CRISWELL COLLEGE SPRING 2016EMS 426 P00.A DOMESTIC MISSION PRACTICUMBobby J. Worthington, DMin Office: 214 818-1362; Cell: 214 213-7055Email: bworthington@criswell.edu

COURSE DESCRIPTION: An introduction to the theology and practice of missions for the purpose of equipping students to effectively engage in intercultural and cross-cultural ministry in a US context. The course requires a minimum of 20 hours of involvement in a cross-cultural mission project in DFW through a local church and/or ministry pre-arranged by the professor. Literature, methods, and models are examined and evaluated, including specific techniques for evangelizing and discipling people form non-Christian backgrounds. A passing grade requires that students complete 20 hours ministry component during the semester in which the course is taken. (Prerequisites: THS101, EMS101. Course only open to Juniors and Seniors.)

COURSE OBJECTIVES:1. Biblical Studies: To articulate in verbal form the gospel story from Creation to

New Creation and present it in an evangelistic presentation.2. Theology: To demonstrate an understanding of the biblical and theological

foundations of mission and missions.

3. Integration: To be equipped mentally and spiritually for engaging in strategic and impactful domestic missions.

4. General Education: To be exposed to life and ministry in an international context.

5. Integration: To critically evaluate principles, methods, and models of cross-cultural evangelism, discipleship, and church planting.

6. Integration: To learn about and engage in demographic and ethnographic research on a specific people group, city, or population segment.

7. Integration: To evaluate the strategic role of your local church in reaching unreached people groups (UPGs) here in the US and/or abroad, and develop a strategy for planting churches among a specific UPG in the DFW area and/or overseas.

REQUIRED TEXTS (see the reading schedule below):Ashford, Bruce Riley, ed. Theology and Practice of Mission: God, the Church, and the Nations.

Nashville: B&H Academic, 2011. ISBN: 9780805464122. 344 pages.

Elmer, Duane. Cross Cultural Connections: Stepping Out and Fitting in around the World. Downers Grove, Ill.: InterVarsity Press, 2002. ISBN: 0830823093. 215 pages.

The Story Primer Guide. This is available in PDF format online for $5 or you can order a hard copy for $15. Please purchase it, download it, and be ready to use it by Week 2. It is available at:

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http://secure.spreadtruth.com/spreadtruth/store/cart.php?target=category&category_id=4

Pratt, Zane, M. David Sills and Jeff K.Walters, Introduction to Global Missions, Nashville: B & H Publishing Group, 2014.

COURSE REQUIREMENTS:A. CLASS PARTICIPATION (5%): All students are required to come to

class ready to participate actively in class discussions of lectures, reflective summaries and reading assignments.

B. WEEKLY READING QUIZZES (20%): A quiz will be administered via BlackBoard each week to determine the student’s comprehension and mastery of the required reading assignments from Ashford, Elmer, and the Story Guide (see schedule below). You must complete all the reading assignments and quiz for that week one hour before coming to class or you will receive an F for this assignment.

C. ETHNOGRAPHIC STUDY/MOBILIZATION STRATEGY, AND CLASS PRESENTATION (25%): Each student (or in small groups–see the note below) is required to formulate a demographic and ethnographic profile of the people group, city, or population segment he/she intends to serve among. The research should be around 10-15 pages (maximum), double-spaced, and include the elements listed below (please title each of these five elements separately and follow the instructions for each closely). Presentations will take place during one of the final two class sessions, but you can submit your assignment any time during the semester:

1) Demographic Information on the Country and/or PG (10 pts.): This can be gained from numerous websites, including those from the United Nations or from the government of that particular country. You should include data concerning the age distribution, literacy statistics, languages spoken in the country, population distribution, recent history, and other relevant information. Include maps of the country, special symbols (religious or otherwise), and any other important information you come across. The literacy information should include information on whether the Bible or other evangelistic literature is present in the language of your PG or in one of their possible trade languages. If your PG is illiterate, you’ll want to research what culturally sensitive resources are available for sharing the gospel with this particular PG in oral form.

