrolled in the program. See the Personal Development Assessment Manual ( Leadership Series I Course Modules. This series of course modules helps the student employ the New Testament as a manual for church development, particularly through the keys taught in the Book of Acts and the Pauline Epistles. The courses are designed to be used in group settings and rely heavily on Socratic discussion for personal and community insights. Each course contains units with issues to address, Socratic discussion questions, project guides, and a theological reader (with the best chapters and 25

32 articles on the key topics). See the website for complete portfolio transcripts of competencies associated with each course. Acts: Keys to the Establishment and Expansion of the First-Century Church Determine the fundamental biblical principles regarding the mission of the church and its role in missions and developing guidelines and strategy from these principles for a local church's involvement. Pauline Epistles: Strategies for Establishing Churches Determine the fundamental biblical principles for growing and strengthening (establishing) a church to maturity and developing a strategy for implementing the biblical forms and functions of a church necessary for making and keeping it strong. Understanding the Essentials of Sound Doctrine Build a contemporary didache an Early Church manual to establish believers in the essentials of the Apostles teaching. This contemporary didache must be founded solidly upon the faith delivered by the Apostles; seasoned by the historical effort of the Church; and be eminently relevant to our present cultural situations. Leaders and the Early Church Bring leadership training back to the center of the local church in a way that will empower churches to participate in the expansion of the gospel with the same vision and effectiveness as the first church at Antioch. Preaching, Teaching, and Worship in the Early Church Develop the ability to preach and teach within the five sermonic forms of the Early Church: evangelistic, catechetical, expository, prophetic, and festal. These forms grow from the integration with sound hermeneutical principles rooted in author s intention, literary design, the theology of each book and canonical section of the Scriptures, and related to the multi-level needs for teaching and establishing local churches in the Apostles teaching. Shepherding, Counseling, and the Early Church Build a comprehensive shepherding strategy for a church that is rooted in the traditional pastoral care paradigm, drawn from the Scriptures, especially from Paul's early letters, rather than the secular psychological care paradigm of contemporary culture. The Family and the Early Church Understand the idea of the church as a family and the individual family as a "family within a family," and use the implications of this reality to develop strategies for building strong households within the context of the church. 26

33 Evangelism and the Early Church Develop and implement a household strategy for reaching unbelievers with the gospel and incorporating them into the life of the church, based on biblical principles and patterns for the home and the church. Habits of the Heart Determine the necessity of every believer embracing sound doctrine in the habits that under gird life and ministry, coming to conviction regarding its role in the lifelong pursuit of purity and wisdom. Character of a Leader Understand the biblical idea of qualified leadership and determine the fundamental biblical guidelines for character formation in leaders and in the household of God. Ministry Priorities and Personal Management Create a life-management strategy founded on biblical principles and focused on a central life purpose that will guide each person to be an effective steward of his or her God-given priorities and responsibilities. Ministry Perspectives: Conflicts Without, Fears Within Develop a biblical perspective of life and ministry as the guiding force for standing firm in the ministry, skillfully and resolutely addressing the problems and problem people within the church. Interpreting the Word I: Principles and Procedures Gain the skills and insight for identifying the author's intention for writing, as it is expressed in the text he has written, as the determinant of meaning. Then, out of that meaning, determining the significance of the text for today. Interpreting the Word II: Linguistics, Languages, and Study Aids Develop the ability to skillfully use Hebrew and Greek in the interpreting, preaching, and teaching of the Word, using the advancement of linguistics and computer technology tools. Covenants, Unity of Scripture, and Biblical Worldview Understand the basic message of the Scriptures and the major motifs of both testaments as a basis for developing a life view that is consistent with God's plan and purposes. Not all Leadership Series I course modules are used in all Ministry degree and certificate programs. 27

34 Leadership Series II Course Modules. This series of course modules helps the student utilize biblical theology to let the inspired message of Scripture unfold and a theology-in-culture orientation to complete the process of Scripture having its intended impact. Like Leadership Series I, each course contains units with issues to address, Socratic discussion questions, project guides, and a theological reader (with the best chapters and articles on the key topics). See the website for complete portfolio transcripts of competencies associated with each course. Toward a Theology in Culture Develop a church-based approach to the task of mastering the Scriptures and then bring them to bear on the life and problems of churches who are living and ministering in their cultures, being able to do so at a critical level that is at a level of awareness of the immediate cultural and global trends that bear on the shaping of men s worldviews. Old Testament Theology: The Law Gain a basic grasp of the theology of the Law, its place in the whole canon of Scripture, and gain a clear understanding of its relevance for today. Old Testament Theology: The Former Prophets Gain a basic grasp of the theology of the Former Prophets, its place in the whole canon of Scripture, and gain a clear understanding of its relevance for today. Old Testament Theology: The Latter Prophets Gain a basic grasp of the theology of the Latter Prophets, its place in the whole canon of Scripture, and gain a clear understanding of its relevance for today. Old Testament Theology: The Writings Gain a basic grasp of the theology of the Writings, its place in the whole canon of Scripture, and gain a clear understanding of its relevance for today. New Testament Theology: Luke and Paul Gain a basic grasp of the theology of Luke and Paul, their places in the whole canon of Scripture, and gain a clear understanding of their relevance for today. New Testament Theology: Peter, James, Jude, and Hebrews Gain a basic grasp of the theology of Peter, James, Jude, and Hebrews and their places in the whole canon of Scripture, and gain a clear understanding of their relevance for today. New Testament Theology: Matthew and Mark Gain a basic grasp of the theology of Matthew and Mark, their places in the whole canon of Scripture, and gain a clear understanding of their relevance for today. 28

35 New Testament Theology: John Gain a basic grasp of the theology of John, its place in the whole canon of Scripture, and gain a clear understanding of its relevance for today. Pathways to Constructing Theology in Civilization In this complex time of conflict of civilizations and the remaking of world order, develop the ability to do comprehensive theology work in the context of civilization, with the view of developing a comprehensive theology to empower churches to address in a fresh and relevant manner core issues of their civilization, with the view of both engaging their culture in the great conversation with the God of the universe and impacting culture with the gospel of Jesus Christ. All Leadership Series II course modules are used in all Theology degree programs and in the D.Min. TIC. Integrated Ministry Plans. These plans demonstrate integration of ministry planning related to one s ministry context (or anticipated context) and integration of competencies associated with Leadership Series I course modules, particularly the work associated with Unit 5. In most cases, they will be written and revised upon the completion of sets of two to four Leadership Series I course modules. Initial Integrated Ministry Plan. Creating an integrated ministry plan related to the Leadership Series I course modules on Acts, Pauline Epistles, Essentials of Sound Doctrine, and Leaders in the Early Church. Interim Integrated Ministry Plan. Expanding an initial integrated ministry plan related to the Initial Integrated Ministry Plan and Leadership Series I course modules on Preaching, Teaching, and Worship and Shepherding, Counseling, and the Early Church. Final Integrated Ministry Plan. Expanding an interim integrated ministry plan related to the Interim Integrated Ministry Plan and Leadership Series I course modules on Interpreting the Word I, Interpreting the Word II, Habits of the Heart, and Covenants. Alternative groups of Leadership Series I course modules may be used if given Associate Faculty approval. Major Projects. These projects integrate Leadership Series II course modules in an ongoing comprehensive process of building biblical theology. They include presentations of the author s intent, literary design, and key theological and hermeneutical themes for all the books of the Old and New Testaments. 29

36 Old Testament Theology. Produce a biblical theology of the Old Testament with its implications for a significant issue in one s contemporary culture. New Testament Theology. Produce a biblical theology of the New Testament with its implications for a significant issue in one s contemporary culture. Ministry Practicum. These are opportunities to learn through substantial ministry responsibilities and reflection on ministry experience. Students contract with their Certified Leaders and/or mentors for development related to specific ministry responsibilities and evaluation (at a rate of 1 semester hour of credit for each 45 hours of designated ministry and reflection), often in conjunction with use of the Life and Ministry Development Portfolio. See the Practicum Manual ( Teaching Practicum. These are opportunities to learn through substantial teaching experiences and demonstrate learning through careful reflection and external evaluation. It is not primarily about students becoming better teachers, but about students learning foundational content better through teaching it to others in one s own ministry situation. The contexts for teaching can range from teaching the main classes a ministry uses to facilitate use of the resources in personal discipleship with a small group or family members. It does not need to be an official teaching role in a church and does not need to be done at the academic level of Antioch School students. See the Practicum Manual ( First Principles Series I. First Principles Series II. First Principles Series III. Acts: Keys to the Establishment and Expansion of the First-Century Church. Pauline Epistles: Strategies for Establishing Churches. Understanding the Essentials of Sound Doctrine. Leaders and the Early Church. Other Leadership Series I course module. 30

37 Mini Paradigm Transformation Seminar on the Church as Theological Education. Mini Paradigm Transformation Seminar on the Church Doing Theology. Mini Paradigm Transformation Seminar on the Church as Missions. Mini Paradigm Transformation Seminar on the Church as a Hermeneutical Community. Mini Paradigm Transformation Seminar on the Church as Christian Education. Toward a Theology in Culture. Old Testament Theology: The Law. New Testament Theology: Luke and Paul. Paradigm Transformation Project Seminars. These seminars (live or online) allow cohorts of students to inquire deeply about ministry concepts and build ministry plans from beyond traditional paradigm perspectives. Each seminar requires extensive preliminary reading in seminal resources, participation in discussions held in intensive class meetings (live or online), and practical projects in one s own ministry situation. The Church as Theological Education. You will grow in your understanding of the models of theological education, as well as the basic concepts of paradigm change. You will analyze the biblical and historical development of the nature and character of theological education. Based on this foundation, participants will explore the form and implementation of churchbased theological education for their ministry situations. Extensive reliminary reading and study will provide the base for a series of Socratic discussions. The Church Doing Theology in Culture. You will develop your skills in doing theology in culture. You will analyze biblical principles and cultural paradigms. Based on this foundation, participants will explore the application to problems in theological education and solutions found in biblical theology and an integrated model of doing theology. Extensive preliminary reading and study will provide a base for a series of Socratic discussions. The Church as Missions. You will grow in your understanding of the models of mission, as well as the basic concepts of emerging paradigm change. You will analyze the biblical and historical development of the nature and character of mission. Based on this foundation, participants will explore the form and implementation of mission and global churchbased theological education. Extensive preliminary reading and study will provide the base for a series of Socratic discussions. 31

