Leadership in Theological Education, Volume 2

Description

The ICETE Programme for Academic Leadership (IPAL) was officially established in 2010 and arose out of the need to provide training to theological institutions in different regions of the world. IPAL provides a three-year cycle of seminars for the professional development of evangelical academic leaders and administrators to help institutions in their pursuit of quality and excellence in theological education.
This publication is the second of three volumes intended to accompany and support the IPAL seminars as well as independently providing wider access to the principles required by academic leaders for institutional and curriculum development.
Each chapter shares and illustrates the expertise and understanding the contributors have of education and curriculum design in the field of evangelical academic institutions. With an intentional awareness of a wide range of non-Western contexts, this volume is a much-needed guide for course administrators around the world.

Informations

• Publié par: Langham Creative Projects
• Date de parution: 14 novembre 2017
• Nombre de lectures: 0
• EAN13: 9781783683406
• Langue: English

Extrait

Curriculum is an essential tool for determining and shaping the overall educational experience and ensuring the accomplishment of the learning goals of an institution. However, the measure of a good and effective curriculum is found in both the quality of its design and its management by academic leaders and faculty.
In this book, Leadership in Theological Education 2: Foundations for Curriculum Design , the authors from across the globe, with proven expertise and experience in theological instruction and educational principles, provide a timely and relevant resource which clearly articulates the biblical foundations and learning theories and practices for effective curriculum design and implementation towards an enriching and transforming educational experience.
I highly recommend this book for use by all faculty and academic leaders who desire and are committed to transformative theological education in their institutions.
Rev Emmanuel Chemengich, DMin
Executive Director, Association for Christian Theological Education in Africa (ACTEA)
This book is a substantive and diverse tapestry, so vitally important and critical to the future of creative, God-blessed theological education. This volume on curriculum design has been crafted by a gifted and global team of thoughtful educators. I have dedicated much of my life to study educational systems and processes and resources, students and leadership, all contributing to authentic character transformation and godly excellence in ministry preparation. I can only dream of the potential impact of this series of books. Worldwide, all theological education forms and structures encounter rough waters – whether internal or external. These turbulent currents will permanently shape them, but those that resist it will wither, merge or die. Those who embrace change have a unique opportunity to impact the kingdom of God in Christ as they design creative curricula to equip the people of God for ministry at all educational levels and in all vocations. My prayer is that our courageous educators, especially those in its highest leadership, will be bold enough to read, study and implement the wisdom in this foundational resource.
William D. Taylor, PhD
Former faculty of Seminario Teológico Centroamericano and Trinity Evangelical Divinity School
Thirty years with Mission Commission, World Evangelical Alliance
This book provides a comprehensive understanding of curriculum, and guides academic leaders through the complex process of curriculum development, implementation, and evaluation. Written by seasoned theological educators from around the globe, this book serves as a much-needed roadmap to curriculum design for theological education. It will help theological institutions develop relevant training programs that will impact church and society in their contexts.
Theresa Roco-Lua, EdD
General Secretary, Asia Theological Association
I am writing this in Rome, Italy, participating in the meetings of the International Council for Evangelical Theological Education with my colleagues, the leaders of all nine regional accrediting associations, where we are talking about developing the ICETE Academy for Excellence and ICETE global accreditation standards. As I am listening to my colleagues from various regions, I am astonished at how much, and how significantly, the ICETE Programme for Academic Leadership has contributed to seminary leaders and faculty by laying the foundations for curriculum design, defining the role of academic leadership in transformative teaching and learning, designing assessment of learning and developing a learning community in theological education. I participated in all three IPAL seminars in Euro-Asia. In the current very complicated context of socio-political crisis in Eastern Europe between Ukraine and Russia, these seminars especially deeply shaped my understanding of contextualized curriculum design and challenged me with questions regarding developing a learning community so that we would stay faithful to the kingdom of God and better fulfill the mission of the church.
Taras Dyatlik
Regional Director for Euro-Asia, Overseas Council
Director of Educational Development, E-AAA
Member of the ICETE board

Leadership in Theological Education Volume 2
Foundations for Curriculum Design
Edited by
Fritz Deininger and Orbelina Eguizabal
Series Editor
Riad Kassis

© 2017 by Fritz Deininger and Orbelina Eguizabal
Published 2017 by Langham Global Library
An imprint of Langham Creative Projects
Langham Partnership
PO Box 296, Carlisle, Cumbria CA3 9WZ, UK
www.langham.org
ISBNs:
978-1-78368-339-0 Print
978-1-78368-341-3 Mobi
978-1-78368-340-6 ePub
978-1-78368-342-0 PDF
Fritz Deininger and Orbelina Eguizabal have asserted their right under the Copyright, Designs and Patents Act, 1988 to be identified as the Authors of this work.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher or the Copyright Licensing Agency.
All Scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version®, NIV®. Copyright ©1973, 1978, 1984, 2011 by Biblica, Inc.™ Used by permission of Zondervan.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-78368-339-0
Cover & Book Design: projectluz.com
Langham Partnership actively supports theological dialogue and an author’s right to publish but does not necessarily endorse the views and opinions set forth here or in works referenced within this publication, nor can we guarantee technical and grammatical correctness or that URLs cited are still live. Langham Partnership does not accept any responsibility or liability to persons or property as a consequence of the reading, use or interpretation of its published content.

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Contents

Cover


Introduction


Part I


Curriculum Design and Development


1 Fo undations for Curriculum Design in Theological Education


Educational Parameters for Curriculum Design


Biblical-Theological Parameters for Curriculum Design


Conclusion


R eflection and Action Points


Resources for Further Study


2 The Role of Academic Leaders in Curriculum Design


Basic Notions on Curricular Design


Characteristics of a Quality Theological Curriculum


Conclusion


Reflection and Action Points


Resources for Further Study


3 Steps for Curriculum Design


The Preliminary Step in Curricular Development: Understand What a Curriculum Is!


Step One: Be Clear about Your Unique Purpose as That Defines the Program You Offer


Step Two: Know Your Students and Their Contexts


Step Three: Evaluate the Curriculum That You (Or Others) Have


Step Four: Rewrite Your Curriculum


Conclusion


Reflection and Action Points


Resources for Further Study


4 Contextualized Curriculum Design


Defining Curriculum


Context and Curriculum Development


Biblical Examples of Contextualized Curriculum


Components of Context


Application of Contextual Elements to the Design Process


Conclusion


Reflection and Action Points


Resources for Further Study


5 Implementation of Changes and Evaluation in Curriculum Development


Preliminary Factors Affecting Curricular Change


Human Factors Affecting Change


Curriculum Evaluation


Reflection and Action Points


Resources for Further Study


Part II


Facilitating Teaching and Learning


6 The Role of Academic Leadership in Designing Transformative Teaching and Learning


Foundations of Transformative Teaching and Learning in Seminaries


The Role of Academic Leadership in Designing Transformative Teaching and Learning


Conclusion


Reflection and Action Points


Resources for Further Study


7 Assessment of Learning in Curriculum Development


Setting the Scene: A Personal Journey


Defining Terms


Assessment of Learning


Aims of Assessment


Requirements of Assessment


Methods of Assessment


Constructing Assessment Items


Concluding Summary


Reflection and Action Points


Resources for Further Study


8 Blended Learning: Curriculum Design for Effective Learning


Technology and Education Today


New Challenges and Possibilities


Blended Learning


Learning Anew


Best Practices to Enhance Student Learning


Institutio