Foursquare Ministry Training Guidelines for Certified Bible Institutes and Schools of Ministry

Making Disciples

Serving the Foursquare church through support, consultation, networking, and training

Foursquare Ministry Training Institutes Rev. Glenn Burris, General Supervisor Dr. Daniel Hedges, National Institute Director

1910 W. Sunset Blvd. Suite 500, P.O. Box 26902 Los Angeles, CA 90026-0176 E-mail: [email protected] • Voice 888.635.4234, ext. 4500 • Fax 213.989.4554

Foreword

Peter Wagner called it “the new wineskin” in theological education. He was referring to the phenomenal emergence of Bible Institutes and Schools of Ministry throughout the body of Christ as a significant alternative to traditional theological education. His own career mirrors this remarkable trend. Leaving his prestigious chair at Fuller Seminary after decades of successful work as the church growth expert, he is now pioneering a nonacademic Schools of Ministry in Colorado Springs. Utilizing what he calls the “impartation model” he is making a new and somewhat controversial mark in theological training through empowering his students with a more practical and spiritually vital experience than traditional education affords.

Three years ago, I asked to write an article for Ministries Today Magazine about this new trend in theological education. For over two decades I had been working with various phases of developing Bible Institutes as professor and ministry consultant with Regent University, Oral Roberts University, and my own organization. I eventually became involved in the accreditation of institutes becoming full-fledged colleges.

The article caused a response from pastors and institute leaders that were overwhelming. It was apparent that churches throughout the body of Christ are doing serious work in developing new approaches to leadership training and are asking for help. As the growth and multiplication momentum builds in our denomination, we must fulfill the greatest mandate for quality leaders to serve God in the ever-expanding harvest.

The practical answer entails recognizing every healthy church as a potential training center and taking intentional steps to adequately empower those churches to succeed in the training mission.

Recently, our family leaders passed a pivotal resolution that states the graduates of ICFG certified institutes will be eligible for international licenses in the same way only Bible college graduates were able to do so in the past. This resolution raises the status of our institutes in recognizing their newly found place of preparing ministry leaders anointed to serve at the highest level.

The resolution was preceded by several strategic developments, many of which were initiated by Rick Wulfestieg and Johnell Loop. At the request of General Supervisor Glenn Buris, we have been commissioned to develop our institute endeavor into a major resource for leadership training within our denomination. Assisted at the national office by Rod Light with his strong background in educational leadership, we have begun to reach out and serve the over 100 institutes already identified.

We are seeking out many more who are yet to become involved in a program that is certain to provide many practical resources and solutions they are seeking. In our first several weeks of operation, various significant meetings are held, including the annual institute symposium, meetings with officials of ICFG and our Foursquare colleges, and the newly formed presidential commission on education. New wineskins are ready to be filled with the best of God’s resources to see Foursquare leadership development move forward. As the Foursquare movement looks toward the future with vision and goals for church planting, it is clear that a key factor of this expansion is the training of pastors for the harvest. Licensed Foursquare pastors will be training in a variety of venues, including Bible Colleges, Schools of Ministry, Bible Institutes, and mentoring and distance learning programs. The increased interest in Foursquare Bible Institutes, as a viable leadership development model, is the reason for the release of this manual.

Every Foursquare church uses the Handbook of Operation of Foursquare Churches for the ministries under its covering. In addition to the Handbook of Operation, churches that operate an Institute, School of Ministry, or a Christian day school must also consider educational standards set by the academic world. A new set of legal, educational, and financial concerns must be addressed. The Foursquare Ministry Training Manual will address these concerns and provide other links for more information.

Dr. Daniel Hedges, National Director, Foursquare Bible Institutes [email protected] Thoughts for the Senior Pastor

There is an inexpressible delight that stirs my spirit every time newly equipped leaders step into service. Foursquare Bible Institutes are readying leaders with a full-hearted commitment to God and His Word, as well as, with a fully ensconced dependence upon the Holy Spirit. Leaders emerging from our institutes exude a spiritual vitality and motivation, which is reflective of the brightly, burning fire within our Foursquare churches. May these fires blaze and refine empowered and called pastors for churches and new plants! I anticipate Foursquare Bible Institutes continuing on the keen edge of developing trained leaders.

Dr. Jack Hayford, President [email protected]

The guidelines you are about to review have been designed as a practical resource to assist you in the development of a Foursquare Bible Institute. Our vision is to release you to meaningful service. We trust this manual is the perfect tool for the job. Today’s church will benefit from well organized and clearly defined Bible institutes. These church-training centers, within the context of the local church, will result in healthy church leaders through practical modeling and instruction.

Rev. Glenn Burris, General Supervisor [email protected]

International Church of the Foursquare Gospel, Foursquare Ministry Training Institutes

Table of Contents

Introduction Table of Contents for Introduction 1.1 Introduction and Contacts 1.2 Purpose of this Manual 1.3 Foursquare Ministry Training 1.4 Certified Formal/Non-Formal/School of Ministry Structure Chart 1.5 Why Do We Need Guidelines? 1.6 Standards Foursquare Bible Institutes 1.7 Standard (Chart) 1.8 Comparison of Formal and Non-formal Emphasis Structure Organization Table of Contents for Organization 2.1 Legal Concerns 2.1 State Regulations 2.1 Insurance 2.1 Bookkeeping 2.1 Non-Deductible Tuition 2.1 Sale of Products 2.2 Catalog/Brochures 2.2 Truth in Advertising 2.2 Accreditation 2.2 Licensing 2.3 Administration The District Supervisor/Divisional Superintendent The Church Council The Administrative Board The Director 2.4 Faculty 2.5 Mission Statement What is a Missions Statement? Developing a Mission Statement 2.6 Basic Course of Study for Foursquare Bible Institutes 2.7 Basic Course of Study Requirements 2.7 Basic Course of Study Recommendations 2.8 Transfer of Credit 2.9 Course Outlines 2.10 Budget 2.11 Tuition Operation Table of Contents for Operation 3.1 Application Process 3.2 Textbooks 3.2 Attendance 3.2 Student Evaluation (Testing) 3.3 Grading 3.3 Grading Scales 3.3 Grade Point Averages 3.4 Records 3.4 Student Records 3.5 Faculty Records 3.5 Documents/Records 3.6 Library 3.7 Facilities 3.8 Ways to Promote a Bible Institute 3.9 Student Life Guidelines

Appendix Appendix Table of Contents Appendix 1 Sample Time Line for Starting an Institute Sample Mission Statements Formal and Non-Formal Education Comparisons Appendix 2 Sample Recommended Employee Contract Appendix 3 Sample Non-formal Instruction Records Sample Mentor Program Appendix 4 Sample Curriculum for Formal Emphasis Foursquare Bible Institute Sample Curriculum from Life Pacific/LIFE East Sample Transfer of Credit Policy and Form Sample Articulation Agreement Self Study For Articulation Appendix 5 Sample Course Descriptions Sample Course Outlines Supervised ministry component Appendix 6 Budget Worksheet Sample Donation Letter Appendix 7 Sample Application Forms Sample Reference Forms Appendix 8 Sample Record Forms Sample Evaluation Forms Appendix 9 List of Recommended Books for Starting a Library Dewey Decimal System Breakdown of the 200’s for Library Cataloging Online Catalog Information Appendix 10 Credit Hour Conversion – Semester/Quarter System Appendix 11 Sample Student Handbook Sample Bible Proficiency Exam Appendix 12 Online and Distance Learning Appendix 13 Rules for Research Documentation (MLA) Table of Contents

Introduction

Introduction and Contacts 1.1 Purpose of this Manual 1.3 Foursquare Ministry Training 1.4 Training Structure Chart 1.5 Why Do We Need Guidelines? 1.6 Standards for Foursquare Bible Institutes 1.7 Standard (Chart) 1.8 Comparison of Formal and Non-formal Emphasis Structure

Introduction

As the Foursquare movement looks toward the future with vision and goals for church planting, it is clear that a key factor of this expansion is the training of pastors for the harvest. Licensed Foursquare pastors will be trained in a variety of venues, including Bible Colleges, Schools of Ministry, Bible Institutes, and mentoring and distance learning programs. The increased interest in Foursquare Bible institutes, as a viable leadership development model, is the reason for the release of this manual.

This manual creates a foundational structure upon which any institute can be built. The minimum standard, outlined below, allows each institute the freedom to take on the mission, schedule, and training philosophy that best fit the vision of the local pastor.

• All certified Bible Institutes must incorporate a minimum of 750 hours of training. This is equivalent to a two-year program in most colleges. • All certified Schools of Ministry must incorporate a minimum of 375 hours of training. This is equivalent to a one-year program in most colleges. • All certified Foursquare Bible Institutes/Schools of Ministry must teach basic doctrine, including Theology, Christology, Anthropology, Hamartiology, Pneumatology, Angelology, Soteriology, Ecclesiology, Divine Healing, and Eschatology.

Though Foursquare Bible institutes across the country will vary, they will all have the same foundational structure. This will make it easy for institute graduates to move from one location/district to another. For example, an east coast supervisor will know that a graduate of a certified Foursquare Bible Institute in another area, desiring to pastor in his district, has received at least 750 hours of balanced training which includes Foursquare doctrine.

Contact Information For general institute information, check our web site, http://institutes.foursquare.org. You will be able to view and print a summary of the Bible Institute Manual, including an application for new institutes on this site.

For additional information you may contact the following individuals: Legal concerns – El Clark, 213.989.4211 or [email protected] Foursquare polity courses – contact your district office Education and administrative issues – Daniel Hedges, 213.989.4500 or [email protected] Administrative support – Gina Nicodemus, 213.989.4500 or [email protected] Life Pacific College – Debbie Meyer, 909.599.5433 or [email protected]

1.1 Purpose of this Manual It is our hope that this manual will acquaint pastors and institute leaders with the necessary information, standards, and questions to properly investigate and organize themselves for effective ministry. The goal is to help leaders in the following ways:

1. To begin correctly – The forward, introduction, and organization sections will help pastors clarify the focus and mission of their institute.

2. To encourage high quality – The section on operation will help institutes function with the highest possible administrative standards.

3. To function legally – Pastors must be increasingly aware of legal and financial concerns. El Clark, ICFG corporate counsel, and the late Dick Schmidt, ICFG tax researcher, contributed to the legal and fiscal guidelines.

4. To use available resources – The sample forms and other information included in the appendices may be copies and/or adapted to meet the needs of new institutes.

5. To clarify transfer requirements – College transfer standards are set by accreditation associations and must be met in order for the college to retain accreditation. This manual outlines some of the basic standards for transfer to some colleges. This information will guide institute leaders as they investigate the potential of transferability of coursework from their institutes for students who desire degree completion in another college.

6. To provide networks and contacts for further information – Beyond the information contained in this manual, the staff of the Foursquare National Church Office and Foursquare Christian Education are available for consultation. It is our hope that this manual will raise questions that can be easily answered through the proper connection with the right people. Our staff is available to help direct you to those people.

Agreeing with you for the harvest!

Rev. Dennis Easter, Chairman, ICFG Education Commission Dr. Daniel Hedges, National Director, Foursquare Bible Institutes Rev. Rod Light, National Minister of Christian Education

Grateful appreciation is extended to the following leaders for their contribution to the development and updating of this manual: Dr. Jim Adams, Dr. Gil Albelo, Dr. John Amstutz, Rev. Mario Barahona, Rev. Roanna Bennie, Dr. Sterling Brackett, Rev. Wanda Brackett, Dr. John Brangenberg, Mrs. Marty Lindberg, Rev. Johnell Loop, Rev. Debbie Meyer, Mr. Dick Schmidt, Rev. Herb Schneidau, Rev. Naomi Shivers, Rev. John Wolfe, Rev. Rick Wulfestieg, Mrs. Patti Wulfestieg.

1.2 The guidelines from the National Department of Training Institutes apply only to institutes and schools of ministry in the blue circles below.

Mentoring

•Ministry training as a result of spending time with a person who has experience in ministry

•May be a result of the discipleship process or a clearly defined internship.

Colleges and Local Seminaries School of Ministry •Educational extension of the church •Degree programs for the purpose of training in ministry and leadership •Involves government requirements and •Classes tailored to meet the needs of accreditation criteria the local congregation (Example: beyond institute standards offering a sign language class on Foursquare three Sunday afternoons) Ministry Training

There are many different ways to prepare for ministry. Methods range from casual to seminary level training. Certified Certified Formal Institute School of Ministry •Meets standards for certification as a •Educational extension of the church for Foursquare Bible Institute with a mini- the purpose of training in ministry and mum of 750 hours of training leadership

•May, by meeting additional standards, •Meets standards for a certified school provide for the transferability of units of ministry with a minimum of 375 hours of training but less than 750 hours •Academic emphasis Certified required of institutes Non-formal Institute

•Meets standards for certification as a Foursquare Bible Institute with a minimum of 750 hours of training

•Does not provide for the transferability of units

•Practical emphasis

1.3 All certified Foursquare Bible institutes and Schools of Ministry will have the same foundational elements - Foursquare doctrine, and a balanced curriculum. Certified Bible Institutes will maintain a minimum of 750 hours of training. This is approximately the same number of hours required in secular colleges for an AA degree. A certified school of ministry will maintain a minimum of 375 hours of training but less than 750 hours of training required of institutes.

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Certified School of Ministry Certified Non-Formal Institute Certified Formal Institute

• Minimum of 375 hours of training • Minimum of 750 hours of training • Minimum of 750 hours of training

• Non-degreed faculty acceptable • Minimum 375 hours of formal training • Minimum 500 hours of formal training

• Doctrinal foundation and balanced • Non-degreed faculty acceptable • Faculty must have at least a Bachelor’s curriculum degree in the field which they teach • Doctrinal foundation and balanced curriculum • Doctrinal foundation and balanced curriculum Why do we need guidelines? Why do we need to be careful? When a church operates a Bible institute or a Christian School, it no longer operates solely as a Foursquare Church under denominational guidelines. It enters the education world and must comply with the Department of Education guidelines or in the case of Bible institutes may need to apply for an exemption from the Department of Education.

