Вы находитесь на странице: 1из 9


Zion Bible College
CE 2322-01
Spring, 2011
Wednesday, 1:45-2:35 PM & 2:45-3:35 PM
Thursday 1:45-2:35 PM Classroom Building 108

Rev. Paul Conway, Associate Professor MDiv. & D.Min. Candidate, 2013.
Office: Classroom Building 110
Office phone: (978) 478-3457
E-mail: Pconway@zbc.edu
Office Hours
Tuesdays, 1:45 PM – 2:35 PM
Thursdays 1:45 PM – 2:25 PM


This course provides practical guidance for assisting the local church in reaching youth from
junior high through college age. It explores the development of programs applicable to the needs
of youths in terms of worship, evangelism, fellowship, and biblical education. Various curricular
materials and sources are examined.


1. The student will hone the ability to communicate to adolescents in a ministry context through
classroom communication labs.
2. The Student will develop the skill of listening to youth culture through interpretive exercises
with media, advertisement, music and material culture.
3. The student will be able to communicate the 9 essentials of youth ministry and programing
that fills and fulfills those purposes.
4. The student will enhance the power of observation measured by written reflection.
5. The Student will interact with the text measured by class discussion and written assignments.
6. The student will improve communication skills measured by class presentations and
7. That student’s would cultivate a Personal Pentecostal paradigm of growth as an individual
and leader of character, maturity and spirituality.
8. That student’s would be able to evaluate the community needs of youth where they minister
through statistical analysis and appropriation of ministry programming.
9. That the students would be able to articulate a personal philosophy of ministry that is
Biblically based and theologically sound and culturally relevant.
10. To expose students to the programming and resources available in the Pentecostal and
Evangelical circles.

Spring 2011
CE 2322-01 3 Paul Conway

11. That students would learn how to construct and deliver manuscripts for communicating with
youth in various ministry program settings such as youth services, outreaches, small groups,
camps etc.
12. That the students would demonstrate competency in leading teenagers to Christ and
discipling them with corresponding ministerial skills in communication, preaching, teaching,
administration, counseling and missions.
13. That students would develop the practical ministerial skills necessary for a purpose driven,
administratively healthy youth ministry.


Fields, Doug. Purpose Driven Youth Ministry Grand Rapids, MI: Zondervan Publishing
House, 1998.


Tests: There will be one mid-term exam and one final exam.

Reading: Each student must read the text and will be asked to submit what percentage of the
book was read.

Required Projects: Students will do several projects equaling 50% of their final grade. This
section is the largest portion and is designed to equip students to engage youth ministry with a
hands on model. For details see the ―Required Projects‖ section below.

Online Interaction (Blog/Discussion Board): Online discussions will be initiated by

the professor and youth pastors around the nation throughout the semester. This will be
an open forum designed to explore relevant issues relating to youth culture and ministry.
Questions will be posed, videos and images evaluated and opinions critiqued. The web
address for discussion will be given in class. A rubric for grading will be provided.

Written and/or Video Interview: Students will conduct an interview with 4 teenagers
(two from the church and two not from church), based on questions developed in class.
A paper will be submitted and results shared in class with peers.

Student Presentation: Each student will develop and execute two youth lesson during a
class session for a specified age group (one for Jr. or Sr. High). The objective is to give
you experience in front of a group of people. Students will sign up for their two
selections in class. The lesson will be in typed format, no less then 3 pages no more then
5. Be sure you put enough detail in it that it’s not just an outline. Make it like a lesson
you would give to a substitute, explain everything clearly for them and us. Curriculum

Spring 2011
CE 2322-01 4 Paul Conway

visual, printed etc. is encouraged. Revolution DVD curriculum is in the library as well as
other resources that will be on reserve. I also recommend www.bluefishtv.com in their
sermon illustration section for springboards. Be deliberate and thoughtful with this.
Don’t throw it together or you will be graded in like manor.

Create a vision statement and purpose driven program guide: Further detailed
instruction will be given in class. This will cover the target audiences and programs you
intend to use to reach them (Crowd, Congregation, Community, Committed, and Core).

