c g the equipping p - andrews university · these should be submitted electronically by march 13,...

S E V E N T H - D A Y A D V E N T I S T

T H E O L O G I C AL S E M I N A R Y

CHMN 539

CHURCH GROWTH AND

THE EQUIPPING PASTOR Spring 2016

Russell Burrill, DMin

InMinistry Center Intensive

InMinistry Master of Divinity

S E V E N T H - D A Y A D V E N T I S T T H E O L O G I C AL S E M I N A R Y

2

CHMN

539

CHURCH GROWTH AND THE EQUIPPING

PASTOR SPRING 2016 March 13-17,

2016

GENERA L CLASS IN FORMAT ION

Class acronym: CHMN 539

Class name: Church Growth and the Equipping Pastor

Class location: Forest Lake Seventh-day Adventist Church, Apopka, Florida

Class time/day: Sunday, March 13 1 pm – 6 pm

Mon – Thur. March 14-17 8:00 a.m. – 12:00 pm, 1-5 pm.

Credits offered: 3

INSTRUCT OR CON TA C T DETA ILS

Instructor: Russell Burrill, DMin

Telephone: 269-473-3738; 269-208-1384 (c)

Email: [email protected]

BULLETIN CLASS DES CRIPTI O N

Church Growth and the Equipping Pastor

This class is an examination of church growth principles with a special emphasis on the role of the

pastor as an equipper. The student will be exposed to the harvest potential of unchurched people,

as well as receiving exposes to a biblical theology of reaching the lost. The course will further

expose the student to friendship evangelism, helping plateaued and declining churches become

revitalized, church planting, the role of the laity and the usage of spiritual gifts.

mailto:[email protected]


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Revision Statement The instructor reserves the right to revise the syllabus for the benefit of the learning process with

appropriate notification to the students.

CLASS OBJECTIVES

MA in Pastoral Ministry (MAPM) English & Spanish Program Outcomes

1. Delivers effective biblically based sermons.

2. Demonstrates proper biblical interpretation skills.

3. Understands the historical–theological and missional development of the Adventist Church.

4. Trains church members for evangelism.

5. Empowers church members for leadership

6. Capable of reaching specific social groups

Student Learning Outcomes (SLO) The student should be able to

1. Possess a passion for reaching lost people and bringing them to Jesus.

2. C learly understand the biblical role of the pastor and know how to begin to implement that

role in the churches they will eventually serve

3. Possess basic information on how to create lay involvement in their church.

4. P ossess elementary tools to enable them to begin to lead their churches into growth.

5. Sense the largeness of the mission potential in the developed world

6. Discover the basic reasons why growth has not been occurring in the developed world.

7. Begin to create growing strategies in the churches that they pastor.

8. Possess the elementary knowledge of how to lead a church through the change process.

9. Possess a basic knowledge of how to turn around churches that are plateaued or declining.

10. Understand the necessity for the planting of new churches to reach the harvest.

11. Utilize Natural Church Development to improve the spiritual health of their church.

TEX T BOOKS

Required:

1. The textbooks and required reading are given listed in the class requirements below.

2. PLEASE NOTE THAT YOU WILL NEED TO PURCHASE A WORKBOOK FOR

THE COURSE LECTURES. IT WILL BE MADE AVAILABLE AT THE FRIST

SESSION. COST SHOULD BE UNDER $20 AND WILL INCLUDE A DISK FOR

THE POWER POINTS SLIDES OF THE PROFESSOR.

PRE-INTENSIVE CLASS REQUIREMENTS

Read the following books. (They may be purchased through the NADEI bookstore: 269-471-


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8303, or online at www.nadei.org or via www.amazon.com. AU students will receive a

10% discount from NADEI, please indicate that you are an AU student when ordering.)

Please make sure you have ordered all books.

1. Christian A. Schwarz. Color Your World With Natural Church Development (Church

Smart Resources, Carol Stream, IL, 2005), 198 pages.

2. Burrill, Russell. Revolution in the Church. (Hart: Fallbrook, CA, 1993), 125 pages

Study guides for these two books are at the end of this syllabus. These should be

filled out and must be submitted electronically by March 13, 2016, the first day of

class.

3. Burrill, Russell, Radical Disciples for Revolutionary Churches, Hart: Fallbrook, CA,

1996),

120 pages.

4. Burrill, Russell, The Revolutionized Church of the 21st

Century, Hart: Fallbrook, Ca.

1997,

157 pages

On these two books, the student is to provide a 1-page reflection paper on each

book indicating the main points learned and how the student would apply them

in their ministry context. These should be submitted electronically by March 13,

2016, the first day of class

Portions of the following three books should also be read and a 1-page, double-spaced

review of each book should be submitted electronically by March 13, 2016, the first day

of class

5. Marlene Wilson. How To Mobilize Church Volunteers (Augsburg

Publishing House: Minneapolis, 1983), pages 28-66.

6. Malphurs, Aubrey. Values Driven Leadership (Baker: Grand Rapids, 1996), pages

29-54. Greg Ogden. Unfinished Business: Returning the Ministry to the People of

God (Zondervan: 7. Grand Rapids, 2003), pages 111-186.

You may receive 10 extra points for each of the three books above if you read the entire

book (total of 30 extra points).

DURING CLASS REQUIREMENTS

1. Attendance is required at every class period.

2. Quizzes. There will be 10 unannounced quizzes during the session. They will be over


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class lectures. Students who are late or absent will not be allowed to make up the quizzes.

3. There will be no final examination.

AFTER CLASS REQUIREMENTS:

1. Choose one or two of the following books. Read a minimum of 400 pages from them. Write a

1-page report citing two things you learned from the book(s) and how you plan to use it in

your ministry. Due: July 1, 2016.