Denominations Education Bible Institutes Foursquare Churches Christian Schools Schools Handbook for the Operation of •Operate under both Federal/State Laws Foursquare Churches denominational and Department of Education Guidelines educational guidelines •Contractual expectations

The goal of the Bible institute/School of Ministry guidelines is to help churches operating these type of ministries in the following ways: 1. To begin correctly 2. To operate as a high quality ministry of the local church 3. To function legally 4. To use available resources 5. To clarify transfer requirements 6. To provide networking information

1.5 Standards for Foursquare Bible Institutes and Schools of Ministry

All Foursquare Bible Institutes should maintain a minimum standard of 750 hours of training. Institutes will be certified as having a non-formal emphasis or a formal emphasis based on their conformity to the standards listed on page 1.5. The standards for an institute with a formal emphasis provide for a greater focus on academics, for the possibility of transfer credit, and for a more traditional type education. The standards for an institute with a non- formal emphasis provide for a greater focus on practical training and allow for more non-traditional type training. The training institution pursuing between 375 and 750 hours of training will be designated as a School of Ministry.

The developmental process of an institute should include discussing and defining the methods which will be used for training students. This will help to determine whether the institute follows the guidelines for non-formal or formal emphasis.

Please study the chart on the following page and notice that there are two major areas of difference: q The difference in the number of hours of formal instruction (see pages 1.6 and 1.7 for definitions for formal and non-formal instruction) q The qualifications for faculty

The following questions may be used to identify God’s calling for your institute and guide discussion regarding this matter: Does the institute desire to provide formal classroom instruction only? Will the institute use a combination of formal instruction and non-formal instruction? If so, which will be most emphasized? Is the possibility of transfer of units a consideration? Will students desire further training at accredited institutions? Are there enough faculty members who have earned degrees from accredited institutions?

These guidelines provide a minimum foundation upon which an institute can build. However, each institute can still have the flexibility to develop its own identity.

1.6 Standards for Certified Bible Institutes

Certified Certified Certified School of Ministry Non-Formal Institute Formal Institute

Course of Study Must maintain a foundation Must maintain a foundation Must maintain a foundation of Foursquare doctrine and of Foursquare doctrine and of Foursquare doctrine and a balanced curriculum as a balanced curriculum as a balanced curriculum as defined on page 2.6 defined on page 2.6 defined on page 2.6

Minimum total 375 hours 750 hours 750 hours hours of training

Minimum total Optional 375 hours 500 hours hours of formal instruction

Maximum total Optional 375 hours 250 hours hours of non-formal instruction

Faculty Must show competence in Must show competence in Must have at least a Qualifications the area of instruction and the area of instruction and Bachelor’s degree from an have related ministry have related ministry accredited college in the experience experience field in which they are teaching and have related At least a Bachelor’s At least a Bachelor’s degree ministry experience degree is recommended is recommended

1.7 Definition of Formal and Non-formal Instruction

In this manual, the terms formal and non-formal will be used to refer to instruction processes. The following definitions apply to their usage in this manual:

Formal instruction refers to training which takes place in a classroom setting and includes homework and some type of evaluation of the learning process. It embraces concepts of traditional instruction.

Non-formal instruction refers to training which is not limited to but may take place in a classroom. It may or may not include homework and an evaluation of the learning process. Most non-formal instruction has a strong emphasis on practical, hands-on learning.

Hours throughout this manual refers to a sixty-minute clock hour. For example, if a class meets from 6:30 pm to 10:00 pm with a half hour break in the middle, this would equal three hours of formal instruction, referred to as “contact hours.”

Formal Instruction

An institute with a formal emphasis must offer a minimum of 500 hours of formal classroom training. An institute that desires a more non-formal emphasis must offer a minimum of 375 hours of formal classroom training. Hours of formal training refer to actual minutes in the classroom (“seat time” as defined above) with a qualified teacher.

It should be noted that the designated number of hours of formal training is the minimum. This allows each institute to add the classes and training (either formal or non-formal) to fulfill the 750 hours required to qualify as a Bible Institute rather than a School of Ministry.

In order to provide students the maximum transfer possibility to LIFE or another undergraduate school, an institute should provide at least 750 hours of formal training. On the other hand, if more mentoring and practical training are desired, an institute may choose to follow the minimum of 375 classroom hours.

The current standard for transferability to Life Pacific College (formerly LIFE Bible College) is 12.5 hours of formal instruction per unit, plus an additional 2 hours of homework per hour of class. These hours can be scheduled in a variety of ways. Example: If an institute offers a 2-unit class, which provides for the possibility of transfer, the class would need to include at least 25 hours of classroom training (12.5 hours per unit x 2 units = 25 hours) and 50 hours of homework (25 x 2 = 50 hours). This instruction could be offered as fifteen sessions of one-hour, forty-minutes or any other formula that would provide the correct amount of hours allocated to homework and classroom. Additional information regarding the transfer of units is on page 2.8.

1.8 Non-formal Instruction

Non-formal instruction refers to training, which is not limited to but may take place in a classroom. It may or may not include homework and an evaluation of the learning process. Most non-formal instruction has a strong emphasis on practical, hands-on learning. These hours should be approved by the administration and recorded for permanent records. Samples of forms for non-formal record keeping may be found in Appendix 3.

Non-formal instruction does not include simply inspirational services such as a Sunday morning worship service. Non-formal training could include any of the following:

Seminars Workshops Conferences Structured Mentoring Internships Hands-on training (i.e. learning to operate Sound system)

All non-formal training should enhance the Bible Institute classroom training or should train students in areas not addressed by traditional classes. The focus should be ministry training and not simply times of casual conversation.

Example: Attending a Billy Graham crusade service would not be considered non-formal training. However, participation in the training program offered by the Billy Graham crusade and then serving at the crusade as an altar worker would be non-formal training.

See Appendix 1 for additional information on formal and non-formal education.

1.9 Table of Contents

Organization

Legal Concerns 2.1 State Regulations 2.1 Insurance 2.1 Bookkeeping 2.1 Non-Deductible Tuition 2.1 Sale of Products 2.2 Catalog/Brochures 2.2 Truth in Advertising 2.2 Accreditation 2.2 Licensing 2.3 Administration The District Supervisor/Divisional Superintendent The Church Council The Administrative Board The Director 2.4 Faculty 2.5 Mission Statement What is a Mission statement? Developing a Mission Statement 2.6 Basic Course of Study for Foursquare Bible Institutes 2.7 Basic Course of Study Requirements 2.7 Basic Course of Study Recommendations 2.8 Transfer of Credit 2.9 Course Outlines 2.10 Budget 2.11 Tuition Legal Concerns

State Regulation An institution which offers education for a fee is often subject to regulation by the state. The church should contact the State Department of Education for information. Some states require that an institute file for an exemption from state approval. The state requirements may appear complicated. However, the ICFG properties department has most of the needed documents readily available. Request their assistance by calling (213) 989- 4289.

Insurance If a church is currently enrolled in the International Church of the Foursquare Gospel insurance program, the insurance coverage will automatically extend to include an institute. If a church is not currently covered by ICFG insurance, it is imperative that the insurance carrier be contacted to be sure that an institute and related activities are covered.

Bookkeeping Complete and accurate books must be kept for an institute. Any time a church operates a specialized ministry such as an institute, it is important to keep a separate set of books and bank accounts for that ministry. If the IRS should ever conduct an inquiry, there would then be no need to look at the books for the “ordinary” church activities. If large donations are given to an institute, the release form in Appendix 6 should be used.

Non-deductible Tuition A tuition payment generally does not qualify as a charitable contribution deduction for income tax purposes. There are some things that the church can do to minimize the chance of someone taking an unlawful contribution deduction for a tuition payment:

A tuition check should be made out to the institute and deposited into a separate checking account for institute tuition. The endorsement on the back of each check should be FOR TUITION ACCOUNT. The IRS will not accept a check with that endorsement as evidence of a charitable contribution. The receipt for a tuition payment should clearly state that it is not a charitable contribution.

For additional information see IRS Revenue Ruling 83-104 that deals with charitable contributions in general.

Sale of Products It is not wrong for a tax-exempt organization to charge for the products and services that are related to its exempt purpose, as stated in its Articles of Incorporation of the International Church of the Foursquare Gospel, which is readily available through the Properties and Credentials Department of ICFG. Sales of products and services affect tax-exempt status only if they are unrelated to exempt purpose and are a substantial part of the organization’s total activities. Unrelated sales that are less than “substantial” (less than 5% of the church’s total income is a safe guideline) are acceptable, but they are subject to an unrelated business income tax. For more information on unrelated business, see IRS Publication 598. Check with a tax professional regarding a possible charge sales tax on textbooks sold through your institute.

2.1 Catalog/Brochure including non-discriminatory policy Every institute should develop a catalog and/or brochure, which includes a list of courses offered, faculty, faculty qualifications, basic academic requirements, tuition rates, academic and financial policies, and a nondiscriminatory policy. An institute must take care in advertising; the institute should not advertise as a college or a university either in name or in description, unless the school has state approval to do so.

Every institute must include the nondiscriminatory policy in all of its publications.

Example: The ______Institute admits students of any race, color, national and ethnic origin to all rights, privileges, programs and activities generally accorded or made available to students at the institute. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its admission or educational policies, scholarship and loan programs, or other institute-related programs.

Every institute should include in advertising and observe the Family Educational rights and Privacy Act of 1974, which deals with the disclosure of records and information from student files. See page 3.4 for more detailed information.

Truth in Advertising It is important to avoid advertising, either implicitly or explicitly, that completion of a class or course of study will qualify an individual for certain privileges or status. An institute can be sued if it promises something, which it does not deliver. It is especially crucial that institutes do not advertise accreditation@ or transferability of credits@ unless a transfer agreement has been made and Letter of Articulation is on file (See example in Appendix).

Accreditation A Foursquare Bible Institute should be very careful about advertising any type of accreditation. Accreditation is a very lengthy process, which usually takes many years to accomplish. There are some accrediting associations that charge large sums of money to accredit institutes. However, because they are not recognized by the Department of Education, the accreditation is of no value. An institute can work with an accredited college and form a transfer agreement with a Letter of Articulation without the institute itself being accredited.

Licensing Foursquare Bible Institutes do not issue ministerial licenses. Licensing is a denominational function that is handled through the district and regional administrative centers. Graduation from a certified Foursquare Bible Institute or School of Ministry does not guarantee Foursquare licensing. Upon graduation from a Foursquare certified school, the student becomes a candidate for licensing, having met the academic requirements. Additional requirements for Foursquare licensing must still be met. For details regarding this process and additional requirements, contact the regional administrative center serving the area in which your institute is located. Schools that have received certification from Foursquare Christian Education may use the following statement regarding licensing for advertising purposes:

“Our Bible Institute/School of Ministry is certified by Foursquare Christian Education, a ministry department of International Church of the Foursquare Gospel. This certification is not accreditation, rather is evidence that the school meets academic requirements specifically for licensing purposes. Upon graduation and appointment in a Foursquare church, our graduates will be eligible to apply for Foursquare licensing.”

` 2.2 Administration

The institute must be organized and managed in a way that demonstrates academic and financial credibility. It should be under the oversight of the local sponsoring church(es), and operate within the educational guidelines framed by the International Church of the Foursquare Gospel. When structuring the administrative foundation for an institute, follow these steps:

District Supervisor’s Approval When considering starting an institute, the first point of contact should be with the district supervisor. Contact can be made via writing a letter of intent, calling, or making an appointment. Your district supervisor will need to endorse your request for board approval. This endorsement should be the last step prior to sending the application to Foursquare Ministry Training Institutes at 1910 W. Sunset Blvd., Suite 500, Los Angeles, California, 90026. (See Appendix 7 for a sample application)

Church Council Agreement When the church council backs the institute, it provides credibility, guidance and needed resources. If a Bible Institute is to be a ministry of the local church, it is imperative that there be agreement with the vision. Signatures of the church council are required on the Foursquare Bible Institute Application. If the institute will serve the division, a broader base of agreement will be needed. However, it is still important that the church council of the hosting church understand and agree to the commitment (time, finances, facilities etc.) that may directly affect the church.

Set up an Administrative Committee The institute should be under the direct oversight of an administrative committee. The administrative committee must oversee the operation of the institute making sure that the standards for approval as an institute is maintained and that the program fulfills the institute’s mission statement. The institute’s administrative committee will consist of a minimum of five members. The senior pastor shall serve on the administrative committee. At least one church council member (in addition to the pastor) shall serve on the committee at all times. Because the institute will operate as a department of the church, all financial matters will be reviewed and approved by the church council. Other members of this committee could be additional council members, elders, or educators within the congregation. This committee should meet on a regular basis.

Appoint a Director It is recommended that the institute director have a Master’s degree from an accredited institution, or be working toward it. The director should be answerable to the Administrative Committee, and should be responsible for the oversight of the institute program. They should have sufficient personnel to maintain proper attendance records, payment records, transcript records, and telephone or written contacts during the admission process with students.

Please note: The title@ given to these various administrative positions may differ from institute to institute. It is imperative, however, that the areas of administration listed above be covered.

A sample time-line for starting an institute is available in Appendix 1.

2.3 Faculty

A Bible Institute must have credible, committed, and spiritually gifted faculty. The institute must employ sufficient faculty to sustain the level of programming promised by the institute. Choose wisely for faculty members are the key to the success of any Bible Institute. It is imperative that they demonstrate spiritual maturity and experience as well as academic qualifications. Faculty should be provided with a written handbook or handout containing the procedures and policies that must be implemented by each faculty member.

The administrative committee of the institute should approve faculty. If there is a desire to have a faculty member sign an employee contract, it is recommended that the sample in Appendix 2 be used as a guideline. Do not use it verbatim but adjust it to meet your particular situation. It is also recommended that before issuing a contract, a copy be sent for review to El Clark, corporate counsel for Foursquare International. He can be reached by calling 213.989.4211 or by email at [email protected]

For institutes desiring to establish transfer agreements with accredited colleges, in most cases, it will be imperative that the faculty have at least a Bachelor’s degree and preferably a Master’s degree in the field they are teaching. Further, it is vital that faculty degrees have been issued by recognized accrediting agencies. Only those schools accredited by the following agencies will be recognized: The Association of Theological Schools, The Accrediting Association of Bible Colleges (AABC), The Transnational Association of Christian Colleges and Schools (TRACS), and regional accrediting associations affiliated with these agencies. Accrediting agencies not approved by the U.S. Department of Education and the Council of Higher Education in America will not be recognized for faculty qualifications.

