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BIBM 435 Adolescent Spiritual Formation

Fall 2014

Abilene Christian University Department of Bible, Missions, and Ministry

Course Syllabus

Dr. Houston Heflin TIMES & LOCATION OF COURSE

houston.heflin@acu.edu Biblical Studies Building Room 103 ACU Phone: 325-674-3714 Tuesday and Thursday ACU Office: 242 9:30am-10:50am ACU Box: 29401 OFFICE HOURS

Monday, Wednesday, Friday 8:30am-10:00am; 2:00pm-3:00pm

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COURSE DESCRIPTION This course is an analysis of the developmental theories of adolescence and the discipleship practices that assist adolescent spiritual formation. It is designed to help participants grow in their own formation and to equip them with resources to effectively lead adolescents closer to Christ, both individually and in Christian community. The course is 3 credit hours. PREREQUISITES In this upper level “majors-only” course it is assumed students have completed BIBL 101, 102, 211, and 212. _____________________________________________________________________________________________

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MISSION OF ACU To educate students for Christian service and leadership throughout the world. MISSION OF THE COLLEGE OF BIBLICAL STUDIES To provide leadership preparation and resources for effective worldwide ministry in the cause of Christ. MISSION OF THE DEPARTMENT OF BIBLE, MISSIONS, AND MINISTRY To provide preparation for congregational leadership through biblical and theological studies and Christian spiritual formation for effective worldwide ministry in the cause of Christ. REQUIRED BOOKS Dean, Kenda Creasy. 2010. Almost Christian: What the faith of our teenagers is telling the American church. Oxford, England: Oxford University Press. White, David F. 2005. Practicing discernment with youth: A transformative youth

ministry approach. Cleveland, OH: The Pilgrim Press. REQUIRED ARTICLES Macfarlane, Calum. 2009. Adolescent Spiritual Formation: Creating Space for God to Speak. Common Ground Journal. 7 (1): 37-47. Tate, Yvonne Bissonnette, and Stephen Parker. 2007. Using Erikson’s Developmental Theory to Understand and Nurture Spiritual Development in Christians. Journal of Psychology and Christianity. 26 (3): 218-226.

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COURSE COMPETENCIES AND MEASUREMENT

COMPETENCIES MEASUREMENT

a. Explain the influences of personal formation and the implications of that formation for discipling others.

Chronicle the significant spiritual events that influenced your formation by creating a 3 to 5 minute digital story of your life that concludes with a vision of future service.

b. Describe the unique characteristics of adolescent brains.

Collaborate in teams to prepare and present a presentation on adolescent brain development.

c. Analyze the impact of various issues facing adolescents

Create an individual presentation on an issue facing adolescents.

d. Describe adolescence from the perspective of various developmental theorists and apply knowledge to ministry contexts.

Synthesize your understanding by taking a mid-term exam covering the developmental theorists, Almost Christian, and the articles read. Complete the final exam based on the course.

e. Recommend specific developmental and educational goals for adolescent disciples at various stages of formation.

Create a profile of a student who is being successfully growing as a disciple at the end of 8th grade or the end of 12th grade.

f. Analyze the influence of specific cultural realities on adolescent spiritual formation.

Write a 6 to 8 page research paper that includes at least 10 sources relevant to a topic of adolescent spiritual formation.

g. Create age-appropriate exercises for the spiritual formation of adolescents.

Work in groups to create a 30-minute experience that applies the learning from this course to a simulated experience of guiding adolescents in formation.

SUMMARY OF ASSIGNMENTS, DESCRIPTIONS AND DUE DATES 1. Personal Formation Digital Story (10%) R 4 September 2. Brain Development Group Project (10%) R 11 September 3. Individual Presentation: Issues Facing Adolescents (15%) T 7 October 4. Mid-Term Exam (15%) T 14 October 5. Profile of a Spiritually Maturing Adolescent (10%) T 28 October 6. Research Paper (20%) T 18 November 7. Final Exam (10%) F 12 December 8. Class Participation & Attendance (10%) Ongoing

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1. Personal Formation Digital Story (10%) Due: 2 & 4 September Reflect on your own life and the people, places, and experiences that have contributed (and are contributing) to your spiritual formation. You have considerable freedom in this assignment to express yourself and your story in creative ways, but I would like to see evidence of … a. your effort to examine your life in light of the concepts we are discussing in this course b. how you understand the process of spiritual formation based on your own experience c. how your past prepares you for future Christian service. This project should be 3 to 5 minutes long (just under 2 single spaced typed pages of text). You will submit the written narrative (text) for this assignment at the beginning of class on Tuesday 2 September. The finished video version will be submitted to YouTube by midnight on Thursday 4 September. Once submitted to YouTube you can establish the settings to ensure it is private and available only to those who have the link. Once the file is uploaded you should email the link to your professor. You are encouraged to use the Learning Studio in the library to complete this assignment. Please double check your work before submitting it. The best way to do this is to access your project from another computer before submitting it. This will tell you if the files are being drawn off your computer or if they are in fact attached to the presentation properly. Note that points will be deducted for failure to submit files properly or if your work doesn’t appear online. Purpose of Project: to reflect meaningfully on your childhood and adolescent development as it relates to your future Christian service and practice communicating important information in a concise format. Grading Rubric: Excellent (20%) Competent (15%) Poor/Fair (10%) Insufficient (5%) Written Narrative

Submitted on time in final, ready-to-record form.

Submitted on time and complete

Submitted late or incomplete Not submitted

Time

Between 3 and 5 minutes. More than 5 but not exceeding 6 minutes.

Exceeds 6 minutes. Less than 3 minutes.

Images, Video, & Audio

Creative use of images, video, and/or audio in ways to move the story forward.

Thoughtful use of images that connect with speech.

Images appear haphazard or distract rather than support.

Few images; Images do not support or connect with speech

Production: delivery and submission

Evidence of creative production, excellent quality and submitted correctly.

Submitted correctly with quality production.

Poor quality but submitted correctly.

Lacking in quality, incomplete, or submitted incorrectly.

Reflection Deep reflection on meaningful people and places, as well as connections between them.

Evidence of meaningful reflection.

Some evidence of reflection, though disconnected or incomplete

Little evidence of reflection on meaningful events and people of the past.

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2. Adolescent Brain Development Group Project (10%) Due: 11 September Work collaboratively with the class to compile resources for a presentation on adolescent brain development. You will work collaboratively through a shared Google Document to complete this assignment. Your individual responsibilities will include: 1. Find 2 articles or chapters in books that address adolescent brain development. You should find two sources that have not been shared and posted to the document by others. List the correct bibliographic citation for these sources in the Reference List and put your initials at the end of the citation in parenthesis so we know who found each source. 2. Write 2 annotations (one for each source you found). An Annotation is a summary of the contents, an assessment of the source’s value (how it might be helpful), and any significant quotes or significant concepts cited with page numbers that would be beneficial to share in a presentation. Once every class member has completed these two tasks we will be able to read the annotations to do the following steps in groups: a. Create a structure for the presentation that has organization and purpose b. Assemble a Power Point with images and text that can be used to present the material c. Write a conclusion with implications for youth pastors, parents, and church leaders d. Make a presentation to the rest of the class based on your discoveries Grading Rubric: 25% Excellent 20% Proficient 15% Poor Quality of Sources

Sources are reputable and contribute significantly to the topic; correct citation used

Sources are satisfactory and contribute tangentially to the topic; or a few errors in citation

Poor sources or sources that are not reputable; or incorrect citation

Quality of Annotation Annotation clearly communicates contents and value of source; includes significant quotes and concepts for presentation of material

Annotation summarizes source and contains some quotes or concepts that might be helpful in presenting material.

Annotation is poorly written; or contains grammatical or spelling errors; or does not include quotes and content for presentation.

Contribution to Presentation

Made significant contributions to organization of presentation, writing conclusion, & creating presentation

Made some contributions to organization of presentation, writing conclusion, & creating presentation

Made little or no contributions to organizing presentation, writing conclusion, & creating presentation.

Peer Review

Your peers report that you made substantial contributions to the project

Your peers report that you made some contributions to the project

Your peers report that you made few or no contributions to the project

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3. Individual Presentation: Issues Facing Adolescents (15%) Due: 7 October Create an 8 to 10-minute presentation on one of topics listed below. The presentation should be professional and rehearsed before coming to class. It should be no shorter than 8 minutes and no longer than 11 minutes, or points will be deducted. There will be one student per topic and you will choose your topic through a random ordering of students in the class. To complete the project, do the following: a. Find 8 quality sources on this topic (4 may be electronic, such as news stories, web pages, etc. but 4 must be from print sources such as articles or book chapters). You should provide a hard copy reference list of these sources to the instructor on the day of your presentation. b. Write or outline the 8-10 minute verbal presentation in a way that engages your audience, informs them, and leads to recommendations for action to address the issue facing adolescents. c. Create a Power Point or Keynote presentation to supplement your verbal presentation on this subject. Remember to create slides that are not cluttered with too much text and that supplement rather than detract from your message. 1. Obesity / Phys. Health 2. Sleep Deprivation 3. Plagiarism / Cheating 4. Gaming Addiction 5. Suicide 6. Pornography