IF THE REPORT ARRIVES BETWEEN JULY 2 AND JULY 31, THERE WILL

BE AN AUTOMATIC LOSS OF 10 %. AFTER JULY 31, NO REPORTS WILL BE

ACCEPTED AND THE STUDENT WILL AUTOMATICALLY RECEIVE ZERO

FOR THIS ASSIGNMENT. THERE ARE NO EXCEPTIONS OR EXTENSIONS

TO THIS. 2. One 5-page paper, in harmony the criteria for grading in this syllabus. This paper should be

based on a field application of one of the projects listed below. The paper should clearly spell out

what was done, as well as the results of implementing the project in your church. The paper is

due July 1, 2016.

IF THE PAPER ARRIVES BETWEEN JULY 1 AND JULY 31, THERE WILL BE AN

AUTOMATIC LOSS OF 10 %. AFTER JULY 31, NO PAPERS WILL BACCEPTED

AND THE STUDENT WILL AUTOMATICALLY RECEIVE ZERO FOR THE

ASSIGNMENT. THERE ARE NO EXCEPTIONS OR EXTENSIONS TO THIS..


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You may choose one of the following nine projects:

2.1. Develop a program or plan to follow up visitors who attend your church. This program should be

worked out through your local church groups. It should then be implemented over at least 3

months. The report should indicate the plan followed, how the church rallied behind the program,

the results of the implementation of the program, comparing it to what was happening before you

implemented the new visitor follow up program.

2.2. Develop a holistic plan to assimilate new people into the church, so that they become fully

devoted disciples of Jesus Christ. Implement the plan with new people you baptize over the next

several months and document not only what you did, but the results as seen in the transformed

lives of the new converts.

2.3. Reflect on what you feel is the major problem that is hindering your church from becoming a

growing church. Devise a solution, based on your studies in this class, implement it in the

church, and reflect on the results and what you learned, especially about the process of creating

change in your church.

2.4. Meet with your elders or church board and study through the book, Revolution in the Church,

together. With their consultation devise a plan to implement the ministry of the laity in your

church. Write a report on what you did, the reaction of the members, and any changes that you

were able to implement in the church.

2.5. Preach a series of at least three sermons on the role of the pastor as an equipper and the member

as a minister. Devise an evaluation form to pass out at the end that would reveal how member’s

ideas of ministry were changed as a result of your sermons. You might want to do the member

survey before and after the sermons. Report the results and attach your sermons as part of your

report.

2.6. Preach a sermon on the church as a relational community and describe the early Adventist

social meeting. Then in the next few weeks conduct an early Adventist social meeting as part of

the worship hour. Pass out a survey to get member reaction to the social meeting. Record what

happened in your report and enclose a copy of the sermon.

2.7. Conduct the Recapturing the Adventist Mission Seminar as an alternative Sabbath School class,

a week-end seminar, or prayer meeting series. Especially encourage your leadership to attend.

As a result of the seminar seek to create a dream for your church. Report what you did, the

reaction of the people attending, and the vision created.

2.8. Seek to create a mission mind-set in your congregation. In your report, indicate all that you did

and document as much as possible (for example – if you did a sermon, enclose it in the report).

Report also on how the congregation responded and any evidences you have seen of a mission

mind-set being birthed anew in your congregation.


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2.9. Select two pastors whose ministries you feel would be good learning opportunities. Do a

thorough evaluation of their ministry. Concentrate on aspects of what makes their churches grow

or not grow. Evaluate what is working/not working. Document all your interaction with both

pastors and local leadership in getting a better understanding of what makes for success. .Identify

growth or non-growth issues. Devise an alternative plan you feel would cause more growth.

3. You must watch the videos that are a part of the class time for this course for 8 hours. Videos are

entitled: Creating a Disciple Making Church and are available on Moodle. You are to send to the

instructor a one page report on what you learned from the videos. This is due July 1, 2016.

IF THE PAPER ARRIVES BETWEEN JULY 2 AND JULY 31, THERE WILL BE AN AUTOMATIC

LOSS OF 10 %. AFTER JULY 31, NO PAPERS WILL BACCEPTED AND THE STUDENT WILL

AUTOMATICALLY RECEIVE ZERO FOR THE ASSIGNMENT. THERE ARE NO EXCEPTIONS OR

EXTENSIONS TO THIS.


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HOW MUCH TOTAL TIME INVESTMENT FOR THIS CLASS?

Advanced theological education is no ‘cake-walk’, nor is it intended to ‘wear out the saints’. Designed to

immerse the learner in deep theological study and introspective reflection, seminary course expectation is to

challenge the student by examining his/her own premises against the study, research and inspiration of

biblical scholarship.

This will take intentionality and time on your part. Course load is guided by the expectation that students

will spend a total of 45 hours of course exposure to earn 1 hour of academic credit. That translates into 90

hours invested for a 2-credit class, and 135 hours for a 3-credit course. Students are advised to spend their

time accordingly to meet course requirements and deadlines.

Following is a rule of thumb to help guide your reading, research, and writing for Seminary courses:

Average reading speed 20 pages/hr.

Average writing speed (Reports) 1 hr./page

Average writing speed (Project) 3 hr/page

Based on these averages, requirements for this class will take the average student the following:

1st Required reading (4 books-600 pp.) 30 hrs.

1st 2 Study Guides 3 hrs

1st Reading review reports (2 pp.) 2 hrs.

2nd Required Reading (138 pp.) 7 hrs.

2nd Reading review reports (3 pp.) 3 hrs.

Post-class Reading (400 pp.) 20 hrs.

1-Page Analysis of reading 1 hrs.

Project and 5-page report 23 hrs.

1 Page report on videos watched 1 hrs.

Hours in class 45 hrs.