A note about your unique pool of prospective teachers: The general rule is that teachers must have at least a bachelor’s degree in the specific field to teach a course in a Foursquare certified institute or School of Ministry. Creative liberty may be taken, with prior approval, to allow other degreed professionals to assist in the teaching responsibilities of the school. For example, a lawyer/judge may be an appropriate instructor in ethics or leadership as a J.D. provides good foundation in both. Some historians also have expertise in managerial communication for ministry. A Christian counselor would make a good candidate to teach both psychology and pastoral care.

2.4 What is a Mission Statement?

A mission statement is a clear, concise explanation of intention or mission. The mission statement will become a guide that determines the direction in which the institute develops. It will guide in determining the courses that are included in the curriculum, the type of instruction that is used, the criteria for personnel, and all the other details related to the institute. It is the standard or guidepost by which all decisions are made. In other words, the mission statement should be used to keep the institute on target.

In addition to determining direction for the institute, the mission statement will provide the basis for developing the purpose statement, objectives, and strategies of the institute.

Samples of completed mission statements, purpose statements, and objectives are shown in Appendix 1.

Developing a Mission Statement

The pastor, administrative committee, institute director, prospective faculty, and any other essential leadership people should meet to discuss the intention of the institute.

ÿ What is the primary task the institute wishes to accomplish? • To train leaders for the local church? • To train leaders to be licensed and minister in other locations? • To train church planters? Pastors? Missionaries? • To provide instruction with possible transferability to other institutions?

ÿ What group will be targeted for recruitment? • People who have just graduated from high school? • People who are already involved in ministry? • People from the local church only? • People from other Foursquare churches? • People from the local community?

At the close of this discussion, the next step is to write the mission statement. The statement should be as concise as possible, but it must describe the essential elements and characteristics of the institute. It is good to keep it less than 75 words or even shorter so it can easily be memorized. The mission statement should be rewritten until group consensus is achieved. This is a process which may require several meetings, but careful consideration of the mission statement is vital both to the start-up process of an institute and to its future.

2.5 Basic Course of Study for Certified Bible Institutes and Schools of Ministry

The basic course of study for Foursquare Bible Colleges is divided into four major categories: Systematic Theology (Foursquare Doctrine), Bible, Ministry, and General Education.

Although these categories should be included in the course of study of every Foursquare Bible Institute and School of Ministry, other categories may also be included. Foursquare doctrine may be approached systematically, biblically, or through a combination of approaches.

An institute may choose whether it wants a non-formal or formal focus. This determines how many hours are required of formal classroom training (375 hours for a non-formal focus, 500 hours for a formal focus). Remember that these are minimum numbers and each Bible Institute will add additional courses to best suit their specific mission.

If a Bible Institute desires a non-formal focus, the majority of the required formal classroom instruction should be used to teach the required Foursquare doctrine and the basic Bible classes.

Many institutes that are located in large cities find that is profitable to have their students take some general education courses, such as English composition and Public Speaking, at local community colleges.

It is important when building a course of study to seek balance. Students should be trained in all areas. A student that has had multiple hours of Bible training but no training in how to teach, might find difficulty in teaching others what they have learned.

Recommended balance is as follows:

Category Hours of Instruction Percentage of Training (formal or non-formal training) Bible 287.5 38 % Foursquare Doctrine 125 17% Ministry 262.5 35% General Education 75__ 10% 750

Each institute must decide whether to operate on the quarter system or on the semester system. That decision will determine the relative value of each course that is offered. The standard requirement for instruction time, which will provide for the possibility of transferability, is 12.5 hours of instruction for each semester unit. Please note that there may be some time discrepancies when transferring from a quarter system to a semester system or vice versa. If the possibility of transfer is not an issue, the instruction time for each class can be adjusted. If transferability is desired, it is recommended that the curriculum of the institute be built in such a way that the courses will transfer easily. Patterning course names, numbers, descriptions, and time in class after the primary college that students will transfer to will facilitate this process. For further information regarding the semester and quarter systems and a conversion chart, see Appendix 10.

2.6 Basic Course of Study Requirements All Foursquare Bible Institutes must teach Foursquare doctrine.

Required content At Life Pacific and LIFE East taught as Theology, Christology, Anthropology, Hamartiology Systematic Theology I Pneumatology, Angelology Systematic Theology II Soteriology, Ecclesiology Systematic Theology III Divine Healing, Eschatology Systematic Theology IV

The required content may be approached through Biblical theology rather than systematic theology, but the subject matter must be covered. For sample Systematic Theology I - IV course outlines from Life Pacific College (formerly LIFE Bible College) and LIFE East see Appendix 5.

Basic Course of Study Recommendations Bible: Highly Recommended Recommended Electives Bible Survey O.T. History Pentateuch Poetical Books The Gospels Hebrew Prophets Acts Prophetic Books Romans The Corinthian Epistles Pastoral Epistles Prison Epistles Epistle to the Hebrews General Epistles Ministry: Highly Recommended Recommended Electives Biblical Languages/Exegesis Church Communication Spiritual Gifts and Ministries Pastoral Counseling Music/Worship Multi-cultural Evangelism Evangelism/Discipleship Introduction to Preaching Foursquare Polity and Administration* Preaching Practicum Effective Teaching Pastoral Ministry

*In order for an institute to teach this class, it must have district approval and the teacher must be approved by the International Church of the Foursquare Gospel. See Appendix 12 for further information.

General Education: Highly Recommended Christian Ethics Leadership Development Christian Family History of Christianity

For Course Descriptions see Appendix 5.

For those who desire to use all 750 hours in formal classroom instruction, see Appendix 4 for unit recommendations and also sample courses of study from Life Pacific College (formerly LIFE Bible College) and LIFE East. On-line courses may also be incorporated as a part of the curriculum.

2.7 Transfer of Credit

The standards for institutes pursuing a formal emphasis to provide the potential of (not the guarantee of) credit transfer to other institutions. Credit transfer is generally contingent upon a relationship in which the institute would meet criteria determined by the college to which students wish to transfer. Therefore, it is important the institute first establish a relationship with that institution. This would include receiving, understanding, and meeting the criteria set for transfer. Usually a portfolio is established and a transfer agreement is made by a Letter of Articulation.

It is imperative that a Bible Institute takes great care in advertising with regard to the transfer of credits. It should never advertise that units are transferable to a certain college unless a Letter of Articulation is on file as proof of that agreement. This letter of articulation should be updated annually. IMPORTANT: An institute that advertises transferability of credits without a Letter of Articulation could face false advertising charges (See Legal Concerns pages 2.1 - 2.2).

Be sure to check directly with the college for up-to-date criteria for transfer as the criteria varies from school to school. For example, the following is the current standard for transfer of units to Life Pacific College (formerly LIFE Bible College):

1. Transcripts are evaluated on a course-by-course basis. 2. One unit = 12.5 hours in the classroom plus 25 hours of homework. 3. A lower division class must be taught by a teacher with at least a Bachelor’s degree from an accredited institution in the area of the course content. 4. The grade received for the class must be at least a C or above. 5. Course content must contain at least two thirds of material covered, including prerequisite materials by the receiving institution. 6. The units transferred in must equal at least half of the course requirement or the class will have to be retaken. Example: Acts is a required three-unit class at a local Bible College. An institute teaches Acts but the class only meets for 15 hours. Since one unit equals 12.5 hours, Acts would only transfer as one unit. Since one unit is not equivalent to half of the three units Acts class taught at the college, the student would have to retake the course. If the institute taught Acts for 25 hours, the class would transfer as two units (25 divided by 12.5 hours = 2 units). Since two units are more than half of the three unit Acts class at the college, the student would not have to retake the class. However, please note that the student would be short one unit and would need to take another Bible class in order to fulfill the unit requirement. 7. A maximum of 64 semester units can be transferable. 8. Only classes that are considered lower division curriculum at Life Pacific College (formerly LIFE Bible College) are eligible for transferability (some exceptions apply).

For a sample of a Transfer of Credit Policy@ from LIFE East and/or the “Institutional Self-Study for Articulation Approval” for certified Formal Bible Institutes that are seeking an Articulation Agreement with Life Pacific College, See sample in Appendix 4.

It is vital that an institute that desires transferability contact the institution that they desire to transfer units to, and be sure that they meet at least the minimum requirements so that their students do not have to retake the courses. Obviously, the easiest arrangement is for the institute to teach the classes in exactly the same time frame as the college.

2.8 Course Outlines

Each course should have a course outline, also called a syllabus. A course outline is a very important document that defines the contract between an instructor and each of his/her students. A course outline should list the name of the instructor, the mission statement of the institute, a course description, course objectives, textbooks and materials, course requirements, course policies, and a course schedule or calendar.

It is important that each course outline contain the mission statement of the institute. This is so that the instructor can point out to students the way in which each course conforms to and supports the mission.

Each course description should be directly quoted from the descriptions, which are published by the institute. Instructors are not free to write their own course descriptions. The content for each course must be determined by the institute director and the administrative committee in order to ensure that the content is consistent with the mission of the institute. Each course should be approved by the institute director before the beginning of each teaching period. The course description should provide a brief overview of the major content areas of the course.

The course objectives should be developed from the course description. The objectives should state what knowledge or skills the students are expected to master. This outcome should be both observable and measurable. This means that the expected learning can be observed by the instructor and measured when the student completes some type of evaluation. (i.e. Has the student demonstrated 90% or 75% accuracy in the area of instruction? More or less?) Objectives must be stated in a way that allows the instructor to evaluate the effectiveness of the instruction. For example:

Not observable and measurable: Students will study the first five books of the Old Testament. Observable and measurable: Students will demonstrate an understanding of the concept of redemption in relation to the Pentateuch.

Although it is not necessary to include in the course outline the evaluation tools that will be used, it is very important that each instructor plan specific evaluation processes to measure each objective. For example: The correctly written objective above could be evaluated by test questions. It could also be evaluated by a written assignment or oral presentation in which the instructor could observe and measure the learning that has occurred.

The textbooks and other materials, which will be used in the course, should be clearly explained. Complete bibliographic information should be included on all books; author’s full name with last name first, full title and any subtitle, edition (if not first edition), volume number, (if it’s a multi volume work), city of publication, name of publisher, and year of publication. The bibliographic information for all other materials should also be included.

Course requirements should be clearly explained in the course outline. Although instructors may give oral explanation concerning requirements, the syllabus should give students enough information to know what to expect as far as scheduling time and arranging resources in order to complete each assignment. When listing the requirements, the relative value of each requirement or assignment should be explained. For instance, a test may be worth 10% of the total possible points in the course. A paper may be worth 20% of the total.

2.9 Course policies should be thoroughly explained. Policies may cover such areas as class attendance, penalties for late work, failure to turn in assignments, etc. Although many institutes have policies which cover the same area, it is the instructor’s responsibility to include his/her policies in the outline. For instance, an institute may require that students attend 80% of all class sessions. However, an instructor may also have a policy stating that a grade deduction will be made for each absence from class. The course must thoroughly explain all policies that affect the student’s ability to complete the course successfully.

A schedule or calendar should list the segments in which the instruction will be given. A schedule can also be used to list deadlines for examinations and major assignments.

See samples course outlines in Appendix 5.

2.10 Budget

An effective, practical budget helps ensure that an institute can provide quality instruction on a consistent basis. (See Appendix 6 for sample budget worksheets.) In its simplest form, a budget lists income and expenses. However, a budget can help provide answers to complex questions: What tuition rate should be charged? What compensation should instructors receive? What financial role should the supporting church have?

Although the answers to these questions may vary during different phases of the institute’s growth, a budget is a key ingredient to the financial integrity of the overall ministry. The process of developing a budget should include the senior pastor, the institute director, and a member of the administrative committee and/or the church council. In the initial stages of the budget development the following considerations should be addressed: How much capitol will be necessary to purchase furniture, books, and equipment? What financial reserve should we have before we begin operation? Will we incur expense to prepare our facility for an institute? How much of our budget should be dedicated to operate a library? What portion of regular expenses (utilities, insurance, etc.) will the institute cover? What is the tuition for the students who attend community colleges in our area? What will the expense be, per student, to operate our institute?

The typical institute will likely draw income in these categories (although the percentages may vary): 40% from tuition and fees 30% from donor/corporate support 30% from sponsoring church support

Tuition/Fees

The institute should assign a per-course or per-unit charge for instruction. In setting tuition rates, an important consideration should be the overall budget of the institute (a sample budget worksheet can be found in Appendix 6). A second consideration should be the economic capabilities of the average student. Tuition should be high enough to help defray the costs of the institute, but it must be low enough to make attendance possible.

It is always most favorable to have students pay complete tuition costs at the beginning of the term of instruction. However, many students may find it necessary to make tuition payments at regular intervals. While it may not be possible for a student to pay $500 in one lump sum, five payments of $100 each would be possible. In addition to deferred payment plans, some institutions offer discount tuition for spouses of students or for other family members of students.

There may be other fees required for instruction. For instance, a fee may be charged for access to a computer classroom or laboratory. As with tuition, it is best to have all fees paid at the beginning of the term of instruction.

It is imperative that meticulous financial records be kept for each student. This is also addressed on page 3.4 under “Records.”

2.11 Table of Contents

Operation

3.1 Application Process 3.2 Textbooks 3.2 Attendance 3.2 Student Evaluation (Testing) 3.3 Grading 3.3 Grading Scales 3.3 Grade Point Averages 3.4 Records 3.4 Student Records 3.5 Faculty Records 3.5 Documents/Records 3.6 Library 3.7 Facilities 3.8 Ways to Promote a Bible Institute Student Application Process

Because an application should reflect the mission and purpose of an institution, each institute should develop its own application form. Although much of the information required will be general, other information should be designed to make sure that the students enrolling are students who will be served well by the institute. For example, people who have been saved only a brief time or feel no call to ministry, would probably not be served well by most institutes. An application should require information, which fits into the following categories:

ÿ Personal-This will include questions relating to name, birth date, address, Social Security number, verification of citizenship, marital status, etc.

ÿ Spiritual-This should include questions relating to conversion, baptism, Christian lifestyle, call to ministry, etc.

ÿ Educational-This should include questions relating to high school completion and previous college or institute work.

Many institutes require a pastor’s reference and at least one Christian friend’s reference. This is especially important when the institute admits students from outside the local or sponsoring congregation. The questions on these reference forms should relate to spiritual maturity, character qualities, and potential for being effective in Christian service.

After the application has been clearly defined, it can be distributed along with promotional materials for the institute such as brochures, posters, and catalogs. All deadlines for sending information to the institute should be included with each application packet.

In addition to developing an application, institutes should develop a list of standards that will determine if applicants are qualified for acceptance into the institute’s program. The standards might include the following:

ÿ The applicant has a high school diploma or its equivalent. ÿ The applicant has lived a consistent Christian life for at least one year. ÿ The applicant has positive references from his/her pastor and a Christian friend.

Samples of application forms and reference forms can be found in Appendix 7.

3.1 Textbooks

Textbooks used for each institute course should be appropriate for college-level instruction. Caution should be exercised to be certain that textbooks are not written at a graduate level if they will be used in undergraduate courses.

The textbooks and materials must be capable of being used to formulate examination materials during the course. They should be listed in the course outline by author, title, volume number, publisher, and publication date.

For a book to be consider college-level, the following criteria must be met:

• The author must be a recognized authority (in terms of education and experience) in the field in which he or she has written. • The author must use standard college research and documentation methods in his or her book.

The student should expect to complete consistent reading assignments from the textbooks and materials used in teaching the course. These readings should also become a part of the examinations given in the course.

Textbook information is included in the Course Outlines in Appendix 5.

Attendance

In order to ensure quality education, the institute must require both adequate time in class and work outside of class. Roll should be taken in all classes, and an attendance records should be kept for each student. This record should include a list of days that the class meets and should indicate that the student is present, absent, or tardy. After each class session, each instructor should turn in his/her roll book to the institute office so that student attendance can be officially recorded.

Students should be required to attend no less than 80% of the class sessions in order to receive credit for a particular course. If students fall below that level of attendance, they should automatically be removed from the class roll. It is possible, however, that mitigating circumstances may exist. Therefore, an institute should have an appeal policy that addresses situations, which affect a student’s attendance and which may be out of his/her control.

Student Evaluation (Testing)

The institute should see that proper means of evaluation are used in all of its courses. Evaluation should reflect the outcome objectives of the specific course. Periodic examinations should be given throughout a course. The examinations should be difficult enough to reflect the levels of differences among the students in the course. Normally, a mid-term examination and a final examination should be included. In some instances, the instructor may choose to use another means of evaluation such as a major ministry project or report. All means of evaluation should clearly determine the level of learning in the students and demonstrate different levels of learning among them. Note: if all of the students receive an A on an examination, the examination is probably too easy. The institute’s director and administrative committee should refer to examinations and projects in the course outlines, which should be approved.

3.2 Grading A letter grade must be given to each student at the end of each course. Each letter grade, however, must correspond to a numerical grade. Therefore, each instructor must keep consistent, detailed records of each student’s performance and progress. These records should be kept even after the close of a particular teaching period. Assignments, or progress reports concerning assignments, must be returned to students. However, the instructor must keep a record of all grades for all assignments.

Because grades become part of the permanent records of an institute, all end-of-term grades should be written in black ink. The registrar, or the person responsible for maintaining student records, should keep a record of all student grades even after they have been reported to students. Grade records should be kept permanently.

Grading Scales Each institute should establish a standard academic scoring system, which reflects scoring used in college-level institutions. Many institutions use one of the following grade scales:

A (excellent) 94 – 100 A (excellent) 90 - 100 A (excellent) 92.6 - 100 B (above average) 86 - 93 B (above average) 80 - 89 A- 90 - 92.5 C (average) 77 - 85 C (average) 70 - 79 B+ 87.5 - 89.9 D (below average) 70 - 76 D (below average) 60 - 69 B (good) 82.6 - 87.4 F (failing) 0 - 69 F (failing) 0 - 59 B- 80 - 82.5 C+ 77.5 - 79.9 C (average) 72.6 - 77.4 D+ 70 - 72.5 D (passing) 60 - 69.9 F (failure) 59.9 and below

It is recommended that all instructors use the grade scale, which is adopted by the institute director and the administrative committee. In most college courses, the majority of grades will probably be in the C range. That is simply the law of averages. However, the interest level of Bible Institute students may be intense enough that their grades will indicate a higher level of achievement. It is very possible that a majority of grades may be in the A and B range. Consistently having little diversity in grades may indicate that the teaching level is not appropriate or that the assessment/grading process is not accurate.

Grade Point Averages Letter grades are converted to grade points in order to calculate each student’s GPA (grade point average). Two possible conversion scales are listed below:

A 4 grade points A 4 grade points B 3 grade points A- 3.7 grade points C 2 grade points B+ 3.3 grade points D 1 grade point B 3 grade points F 0 grade points B- 2.7 grade points C+ 2.3 grade points C 2 grade points C- 1.7 grade points D+ 1.3 grade points D 1 grade point F 0 grade points

3.3 In order to calculate a GPA, the grade for each course must be converted into grade points. The grade points are then multiplied by the number of units per course. For example, if a student earns an A in a 3-unit course, the grade points for that course would be 12 (using the first scale listed above). If a student were to earn a C in a 3-unit course, the grade points for that course would be 6. The GPA (grade points-18 divided by total units- 6) would be 3.0. In order to calculate a cumulative GPA, a record of all grade points earned must be kept. The cumulative GPA would be calculated by dividing the total grade points by the total units completed. Most colleges require that students maintain a grade point average (GPA) of at least 2.0.

Records

The record-keeping procedures of the institute should meet high standards of accuracy, confidentiality, and permanence. The integrity of the institute can be gravely undermined if proper record-keeping procedures are not followed. Major student records, such as attendance records and grades, should be kept in a fireproof, tamper-proof place. It is recommended that student’s records be kept on a computer so that off-site back-up copies can be kept. For example, the person in charge of records could back up all new information on a daily basis and keep the records with him/her at the end of each day. By doing that, records are always available should the on-site records be lost or destroyed.

Right of Access/Disclosure Institutes should observe the Family Educational rights and Privacy Act of 1974. Thus, with a few exceptions provided by law, students may review their educational records upon request. Access should be granted upon submission of a written request. Information, such as external references (which students may have waived their right to see), are the only items that should be excluded from their review. Students may request the amendment of their educational records if they feel the records are not accurate.

With certain exceptions provided by law (directory information such as name, current address, telephone number, e-mail address, date and place of birth, major dates of attendance, degrees and honors received, and enrolled units), institutes should not release information concerning students to others, including prospective employers, government agencies, credit bureaus, etc. without the student’s written consent.

Student records that should be kept:

• Student record card-This should contain personal data for each student. The data should include the name, date of birth, permanent address (if it is different from the school address), person to contact in an emergency, and any medical condition(s) that may require special treatment or attention.

• Academic progress sheet-This sheet should list all of the courses offered by the institute and should specify all of those that are necessary for the completion of the course of study offered by the institute. It should indicate each course, which the student has completed, and/or all those in which he/she is currently enrolled; it should also include all classes that have been transferred from another institution. Each completed course should show the grade received.

• Attendance record-Each student’s attendance must be recorded for every class session. All explanatory information relating to absences should be kept on file.

• Financial record-This should reflect the payment of tuition and required fees for each student.

3.4 Faculty records that should be kept:

• Résumé-This should include both the education and experience of each instructor.

• Transcripts-This should include official transcripts for each instructor for each degree earned and/or courses completed.

• Evaluations (by students)- This should contain the compiled results of the evaluations done for each class.

• Financial record-This should include the stipend paid and tax information. Each instructor would have taxes withheld and receive IRS Form W-2 or would have self-employment status and receive IRS Form 1099.

Documents/records that will need to be generated:

• Grade cards-Each student should receive a grade card at the end of the term of instruction. Grade cards can be generated as soon as instructors submit their end-of-term grades. Each grade card should contain grades earned in all classes, current term’s GPA, and cumulative GPA.

• Transcripts-A transcript is a record of all the work that a student has completed with the institute and all classes, which have been transferred; this includes grades earned and the cumulative GPA. If a student requests that a transcript be sent to another institution, it may be helpful to include the names of all instructors and their earned degrees. The registrar or other appointed officer must sign transcripts. A transcript should be on a form that has the institute seal. However, if the institute does not have a seal, important institute information should appear on the transcript stationery. An official transcript is one that is received in a sealed envelope. If a student asks for an official transcript to be sent to another institution, the institution must receive it in a sealed envelope. If the student wishes to deliver the transcript personally, the envelope must still remain sealed, and the envelope must have the registrar’s signature written across the seal. A transcript in an opened envelope is not considered official.

• Transfer-of-credit form-Each institute will need to generate a form for transferring credits that students have earned in other institutions. This form will need to list all of the courses that are offered by the institute and the number of credit hours assigned to each class. If a student has transcripts of work done in other institutions, the appropriate designations should be made for each class, which the institute will accept or transfer. Once a class has been transferred, the class must be listed on a student’s academic progress sheet and transcript.

Sample record forms may be found in Appendix 8.

3.5 Library

The institute should have an on-site library, which supports the instruction it offers. The library should include books, periodicals, and other materials, which provide resource information for the courses that are included in the institute curriculum. Since research is part of effective learning, access to a good library is vital. In addition to providing resources for students, the library should also provide as many resources as possible to help instructors maintain a high level of knowledge and skill in their particular areas.

Because the resources in the on-site library must be narrowly focused, each book, periodical, computer program, etc. must be chosen carefully. It is not enough to have large numbers of resources, they must also adequately support the curriculum. It is important to consider the following standards when resources are being selected:

1. The resource relates directly to the content of at least one course in the curriculum. 2. The resource provides information that broadens the scope of classroom instruction. 3. The resource is written and/or produced at a scholarly, professional level. 4. The resource is written by a credible, experienced person. 5. The resource, if theological in content, is consistent with Protestant theology. Note: It may be necessary to provide some information concerning other theologies such as the cults. Sources that include such content should be clearly labeled, in order to avoid confusion. 6. Publications need to consistently updated and address current trends, methods, and concerns. 7. The resources should represent a variety of subjects, with special attention given to reference tools (i.e. multiple copies of popular books do not provide adequate tools for research).

A list of recommended books for beginning a library and cataloging information are available in Appendix 9.

An inexpensive method of on-line cataloging can be very helpful. For example, a library fee each semester is an effective way to help build the library collection. Retired pastors will often donate their study libraries for this cause and donation requests in the church bulletin can have positive results.

It is important the person(s) responsible for the library be trained in the essentials of library science, processes, and functions. If resources are not properly catalogued and maintained from the beginning, they provide limited instructional support.

Many state and some private universities and colleges have libraries provide valuable supplemental resources. Faculty and students alike may benefit by the institute’s investing in off-site library use possibilities. The best arrangement may be to set up a formal library agreement with other area colleges whereby students have borrowing privileges for a small fee. Consortium agreements with other area institutes or small colleges may be a possibility as well. This type of agreement would provide mutual access for all students to every library in the consortium.

3.6 Facilities

Students learn best when they are comfortable and not preoccupied with uncomfortable chairs, improper lighting, or classroom temperature that is too hot or too cold. Adequate classrooms are essential for Bible Institutes and particular attention should be given to the following:

1. Classroom location-Classrooms should be as far away as possible from distracting noises. They should be located close to a drinking fountain and to bathrooms.

2. Windows-Classrooms that contain windows should be equipped with a way to block the outside light (blinds, shades, curtains).

3. Doors-All classroom doors should have windows to protect the instructor when he/she is left in the room with one student. The door should be located at the back of the room so that the distraction of people entering and leaving is minimized.

4. Acoustics-Classrooms must be arranged so that all students can hear the instructor. This can often be achieved by assigning classroom space according to the number of students in a class. Large areas are not appropriate for instructing a small number of students. If amplification is needed, it must be provided.

5. Lighting-The classroom should have enough light to enable students to read and write without straining their eyes. “True Light” bulbs/tubes are a more desirable choice for the overall educational environment.

6. Furniture-The desks, chairs, and tables should be sized to accommodate adult bodies.

7. Equipment-Each classroom should have the following equipment available: Overhead projector and screen Dry erase board Access to a VCR/DVD player with monitor large enough to be seen in all parts of the Room Applicable wall maps and charts

8. Ventilation-All vents, heating, and air conditioning should be in proper working order.

9. Maintenance-The institute facilities should be cleaned regularly, and all classrooms and furnishings should be kept in good repair.

10. Consideration for the disabled student faculty –www.ada.gov provides information and links to detailed information that should be considered by every institute. Churches are exempt from ADA requirements (the American with disabilities act). However, schools are not. Not only is it legally wise to comply with these requirements, it is an excellent testimony to the community that the sponsoring church is concerned about every potential student.

3.7 Ways to Promote a Bible Institute

1. Design an institute logo that can be used on promotional materials and stationery.

2. Design a bulletin insert which can be used in cooperating churches.

3. Obtain mailing lists from cooperating churches and mail a brochure to each prospective student.

4. Call people who have received brochures about the institute.

5. Prepare a press release to be sent to local newspapers, which includes a photo of the institute director or board.

6. Send a public service announcement (PSA) to Christian radio and television stations. Include institute available personnel for interviews.

7. Follow up each promotional appointment with a letter, reemphasizing important aspects of Bible Institute Ministry.

8. Ask for promotional time in church services in all cooperating churches where you can make a brief announcement about the institute, distribute literature, and answer questions from interested parties.

9. Design and post attractive posters that give important information about the institute.

10. Go to adult Sunday school classes and youth and young adults groups to announce the institute schedule.

11. Use bulletin boards in cooperating churches to promote the institute.

12. Offer a husband and wife discount.

13. Provide institute information to parachurch ministry directors in your city or area.

14. Prepare and distribute a promotional video.

15. Publish and distribute an institute newsletter.

Note: Make sure your materials look professional so people take the institute seriously. Utilize marketing and graphics people within the church or community to do it correctly.