7. Bullying 8. Violence / Murder 9. Sexual Risk Behaviors 10. Drinking / Alcohol 11. Drug Abuse 12. Depression

13. Driving Habits 14. Social Media Addiction 15. Noise Induced Hearing Loss

Grading Rubric: 20% Excellent 15% Competent 10% Poor Delivery: Evidence of Preparation

Strong introduction and conclusion; excellent eye contact vs. looking down too much; few if any verbal crutches; clear speech

Average introduction or conclusion; good eye contact; some verbal crutches or lengthy pauses; some issues with speed or clarity of speech

Weak intro. or conclusion; poor eye contact, or significant verbal crutches. Evidence of little preparation; issues with speed or clarity of speech

Content: Informative and Educational

Quality content shared; Includes recommendations for action

Some good content shared but not thorough; or, lacking recommendations

Irrelevant, dated, or insufficient content shared

Visual Presentation

Professional appearance; Supplements verbal speech with sharp images and text

Average visual presentation with images and text typical of a presentation

Poor visual presentation; few images or text; distracting rather than helping

Reference List

At least 8 quality sources (at least 4 of which are print)

At least 8 sources but do not meet quality or print standards

Fewer than 8 sources or very poor quality sources

Speech Length

Between 8 and 11 min. From 7:30-8:00 or from 11:00-11:30

Less than 7:30 or More than 11:30

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4. Mid-Term Exam (15%) Due: 14 October This exam will cover material from the developmental theorists, the books read so far, as well as class lectures leading up to this point. Purpose of Exam: to evaluate learning of fundamental principles of adolescent development and spiritual formation. 5. Profile of a Spiritually Maturing Adolescent (10%) Due: 28 October Create a profile of a student who is maturing spiritually at either 8th grade or 12th grade. Your descriptions should include at least eight (8) items in each of the following domains (for a total of 24 objectives): Cognitive: What a maturing disciple should know at this stage Affective: What a maturing disciple should believe, feel, and value at this stage Behavioral: What a maturing disciple should be capable of, or do as a habit at this stage For each objective that adolescents should know, feel, and do, defend why you believe that item is important to spiritual formation. Once you have completed the steps above, describe three spiritually formative activities that would contribute to adolescent formation: one activity should help adolescents grow in cognitive maturity, one activity should help adolescents grow in affective maturity, and one activity should help adolescents grow in behavioral maturity. Purpose of Project: to create a guideline from which to create future spiritually formative experiences for adolescents. Grading Rubric: Excellent (33%) Competent (27%) Insufficient (20%) Content: Goals – 8 goals for each area: cognitive, affective, behavioral

Clear, age-appropriate goals that demonstrate diversity and reflective thought given to the project.

All goals present but either not age-appropriate, too elementary, or do not demonstrate diversity and reflective thought.

Incomplete list of goals or lacking reflective thought and diversity.

Content: Activities – Three specific activities described; one for each area

Three specific activities described in detail that connect with cognitive, affective, and behavioral goals.

Three activities described in unspecific ways or failure to connect with goals.

No activities described or activities described in incomplete ways.

Presentation: Grammar & Spelling

No issues with spelling, grammar, formatting, or other editing.

Some issues with spelling, grammar, formatting, or editing.

Major issues with spelling, grammar, formatting, or editing.

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6. Adolescent Development Research Paper (20%) Due: 18 November Each student will be assigned a topic from the list of adolescent spiritual formation issues below. You will then do research by consulting at least 10 quality sources as you write a 6 to 8 page paper on your specific area. Purpose of Project: to gain experience in writing and to practice research by investigating an area of adolescent spiritual formation. Topics for papers: Mentoring What are some of the best practices of mentoring adolescents? Are there any special qualities of the effective mentors of youth? Where can adults enter the adolescent world in effective ways to disciple youth? Lasting Faith What factors during adolescence influence faith beyond adolescence and into adulthood? What increases the probability that a young person will be faithful to God later in life? How do you minister to youth in such a way that they continue growing after adolescence? Parenting Styles and Spiritual Formation How do parenting styles and actions influence adolescent spiritual formation? What variables (finances, marital status?) of parents affect teen spiritual formation? What are the characteristics of parents who are most effective in raising mature children? Gender and Spiritual Formation How does gender influence spiritual formation in adolescents? Are there significant differences in the ways males and females grow spiritually? What are helpful practices for each gender during this stage of their development? Grading Rubric:   Excellent   Adequate   Poor  Content  (50%)   Thoroughly  addresses  

topic,  sound  reasoning,  critical  thinking,  specific  application  and  conclusions.  (50%)  

