Abilene Christian University—Graduate School of Theology
BIBM 629: Field Education, Summer (mandatory meeting 4/29)
Contextual Immersion
Professor: Dr. Brady Bryce
Office: CBS Room 328 (by appointment)
ACU Box 29423
brady.bryce@acu.edu
[O] 325.674-3750
[H] 325.280.9104
The mission of Abilene Christian University is
to educate students for Christian service and leadership throughout the world.
ACU promises to be a vibrant, innovative, Christ-centered community that engages students in authentic
spiritual and intellectual growth, equipping them to make a real difference in the world.
The mission of the College of Biblical Studies is to provide leadership, preparation, and resources for
effective worldwide ministry in the cause of Christ.
The GST aims to equip men and women for effective missional leadership for ministry in all its forms,
and to provide strong academic foundations for theological inquiry.
By equipping students with the requisite skills, knowledge, and experience,
the GST aspires to produce graduates with trained minds and transformed hearts.
Course Description
An immersive learning experience for students to practice, observe, and reflect on ministry through a
ministry project within a selected ministry context.
Purpose
BIBM 629 is course three (of five possible) in the complete Contextual Education sequence. It is a
practical ministry course situated within the student minister’s ministry context (full time, part time, or
chosen context). Students will serve between 300-400 hours over no less than 10 weeks. This formative
ministry experience challenges students to deepen their capacities to participate with God’s mission in
the church and world by thorough attention to their context and a resulting ministry project or ministry
intervention. This is a supervised experience by either a student’s on-site supervisor or a contextual
supervisor, who reports to the Director of Contextual Education.
Textbooks
Taylor, Barbara Brown. An Altar in the World: A Geography of Faith (New York, Harper Collins: 2009).
Foster, Richard. Devotional Classics: Selected Readings for Individuals and Groups (New York,
HarperOne: 2005)
Referenced Textbooks (In order to conceive and implement your Immersion Project, the following
texts assigned in BIBM 657 Contexts of Ministry course may be required[*] or otherwise necessary for
those who have not taken that course):
Branson, Mark Lau. Memories, Hopes, and Conversations: Appreciative Inquiry and Congregational
Change (Alban Institute, 2004)
Killen, Patricia O. and John De Beer, The Art of Theological Reflection (New York, NY, Crossroads: 1994).
* Moschella, Mary Clark. Ethnography as a Pastoral Practice: An Introduction (Cleveland, Ohio, Pilgrim
Press: 2008).
Vanhoozer, Kevin J., Everyday Theology: How to Read Cultural Texts and Interpret Trends (Grand Rapids,
MI, Baker Academic: 2007).
Competencies, Measurements, and Student Learning Outcomes
Competency
Measurement
S.L.O.s
1.
Students will practice ministry
in their chosen ministry context
to learn ministry in an
“immersive” experience
Weekly Supervisor Mtg
Overarching program practices: Spiritual
Life, Wisdom, Communication, and
Mission.
2.
Students compile their
reflections on ministry identity
and reflect on the practice of
ministry in a context.
Students will exhibit leadership
in their context by listening and
speaking to people in their
ministry context.
Fieldwork Journal
Identity [GST #4]: Graduates will have
clarity in professional identity.
Project Proposal;
Exercises;
Ministry Project;
Ethnographic Field Notebook
Students will demonstrate the
ability to attend to their
ministry context by creating
and implementing a ministry
project appropriate to the
context.
Readings;
Ministry Project;
Communication [GST #5]: Graduates will
have facility in critical thinking, analysis,
synthesizing, and applying it.
Leadership [MDiv#3]: ability to lead and
equip the church for its various
ministries.
Contemporary Culture [MDiv#1]: ability
to integrate theology in contemporary
cultural contexts.
Practice [MACM#2]: knowledge and
skills related to a particular aspect of
ministerial practice.
Integration [MACM#3]: ability to
integrate theological concepts with
concrete ministry situations.
3.
4.
Assignments
[1] Provide Supervisor Materials to Site/Contextual Supervisor — Due Immediately
[2] Project Proposal Paper — Due Immediately (no later than May 27th)
Students will complete a contextual ministry project that emerges from their chosen context. Those
who have taken BIBM 657 Contexts of Ministry, may proceed with their proposal drafted and approved
in that course. Any modification of the project (from the one approved in BIBM 657) should be
submitted to the Director of Contextual Education before proceeding.
Those students who have not completed BIBM 657 will complete a basic ethnographic description of
their context and a project proposal (must read and follow Moschella’s Ethnography as Pastoral Practice
book). In consultation with their contextual supervisor, the student will draft a Contextual Immersion
Project Proposal that is submitted immediately to the Director of Contextual Education (no later than
May 27th). Follow all six of Moschella’s Guidelines #1-6 on page 84 and also items #1-3 on page 204.
[3] Fieldwork Journal — Due weekly
The student writes at least three (3) weekly Fieldwork Journal (FJ) entries. The FJ entries are space for
the student to reflect upon: what is happening in their ministry context, conversations with their
supervisor, the “Devotional Classics” reading, and also the place to submit reflections on the main
course text “Altar in the World.”