3.8 Appendix 1 Sample Time-line for Starting an Institute

12-15 months before institute opens Send to district supervisor a written request for approval to start an institute Request a Foursquare Bible Institute Application Request (from district office) the manual for Foursquare Bible Institutes. Develop an operating budget. 9-12 months (or as soon as approval is granted) Develop a mission statement for the institute. Develop an application for admission. Determine the rate of tuition. Begin the process of selecting, contacting prospective faculty members. Begin the process of determining what classes will be offered and the schedule for classes. Formally organize the institute: director and administrative board. Identify sources for prospective students 9 months Submit Foursquare Bible Institute Application. Develop brochures and other promotional materials. Do initial contacts of prospective students. 6 months Schedule an on-site visit. Finalize selection of faculty; secure commitments from all faculty members. Complete textbook selection process. Do follow-up contacts of prospective students. 4-6 months (or as soon as recommendations from on-site visit committee are received) Make all necessary adjustments suggested by committee.

3 months Finalize and print schedule of classes for first operating period. Process in-coming application information. Send out acceptance letters Meet with instructors to begin discussion of institute policies. Make sure that textbooks and other necessary supplies have been ordered. 2 months Make sure that all course outlines are completed and in compliance with guidelines Continue recruitment and promotion. 1 month Finalize registration plans, details. Close off admissions for 1st term no later than 2-3 weeks before the term starts Make sure that classroom set-up is complete. Meet with faculty members to finalize all necessary details relating to instruction and institute policies.

Every year Submit application for renewal as a Foursquare Bible Institute by July 6. Sample Mission Statements

Use these samples to guide you in writing a mission statement for your Bible institute in 75 words or less.

Life Pacific College (formerly LIFE Bible College) The mission of Life Pacific College (formerly LIFE Bible College) is to support the advance of the Kingdom of God through education and training. The college nurtures the development of ministering persons within a Pentecostal/Charismatic life-experience in God so that men and women are prepared to evangelize and to disciple the nations and to serve and lead the Body of Christ in general and the International Church of the Foursquare Gospel in particular. This preparation is accomplished in the life of the student through: • the acquisition of biblical and theological knowledge • the pursuit of general studies from a Christian perspective • the development of their character and • the formation of ministry and leadership skills

Angelus Bible Institute A.B.I. is a multi-lingual training institute designed to prepare ministers and missionaries and to instruct those who wish to deepen their knowledge of the Word of God.

Angelus Institute of Ministry The mission of Angelus Institute of Ministry is to coach and train maturing servant leaders who are devoted to develop their call and character as a member of a ministry team.

Oregon College of Ministry Our mission • To develop servant-leaders who possess a strong Biblical foundation capable of communicating the revealed truth of a risen Savior to real people. • To equip servant-leaders to teach and train others for ministry through a rigorous academic regimen along with practical experience of ministry to a hurting world. • To release servant-leaders who promote healing through application of a Spirit- filled ministry and a Biblical perspective of the healing process.

Appendix 2 FOURSQUARE BIBLE INSTITUTE TEACHER’S AGREEMENT

You are hereby offered employment at ______(school name) for the term which begins on ______and ends ______. Your teaching schedule will include ______(name of class/es) which will meet ______(day/time).

In order to provide a healthy spiritual, and professional atmosphere, your acceptance of this offer to teach signifies your voluntary compliance with the following terms and conditions. Continued employment with the school shall be contingent upon your agreement with these terms and conditions and professional performance in carrying out the requirements of your assigned position.

Terms and Conditions: 1. Willing support of the spiritual guidelines contained within the Articles of Faith of the International Church of the Foursquare Gospel and ______(school name).

2. Sustained regular attendance at a Pentecostal or Evangelical church, this to be verified by a letter from your pastor to confirm your faithful relationship to the fellowship of your choice.

3. Personal loyalty to this school and its administration. Each teacher is worthy of respect from students and peers. It is expected that this same attitude will be shown the administration by each member of the faculty. Criticism of other staff members, school administration or church leadership is only acceptable when confidentially discussing the criticism with the individual(s) involved. Public discussion with students, their families or other uninvolved staff members is considered a violation of this agreement.

4. All teachers are expected to exemplify Christ in their daily lives. Accordingly, behavior which both teacher and school agree that each faculty member will abstain from include, but are not limited to, sexual promiscuity, homosexuality, idolatry, sorcery (which includes doctrines of New Age and/or witchcraft), outbursts of wrath, disregard for human life, drunkenness and any other behavior which is inconsistent with a Christian lifestyle and biblical principles (Galatians 5:19- 21; 1 Corinthians 6:9-11).

5. The parties of this agreement are Christians and agree that any claim or dispute arising out of, or related to, this agreement or to any aspect of the employment relationship, including any claim or statutory claims, shall be settled by biblically-based mediation conducted by the Institute of Christian Conciliation, a division of Peace Maker Ministries (406.256.1583 or on the web at www.hispeace.org). If resolution of the dispute and reconciliation do not result from such efforts, the matter shall then be submitted to binding arbitration conducted by Peace Maker Ministries, if agreeable to both parties, otherwise by the American Arbitration Association.

The parties agree that these methods shall be the sole remedy for any controversy or claim arising out of the employment relationship or this agreement and expressly waive their right to file a lawsuit against one another in civil court for such disputes, except to enforce a legally binding arbitration decision. Each party, regardless of the outcome of the matter, agrees to bear the cost of his/her/its equal share of any arbitration expense incurred to settle a dispute.

This contract is established with the understanding that the employer reserves the right to dismiss without cause or terminate it for any reason within the first six months of the employment period. Reasons for such termination would be, but are not limited to evidence contrary to biblical Christian lifestyle, job performance and poor attitude or lack of loyalty to the school, administration and/or the sponsoring church.

6. The acceptance of this agreement by the faculty member acknowledges that he/she has read and understands the faculty manual. Faculty Employment Agreement page 2

7. The monthly financial terms of this contract are: a. Basic salary $ b. Insurance benefits Medical Dental Life c. Retirement d. Other benefits ______

Sign and return the original copy (all pages) of this contract by ______(date), to indicate acceptance of the above terms. Contracts not returned by that date will be considered void and the offer of employment withdrawn. The teacher=s signature hereinafter signifies their acceptance of the terms and conditions as set forth in this agreement. No contract will be considered binding until countersigned by the administration and/or church leadership. A photocopy of the completed agreement will be returned to each teacher upon final acceptance. Upon acceptance of this agreement between the school and teacher, it is mutually agreed that a 90 day review will take place to review the compliance to the terms and conditions of this contract and the teacher job description.

I hereby accept this assignment and promise to serve wholeheartedly in carrying out terms as described.

______President/Director Administrative Committee Chairman ______Date Date

______Applicant=s Signature Applicant=s Social Security Number

______Date

Bible Institute, Teacher Agreement 2000

Note: It may be desirable to include in this agreement specific Faculty expectations, such as, attendance policies, teaching the complete allotted session, proper notification procedure for deviating from standard class schedule, etc. Appendix 3 Non- Formal Training/ Seminar Training Application

Please note: To insure proper processing and notification and approval (or adjustment) prior to the training session, this form should be submitted at least 7 days before the training date.

Following the training session, please have your instructor sign at the bottom and return it to the Academic Deans office along with a copy of your notes and training materials.

Name

Semester: Fall Spring

Date of training:

Description of training:

Sponsoring church/group:

Name of Instructor:

Actual training time: (does not include breaks) hrs.

Training Category: (check one)

Course Related Management Administration Media Computer Missions Children Music Youth People Skills Adults Drama Senior Adults Other If other, please explain:

Approved Recorded

Signature: Date: Instructor Mentor Program: Categories and Requirements for those with a Christian Education Emphasis

Departmental Administration: The student Discipleship: The student must develop a must assist in completing the administrative relationship with a new believer and help tasks in one department of the C.E. program for him/her become established in the faith. This one quarter ( or other designated period). These should include instruction in water baptism, tasks should include scheduling workers, baptism with the Holy Spirit, prayer, personal attending planning sessions, preparing substitute devotions, Christian fellowship, and witnessing. teachers, acquiring and distributing supplies, set- up/clean-up. Teacher appreciation: The student must assist in planning and coordinating a teacher Special program: The student must assist in appreciation event. coordinating a children=s holiday program. Visitation: The student must visit in homes, Evangelism: The student must assist in planning hospitals, rest homes or convalescent homes; and coordinating an evangelistic outreach for visits should include prayer. children. Administration: The student must participate in Teacher training: The student must observe a budget development, record keeping, curriculum teacher training meeting; he/she must submit to selection/ordering, letter writing. the institute an agenda from the meeting. Nursery: The student must interview the Printed materials: The student must prepare church’s nursery coordinator and tour the and/or assist with the preparation of a bulletin, nursery with him/her. The student should write newsletter, group letter, or some other type of and submit to the institute notes relating to C.E. communication. procedures, personnel requirements, and safety policies. Recruitment: The student must participate in a teacher recruitment program. Teaching adults: The student must teach a Bible lesson to adults 25 or older. Pastoral care: The student must observe and/or participate in a pastoral care session.

Teaching youth: The student must teach a Bible lesson to a group of junior high or senior high people.

NOTE: Students are required to participate in each of these areas during the time period allotted to the mentoring process. It is recommended that the student complete seven categories each semester. Students must also fulfill all additional requirements given by the mentor. Mentor Contract

Student Church Assigned mentor Name Position

The mentor program is designed to help students receive practical, hands-on experience with ministry skills. The responsibilities of each party (the student, the mentor, the institute) are explained in the sections which follow.

Student Responsibilities:

The student will carry out all assignments while demonstrating a good attitude and a teachable heart. The student will devote the amount of time required to complete satisfactorily all tasks. The student will attempt to gain the maximum benefit from the ministry training which he/she receives. The student will complete and submit to the institute the required reports for all completed ministry experiences.

Mentor Responsibilities:

The mentor will give the student the agreed-upon number and variety of ministry opportunities. The mentor will devote at least 1 hour per week to instructing the student in ministry philosophy and/or skills. The mentor will complete and submit to the institute the required reports for evaluating the student=s performance.

Institute Responsibilities:

1. The institute will function as an intermediary between the student and the mentor, making sure that both parties are in compliance with the guidelines of the mentor program. 2. The institute will maintain consistent contact with both student and mentor. 3. The institute will receive and maintain all reports from the student and the mentor.

We, the undersigned, agree to fulfill the responsibilities listed above:

Student Mentor Institute Representative

Copies of this contract will be sent to all parties Appendix 4 Course of Study Building Structure for Institutes Desiring 750 hours of Classroom Training

This course of study framework provides for 60 semester units. Each unit is equal to 12.5 hours of instruction. The 60 units x 12.5 hours = 750 hours. For each classroom hour an additional 1.5. to 2 hours should be required in homework.

Systematic Theology - 10 total units for graduation Systematic Theology I (Theology, Christology, Anthropology, Hamartiology) 3 units Systematic Theology II (Pneumatology, Angelology) 3 units Systematic Theology III (Soteriology, Ecclesiology) 2 units Systematic Theology IV (Divine Healing, Eschatology) 2 units 10 units

Bible - 23 total units for graduation

Choose 8 additional units from this list Bible Survey*3 units O.T. History 3 units Pentateuch 3 units Poetical Books 2 units The Gospels 3 units Hebrew Prophets 3 units Acts 3 units Prophetic Books 2 units Romans 3 units The Corinthian Epistles 2 units 15 units Pastoral Epistles 3 units Prison Epistles 2 units Epistle to Hebrews 2 units General Epistles 2 units *This class is especially recommended for institutes that do not teach all of the books of the Bible within their courses. Bible Survey helps to insure that students do not graduate without at least having an overview of every book of the Bible.

Ministry - 21 units for graduation Choose 8 additional units from this list: Biblical Languages/Exegesis 3 units Church Communication 2 units Spiritual Gifts and Ministries 3 units Pastoral Counseling 3 units Music/Worship 2 units Multicultural Evangelism 2 units Evangelism/Discipleship 2 units Introduction to Preaching 3 units Foursquare Polity & Admin.* 3 units Preaching Practicum 2 units 13 units Effective Teaching 3 units Pastoral Ministry 3 units *In order for an institute to teach this class, it must have district approval and the teacher must be approved by the International Church of the Foursquare Gospel. See Appendix 12 for further information General Education - 6 units for graduation Choose 6 units from this list: Christian Ethics 3 units Leadership Development 3 units Christian Family 3 units History of Christianity 3 units Life Pacific College (formerly LIFE Bible College) 65-Unit Program in Biblical Studies

Bible

Bi 103 Synoptic Gospels 3 Bi 115 Pentateuch 4 Bi 203 Acts 3 Bi 205 History of Ancient Israel 3 Bi 230 Biblical Exegesis Practicum 3 Bible Elective * (2)

Theology Th 121 Systematic Theology I 3 Th 125 Systematic Theology II 3 Th 215 Systematic Theology III 3 Th 217 Systematic Theology IV 2

Ministry Ev 102 Evang. & Discipleship 2 Ev 110 Multicultural Evangelism 3 Gm 208 Spiritual Gifts & Ministry 2 Gm 211 Intro. to Bib. Preaching* (2)

General Education Co 155 Principles of Writing II 3 Co 200 Public Speaking 2 Ge 105 Disc. of LIFE Seminar 1 Hi 201 Western Civilization 3 La 130 Bib. Lang. & Exegesis 4 Li 200 Intro. To Western Lit. 3 So 130 Cultures of Ancient Civ 4 Ms 212 Integ. Life Science/Lab -or- Ms 211 Integ. Physical Sci./Lab 4 So 200 Intro. to Psy - or So 250 Intro to Sociology 3

Choose one of the following: Ar 202/3 West Civ Fine Arts Lab 1/11 (2) Ar 220 Intro to the Arts (3) Li 320 Intro to Dramatic Literature (2) Mu 340 Music Appreciation (2)

*Intro. to Biblical Preaching may be taken instead of the Bible elective L.I.F.E. Bible College Standard Ministerial (99 quarter hours) 1st Year B 101 Pentateuch 3 B 103 Synoptic Gospels 3 B 108 Bible Survey 3 Co 102 College Composition 3 Co 110 Speech 2 Ev 101 Personal Evangelism 2 G 103 Intro. to Biblical Languages 3 Gm. 101 Hermeneutics 3 Gm 107 Foundations for Ministry 2 Gm 121 Student Ministry 1 Mu 121 Intro. to Music 2 Th 121 Systematic Theology I 3 Th 125 Systematic Theology II 3

2nd Year B 201 Hebrew History 3 B 203 Acts 3 B 211 Hebrew Prophets 3 Ed 200 Principles of Human Dev. 3 Ed 210 Principles of Bible Teaching 3 Ev 207 International Evangelism 3 G 205 Bible Exploration 2 Gm 210 Homiletics 2 Gm 219 Hermeneutics II 2 Gm 221 Student Ministry 1 Hi 201 Western Civilization 3 Ph 205 Science and the Bible 2 Ph 210 Christian Ethics 3

3rd Year B 301 Romans 3 B 304 General Epistles 3 B 305 Pastoral Epistles 3 B 307 Gospel of John 2 Ed 310 Christian Family Unit 3 Ev 335 Evangelism and Church Growth 3 Gm 303 Practicum in Bible Preaching 2 Gm 304 Foursquare History and Mission 2 Gm 317 Pastoral Ministry 3 Gm 321 Pastoral Ministry 3 Gm 321 Student Ministry 1 So 300 Introduction to Sociology 3 Th 315 Systematic Theology III 3 Th 317 Systematic Theology IV 2

ICFG Ministerial Applicants Gm 408 Foursquare Church Polity TRANSFER OF CREDIT POLICY

ß Transcripts are not accepted for evaluation unless they are official (sealed and signed from the issuing school).