38 The Church as a Hermeneutical Community. The focus is the church as hermeneutical community. You will develop your skills in developing a hermeneutical community. You will analyze biblical principles and philosophical and literary trends. Based on this foundation, participants will explore the application to global church-based theological education through an integrated model of doing theology. Extensive preliminary reading and study will provide a base for a series of Socratic discussions. The Church as Christian Education. You will develop your skills in developing Christian Education programs. You will analyze biblical principles, education theory, and contemporary models of education. Based on this foundation, participants will explore applications of integrated efforts for wholistic development of individuals, churches, and church networks. Extensive preliminary reading and study will provide a base for a series of Socratic discussions. Biblical Theology in Culture Seminars. These seminars (live or online) allow the student to make substantial contributions to the understanding of the unfolding message of God s Word and its significance for cultural impact. Each seminar requires extensive preliminary reading in seminal resources, participation in discussions held in intensive live class meetings (live or online), and practical projects in one s own ministry situation. Theology in Culture. The focus of this seminar course is doing biblical theology in culture. It builds on the work associated with the BILD Leadership Series II course Theology in Culture. In this doctoral course, the foundation of understanding of this crucial area will be deepened and widened through further readings and a course project that integrates the readings with initial personal research. Biblical Theologies of Each Book and Canonical Section (OT). The focus of this seminar course is the biblical theology of each book and canonical section of the Old Testament. It builds on the work associated with the four BILD Leadership Series II courses on Old Testament Theology. In this doctoral course, students will deepen their grasp on the data of biblical theology and develop a significant contribution of biblical theology in culture related to their ministry situations based on biblical theology data from the books and/or canonical sections of the New Testament. 32

39 Biblical Theologies of Each Book and Canonical Section (NT). The focus of this seminar course is the biblical theology of each book and canonical section of the New Testament. It builds on the work associated with the four BILD Leadership Series II courses on New Testament Theology. In this doctoral course, students will deepen their grasp on the data of biblical theology and develop a significant contribution of biblical theology in culture related to their ministry situations based on biblical theology data from the books and/or canonical sections of the New Testament. Biblical Theology of the Old Testament. The focus of this seminar course is the biblical theology of the Old Testament. It builds on the work associated with the four BILD Leadership Series II courses on Old Testament Theology. In this doctoral course, students will bring together their previous work in order to create their own biblical theology of the entire Old Testament with a view toward creating a comprehensive biblical theology in culture for their ministry situation. Biblical Theology of the New Testament. The focus of this seminar course is the biblical theology of the New Testament. It builds on the work associated with the four BILD Leadership Series II courses on New Testament Theology. In this doctoral course, students will bring together their previous work in order to create their own biblical theology of the entire New Testament with a view toward creating a comprehensive biblical theology in culture for their ministry situation. Theology in Civilization. The focus of this seminar course is doing biblical theology in civilization. It builds on the work associated with the BILD Leadership Series II course Theology in Civilization. In this doctoral course, the foundation of understanding of this crucial area will be deepened and widened through further readings and a course project that integrates the readings with initial personal research. Doctoral Major Projects. These projects are culminating efforts of D.Min. GCBTE and TIC programs. They make substantive contributions to the progress of church-based theological education and biblical theology in culture. They could take the form of a dissertation (literature review and original research), a book, a Leadership Series type course (suited to a particular ministry situation or issue), or other publishable ministry tool (video/dvd seminar, workshop, assessment tool, etc.). Proposal. Development of an approved proposal for making a major contribution to churchbased theological education or biblical theology in culture. 33

40 Rough Draft. Development of a rough draft of a major contribution to church-based theological education or biblical theology in culture. Final Draft and Defense Production of a final draft of a major contribution to church-based theological education or biblical theology in culture, including a formal defense before peers and a doctoral project committee. General Education Integrated Core. This area provides a core of analytical, communicative, and quantitative skills associated with a well-trained bachelors-level student. The Integrated Core of seven areas is built from Ernest Boyer s College: The Undergraduate Experience in America, Mortimer Adler s The Paideia Program: An Educational Syllabus, and Howard Gardiner s The Disciplined Mind. Language: The Crucial Connection. This course is foundational to all courses. It deals both with the nature of language and the globalization language English. It lays the foundation for learning a second language which we believe is very important for each individual as they complete their masters level work. All future languages are built around the natural Rosetta Stone system used by the US State Department. In this course we will focus on linguistics, orality/literacy, how children learn languages, global language history/expansion and laying a lifelong learning strategy for language development. Art: The Aesthetic Experience. This course is designed to introduce the student to the issue of the relationship of the sciences and the arts in a way that brings balance (Gadamer) to the ability to find truth through both. We will then survey music, dance and the visual arts (especially painting and architecture, identifying the common elements of all 9 civilizations, examining how the arts shaped and continue to shape each civilization. This course will also include a minimum of a one day visit to a significant cultural museum of the arts. The course will conclude with a personal strategy for growing in appreciation for the arts in one s own culture. 34

41 Heritage: The Living Past. History can best be grasped by understanding the big picture the great conversations, the great civilizations and the philosophical paradigms that drove major eras or world history. In this course we will survey these civilizations, providing a basic knowledge of the various and colorful civilizations that make up the 21 st century. We will attempt to identify by the end of the current global questions facing these 9 civilizations as they enter the globalization realities of the 21 st century. Institutions: The Social Web. Use the reality of the reemergence of 9 key civilizations as a context for understanding how social institutions (family, religious communities, governmental infrastructures, and large and small NGOs) provide the cultural glue to any and every society. Special attention will be given to the emergence of global cities and global tribes as central the new emerging world of the 21 st century. This course will also include the touring of at least one major social institution. Each student will complete the course with a brief treatise on provisional ideas for his or her future service in society s good institutions. Nature: Ecology of the Planet. This course will focus on the fundamental ideas of the nature of the universe, with special attention to the fundamentals of science. We will focus on the rise of modern science, the great enduring ideas, and the merging of science and technology, thus reshaping the world of the 21 st century. The great ideas of science will be integrated with the Great Books reading, and some attention given to the future mathematics, and the green revolution and global warming issues. Again the student will be asked to identify those areas of future interest, as well as a basic reading continuum plan for keeping up with the cultural conversation of the scientific community. Work: The Value of Vocation. This course attempts to pull together all the work of the above course by helping the student begin to identify his or her lifework a concept far bigger the one s career. A good general, liberal education should give a person a broad understanding of the world and all the choices that lay out there for a lifetime of good works. In addition Howard Gardner s work, Good Work, will be a platform for beginning to identify the good work the student would like to major on in his lifetime. 35

42 Identity: The Search for Meaning. This course will lead the student through a process of beginning to identify the core elements of his or her world view and in a way that will lead to a shaping of the first draft of one s life purpose. Time will be spent on Art Miller s works on helping us identify our motivated abilities pattern (SIMA), a pattern that is unique to each individual. The debate of intelligent design will be briefly explored. Each student will complete the course with an attempt to identify his or her unique contribution to the world in this life. The Integrated Core may be fulfilled in four ways: Leadership Series-type course modules (below); transfer credit from traditional institutions; portfolio assessment of other demonstrations of competency; CLEP tests. See the section on Transfer Credit for more details on what qualifies as transfer credit or CLEP tests for these general education requirements. Community Service Learning Projects. Opportunities through which academic objectives are accomplished by preparation for, participation in, and reflection on mutually beneficial community service experiences tied to particular aspects of the Integrated Core (of the student s or Certified Leader s choosing). Credit is earned at a rate of 1 semester hour for each 45 hours of preparation, activity, reflection, and reporting. Great Books Reading Program. Accomplishment of academic objectives related to deepening of a student s understanding of the Integrated Core through reading and responding to particular resources in the Great Books of the Western World collection. Other / Electives. This category allows students and partners to customize programs and determine competencies appropriate to the programs. It may include use of additional Leadership Series course modules, transfer credit from other institutions, specialized training unique to the ministry needs of the partner, Lifelong Learning Reading Reports, Leading Great Books community discussions, Ministry Practicum, Teaching Practicum, or other demonstrated competencies. See the end of this Handbook for Overviews and the website ( for Portfolio Transcripts for specific competencies of each program. 36

43 FACULTY, ADMINISTRATION, BOARD, AND CERTIFIED LEADERS The Antioch School utilizes an unbundled approach to faculty with various types of people handling certain aspects of the traditional faculty roles. Certified Leaders, although technically not faculty, are an important part of the Antioch School s academic enterprise. are leaders of churches, church networks, and church-planting movements that have been certified by BILD to lead churchbased theological education programs in their ministry contexts for church-based theological education using BILD resources. They are the ones who have the most contact with the students and are responsible to facilitate use of the resources, provide life and ministry assessment, and coach students in the development of their portfolios. It is the emphasis on these partner leaders that sustains the essential church-based nature of the programs. Certified Leaders provide initial approval of the demonstration of competency by students in their e-portfolios according to the criteria and rubrics in the Student Competency Assessment Guide. The Certified Leader initial review is a peer review or mentoring function, not a mandatory academic function. Associate Faculty are veterans in the use of these resources who provide academic quality assurance through validation reviews of the initial approval given by Certified Leaders of the demonstration of competency by students in their e- Portfolios according to the criteria and rubrics in the Student Competency Assessment Guide. Senior Faculty serve the entire Antioch School network by developing curriculum, designing assessment tools, training and certifying Certified Leaders and Associate Faculty, setting academic policies, and commending degrees. Teachers using Leadership Series courses are not faculty in the traditional sense of the word. Rather, they are facilitators of the learning process who help Antioch School students with their development of competencies. The resources are designed by Senior Faculty to function as distance education courses with lesson plans, theological readers, and assessments. The Antioch School does not control who does the actual facilitation of classes using the Leadership Series courses, but provides training in Socratic discussion and portfolio assessment pedagogy. Certified Leaders of partner programs using our resources determine who facilitates the class discussions. Academic quality control is maintained through the extensive and rigorous portfolio assessment of evidence of competencies, both for individual students and for partner programs. 37

44 Faculty Members: Randy Beckett, Senior Faculty. Ministry and Theology. Associate Dean of Partnerships and Support, Antioch School of Church Planting and Leadership Development; Assistant Pastor, CityChurch of Ames-Des Moines (Ames, IA). B.S. Iowa State University; M.Min. studies, Antioch School. Bill Burns, Senior Faculty. Ministry and Theology. Associate Dean of Partnerships and Training, Antioch School of Church Planting and Leadership Development; Associate Pastor, CityChurch of Ames-Des Moines, (Ames, IA). B.S. Philadelphia College of Bible; M.Th. Dallas Theological Seminary; D.Min. studies, Dallas Theological Seminary. Subhash Dongardive, Associate Faculty. Ministry and Theology. Associate General Secretary for the Evangelical Fellowship of India. B.Th., B.D., M.Th. Union Biblical Seminary (Pune); D.Min. Gordon-Conwell Theological Seminary. Steve Galegor Jr., Associate Faculty. Ministry and Theology. Director of the Udha Albanian Mission; Pastor of Grace Church (Clifton, NJ). B.S. Ball State University; M.Min. studies, Antioch School. Stephen Kemp, Senior Faculty. Ministry and Theology. Academic Dean, Antioch School of Church Planting and Leadership Development; Associate Pastor of CityChurch of Ames-Des Moines (Ames, IA). B.A. Moody Bible Institute; M.Div. Trinity Evangelical Divinity School; Ph.D. Loyola University/ Chicago. Chadwick Mohan, Associate Faculty. Ministry and Theology. Lead Pastor of New Life Assemblies of God Church (Chennai, India). B.E. Karunya Institute of Technology; M.Div. South Asia Bible College; D.Min. Gordon- Conwell Theological Seminary. Jeff Reed, Senior Faculty. Ministry and Theology. President, Antioch School of Church Planting and Leadership Development; Senior Pastor, CityChurch of Ames-Des Moines (Ames, IA). Thinagaran Richard, Associate Faculty. Ministry and Theology. Director, EKTA Church Planting and Leadership Development Network. B.A. University of Madras; B.D. Union Biblical Seminary (Pune); D.Min. Gordon-Conwell Theological Seminary. 38