2) Religious Affiliation/Worldview and Evangelical Presence (10 pts.): Your should research should include information on what religion(s) the people adhere to and provide a brief sketch of their beliefs/worldview along with a brief explanation of how you would go about sharing the gospel with someone from this PG.

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Ashford’s book should assist you in this, but if other resources are necessary, the student will be required to locate them. This section should also include information on the presence of indigenous, evangelical churches, as well as organizations (Western or others) working among this PG or in the area where you’ll be serving.

3) Evangelical Church Visit (20 pts.): As a part of your research, you are required to visit an evangelical church service that corresponds (roughly) to the PG you’re focused on. Several options are available in DFW (African, Israeli, Arab, Iranian, Hispanic, Ethiopian, Russian, Indian, Burmese, Chinese, etc.). You will record observations about the visit in your research. Details will be discussed in class. This is a required component of your research project.

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4) Community Contact (20 pts.): In addition to visiting a church, you are required to make contact with a person or family in the DFW area that is from your PG (or is near-culture) and interview them about their country, beliefs, traditions, etc. You can accomplish this by contacting or visiting student organizations or International Student Houses at nearby universities (SMU, UTD, etc.). It is preferred that this person not be a Criswell, DTS, DBU, or SWBTS student (or someone going into ministry). You should record your interactions, questions, and answers from this encounter in your study.

5) Local/International Mobilization Strategy (40 pts.): Here you have a choice. If your PG is represented in the DFW area, I want you to outline a plan for how you are going to mobilize your church to reach out and plant a church among them. This should be brief but include information on what preparation or training may be needed, where the PG lives, how you’ll make contact with them, how you’ll share the gospel in a culturally sensitive way, a plan for discipling and training leaders, what doing “church” among them might look like, etc. I’d like you to articulate the steps you’ll go through in order to implement this plan. The professor will present a 5 phase approach to church-planting during one of the lectures that you must use. Alternatively, you can design a plan for mobilizing your local church to plant a church among this PG in their country of origin. Include the same 5 phase approach and other information requested above, but also include a plan for the use of short-term mission trips and how this dovetails with a longer-term strategy of planting faithful, vibrant and relevant churches among this PG, and who/what organizations or individuals your church will partner with to implement this strategy.

NOTE about format and documentation: I have placed examples of strategies in the Supplemental Material on Blackboard that you can use as a guide for your mobilization strategy. I do not expect you to interact with a lot of outside literature; however, if you do, you must footnote it. NOTE about working in small groups: For students going to the same location, you are required to work in small groups and present the research together; however, each individual needs to participate and work individually on the church visit, community contact, and mobilization strategy (parts 3, 4, 5) of the research.

D. CROSS-CULTURAL MISSION PROJECT IN DFW AND FIELD SUPERVISOR EVALUATION(30%): The course requires a minimum of 20 hours of involvement in a cross-cultural mission project in DFW through a local church and/or ministry prearranged by the professor. The Field Education Supervisor will submit a formatted evaluation to the Professor of the course. Guidelines will be given to assist the student

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and Field Supervisor in preparing the evaluation. (See attached forms) Note: Students are responsible to get forms filled out by each Field Supervisor at each assigned location and returned to the professor by the end of the semester.

E. BLOG ASSIGNMENT (10%): The Second Eight weeks of the semester, our class will spend in a cross-cultural mission project in DFW during our class period through a local church and/or ministry prearranged by the professor. Each week, students will submit a three paragraph report giving the student’s involvement, evaluation and application of the things learned during the mission project. The Blackboard Blog assignment will be due on Blackboard Blog the same day by 11:59pm.

F. WEEKLY REFLECTIVE SUMMARIES ON TEXTBOOK BY PRATT (10%): Each student is required to write a 1-2 page (maximum) reflective summary on the chapters scheduled each week (Weeks 9-16). You should analyze the chapters according to the following three dimensions: content, positive evaluation/negative evaluation, application. Each dimension should be titled. Your summary should be uploaded to Blackboard at least one hour before Cross-Cultural Mission Project in DFW each week (2nd 8 weeks).

**IMPORTANT NOTICE**: All assignments must be submitted in .doc or .pdf format via Blackboard. Do not email your assignments to the professor.