--------------------

Total Hours for class 135

Schedule for class meetings; March 13-17, 2016 Sunday 1-6 5 hours Monday 8-12 4 hours 1-5 4 hours Tuesday 8-12 4 hours 1-5 4 hors Wednesday 8-12 4 hours


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1-5 4 hours Thursday 8-12 4 hours 1-5 4 hours Post Session Videos online 8 hours TOTAL CLASS HOURS 45 HOURS

OUTLIN E OF T O PICS A ND OUTCOMES

Day

Date

Class Topic

Outcomes (SLO)

1

3-13-16

Challenge of the Harvest

SLO 1,5

3-13-16

Church Growth Movement SLO 7,

2

3-14-16

Theology of Church Growth SLO 1

3-14-16

Principles of Church Growth SLO 7, 4, 6

3-14-16

Natural Church Development SLO 10

3

3-15-16

Revitalizing Plateaued/Declining Churches SLO 8, 9

3-15-16

Dealing with Change SLO 8

3-15-16

Friendship Evangelism SLO 4, 7

4

3-16-16

Church Visitors SLO 4, 7

3-16-16

Church Planting SLO 1, 9

3-16-16

Priesthood of All Believers SLO 2

3-16-16

Role of Clergy in NT Era SLO 2

5

3-17-16

Adventism and Biblical Role of Pastor SLO 2

3-17-16

Recreating a Mission Driven Church SLO 2, 3

3-17-16

Spiritual Gifts SLO 3

3-17-16

Lay Ministry SLO 3

3-17-16

Structuring the Church for Lay Ministry SLO 3

3-17-16

Creating Vision SLO 4

POST SESSION CLASS

View 8 hours of video with instructor teaching a seminar: Creating a Disciple Making Church. This

video will provide you with how the instructor begins the implementation model for every member

ministry. The videos are available online, details to follow.


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GRADING C R ITERIA A ND C O URSE ASS E SSMENT

Criteria for Grades Grading of Book reports are based on the following criteria.

1. Study guides grades are based on the student filling out the correct answers to the questions

listed in the study guides.

2. Book reviews grades are based on the student adequately reflecting on how the material read

in the book will impact their ministry.

Grading of Project reports are based on the following criteria.

1. The project report will be graded on how well the student followed the guidelines in the project

as suggested in the syllabus. Special attention will be given to how well the student presented

the project to the church and was able to get their leaders to accept the proposal. It will

also be examined to see if the student adequately expressed what learning occurred as a

result of the project.

2. The following guidelines are to be followed by the student in doing the project and its paper.

2.1. Research as many of the resources suggested as you can in order to discover as

much information as possible about your project.

2.2. Think through what you wish to accomplish. Decide what end product you want as

you implement your project in the church.

2.3. Reflect on the process. How are you going to get from the present state of the

church to where you wish to be as defined in #2.2 above?

2.4. Guidelines for writing the paper:

2.4.1. Introduce the concept you wish to implement.

2.4.2. Justify the importance of the concept.

2.4.3. Give detailed plans and timetable for implementation of each phase of the concept.

Share in detail how you plan to implement this concept.

2.4.4. Substantiate every step of your implementation, as well as your basic concept,

with appropriate quotations or references which reveal that you are well

acquainted with the literature in that field.

2.4.5. The paper should be typed and double-spaced, with good usage. If English is a

second language, you may wish to hire someone to go over your paper and correct

the English before submitting it.

2.4.6. The finished project should be something you can use in your ministry. If you need

to use more pages to accomplish that goal, please do so.

Please see Appendix 1 for more details on grading


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criteria.

Passing Grades

In order to pass the class the students must accumulate enough points to receive a passing grade.

Points are received based on the student’s performance in each requirement.

A 526-560 C+ 431-447

A- 504-525 C 414-430

B+ 492-503 C- 392-413

B 470-491 D 336-391

B- 448-469 F Below 336

Assessment Submission All assessments must be submitted electronically to the emails listed in the syllabus.

Distribution of Points

1. Schwartz study guide 40 points

2. Burrill Revolution study guide 35 points 3. Burrill Radical Disciples report 25 points

4. Burrill 21st

Century report 35 points

5. Wilson chapter 5 points

6. Malphurs chapter 5 points

7. Ogden chapter 5 points

8. Quizzes 100 points

9. Reading selections 100 points

10. Reports on Videos watched 10 points

11.

P

Project report 200 points

TOTAL POINTS AVAILABLE 560 points

Bonus points available 30 points


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CLASS BIBLIOGRAPHY

George Barna. Growing True Disciples. (Waterbrook: Colorado Springs. 2001) 178 pages.

Burrill, Russell Waking the Dead. (Review & Herald, 2004), 121 pages.

Burrill, Russell How to Grow an Adventist Church. (HART, Fallbrook, CA. 2009) 110 pages

Burrill, Russell Creating Healthy Adventist Churches through Natural Church Development. (NADEI -

Berrien Springs, 2014) 83 pages.

Burrill, Russell, Rekindling the Lost Passion (HART: Fallbrook, 1999). 246 pages

Crewswell, Jane. Christ-centered Coaching. (Atlanta: Chalice Press). 2006, 137 pages.

William Easum. Sacred Cows Make Gourmet Burgers (Abingdon: Nashville, 1995), 166 pages

Folkenberg, Jr. Robert. Health for the Harvest. (NADEI: Berrien Springs, 2002) 118 pages.

Logan, Robert and Carlton, Sherilyn. Coaching 101 (Church Smart: Chicago, 2003), 120 pages

Mallory, Sue.. The Equipping Church (Zondervan: Grand Rapids, 2001), 201 pages.

McNeal, Reggie The Present Future (Jossey-Bass: San Francisco, 2003), 148 pages.

Malphurs, Aubrey. Strategic Disciple Making (Baker: Grand Rapids, 2009) 182 pages

Malphurs, Aubrey and Penfold, Gordon. Re-Vision. (Grand Rapids: Baker). 2014, 249 pages.

McIntosh, Gary. Beyond the Frist Visit. (Baker: Grand Rapids, 2006) 186 pages

McIntosh, Gary. Biblical Church Growth. (Grand Rapids: Baker, 2003) 181 pages

Mittelberg, Mark. Becoming a Contagious Church (Zondervan: Grand Rapids, 2007), 206 pages

Searey, Nelson. Fusion. (Ventura: Regal) 2007. 198 pages

Rainer. Thom, Breakout Churches (Zondervan: Grand Rapids, 2005), 249 pages.