Addresses  most  of  the  topic,  evidence  of  reasoning  and  some  reflection,  some  application  and  conclusions  drawn.  (40%)  

Does  not  adequately  address  the  topic,  does  not  contain  sound  reasoning  or  reflective  thinking;  or  no  specific  application  or  conclusions  drawn.  (30%)  

Presentation  (25%)  

Few  or  no  mistakes  in  grammar,  no  spelling  or  formatting  issues;  well  organized  (25%)  

Some  mistakes  in  grammar,  some  spelling  or  formatting  issues;  minor  organizational  issues  (20%)  

Consistent  grammar  issues,  or  consistent  spelling  and  formatting  issues;  poor  organization  (15%)  

Sources  (25%)   Appropriate  number  of  citations,  correct  use  of  citations.  (25%)  

Appropriate  number  of  citations  but  incorrect  use  in  some  places.  (20%)  

Insufficient  number  of  sources,  or  consistent  incorrect  use  of  citations.  (15%)  

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7. Final Exam (10%) Due: Fri. 12 December 10am The final, comprehensive exam will offer you an opportunity to remember the most significant lessons from this past semester of study in preparation for future life and ministry. It will also provide an opportunity for you to think critically about issues facing adolescents and their families. 8. Class Participation & Attendance (10%) Due: Ongoing It is important for our class time to be a collaborative learning environment. In order for this to happen we all must come prepared. It is the responsibility of every student to come to class on time having read the readings for that day and engaging in the classroom environment through active listening and posing thoughtful questions that contribute to the discussion. Note that 5% of your participation grade is associated with participation and classroom engagement. The other 5% is determined by your physical presence in class. Those missing 0 to 1 class periods during the semester will receive all 5 points. Those missing 2 class periods will receive 4 points. Those missing 3 class periods will receive 3 points. Those missing 4 class periods will receive 2 points. Those missing 5 or more class periods will receive 0 points. Students are expected to attend all class meetings and remain in class during meeting times. The school defines excused absences from class as those involving a) a school sponsored trip, b) the death of an immediate family member, or c) illness significant enough to warrant a doctor’s note. Students who must be absent for part or all of a class meeting due to an important commitment should notify the instructors in advance. LEARNING EVALUATION Students’ grades will reflect evaluation based on quality and completion of assignments, and active classroom participation. Students are expected to participate in discussions by sharing questions and thoughtful comments that contribute to collaborative learning. The following scale will be used for student grades: A = 100-90, B = 89-80, C = 79-70, D = 69-60, F = 59-0.

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SUBMITTING ASSIGNMENTS Course assignments should be submitted hard copy and stapled at the beginning of class on the day they are due. I do not want to receive any assignments late in this course. When work is submitted late it creates additional administrative work that I prefer to avoid. However, if an assignment is submitted at the end of class it will be subject to a 10-point deduction for being late. In the rare event that you need to submit an assignment late, you should do so at the beginning of class on Tuesday 2 December. I will not accept any late work before or after this day. When you submit an assignment on this day it should be hard copy, follow all of the instructions about formatting above, and it will automatically receive a 30-point deduction for being late before being graded. ASSIGNMENT FORMATTING The following format and style matters apply to the development of written course assignments:

1. Include a cover page with your name, assignment name, course title and date. 2. Use Times New Roman 12 point font or its equivalent. 3. Paragraphs should be double-spaced and margins should be set to 1 inch on all sides. 4. Use parenthetical references and a reference list for the research paper 5. Use correct spelling and grammar. 6. Staple assignment pages together. 7. Pages should be numbered bottom center beginning with the first page of text.

Classroom Etiquette Notebook computers are useful for taking notes but should not be used for accessing email or surfing the internet during class. Cell phones must be set to silent while in the classroom. Accepting phone calls inside the classroom is disruptive to the instructor and fellow students. Texting is also disruptive and not permitted in class. Respect for Divergent Viewpoints Students are expected to respect other individuals as created in the image of God. This means students will value each other in spite of differing viewpoints. In an academic environment where multiple perspectives are encouraged it is important to respect people when disagreeing with positions. Special Needs Students with special needs should inform the instructor at the beginning of the course.