**IMPORTANT NOTICE**: A passing grade requires that students complete the 20-hour ministry component during the semester in which the course is taken.

Attendance policies:Absences: Since class participation is vital to learning, absences should be taken only

when absolutely necessary. More than seven (7) absences for two-day-per week classes, and more than three (3) absences for block classes will result in a grade of “F” for the courses. The professor and the Vice President of Academic Affairs must approve all exceptions to this policy. Proportionate absences apply to all other terms (J-Term, summer classes, language term, etc.). Students are responsible for all absences due to illness or any other reason. Granting of excused absences is permitted at the discretion of the professor.

Tardies: Missing more than fifteen (15) minutes at the beginning or end of a class

period is considered one absence. Three instances of tardiness of fifteen minutes or less equals one absence. The tardy student is responsible for notifying the professor of his/her presence in writing at the end of class. Students who wish to depart early should clear it with the professor.

Grading scale:

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A 97-100 4.0 grade points per semester hourA- 93-96 3.7 grade points per semester hourB+ 91-92 3.3 grade points per semester hourB 88-90 3.0 grade points per semester hourB- 86-87 2.7 grade points per semester hourC+ 83-85 2.3 grade points per semester hourC 80-82 2.0 grade points per semester hourC- 78-79 1.7 grade points per semester hourD+ 75-77 1.3 grade points per semester hourD 72-74 1.0 grade point per semester hourD- 70-71 0.7 grade points per semester hourF 0-69 0.0 grade points per semester hour

Incomplete Grades:Students requesting a grade of Incomplete (I) must understand that incomplete

grades maybe given only upon approval of the faculty member involved. An “I” may be assigned only when a student is currently passing a course and in situations involving extended illness, serious injury, death in the family, or employment or government reassignment, not student neglect.

Students are responsible for contacting their professors prior to the end of the semester, plus filing the appropriate completed and approved academic request form with the Registrar’sOffice. The “I” must be removed (by completing the remaining course requirements) no later than 60 calendar days after the grade was assigned, or the “I” will become an “F.”

Institutional policies: Academic Honesty: Absolute truth is an essential belief and basis of behavior for those who believe in a God

who cannot lie and forbids falsehood. Academic honesty is the application of the principle of truth in the classroom setting. Academic honesty includes the basic premise that all work submitted by students must be their own and any ideas derived or copied from elsewhere must be carefully documented.

Academic dishonesty includes, but is not limited to:• cheating of any kind,• submitting, without proper approval, work originally prepared by the student

for another course,• plagiarism, which is the submitting of work prepared by someone else as if it

were his own, and• failing to credit sources properly in written work.

Learning Disabilities: In order to ensure full class participation, any student with a disabling condition requiring

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special accommodations (e.g., tape recorders, special adaptive equipment, special note-taking or test-taking needs) is strongly encouraged to contact the instructor at the beginning of the course or if a student has a learning disability, please inform the professor so assistance can be provided.

Auditing and Sit-in Students: Any student may enroll in a course as an Auditor or Sit-in as long as the class is below

capacity. A student’s permanent transcript will reflect which courses have been completed as audits. Sit-in students are not given grades by professors and their transcripts will not reflect enrollment in the course. Taking tests and participation in course activities are afforded to credit students in the syllabus and is at the discretion of the professor.

Distance education: (One requirement in your distance education course should include

a more specific assignment or task which will involve the student’s use of Wallace Library’s resources in a way that can be evaluated.)

General: Students participating in courses through Distance Education, whether with or without live

interaction, must complete the academic requirements for those courses with the integrity and commitment necessary to participate in and benefit from all of the exercises provided by the professor for learning the subject matter of the course. Therefore credit for Distance Education courses is the same as credit for courses taken on campus.

Library: Distance education students can access information about Criswell College’s Wallace

Library at http://www.criswell.edu/current_students/library/. The Wallace Library manual is available at http://www.criswell.edu/current_students/library/library_handbook/.

Student Life: Students needing educational support or services should contact the Student Life Office

(SLO) at 214-818-1332 or studentlife@criswell.edu.