Stetson, Ed and Rainer Thom. Transformational Church. (Nashville:B & H Publishing.)

2010. 239 pages.

Thumma, Scott and Bird, Warren. The Other 80 Per Cent. (Jossey-Bass. 2011. 185pages

Rick Warren. The Purpose Driven Church (Zondervan: Grand Rapids, 1995), 398 pages


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CLASS POLICIES

Classroom Seating

Students may sit where they desire. They should sit in the same seat for each session unless a problem

develops.

Disability Accommodations

If you qualify for accommodations under the American Disabilities Act, please see the instructor as soon

as possible for referral and assistance in arranging such accommodations.

Late Submission of Assessment The following penalties will be applied for late submission of assessment items:

Submission received on time Full Points

Pre session submission received within 1 month Loss of 10% of pts.

Post session submission received within 1 month Loss of 10% of pts. Post session submission received after July 31, 2016 No credit

UNIVERSITY POLICY DECREES THAT AFTER JULY 31 THE INSTRUCTGOR MUST

SUBMIT A GRADE FOR EACH STUDENT. IF A STUDENT HAS SUFFICIENT POINTS TO

RECEIVE A PASSING GRADE, ONE WILL BE ASSIGNED. HOWEVER IF THE STUDENT

WOULD RECEIVE LESS THAN A D FOR THE COURSE WITHOUT COMPLETING THE

ASSIGNMENTS, THE STUDENT WILL RECEIVE A DN AND IT WILL BE AS IF THE

STUDENT NEVER TOOK THE COURSE. THE UNIVERSITY HAS DECLARED THAT THERE

BE NO EXCEPTIONS TO THIS POLICY.

Teacher Tardiness

“Teachers have the responsibility of getting to class on time. If a teacher is detained and will be late, the

teacher must send a message to the class with directions. If after 10 minutes no message has been received,

students may leave without penalty. If teacher tardiness persists, students have the right to notify the

department chair, or if the teacher is the department chair, to notify the dean”. AU Bulletin

Class Absences

“Whenever the number of absences exceeds 20% (10% for graduate classes) of the total course appointments,

the teacher may give a failing grade. Merely being absent from campus does not exempt the student from

this policy. Absences recorded because of late registration, suspension, and early/late vacation leaves are not

excused. The class work missed may be made up only if the teacher allows. Three tardies are equal to one

absence.

Registered students are considered class members until they file a Change of Registration form in the Office

of Academic records”. AU Bulletin

Excused Absences

“Excuses for absences due to illness are granted by the teacher. Proof of illness is required. Residence hall

students are required to see a nurse on the first day of any illness which interferes with class attendance. Non-

residence hall students should show written verification of illness obtained from their own physician. Excuses

for absences not due to illness are issued directly to the dean’s office. Excused absences do not remove the


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student’s responsibility to complete all requirements of a course. Class work is made up by permission of the

teacher”. AU Bulletin

Academic Integrity “In harmony with the mission statement (p.18), Andrews University expects that students will demonstrate

the ability to think clearly for themselves and exhibit personal and moral integrity in every sphere of life.

Thus, students are expected to display honesty in all academic matters.

Academic dishonesty includes (but is not limited to) the following acts: falsifying official documents;

plagiarizing, which includes copying others’ published work, and/or failing to give credit properly to other

authors and creators; misusing copyrighted material and/or violating licensing agreements (actions that may

result in legal action in addition to disciplinary action taken by the University); using media from any source

or medium, including the Internet (e.g., print, visual images, music) with the intent to mislead, deceive or

defraud; presenting another’s work as one’s own (e.g. placement exams, homework, assignments); using

material during a quiz or examination other than those specifically allowed by the teacher or program;

stealing, accepting, or studying from stolen quizzes or examination materials; copying from another student

during a regular or take-home test or quiz; assisting another in acts of academic dishonesty (e.g., falsifying

attendance records, providing unauthorized course materials).

Andrews University takes seriously all acts of academic dishonesty. Such acts as described above are subject

to incremental discipline for multiple offenses and severe penalties for some offenses. These acts are tracked

in the office of the Provost. Repeated and/or flagrant offenses will be referred to the Committee for Academic

Integrity for recommendations on further penalties. Consequences may include denial of admission,

revocation of admission, warning from a teacher with or without formal documentation, warning from a chair

or academic dean with formal documentation, receipt of a reduced or failing grade with or without notation

of the reason on the transcript, suspension or dismissal from the course, suspension or dismissal from the

program, expulsion from the university, or degree cancellation. Disciplinary action may be retroactive if

academic dishonesty becomes apparent after the student leaves the course, program or university

Departments or faculty members may publish additional, perhaps more stringent, penalties for academic

dishonesty in specific programs or courses”. AU Bulletin

Language and Grammar There is an expectation that a student enrolled in a graduate program possesses advanced written language

skills, particularly in the language in which the degree is acquired. Thus, no special consideration will be

given to English as a second language learners or native-English speakers who have yet to obtain mastery in

written English. Such students are advised to seek the assistance of the campus writing lab or procure the

services of an editor prior to the submission of their assignments. Tips for success include reading your

assignments aloud and having someone else do likewise prior to submission. This practice will provide you

with immediate feedback on your written assignments.

Emergency Protocol

Andrews University takes the safety of its student seriously. Signs identifying emergency protocol are

posted throughout buildings. Instructors will provide guidance and direction to students in the classroom in

the event of an emergency affecting that specific location. It is important that you follow these instructions

and stay with your instructor during any evacuation or sheltering emergency.


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INSTRUCTOR PROFILE

Russell Burrill, DMin, converted to Adventism at 17 years of age.

He received his BA from Atlantic Union College, his MA from

Andrews University and his DMin from Fuller Theological Society.

