Lecture, Readings, Class Discussion, Discussion Boards Class Lectures, Discussion Boards

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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 David Fraze, D.Min. David.Fraze@thehills.org 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: Learning Objective: Students completing this course will: Understand cultural trends that influence and affect adolescents and their families; Develop a comprehensive theology and philosophy of youth ministry and know how to obtain and use tools to implement these; Understand the different ministry needs of early, middle, and late adolescents, especially in relation to families Create multi-generational relational programs and curriculum that enable discipleship and Christian nurture within a theologically driven framework of congregational ownership and assimilation. How Delivered How Assessed Goals Lecture, Readings, Class Discussion, Discussion Boards Class Lectures, Discussion Boards Lecture, Readings, Class Discussion, Discussion Boards Readings, Class Lectures, Class Discussion, Online Interaction Theology Paper and Theology Paper and Theology Paper and RELEVANCE FOR MINISTRY: Youth ministry is a growing area 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, online case studies, and online projects will make up the majority of class time. Prerequisites/Corequisites: None.::Youth And Family Ministry-Fall 2011 [1] Surdacki

2 REQUIRED READING: PRE-CLASS READING: Oestreicher, Mark. Youth Ministry 3.0. Zondervan, (Have Youth Ministry 3.0 Read for the first day of class!) Powell, Kara. Sticky Faith: Youth Worker Edition: Practical Ideas to Nurture Long-Term Faith in Teenagers. Zondervan, 2011 (READ Chapter 1 & 5 for first day of class) POST CLASS READING Clark, Chap. Hurt 2.0: Inside the World of Today's Teenagers. Baker Academic, Dean, Kenda. Almost Christian. Oxford Press, 2010 DeVries, Mark. Family-Based Ministry. InterVarsity Press; Kinnaman, Dave. You Lost Me: Why Young Christians Are Leaving Church...and Rethinking Faith. Baker Books, SUPPLEMENTAL READING (Read 200 pages from at least 3 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, Epstein, Robert. Teen 2.0: Saving our children and families from the torment of adolescence. Quill Drive Books, Elkind, David. Ties That Stress: The New Family Imbalance. Harvard University Press, Hefflin, Houston. Youth Pastor: The Theology and Practice of Youth Ministry. Abingdon, 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, Flickering Pixels: How technology shapes your faith. Zondervan, 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 READING LOG FOR SUPPLEMENTAL READING: I would like for you to detail the title and approximate number of pages read. You are to do two the three paragraphs on each of the supplemental readings summarizing the salient points and how these points are relevant in your context of youth ministry. You may also address COURSE EVALUATION: 1. Readings Logs Pre & Post Class (250 points=25%) You are to have read and be ready to turn in a two-three 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.). Youth Ministry 3.0 due at the beginning of class Hurt 2.0 and Family-Based Youth Ministry due Two weeks after class RECOMENDED READINGS READING LOG & Other Reading Reflections due on March 1 st..::youth And Family Ministry-Winter 2012 [2] Surdacki & Fraze

3 2. Critical Reflection Paper: What is the question YOUR Youth Ministry should be trying to answer? (400 points=40% of grade) Read Mark Oestreicher and Chap Clark s books and write an 8-10 page reflection paper which attempts to answer the question, What is the question THIS Youth Ministry should be trying to answer? This is not a book review so don t simply summarize Oestreicher and Clark. Instead, make connections between their thoughts with your thoughts and experiences (and the thoughts of others, Scripture, etc.). In your local context, you will need to interview two adolescents, a youth ministry volunteer, and a youth pastor OR parent 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, assess 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. 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? While it should include personal reflections, you need to adhere to good writing practice (e.g. introduction, conclusion, clear thesis, citations, etc). Typed Assessment due by 5:00 p.m. on February 8 th 3. ONLINE INTERACTIONS (350 Points=35% of grade) There will be three different online units on Blackboard that you will need to interact with and process. The directions for these will be posted on Blackboard and what will be required of you. We will cover the details of these assignments in class if you have any questions. Final Online Interactions due by 5:00 p.m. March 1 st 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. LATE WORK IS NOT ACCEPTED FOR ANY REASON..::Youth And Family Ministry-Winter 2012 [3] Surdacki & Fraze

4 Academic Integrity Policy--In keeping with our identity as a Christian University and our goal to help shape lifelong disciples of Christ, academic integrity will be taken very seriously in this class. Unless specific permission is given to collaborate on assignments with other students, each student's work shall be his/her own. Cheating on exams or assignments and plagiarizing on written assignments will, depending on the severity of the case, result in penalties ranging from a significantly reduced grade on the assignment to failing the course. Instances of cheating or plagiarism may also be reported to appropriate members of the administration, depending on the situation. Decisions in these matters rest with the instructor. Please refer to the University s Code of Conduct and Academic Integrity Policy..::Youth And Family Ministry-Winter 2012 [4] Surdacki & Fraze

5 CLASS SCHEDULE DATE FOCUS ASSIGNMENTS DUE Day 1 Tuesday 8:30-4:30 1. The Tightrope of Adolescent Development (Walter) 2. Early, Middle and Late Adolescence (Dave) 3. The Programming Equation (Dave) 4. Youth Ministry 3.0 (Walter) 5. Models of Youth Ministry (Walter)/4VIEWS (Dave) Turn In Reading Reflection for YM 3.0 Sticky Faith Chapters 1 & 5 Day 2 Wednesday 1:00-5:00 6. STICKY FAITH (Dave) 7. Defining Family in Ministry (Walter) 8. Soul Searching DVD (Walter) 9. Christian Smith Implications MTD Whole Church Youth Ministry (Search Handouts) (Dave) 10. Divided (Walter) Day 3 Thursday 1:00-5: Hurt: Inside the World of the Adolescent (Dave) 12. Going à How do I change? (Walter/Dave) TWO WEEKS AFTER CLASS Turn In Reading Reflections for Hurt 2.0 and Family Based Youth Ministry. February 8 th Critical Reflection Paper Due March 1 st Online Interaction Due Reading Log Due.::Youth And Family Ministry-Winter 2012 [5] Surdacki & Fraze

6 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-Winter 2012 [6] Surdacki & Fraze