45 Javier Velasquez, Associate Faculty. Ministry and Theology. Associate Dean of Partnerships and Hispanic Initiatives, Antioch School of Church Planting and Leadership Development. B.S. Columbia Bible College; M.Ed. Wheaton College Graduate School; Ph.D. studies, PRODOLA. J. Watson, Associate Faculty. Ministry and Theology. Training Director, Church Growth Association of India. B.S. Madurai Kamaraj University; B.D Serampore College ; D.Min. Gordon-Conwell Theological Seminary. Note that Senior Faculty may also function at times as Associate Faculty, particularly to provide validation reviews in the e-portfolio System. Administration: Jeff Reed. President. Stephen Kemp. Academic Dean. Bill Burns. Associate Dean of Partnerships and Training. Randy Beckett. Associate Dean of Partnership and Support. Javier Velasquez. Associate Dean of Partnerships and Hispanic Initiatives. Michael Vos. Vice-President of North American Initiatives. Alan Anderstrom. Vice-President of International Initiatives. Lester McCorn. Vice-President of Urban Initiatives. Nancy Carroll. Fund Development Director. Nathan Haila. Communications Director. Josh Sents. Controller and Chief Information Officer. Board: Keith Cook. Chair. Ames, Iowa. Don Johnson. Treasurer. Ames, Iowa. Jeff Reed. President. Ames, Iowa. Jay Staker. Director. Huxley, Iowa. 39

46 Certified Leaders: An Antioch School partner is a church, church network, or ministry organization that has at least one BILD Certified Leader and is using the BILD resources for church-based theological education. Types of partners include: A church or Pauline team that wants to provide training for its leaders. An association or denomination of churches that wants to provide in-service leadership development through a coordinated effort. A Bible college or theological seminary that wants to serve as a resource for churchbased theological education programs. A mission agency that wants to equip its missionaries and establish training programs to help church networks on their fields. A church-planting movement or consortium of churches or mission agencies. Initial Training of Certified Leaders. In order to offer an Antioch School program in your church, church network, or ministry organization, at least one key leader must become certified by BILD. Initial Training of Certified Leaders provides essential preparation and assessment in the use of our philosophy and resources, paradigmatic perspective on theological education, and preparation for coaching students in the use of portfolios. Initial Training of Certified Leaders is offered through both onsite and e-training formats: Onsite Initial Training is an intensive 3-day event held at our headquarters in Ames, Iowa and at other locations as needed, particularly for church networks. e-training is modularized into units offered frequently online so that it may be started as soon as you want and completed at your pace. Both Onsite and e-training begin with our online Webinar, a live, 4-hour introductory seminar that carefully explores the biblical and practical distinctiveness of the Antioch School. To register for the Webinar, Onsite Training, or e- Training, go to and click on Learn More and follow the links. 40

47 Initial Training of Certified Leaders Training Modules include: Module 1 (4 hours) Basic Program Design Life and Ministry Development Portfolio Assessment Module 2 (12 hours) Educational Philosophy Socratic Discussion Skills Practicum Teaching the Acts Course Module 3 (12 hours) C-BTE Paradigm Transformation Project Global Partnerships Teaching the Pauline Epistles Course The fee is $300 which includes training, assessment, and materials. When you register, you may pay by credit card or be invoiced. Call 515/ Responsibilities. Some of the key responsibilities of a Certified Leader are to: Commend students who meet the qualifications for admission. Offer BILD Leadership Series courses through an Antioch School partner in a manner that allows students to proceed through the program on a timely basis. Assure that each student is making satisfactory progress in the development of a personal portfolio of evidence of competencies for review by Associate Faculty. Maintain frequent regular communication with Antioch School staff with regard to the status of their programs. Certified Leaders may be formed into cohorts in order to benefit from the networking and ongoing interaction (live and/or online) with partners and staff. 41

48 Ongoing Training of Certified Leaders. Status as a Certified Leader can be maintained by demonstration of competency in an additional Leadership Series workshop and Mini-Paradigm Transformation Project seminar each year. Ongoing Training opportunities are primarily offered online through e-training. Opportunities will also be available during the BILD International Conference in the first week of November each year and may be offered at other times and locations as well. See the website ( for the current training schedule by clicking on the Web Conferencing Center link. It is recommended that multiple leaders within a single partner ministry be certified in order to provide a wide foundation of trained leaders for the Antioch School programs offered by the partner ministry. Some Certified Leaders are being grouped into cohorts for their Ongoing Training to provide the benefits of peer interaction, accountability, and networking. In the unfortunate circumstance of a Certified Leader leaving a church or being unable to fulfill the duties of a Certified Leader, the Antioch School will take responsibility to see that another Certified Leader is put in place or will take other action services so that there will be minimal disruption of services to Antioch School students. 42

49 ASSESSMENT The Antioch School utilizes an extensive, robust portfolio assessment system to provide abundant and multi-layered evidence that its students deserve the degrees that are being granted. Although many competencies may be developed in conjunction with learning opportunities designed for that purpose (particularly in Leadership Series courses), we recognize that students develop in different ways and at different times. Portfolios may include a wide variety of evidence from many learning experiences. For instance, a student may best demonstrate particular competencies associated with a Leadership Series course in an Integrated Ministry Plan rather than in the projects of a particular Leadership Series course. See the Student Competency Assessment Guide ( A new e-portfolio System has been developed as the first phase of the BILD Cloud Project. It includes several features to enhance ease-of-use, efficiency, and effectiveness. For instance, the new e-portfolio has automatic workflow management notification when something is due, something is added by a student, or something is reviewed by a Certified Leader or Associate Faculty. It also provides automatic notification when a student fails to post evidence of competency, when Certified Leaders fail to provide initial review, and when Associate Faculty members fail to provide validation review in a timely manner. Next tasks for anyone involved are kept in a queue with links for ready access. Also, the new e- Portfolio System is tied directly to the use of the Student Competency Assessment Guide. Two main types of items are contained in a portfolio: Artifacts are things that the student has produced that demonstrate competency. All Leadership Series courses are designed with projects, large and small, that help students think through the main issues in terms of actual ministry contexts. Other projects, such as a collection of preaching/teaching recordings extend beyond single courses. A student s own journaling and formal evaluation of teaching experiences or personal assessment are valuable pieces of evidence of what has been learned. Attestations are things that other people produce that demonstrate the competencies of the student. These include personal and ministry assessments by those who are close to the student, evaluations by others of a student s teaching in the practicum, and their Motivated Abilities Patterns. 43

50 Assessment takes place in various ways: Mentors conduct assessment in all aspects of the program (and beyond) because their first responsibility is to support the development of students for ministry. They focus on the Life and Ministry Development area, particularly through the use (at least quarterly) of the Personal Development Assessment forms. However, they may also help integrate all parts of a student s program. We like to say that our degrees are life and ministry development programs that include some great courses, but they are much more than courses, largely because of the emphasis on mentoring. Students assess themselves throughout the program in order to determine what they put in their portfolios to demonstrate competencies. Certified leaders of each partner program have been trained to assist students in the building of their portfolios. However, the initial assessment is done by students as part of their own development process. This is usually done by posting artifacts and attestations in the student s e-portfolio for items listed in the portfolio transcripts for their programs according to the criteria and rubrics in the Student Competency Assessment Guide. Certified Leaders review the evidence posted by students in their e-portfolios to determine if they think it demonstrates competency according to the criteria and rubrics of the Student Competency Assessment Guide. If so, they mark the e- Portfolio to indicate their initial approval. Certified Leaders are also functioning as proctors to ensure that the work has indeed been done by the student. Associate Faculty members review e-portfolios to validate the Certified Leader s initial approval. They also do their assessment according to the criteria and rubrics of the Student Competency Assessment Guide. Associate Faculty members work closely with Certified Leaders to help them understand the criteria for assessment. Credit is granted when Associate Faculty members validate a set of competencies as indicated on the portfolio transcript. It is the policy of Associate Faculty to provide validation reviews within a week of the posting of evidence of competencies. Students are expected to have regular substantive interaction with Associate Faculty members through the use of the e-portfolio system for review of assignments in each course and the discussion board for each course on the website s Help Center. Academic credit is granted for evidence of competency only after it has been validated by an Associate Faculty member. Appeals by students of portfolio assessment by Associate Faculty should be made initially to the student s Certified Leader. If not resolved, appeals by students and/or Certified Leaders can be made to the Academic Dean. If necessary, another Associate Faculty will be assigned for re-assessment. 44

51 INTELLECTUAL PROPERTY RIGHTS Intellectual property rights are the rights given to persons over the creations of their minds. The Antioch School retains the rights related to the creation of its programs, courses, and supporting resources. Students retain the rights for the unique work that they produce during Antioch School programs. COMPLAINTS If students, faculty, administrators, or any party who has good reason to believe that the Antioch School is not providing what was promised or was reasonably expected with regard to curricular issues, assessment issues, financial issues, or administrative issues, they may file a complaint by communicating directly with the Antioch School s Academic Dean by letter, ([email protected], or phone). Official responses to complaints will be provided promptly once it is certain that all relevant parties have been able to respond to the complaints (up to a maximum of 30 days). Unresolved complaints may be taken to the Antioch School s state licensing or accrediting agencies identified in the section on Accreditation, Authorization, and Commendation. STUDENT PRIVACY Under the provisions of a federal law known as the Family Education rights and Privacy Act of 1974 (FERPA), students are afforded certain rights pertaining to higher education records and personally-identifiable information on file with the institution. It is the policy of the Antioch School to treat all student information, both personal and academic, as strictly confidential. Student information will only be released after appropriate written permission has been obtained. Including the name of a Certified Leader on a student s application form is recognized as authorization to share academic information with the Certified Leaders of an Antioch School partner program for the purpose of mentoring. 45

