Youth Ministry Lessons for High School Students

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1 .::COURSE SYLLABUS //Youth And Family Ministry - GB 5673 Walter Surdacki, D.Min. walter.surdacki@lipscomb.edu Office # Office: Ezell #204 DESCRIPTION: This course is designed for those considering work (or currently in) in youth ministry, either professional or vocational. This course hopes to prepare individuals for the variety of tasks necessary to minister effectively to middle school and high school students. This course gives a broad overview of contemporary culture, especially as it affects youth ministry, and provides foundational and historical youth ministry concepts, models, and philosophies. In addition, a broad spectrum of ministry programs and issues will be addressed, such as "the changing family," recruitment and care of volunteers, organizing a ministry program, missions and service, outreach to adolescents, camping, etc. LEARNING OUTCOMES: Students will (1) understand cultural trends that influence and affect adolescents and their families; (2) develop a comprehensive theology and philosophy of youth ministry and know how to obtain and use tools to implement these; (3) understand the different ministry needs of early, middle, and late adolescents, especially in relation to families; (4) create multi-generational relational programs and curriculum that enable discipleship and Christian nurture within a theologically driven framework of congregational ownership and assimilation. RELEVANCE FOR MINISTRY: Youth ministry is a growing trend in many churches. Traditional youth ministry has taken the spiritual nurture and responsibility away from the parents causing a vacuum of discipleship in the home. How those with spiritual authority pass on the Christian faith to children and adolescents will determine the shape of the church for years to come. Understanding the nature of psychosocial spiritual development, how to read a culture, how to solicit support and adult ownership and how to develop programs and models that reach an adolescent subculture will honor God by preparing them for service in the kingdom. COURSE FORMAT: Lectures, extensive class discussion, readings discussions, case studies and group work will make up the majority of class time. REQUIRED READING: Clark, Chap. Hurt: Inside the World of Today's Teenagers. Baker Academic, DeVries, Mark. Family-Based Ministry. InterVarsity Press; Folmsbee, Chris. A New Kind of Youth Ministry. Zondervan, Oestreicher, Mark. Youth Ministry 3.0. Zondervan, Senter III, Mark ed. Four Views of Youth Ministry and the Church. Zondervan, 2001 Smith, Christian. Soul Searching: The Religious and Spiritual Lives of American Teenagers. Oxford University Press, SELECTED ARTICLES 400 pages of recommended reading (or other reading approved by the professor)..::youth And Family Ministry-Spring 09 [1] Surdacki