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ACADEMIC INTEGRITY & PLAIGIARISM Both your instructor and the university expect you as the student to maintain the highest academic integrity as you study and learn. On individual assignments you should do your own work and research. On team assignments you should collaborate and make significant contributions to the final product. Plagiarism may be the most frequent cause of academic dishonesty. It occurs whenever you claim someone else’s material as your own and may result from simple failure to attribute the original source of words or ideas. It is a form of stealing and a form of lying. For this reason it is important in your education to remember where you encountered the information you use in writing and presentations. To ensure you do not commit plagiarism in your work, please: a. cite all ideas that are not common knowledge or original to you. b. use quotation marks around quotes and reference the original author. c. paraphrase an author by using your own language and reference the original author. At no time should you ever cut and paste material off of the internet without quotations and citing the source. You should not borrow the language and wording of another author without citing the original source. You should not borrow other people’s ideas and claim them as your own. To view the full ACU Academic Integrity Policy (including detailed examples of academic dishonesty and the consequences for such actions) please visit the following web site: http://www.acu.edu/campusoffices/provost

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Course Schedule – Adolescent Spiritual Formation

1 T 26 Aug Introductions: Students, Teacher, Content, and Syllabus UNIT 1: PERSONAL SPIRITUAL FORMATION // ADOLESCENTS AND CULTURE 2 R 28 Aug Defining Spiritual Formation /

Chronicling Our Own Formation Heflin Ch. 1: Partner With God

3 T 2 Sep Almost Christian

Digital Story Text Due Dean p.1-42

4 R 4 Sep Culture of Adolescents

Heflin Ch. 2: Invest In Community Digital Story Due (midnight)

5 T 09 Sep Adolescents of Culture Introduce Brain Development

Dean p. 43-106

6 R 11 Sep Working in Groups: Brain Development

Heflin Ch. 3: Train for Health Two Brain Annotations Due

7 T 16 Sep Prepare Group Presentations Dean p. 109-156 8 R 18 Sep Group Presentations on Brain Dvpt.

Motivation for Training Heflin Ch. 4: Sense God’s Presence

UNIT 2: ADOLESCENT DEVELOPMENT THEORIES 9 T 23 Sep No Class – Attend Summit 10 R 25 Sep Cognitive Development - Piaget Heflin Ch. 5: Receive God’s Gifts

11 T 30 Sep Social Development - Erickson Read Macfarlane article 12 R 2 Oct Moral Development - Kohlberg Heflin Ch. 6: Act With God

Read Tate & Parker article 13 T 7 Oct Issues Facing Adolescents Individual Presentation Due 14 R 09 Oct Issues Facing Adolescents

Heflin Ch. 7: Become Like God Individual Presentation Due

15 T 14 Oct Mid-Term Exam Mid-Term Exam UNIT 3: THE GOD OF OUR FORMATION 16 R 16 Oct The God of Intimacy and Action Heflin Ch. 8: Worship God 17 T 21 Oct Youth Ministry in Practice (Guest) 18 R 23 Oct Biblical Discipleship and Formation 19 T 28 Oct Small Groups: Educational

Objectives Profiles Due

UNIT 4: SPIRITUAL FORMATION WITH YOUTH 20 R 30 Oct 5 New Testament Images of Growth 21 T 4 Nov Programming for Spir. Form. Read White p. 3-34 22 R 6 Nov Already Gone: Why Youth Leave 23 T 11 Nov Programming for Spir. Form. Read White p.35-85 24 R 13 Nov Adolescent Music Preferences 25 T 18 Nov Small Groups: Share Research Research Paper Due 26 R 20 Nov Advertising and Youth

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27 T 25 Nov Advertising and Youth 28 R 27 Nov NO CLASS – THANKSGIVING

BREAK

29 T 2 Dec Simulated Adolescent Spiritual Formation

30 R 4 Dec Simulated Adolescent Spiritual Formation

F 12 Dec. Final Exam – 10am-11:45am (Friday)

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Courseware and Copyright

COURSEWARE This course syllabus is intended to accurately reflect the learning objectives, course format, assignments, assessments, course protocols, grading scale, policies on assignments, and course schedule that allows students to appraise the course. However, the instructor reserves the right to modify any part of this syllabus as may be necessary at any point due to circumstances that occur. No part of this course, including the syllabus, presentations, or handouts may be reproduced or transmitted in any form by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the instructor, except when used for instructional purposes where the instructor is acknowledged as the source of the material. COPYRIGHT Copyright © 2014 Houston Heflin In association with Abilene Christian University