52 ACADEMIC FREEDOM The Antioch School embraces the following statement of academic freedom, adapted from the 1940 Statement by the American Association of University Professors. Institutions of higher education are conducted for the common good and not to further the interest of the individual teacher, the student, or the institution as a whole. The common good depends upon the free search for truth and its free exposition. Academic freedom is essential to these purposes and applies to teaching, research, and learning. STUDENT IDENTITY The application for admission requires students to establish their identities by means of government-issued identification cards. This identification will be tied to a student ID number which a student will need to reference when contacting the Antioch School for service. Similarly, this identification will be tied to the e-portfolio system in order to verify student identity when submitting work for assessment. Certified Leaders will be asked annually to verify that the work reviewed in the e-portfolio system is indeed the work of the students. 46

53 ENROLLMENT INFORMATION General Admission Requirements The most significant general requirement for bachelors and masters level programs is the commendation by a Certified Leader of an Antioch School partner for participation in the program offered by that partner. Students must also give the name of local mentors who will provide personal development assessment. Additionally, students must list and describe past and current ministry positions, roles, and responsibilities; name and location of church membership; explanation of why they desire the degree and how ministry will be enhanced by it; and provide evidence that demonstrates prerequisite academic ability for the programs. The Antioch School does not discriminate on the basis of race, sex, color, or national origin. Specific Admission Requirements: Bachelor of Ministry (B.Min.) applicants must demonstrate: Ability to complete academic work at the beginning post-secondary level. This is normally done with high school diplomas, transcripts of academic work already done at a college or university, GED tests, or college placement tests. Expressed interest in development of basic competencies associated with being a minister of the gospel (pastor, church planter, missionary) or other ministry leader. This may be done through the recommendation of a Certified Leader of the partner Antioch School program. Bachelor of Theology (B.Th.) applicants must demonstrate: Ability to complete academic work at the beginning post-secondary level. This is normally done with high school diplomas, transcripts of academic work already done at a college or university, GED tests, or college placement tests. Expressed interest in basic development of competencies associated with building one s own biblical theology and impacting a particular culture accordingly. This may be done through the recommendation of a Certified Leader of the partner Antioch School program. Master of Ministry (M.Min.) applicants must demonstrate: Ability to complete academic work at the advanced post-secondary level (masterslevel). This is normally done with official transcripts showing that a bachelors degree has already been earned from a college or university, transcript showing admission and/or academic work already done at the masters-level, or graduate school placement test results (such as the GRE). Expressed interest in advanced development of competencies associated with being a minister of the gospel (pastor, church planter, missionary) or other ministry leader. 47

54 Three years of full-time ministry leadership experience (or its equivalent). Applicants may meet this requirement through vocational or non-vocational ministry. Capacity to learn through reflection on, planning for, and extensive implementation in real ministry situations. Master of Theology (M.Th.) applicants must demonstrate: Ability to complete academic work at the advanced post-secondary level (masterslevel). This is normally done with official transcripts showing that a bachelors degree has already been earned from a college or university, transcript showing admission and/or academic work already done at the masters-level, or graduate school placement test results (such as the GRE). Basic competencies associated with being a minister of the gospel or other ministry leader as represented by the core of Leadership Series I courses of the B.Min. or M.Min. program. If lacking, these may be fulfilled within the M.Th. program as additional requirements. Expressed interest in advanced development of competencies associated with building one s own biblical theology and impacting a particular culture accordingly. Three years of full-time ministry leadership experience (or its equivalent). Applicants may meet this requirement through vocational or non-vocational ministry. Capacity to learn through reflection on, planning for, and extensive implementation in real ministry situations. Doctor of Ministry in Global Church-Based Theological Education (D.Min. GCBTE) applicants must demonstrate: Ability to complete academic work at the advanced post-secondary level (doctorallevel). This is normally done with official transcripts showing that a masters degree in a related field has already been earned or showing admission and/or academic work already done at the doctoral-level. Basic competencies associated with being a minister of the gospel or other ministry leader as represented by the Leadership Series core of the M.Min. program. If lacking, these may be fulfilled within the program as additional requirements. Expressed interest in advanced development of competencies associated with understanding and making a substantial contribution to the implementation of the philosophical foundations of church-based theological education. Equivalent of three years of full-time ministry leadership experience in positions of strategic influence for church networks. Commendation by an Antioch School Associate Faculty or Senior Faculty member based on the strategic ministry role of the applicant and the potential for substantial ministry impact through the academic program and its credential. 48

55 Doctor of Ministry in Theology in Culture (D.Min. TIC) applicants must demonstrate: Ability to complete academic work at the advanced post-secondary level (doctorallevel). This is normally done with official transcripts showing that a masters degree in a related field has already been earned or showing admission and/or academic work already done at the doctoral-level. Basic competencies associated with building one s own biblical theology and impacting a particular culture accordingly as represented by the Leadership Series core of the M.Min. and M.Th. programs. If lacking, these may be fulfilled within the program as additional requirements. Expressed interest in advanced development of competencies associated with a thorough understanding and making a major contribution to biblical theology and theology in culture for a church network. Equivalent of three years of full-time ministry leadership experience in positions of strategic influence for church networks. Commendation by an Antioch School Associate Faculty or Senior Faculty member based on the strategic ministry role of the applicant and the potential for substantial ministry impact through the academic program and its credential. Certificate of Ministry (C.Min.) applicants must demonstrate: Ability to complete academic work at the beginning post-secondary level (or advanced post-secondary level for masters-level certificate programs). This is normally done with high school diplomas, transcripts of academic work already done at a college or university, GED tests, or college placement tests. Expressed interest in development of basic competencies associated with being a minister of the gospel (pastor, church planter, missionary) or other ministry leader. This may be done through the recommendation of a Certified Leader of the partner Antioch School program. Certificate of Theology (C.Th.) applicants must demonstrate: Ability to complete academic work at the beginning post-secondary level (or advanced post-secondary level for masters-level certificate programs). This is normally done with high school diplomas, transcripts of academic work already done at a college or university, GED tests, or college placement tests. Expressed interest in basic development of competencies associated with building one s own biblical theology and impacting a particular culture accordingly. This may be done through the recommendation of a Certified Leader of the partner Antioch School program. Credit for Individual Courses applicants must demonstrate: Ability to complete academic work at the beginning post-secondary level (or advanced post-secondary level for masters-level credit). This is usually done with 49

56 high school diplomas, transcripts of academic work already done at a college or university, GED tests, or college placement tests. Notes on Admission Requirements: The Antioch School practices open enrollment and admits all qualified applicants. Some of the specific program admission requirements may be demonstrated through the attestation of the Certified Leader of the partner Antioch School program. The Antioch School makes no guarantees about employment as a result of its degree programs, even though its programs may be used for a variety of employment opportunities. Applicants with substantial non-vocational ministry experience in a wide range of forms may be considered for admission to masters and doctoral programs. In most cases, this is closely tied with the Certified Leader s commendation of the applicant. For example, elders who have been significantly involved in ministry for three years or more meet the requirement. However, if the elder has merely attended periodic board meetings and made executive decisions for three years, then he probably does not meet the requirement. If, he has been involved in actively managing ministry efforts and in personally shepherding people in your church for three years or more, then he might easily meet the requirement. The following diagnostic questions may help: o Has this applicant been an active member of a ministry team for three years or more? o In what ways has this applicant been significantly involved in ministry efforts for three years or more? o Why should this applicant be enrolled in a masters-level program? o What type of people should be enrolled in masters-level programs? o What is it about the masters-level program of this partner that this ministry leader needs at this time? If a student and/or Certified Leader can make a persuasive case for a student s admissibility, then the Antioch Schools is inclined to admit the applicant. 50

57 APPLICATION PROCESS Students desiring to earn degrees, certificates, or individual credit from the Antioch School should complete an Application for Admission form in order to provide us with enough information to make a decision regarding admission. The application form requests various types of information. In addition to Personal Information, applicants must indicate the program to which they are applying and the partner with which the program is being offered. Partners may include churches, church networks, or ministry organizations for which at least one leader has been certified to facilitate Antioch School programs. The name of the Certified Leader who is commending you must be provided and verified by the Antioch School prior to admission. This verification can be a letter from your Certified Leader that accompanies your application form or an or call that is separate from your application form. The following information provides a background related to your interest in the program and likelihood of succeeding in it: 1. List and describe past and current ministry positions, roles, and responsibilities. Antioch School programs are intended to be in-service opportunities for people who already have ministry experience. Ministry positions, roles, and responsibilities include formal opportunities in churches, church networks, and ministry organizations as well as informal opportunities in churches, church networks, families, and other ministry contexts. 2. Give name and location for the church, church network, or ministry organization of which you are currently a member. It is foundational that students in the Antioch School be members of local churches and active in ministry. The commendation from your Certified Leader is not a recommendation for us to train you, but a commitment by your Certified Leader to provide a high quality church-based theological education program for you that makes good use of the BILD resources and Antioch School academic processes. 3. Describe why you desire to earn this degree or certificate, including how your ministry will be enhanced by it. We recognize that degree programs serve many functions, such as providing learning opportunities and academic credentials. Describe what has motivated you to seek the training of the program, as well as the cultural currency provided by the degree. 51

58 4. List formal post-secondary education (school name, location, dates enrolled, degree earned, major area of study). If you have taken part in any formal post-secondary education (beyond high school), list it so that we have a record of the formal academic backgrounds of applicants who have it. Notes on the Application Process: 1. There are various ways to provide evidence that you are able to succeed in this program. Most students have the high school or college from which they graduated send a transcript directly to the Antioch School. Students with nonformal training (ordered learning that is not organized according to courses, credits, and degrees) could provide information about their training, including documents that show the type of work that was done. Similarly, even informal training can be considered if you are able to describe the training and give evidence of what was learned that can be verified. 2. An application is not complete (and admission decisions won t be made) until evidence of ability to succeed in the program is provided and the initial payment of $225 has been paid (refundable in full if admission is not granted). 3. Complete applications will be processed immediately when they are received. 4. Notification of admission decisions will be sent initially by to applicants and their Certified Leaders. Admission packets, including admission letters, Life and Ministry Development notebooks and start-up kits will be sent to students upon admission to Antioch School degree and certificate programs. 5. Upon admission, to degree programs, students are expected to complete an Enrollment Agreement ( 6. The Antioch School is unaware of any physical requirements or other limitations that may prevent a student from successfully meeting the learning objectives. However, students who think they may have physical limitations that might prevent success in the program should bring them to the attention of the Antioch School during the admission process (or whenever they become known). For instance, accommodations may be made for someone who is blind or unable to write. 7. Admission in bachelors degree programs is not granted to students who are still enrolled in high school. 8. Applicants to Antioch School programs in English whose native language is not English and who have not earned a degree from an appropriately accredited institution where English is the principle language of instruction must demonstrate college-level proficiency in English as follows: a minimum grade of Level 3 on the ACT COMPASS s English as a Second Language Placement Test, a minimum grade 52