He pastored 7 years in Southern New England and Mountain View

Conferences, then 7 years in full time evangelism in Mountain

View, Chesapeake, and Upper Columbia Conference, then 7 years

pastoring in Spokane, Washington and Wichita, Kansas. In 1985

he was called to be Director of the North American Division

Evangelism Institute and served there for 22 years. During this

time he additionally served as chair of the Christian Ministry

Dept. at the Seminary for 3 years and also for 3 years was

Ministerial Secretary for the North American Division and Global

Mission Director for the North American Division.

He has authored 12 books on evangelism and church growth. In

addition he has authored the Pastor’s Manual for Net 98 and the

Prophecy Seminar Lessons. He retired in 2007 after 43 years of

ministry, but continues to teach classes at the Seminary. He is

married to Cynthia Hartman Burrill and they have 2 children and 6

grandchildren.


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APPENDIX 1

CRITERIA FOR ASSESSMENT GUIDELINES

THE B GRADE

We start with the B grade for a very specific reason. It is because a B grade is a sign that you have competently

fulfilled all of the requirements stipulated for an assessment or competency evaluation. It is an excellent grade and

demonstrates a high level of knowledge, insight, critique competence and professional written presentation standards

essential for an individual wishing to pursue a career as a professional pastor.

THE A GRADE

An A grade is only given when a student not only fulfills the criteria stipulated above for a B grade, but in doing so

demonstrates an advanced academic aptitude for content knowledge, critique, synthesis and independent insight, while

exhibiting highly developed communication skills and professional publication standards that would allow them to

pursue a highly competitive academic career.

THE C GRADE

The C grade differs only from a B grade in that the traits outlined in the B grade above are not consistently applied.

However, with diligence and applying feedback from your lecturer, the academic process can provide a perfect

opportunity for a student to improve their consistency, and hence, their grade.

THE D GRADE

The D grade exhibits a limited level of knowledge, insight and critique and poor written presentation standards.

This may be because of a lack of time management on the part of the student, they may have difficulty grasping the

concepts being taught, English may be their second language, or they may be experiencing a personal issue that is

affecting their concentration and motivation levels. Again, with diligence, applying feedback from your lecturer,

and seeking services offered by the University like the writing lab or the counseling center, the academic process

can provide an opportunity for a student to significantly improve their performance.

FAIL

The Fail grade is given when very limited or no demonstrable competency has been observed.


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EXTRA CURRICULAR ACTIVITIES

You cannot be graded on the type of paper you could have turned in if you had had more time.

You cannot be graded or given credit in this class on extra-curricular activities you may be involved in.

It is unreasonable to expect a better grade because you are a nice person or are friends with the lecturer.

It is unreasonable to demand a good grade because you believe you have been called by God, and thus,

should automatically be given good grades despite poor performance.

Your assessments have been specifically designed to measure and provide evidence of your competency with

relation to the subject matter. This is to meet University accreditation standards. Thus, you will only be graded on

the content of the assessments you submit. If it is not in your assessments, your lecturer will not have adequate

evidence of your competency and will have to grade you accordingly.

PLAGIARISM

Replicating writing, cutting and pasting or moderately paraphrasing text from publications, internet sources, books,

friends papers or publications, family members papers or publications, ghost writers papers or publications with the

intent of passing it off as your own work, is strictly prohibited and unacceptable. Students found to be plagiarizing the

work of others will receive an immediate Failing grade. Your actions will be reported to the University and your

sponsor (if sponsored). You may even face expulsion from the University. Your lecturer will randomly sample

sentences, phrases and paragraphs from your paper and compare them with papers from past students and with content

on the internet. Your lecturer is also familiar with a lot of the publications and sources you will be using for your

assessment and will also be able to identify any potential plagiarism.

LANGUAGE AND GRAMMAR

There is an expectation that a person who holds a Master’s qualification will have advanced written language skills,

particularly in the language in which their Masters was taught. Thus, no special consideration will be given to students

who speak English as a second language or native-English speakers who struggle with written English. Such

students are advised to seek the assistance of the campus writing lab or seek the services of a professional academic

editor prior to the submission of their assessment.

Students are encouraged to have someone else read their assessments aloud to them prior to submission. This

practice will provide you with immediate feedback as to how your written assessments sounds/reads to another person.

You may even want to have a friend or a professional academic editor look over your assessments to identify

any typing, spelling or punctuation errors too.


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CRITERIA FOR ASSESSMENT

Elements A Range B Range C Range D Range F – Fail

Title and Paper Presentation

The title is

creative, succinct, one that also

hints at the scope, method and

argument of the paper. The

appearance and word-processing

of the document

is of a high

professional

standard.

The title is succinct and hints

at the scope,

method and

argument of the

paper. The

appearance and

word-processing

of the document

is of professional

standard.

Contains elements of the

topic, scope and

purpose of the

paper. The

appearance and

word-processing

of the document

is adequately

presented, but

lacks a

professional

standard.

Describes little about the content.

The appearance

and word-

processing in the

document is poor.

Does not describe the content. The

appearance of the word-processing

in the document

is very poor and

demonstrates a

lack of

commitment to

the professional

standards

required of

Masters

recipients.

Introduction

and Thesis

Presents the topic

and purpose of

the paper very clearly and

succinctly. It is

objective and

demonstrates a

high level of

critical

scholarship.

Presents the topic

and purpose of

the paper clearly and succinctly. It is objective and demonstrates

critical

scholarship.

The topic and

purpose lacks

some clarity. It tends to be overly wordy. Critical scholarship is

lacking in some

places.

The topic and

purpose has

limited clarity. It is not easily

apparent what

this paper is

about. Critical

scholarship is

lacking in some

places.

The topic is not

clearly described

nor is the purpose of the paper expressed. Critical

scholarship is

nonexistent.

Development Your thesis is

succinct,

insightful, sophisticated,

even exciting. It

demonstrates

independent

insight and

comprehensive

reading and

research of the

topic. All ideas

in the paper flow

logically; your

argument is

identifiable,

reasonable, and

sound. You have

excellent

transitions. Your

paragraphs have

solid topics and

each sentence

clearly relates to

that topic.

