Courses


Credits: 3

Current issues in marriage and family are discussed, and available resources are explored. They dynamics of interpersonal relationships are examined and students are challenged to emulate Christ's example as they interact with persons form all segments of society.


Credits: 3

Describes various models of chaplaincy and how they mold the chaplain's roles as spiritual care providers in institutions to inform and/or expand their own chaplaincy style. Explores ethical and diversity issues within chaplaincy. Envisions the place of chaplaincy within the Adventist Church in the future. Challenges students to grow in biblical spirituality.


Credits: 2,3

Designed to acquaint students with the opportunities for ministry to and with young people in the church, school and home. The biblical principles of youth ministry leadership, within the context of the church community, are given primary emphasis.


Credits: 2,3

Study and practice of Biblical spirituality designed to lead students to growth in their personal spiritual lives.


Credits: 2,3

Application of biblical principles of youth ministry leadership to the concrete issues and settings of contemporary youth ministry. Treats topics such as: small groups for youth; sexuality and dating; music; programming.


Credits: 2,3

Focuses on current and historical theoretical approaches to religious education and discipling. An introduction to procedures needed to implement, maintain, and evaluate religious/spiritual learning in the church and school.


Credits: 2,3

A study of current developments in youth culture and the influence of youth culture on young people both in the church and the community. Students formulate a strategic response relevant to Seventh-day Adventist ministry to youth.


Credits: 2,3

Education strategies based on current research in learning theory and human development, enhancing skills in planning learning events for church, community, and school. Instruction and assessment focused on transformation of behavior and values, taking into account the teaching and disicpling mandate of the Gospel Commission.


Credits: 3

Participation of the pastor in the development, promotion and support of Adventist education and schools as creative centers for community life and learning. Fostering discipleship as a catalyst for community engagement with secular society.


Credits: 0

Students develop sustainable habits of scholarship including attendance at planned seminars and professional conference, reading scholarly journals, and maintaining a vibrant spiritual life. DG will be given until portfolio is presented as part of comprehensive examination (or thesis defense).


Credits: 2,3

This course addresses the theory, practice and application of helping skills to at-risk youth. Emphasis is placed on biblical solutions to real life secular problems. Students will experience and develop effective social skills to work with at-risk youth, focusing on prevention, redirection and restoration skills.


Credits: 2,3

Students will examine their personal beliefs and values in relation to ethical and diversity issues. Students will also apply professional Codes of Ethics to practice dilemmas they may face in the fields of social work and family life using a Christian theological framework.


Credits: 2,3

Formulation of a comprehensive ministry for a specific age group, culture, situation or approach (e.g. campus chaplaincy, childhood, adolescence, young adult, African American, Hispanic, youth evangelism, visionary leadership).


Credits: 3

Equips students to apply biblical principles of counseling concepts and psychological insights to human challenges in the emotional, spiritual, cognitive, and behavioral aspects of life.


Credits: 3

An introduction to family life education, and the mission and methods of family ministry within a leadership perspective.


Credits: 2,3

Application of counseling theories and techniques to counselees in their teens and twenties. Students engage in actual counseling experiences and submit reports for self and instructor critiques.


Credits: 2,3

Develops basic knowledge and skills for policy analysis, formulation and critical challenge within local and international contexts. Examines the determining factors affecting public policy in the United States as compared with other systems. Provides framework for analysis of social problems and policies, as they impact development and social service practice, particularly with families.


Credits: 3

A study of family systems theory and its application to key issues in internal family dynamics.


Credits: 3

An understanding of the development and main tenets of interpersonal relationships, and a study of the character and quality of human social conduct. Also examines human sexuality, and studies the physiological, psychological, emotional, and social aspects of sexual development and the Christian's response to this God-given gift.


Credits: 1-6

Can only be done after the student has completed 24 credits in the MAYYAM program. Practical training in a variety of field activities. An individual contract is developed between the student and a seminary faculty member that includes field supervision of that work, and the writing of a final product or report. Guidelines are available.


Credits: 3

Examines the vision, goals and implementation strategies for campus ministry through an understanding of organizational behavior, and mobilization of student leadership. Group strategies, relationship building and networking, and working with Adventist resources are emphasized. Breakout sessions focus on public and Christian campuses to meet needs of professionals in both settings.


Credits: 2,3

Describes popular worldviews found in academic settings and explores strategies for Christian young adults to maintain their own faith and to present the gospel in terms understandable to the unchurched. Includes a consideration of how to plan informal learning events that focus on behavior and value changes.


Credits: 2,3

Examines the spiritual needs of children and young adolescents in light of their physical, social, emotional, and mental development. Considers the nurturing roles of parents and teachers in the church and day school. Practicum activity required.


Credits: 3

Examines the changing roles and responsibilities of parents; child-rearing practices, including spiritual nurture of children; safety and protection for children; diverse parenting situations; and decision-making about parenthood. Develops skills in parenting education, integrating a Christocentric purview.


Credits: 1-6

Supervised religious education experience in a chosen area of specialty, such as family life, children's ministry, youth ministry, academy or college teaching, editorial work, etc. Permission of advisor and practicum supervisor required.


Credits: 0

Allows off-campus master's students during their coursework phase to maintain active status and to have access to the James White Library electronic resources.


Credits: 3

Examines the contributions of theology and the social sciences to a theoretical understanding of how the spiritual life is formed in the individual and considers strategies to foster spiritual growth.


Credits: 3

Furnishes PhD (Religious Education) students with insights into the practice of using basic techniques, tools and procedures for meaningful religious education.


Credits: 0

Represents student initiatives for developing sustainable habits of scholarship and includes such things as attendance at colloquia, special-event lectures, and professional conferences; presentation of scholarly papers; and teaching experiences. DG will be given until requirements are completed and experiences are documented in the portfolio.


Credits: 0

Allows off-campus doctoral students during their coursework phase to maintain active status and to have access to the James White Library electronic resources.


Credits: 1-5

Supervised religious education experience for the advanced student's chosen area of specialty such as family life, children's ministry, youth ministry, academy or college teaching, editorial work, etc. Permission of advisor and practicum supervisor required.


Credits: 1-3

A planned research experience dealing with a research question in the area of religious education. The student identifies a faculty member or members with whom to engage in collaborative research study leading to join publication. Project to support competency for dissertation research.


Credits: 1-14

Dissertation credits should be registered for while working on the dissertation. Doctoral candidates may not register for a cumulative total of more than 4 dissertation credits until they have successfully completed EDRM 880 or GSEM 854, and their dissertation proposal has been approved. One credit qualifies as a full-time status. This course qualifies for full-time status, requiring a minimum of 480 hours of work per semester of registration.



The following courses are used out of the School of Education:


Credits: 2,3

Examines philosophical and theological bases of major worldviews and,taking into account the conceptual framework of the Andrews University School or Education, critiques the impact of naturalism and post-modernism on education, psychology, and religion from a Christian perspective. Preferably taken in the first year of any graduate program in the School of Education.


Credits: 3

A survey of quantitative and qualitative research designs for conducting basic and applied research in education and psychology. The primary focus will be on the research process including defining variables, formulating and stating the problem, planning and designing the research, conducting literature review, instrumentation, data collection procedures, basic data analysis, and researcher ethical and legal responsibilities. Students are expected to develop a research proposal.


Credits: 3

Analysis of educational, counseling and psychological data using descriptive and basic inferential statistics; frequency distribution, measures of central tendency, dispersion, correlation, t-tests, one way Analysis of Variance, simple linear regression, introduction to multiple regression analysis, and Chi-Square. SPSS will be used for all data analysis. Students are expected to submit and present a research paper at the end of the course.