DC746 Small Groups in the Church: Syllabus Page 6
DC746: Small Groups in the Church Brian Doten, Adjunct
Fall 2007, Mod S Bethel Seminary
October 1– December 3 Office: 763-557-0144
Mondays 5:30-7:30 p.m. Email:
Fax: 763-557-2546
Small Groups in the Church
Course Description:
This course explores small groups and their appropriate application in the church and Christian organizations. It will examine common small group models used by churches and ministries with the goal of understanding their purpose and place in ministry. The class will also expose students to small group resources and provide opportunity for students to develop a philosophy of small groups and analyze their own styles of working with groups. Information and practice about starting, facilitating and completing small group processes will be included.
Learning Outcomes: Students will:
1. Recognize the importance and impact of small groups within the life of the church and Christian ministry.
2. Articulate their understanding of the purpose and place of small groups in the church.
3. Understand the value of different types and models of small groups (nurture, support, task).
4. Describe characteristics of healthy small groups, and suggest appropriate interventions for problematic situations.
5. Assess their personal functioning (styles, strengths, growth areas) as a participant and leader of a small group.
6. Write effective Bible study questions reflecting accurate biblical interpretation and small group theory and practice.
7. Analyze various small groups according to group characteristics described in class discussions and required texts.
8. Construct a plan (including design and implementation processes) for the small group’s ministry of a local church taking into consideration the congregation’s mission, vision and/or goals.
9. Demonstrate leadership of small groups by planning for and leading a group Bible study of 4-9 people for four gatherings, each of two hours duration.
Required Texts:
Donahue, Bill and Russ Robinson. Building a Church of Small Groups. Grand Rapids, MI: Zondervan Publishers, 2001. ISBN: 0310267102 (pbk); 0310240352 (hc)
Donahue, Bill. Leading Life-Changing Small Groups. Grand Rapids, MI: Zondervan Publishers, 2002 Revised Edition. ISBN: 0310247500
Donahue, Bill and Russ Robinson. The Seven Deadly Sins of Small Group Ministry. Grand Rapids, MI: Zondervan Publishers, 2002. ISBN: 0310267110 (pbk); 0310247063 (hc)
Donahue, Bill and Russ Robinson. Walking the Small Group Tightrope. Grand Rapids, MI: Zondervan Publishers, 2003. ISBN: 0310252296
Required Reading (available in Blackboard):
McIntosh, Gary L. and R. Daniel Reeves. Thriving Churches in the Twenty First Century. Grand Rapids, MI: Kregel Publications, 2006. ISBN: 0-8254-3170-0, pp. 11-45, 109-124.
Course Requirements and Grading:
1. Reading of Required Texts and Articles (Approximately 1000 pages @ 30 pages per hour = 35+ hours—10% of grade) Submit reading report—see page 7.
2. Attendance and Participation in Class—Since this class consists of group interaction/participation, regular attendance is mandatory for all sessions (20 contact hours). One prearranged absence is permitted without affect on your grade; however any additional absences or tardiness will lower the grade. Three tardies is equivalent to an absence. Each session missed will lower your grade ½ letters.
3. Interview two different small group ministry leaders who are presently coordinating and leading a small group ministry program in their church or ministry setting—do not use leaders that other class members have interviewed (5 hours— 5% of grade). Take good notes, but do not write a formal paper. Use your notes for class discussion groups, and then submit them to the professor.
· What is their philosophy of small group ministry?
· What types of groups does their church provide?
· What are the outcomes and challenges of their small group ministry?
· How are new groups started?
· How autonomous/controlled are the groups? How do they create accountability in their groups?
· What are the top two principles we can learn from their experience?
4. Memorization of Scripture (5 hours—5% of grade).
5. Attend a Support Group and write a Reflection Paper—this paper should explain group norms, setting, purpose, leadership, and include your reflections about the level of community and effectiveness of the group. Maximum of two pages, 12 point font, double spaced (8 hours – 10% of grade).
6. Write a Ministry Team Charter with guidelines provided in class for a task group for your ministry setting. The charter should address a real ministry need for a new task group. The charter should include reasons for why the ministry team is needed, what the purpose of the team will be, what the team will do and what resources it needs to accomplish its ministry. It also should address how the team will be organized and what its group norms will be (5 hours – 5% of grade).