Your thesis is

clear, insightful

and demonstrates extensive reading

and research of

the topic. All

ideas in the paper

flow logically.

Your argument is

identifiable,

reasonable, and

sound. You have

very good

transitions. Your

paragraphs have

solid topics and

each sentence

clearly relates to

that topic.

Your thesis is

unclear at times,

your references to scholarly

literature is

limited or, is

irrelevant. Not

all ideas in the

paper flow

logically, some

are unsound.

Your argument is

difficult to identify at times. Your transitions

require improvement.

Your paragraphs

have topics but

often deviate

from them.

Your thesis is

frequently

unclear, your references to

scholarly

literature is very

limited or, is

irrelevant. Ideas

in the paper flow

illogically. Your

argument is very

difficult to

identify at times.

Your transitions

require

significant

improvement.

Paragraphs do not

stay on topic.

Your thesis is

unclear, your

references to scholarly

literature is

nonexistent or is

irrelevant. Ideas

in the paper flow

illogically. Your

argument cannot

be identified.

Your transitions

require

significant

improvement.

Paragraphs do not

stay on topic.


19

Analysis Supports every point with

examples from a

wide range of

academic

literature.

Quoted material

is expertly integrated into

the body of your

work. Your

analysis suggests

new ways to

perceive the

material or

identifies gaps or

shortcomings in

the literature.

Supports every point with

examples from a

wide range of

academic

literature.

Quoted material

is well integrated into the body of

work.

Does not support every point with

examples from

academic

literature. Uses

only old or out of

date sources.

Quoted material

is sometimes

irrelevant or poorly integrated

into the body of work.

Points are not supported by

academic

literature. Uses

non-scholarly

sources or old,

out of date

sources. Quoted

material is often

irrelevant or

poorly integrated

into the body of

work.

Does not support any point with

examples from

academic

literature. Uses

only non-

scholarly sources.

Quoted material

is often irrelevant

or poorly integrated into

the body of work.

Communication and Language

Is very interesting,

thought

provoking and

exciting to read.

Uses language

appropriately and

articulately. No more than one spelling,

grammatical or

style mistake per

page.

Is interesting and holds the reader’s

attention. Uses

language

appropriately and

articulately. No

more than two

spelling,

grammatical or

style mistakes per

page.

Paper is generally well written, but

sometimes lacks

purpose or

relevance to the

topic. Has up to

four spelling,

grammatical and

style mistakes on

every page.

Paper is generally well written, but

often lacks

purpose or

relevance to the

topic. Reader is

easily distracted.

Has up to10

spelling,

grammatical and

style mistakes on

every page.

Paper is poorly written, lacks

purpose or

relevance to the

topic. Has

multiple spelling,

grammatical and

style mistakes on

every page.

Conclusion Your conclusion is succinct and very persuasive.

It is strongly

evidence based,

and your

inference very

sound.

Your conclusion is persuasive. It is evidence based

and your

inference is

sound.

Your conclusion may have some merit but some of

your evidence is

weak or inference

is questionable.

Your conclusion is not very

persuasive. Your

evidence is very

weak and your

inference very

questionable.

You conclusion is not persuasive at all. Your

evidence is scant

or non-existent.

Your inference is

highly

questionable.

Referencing/ Bibliography

Perfectly adheres to SBL Style or

Andrews

University

Standards for

Written work.

No mistakes are

permitted

Adheres to SBL Style or Andrews

University

Standards for Written work.

No more than

three mistakes

permitted.

Often adheres to SBL Style or

Andrews

University

Standards for

Written work.

No more than 7

mistakes

permitted.

Seldom adheres to SBL Style or

Andrews

University

Standards for

Written work.

No more than 10

mistakes permitted.

Does not adhere to SBL Style or

Andrews

University

Standards for

Written work.

DOCUMENTS USED TO SOURCE CRITERIA:

• Derek Bok Centre for Learning for Teaching and Learning, Harvard University.

http://isites.harvard.edu/fs/html/icb.topic58474/GradingPapers.html

• Nancy Langston and Steve Kantrowitz from the University of Wisconsin “Writing Across the Curriculum”.

http://mendota.english.wisc.edu/~WAC/page.jsp?id=101&c_type=article&c_id=4

• Chris Mayda from the Eastern Michigan University, “Grading Criteria”.

http://www.emich.edu/public/geo/geography/Mayda/gradecriteria.htm

http://isites.harvard.edu/fs/html/icb.topic58474/GradingPapers.html

http://mendota.english.wisc.edu/~WAC/page.jsp?id=101&c_type=article&c_id=4

http://www.emich.edu/public/geo/geography/Mayda/gradecriteria.htm


20

APPENDIX 2

BIBLIOGRAPHY

Assimilation

Heck, Joel. New Member Assimilation. 1988.

Hull, Bill. Building High Commitment in a Low Commitment World. 1995.

Hull, Bill. The Disciple-Making Church. 1990.

McIntosh, Gary L. Finding Them, Keeping Them. 1992.

Rainer, Thom, High Expectations. 1999

Schaller, Lyle. Assimilating New Members.

Warren, Rick. The Purpose Driven Church. 1995.

Change

Arn, Charles. How to Start a New Service. 1997.

Barna, George. Turning Vision into Action. 1996.

Dale, Robert. Leadership for a Changing Church. 1998.

Easum, William M. Sacred Cows Make Gourmet Burgers. 1995.

George, Carl. Empty Pews, Empty Streets.


Kotter, John. Leading Change. 1996.

Lewis, Philip V. Transformational Leadership. 1996.

Malphurs, Aubrey. Advanced Strategic Planning. 1999.

Malphurs, Aubrey. Developing a Vision for Ministry in the 21st Century. 1992.

Malphurs, Aubrey. Values Driven Leadership. 1996.

Maxwell, John. Be a People Person.

Maxwell, John. Developing the Leader Within You. 1993.


21

McIntosh, Gary. One Size Doesn’t Fit All. 1999.

Quinn, Robert. Deep Change. 1996.