2 RECOMMENDED READING (Read 400 pages from at least 5 of the following): Arnett, Jeffery J. Adolescence and Emerging Adulthood: a Cultural Approach (3 ed). Prentice Hall Dean, Kenda. (2004). Practicing Passion: Youth and the Quest for a Passionate Church. Grand Rapids, MI: Eerdmans Publishers Dunn, Richard. Shaping the Spiritual Life of Students. InterVarsity Press, Elkind, David. Ties That Stress: The New Family Imbalance. Harvard University Press, Hersch, Patricia. A Tribe Apart: A Journey into the Heart of American Adolescence. Ballantine Books, Hine, Thomas. The Rise and Fall of the American Teenager. Harper Perennial, Hipps, Shane. The Hidden Power of Electronic Culture. Zondervan. Grand Rapids Mueller, Walter. Understanding Today's Youth Culture. Rev. ed. Tyndale, 1998 (260 pages). Nichols, Sharon L. and Thomas L. Good. America's Teenagers--Myths and Realities: Media Images, Schooling, and the Social Costs of Careless Indifferences. Lawrence Erlbaum, Olson, G., D. Elliot and M. Work. Youth Ministry Management Tools. Zondervan/Youth Specialties, Rice, W. Junior High Ministry. Rev. ed. Zondervan/Youth Specialties, Robbins, Duffy. This Way to Youth Ministry: An Introduction to the Adventure. Zondervan/Youth Specialties, Smith, Christian. Soul Searching: The Religious and Spiritual Lives of American Teenagers. Oxford University Press Stevenson, D. and Barbara L. Schneider. The Ambitious Generation: America's Teenagers, Motivated but Directionless. Yale University Press, Yaconelli, Mark. Contemplative Youth Ministry: Practicing the Presence of Jesus. Zondervan/YS. Grand Rapids COURSE EVALUATION: 1. Readings Logs Pre & Post Class (Due First Day & April 3rd ) (150 points=15%) You are to have read and be ready to turn in a one page, double-spaced, typed summary for EACH required text. This ought to reflect your knowledge of the general principles presented in the text and your response to it. What did you agree with? What did you learn? What challenged you? What did you disagree with? The summary should be in your own words and include three additional questions you might ask the author. Please provide brief reasoning/background/context for each of your questions (e.g. I am wondering about. because.). REQUIRED TEXT Reading Reflections due at the beginning of class SUGGESTED READINGS REFLECTIONS due at April 3rd. 2. Critical Reflection Paper: What is the question Youth Ministry should be trying to answer? (100 points=10% of grade) Read Mark Oestreicher and Chris Folmsbee s books and write a 3-4 page reflection paper which attempts to answer the question, What is the question Youth Ministry should be trying to answer? This is not a book review so don t simply summarize Oestreicher and Folmsbee. Instead, make connections between their thoughts with your thoughts and experiences (and the thoughts of others, Scripture, etc.). The paper should be 3-4 pages. While it should include personal reflections, you need to adhere to good writing practice (e.g. introduction, conclusion, clear thesis, citations, etc). Due at the beginning of class 3. Four Views of Youth Ministry Summary (Affects Class Part Grade) When reading Four Views of Youth Ministry, you are to create a chart or summary that details the differences and similarities between the different approaches to youth ministry as described in the book. This assignment will be checked in class for completion and be used by you for class discussion on the four different views. Bring to class Wednesday, March 3, 2010.::Youth And Family Ministry-Spring 09 [2] Surdacki

3 4. Youth Ministry Assessment (100 points=10% of grade) In your local context, interview two adolescents, a youth ministry volunteer, and a youth pastor from the same ministry. Come up with questions that seek to understand the youth ministry s philosophy and practice. Drawing upon the classroom discussions, experiences, and readings, write a 8-10 page paper which assesses the strengths and challenges of the ministry in light of the concepts we have discussed throughout the course. Submit your assessment along with recommendations founded on course sources and good theology (10 pages). In your reflection, incorporate your thoughts, perceptions, and reactions, integrating the class conversations, online discussion, and readings up to this point. Communicate how are making meaning of your experiences. Questions you to which you may want to respond are: What is the question this youth ministry is trying to answer? Where do you see expressions of good theology? What might be done differently? What are you learning about yourself and your perception of youth ministry as you synthesize your understanding of youth ministry and experience other youth ministries? What resources are informing your questions and view of youth ministry? Typed Assessment due by 8 a.m. April 3rd. 5. Theology of Youth Ministry Presentation (200 points=25%) As a presentation team, participants will seek to address a particular theological issue that concerns adolescents. The group presentation will be done in a training seminar format designed to help youth worker volunteers serve their students. They will, through incorporating concepts from the course, offer a seminar that is theologically sound, contextually sensitive, missionally relevant, and personally compelling. Teams will teach a theological concept that creatively and effectively guides and prepares the volunteer for serving adolescents. The rest of the class will be the group of volunteers to whom you are presenting. Each presenting team will describe what kind of ministry they are presenting to so as to clarify the context. The class will give feedback to the presenting team after the conclusion of the presentation. Each presentation will include the following: A 45-minute presentation. A 15-minute period for Q&A (this can be open or guided by the presenting team). Presentation will be evaluated on: A description of the training/ministry context. A clear explanation of the issue and why it s important. Incorporation of the hermeneutical lenses and concepts discussed over the duration of the course. A handout pertaining to the topic. Participation and presentation from each team member. Effective communication through presenting, discussion leading, etc. Supporting material in the form of PowerPoint, handouts, etc. A bibliography of all the material you used to prepare for your presentation. This will include books, articles, websites, periodicals, media, etc. Please make copies for the whole class so that we might benefit from your work. Each Team will turn in to the instructor: Their handout. A list of all resources used to prepare for the presentation. A statement signed by each team member on the amount of work each participant put into the project. Presentations will be given in class on March 5th..::Youth And Family Ministry-Spring 09 [3] Surdacki