Video and Other Intellectual Property Rights: Unless otherwise specifically instructed in writing by the professor, students must neither

materially nor digitally reproduce materials from any course offered by Criswell College for or with the significant possibility of distribution.

Reading Assignments and Course Outline: A = Ashford; E = Elmer; Story Guide Primer Edition

WEEK 1 (01/21/16) Introduction to the Course and Overview of Syllabus

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Assignments: 1. Complete Quiz #12. Read The Story Booklet (i.e., tract) AND download and install the app on your smart phone (if you have one): iPhone:

http://itunes.apple.com/us/app/the-story/id432628185?mt=8 Android: https://play.google.com/store/apps/details?id=org.spreadtruth.thestory3. Download: The Story Primer Guide. This is available in PDF format online for $5 or you can order a hard copy for $15. Please purchase it, download it, and be ready to use it by Week 2. It is available at: http://secure.spreadtruth.com/spreadtruth/store/cart.php?target=category&category_id=4

WEEK 2 (01/28/16) Demographic & Ethnographic Research and Your Mobilization Strategy Church Planting Phases and Pioneer Church Planting (Ott and Wilson)Assignments: 1. Read A (Intro, chs. 1-2); E (Preface, chs. 1-3).  Be ready to discuss

them in class.2. Read The Story Guide Primer Edition (pgs. 1-19) and complete the

Explore parts. 3. Memorize Luke 24:27 in God’s Story (p. 12) in The Story Guide Primer

Edition.4. Complete Quiz #2 (Due: one hour before class)

WEEK 3 (02/04/16) Linking Prayer and MissionsAssignments: 1. Read A (chs. 3-5); E (chs. 4-6).  Be ready to discuss them in class.  2. Read The Story Guide Primer Edition (pgs. 20-33) & complete the Explore parts.  3. Memorize Gen. 1:1 in the Creation Section (p.21) in The Story Guide Primer Edition.4. Complete Quiz #3. (Due: one hour before class)

WEEK 4 (02/11/16) Theology and Practice of Mission (Part One & Two)Assignments:1. Read A (chs. 6-9); E (chs. 7-8).  Be ready to discuss them in class.2. Read The Story Guide Primer Edition (pgs. 34-45) & complete the Explore parts.3. Memorize Ro. 3:10 in the Fall section (p. 35) in The Story Guide Primer Edition.4. Complete Quiz #4. (Due: one hour before class)

WEEK 5 (02/18/16) Theology and Practice of Mission (Part Three & Four)Assignments1. Read A (chs. 10-12); E (chs. 9-11).  Be ready to discuss them in class.2. Read The Story Guide Primer Edition (pgs. 46-61) & complete the Explore parts.3. Memorize Col. 1:13 in the Rescue section (p. 47) in The Story Guide Primer Edition.4. Complete Quiz #5. (Due: one hour before class)

WEEK 6 (02/25/16) Cross-Cultural Connections (Part One)Assignments:1. Read A (chs. 13-15); E (12-14).  Be ready to discuss them in class.

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2. Read The Story Guide Primer Edition (pgs. 62-71) & complete the Explore parts.3. Memorize Rev. 21:5 in the Restoration section (p. 63) in The Story Guide Primer unt.4. Complete Quiz #6. (Due: one hour before class)

WEEK 7 (03/03/16) Cross-Cultural Connections (Part Two)Student (PowerPoint) Presentations of Ethnographic Study/Mobilization StrategyAssignments:1. Read A (chs. 16-20); E (chs. 15-17).  Be ready to discuss them in class.2. Read The Story Guide Primer Edition (pgs. 72-81) & complete the Explore parts.3. Complete Quiz #7. (Due: one hour before class)4. Student (PowerPoint) Presentations of Ethnographic

Study/Mobilization Strategy in Class

WEEK 8 (03/10/16) Student (PowerPoint) Presentations of Ethnographic Study/Mobilization Strategy

Assignments:1. Read A (chs. 21-22); E (chs. 18-21, Epilogue, Appendix). Be ready to discuss them in class.2. Read The Story Guide Primer Edition (pgs. 82-91) & complete the Explore parts.  3. Complete Quiz #8. (Due: one hour before class)4. Student (PowerPoint) Presentations of Ethnographic

