INCORPORATING STUDENT EXPERIENCE AND TRANSFORMATIVE LEARNING

INTO CURRICULUM DESIGN & PLANNING OF UNDERGRADUATE THEOLOGICAL DEGREES

COUNCIL OF DEANS OF THEOLOGY

Behind the Project

Uncovering Theology 2008 more mature experienced students transformative experience in theological education

Aim to identify the strengths and weaknesses of the

undergraduate theological education curriculum in providing an increasingly diverse population of theological students with a transformative education

Scope

All theological HEPs in Australia Universities

ACU, CSU, Flinders, Murdoch, Newcastle, Notre Dame

Consortia ACD, ACT, MCD, SCD

Stand-alone HEPs Alphacrucis, Avondale, CHC, Harvest, Harvest

West, Tabor Adelaide, Tabor Victoria, Moore, PBC, Wesley

50 teaching campuses

Research Methods

Literature survey on transformative learning, with particular reference to theological programs

Historical and Current Curriculum Document Analysis

Student Surveys, Focus Groups, InterviewsFaculty InterviewsChurch Leaders, Employers, Graduate InterviewsWorkshop

Findings to Date

Curriculum Development historical current

Student Profile at entry initial expectations transformative experiences life experience most valued subject areas

Learning and Teaching institutional focus content, skills, methods

Curriculum Development 1973-2010

High degree of uniformity in course design and content biblical studies + systematic theology + limited church history + philosophy in Catholic tradition

1990s-2010 inclusion of ministry skills, especially in BMin programs

more in Bible colleges than in mainstream denominational systems

mainly class-room teaching with some field placement or practical project work

increase in Supervised Field Education still relatively minor electives limited pedagogical rigour

No clear evidence of intentional or strategic connection with a student’s prior life experience

No clear evidence of intentional transformative learning

Student Profile: at entry

Age Very few under 20 (6%) Most between 20-40 (64%)

Prior Education 45.5% have prior bachelor or post-graduate degree 27% have post-secondary certificate/diploma

Assumptive Tensions all are blank sheets with no prior knowledge or study

skills all are at same stage of readiness for theological study 

Students’ Initial Expectations

Most common aspiration acquisition of deeper theological/biblical knowledge

accompanied by personal spiritual developmentOther

acquisition of practical ministry skills but not outcome of paid vocational employment

interpersonal relations & cultural issues are not as important as knowledge and personal development 

In terms of goals, cognitive learning & skills development are more significant than personal transformation attractiveness of “transformation” may not be as strong

as suggested by the colleges’ promotional material

Students’ Transformative Experiences

Personal transformation has been a common outcome of theological study reaching full potential rather than radical change

Intense personal challenge involved in critical study of sacred texts and doctrines with resultant strengthening of levels of faith and

tolerance but also lack of spiritual support for such intense struggle

Expansion of intellectual horizons and critical thinking broadening of tolerance towards other theological &

ecclesial positionsGreater degree of simultaneous humility and

confidence in terms of personal identity and role 

Emergent challenges

Should such transformative development be allowed (by happenstance) fostered (by encouragement) or strategized (by planning)?

(How) should schools support such personal struggles?

Students’ Life Experience

Little evidence of any intentional connection between theological study and prior life experience only occasional and incidental intersection

More intentional (though not necessarily strategic) linkage with current experience esp in areas of ministry esp associated with field placements, integrated

with or parallel to the degree programExperiential application happened more via the

community of theological education than by the content of the curriculum lecturers and student cohort very significant

agents

Emergent challenges

(How) can prior life experience be used as an enrichment springboard for theological studies?

(How) can integration of contemporary life situations be expanded beyond the currently dominant preparation for professional ministry?

(How) can the role of the theological community be used more strategically in such integration?

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10

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30

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80

Biblical Studies

Theology Church History

Philosophy Practical Ministry Skills

Other

1st Year

Final Year

MOST VALUED SUBJECTS

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10

20

30

40

50

60

70

80

90

100

1st Year

Final Year

MOST IMPORTANT SUBJECTS

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10

20

30

40

50

60

70

80

90

Biblical Studies Theology Church History Philosophy Practical Ministry Skills

Overall

Anglican

Baptist

Charismatic

Universities

VALUED SUBJECTS - VARIATIONS

0

20

40

60

80

100

120

Overall

Anglican

Baptist

Charismatic

Universities

IMPORTANT SUBJECTS - VARIATIONS

0

10

20

30

40

50

60

70

80

Understanding of God

Attitude to Bible

Attitude to Christians

Attitude to non-Christians

Attitude to church

Attitude to social issues

Overall

Anglican

Baptist

Charismatic

Universities

SIGNIFICANT PERSONAL CHANGE

0

10

20

30

40

50

60

70

Often Occasionally Rarely Never

Overall

Anglican

Baptist

Charismatic

Universities

CONNECTION WITH PRIOR EXPERIENCE

0

10

20

30

40

50

60

70

Often Occasionally Rarely Never

Overall

Anglican

Baptist

Charismatic

Universities

CONNECTION WITH CURRENT EXPERIENCE

Emergent themes

Cognitive aspirations(trans)formative experiences

Pivotal role of lecturer and theological community in transformative experiences

Need of pastoral support throughout transformative experiences

Issues of modern pedagogy

Learning and TeachingInstitutional Focus

Need to define the primary raison d’être of your institution

In terms of student development, which area is the most important focus in your school?

Biblical/theological knowledge Practical ministry skills Personal growth

Balance in Curriculum

Content Historical truth Contemporary world

Skills Professional performance Personal applications and engagements

Methods Scope for creativity Modern pedagogy

Problem Solving Appreciative Inquiry

“Felt Need”Identification of a Problem

Analysis of Causes

Analysis of Possible Solutions

Action Plan(Treatment)

AppreciatingValuing the Best of “What Is”or “Where I have come from”

Envisioning “What Might Be”Or “What I might become”

Dialoguing “What Should Be” or “What I should become”

Innovating “What Will Be”Or “What I will become”

Basic Assumption:Person Has/Organization Is

a problem to be solved

Basic Assumption:Person is a Continuing Work in Process

With Past/Existing Successes that can be built on

Still to come

Stakeholder Interviews September-October 2 Faculty; Academic Board Chair/Dean of School;

Church Leaders/Employers; GraduateWorkshop

April 2012; Dissemination of Findings; Articulation of Best Practices Or Good Practices in Various Contexts

Communications Brochure; Newsletter Website; Blog Final Publication late 2012