Most doctoral students will pursue a professional teaching career in a Bible College, seminary, or university setting. While they may become technically proficient in the focus of their doctoral studies, most will not learn how to teach with impact. As a result, most will simply teach as they have been taught (following the good or bad models they had in their own studies). This seminar intends to inform those who will pursue professional teaching careers of foundational concepts involved in developing one's teaching gifts so that teaching has maximum effect on students' lives. The seminar will meet eight times during the quarter on Friday mornings (8:00 a.m. to noon with an occasional break from 10:00-11:00 for a President's Forum or other chapels). Each session will be three-four hours long, depending on presentations and critiques. During the first three sessions, students will be oriented to the following: educational technology (affective, cognitive, conative, and experiential learning domains; andragogy—adult learning theories; Mager's works, etc.); formal, non-formal, and informal models; various other training design frameworks; the writing continuum and the importance of written materials in maximizing cognitive transfer; personal mentoring about teaching learned by the instructor during his 30 years of formal teaching (motivational techniques, participation techniques, ministry techniques in the classroom, prayer techniques, impact communication, grading philosophies, syllabi design, how to use small groups, the place of student presentations, use of case studies, etc.). Then there will be a two-week interlude in which the class does not meet. During this time students will construct their strategy for developing their teaching gift. This will be a 20-35 page paper which utilizes a developmental perspective with emphasis on the teaching gift. The final five sessions will involve presentations and critiques as well as question and answer times and interactive dialogue.

• Identify their major/minor career track as a professional teacher.
• Anticipate development along the major career track.
• Ability to use design concepts to impact the four learning domains: affect, cognitive, conative, and experiential.
• Submit a learning project which involves using the teaching/development concepts given in the course.
• Give a presentation about the project.
• Be able to critique a learning project.

The course will involve lecture, interaction, lots of reading, and Q/A on the reading for the first three sessions. After that sessions will be made up of student presentations plus critiques of those projects by other students. Classes will meet 8 times on Friday mornings from 8 a.m. to noon with a break in the middle of this time.

If you have read any of the required texts for another course, please select an alternative text from the recommended reading list or a book approved by the instructor.
Clinton, J. Robert. Reading On The Run. Altadena, CA: Barnabas Publishers, 1987
________. Teaching As A Career – How To Develop Yourself for an Effective Ministry. Altadena, CA: Barnabas Publishers, available in PDF on a CD.
Wilkinson, Bruce. The Seven Laws of the Learner. Portland, OR: Multnomah Press, 1992.

Horn, Robert E. How To Write Information Mapping. Lexington, Mass: Information Resources, Inc., 1976.
Mager, Robert F. Preparing Instructional Objectives. Belmont, CA: Fearon Publishers, 1962.
________ Developing Vocational Instruction. Palo Alto, CA: Fearon Publishers, 1967.
________ Developing Attitude Toward Learning. Belmont, CA: Fearon Publishers, 1968.
________ Goal Analysis. Belmont, CA: Fearon Publishers, 1972.
________ Measuring Instructional Intent. Belmont. CA: Fearon Publishers, 1973.
Bloom, Benjamin S. Taxonomy of Educational Objectives—Handbook I: Cognitive Domain. NY: David McKay, 1956.
Krathwohl, Bloom, et al. Taxonomy of Educational Objectives—Handbook II: Affective Domain. NY: David McKay, 1964.
Knowles, Malcolm S. The Modern Practice of Adult Education—from Pedagogy to Andragogy. Chicago: Follett, 1980.
Kolb, David A. Experiential Learning—Experience as the Source of Learning and Development. Englewood Cliffs: Prentice Hall, 1984.
Steinaker, Norma and Bell, M. Robert. The Experiential Taxonomy—A New Approach to Teaching and Learning. NY: Harcourt, Brace, Jovanovich Publishers, 1979.

1. Reading of all materials listed above.
2. Paper outlining the development of one's teaching gift (working on career planning from the teaching side) or paper designing a major course flowing from the doctoral expertise being pursued in one's doctoral program or paper planning on a writing career as a teacher) or paper planning on a research career as a teacher.
3. Presentation in class of the findings of the paper.
4. Critique of one other student’s paper.

Accepted doctoral student in either a D.Miss program or PhD program.
Note: Due to the interactive nature of the seminar, the enrollment will be limited to 12 doctoral students, with leadership doctoral students having highest priority. A limited number of masters level students will be allowed in the course (8 units credit course) provided there is room (that is, less than 12 doctoral students sign up).

This 8-unit seminar can serve as one of the required 8-unit courses for those doing a seminar-track PhD or DMiss program or can be substituted for one 8-unit tutorial for those doing the tutorial-track program. Auditors are not permitted.