7. Small Group Ministry Paper—this paper should explain your philosophy of small groups and a small group ministry plan for a church or ministry organization. Your small group philosophy should include biblical, social, and learning foundations and answer the question, why should we have small groups? Your paper should also include a ministry plan for small groups that addresses the how of small groups: What types of small groups will you establish? Who are the specific people groups small groups are attempting to reach? How will you recruit people into groups (marketing and organizing)? How will you train leaders (model and topics)? What system will you implement to manage small groups? What launch curriculum(s) will you use? A minimum of 2,500 words (approximately ten pages or more) typed and double-spaced (20 hours—40% of grade).
8. Small Group Curriculum Review – Choose a small group curriculum (print, video, etc.) and write a written review of the curriculum. Identify the purpose of the curriculum, who it is written for and list perceived strengths and weaknesses. Note if “Leaders Notes” or instructions are included to assist group leaders. Write a rationale for its use in your small group ministry (i.e. would you use it?). Report should be no more than two pages, single spaced, 12 point font. (5 hours – 5% of grade).
9. Small Group Participation Report: (20% of grade)
A. Lead a small group (4-9 people) for 4 weeks through a Bible study [you cannot use a student from class] (on the average of 2 hours of preparation and 2 hours of participation each week-16 hours)
B. Write a 3 – 5 page paper (typed, double-spaced) answering the following questions (6 hours for reflection and writing):
1) Describe the group-size, participant’s characteristics, purposes and goals of the group, and your own relationship to the group.
2) Identify significant group characteristics and determine how they are incorporated within this particular group.
3) Describe the factors that appear to enhance accomplishment of the group’s goals and the factors that hinder accomplishment of group goals.
4) Based on what you have been reading and experiencing, what “prescription” would you write to improve this group’s functioning?
5) Describe how you would design a similar group in order to try and avoid some of the pitfalls that this one has encountered.
6) Assess your own competencies and deficiencies as group member/leader that was evident in this particular group experience. Utilize feedback from group members as you reflect on the experience (see form on pages 5 & 6).
Grading:
The professor will ascribe:
· an “A” if the assignment is met with distinction.
· a “B” if the assignment is partially met, or in general above average.
· a “C” if the assignment is satisfactorily completed.
The student’s course grade will be the total of all assignments, based on the scale below:
A / 95% / B / 85% / C / 75% / D / 65%A- / 92% / B- / 82% / C- / 72% / D- / 62%
B+ / 88% / C+ / 78% / D+ / 68% / F / Below 62%
Academic Course Policies
(Please see catalog for full range of requirements.):
1. Academic Integrity (88-9): “Written material submitted must be the original work of the student. Academic dishonesty constitutes a serous violation of scholarship standards at Bethel and can result in denial of credit and possible dismissal from the school. Any act that involves misrepresentation regarding the student’s academic work is forbidden. Academic dishonesty includes cheating on assignments or exams, plagiarism, fabrication of research, multiple submissions of work in different courses, misrepresentation of academic records, the facilitation of academic dishonesty, and depriving others of necessary academic resources.”
2. Course Papers (90):
· “All assigned course and term papers in all degree programs (with the exception of those in Marriage and Family Studies) are to be submitted in thesis form in conformity with the most recent edition of Kate Turabian’s A Manual for Writers…Students submitting papers in the Marriage and Family Studies and Marital and Family Therapy programs should follow the requirements of the fifth edition of The Publication Manual of the America Psychological Association.”
· “In addition, students are expected to use inclusive language.”
3. Grades (91): “Grades will be assigned using the full range of letter grades (A-F), representing the following levels of performance:
A Excellent work submitted; evidence of outstanding ability to synthesize and use course knowledge; consistent evidence of creativity and originality; insightful contributions in class; consistent demonstration of integrative and critical thinking skills; regular class attendance; and respectful interaction.
B Good work submitted; evidence of substantial ability to analyze and use course knowledge; evidence of creativity and originality; thoughtful contributions in class; demonstration of integrative and critical thinking skills; regular class attendance; and respectful interaction.