ß Transcripts are evaluated on a course-by-course basis. Credit can be given only when the course description is comparable to the course offered at L.I.F.E Bible College

ß Credit is given only when a grade of C or above has been earned in the course.

ß Grades are not transferred and do not affect the L.I.F.E. East transcript.

ß The number of units awarded cannot exceed the units assigned to the course in the current catalog.

ß A maximum of 6 units of non-designated Bible courses and 6 units of non- designated General courses may be transferred. Such non-designated units must have logical relationship to the general school curriculum.

STUDENTS WHO TRANSFER FROM NON-ACCREDITED INSTITUTION

Students who have attended a non-accredited institution or a recognized church institute may request a transcript evaluation. An official transcript of studies is required and documentation of the nature of the program. Information will be needed as to:

a) Course content b) Textbook titles c) Course requirements d) Number of class hours e) Faculty qualifications

The number of units transferred will follow the general policies stated above and be dependent upon the information provided by the transfer student to the Academic office.

This transfer of credit will not appear on the transcript until the student has completed 24 units of study here with a GPA of 2.00 or above.

CRITERIA FOR INSTITUTES (For institutes wishing to have units considered for transfer to Life Pacific College)

DISCLAIMER: Note that criteria below are solely for the purpose of evaluating credits for transfer to Life Pacific College. Satisfying the criteria does not guarantee approval by the International Church of the Foursquare Gospel or any government agency. Institutes should contact appropriate government authorities for regulations pertaining to operating an educational entity in their respective states. Foursquare institutes should contact the General Supervisor’s office for denominational guidelines.

GENERAL CONCERNS

A. PURPOSE: A creditable institute will have a purpose statement that includes specific reference to preparing people for professional ministry.

The institute should have a mission statement, which clearly defines the intention of the institute to train men and women for specific church-related ministries (i.e., assistant pastor, youth pastor, Christian formation pastor, etc.)

Each course offered should support the mission of the institute. Instructional materials should be chosen within the guidelines of the mission statement and the subject matter of the course.

B. ORGANIZATION: The institute must be organized and in a way that demonstrates academic and fiscal credibility.

The institute should clearly be under the direct oversight of an administrative board that will be responsible for ensuring sufficient structure, accurate record keeping and a program which fulfills the institutes stated purpose.

The institute should also have a director whose responsibility is the oversight of the institute program and should employ sufficient personnel to maintain proper attendance records, payment records, transcript records, and telephone or written contacts during the admission process with students. Note: if the director has other responsibilities (e.g., staff pastor), his or her primary responsibility must be the institute.

The institute must have sufficient structure to ensure accurate record keeping and the fulfillment of its stated mission and publicized purpose. It must use standard accounting procedures that are both accurate and above reproach (we advise two signature checks, etc.) It shall also be in full compliance with all applicable local, state and federal regulations.

C. TUITION: The institute should assign a per-course or per-unit charge for the course in order to demonstrate that the education in the institute is credible.

D. CATALOG: The institute should publish a catalog or at least a pamphlet which clearly describes program offerings, faculty qualifications, basic academic requirements and a list of costs (tuition and fees). Institutional Self-Study for Articulation Approval

PURPOSE

The purpose of the institutional self-study is two-fold: (1) It assists both you (the institute) and (the college) in determining your student’s readiness to transfer earned credits to Life Pacific College, and (2) it can serve as a way to strengthen and improve your own teaching and learning mission to ministry students. The self-study asks you to examine and report on various aspects of the Bible institute in relationship to LIFE’s criteria for transfer. Once a self-study is approved by the college, we will award a letter of articulation assuring that students may transfer credits as long as the Bible Institute continues to meet the minimum requirement. Every 3 to 5 years a new self-study must be submitted and the articulation agreement reviewed before approval is renewed.

MINIMUM REQUIREMENTS TO START • A cover letter signed by the senior pastor and institute director requesting an articulation agreement. • Two copies of your self-study report. • Verification from ICFG that you are currently approved as a Formal Bible Institute. (We are unable to evaluate Non-Formal Bible institutes and Schools of Ministry.)

HOW DOES IT WORK?

Many of the minimum criteria for transfer have been incorporated into ICFG’s approval process for Formal Bible Institutes. Generally, the self-study will not require you to report on these items. Rather, the self-study will ask you to evaluate additional practices and polices related to criteria that are not part of ICFG’s approval process.

Once we have received verification of your status with ICFG, you may submit the self-study document. Please mail two copies of the document to:

Transcript Evaluator Life Pacific College 1100 Covina Blvd. San Dimas, CA 91773

Alternatively, you may submit the self-study document as an MS Word attachment to [email protected]

Please use following format for your self-study report: ß 81/2” x 11” paper size ß 10-12 point standard font (Times Roman, Arial, Courier or similar) ß Single-spaced ß Maximum of 10 pages CRITERIA

The following minimum criteria for articulation approval should be addressed in your self-study narrative. If your institute does not meet the following criteria, please, explain your current situation and your planned steps toward progress.

1. Institutional Context. The names and address (es) of the institute and the church. Provide a brief history of the Bible institute including date of founding, enrollment scheme (rolling, semester, quarter, trimester, etc.), historical and current student headcount, and current faculty headcount.

2. Director. The institute should have a director whose responsibility is the oversight of the institute program. If the director has other responsibilities (e.g. church staff person), his or her primary responsibility must be the institute.

3. Stability. The institute should be able to provide reasonable assurances that, except for unforeseen circumstances, it will continue to operate for the next five to ten years.

4. Learning Resources. The institute should work toward developing an on-site library that strongly supports the instruction it offers students. The library should include materials through print and/or online services in subject areas taught in the institute and enhance the academic and spiritual development of the students. The library functions to assist the faculty in their teaching, to support the institute curriculum, and thus to meet the broad educational needs of the students. Courses taught in the institute should therefore require that students use the library for research purposes when possible.

5. Faculty Credentials and Course Outlines. The institute must be able to provide relevant records of faculty qualifications and course outline when an institute student requests credit transfer to Life Pacific College. The institute can reasonable assure this capability for at least a ten-year period

6. Required student workload. Life Pacific College requires 12.5 hours of seat time (15 class hours of instruction) plus 22.5 to 30 hours of homework per semester unit of credit. Institutes wishing to transfer credit to LIFE must have their units evaluated according to LIFE’s unit requirement.

7. Statement of Accreditation. The institute must not seek, obtain, or advertise official accreditation with any agency other than a governmental agency, or an accreditation agency recognized either by the United States Department of Education or the Council on Higher Education Accreditation.

8. Advertising. The institute will receive approval from Life Pacific College prior to advertising, publishing, or disseminating any statement concerning transferability of credits to Life Pacific College. A new catalog should be mailed to the transcript evaluator soon after publication. APPROVAL

After we receive all documents and verifications, we will review your self-study. The review will culminate in the following three responses:

1. If the review demonstrates full compliance with all criteria, the college will award a letter of articulation to the institute.

2. If the review suggests significant compliance, the college will request clarifications, further information, or revisions of the self-study report. The request may be communicated by telephone, email, or letter. If further review demonstrates full compliance with all criteria, the college will award a renewable letter of articulation to the institute.

3. If the review suggests that the institute is not yet in full compliance, the college will provide written recommendations for needed changes. The institute will then have 12 months to submit an amendment to the self-study addressing all required changes.

If the amendment adequately demonstrates full compliance with all previously unmet criteria, the college will reward a renewable letter of articulation to the institute. If the institute is still in non- compliance at the end of the 12 month period, the institute will need to submit a new cover letter, ICFG verification, and self-study document for review.

IMPORTANT ADDITIONAL INFORMATION IS NEEDED FOR SPECIFIC COURSES DURING TRANSCRIPT EVALUATION

An articulation agreement provides pre-approval for transferability, but does not assure transfer of every course or transfer at the same unit rate. To qualify for transfer, the course in question must.

1. …have been taught by a faculty member holding at least an accredited bachelor’s degree(Preferably a master’s degree) in the appropriate discipline. 2. … be at least 2/3 equivalent in content to the corresponding LIFE course 3. …have been taken after fulfilling pre-requisites required for the LIFE course. 4. … equal at least _ of the units assigned to the corresponding course at LIFE for it to qualify to replace a course at LIFE 5. …have received a grade of a C or higher. 6. … be part of the lower division curriculum at Life Pacific College ( Some exceptions apply)

Like all colleges and universities, some course titles, descriptions, and curricular requirements amay change from year to year. Therefore, LIFE is unable to pre-approve the transferability of specific institute course. November 27, 2002

Roanna Bennie, Academic Dean Life Pacific College 1100 W. Covina Boulevard San Dimas, California 91773

Dear Roanna:

Christmas is nearly upon us and Thanksgiving is a vivid memory. What a joyous time to be writing to you! Praise his wonderful name.

Attached please find our 2003 Articulation Agreement. After reviewing and approving, please sign it, make a copy for your records, and send us the original so that we may keep it on file here. Please note that we have revised section II, Assumptions and section III Curriculum, as per your request. We have enclosed a current Winter 2003 Catalog that includes course descriptions and hope you find it helpful in making your evaluation.

Hope we finally have everything in order. Thank you so much for all of your assistance in our preparation of our Agreement.

Yours in Christ,

Jackie Hoban Director of Christian Education

Cc: Debbie Meyer, Transcript Evaluator Johnell Loop, National Department of Christian Education ARTICULATION AGREEMENT

INSTITUTE OF BIBLE AND MINISRTY, LIVING WAY FELLOWSHIP And LIFE PACIFIC COLLEGE

I. Purpose: The purpose of this agreement is to establish to process for the seamless transition of a specific program between Institute of the Bible and ministry, Living Way Fellowship (LWF) and Life Pacific College. Students who complete the program as outlined in this agreement earning Certification for Ministry will be able to enter the Bachelor of Arts and/or Associate of Arts Degree programs offered at Life Pacific College. Degree programs shall include: Pastoral Ministry, Pastoral Ministry: FOLD, Biblical Languages, Children’s Ministry, Cross-Cultural Ministry, Music and Worship Minor, Counseling Psychology Minor, Youth Ministry. Some classes’ would be applicable to a double major in Bible and Arts & Letters. Students who have successfully completed coursework in our program will be able to transfer a maximum of 17- hours in Bible, 11- hours in Theology, and 12- hours in Ministry. This agreement is intended to eliminate duplication of courses, provide a framework for degree completion and recognize consistency with the missions, goal and objectives of both institutions.

II. Assumptions: A. In order to transfer to Life Pacific College, students must have successfully demonstrated the following criteria while attending Institute of Bible and Ministry, LWF’s Certification for Ministry:

1. Spiritual- Applicants should demonstrate a commitment to Christ and a desire to share the Gospel wit others 2. Academic- Applicants should have sufficient educational background to enable them to perform at the college level. A high school diploma or document evidencing equivalent education is standard for admission into our credit program. LIFE shall receive notice if there are any students who fall under a nonconforming status, i.e. high school seniors who have demonstrated ability to perform at college level. 3. Performance-Students shall have maintained at least a 2.50 or higher cumulative GPA. B. LWF’s Certificate Program must meet the following criteria:

1. Professors must meet standard qualifications. 2. The course must have work requisite of college level courses and the minimum amount of seat time for a semester course per unit.

C. Students must meet all criteria for admission to Life Pacific College as outlined in the full application. D. Students must complete the following requirements to receive their Certification for Ministry: 1. Complete all the coursework established by Living Way Fellowship as listed in our catalog. 2. Possess a minimum cumulative GPA of 2.50. III. Curriculum: Please see our enclosed Fall 2002 for more complete Core class descriptions. Students will complete the following semester curricular program at the Institute of the Bible Ministry, LWF in order to fulfill the requirement for Certification of Ministry:

Bible Bi 101-2 Sunoptic Gospels I (2) Bi 102-1 Independent Study/Trip to Holy Land (!) Bi 111-2 Introduction to Biblical Literature I (Old Testament Survey) (2) Bi 112-2 Introduction to Biblical Literature II (New Testament Survey) (2) Bi 130-2 Biblical Languages and Exegesis (2) Bi 201-2 Pentateuch I (2) Genesis-Leviticus Bi 202-2 Pentateuch II (2) Numbers, Deuteronomy and Introduction to Joshua Bi 203-2 Acts (2) Bi 204-2 History of Ancient Israel (2) Joshua through Esther *Bi 205-2 The Book of Romans (2)

Theology Th 101-3 Systematic Theology I (3) Bibliology, Theology, Christology Th 102-2 Systematic Theology II (2) Hartiology and Anthropology Th 201-2 Systematic Theology III (2) Soteriology and Ecclesiology **Th 202-2 Systematic Theology IV (2) Pneumatatology and Divine Healing **Th 301-2 Systematic Theology V (2) Angelology and Eschatology

General Ministry Gm 101-1 Spiritual Gifts and Ministries Seminar I (1) Gm 201-1 Spiritual Gifts and Ministries Seminar II (1) Gm 110-2 Evangelism and Discipleship (2) Gm 111-2 Perspectives: Multicultural Evangelism (2) Gm 211-2 Introduction to Biblical Preaching (2) Gm 212-2 Preaching Practicum and Exegesis (2) Gm 213-2 Counseling (2)

* We understand that this class is currently not transferable. ** Theology 202-2 and Theology 301-2 must both be taken I order to transfer to Life.

IV. Dissemination of Information: Each institution may, at its discretion, disseminate information to students and prospective students regarding this joint program in its catalogs, websites, or media for promotion.

V. Program Review: This agreement will be reviewed for accuracy and program changes on an annual basis. Either institution may terminate the agreement with 90-days notice, the termination becoming effective for the next academic year. Please sign and return the original copy (all pages) of this Articulation Agreement to indicate acceptance of the stated terms. Your signature, as an authorized representative for Life Pacific College in San Dimas, CA, hereinafter signifies the College’s acceptance of the terms and conditions, as set forth in this Agreement will be returned to you.

As an authorized representative for Life Pacific College in San Dimas, CA, I hereby declare that I have reviewed and approved of the all of the terms set forth in this Articulation Agreement.

Signature/Title Date

On , before me, Personally Date of Signature Name of Notary

appeared, : Name of Person Signing personally known to me proved to me the basis of satisfactory evidence to be the person whose name is subscribed to the within instrument and acknowledged to me that he executed the same in his capacity, and that by his signature on the instrument the person, or the entity upon behalf of which the person acted, executed the instrument. Witness my hand and official seal.

Signature of Notary Appendix 5 Course Descriptions

Theology (required in all Foursquare Bible Institutes)

Systematic Theology I • Theology-A general overview of theology including the revelation of God, His nature, His character and His works with emphasis on the Trinity. • Christology-A study of the person of Jesus Christ including His pre- existence, His promise, His incarnation and ramifications, and His resurrection. • Anthropology-A study of humanity as God=s creation, human beings as sinners alienated from God by voluntary disobedience and as the objects of God’ redeeming grace. • Hamartiology-A discussion of sin, its origin, reality, extent, result and penalty.

Systematic Theology II • Pneumatology-Covers the scriptural revelation of the person and work of the Holy Spirit. Relevant subjects discussed include His deity, divine names, symbols, as well as His work in the physical universe, in relation to Christ, and in the hearts of believers. The Pentecostal perspective is upheld. The baptism, gifts and graces of the Spirit are emphasized as aspects of His continuing ministry in the Church today. • Angelology-An examination of the scriptural teaching concerning the origin, nature, sphere, work and destiny of angels.

Systematic Theology III • Soteriology-The doctrine of salvation; its plan by the Godhead; its provision through the mediatorial work of Christ, and application through the Holy Spirit. • Ecclesiology-The doctrine detailing origin, nature and constitution of the Church; its local organization, ministry, ordinances, and destiny.

Systematic Theology IV • Divine Healing-A study of God=s provision and promises concerning physical healing. • Eschatology-The biblical teaching regarding the last things, the second coming of Christ and the consummation of the age, the resurrections and judgments, the millennial reign of Christ, and the final state of both the saved and the unsaved.

Bible

Bible Survey A brief overview of the books of the Bible to help students understand the themes, unity and purpose of each book. The focus of study also includes the author and the distinguishing features of each book. Pentateuch A study of the first five books of the Bible in relation to Old Testament history, and God=s eternal divine plan of redemption through Jesus Christ. Special attention will be given to the importance of covenantal relationships, election, and the foreshadowing of the person and work of Jesus Christ in the Tabernacle and the Levitical offerings.

The Gospels An expository and historical study of the life of Christ as revealed in the Gospels. Jesus= life and teaching are analyzed and studied against the backdrop of the contemporary human situation in which He lived.

Acts A consideration of the journeys of Paul and the development of the early churches, with emphasis upon the principles which are applicable to our church life today. The ministry of the Holy Spirit is emphasized.

Romans An expository, exegetical study of the book of Romans. Special attention is given to Paul=s development of major theological themes and his application of them to the lives of believers.

Old Testament History An analytical survey of the dynamics of Hebrew national history from Joshua to Nehemiah. Notable biblical characters are highlighted, and special emphasis is given to the typology of Jesus Christ.

Poetical Books Analysis of the important themes, including exegesis of selected Psalms and application of principles found in them to worship today. Themes of the Biblical wisdom literature of Job, Proverbs and Ecclesiastes.

Hebrew Prophets An introduction to the prophetic literature of the Old Testament, including a study of the role of the prophet in ancient Israel and a survey of the books of the sixteen writing prophets. Also included is a study of the unifying themes found in the prophets.

Prophetic Books A study of the message and ministry of Isaiah, Jeremiah, Ezekiel and Daniel and an in depth study of the book of Revelation.

The Corinthians Epistles An overview of Paul’ first and second letters to the Corinthians. The background and relationship of the two letters are explored as well as their primary teachings and applications. Special attention is given to the portions that pertain to our Pentecostal heritage.

Pastoral Epistles An introductory and exegetical treatment of First and Second Timothy and Titus, with attention given to their bearing upon present-day pastoral problems and the functions and development of the New Testament church. Prison Epistles A general study of Ephesians, Philippians, Colossians, and Philemon. The focus of this study is to provide the student with an overview of the setting, purpose and general content of these books. The great truths of doctrine are considered and strong emphasis is place upon the outworking of these in the life of the believer.

Epistle to the Hebrews An introduction to and exegetical study of the Epistle to the Hebrews with special emphasis on its Christological themes in the light of its Old Testament background.

General Epistles A study of James, First and Second Peter, First, Second and Third John and Jude. Through analysis and exegesis, the teachings of this section of the New Testament are set forth with doctrinal interpretation and historical background.

Ministry Biblical Languages and Exegesis The study of (1) the general hermeneutical approach of grammatical- historical interpretation; (2) the basic elements of Hebrew and Greek for developing simple word studies and (3) the inductive Bible study method, including practical assignments and application of biblical truth to the student=s personal life and ministry.

Spiritual Gifts and Ministries A practical course in which the student is encouraged to participate in the ministry of the Holy Spirit, and to understand the purpose of each spiritual gift. There will be an emphasis on developing a prophetic gifting, intercessory prayer and a biblical perspective on deliverance ministry.

Music and Worship An exploration of basic music ministry in the church including note reading, basic conducting, finding and developing a worship team and developing a repertoire of worship songs.

Evangelism/Discipleship A study of the practical basis for evangelism as a lifestyle for the believer. The principles and perspectives learned will enable the student to communicate the central tenets of the Gospel, contextualize the message to meet different and varied needs and guide the student in establishing relationships with the unconverted and newly concerted.

Foursquare Polity and Administration A course required of all students planning to become licensed ministers with the International Church of the Foursquare Gospel. The course includes a study of corporation bylaws, legal aspects of church management, denominational polity and procedures and orientation to the corporate structure and services. Note: In order for an institute to teach this class, it must have district approval and the teacher must be approved by the International Church of the Foursquare Gospel. See Appendix 12 for further information. Church Communication An exploration of the principles of effective communication within the church and to its various target groups. Practical training will develop verbal and non-verbal communication. The course will examine the barriers to effectual communication and explore solutions so that non- believers and believers alike can hear, know and understand.

Pastoral Counseling An introduction to the principles of Bible-based, Holy Spirit-led counseling. A study is made of human behavior both from the biblical viewpoint and in light of modern psychological theories. Special emphasis is placed on the student=s own personality and potential as a Christian counselor, operating in the dynamics of motivational gifts. Multicultural Evangelism An introductory course in the field of missiology-the science of world mission. The biblical basis for worldwide evangelism, its historical development and current status are studied, including an analysis of major trends and critical issues with an overview of Foursquare missions.

Introduction to Preaching An introductory course designed to give the student a philosophy of preaching and a practical understanding of sermon types, preparation, and delivery.

Preaching Practicum A course designed to help the student learn to preach by practice. The student may concentrate his or her in-class preaching experiences in textual , expository, and/or evangelistic preaching and sermonizing for special occasions. Attention is given to the preparation, delivery and constructive critique of sermons.

Effective Teaching A study of the principles underlying the teaching-learning process presented in light of current research in cognitive learning theory and student motivation. A variety of teaching techniques and problem solving strategies appropriate to each stage of child development will be examined. Effective models in the development of lesson plans will be used.

Pastoral Ministry A course designed to present some basic theological, spiritual and practical foundations for pastoral ministry to a local church. The functional, pragmatic and philosophical aspects of pastoral ministry will be covered, with some attention also being given to the personal needs of the pastor and his or her family.

General Education Christian Ethics A study of the Christian basis for personal and public morality in face of the situation motif seen in today’s culture. Comparisons and contrasts between secular approaches and biblical ethics are noted, with practical application of the principles in the personal life of the student.

Leadership Development A study of the Biblical principles of leadership in context of the church today. Emphasis is placed upon the leader=s development of personal and spiritual qualities and skills which will enable him/her to better equip believers for ministry in the local church bodies. Christian Family A study of the biblical principles of family life with emphasis on the role of husband- wife, parent-child relationships within the home. Included will be a study of the developmental tasks and special needs of adults, communication, the role of the church to the home and the importance of the family unit in society.

History of Christianity A survey of men, movements and doctrines from the close of the New Testament to Christianity in America today. The course traces the development of the Pentecostal and Charismatic movements within the framework of church history with special emphasis on the history of the Foursquare denomination. The course enables the student to view the church as it is today and to avoid the errors and profit from the successes of the past. Sample Course Outlines

It is sometimes beneficial for new faculty to see how other instructors have outlined the course that they will be teaching.

Sample course outlines from Life Pacific have been included for the required Theology courses:

Systematic Theology I Systematic Theology II Systematic Theology III Systematic Theology IV

Sample course outlines are available for all the courses listed on page 2.7. For a complete set of sample course outlines, please call the Department of Christian Education at 1 (888) 635-4234, ext. 4270 COURSE DESCRIPTION SOTERIOLOGY- The doctrine of salvation; its provision through the mediatorial work of Christ and application through the Holy Spirit. ECCLESIOLOGY- The doctrine detailing the origin, nature and constitution of the Church; its local organization, ministry, ordinances, and destiny.

COURSE OBJECTIVES

A. The student shall develop a thorough knowledge and understanding of the provision of salvation through the meditorial work of Christ by means of class discussion and theological word studies. B. The student shall develop skills in the application of the provisions of Christ’s atonement through class discussion, role-play, and memory verses. C. The student shall develop an understanding of and an appreciation for the ministry of the Holy Spirit in the application of Christ’s atonement by considering various theories and concepts in current thought. D. The student shall develop a knowledge and understanding of the origin, nature, and constitution of the Church through the in-class discussion of biblical concepts. E. The student shall develop skills in the application of principles of the doctrine of the Church in terms of its organization, ministry, ordinances, function and destiny by a study of various concepts and the presentation of biblical ordinances.

TEXTBOOK

The Spirit Filled Life Bible Duffield, Guy P. and Nathaniel M. Van Cleave. Foundation of Pentecostal Theology. Los Angeles, CA.: L.I.F.E. Bible College, 1983. Packer, J.I. God’s Words. Grand Rapids: Baker, 1981.

COURSE REQUIREMENTS

A. Homework and Assignments

1. The student shall submit a theological word study in Soteriology from the list provided.

(The paper should be about five pages in length. It should include a) a comprehensive overview of Packer’s treatise on the subject, b) notation regarding comparisons with our textbook, c) personal conclusions or observations which were brought to light during the study. Form, structure, and presence of thought will be criteria for grading.) 1. Unexcused late work will receive the reduction of one grade (or 10%) for each day late, including Saturdays. Late work will only be accepted in the case of illness or emergency. However, you must take the initiative to call and inform the professor ahead of time that such a case exists. The professor will make arrangements at that time as to when the work will be due because of the mitigating circumstances. Due dates are given far enough in advance and it is expected that students will be working at a steady rate throughout the semester not the night before.

2. If necessary, the professor will excuse and student from class for rude, interruptive or other inappropriate behavior (or dress); uncooperative students may b sent to the dean of students for disciplinary action.

3. PLEASE NOTE: The College’s Absence Policy states that when a student leaves class after roll has been taken, for whatever reason, he or she will be counted absent for the entire period, regardless of amount of time spent in the class before leaving. Please do not ask the professor if you may leave early for work or other reasons.

4. No beepers are allowed. If your place of employment needs to reach you, they may call the office and leave a message. COURSE REQUIREMENTS

1. Each student must read the textbook (pp49-171). This reading should be done in the anticipation of the next lecture to enable the students to participate in class discussions, course materials and the textbook. Textbook reading will be reported on R.R. #4. Pop quizzes will be given over this material as well as from time to time so it is imperative to keep up on textbook reading (see Lecture Schedule).

2. There will be four reading reports due throughout the semester on outside theological reading. These forms are at the back of your course material. The reading is to be chosen from the Theology section of the library (or your own personal library). Each report will cover 100 pages of these books. The attached bibliography will help guide your choice. Pease check with the professor if your choice of book is not found in the bibliography.

Report #1 Doctrine of God (see lecture schedule) Report #2 Doctrine of Christ (see lecture schedule) Report #3 Doctrine of Man (see lecture schedule) Report #4 Doctrine of Sin + required textbook reading (see lecture schedule)

PLEASE REMEMBER THAT YOU WILL NOT ALWAYS AGREE WITH ALL THAT THESE AUTHORS SAY, BUT THEY WILL HELP YOU EXPAND YOUR THINKING AND HELP YOU SOLIDIFY YOUR OWN BELIEFS. ALWAYS FEEL FREE TO DISCUSS WHAT YOU HAVE READ WITH YOUR PROFESSOR AT ANYTIME.

3. There will always be four exams (the last one during the week of finals). The dates are noted on the Tentative Lecture Schedule. You always will be informed if these dates are to be changed for any reason.

- In order to be fair to all students, you must not miss an exam unless you are ikk or there is an emergency. You should call the professor to inform her if this is the case prior to the exam. You must make arrangements to take the exam within a week of your return to class. I fyou fail to do this or if you do not have a valid reason for missing the exam, 10 % will be deducted from your total score. The exam will be put in the library immediately after the scheduled date. There is a fee of $2.00 payable to the library. - Any exam receiving a failing grade(64 or under) may retaken. This, too, must be done within a week of the original exam and the student must make the arrangements to retake the exam wit the professor. The professor will not contact you. The two scores will be averaged for your new score. This could mean moving from an “F” to a “C”. Please do not retake the test unless you also restudy the material.

