Philip Arthur Bence PhD Thesis - Research@StAndrews:FullText

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used in survey question ten (considered above). These
and others who indicated their preference for a "seminar"
structure, rather than a traditional lecture approach,
are indicated below.)
Table 7
Sermons preached in a classroom setting
70.0%
Written sermons 38.9%
Sermons preached in a parish setting
35.2% (This figure does not include all who
use field education as a component of learning
to preach. (See below for a further discussion
of field education.) I here include only those
who mentioned parish preaching in response to
survey question 14, thus indicating that parish
preaching serves as an Integral part of the
preaching course and not merely a second aspect
of student experience.)
Examinations 25.9%
Sermon outlines 20.4%
Sermons preached in a "chapel" setting
(sermons preached not in a classroom setting,
but in a worship service with various members
of the academic community participating)
16.7%
Essays (non-sermonic, non-examination
writing assignments) 16.7%
Participation in preaching seminars
(Faculty-student loint learning experiences)
13.0%
Other exercises (non-sermonic, written or
spoken projects) 7.4%
Sermon components (e.g., written sermon
introductions or conclusions) 7.4%
Book critiques 3.7%
Another question investigated the role of field
education (no. 15). "What role does supervised work in a
parish setting play in your college's education for
preaching?" The responses to this question fell into
three categories: