CS251/252 "Religious Leadership, Organization, Administration and ...

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e) This last matter of vocational discernment evokes a final, general goal: to be able to engage in
theological reflection about oneself and about the church involved with others in context.
METHODS
The basic method for this course is critical reflection on practice. Such practice includes the social
context as well as our personal experiences in congregations. Particular praxeological methods will vary
with the kind of personal experience or social reality being studied. Much learning will be of an inductive
nature--allowing unforeseen insight to emerge from myriad experiences and from the process itself.
Course readings, handouts, lectures and consultations with field instructors will provide various resources
for help with our praxeological reflection as practical theologians. Basic methods are especially
introduced during the first weeks of the course. In addition, particular approaches to contextual study are
given in the assignments for each week. Individualized learning is also encouraged in the field contexts,
and a worksheet for constructing an individualized learning agenda is provided in the CS251/252 packet.
ADDITIONAL MATERIALS
In addition to this syllabus, there is a packet of materials for CS251/252 including a Handbook for
CS251/252. The packet and the Handbook contain: (1) statements of policy; (2) additional explanation
of contextual studies and congregational internships, (3) clarification about roles, responsibilities, and
relationships between intern, field instructor, Leadership Advisory Group, and the seminary, and (4)
worksheets to facilitate the process. The worksheets relate to: (a) the initial process of establishing
learning goals and a learning agenda, and (b) a process for mid-semester and final evaluations. All these
materials are also available on the “CS251/CS252” link on the Contextual Studies website:
http://mercury.unitedseminary-mn.org/context. In addition, see the UTS Student Handbook for other
relevant policies, such as that on extensions and inclusive language [2007-2008 edition, pp. 42, 108-9]
ASSIGNMENTS
Both reading and writing assignments are detailed in the schedule below. For the Fall semester, a
brief written assignment is required each week; in the Spring semester, there will be longer assignments
but fewer in number. Students are advised to stay well ahead in the assigned reading--reading the
material as early in the week as possible (or even in advance of the week concerned). The written
assignments follow from the reading and serve to focus attention more concretely on a particular
congregation in context. In most instances, one will need to pursue the week's field work with the reading
and written assignments in mind.
SITE VISITS
Once during the year—in either the Fall semester or the Spring semester or even during the Jan.
term—students should arrange for a site visit to their congregations by Trish Greeves or Joe Bush. The
timing of these site visits can vary according to need and circumstance. Students are asked to request a
time when a site visit might be most helpful to them. Some students may want to time this site visit early
in the Fall in order to help clarify the process or to facilitate goal-setting. Other students, however, may
want someone from the seminary to be present late in the semester in order to assist with final
evaluations. Still other students may want someone from the seminary to be present at different times in
order to observe an event in ministry, e.g. the student preaching a sermon, etc. These site visits should be
planned as soon as possible, though, even if for the end of semester. Also Trish Greeves and Joe Bush are
often not able to find Sundays free if asked just one or two weeks ahead of time. Weekday and evening
invitations are encouraged. A typical site visit includes three aspects:
1) A meeting with the Leadership Advisory Group;
2) A meeting with the field instructor (sometimes simply included in the LAG meeting);
3) Observation of you as the intern engaged in some form of leadership or ministry.
This meeting is for the intern’s benefit--to facilitate supervision & feedback for the intern in the
ministerial context. Interns should take the initiative in organizing this site visit, setting the agenda and