Grading Scale

Mid Term & Final Exam …………………………………………40%(20% each)

Online Interaction (Blog/Discussion Board)...………….………. 20%
Student Presentations………………………….............................15%
Reading and Text Book Discussions............................................ .10%
Vision Statement and Purpose Driven Program Guide…………… 5%


Project Due Date

Student Presentations Ongoing TBD
Online Interaction Ongoing
Vision Statement and Purpose Driven Paradigm February 16th Rough Draft
April 13th Final Version
Mid Term Exam Wednesday, March 2nd
Written or video interview Wednesday, March 23rd
Reading May 4-10 Finals Week
Final Exam May 4-10 Finals Week

Any aspect of this syllabus is subject to change at the professor’s discretion. However, this
syllabus offers an aim and desired goal but is by no means meant to lock the subjects or format.


Attendance: Students are expected to attend all class periods. Please be aware that absences are
granted for illness, personal matters, or for emergencies. It is important for students to keep
track of their own absences and late arrivals carefully. Please see the Student Handbook for the

Spring 2011
CE 2322-01 5 Paul Conway

Absence Policy. There will be a very short break mid-class, students are expected to remain in
class at other times except for medical reasons.

If a student arrives late to class it is their responsibility to inform the teacher after class that they
are present. Otherwise they may be marked absent for the class. It is a good idea to date your
notes each class in case attendance discrepancies should arise.

In order to be considered present in class, students must present themselves in an appropriate

manner, following the guidelines of the Student Handbook.

Assignments: All assignments are due at the beginning of class on the due date. All others will
be considered late. Assignments should be written in Turabian format.

All late assignments are to be turned into the instructor’s office, not placed in campus mail.
There are no exceptions to this policy unless mandated by the office of the Academic Dean.

Examinations: Any missed exam may be made up if the exam was missed due to illness or other
excused absence (see Student Handbook). A make-up exam will also be allowed if the
circumstances are urgent and approved by the instructor prior to the exam.

Extensions and Late Papers: Extensions will only be granted for the following four reasons: 1)
hospitalization for illness. A doctor’s note confirming such is required; 2) extended serious
illness that prevents a student from attending class. This requires a doctor’s note and signature
of verification from the student’s Resident Director; 3) funerals or family emergencies granted
as an approved absence by the Academic Dean and Dean of Students; 4) school-approved
activities. If the student meets one of these exceptions, a ―Request for Extension Form‖ must be
filled out. The form can be obtained from the Office of Admissions or the Office of the
Academic Dean. If your paper is turned in after attendance is taken on the due date, you will
receive an automatic point deduction of five (5) points. For each twenty-four hour period (this
includes Saturday’s, Sunday’s and school breaks) the paper is not turned in, there will be a
forfeiture of five (5) points from the total points. If the paper is not turned in within five twenty-
four hour periods after the due date and time, an automatic score of zero (0) will be entered for
the grade with no chance of making up the paper/grade. If a hard copy cannot be presented by
the specified time and hour, an email copy may be presented for verification of completion with
a hard copy following

Plagiarism: A student who submits written material as his/her own work which has been copied
in whole or in part from another person’s work without acknowledgement is guilty of plagiarism.
Material, whether published or unpublished, copied from another
writer, must be identified by the use of quotation marks and documentation with specific citation
of the source. Paraphrased material must likewise be attributed to the origin author.

Copying another student’s paper, with or without permission, or using his/her ideas with only
minimal reworking, is plagiarism, as is the copying from printed books and magazines without

Spring 2011
CE 2322-01 6 Paul Conway

giving credit to the original source. Any student who submits a plagiarized paper or who permits
another person to
copy his/her work is subject to any of the following actions: a grade of ―zero‖ or ―F‖ for the
work, failure in or expulsion from the class, being reported for further disciplinary action.

Cheating: A student who engages in dishonest behavior such as: using unauthorized notes or
material when taking an examination, copying answers to examination questions, or engaging in
securing unauthorized copies of examination questions (including aiding another person in doing
so), is subject to the action or penalty indicated above. Copying another person’s class work
and/or homework and submitting it as one’s own, or having another person perform an
assignment and submitting it as having originated from themselves personally is guilty of
plagiarism—which is cheating. Such students will therefore be subject to the above discipline.
Faculty members are to submit all such cases on the appropriate ―Plagiarism Form‖ to the Office
of the Dean of Academics.