59 of Pre-1 on the Eiken English Proficiency Exam, a minimum of B-2 English proficiency level identified within the Common European Framework of Reference (CEFR) standards and assessed through various ESOL examinations including the University of Cambridge, or a. Bachelors-level. A minimum score of 500 on the paper-based Test of English as a Foreign Language (TOEFL PBT), 61 on the Internet Based Text (ibt), 6.0 on the International English Language Test (IELTS), 44 on the Pearson Test of English Academic (PTE Academic), a transcript indicating completion of at least 30 semester hours of credit with an average grade of C or higher at an appropriately-accredited college or university where the language of instruction was English, or a high school diploma completed at an appropriately-accredited/recognized high school where the medium of instruction was English. b. Masters-level. A minimum score of 530 on the paper-based Test of English as a Foreign Language (TOEFL PBT), 71 on the Internet Based Text (ibt), 6.5 on the International English Language Test (IELTS), 50 on the Pearson Test of English Academic (PTE Academic), or a transcript indicating completion of at least 30 semester hours of credit with an average grade of B or higher at an appropriately-accredited college or university where the language of instruction was English. c. Doctoral-level. A minimum score of 550 on the paper-based Test of English as a Foreign Language (TOEFL PBT), 80 on the Internet Based Text (ibt), 6.5 on the International English Language Test (IELTS), 58 on the Pearson Test of English Academic (PTE Academic), or a transcript indicating completion of at least 30 semester hours of credit with an average grade of B or higher at an appropriately-accredited college or university where the language of instruction was English. 9. Students with non-english transcripts will have them submitted to the Educational Credential Evaluators for validation. 53

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61 REGISTRATION AND ENROLLMENT Automatic Enrollment in Programs. Once you have been admitted to a program, you are automatically enrolled in the entire program. Tuition is not charged by the course, credit hour, or semester for degree-seeking students, so there is no need for additional registrations. Further, because the programs proceed and competencies are developed at the pace and sequence determined by each Antioch School partner and the unique development of each student, there is no need for additional registrations. Students may enroll for credit in individual courses or certain parts of a program without being admitted to a degree program by using the standard application form and indicated which course(s) for which they want to enroll. Duration. Programs are designed to be done in two years by those who are engaged in a full-time intense leadership development programs (such as bachelors level students who already have their general education and free electives) or longer by those who will study on a part-time basis. See the section on Sample Scenarios for Program Plans for examples of 2-year and 4-year plans for completion of B.Min. and M.Min. degrees. Note that these are just sample scenarios to help you see an entire program spread over time. The actual scenario in your context may vary. In order to assure that students are receiving significant mentoring using our Personal Development Assessment tools over a substantial amount of time, the minimum length of a program will be 2 years from the date of admission. Students who expect to finish in less time may request an exception. All students are given at least 5 years to complete their degree programs. If additional time is needed, students may request an automatic extension for an additional 3 years without additional tuition or fees. If still more additional time is needed, you must petition to the Academic Dean for additional years with a continuation fee of $1000 per year of extension granted. Doctoral students have a maximum of 10 years to complete their programs. When students enroll for credit for individual courses, they are given a minimum of 12 months to submit evidence of competencies and receive initial review by Certified Leaders and validation review by Associate Faculty in order to earn credit. Probation. Students who are delinquent on payments for tuition, the portfolio system, or course materials may be placed on Financial Probation (which means that assessment and other services will be withheld and no transcripts of credit earned will be given until accounts are paid-in-full or other arrangements are made). 55

62 Students who do not achieve academic progress as defined in the Student Competency Assessment Guide may be placed on Academic Probation (this means that assessment and other services will be withheld and no transcripts of credit earned will be given until e- Portfolios are made current). Students who remain on probation for more than three months may be withdrawn from their degree programs. Workload. Academic credit is granted according to the standard formula for higher education, namely 45 hours of academic work equals 1 semester hour of credit (with 15 hours of academic engagement and 30 hours of preparation and follow-up assignments in most cases). Most students benefit from the efficiency that comes from the significant overlap of the work in their Antioch School degree programs with the ministry activities, mentoring, and other aspects of leadership development. Certified Leaders of partner programs and facilitators of Leadership Series courses can also be enrolled in programs because we think that those who teach often learn best. Full-time enrollment is at least 12 semester hours of credit during a semester. Half-time enrollment is at least 6 semester hours of credit during a semester. 56

63 SAMPLE SCENARIOS FOR PROGRAM PLANS Leadership Series courses have been designed for weekly use for a 15-week period, but may be adapted for shorter or longer duration. Most partners use a weeknight or Saturday morning. It is recommended that time on a weekly basis be given to address some of the other areas of the program (e.g. Life and Ministry Development, Integrated Ministry Plans, Ministry Practicum, Teaching Practicum). The following scenarios are based on three 15-week blocks per year (though this may be adjusted as necessary by Antioch School partners). They may begin in Summer, Fall, or Winter/Spring. 2-YEAR BACHELOR OF MINISTRY SCENARIO (for students who have already satisfied the General Education and Free Elective categories) Item Year Term 1 Term 2 Term 3 MAP Response 1 MAP Response Life n 1 Initial Life n Plan Personal Dev. Assessments 1 Personal Dev. Assessments Leadership Series Courses 1 Acts Personal Dev. Assessments Leadership Series Courses 1 Pauline Epistles Integrated Ministry Plans 1 Personal Dev. Assessments Essentials of Sound Doctrine Leaders and the Early Church Initial Integrated Ministry Plans Ministry Practicum 1 Ministry Practicum Ministry Practicum Ministry Practicum Teaching Practicum 1 Teach First Principles Teach First Principles Teach Acts Item Year Term 1 Term 2 Term 3 MAP Response 2 MAP Revised Response Final MAP Response Life n 2 Revised Life n Plan Final Life n Plan Personal Dev. Assessments Leadership Series Courses Leadership Series Courses Integrated Ministry Plans 2 Personal Dev. Assessments Personal Dev. Assessments Personal Dev. Assessments 2 Preaching and Teaching Shepherding and Counseling Habits of the Heart 2 Interpreting I Interpreting II Covenants and Biblical Worldview 2 Revised Integrated Ministry Plans Final Integrated Ministry Plans Ministry Practicum 2 Ministry Practicum Ministry Practicum Ministry Practicum Teaching Practicum 2 Teach Pauline Epistles 57

64 4-YEAR BACHELOR OF MINISTRY SCENARIO Item Year Term 1 Term 2 Term 3 MAP Response 1 MAP Response Life n 1 Initial Life n Plan Personal Dev. Assessments 1 Personal Dev. Assessments Personal Dev. Assessments Personal Dev. Assessments General Education 1 Language Leadership Series Courses 1 Acts Pauline Epistles Integrated Ministry Plans 1 Ministry Practicum 1 Ministry Practicum Ministry Practicum Ministry Practicum Teaching Practicum 1 Teach Acts Other/Electives 1 Other Item Year Term 1 Term 2 Term 3 MAP Response 2 MAP Revised Response Life n 2 Revised Life n Plan Personal Dev. Assessments 2 Personal Dev. Assessments Personal Dev. Assessments Personal Dev. Assessments General Education 2 Art Heritage Institutions Leadership Series Courses 2 Integrated Ministry Plans 2 Essentials of Sound Doctrine Leaders and the Early Church Preaching and Teaching Initial Integrated Ministry Plans Ministry Practicum 2 Ministry Practicum Ministry Practicum Ministry Practicum Teaching Practicum 2 Teach Pauline Epistles Other/Electives 2 Other Other Other 58

65 Item Year Term 1 Term 2 Term 3 MAP Response 3 MAP Revised Response Life n 3 Revised Life n Plan Personal Dev. Assessments 3 Personal Dev. Assessments Personal Dev. Assessments Personal Dev. Assessments General Education 3 Nature Work Identity Leadership Series Courses 3 Interpreting I Shepherding and Counseling Interpreting II Integrated Ministry Plans 3 Revised Integrated Ministry Plans Ministry Practicum 3 Ministry Practicum Ministry Practicum Ministry Practicum Teaching Practicum 3 Teach First Principles Teach First Principles Other/Electives 3 Other Other Other Item Year Term 1 Term 2 Term 3 MAP Response 4 MAP Revised Response Life n 4 Revised Life n Plan Personal Dev. Assessments 4 Personal Dev. Assessments Personal Dev. Assessments Personal Dev. Assessments General Education 4 Community Service Community Service Community Service Leadership Series Courses 4 Habits of the Heart Covenants and Biblical Worldview Integrated Ministry Plans 4 Revised Integrated Ministry Plans Ministry Practicum 4 Ministry Practicum Ministry Practicum Ministry Practicum Teaching Practicum 4 Other/Electives 4 Other Other Other 59

66 2-YEAR MASTER OF MINISTRY SCENARIO Item Year Term 1 Term 2 Term 3 MAP Response 1 MAP Response Life n 1 Initial Life n Plan Personal Dev. Assessments Leadership Series Courses Leadership Series Courses Integrated Ministry Plans 1 Personal Dev. Assessments Personal Dev. Assessments Personal Dev. Assessments 1 Acts Essentials of Sound Doctrine 1 Pauline Epistles Leaders and the Early Church 1 Initial Integrated Ministry Plans Ministry Practicum 1 Ministry Practicum Ministry Practicum Ministry Practicum Teaching Practicum 1 Teach First Principles Teach First Principles Teach Acts Item Year Term 1 Term 2 Term 3 MAP Response 2 MAP Revised Response Final MAP Response Life n 2 Revised Life n Plan Final Life n Plan Personal Dev. Assessments Leadership Series Courses Leadership Series Courses Integrated Ministry Plans 2 Personal Dev. Assessments Personal Dev. Assessments 2 Preaching and Teaching Shepherding and Counseling Personal Dev. Assessments Habits of the Heart 2 Interpreting I Interpreting II Covenants and Biblical Worldview 2 Revised Integrated Ministry Plans Final Integrated Ministry Plans Ministry Practicum 2 Ministry Practicum Ministry Practicum Ministry Practicum Teaching Practicum 2 Teach Pauline Epistles Teach Essentials Teach Leaders 60