Study/Mobilization Strategy in Class.5. Etnographic Study/Mobilization Final Paper (10-15 pages) due:

10/08/15@11:59pm in Blackboard

(03/14-18/16) Spring Break

Week 9 (03/24/16) Cross-Cultural Mission Project Site in DFW (To be announced)1. Reflective Summary on Chapters 1, 2 of Introduction to Global Missions, by Pratt. Your summary should be uploaded to Blackboard at least one hour before Cross-Cultural Mission Project in DFW each week (2nd 8 weeks).2. Blog Assignment: Each week, students will submit a three paragraph report giving the student’s involvement, evaluation and application of the things learned during the mission project. The Blackboard Blog assignment will be due on Blackboard Blog the same day 10/15/15 by 11:59pm.3. Field Supervisor Evaluation form to be filled out by the field

supervisor on each site. The Field Education Supervisor will submit a formatted evaluation to the Professor of the course. Guidelines will be given to assist the student and Field Supervisor in preparing the evaluation. (See attached forms) Note: Students are responsible to get forms filled out by each Field Supervisor at each assigned location and returned to the professor by the end of the semester.

Week 10 (03/31/16) Cross-Cultural Mission Project Site in DFW (To be announced)

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1. Reflective Summary on Chapters 3, 4 of Introduction to Global Missions, by Pratt. Your summary should be uploaded to Blackboard at least one hour before Cross-Cultural Mission Project in DFW each week (2nd 8 weeks).2. Blog Assignment: Each week, students will submit a three paragraph report giving the student’s involvement, evaluation and application of the things learned during the mission project. The Blackboard Blog assignment will be due on Blackboard Blog the same day 10/22/15 by 11:59pm.3. Field Supervisor Evaluation form to be filled out by the field

supervisor on each site. The Field Education Supervisor will submit a formatted evaluation to the Professor of the course. Guidelines will be given to assist the student and Field Supervisor in preparing the evaluation. (See attached forms) Note: Students are responsible to get forms filled out by each Field Supervisor at each assigned location and returned to the professor by the end of the semester.

Week 11 (04/07/16) Cross-Cultural Mission Project Site in DFW (To be announced)1. Reflective Summary on Chapters 5, 6 of Introduction to Global Missions, by Pratt. Your summary should be uploaded to Blackboard at least one hour before Cross-Cultural Mission Project in DFW each week (2nd 8 weeks).2. Blog Assignment: Each week, students will submit a three paragraph report giving the student’s involvement, evaluation and application of the things learned during the mission project. The Blackboard Blog assignment will be due on Blackboard Blog the same day 10/29/15 by 11:59pm.3. Field Supervisor Evaluation form to be filled out by the field

supervisor on each site. The Field Education Supervisor will submit a formatted evaluation to the Professor of the course. Guidelines will be given to assist the student and Field Supervisor in preparing the evaluation. (See attached forms) Note: Students are responsible to get forms filled out by each Field Supervisor at each assigned location and returned to the professor by the end of the semester.

Week 12 (04/14/16) Cross-Cultural Mission Project Site in DFW (To be announced)1. Reflective Summary on Chapters 7, 8 of Introduction to Global Missions, by Pratt. Your summary should be uploaded to Blackboard at least one hour before Cross-Cultural Mission Project in DFW each week (2nd 8 weeks).2. Blog Assignment: Each week, students will submit a three paragraph report giving the student’s involvement, evaluation and application of the things learned during the mission project. The Blackboard Blog assignment will be due on Blackboard Blog the same day 11/05/15 by 11:59pm.3. Field Supervisor Evaluation form to be filled out by the field supervisor on each site. The Field Education Supervisor will submit a formatted evaluation to the Professor of the course. Guidelines will be given to assist the student and Field Supervisor in preparing the evaluation. (See attached forms)

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Note: Students are responsible to get forms filled out by each Field Supervisor at each assigned location and returned to the professor by the end of the semester.

Week 13 (04/21/16) Cross-Cultural Mission Project Site in DFW (To be announced)1. Reflective Summary on Chapters 9, 10 of Introduction to Global Missions, by Pratt. Your summary should be uploaded to Blackboard at least one hour before Cross-Cultural Mission Project in DFW each week (2nd 8 weeks).2. Blog Assignment: Each week, students will submit a three paragraph report giving the student’s involvement, evaluation and application of the things learned during the mission project. The Blackboard Blog assignment will be due on Blackboard Blog the same day 11/12/15 by 11:59pm.3. Field Supervisor Evaluation form to be filled out by the field supervisor on each site. The Field Education Supervisor will submit a formatted evaluation to the Professor of the course. Guidelines will be given to assist the student and Field Supervisor in preparing the evaluation. (See attached forms) Note: Students are responsible to get forms filled out by each Field Supervisor at each assigned location and returned to the professor by the end of the semester.

Week 14 (04/21/16) Cross-Cultural Mission Project Site in DFW (To be announced)1. Reflective Summary on Chapters 11, 12 of Introduction to Global Missions, by Pratt. Your summary should be uploaded to Blackboard at least one hour before Cross-Cultural Mission Project in DFW each week (2nd 8 weeks).2. Blog Assignment: Each week, students will submit a three paragraph report giving the student’s involvement, evaluation and application of the things learned during the mission project. The Blackboard Blog assignment will be due on Blackboard Blog the same day 11/19/15 by 11:59pm.3. Field Supervisor Evaluation form to be filled out by the field supervisor on each site. The Field Education Supervisor will submit a formatted evaluation to the Professor of the course. Guidelines will be given to assist the student and Field Supervisor in preparing the evaluation. (See attached forms) Note: Students are responsible to get forms filled out by each Field Supervisor at each assigned location and returned to the professor by the end of the semester.

Week 15 (04/28/16) Cross-Cultural Mission Project Site in DFW (To be announced)1. Reflective Summary on Chapter 13 of Introduction to Global Missions, by Pratt. Your summary should be uploaded to Blackboard at least one hour before Cross-Cultural Mission Project in DFW each week (2nd 8 weeks).2. Blog Assignment: Each week, students will submit a three paragraph report giving the student’s involvement, evaluation and application of the things learned during the mission project. The Blackboard Blog assignment will be due on Blackboard Blog the same day 12/03/15 by 11:59pm.3. Field Supervisor Evaluation form to be filled out by the field supervisor on each site.

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The Field Education Supervisor will submit a formatted evaluation to the Professor of the course. Guidelines will be given to assist the student and Field Supervisor in preparing the evaluation. (See attached forms) Note: Students are responsible to get forms filled out by each Field Supervisor at each assigned location and returned to the professor by the end of the semester.

Week 16 (05/05/16) Meet in our Class Room1. Be ready to discuss Reflective Summaries on Introduction to Global

Missions, by Pratt.2. Be ready to report on Blog assignments, including your involvement,

evaluation and application of things learned during the Cross-Cultural mission

projects.3. Field Supervisor Evaluation form to be filled out by the field supervisor on each site. The Field Education Supervisor will submit a formatted evaluation to the Professor of the course. Guidelines will be given to assist the student and Field Supervisor in preparing the evaluation. (See attached forms) Note: Students are responsible to get forms filled out by each Field Supervisor at each assigned location and returned to the professor by the end of the semester.Note: Students are to turn in each one of the Field Supervisor Evaluation Forms (together) in the order of Cross-Cultural Mission Project assignment.

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Elmer, Duane. Cross Cultural Connections: Stepping Out and Fitting in Around the World. Downers Grove, Ill.: InterVarsity Press, 2002.

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Engen, Charles E. Van, Darrell L. Whiteman, and John Dudley Woodberry. Paradigm Shifts in Christian Witness: Insights From Anthropology, Communication, and Spiritual Power: Essays in Honor of Charles H. Kraft. Maryknoll, N.Y.: Orbis Books, 2008.

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Griffith, Sidney H. The Church in the Shadow of the Mosque: Christians and Muslims in the World of Islam. Princeton, N.J.: Princeton, 2008.

Hesselgrave, David J. Planting Churches Cross-Culturally: A Guide for Home and Foreign Missions. Grand Rapids, Mich.: Baker Book House, 1980.