The Fieldwork Journal is vital element for your reflection process during your immersion experience.
This requirement to set aside time daily for reflection is a valuable record of your learning journey as
you look back over the experience and finalize your project.
Here are the specific requirements for your 12 week Fieldwork Journal. (1) At least one entry per week
reflecting on Devotional Classics. R. Foster’s Devotional Classics has six segments from which you may
choose for your weekly reading. Please alternate your selections from a different section each week.
Read only one selection for the week (you may read that same selection several times during the week).
Sometime during the week write your personal reflection on the reading (this is not a critical review but
represents your personal connection with the reading in about 250-300 words). (2) As you read through
B. Taylor’s Altar in the World, please write a separate reflection on each of the twelve chapters. Please
use this a chance to express what you discover from Taylor and make connections to your ministry
experience in about 300-400 words (3) Use the third weekly journal entry for your reflections specific to
your ministry context. This may include personal reflection on ministry experiences and/or
conversations that you are having with your supervisor. What are you learning about God? What are
you learning about yourself? What are you learning about others? So, in sum your fieldwork journal will
have a minimum of 3 journal entries per week over the 12 weeks of the Contextual Immersion
experience.
[4] Ethnographic Field Notebook (EFN)—Due August 5th
A student’s Ethnographic Notebook compiles those practices and artifacts that pertain directly to their
project. As an example, the notebook may include: field notes, audio recordings, still photography,
video, or interviews. There is not a required number of entries or artifacts to include. However, it must
represent the student’s process over the duration of the project. The Notebook (EFN) is distinguished
from the Journal (FJ) because it is solely focused on your contextual project. The Journal, while it may at
times deal with your project, reflects the entirety of your ministry experience and the various entries
related to the books read for the course.
[5] Final Project Paper, an Ethnographic Description of the project that takes the form of a theological
narrative. Follow Moschella’s Ruberic on page 204 (all items)—Due August 5th.
Students complete a contextual project as the major focus and culminating work of this course. This
project or ministry intervention can be defined as an intentional focused plan of action that emerges in a
particular context and the ethnographic work done in relation to the context. This paper is a narrative
account of your ethnographic results (approximately 15 pages). For guidance in compiling data and
writing your narrative please use Ethnography as Pastoral Practice (especially chapters 7-9).
Grading
Assignments and tests will be given scores of 0-100 and weighted according to the following scale:
Project Proposal Paper
= 10%
A = 90-100
Fieldwork Journal (FJ)
= 30%
Ethnographic Field Notebook (EFN)
= 20%
Contextual Immersion Project
= 40%
Excellent: Outstanding, Fluent, Thought-Provoking, Original – covers full range of
material, displays depth of comprehension, relies heavily on primary sources, relates material to
inter-disciplinary areas. Writing is perfect or nearly perfect in grammar, spelling, and usage.
B = 80-89
Good: Above Average, Clear, Well-Organized – but not superior, reflects comprehension of
most crucial aspects of material only, scattered reflection, some reliance on primary sources,
shows some inter-disciplinary sensitivity. Very few grammar, spelling, or usage errors.
C = 70-79
Decent: Average, Adequate, Competent, Fair, Unoriginal – competent in most aspects but
with significant lapses, no clear focus or overly simplistic focus, deficient comments with few/no
sources, questionable inter-disciplinary application. Multiple grammar, spelling, or usage errors.
D = 60-69
Uh-Oh: Below Average, Inadequate, Ineffective, Unclear, Under-developed – some
effort shown but overwhelmed by flaws in thinking, incompetent use of sources, unrealistic or
underdeveloped application. Major mistakes in grammar, spelling, or usage.
F < 59
Don’t Go Here: Failure, Blocked Communication, Plagiarism-Cheating, Major Errors,
Illiteracy
Course Policies
Attendance
Since this course is onsite fieldwork, there is no weekly class to attend. However, participation in the
mandatory meeting on 4/29 is required. Students may attend through Google Hangout Video Chat.
Late Assignments
All assignments are due on the due date at the beginning of class. Assignments received after that will
lose 10% within the first week late, within 2 weeks late lose 20%, and after two weeks (no credit).
Inclusive, Respectful Language
Students are expected to use inclusive language and be respectful of fellow students, the professor,
and those who may not be present to defend themselves. If at all possible please make use of gender
inclusive translations of the Bible (i.e. like the NRSV or CEB).
Academic Integrity
The highest academic and personal integrity is expected! Plagiarism or cheating on any exam or
assignment will result in an automatic failing grade for the entire course. See Academic Integrity
Policy www.acu.edu/academics/provost/documents/AcademicIntegrityPolicy.pdf
Special Needs Policy
ACU complies with the Americans with Disabilities Act in making reasonable accommodation for
qualified students with a disability. If you have a documented disability and wish to discuss academic
accommodation, please contact the ACU Student Disability Services Office (a part of the Alpha
Scholars Program). In order to receive accommodation, you must be registered with Disability
Services and you must complete a specific request for each class in which you need accommodation.