67 4-YEAR MASTER OF MINISTRY SCENARIO Item Year Term 1 Term 2 Term 3 MAP Response 1 MAP Response Life n 1 Initial Life n Plan Personal Dev. Assessments Leadership Series Courses Integrated Ministry Plans 1 1 Personal Dev. Assessments Personal Dev. Assessments Personal Dev. Assessments 1 Acts Pauline Epistles Ministry Practicum 1 Ministry Practicum Ministry Practicum Ministry Practicum Teaching Practicum 1 Teach Acts Item Year Term 1 Term 2 Term 3 MAP Response 2 MAP Revised Response Life n 2 Revised Life n Plan Personal Dev. Assessments Leadership Series Courses 2 Personal Dev. Assessments 2 Essentials of Sound Doctrine Personal Dev. Assessments Leaders and the Early Church Personal Dev. Assessments Preaching and Teaching Integrated Ministry Plans 2 Initial Integrated Ministry Plans Ministry Practicum 2 Ministry Practicum Ministry Practicum Ministry Practicum Teaching Practicum 2 Teach Pauline Epistles Teach Essentials of Sound Doctrine 61

68 Item Year Term 1 Term 2 Term 3 MAP Response 3 MAP Revised Response Life n 3 Revised Life n Plan Personal Dev. Assessments Leadership Series Courses 3 Personal Dev. Assessments Personal Dev. Assessments 3 Interpreting I Shepherding and Counseling Personal Dev. Assessments Interpreting II Integrated Ministry Plans 3 Revised Integrated Ministry Plans Ministry Practicum 3 Ministry Practicum Ministry Practicum Ministry Practicum Teaching Practicum 3 Teach First Principles Teach First Principles Item Year Term 1 Term 2 Term 3 MAP Response 4 MAP Revised Response Life n 4 Revised Life n Plan Personal Dev. Assessments Leadership Series Courses 4 Personal Dev. Assessments Personal Dev. Assessments 4 Habits of the Heart Covenants and Biblical Worldview Personal Dev. Assessments Integrated Ministry Plans 4 Revised Integrated Ministry Plans Ministry Practicum 4 Ministry Practicum Ministry Practicum Ministry Practicum Teaching Practicum 4 Teach Leaders 62

69 GRADES, CREDIT, TRANSCRIPTS, AND STUDENT INTEGRITY Grades. The Antioch School is focused on supporting the development and assessing the evidence of development in its students. High minimum standards of competency have been established in a wide range of areas. We are not concerned about making the fine distinctions in the evaluation of students and assignments that often manifest themselves in percentages, letter grades, and grade point averages, which are precise in number but not necessarily accurate in what they claim to represent. Rather, Certified Leaders assist students in building customized portfolios that allow their unique competencies to be seen in relation to particular needs. The Antioch School uses portfolio transcripts to provide a more detailed and accurate description of competencies. However, traditional transcripts may also be provided for those who do not finish programs or who wish to submit a transcript that shows letter grades of B for each course or area for which competency has been validated by Associate Faculty. This means that the student has been fully engaged with the learning materials and activities necessary to master the competencies, has demonstrated the skills needed to utilize the competencies, and has produced work that indicates command of the competencies. The grades of B correspond to the averages of 4 on the corresponding rubrics in the Student Competency Assessment Guide for each course or competency set. Unofficial portfolio transcripts may be printed at any time from a student s e-portfolio. Academic credit is granted only after evidence of competencies have been posted in the e- Portfolio by students, given initial approval by Certified Leaders, and validated by Associate Faculty according to the criteria and rubrics of the Student Competency Assessment Guide ( Credit is measured in units of semester hours. Credit is granted according to the standard formula for higher education, namely 45 hours of academic work equals 1 semester hour of credit (with 15 hours of academic engagement and 30 hours of preparation and follow-up assignments in most cases). Students wishing for academic transcripts to be sent should provide written requests by mail to Antioch School Academic Records or by to [email protected]. There is no fee for normal service and delivery. Expedited delivery charges will be billed to the student. 63

70 Student Integrity is foundational to an academic institution, particularly one focused on the training of leaders for ministry. The Antioch School expects all students to maintain the highest standards of student integrity. All students are expected to do their own academic work. Utilization of the work of others without appropriate citation will be considered plagiarism. Examples of the work of others include: direct excerpts from course materials (or other resources), copying work done by other students (current or former), submission of assignments (or partial assignments) acquired from a purveyor of research papers, or relying on another for more than editorial and formatting support. Upon the first violation of student integrity alleged by a faculty member, the student and the student s Certified Leader will be notified. If it is determined to be an actual violation, the student will need to redo the assignment. Upon a second violation alleged by a faculty member, the instance will be reported to the student, the student s Certified Leader, and the Academic Dean. If it is determined to be an actual second violation, the student will be placed on academic probation. If another violation occurs within one year, the student may be dismissed from the program. Student identity must be established during the enrollment process using a governmentissued photo identification so that identity can be verified throughout the student s enrollment. 64

71 TRANSFER CREDIT Transfer of Antioch School credit into other academic institutions and recognition of Antioch School degrees for admission into advanced programs of other institutions is always at the discretion of the other institution. Because it is accredited by the Distance Education Accrediting Commission (DEAC), a national accrediting agency that is recognized by the U.S. Department of Education and the Council on Higher Education Accreditation (CHEA), the Antioch School is listed in the trusted Higher Education Directory ( and on the CHEA website ( Generally, this means that Antioch School credit and degrees will be recognized according to their fit with the academic programs of the other institutions. The Antioch School is the first truly church-based and competency-based to be accredited by an agency recognized by the Council on Higher Education Accreditation (CHEA) and the U.S. Department of Education. The Antioch School develops articulation agreements with various academic institutions (Bible colleges, seminaries, state universities) regarding the acceptance of its transfer credit and for admission to advanced degree programs. For instance, students with Antioch School B.Min. or B.Th. degrees may be admitted into the M.Div. or M.Th. programs of certain seminaries. Students with Antioch School M.Min. or M.Th. degrees may be accepted into the D.Min. or Th.D. programs on the same basis as M.A. graduates of that institution. Antioch School academic transcripts present learning according to the degree overview for each program. This means that credit is listed according to competency sets, not traditional courses and grades. Each competency that has been validated by Associate Faculty will be given a grade of B (because of the high standards expected for minimal competency in the Antioch School program). Leadership Series I courses will be valued at 3 semester hours in Bachelors-level programs and 4 semester hours for Masters-level programs. Leadership Series II courses will be valued at 2 or 3 semester hours in Bachelors level programs and 4 semester hours for Masters level programs. Other demonstrations of competency that have been validated by Associate Faculty will be valued at the number of credit hours indicated on the degree program overviews at the end of this Handbook. See the Accreditation, Transfer Credit, and Financial Aid Manual for more information ( including appendices on Exploding the Myths about DETC Accreditation and Don t Take No for an Answer When Trying to Transfer Your Credits or Degree. 65

72 Transfer credit from other academic institutions may be applied to Antioch School programs if a student can demonstrate that the competencies listed on the portfolio transcript have been met through learning apart from the use our resources. For instance, projects done for other courses at other institutions may be posted in a student s e-portfolio to demonstrate a particular competency related to a Leadership Series course. Many bachelor-level students will use entire courses from other institutions to satisfy their General Education requirements. Students should work closely with the Certified Leader of their programs, and the evidence of competencies still must be reviewed and validated by an Antioch School Associate Faculty member according to the criteria and rubrics in the Student Competency Assessment Guide ( Often, attempts to transfer credit do not fit well with many parts of Antioch School programs because of its unique curriculum and competency-based approach. Few traditional Bible college and seminary programs have courses that match the competencies of the Antioch School programs. For instance, the Antioch School competency set related to Acts is not a detailed study of the history of Acts or the content of each chapter of Acts, but a biblical theology study of the narrative intent of the book of Acts to form a foundational understanding of the nature of the church. Similarly, someone who has used our resources prior to enrollment in the Antioch School does not necessarily have to retake Leadership Series courses if they can demonstrate the corresponding competencies in their portfolios. Transfer credit may be used to fulfill the General Education and Free Elective requirements of bachelor-level programs. A maximum of 50% of one s academic program may be met through transfer credit from other institutions, CLEP tests, and/or prior learning assessment. Students requesting transfer credit should have an official transcript or CLEP results sent to the Antioch School and post their petition in the corresponding section of their e-portfolios regarding the courses and credit hours they wish to transfer. Similarly, students requesting prior learning assessment should post their petition and evidence of prior learning in the corresponding section of their e-portfolios for faculty review. General Education requirements of bachelors-level programs may be satisfied in the following ways: 66

73 Integrated Core Transfer Credit Examples CLEP Tests (with score of 50) Language: The Crucial Connection Art: The Esthetic Experience Heritage: The Living Past Institutions: The Social Web Nature: Ecology of the Planet Work: The Value of Vocation Identity: The Search for Meaning English Composition, English Literature, College Writing, Linguistics, Communication Art Appreciation, Art History, Music, Fine Arts, Painting, Literature, Sculpture Western Civilization (or other region as appropriate), Global Culture, U.S. History (or other nation as appropriate) Sociology, Anthropology, Government, Political Science, International Affairs Biology, Chemistry, Ecology, Zoology, Environmental Science, Science and Technology Economics, Business, Ethics, Marketplace Studies Life Development, Human Resources, Psychology, Anthropology Analyzing and Interpreting Literature, English Composition, Freshman College Composition Humanities U.S. History 1, U.S. History 2, Western Civilization 1, Western Civilization 2 Social Sciences and History Natural Sciences Human Growth and Development 67

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75 GRADUATION AND DIPLOMAS Students who think they within three months year of completing the demonstration of the competencies of their degree or certificate program should contact the Antioch School (by phone or to in order to trigger the final validation review to assure that all competencies have been demonstrated. Degrees will be conferred when earned (after completion of the final validation reviews by Associate Faculty and commended for the degrees by Senior Faculty). No regular commencement ceremonies are held by the Antioch School. However, other ceremonies may be held in locations chosen by churches, church networks, and ministry organizations. Diplomas will be sent to students upon graduation to the addresses on file (or other addresses provided by students). Tuition and fees must be paid in full in order to graduate. While Antioch School programs may be closely linked to the ministry licensure and ordination processes of churches and denominations, the Antioch School does not guarantee these forms of commendation. They are entirely the responsibility of the churches and denominations providing them. 69

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77 FINANCIAL INFORMATION Degree and certificate programs are completed at the pace of each church-based theological education partner and according to the development of competency by each student. Tuition is not charged per course or credit hour for enrollment in programs, but monthly for a fixed period of time to spread out the costs for providing Antioch School services, even if completion of the program takes more time. However, tuition and fees must be paid-in-full in order to graduate. The low tuition is made possible by partnership with ministries that want to invest in their own leadership development programs. The Antioch School does not need to maintain an expensive campus or other aspects of infrastructure related to traditional campus education. A payment schedule is established upon admission. Students with financial difficulties or needing to make adjustments to this schedule should contact the Antioch School immediately. Portfolio System Life and Ministry Development is at the heart of each Antioch School program. The portfolio system includes a comprehensive set of assessments that take place in the context of essential mentoring with local ministry leaders. Upon admission, students will receive an Antioch School Life and Ministry Development Portfolio binder to use in the collection and presentation of evidence related to their development. The Antioch School portfolio system features the state-of-the-art Motivated Abilities Pattern (MAP) provided by SIMA International, Inc. using the System for Identifying Motivated Abilities (SIMA ). This service has been specially packaged and priced for Antioch School students. Students are expected to obtain a MAP at the beginning of their programs because it is a reference tool for all personal life and ministry development plans. The Antioch School also provides for each student our cutting edge e-portfolio service for the posting, review, and approval of demonstrations of competencies. The Portfolio System fee for degree programs is $750 (the SIMA MAP alone is worth more than $2000). The Portfolio System fee for Certificate programs is $