4 6. Final Paper: Journal Article (350 Points=35% of grade) Students will prepare an eight to ten page article that offers a way to strengthen a youth ministry s theological posture. This journal is to be written to an audience of youth ministry practitioners and should address one theological concept and offer considerations for how to better embrace, change, embody the theological issue identified. The participant is to explore an aspect of theology from a youth ministry context, discussing the issues surrounding your topic through offering thoughtful discussion on the implications of your topic and necessary ministry considerations. In this assignment, each participant will be expected to identify a research problem or question associated with the theology of youth ministry. The approach to this problem or questions may be through a library research study or through an empirical study or a combination of the two. The overall focus of this paper should be to pursue in more depth some aspect of the theology of youth ministry that potentially makes a contribution to the field of youth ministry. You are to write this paper as though you were submitting it to a youth ministry journal. You are encouraged to select a topic that relates to your overall interests but that also relates to the focus of this course. The paper should be eight to ten pages in length, draw from at least ten current sources, and be Turabian style. Additional Guidelines for the Journal Article State the problem This paper will be directed towards an area of concern within youth ministry that is of interest to you and that relates to the theology of youth ministry. In describing this area, you should a) identify what it is; b) what makes it important for you and the field; and c) in what ways do you understand it to reflect issues of concern to youth ministry and the sociology of adolescence. The statement of the problem may reflect a ministry, educational, social, or leadership issue in youth ministry. If you would like feedback on the formulation of this statement of the problem, you may forward it to me via and I will provide whatever feedback may be appropriate. Re-theorize the problem Pertaining to your problem, synthesize what we have covered in the course, and reflect on this problem within the context of the material studied. Given this material, along with additional research, how do you now understand the problem, and where might youth ministry need to go in light of theological, personal, contextual, and missional considerations? Give solid reasoning for your recommendations and offer practices that embrace the concepts you are proposing. Your grade will be determined by the following: Your ability to clearly articulate and support your topic. Application of your concepts (i.e. what does this look like in real life?) Demonstration of graduate-level writing practices. The paper should be pages in length, double-spaced, in 12 point Times Roman font, using Turabian style. Final Journal Article due by 8 a.m. April 17th.::Youth And Family Ministry-Spring 09 [4] Surdacki

5 7. Classroom Engagement (100 points=10% of grade) In addition, you are expected to be an active participant in the learning community for the week of class. A community of learning encompasses both formal and informal interaction. It includes relationships between students just as much as the relationship between the teacher and each individual student. You are encouraged to be neither invisible nor domineering in this class. This includes being engaged and contributing to the classroom discussion. This also includes be focused on what is going on in the class. Those zoning out or surfing the net to pass time will be penalized. Hopefully we can construct a positive learning environment together. NOTE: AS this is a short course, ANY Absences will adversely affect this part of your grade significantly Grading Scale A B C D F COURSE WORK & CLASSROOM ETIQUETTE All papers and book reviews are to be written and noted in the style outlined in: A Manual for Writers of Research Papers, Theses, and Dissertations, Seventh Edition: Chicago Style for Students and Researchers (Chicago Guides to Writing, Editing, and Publishing) by Kate L. Turabian (Author), Wayne C. Booth (Editor), Gregory G. Colomb (Editor), Joseph M. Williams (Editor), University of Chicago Press Staff (Editor) All papers should have subheadings within the paper for organization, be typed, size 12 characters, double-spaced, paginated, 1 margins, and error free. Inclusive Language & Writing Expectations Inclusive language should be used with reference to human communities. Man, men, he/his are to be used when the clearly refer to (solely) male referents, not for mixed or indeterminate referents. Us person, people, or he and she / his and/or her. This refers to classroom dialogue as well as writing. For further suggestions with regard to gender-sensitive writing, see: Casey Miller and Kat Swift, The Handbook of Nonsexist Writing. Late Assignments Work is due on the date assigned in the syllabus. As a graduate student, I am expecting you to have the skills necessary to plan ahead, not wait for the last minute and to be professional in your accomplishment of your work. I DO NOT ACCEPT LATE WORK FOR ANY REASON. Honesty of Course Work. Cheating or using another classmate s work hurts yourself and cheats others of an honest comparison of work accomplished. Integrity and honesty are a key component to character. While I do not expect anyone to be perfect, I do expect honesty in all these assignments. Do your own work. Professionalism My expectation of you as a student is to conduct yourself as a professional in all aspects of class. Behavior, work, class responsibilities are aspects of this professionalism expected of you as a participant in this class. Internet/Web Surfing/Texting-The use of laptops for surfing the internet, checking , playing games, checking Facebook, etc. is not allowed. Text messaging or similar communications are also not allowed. Please respect this policy..::youth And Family Ministry-Spring 09 [5] Surdacki