Regele, Mike. Death of the Church. 1995.

Schaller, Lyle. 21 Bridges to the 21st

Century. 1994.

Strommen, Merton. The Innovative Church. 1997.

Warren, Rick. The Purpose-Driven Church. 1995.

Webb, John. How to Change the Image of Your Church. 1993.

Werning, Waldo. God Says Move. 1997.

Diagnosis




Schaller, Lyle. 44 Questions for Congregational Self-Appraisal. 1998.

Southern, Richard. Cracking Your Congregation’s Code. 2001

Strobel, Lee. Inside the Mind of Unchurched Harry and Mary. 1993.

General

Barna, George. The Invisible Generation: Baby Busters. 1992.

Celek, Tim and Dieter Zander. Inside the Soul of a New Generation. 1996.

Dobson, Ed. Starting a Seeker Sensitive Service. 1993.

Gillespie, Bailey. The Sounds of Grace in Our Churches. 1996.

McIntosh, Gary L. Three Generations. 1995.

Murren, Doug. Baby Boomerang. 1990.


Century. 1994.


22

Growth

Barna, George. The Habits of Highly Effective Churches. 1999

Cummings and Dudley. Adventures in Church Growth. .

Easum, William. Dancing with Dinosaurs. 1993.

Easum, William. Growing Spiritual Redwoods. 1997

George, Carl. Empty Pews, Empty Streets. 1988.

George, Carl. How To Break Growth Barriers. 1993.

Hunter, Kent. Confessions of a Church Growth Enthusiast. 1997.

Kramp, John. Out of Their Faces and Into Their Shoes. 1995.

Logan, Robert. Beyond Church Growth. 1989.

McIntosh, Gary. Biblical Church Growth. 2003


Miller, C. John. Outgrowing the Ingrown Church.


Century. 1994.

Shelley, Marshall. Growing Your Church Through Training and Motivation. 1997.

Silvoso, Ed. That None Should Perish. 1994.

Stewart, Carlyle. African American Church Growth. 1994.

Sullivan, Bill. Ten Steps to Breaking the 200 Barrier.

Towns, Elmer. The Everychurch Guide to Growth. 1998.

Wagner, Peter. Leading Your Church to Growth.

Wagner, Peter. Strategies for Church Growth.

Healthy Churches

Barna, George. User Friendly Churches.

Burrill, Russell. Growing Healthy Adventist Churches Through NCD.

Easum, William. Sacred Cows Make Gourmet Burgers. 1995.



23

Macchia, Stephen. Becoming A Healthy Church. 1999.

Schwarz, Christian. Implementation Guide to Natural Church Development. 1998.

Schwarz, Christian. Natural Church Development. 1996.

Schwarz, Christian. Paradigm Shift in the Church. 1999.

Schwarz, Christian. The Threefold Art of Experiencing God. 1999.

Shawchuck, Norman and Gustave Rath. Benchmarks of Quality in the Church. 1994.

Wagner, Peter. The Healthy Church. 1996.

Warren, Rick. The Purpose-Driven Church. 1995.


Lay Ministry

Bauknight, Brian. Body Building. 1996.

Burrill, Russell. Recovering an Adventist Approach to the Life and Mission of the Local Church. 1997.

Burrill, Russell. Revolution in the Church. 1993.

Burrill, Russell. Revolutionized Church of the 21st

Century. 1997.

Fortune, Don & Katie. Discover Your God-Given Gifts. 1987.

Fulenwider, Ray. The Servant-Driven Church. 1997.

George, Carl. The Coming Church Revolution. 1994.

Lewis, Philip V. Transformational Leadership. 1996.

Mead, Loren B. The Once and Future Church. 1991.

Ogden, Greg. Unfinished Business. 2003.

Shelley, Marshall. Growing Your Church Through Training and Motivation. 1997.

Slocum, Robert. Maximize Your Ministry. 1990.

Steinbron, Melvin J. Can the Pastor Do It Alone?

Steinbron, Melvin. The Lay Driven Church. 1997.

Wagner, Peter. Your Spiritual Gifts Can Help Your Church Grow.



24

Renewal

Barna, George. Index of Leading Spiritual Indicators. 1996.

Barna, George. Turnaround Churches. 1993.

Buttry, Daniel. Bringing Your Church Back to Life.

Cole, Neil. Cultivating a Life for God. 1999.

Cummings and Dudley. Adventures in Church Growth.

Dale, Robert. Keeping the Dream Alive. 1993.

Dale, Robert. To Dream Again.

Easum, William. Sacred Cows Make Gourmet Burgers. 1995.

Fisher, David. The 21st Century Pastor. 1996.

Frazee, Randy. The Come Back Congregation. 1995.

George, Carl. How To Break Growth Barriers. 1993.


Hunter, George G. III. Church for the Unchurched. 1996.

Hunter, Kent R. Your Church has Personality. 1985.

Kallestad, Walther. Turn Your Church Inside Out. 2001



Martin, Linford Lee. The Challenge of the Empty Pew. 1992.


McLaren, Brian. Reinventing Your Church. 1998.

Miller, C. John. Outgrowing the Ingrown Church.

Regele, Mark. Death of the Church. 1995.

Schaller, Lyle. 44 Steps Up Off the Plateau. 1993.

Schaller, Lyle. Innovations in Ministry. 1994.

Shawchuck, Norman and Gustave Rath. Benchmarks of Quality in the Church. 1994.


25

Silvoso, Ed. That None Should Perish. 1994.

Stewart, Carlyle. African American Church Growth. 1994.

Strommen, Merton. The Innovative Church. 1997.

Towns, Elmer. The Everychurch Guide to Growth. 1998.

White, James. Rethinking the Church. 1997.

Unchurched

Barna, George. Grow Your Church from the Outside In. 2002


Logan, Robert. Mobilizing for Compassion. 1994.

Visitors

Barna, George. Marketing the Church. 1988.

Barna, George. User Friendly Churches.

Bast, Robert. Attracting New Members.