78 Tuition Tuition for the Antioch School is charged by the entire degree program, not according to semesters, courses, or credit hours (unless you enroll for credit for an individual course for which tuition is $150/credit). Tuition is $7200 for any Antioch School degree program. Tuition is $1800 for certificate programs. Average tuition and fees (not including books, room/board, or transportation) for private, non-profit colleges in the United States is $30,090 for a total of $120,360 for a traditional four-year undergraduate program (according to the Chronicle of Higher Education, August 22, 2014, p. 50). Tuition at popular evangelical seminaries (not including books, room and board, or transportation) is more than $25,000 for an M.A. degree and more than $37,000 for an M.Div. Tuition for programs is to be paid monthly (or in advance) according to the schedule established upon admission. Tuition for credit for individual courses is to be paid in full in advance. Course Materials All Antioch School programs include competencies that are usually obtained through training that uses BILD s Leadership Series course modules (4 to 17 depending on the program). Bachelors-level programs include BILD s Integrated Core General Education course modules (7). These unique educational resources are supported by course notebooks that contain Socratic discussion guides, project guides and models, personal project guidance, lifelong learning guidance, and sets of theological readings. The pedagogical format of these courses is rooted in the power of asking the right questions in the right environments with the right people using the right resources. The theological readers contain the best articles and chapters from the best books, in order to provide a wide and deep perspective on course topics. The complete set of Leadership Series I and Leadership Series II course materials is the equivalent of the vast of a huge library representing the best work of more than 300 authors. See the Degree Overviews at the end of this Handbook for a list of course materials for each degree program. Each course notebook costs $75. Unless otherwise requested, course materials are shipped at standard USPS or UPS ground rates to get the best price and delivery time for students. Approximate costs to ship one Leadership Series course to Kansas City are $8, to Atlanta is $12, and to Los Angeles is $ If multiple courses are shipped, the additional cost is about $2 per course. Unused course materials in as new condition may be returned within 30 days for a full refund minus the cost of shipping. 72

79 Total Costs The following chart shows the total costs of Antioch School programs. D.Min. D.Min B.Min. B.Th. M.Min. M.Th. GCBTE TIC C.Min. C.Th. Tuition Course Materials Leadership Series * Integrated Core ** Life n * Paradigm Transformation Project 525 Logos (Silver with discount) * Other Books *** Portfolio System TOTAL * The cost is only paid once, even if it is used by a single student in more than one program. ** Not needed if General Education requirements are met through transfer credit or means other than use of the BILD Integrated Core courses. *** Other books are recommended but not required for purchase. See website Help Center for current lists. 73

80 Payment Schedule The following schedule indicates when particular payments are due: Degree Programs: Month Amount 1 st 10 th $225 (for one month s tuition and one-tenth of the $750 Portfolio System) 11 th 48 th $150 (for one month s tuition) Certificate Programs: Month Amount 1 st 4 th $225 (for one month s tuition and one-fourth of the $300 Portfolio System) 5 th 12 th $150 (for one month s tuition) Notes on Payments: There is no application fee. The first payment of $225 should be submitted with a student s application to a degree or certificate program (it is entirely refundable if a student is not admitted). Tuition is charged by the program, not by semesters or courses. Course Materials are purchased separately, either from the Antioch School directly or through its partners. See above for costs. Payments may be made by check, direct withdrawal, or credit card. Payments are due by the 15 th of each month for the upcoming month. A late fee of $20 may be charged for any payment received more than 7 days after the monthly due date. Students who are delinquent on payments for tuition, the Portfolio System, or course materials may be placed on Financial Probation (which means that assessment and other services will be withheld and no transcripts of credit earned will be given until accounts are paid-in-full or other arrangements are made). Students who fail to make adequate academic progress as indicated in the Student Competency Assessment Guide according to 3 month intervals may be placed on Academic Probation and not allowed to continue in the program and make further tuition payments until adequate academic progress is made. Unless otherwise requested, Course Materials are shipped at standard UPS ground rates plus $1 for handling. Sales tax will be charged for purchases made in Iowa or sent to Iowa addresses. 74

81 Enrollment Agreement and Refund Policies Upon admission, students are expected to complete and sign an enrollment agreement. Students may proceed with their programs during the enrollment agreement process. The Enrollment Agreement form may be found on the website at Refund Policy: Tuition. Refunds will be granted upon request in any manner as follows: Because students pay by program, not by semester or course, they may unenroll from their programs at any time and request a refund of all tuition paid in advance of their 3 month intervals of academic progress (see Note on Payments). For most students, their monthly tuition payments and academic progress keep in step at 3 month intervals. However, a student who pays in advance the entire tuition ($7200) for a degree program, but withdraws after one year would be eligible for a refund for the other three years ($5400). Requests for refunds made within 5 days of enrollment will be refunded in their entirety. A registration fee of 10% of the tuition paid (not to exceed $200) may be subtracted from the refund amount due. Students are not required to return any materials in order to receive a refund to which they are entitled. No refunds will be granted for requests that come more than 4 years after the date this agreement is signed. Special consideration will be given to a student s request for refund beyond this policy in a case of student illness or accident, death in family, or other circumstances beyond the student s control. Any money due will be refunded within 30 days of the request. Portfolio System. This fee is not refundable once Autobiographical Forms have been submitted for the SIMA MAP process. Course Materials. Unused course materials in as new condition may be returned within 12 months for a full refund minus the cost of shipping. 75

82 Financial Aid. The Antioch School does not participate in federal financial aid programs (Title IV Pell Grants, Perkins Loans, Stafford Loans, etc.) or military financial aid programs for various reasons, such as the extensive regulatory burden for administration and the difficulty of fitting the uniqueness of the Antioch School (truly church-based and competency-based) into the system. Students may be eligible for federal financial aid through dual enrollment in other institutions that do participate in federal and military financial aid programs, such as enrollment in a community college for General Education and Free Electives. Student may also be eligible for financial aid from other sources, such as employers and community organizations. Students may also receive financial aid from their own churches, church networks, or ministry organizations. Many denominations provide scholarships at the national, regional, and local levels for students seeking theological education. 76

83 The Bachelor of Ministry degree (B.Min.) is granted for demonstration of basic competencies associated with being a minister of the gospel (pastor, church planter, missionary) and other ministry leaders. Semester Hour Credits 1. Life and Ministry Development SIMA Motivated Abilities Pattern (MAP) and 10 Step Program Life n Personal Development Assessments with Local Mentors 2 2. General Education Integrated Core Language: The Crucial Connection Art: The Aesthetic Experience Heritage: The Living Past Institutions: The Social Web Nature: Ecology of the Planet Work: The Value of Vocation Identity: The Search for Meaning Community Service Learning Projects and/or Great Books Reading Program 9 3. Core Training Modules (Leadership Series I Courses) Acts: Keys to the Establishment and Expansion of the First Century Church Pauline Epistles: Strategies for Establishing Churches Understanding the Essentials of Sound Doctrine Leaders and the Early Church Preaching and Teaching Shepherding, Counseling, and the Early Church Interpreting the Word I Interpreting the Word II (or Toward a Theology in Culture) Habits of the Heart Covenants, Unity of Scripture and Biblical Worldview 3 4. Integrated Ministry Plans Initial Integrated Ministry Plan Interim Integrated Ministry Plan Final Integrated Ministry Plan 2 77

84 5. Ministry Practicum (Learning by Doing) 9 6. Teaching Practicum (Learning by Teaching) The First Principles Series I The First Principles Series II The First Principles Series III Acts: Keys to the Establishment and Expansion of the First Century Church Pauline Epistles: Strategies for Establishing Churches 3 7. Other Additional Competencies (if necessary as determined by a Certified Leader in consultation with Associate Faculty for everyone in a partner program) 7.2 Free Electives (may include additional Leadership Series courses, Lifelong Learning Reading Reports, Leading Great Books Community Discussions, Ministry Practicum, or other transfer credit) Total 120 To view a complete portfolio transcript, go to click on the degree or certificate program, then click Transcript. 78

85 The Bachelor of Theology degree (B.Th.) is granted for demonstration of basic competencies associated with building biblical theology and theology in culture. Semester Hour Credits 1. Life and Ministry Development SIMA Motivated Abilities Pattern (MAP) and 10 Step Program Life n Personal Development Assessments with Local Mentors 2 2. General Education Integrated Core Language: The Crucial Connection Art: The Aesthetic Experience Heritage: The Living Past Institutions: The Social Web Nature: Ecology of the Planet Work: The Value of Vocation Identity: The Search for Meaning Community Service Learning Projects and/or Great Books Reading Program 9 3a. Core Training Modules (Leadership Series I Courses) 21 3a.1 Acts: Keys to the Establishment and Expansion of the First Century Church 3 3a.2 Pauline Epistles: Strategies for Establishing Churches 3 3a.3 Understanding the Essentials of Sound Doctrine 3 3a.4 Leaders and the Early Church 3 3a.5 Interpreting the Word I 3 3a.6 Interpreting the Word II (or Toward a Theology in Culture) 3 3a.7 Covenants, Unity of Scripture, and Biblical Worldview 3 3b. Core Training Modules (Leadership Series II Courses) 22 3b.1 Toward a Theology in Culture 3 3b.2 Old Testament Theology: Law 2 3b.3 Old Testament Theology: Former Prophets 2 3b.4 Old Testament Theology: Latter Prophets 2 3b.5 Old Testament Theology: Writings 2 3b.6 New Testament Theology: Luke and Paul 2 3b.7 New Testament Theology: Peter, James, Jude, and Hebrews 2 79

86 3b.8 New Testament Theology: Matthew and Mark 2 3b.9 New Testament Theology: John 2 3b.10 Pathways to Constructing Theology in Civilization 3 4. Major Projects Old Testament Theology New Testament Theology 3 5. Ministry Practicum (Learning by Doing) 9 6. Teaching Practicum (Learning by Teaching) The First Principles Series I The First Principles Series II The First Principles Series III Interpreting the Word I: Principles and Procedures Toward a Theology in Culture 3 7. Other Additional Competencies (if necessary as determined by a Certified Leader in consultation with Associate Faculty for everyone in a partner program) 7.2 Free Electives (could include additional Leadership Series courses, Lifelong Learning Reading Reports, Leading Great Books Community Discussions, Ministry Practicum, or other transfer credit) Total 120 To view a complete portfolio transcript, go to click on the degree or certificate program, then click Transcript. 80