Spring 2011
CE 2322-01 7 Paul Conway


Paul Conway, 2011

Criteria D- D D+ (Poor) C- C C+ (Improving) B- B B+ (Good) A- A A+ (Exceptional)

Seldom posts Posts Occasional posts Timely and
Frequent timely posts
after online throughout specified consistent posting
Timely Participation within specified discussion
conversation has discussion period. within specified
ended. Limited initiative. discussion period.
Grammar and spelling
Consistently utilizes errors are rarely found in
poor spelling and Competent posts. Expresses opinions
Decent grammar and
grammar. Lack of grammar and and ideas in a astute, well-
spelling. Passable
Clarity of Expression organization. Makes spelling. Opinions organized and concise
expression of opinions
general statements. and ideas are manner with obvious
or ideas.
Posts often appear clearly expressed. connection to topic. Offers
"hasty". evidence and sources to
support claims.
Most posts interact
Posts demonstrate Posts reflect
with assigned Posts consistently show
little thoughtful intelligent
readings or comments depth of thought. Makes
interaction with engagement with
of others. Intuitive creative connections
Substance/Creativity assigned topic or discussion topic,
leaps or otherwise between assigned readings
readings. Posts are assigned readings
insightful connections and topic area. Poses
often trivial or shallow and the postings of
are rarely, if ever, fruitful questions.
in depth. others.

Consistently engages
Fails to respond to
others. Posts frequently
posts directed to Regularly engages
move the conversation
oneself. Rarely Occasionally engages others in a
forward by making new
initiates a discussion. posts of others. constructive
Contribution to the connections, further
Seems indifferent to or Sometimes initiates manner. Poses new
Conversation developing ideas, posing
not present in the threads. Conducts ideas for
questions, etc. Conducts
conversation. Rude, oneself acceptably. consideration. Uses
oneself in such a manner
dismissive, arrogant proper etiquette.
that invites others into the

Rubric ideas created by Leonard Sweet, Ph.D. George Fox University

Spring 2011
CE 2322-01 8 Paul Conway


Barna, George. Revolution. Wheaton, IL: Tyndale House Publishers, 2006.

Borgman, Dean. Hear My Story. Peabody, MA: Hendrickson Publishers, 2003.

Buckingham, Marcus. Go Put Your Strengths to Work. New York, NY: Free Press, 2007.

____________ Hurt. Grand Rapids, MI: Baker Academic, 2004.

Chand, Samuel, and Cecil Murphey. Futuring. Grand Rapids, MI: Baker Books, 2002.

Dimarco, Hayley. The Technical Virgin. Grand Rapids, MI: Baker Book House, 2006.

_____________. Idol Girls. Grand Rapids, MI: Fleming H. Revell, 2007.

_____________. Mean Girls. Grand Rapids, MI: Revell, 2004.

_____________. Mean Girls Gone. Grand Rapids, MI: Revell, 2005.

_____________. Sexy Girls. Grand Rapids, MI: Revell, 2006.

Devries, Mark. Sustainable Youth Ministry. Downers Grove, IL: IVP Books, 2008.

Fields, Doug. Your First Two Years in Youth Ministry. El Cajon, CA: Youth Specialties Books,

___________. Purpose-Driven Youth Ministry. Grand Rapids, MI: Zondervan, 1998.

___________, and Duffy Robbins. Speaking to Teenagers. Grand Rapids, MI: Zondervan/Youth
Specialties, 2007.

Erwin, Pamela. A Critical Approach to Youth Culture. Grand Rapids, MI: Zondervan/Youth
Specialties, 2010.

Geiger, Eric, and Jeff Borton. Simple Student Ministry. Nashville, TN: B&H Books, 2009.

Gerali, Steve, Dr. What Do I Do When Teenagers Deal with Death? Grand Rapids, MI:
Zondervan Publishing, 2009.