________. Communicating Christ Cross-Culturally: An Introduction to Missionary Communication. 2nd ed. ed. Grand Rapids, Mich.: Zondervan, 1990.

________. Paradigms in Conflict : 10 Key Questions in Christian Missions Today. Grand Rapids, MI: Kregel Publications, 2005.

________. “Will We Correct the Edinburgh Error?: Future Mission in Historical Perspective.” Southwest Journal of Theology 49:2, (2007): 120–149.

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Hick, John, Clark H. Pinnock, R. Douglas Geivett, and W. Gary Phillips. Four Views on Salvation in a Pluralistic World. ed. Dennis L. Okholm, and Timothy R. Phillips. Grand Rapids, Mich.: Zondervan, 1996.

Hiebert, Paul G. Anthropological Insights for Missionaries. Grand Rapids, Mich.: Baker Book House, 1985.

________. Anthropological Reflections on Missiological Issues. Grand Rapids, Mich.: Baker Books, 1994.

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CRISWELL COLLEGEEMS 426P00.A DOMESTIC MISSION PRACTICUM AGREEMENT

Field Supervisors:

Please fill out and seal form. It is to be returned by the student to the professor.

Student's Name : Date:

Field Supervisor’s Name: Staff Position:

Church/Organization:

Address:

City: Zip Code: Cell Phone:

What will the student gain from this mission practicum assignment?

Give a general description of what will be expected from the student:

Dates of student's service: Start Date: Date Completed:

GENERAL INFORMATION

· Field Supervisors will meet weekly with students during the domestic mission practicum.

· Field Supervisors will keep in communication with the Criswell College professor, and will submit an evaluation on the form provided by the

Criswell College to the professor.

· Field Supervisors will strive to teach, guide, counsel and organize domestic mission opportunities for students to enhance the student’s learning

experience and help prepare them for future ministry.

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CRISWELL COLLEGE EMS 426P00.A DOMESTIC MISSION PRACTICUM EVALUATION

Field Supervisors:

Please fill out and seal form. It is to be returned by the student to the professor in class on November 27, 2012

Student's Name: Date: Box:

Field Supervisor’s Name:

Do you recommend this student receive practicum credit this semester: (X) Yes: No:

How many required sessions did this student attend? 1, 2, 3, 4, ALL (please circle)

Please evaluate the student using the following rating scale. Put (X) in the place of the number.

10 = Excellent; 9 = Very Good; 8 = Above Average; 7-6 = Average; 5-4 = Below Average;

3-2 = Poor; 1 = Unsatisfactory: 0 = Unacceptable Performance.

FUNCTIONAL ASSETS (X)

Skills for this ministry 10 9 8 7 6 5 4 3 2 1 0

Heart for this ministry 10 9 8 7 6 5 4 3 2 1 0

Work as a team member 10 9 8 7 6 5 4 3 2 1 0

Leadership in public ministry 10 9 8 7 6 5 4 3 2 1 0

Ability to keep commitments 10 9 8 7 6 5 4 3 2 1 0

RELATIONAL SKILLS (X)

Ability to communicate 10 9 8 7 6 5 4 3 2 1 0

Relationship with supervisor 10 9 8 7 6 5 4 3 2 1 0

Teachable disposition 10 9 8 7 6 5 4 3 2 1 0

Sensitivity to those ministered to 10 9 8 7 6 5 4 3 2 1 0

Servant attitude 10 9 8 7 6 5 4 3 2 1 0

SPIRITUAL & CHARACTER ASSETS (X)

Initiative 10 9 8 7 6 5 4 3 2 1 0

Maturity 10 9 8 7 6 5 4 3 2 1 0

Perseverance 10 9 8 7 6 5 4 3 2 1 0

Evangelistic fervor 10 9 8 7 6 5 4 3 2 1 0

Prayerful attitude 10 9 8 7 6 5 4 3 2 1 0

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What do you consider this student's greatest strengths?

What do you consider to be weaknesses of the student? How can this student improve?

How has this student displayed personal ministry development in domestic missions during this semester?

Would you hire this student for a position in your church/organizationar if a position and salary was available?

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