Previous Years' Course Catalogues

Residents of urban at-risk communities often have ministry done to them by well-meaning people. Organizations (non-proftis, churches, government, etc.) swoop in with money, people and resources and tell the community what they need. Playgrounds are erected overnight, murals painted over, or gardens appear without anyone asking the people who live there what they want. The message that no one listens is reinforced in their minds. God's concept of "shalom" is not one of doing to people but one of inviting people to participate in their own community development. Students in this course will develop the skills necessary to engage a local community. This approach is guided through the development tools of community assessment (listening to the community) and project design, monitoring and evaluation (responding with the coomunity to a limitation). At the end of this course students will have the skills necessary to involve the community in its own restoration.

Residents of urban at-risk communities often have ministry done to them by well-meaning people. Organizations (non-proftis, churches, government, etc.) swoop in with money, people and resources and tell the community what they need. Playgrounds are erected overnight, murals painted over, or gardens appear without anyone asking the people who live there what they want. The message that no one listens is reinforced in their minds. God's concept of "shalom" is not one of doing to people but one of inviting people to participate in their own community development. Students in this course will develop the skills necessary to engage a local community. This approach is guided through the development tools of community assessment (listening to the community) and project design, monitoring and evaluation (responding with the coomunity to a limitation). At the end of this course students will have the skills necessary to involve the community in its own restoration.

Residents of urban at-risk communities often have ministry done to them by well-meaning people. Organizations (non-proftis, churches, government, etc.) swoop in with money, people and resources and tell the community what they need. Playgrounds are erected overnight, murals painted over, or gardens appear without anyone asking the people who live there what they want. The message that no one listens is reinforced in their minds. God's concept of "shalom" is not one of doing to people but one of inviting people to participate in their own community development. Students in this course will develop the skills necessary to engage a local community. This approach is guided through the development tools of community assessment (listening to the community) and project design, monitoring and evaluation (responding with the coomunity to a limitation). At the end of this course students will have the skills necessary to involve the community in its own restoration.

Residents of urban at-risk communities often have ministry done to them by well-meaning people. Organizations (non-proftis, churches, government, etc.) swoop in with money, people and resources and tell the community what they need. Playgrounds are erected overnight, murals painted over, or gardens appear without anyone asking the people who live there what they want. The message that no one listens is reinforced in their minds. God's concept of "shalom" is not one of doing to people but one of inviting people to participate in their own community development. Students in this course will develop the skills necessary to engage a local community. This approach is guided through the development tools of community assessment (listening to the community) and project design, monitoring and evaluation (responding with the coomunity to a limitation). At the end of this course students will have the skills necessary to involve the community in its own restoration.

Residents of urban at-risk communities often have ministry done to them by well-meaning people. Organizations (non-proftis, churches, government, etc.) swoop in with money, people and resources and tell the community what they need. Playgrounds are erected overnight, murals painted over, or gardens appear without anyone asking the people who live there what they want. The message that no one listens is reinforced in their minds. God's concept of "shalom" is not one of doing to people but one of inviting people to participate in their own community development. Students in this course will develop the skills necessary to engage a local community. This approach is guided through the development tools of community assessment (listening to the community) and project design, monitoring and evaluation (responding with the community to a limitation). At the end of this course students will have the skills necessary to involve the community in its own restoration.

When we answer the call of leadership to a local church or a community-based non-profit, we accept the responsibility to raise the necessary financial resources to fulfill its mission. This course focuses on learning and applying resource development good practices within local churches and community-based non-profits. Its premise is that any organization that accepts donations (e.g. tithes, grant funding, and other sources) and incurs operating expenses, is accountable to donors (e.g. boards, members, employees, volunteers, clients, or donors). Organizations that discover new ways to communicate the urgency of the need, the proficiency of their experience, and the right engagement with donors can raise the necessary resources to fulfill its mission. Through this course, students will reflect on resource development (fundraising) from a biblical, ethical, and principled approach, which utilizes good resource development practices. Students who complete this course, will articulate a personal philosophy of resource development and create a 3-year resource development plan for a local church or community-based organization.

When we answer the call of leadership to a local church or a community-based non-profit, we accept the responsibility to raise the necessary financial resources to fulfill its mission. This course focuses on learning and applying resource development good practices within local churches and community-based non-profits. Its premise is that any organization that accepts donations (e.g. tithes, grant funding, and other sources) and incurs operating expenses, is accountable to donors (e.g. boards, members, employees, volunteers, clients, or donors). Organizations that discover new ways to communicate the urgency of the need, the proficiency of their experience, and the right engagement with donors can raise the necessary resources to fulfill its mission. Through this course, students will reflect on resource development (fundraising) from a biblical, ethical, and principled approach, which utilizes good resource development practices. Students who complete this course, will articulate a personal philosophy of resource development and create a 3-year resource development plan for a local church or community-based organization.

When we answer the call of leadership to a local church or a community-based non-profit, we accept the responsibility to raise the necessary financial resources to fulfill its mission. This course focuses on learning and applying resource development good practices within local churches and community-based non-profits. Its premise is that any organization that accepts donations (e.g. tithes, grant funding, and other sources) and incurs operating expenses, is accountable to donors (e.g. boards, members, employees, volunteers, clients, or donors). Organizations that discover new ways to communicate the urgency of the need, the proficiency of their experience, and the right engagement with donors can raise the necessary resources to fulfill its mission. Through this course, students will reflect on resource development (fundraising) from a biblical, ethical, and principled approach, which utilizes good resource development practices. Students who complete this course, will articulate a personal philosophy of resource development and create a 3-year resource development plan for a local church or community-based organization.

This course focuses on learning and applying resource development good practices within local churches and community-based non-profits. Its premise is that any organization that accepts donations (e.g. tithes, grant funding, and other sources) and Incurs operating expenses, Is accountable to donors (e.g. boards, members, employees, volunteers, clients, or donors). Organizations that discover new ways to communicate the urgency of the need, the proficiency of their experience, and the right engagement with donors can raise the necessary resources to fulfill Its mission. Through this course, students will reflect on resource development (fundraising) from a biblical, ethical, and principled approach, which utilizes good resource development practices. Students who complete this course, will articulate a personal philosophy of resource development and create a 3-year resource development plan for a local church or community-based organization.

This course surveys the development of Buddhism in India and its spread from South Asia to Southeast Asia, East Asia, and the West. In this course, we will explore the Three Jewels (Buddha, Dharma, and Samgha) of Buddhism, the Three Vehicles (Thervada, Mahayana, and Vajrayana) for the transmission of Buddhist teachings, and various Buddhist traditions developed indigenously in East Asia and then spread to North America, Europe, and Africa.

This course surveys the development of Buddhism in India and its spread from South Asia to Southeast Asia, East Asia, and the West. In this course, we will explore the Three Jewels (Buddha, Dharma, and Samgha) of Buddhism, the Three Vehicles (Thervada, Mahayana, and Vajrayana) for the transmission of Buddhist teachings, and various Buddhist traditions developed indigenously in East Asia and then spread to North America, Europe, and Africa.

This course surveys the development of Buddhism in India and its spread from South Asia to Southeast Asia, East Asia, and the West. In this course, we will explore the Three Jewels (Buddha, Dharma, and Samgha) of Buddhism, the Three Vehicles (Thervada, Mahayana, and Vajrayana) for the transmission of Buddhist teachings, and various Buddhist traditions developed indigenously in East Asia and then spread to North America, Europe, and Africa.