_____________. What Do I Do When Teenagers Are Depressed and Contemplate Suicide?

Grand Rapids, MI: Zondervan Publishing, 2009.

Spring 2011
CE 2322-01 9 Paul Conway

_____________. What Do I Do When Teenagers Struggle with Eating Disorders? Grand Rapids,
MI: Zondervan Publishing, 2009

_____________. What Do I Do When Teenagers Questing their Sexuality? Grand Rapids, MI:
Zondervan Publishing, 2009

_____________. What Do I Do When Teenagers Are Victims of Abuse? Grand Rapids, MI:
Zondervan Publishing, 2009

_____________. What Do I Do When Teenagers Encounter Bullying and Violence? Grand

Rapids, MI: Zondervan Publishing, 2009

Gibbons, Scotty. Carry-on. Springfield, MO: Onward, 2008.

Harris, Alex et.al. Do Hard Things. Portland, OR: Multnomah Books, 2008.

Heflin, Houston. Youth Pastor. Nashville TN.: Abingdon Press, 2009.

Lookadoo, Justin, and Hayley Morgan. Dateable: Are You? Are They?. New York, NY: Fleming
H. Revell Company, 2003.

Lencioni, Patrick. The Five Dysfunctions of a Team. San Francisco, CA: Jossey-Bass, 2002.

Maxwell, John. Developing the Leader Within You. Nashville, TN: Nelson Business, 2005.

____________. Developing the Leaders around You. Nashville, TN: Thomas Nelson, 1995.

Mueller, Walt. Youth Culture 101. Grand Rapids, MI: Zondervan/Youth Specialties, 2007.

Oestreicher, Mark. Youth Ministry 3.0. Grand Rapids, MI: Zondervan/Youth Specialties, 2009.

Pelt, Rich Van, and Hancock, Jim The Youth Worker’s Guide to Helping Teenagers in Crisis
Grand Rapids, MI: Zondervan Publishing Co., 2007.

___________________________, The Parents Guide to Helping Teenagers in Crisis

Grand Rapids, MI: Zondervan Publishing Co., 2007

Rath, Tom, and Barry Conchie. Strengths-Based Leadership NY, NY: Gallup Press, 2009.

_________. Strengthsfinder 2.0. NY, NY: Gallup Press, 2007.

Riddle, Mark. Inside the Mind of Youth Pastors. Grand Rapids, MI: Zondervan/Youth
Specialties, 2009.

Spring 2011
CE 2322-01 10 Paul Conway

Robbins, Duffy. This Way to Youth Ministry. El Cajon, CA: Youth Specialties Academic, 2004.

Robinson, Haddon. Biblical Preaching. Grand Rapids, MI: Baker Academic, 2001.

_______________, and Torrey W. Robinson. It's All in How You Tell It. Grand Rapids, MI:
Baker Books, 2003.

_______________, and Craig Brian Larson. The Art & Craft of Biblical Preaching. Grand
Rapids, MI: Zondervan, 2005.

Root, Andrew. Relationships Unfiltered. Grand Rapids, MI: Zondervan/Youth Specialties, 2009.

Senter III, Mark Four Views of Youth Ministry Grand Rapids, MI: Zondervan, 2001.

Stanley, Andy. Next Generation Leader. Portland, OR: Multnomah, 2006.

___________, and Lane Jones. Communicating for a Change. Portland, OR: Multnomah, 2006.

___________, and Bill Willits. Creating Community. Portland, OR.: Multnomah, 2005.

___________. Visioneering. Portland, OR: Multnomah, 2005.

Steiner, Craig. Moving Forward by Looking Back. Grand Rapids, MI: Zondervan/Youth
Specialties, 2009.

Strommen, Merton et.al. Youth Ministry That Transforms. Grand Rapids, MI: Youth Specialties,

Uss, Benfold, and D. Michael Abrashoff. It's Your Ship. New York, NY: Warner Books, 2002.

Willhite, Keith, and Scott M. Gibson. The Big Idea of Biblical Preaching. Grand Rapids, MI:
Baker Books, 2003.

Spring 2011