C Acceptable work submitted; evidence of adequate ability to analyze and use course knowledge; appropriate contributions in class; attempts at integration and critique; regular class attendance; and respectful interaction.
D Poor work submitted; little evidence of ability to analyze and use course knowledge; inconsistent evidence of mastery of course content; few contributions in class; no attempts at integration and critique; inconsistent class attendance; and respectful interaction.
F Inadequate work submitted; insufficient evidence of ability to analyze and use course knowledge; inappropriate and/or disrespectful contributions in class; poor class attendance; or failure to complete course requirements.”
4. Incomplete Course Work (92): “Students are expected to submit all work by the dates set by the course instructors and complete all course requirements on or before the last day of the quarter. The grade ‘Incomplete’ is temporary and will be granted only in unusual circumstances (such as serious illness or critical emergencies) and will not be considered for a student who is simply behind in the assignments.”
5. Harassment Policies (93): “Bethel Seminary is committed to providing a Christ-centered community where students, faculty, and staff can work together in an atmosphere free from all forms of harassment, exploitation, or intimidation, including racial and sexual harassment. All members of the Bethel community are expected to educate themselves about sexual and racial harassment.”
Accessibility: Please contact the instructor as soon as possible if disability-related accommodations are needed. Accommodations for students with documented disabilities are set up through the office of Disability Services. Contact Kathy McGillivray, director of Disability Services, at (651) 635-8759.
Class Schedule
October 1 / Introduction to the Course
What is Christian Community?
October 8 / Small Group Models and Types / · Read: Building a Church, Parts 1& 2
October 15 / Leadership Tasks and Skills / · Read: Building a Church, Part 3 & 4
· Due: Interview Reports
· Memorize: Romans 12:10, 13
October 22 / Youth Ministry and Small Groups / · Read: Walking the Tightrope, 1 – 92
· Memorize: Philippians 2:3-5
October 29 / Support and Recovery Groups / · Read: Walking the Tightrope, 93 - 203
· Due: Support Group Reflection Paper
· Memorize: Galatians 6:2, 10
November 5 / Ministry Teams and Task Groups / · Read: Thriving Churches in the Twenty First Century, 11 – 46, 109 - 124
November 12 / Leadership Development Models / · Read: Life – Changing, Parts 2 & 3
· Due: Ministry Team Charter
November 19 / Point Leadership for Small Group Ministry
Small Group Ministry Mistakes / · Read: All of Seven Deadly Sins
· Due: Small Group Curriculum Review
November 26 / Group Life, Development, Life-Cycle / · Read: Life-Changing, Part 4 & 5
· Due: Small Group Ministry Paper
· Memorize: Ephesians 3:20, 21
December 3 / Final Questions and Issues
Quiz on Community Scriptures / · Due: Small Group Participation Report with Facilitator Feedback Form (pages5-6)
· Due: Reading Reports
· Memorize: 1 John 3:16-18
DC746 Small Groups in the Church: Syllabus Page 6
GROUP FACILITATOR FEEDBACK FORM
Leadership Feedback and Development (Part 1)
From: ______
Please note: This tool is designed to evaluate for the purpose of encouragement, not to judge for the purpose of condemnation.
Leadership during meetings
1. On a continuum, how would you rate the leader’s style of communication during the meetings? Mark with an “X”:
______
Pure lecture Pure discussion
On the scale above, mark with an “O” where you would like the leader to be.
2. On a continuum, how would you rate the leader’s control of the flow of the meetings? Mark with and “X”:
______
Autocratic/Control Collaboration/Relaxed
On the same scale above, mark with an “O” where you would like the leader to be.
3. On a continuum, how would you rate the group members’ overall participation in discussions? Mark with an “X”:
______
A vocal minority Balanced participation
What if, anything, could the leader do about the balance of participation?
4. How did the leader handle the different elements of the meeting?
· Starting on time
· Homework review (if applicable)
· Scripture explanation or teaching
· Discussion portions
· Helping to make personal applications
· Ending on time
Leadership Outside the Meetings (Part 2)
1. What experiences with the leader outside the regular meeting times have been especially valuable to you?
2. What aspects of the leader’s life do you most need (want) to observe so you can see a godly example?