6 CLASS SCHEDULE DATE FOCUS ASSIGNMENTS DUE March 1 1. Introduction: Youth & Family Ministry 2. Models of Youth Ministry 3. Sustainable Youth Ministry 4. The Programming Equation 5. The Volunteer? Slave or Partner? Turn In Pre Class Readings Reflections Submit Critical Reflections Paper March 2 6. Four Views of Youth Ministry 7. Adolescent Development 8. Early, Middle and Late Adolescence 9. Discipleship in Youth Ministry Bring in Four Views of Ministry Comparison Chart March Defining Family in Ministry 11. Family-Based Youth Ministry 12. Whole Church Youth Ministry 13. A Reminder of a Oft Forgotten Reality March Post-Modern Youth Ministry 15. Hurt: Inside the World of the Adolescent 16. Gender Issues in YM March New Kind of YM 18. Youth Ministry Presentations April 3 Complete All Suggested Course Readings Submit POST Class Reading Reflections Submit YM Assessment Paper April 17 Submit Journal Article.::Youth And Family Ministry-Spring 09 [6] Surdacki

7 An Educational Manifesto: How to Succeed in this Course Walter Surdacki, D.Min. Operating Assumptions 1. I assume you have weighed and prioritized your competing values e.g., family, work, ministry before registering for this course, and that you are prepared for the entire semester to devote yourself to the necessary time and work required for this course. 2. I assume you are interested, motivated, and determined to be an active learner regarding the several topics and themes of this course. 3. I assume you seek both a theoretical and practical understanding of the course content in order to apply it meaningfully to present and/or future educational ministry. 4. I assume you regard learning as a sacred act a privilege, not to be entered into lightly and a humbling act recognizing that you will learn from others insights and experiences. 5. I assume you will be in the classroom early but no later than the official starting time--to develop a sense of community and relationship with the other students and the professor which is proven to benefit all concerned in our mutual quest for learning and growth. 6. I assume you will complete all weekly reading assigned before you arrive at class and will freely contribute your insights, questions, and comments so all may learn from your thinking. 7. I assume you will submit your writing assignments on the day and at the time required, and will not ask for exceptions. 8. I assume you will pursue topics, issues, and questions in this course related to your interests. 9. I assume you will sometimes not agree with the professor s opinions, perspectives, and views nor it is desirable to do so. 10. I assume you will regard your classmates as teammates and collaborators and, where appropriate, will share resources, advice, and assistance. 11. I assume because this school is not a church and admits people from many brands of Christianity that a diversity of opinion will be expressed, and will be welcomed and respected by the class. 12. I assume because this is an academic institution that friendly debate and scholarly exploration into ideas, even seemingly divergent ideas, will be the norm. 13. I assume honesty, self-discipline, creativity, and hard work in tackling the course requirements. 14. I assume you will study the syllabus for course stipulated requirements before you ask questions. 15. I assume to be stunned, enriched, and grateful by your presence in our course. Special thanks to Dr. Mark Lamport and Steve Argue for this guiding Manifest.::Youth And Family Ministry-Spring 09 [7] Surdacki