Church Growth. How to Help Greeters Extend a Warm and Caring Welcome.



Kramp, John. Out of their Faces and Into their Shoes. 1995.

Pacific Union Conference. Extending a Warm and Caring Welcome. ("The Case of No

Church Charlie"), Guest Care for the Local Church. 1992

Parrott, Leslie. The Greeter's Manual. 1993.

Sahlin, Monte. Sharing Our Faith with Our Friends.

Schaller, Lyle. 44 Ways to Increase Church Attendance.

Strobel, Lee. Inside the Mind of Unchurched Harry and Mary. 1993.

Warren, Rick. The Purpose Driven Church. 1995.


26

Worship

Arn, Charles. How to Start a New Service. 1997.

Barna, George. The Invisible Generation: Baby Busters. 1992.

Celek, Tim and Dieter Zander. Inside the Soul of a New Generation.

1996. Dobson, Ed. Starting a Seeker Sensitive Service. 1993.

Easum, William. Dancing with Dinosaurs. 1993.

Fenderson, Brenda. Build a New Sabbath School.

1994. Hartman, Warren. Five Audiences.


NAD Church Ministries Dept. Creative Sabbath Morning Alternatives. Revitalizing the Worship Service

and

Sabbath School Program in Your Church. (Kit)

1991. Pritchard, G. A. Willow Creek Seeker Services. 1996.

Stewart, Carlyle. African American Church Growth.

1994. Wright, Timothy. A Community of Joy. 1994.


27

Study Guide for

COLOR YOUR WORLD WITH NATURAL CHURCH DEVELOPMENT

by Christian A. Schwarz

The study guide should be filled out on a separate sheet of paper. Please do not attempt to

answer the questions on this form.

1. In churches that have done three NCD surveys, how much had they increased in quality and

how much in quantity?

2. List the 4 criteria for a principle-oriented approach.

3. Quantity is not a strategic goal, but a _______________ consequence of a healthy

church. What principle is happening here?

4. How much faster do smaller churches grow those larger churches?

5. What percentage of people use their spiritual gifts in small churches compared to larger

churches?

6. What is the relationship between good theory and good practice?

7. Describe the meaning of the 3 colors in the Trinitarian compass.

8. What does Schwarz mean by balance in each of the 3 areas?

9. Churches that are on the green side tend to emphasize what kind of things?

10. What are the strengths and weakness of churches in the red zone?

11. What are the strengths and weaknesses of churches in the blue zone?

12. List the 5 rules of the Trinitarian compass.

13. What is the difference between the doctrine of the Trinity and the Trinitarian compass?

14. After taking your personal color profile, which area is your strongest area and where is your

personal weakness? Reflect briefly on how you plan to create balance in your personal life in

the area of your weakness.

15. Look at the diagram on P. 85. What are the square wheels that your church is using to push

the cart forward? What are some round wheels your church needs to use?

16. In churches taking multiple surveys, what was the astonishing discovery regarding time for

hobbies among those churches who had increased in quality?

17. List the six growth factors with definitions in your own words.

18. What is the fruit of an apple tree?

19. List the eight quality characteristics of NCD with a brief definition.

20. Which of the eight quality characteristics results in joy in the personal life of the believer

more than any other characteristic?

21. Which relates more to the quality level in prayer: time spent in prayer or whether prayer is

inspiring.

22. What is meant by the “minimum factor” in NCD?

23. What in the eight characteristics does the survey measure?

24. What is the primary job of a NCD coach?

25. Go on to the NCD website using the access code in your book. Explore the site and listen to

at least the first part of the seminar. Then answer the following question. What happened to

transfer growth and conversion growth as a result of applying NCD principles?


28

26. What has NCD revealed about churches that plant other churches compared with churches

that are not planting churches?

Please sign this statement:

I have actually read this entire book and I have not copied answers to these questions from

anyone else.

_________________________________________

Study Guide for

REVOLUTION IN THE CHURCH

by Russell Burrill

1. For what purpose is the Holy Spirit given?

2. How was the outpouring of the Holy Spirit manifested in New Testament times?

3. What are the two basic functions of the priest in the Old Testament?

4. By virtue of what event has the priesthood of all believers been restored to the church?

5. What are the three implications of accepting the doctrine of the priesthood of all believers?

6. In what two places does ministry occur for the Christian?

7. In the New Testament church what was the role of the laity? of the clergy?

8. What kind of a congregation is produced by a clergy-dominated church?

9. Are clergy also laity?

10. Relate early Adventism's view of the clergy's job.

11. What did A.G. Daniells declare would happen to the SDA Church if it abandoned its

itinerant clergy model?

12. According to Ephesians 4 what is the Biblical job description of the pastor?

13. If a pastor just nurtures a congregation, shouldn't it automatically become involved in soul

winning? Why?


29

14. What is the only thing that will enable God's people to be overcomers?

15. What does Ellen White state should happen to a pastor who performs ministry rather than

trains ministers?

16. List eight lessons learned from the parable of the talents on spiritual gifts.

17. What are three basic approaches to spiritual gifts? Which one is the best approach and

why?

18. Discuss the five steps involved in discovering one's spiritual gifts.

19. What four steps occurred in the ordination of the Old Testament priests?


30

20. How can the church today recognize every believer's call to ministry?

21. Define "lay ministry."

22. How would a "Lay Ministry Committee" function differently from a "Nominating

Committee"?

23. List the five basic requirements to enter a lay ministry structure in the local church.

24. What steps would you follow in placing a person in ministry utilizing the lay ministry

model?

25. Describe a lay training center as it would exist in a local church.

26. Describe the Adventist church of the future on the small group model from the Adventist

church of today on the congregational model.

27. What were the three basic services early Adventists attended each week? What was the

purpose of each service?

28. Describe the "social meeting" of early Adventism.

Please sign this statement:

I have actually read this entire book and I have not copied answers to these questions from anyone

else.

___________________________________

c g the equipping p - andrews university · these should be submitted electronically by march 13,...

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