87 The Master of Ministry degree (M.Min.) is granted for demonstration of advanced competencies associated with being a minister of the gospel (pastor, church planter, missionary) and other ministry leaders. Semester Hour Credits 1. Life and Ministry Development SIMA Motivated Abilities Pattern (MAP) and 10 Step Program Life n Personal Development Assessments with Local Mentors 2 2. Core Training Modules (Leadership Series I Courses) Acts: Keys to the Establishment and Expansion of the First Century Church Pauline Epistles: Strategies for Establishing Churches Understanding the Essentials of Sound Doctrine Leaders and the Early Church Preaching and Teaching Shepherding, Counseling, and the Early Church Interpreting the Word I Interpreting the Word II (or Toward a Theology in Culture) Habits of the Heart Covenants, Unity of Scripture and Biblical Worldview 4 3. Integrated Ministry Plans Initial Integrated Ministry Plan Interim Integrated Ministry Plan Final Integrated Ministry Plan 2 4. Ministry Practicum (Learning by Doing) 9 5. Teaching Practicum (Learning by Teaching) The First Principles Series I The First Principles Series II The First Principles Series III Acts: Keys to the Establishment and Expansion of the First Century Church Pauline Epistles: Strategies for Establishing Churches Essentials of Sound Doctrine Leaders and the Early Church 3 Total 76 To view a complete portfolio transcript, go to click on the degree or certificate program, then click Transcript. 81

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89 The Master of Theology degree (M.Th.) is granted for demonstration of advanced competencies associated with building biblical theology and theology in culture. Semester Hour Credits 1. Life and Ministry Development SIMA Motivated Abilities Pattern (MAP) and 10 Step Program Life n Personal Development Assessments with Local Mentors 2 2. Prerequisite Training Modules (Leadership Series I Courses) Acts: Keys to the Establishment and Expansion of the First Century Church Pauline Epistles: Strategies for Establishing Churches Understanding the Essentials of Sound Doctrine Leaders and the Early Church Interpreting the Word I Interpreting the Word II (or Toward a Theology in Culture) Covenants, Unity of Scripture and Biblical Worldview 4 3. Core Training Modules (Leadership Series II Courses) Toward a Theology in Culture Old Testament Theology: Law Old Testament Theology: Former Prophets Old Testament Theology: Latter Prophets Old Testament Theology: Writings New Testament Theology: Luke and Paul New Testament Theology: Peter, James, Jude, and Hebrews New Testament Theology: Matthew and Mark New Testament Theology: John Pathways to Constructing Theology in Civilization 4 4. Biblical Theology in Culture Projects Old Testament Theology in Culture New Testament Theology in Culture 3 5. Ministry Practicum (Learning by Doing) 9 83

90 6. Teaching Practicum (Learning by Teaching) The First Principles Series I The First Principles Series II The First Principles Series III Interpreting the Word I: Principles and Procedures Toward a Theology in Culture Old Testament Theology: Law New Testament Theology: Luke-Acts and the Pauline Epistles 3 Total 76 To view a complete portfolio transcript, go to click on the degree or certificate program, then click Transcript. 84

91 The Doctoral of Ministry degree (D.Min.) in Global Church-Based Theological Education (GCBTE) is granted for demonstration of competencies associated with understanding and making a substantial contribution to the implementation of the philosophical foundations of church-based theological education. Semester Hour Credits 1. Life and Ministry Development SIMA Motivated Abilities Pattern (MAP) and 10 Step Program Life n Personal Development Assessments with Local Mentors 2 2. Core Training Modules (Leadership Series I Courses) Acts: Keys to the Establishment and Expansion of the First Century Church Pauline Epistles: Strategies for Establishing Churches Understanding the Essentials of Sound Doctrine Leaders and the Early Church Other Leadership Series I course 3 3. Core Training Modules (Paradigm Transformation Projects) The Church as Theological Education The Church Doing Theology in Culture The Church as Missions The Church as a Hermeneutical Community The Church as Christian Education 3 4. Doctoral Major Project Doctoral Major Project Proposal Doctoral Major Project Rough Draft Doctoral Major Project Final Draft and Defense 3 5. Ministry Practicum (Learning by Doing) 9 6. Teaching Practicum (Learning by Teaching) The First Principles Series I The First Principles Series II The First Principles Series III Mini Paradigm Transformation Seminars on Theological Education Mini Paradigm Transformation Seminars on Theology, Missions, Hermenetics, or Christian Education Mini Paradigm Transformation Seminars on Theology, Missions, Hermenetics, or Christian Education 1 Total 60 To view a complete portfolio transcript, go to click on the degree or certificate program, then click Transcript. 85

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93 The Doctor of Ministry degree (D.Min.) in Theology in Culture (TIC) is granted for demonstration of competencies associated with a thorough understanding and making a major contribution to biblical theology and theology in culture. Semester Hour Credits 1. Life and Ministry Development SIMA Motivated Abilities Pattern (MAP) and 10 Step Program Life n Personal Development Assessments with Local Mentors 2 2. Core Training Modules (Biblical Theology in Culture Seminars) Theology in Culture Biblical Theologies of Each Book and Canonical Section (OT) Biblical Theologies of Each Book and Canonical Section (NT) Biblical Theology of the Old Testament Biblical Theology of the New Testament Theology in Civilization 4 3. Doctoral Major Projects Doctoral Major Project Proposal Doctoral Major Project Rough Draft Doctoral Major Project Final Draft and Defense 4 4. Ministry Practicum (Learning by Doing) 9 5. Teaching Practicum (Learning by Teaching) The First Principles Series I The First Principles Series II The First Principles Series III Leadership Series II course on Theology in Culture Leadership Series II course on Interpreting the Word I Leadership Series II course on Interpreting the Word II Leadership Series II course on OT or NT Biblical Theology in Culture 3 Total 60 To view a complete portfolio transcript, go to click on the degree or certificate program, then click Transcript. 87

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95 The Certificate of Ministry (C.Min.) is granted for demonstration of initial competencies associated with being a minister of the gospel (pastor, church planter, missionary) and other ministry leaders. 1. Life and Ministry Development SIMA Computerized Abilities Pattern (CAP) and 10 Step Program Personal Development Assessments 1 2. Training Modules (Leadership Series I Courses) 12 or 16* 2.1 Acts: Keys to the Establishment and Expansion of the First Century Church 3 or 4* 2.2 Pauline Epistles: Strategies for Establishing Churches 3 or 4* 2.3 Understanding the Essentials of Sound Doctrine 3 or 4* 2.4 Leaders and the Early Church 3 or 4* 3. Ministry Practicum (Learning by Doing) 2 Total 16 or 20* *Masters-level credit. To view a complete portfolio transcript, go to click on the degree or certificate program, then click Transcript. 89

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97 The Certificate of Theology (C.Th.) is granted for demonstration of initial competencies associated with doing biblical theology and theology in culture. Semester Hour Credits 1. Life and Ministry Development SIMA Computerized Abilities Pattern (CAP) and 10 Step Program Personal Development Assessments 1 2. Training Modules (Leadership Series I Courses) 12 or 16* 2.1 Acts: Keys to the Establishment and Expansion of the First Century Church 3 or 4* 2.5 Pauline Epistles: Strategies for Establishing Churches 3 or 4* 2.6 Understanding the Essentials of Sound Doctrine 3 or 4* 2.7 Toward a Theology in Culture 3 or 4* 3. Ministry Practicum (Learning by Doing) 2 Total 16 or 20* *Masters-level credit. To view a complete portfolio transcript, go to click on the degree or certificate program, then click Transcript. 91

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99 ANTIOCH SCHOOL OF CHURCH PLANTING AND LEADERSHIP DEVELOPMENT Application for Admission Personal Information: Name: Address: (First) (Middle) (Last) (Street) (City) (State) (ZIP) Phone Numbers: Address: Social Security Number: (Home) (Mobile) (Work) (or other personal identification number with explanation) o Male o Female Date of Birth: (Day) (Month) (Year) Home Church: Country of Citizenship: Degree or Certificate Program: o Certificate of Ministry (C.Min.) o Certificate of Theology (C.Th.) o Bachelor of Ministry (B.Min.) o Bachelor of Theology (B.Th.) o Master of Ministry (M.Min.) o Master of Theology (M.Th.) o Doctor of Ministry in Global Church-Based Theological Education (D.Min. GCBTE) o Doctor of Ministry in Theology in Culture (D.Min. TIC) o Credit for Individual Course(s) Name of Partner (church, church network, church-planting movement/team, school, or mission agency) through which the program is being offered: Name of Certified Leader of Partner listed above who is commending you: Specify Name of Course(s) Name of Local Mentor(s) who will provide your personal development assessment: Page 1

100 Background (Please complete on a separate sheet): 1. List and describe past and current ministry positions, roles, and responsibilities. 2. Give name and location for church of which you are currently a member. Or give the contact information for a leader of the ministry team with which you serve. If you are in a transition between churches or ministry teams, please explain. 3. Describe why you desire to earn this degree or certificate, including how your ministry will be enhanced by it. 4. List secondary and post-secondary education experiences that demonstrate prerequisite academic ability for this program. For formal schooling, give name, location, dates enrolled, diploma/degree earned, and major area of study (if applicable). For education experience other than formal schooling, provide a brief explanation of the details, including any standardized assessments used and contact information that can be used for verification purposes. Submitting Your Application: Please mail form to: or to: Antioch School of Church Planting and Leadership Development [email protected] 2400 Oakwood Road, Ames, IA Visit our website: antiochschool.edu Steps in the Admission Process: 1. Obtain the commendation of a certified leader of the partner program in which you desire to study. 2. Complete this application form. 3. Send the application form, initial payment of $225 (refundable if you are not admitted), and evidence of prerequisite academic ability for this program (see Handbook for more details). a. Official transcripts/diplomas from formal education experiences. b. Results from standardized examinations (GED, ACT, SAT, GRE, etc.) c. Other evidence from informal and nonformal education (see Handbook for more details). 4. When admitted, you will receive an admission packet that includes the following: a. Admission letter stating date on which enrollment begins, responsibilities of students and the Antioch School, and a current Handbook (which stipulates policies and procedures for your program). b. Life and Ministry Development Portfolio binder. c. Instructions for e-portfolio System. d. Instructions for making payments. e. Life and Ministry Development start-up kit (instructions for beginning MAP, Personal Development Plan, and Personal Development Assessments). Print Name: Signature: Date: Page 2 v. 2.5

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