Call (325)674-2667 for an appointment with the Director of Disability Services.
Subject to Change
This syllabus, course schedule, assignments, and other attending documents are subject to change by
the professor. Every attempt will be made to notify students when changes are made.
GST Classroom Virtues
The GST invites students to participate in a process of theological and spiritual formation. Knowing how to think
theologically comes by habit and by imitation, not simply by acquiring isolated facts. The assumption here is
that books alone are insufficient for addressing difficulties of life and forming people into the image and likeness
of God. Ultimately, we strive to form communities of inquiry, inviting you to inhabit a shared world of learning.
Within such an environment, the goal is to cultivate critical skills of reflection, spiritual disciplines, interact
authentically with one another, and learn to function as a community of inquiry. A large part of this involves
connecting areas of life rather than pitting them against one another. Prayer, study, and other dimensions of
life are all integral to the process of formation. Consequently, we invite you to participate in a set of practices;
nurtured within this context, you pursue “intellectual, moral, spiritual excellence” the result of which is the
formation of the whole person.
Desire for truth in the context of love—the aptitude to discern whether belief-forming processes, practices,
and people yield true beliefs over false ones. People motivated by this desire will be more likely to conduct
thorough inquiries, scrutinize evidence carefully, investigate numerous fields of study, consider alternative
explanations, while respecting and caring for others.
Humility—the capacity to recognize reliable sources of informed judgment while recognizing the limits of our
knowledge and the fallibility of our judgments. This is not created in isolation but takes into account
feedback and correction from other sources of informed judgment.
Honesty—the capacity to tackle difficult questions without seeking simple answers. Ignoring complex and
difficult questions only solidifies vices such as intellectual dishonesty, close-mindedness, and rash judgments.
These vices preclude the possibility of refining our thinking and of participating in conversations with others.
Openness—the desire to engage in an open-ended search for knowledge of God, including receptivity to
different ideas, experiences, and people. Listening becomes a discipline that acknowledges the other and
respects diversity. The art of being a student and a teacher is an ongoing process that necessitates
hospitality, patience, and love.
Courage—the ability to articulate one’s position while considering other perspectives. The aptitude to
express convictions involves risk yet fosters opportunities for meaningful dialog. Responding to objections
entails tenacity but should not be confused with close-mindedness.
Wisdom—the capacity to offer a synthetic discernment of knowledge on behalf of the community. The aim
is not merely the dissemination of information but a pastoral implementation of faith for the building up of
the community. It solidifies various pieces of data, practices, and experiences and aptly applies knowledge
and faith to particular situations.
Stewardship—the commitment to one’s accountability to the gifts and responsibilities that one brings to the
classroom. Classroom engagement includes proactively participating in the course goals, seeking mastery of
course competencies, and collaborating with faculty and fellow students in the developing of a learning
environment. Committing oneself to spiritual and intellectual well-being and growth is a faithful response to
the opportunities graduate education affords.
Hopefulness—the receptivity to the future possibilities of God. The cultivation of thankfulness for our
heritages and expectation for our future ministries engenders a guard against cynicism and a spirit of
perseverance during times of stress and disorientation.
Prayerfulness—the making of space to commune with God. The task of learning and teaching so that we are
formed into the image of Christ through the Spirit involves our consistent reliance on God’s sanctifying work.
Supervisor
Students provide this information and the Supervisor Guidebook to their Supervisor.
The responsibilities of the Site or Contextual Supervisor will include the following:
1. Having provided guidance for the student in the construction of the proposal for the Contextual
Immersion Project, the supervisor will oversee and provide guidance for the student in the
implementation of the Contextual Immersion Project.
2. Supervision will consist of the following: The supervisor will meet weekly with the student for
theological reflection and ministry formation (30-60 min). While the Supervisor may engage
the student in additional areas of reflection, the Supervisor should attend to the following:
a.
Field Notes – What are you noticing? What themes emerge? How does one discern God’s
presence and work in the church and/or world?
b.
Critical Incident – What happened? Who was involved? What is at stake? What are the
resources of the gospel in this moment?
c.
Vocational Clarity – How has your sense of the call of God received, clarified, altered in the
experience of this project?
d.
Soul Care – What are the spiritual resources and disciplines that sustain your life in the
mission of God? It is appropriate to engage in reflection on readings from An Altar in the
World.
3. The supervisor will provide two forms of feedback to the Director of Contextual Education:
a.
Mid-Course Summary – this feedback is a brief report on the status of the student’s project.
The summary should mention any issues of concern that may have arisen to date. This is
a brief, general summary and may be emailed to the Director of Contextual Education at
the email address provided on this syllabus. Due Monday, July 24th.
b.
Final Report – A Final Report assessing the student’s formation will be provided by the
Contextual Supervisor. The Director of Contextual Education will email a link to an
online form that the Contextual Supervisor will submit at the end of the students
project.