4. Write a 5-10 page paper on a subject drawn from the semester’s study. These papers should be typed, double-spaced and in the correct term paper style. This is a research paper and should be fully documented. You may use footnotes, endnotes or the citing method. You should use at least 5- 10 sources, other than the Bible and textbook. See MLA manual. - The paper should be presented with a cover sheet (title page) giving your name and box number, the name of the paper, as well as the name of the course, professor and the date. Please do not turn in loose papers. The paper should be presented either in a folder or neatly stapled together (see next page). If properly presented it will be returned it will be returned to you.

- Do not bring loose papers to the class, trusting the professor will have a stapler with her.

- PLEASE NOTE: You must include a complete bibliography of all books and sources used in writing your papers. Footnoting or citing and the bibliography are two separate items and must both be included. You may pick up a sheet from the professor to see how the grade for the paper will be tabulated.

SCALE GRADE 95-100 A 93-94 A- 91-92 B+ 85-90 B 83-84 B- 81-82 C+ 76-80 C 70-75 C- 65-69 D 64 and under F

Topic Suggestions:

- The Importance of the Study - Resurrection Controversies of Theology - The Attributes of God - The Christological - The Unchanging God - The First and Second Adam - The Living God - The Process of Temptation - The Promised Redeemer - The Original Sin Question - The Kenosis - Sin and Its Penalty - The Holy Spirit and Christ - The Restoration of Man in Christ GRADINGPERCENT Exams 72; Pop Quizzes 6; Reading Reports 12; In-Class Drills 3; Term Projects 5; Textbook Reading 2

BUSY STUDENTS NEED TO MAKE SURE THAT THEY: 1.estimate carefully their resources of ability, time and energy. 2.establish priorities 3.set realistic schedules, set own deadlines at intervals during the semester. 4.work accordingly at a controlled pace

Appendix 6 Bible Institute Budget Worksheet

Income

Registration fee (number of students) X (fee) $

Library Fee (number of students) X (fee) $

Student Life (retreats, chapel) X (fee) $

Tuition (number of students) X (fee) $

Sales of textbooks $

Gifts from churches and individuals $

Other income $

TOTAL INCOME $

Expenses

Publicity/Promotion $

Honorariums: faculty $

Honorarium: director $

Utilities $

Building rental $

Cost of textbooks $

Cost of instructional materials $

Office expenses $

Other expenses $

TOTAL EXPENSES $

Financial Contribution Release Form for use in Foursquare Bible Institute

I, , make the attached donation in the amount of $ or the gift of tangible property (describe), for the express purpose of establishing or assisting an existing Bible Institute operating under the ministry covering of a Foursquare Church.

I understand that, despite this gift, the endeavor to establish or operate a Bible Institute may not succeed. Foursquare Church has complete discretion to discontinue the efforts to establish or operate its Bible Institute if, in the judgment of Foursquare church, doing so would be in its best interests.

If the attempt to establish operate the Bible Institute is unsuccessful, and thus ended, I release Foursquare Church from any claim, right, or obligation to return any funds that I have donated at anytime to me.

Donor Date

Witness Date

Senior Pastor Date

Institute Director Date

Each party must receive a copy of this agreement with additional copies filed in the institute office, the sponsoring church, and the district office.

Foursquare National Department of Christian Education 213.989.4270. Rod Light, National Minister Appendix 7 APPLICATION Insert FOR ADMISSION Institute Logo

SEMESTER FOR WHICH ENROLLING: Fall, 20____ Spring, 20 ENROLLMENT INFORMATION First-time institute or college student Transfer student with previous institute or college credits

IV.PERSONAL DATA

Full Legal Name Miss Mrs. Mr. Last ______First (legal)______Middle Initial_____Maiden Name First name you prefer to be called if different than above Address City State Zip Telephone ( ) Hours you can be reached at this number E-mail address Social Security Number Date of Birth Age Birthplace Country of citizenship If not U.S. citizen, what type of visa do you hold?

Date of expiration Emergency Contact

Persons to contact in case of emergency: 1. Name Relationship to you: _ Parent _ Guardian _ Spouse _ Other Address City State Zip Telephone ( )

2. Name Relationship to you: _ Parent _ Guardian _ Spouse _ Other Address City State Zip Telephone ( )

Name of Institute does not discriminate in its admission policies on the basis of race, color, national origin, gender, age, disability, status as a veteran, or any other characteristic protected by law.

Marital Status: 9Single 9Engaged 9Married 9Separated 9Divorced 9Widowed 9Remarried Spouse=s Name ______Number of children living at home ______If married or engaged: After you have prayed with, and talked at length with your spouse/fiancé concerning coming to, please have your spouse/fiancé complete this statement.: 9 I do 9 I do not - believe my spouse/fiancé should attend AIM because

Date Signature of spouse/fiancé If separated or divorced: Date Circumstances

IF SINGLE AND UNDER THE AGE OF 21: Father=s name (or Guardian) Mother=s name

Address Address

Are your parents Christians? Father Yes No Mother Yes No

Are your parents in accord with your plans to enroll at Name of Institute? Yes No

Will they help support you financially? Yes No II. SPIRITUAL DATA

When were you converted? Where?

How long have you consistently walked with the Lord? (years) and / or (months)

When were you baptized in water? When were you baptized with the Holy Spirit? If you have not received the baptism with the Holy Spirit and spoken in tongues, what is your attitude concerning this experience?

What church do you attend? Denomination

Address City State Zip

Phone: ( ) Senior Pastor: If Foursquare, which district?

How long have you regularly attended this church? (years) and / or (months) Give full name and address of your pastor or another minister on the staff of your church who knows you well and to whom you will give your Pastor=s Reference Form.

Name Position in church

Address City State Zip

How long has this person known you?

Christian Friend: Please give us the names of two Christian friends (at least 25 years of age, no relatives please) who has known you for at least one year and to whom you will give the reference form. This form is to be returned directly to the office by your friend.

Name Address

City State Zip

Name Address

City State Zip IV. EMPLOYMENT

Employer: Name of most recent employer Type of work

Address City State Zip

Telephone ( ) How long have you worked for this employer?

V. SPIRITUAL AUTOBIOGRAPHY AND PERSONAL EVALUATION

By your own hand, please write or type a short personal history concerning your:

Family:

Childhood:

Conversion Experience:

A statement of your Christian doctrine:

Current relationship with God:

Call to ministry:

1. Have you ever smoked? Yes No - If yes, how long since you last used tobacco?

2. Have you ever used alcohol? Yes No - If yes, how long since you last used alcohol?

3. Have you ever used illegal drugs? Yes No - If yes, how long since you last used drugs? If yes, explain:

4. Have you ever been involved in pre-marital sex or adultery? Yes No If yes, how long since you were last involved?

5. Have you ever been involved in homosexuality/lesbianism? Yes No If yes, how long since you were last involved?

6. Were you ever convicted of any crime other than a traffic infraction? Yes No If yes, please explain:

Please note that if you have not abstained from any of these practices for a period of one year, your application will be reviewed for possible probationary acceptance and follow-up counseling.

VI.TALENTS AND ABILITIES

Please indicate your talents and abilities:

Foreign Language Musical Instrument Drama Voice Art Other VII. EDUCATIONAL DATA

High School last attended Date of graduation

Have you taken any courses by correspondence through Life Pacific College (formerly LIFE Bible College)? Yes No

LIST ALL OTHER COLLEGES ATTENDED WHETHER YOU PLAN TO TRANSFER CREDITS FROM THEM OR NOT.

Name of College or University Dates Major Field of Study Earned Diploma Attended or Degree From -- To 1.

Have you ever been expelled or suspended? Yes No If yes, please explain.

IX. APPLICATION AGREEMENT I hereby apply for admission to Name of Institute and certify that to the best of my knowledge the information given in this form is true. I have read the Doctrinal Statement of the institute, and, if admitted, will cooperate in observing the regulations and upholding the standards of the institute. I understand that I am submitting confidential forms to persons named for reference on this application, and that these forms are to be returned by them directly the Name of Institute Office. I waive my right to see the completed references. I understand that my file may be made available to any appropriate faculty member or administrative officer of Name of Institute..

Signature: Date PASTOR’S REFERENCE FORM

Please print or type: Name of Applicant: (Last) (First) (Middle)

The person named above is applying for admission to Name of Institute and has given us your name and address as a minister who knows him or her well. The institute desires to admit persons of Christian character with ministerial potential, thus we depend upon the pastor’s reference as an important aspect of our admission process. Serious consideration is given to this recommendation; therefore, your cooperation in completing this form as candidly as possible will be greatly appreciated. All information provided on this form will be held in the strictest confidence.

Have you known the applicant for at least one year? Yes No

How long have you known him or her to have lived a consistent Christian life? How long has he or she been an active part of your church fellowship? In what Christian service activities within your fellowship has this person been involved during the past year?

Please circle the number on the following scale which indicates your assessment of the applicant=s participation in the life of the church): Poor Superior Dependability 1 2 3 4 5 6 7 8 9 10

Cooperation 1 2 3 4 5 6 7 8 9 10

Initiative 1 2 3 4 5 6 7 8 9 10

Leadership 1 2 3 4 5 6 7 8 9 10

Attitude & respect for 1 2 3 4 5 6 7 8 9 10 authority

Teachableness 1 2 3 4 5 6 7 8 9 10

Standards for this college community are based upon the belief that those in training for church leadership must be above reproach. To your knowledge, has the applicant been involved in any of these practices during the past 12 months? Comments: Using tobacco Yes No Drinking alcoholic beverages Yes No Using drugs (except prescription med.) Yes No Gambling Yes No Viewing pornographic materials Yes No Pre-marital sex Yes No Adultery Yes No Homosexuality/Lesbianism Yes No Occult practices Yes No I would consider this person for a position of leadership in my church provided that he or she had the proper training and abilities for the position. Yes No If no, why not?

Please circle the following as appropriate concerning this applicant: Poor Superior Mental ability 1 2 3 4 5 6 7 8 9 10

Personality 1 2 3 4 5 6 7 8 9 10

Financial integrity 1 2 3 4 5 6 7 8 9 10

Financial ability 1 2 3 4 5 6 7 8 9 10

General health 1 2 3 4 5 6 7 8 9 10

Personal appearance 1 2 3 4 5 6 7 8 9 10

Emotional stability 1 2 3 4 5 6 7 8 9 10

Family relationships 1 2 3 4 5 6 7 8 9 10

Inter-personal 1 2 3 4 5 6 7 8 9 10 relationships

In my judgment, this applicant has attained the spiritual maturity necessary to begin preparation for ministry and I recommend him or her without reservation. Yes No

If accepted, I believe the candidate will contribute the following qualities to this institute:

Signature: Printed Name: Date:

Your position in the church

Church name and Denomination

Telephone

Address

City State Zip

Thank you for completing this reference form as soon as possible. After signing and sealing it, please mail directly to:

Name of Institute Address CHRISTIAN FRIEND’S REFERENCE FORM

Name of Applicant (Last) (First) (Middle)

PLEASE NOTE THAT YOU MUST BE AT LEAST 25 YEARS OF AGE AND HAVE KNOWN THE APPLICANT FOR AT LEAST A YEAR TO COMPLETE THIS FORM.

The person named above is applying for admission to Name of Institute . The following areas of evaluation are appropriate to assess Christian character and ministerial potential. Your candid appraisal of this applicant=s qualifications will be appreciated. If you feel your acquaintance has not provided an adequate basis upon which to answer a particular category, you need not respond. The applicant has waived his or her right to see this reference. Thank you.

Please circle the one statement in each category which best describes the applicant over the past six months.

SPIRITUALITY Relatively Extreme and overly- Genuine, but mild Vital and Consider his/her personal devotion superficial emotional contagious and testimony to others. MORAL INTEGRITY Consider Questionable Is growing, but has several Acceptable Without his/her life-style at home and in the lingering problem areas question estimation of others. RELIABILITY Unreliable Erratic Usually reliable Reliable Consider dependability, willingness, consistency.

COOPERATION Unwilling Indifferent Usually willing Outstanding Consider his/her willingness to work with people in various capacities, loyalty. INITIATIVE AND PERSEVERANCE Needs constant Completes tasks if Does ordinary Completes Consider his/her ability to see things prodding supervised assignments tasks to do and to be diligent in regardless of accomplishing tasks. the difficulty EMOTIONS Unresponsive Easily depressed or elated Fairly well-balanced Well-balanced Consider the way he or she reacts in various situations. JUDGMENT AND COMMON Lacks ability Poor results Fair deductions Sound SENSE decisions LEADERSHIP Never leads Seldom leads Leads occasionally Consistently is Consider his/her leadership potential a leader in relationships with others. PERSONALITY AND TACT Rejected by others Tolerated Accepted Well-liked Consider his/her general impression in relationships. INTELLIGENCE Never thinks things Fails to apply knowledge Average responses Intelligent Consider mental alertness. through responses FINANCIAL INTEGRITY Squanders money Barely meets obligations Satisfactorily meets Excellent Consider how he/she and fails to pay obligations utilization of discharges financial responsibilities bills money

Do you recommend this applicant to become a student at Name of Institute? With enthusiasm With no hesitation With some hesitation With much hesitation

COMMENT: How long have you known this applicant? In what connection?

Is he or she related to you in any way? Yes No If yes, how?

What is your profession or position?

Please write additional comments here:

If accepted, I believe the candidate will contribute the following qualities to the institute:

Signature Date

Print Name Here Phone

Thank you for completing this reference form as soon as possible. Please sign, seal, and mail directly to:

Name of Institute Street Address City, State and Zip Code

STUDENT PROFILE Please print clearly

Name: SS# - - Last First Middle

Day Phone: Evening Phone: E-mail:

Local Address:

Birthplace: Birth date:

Marital Status: Single Married Anniversary:

Spouse’s Name: Birth date:

Occupation:

Please list below information on your family: Child’s Name: Birth date School Currently Attending

When did you receive Jesus Christ as your personal Savior?

When and where you were baptized?

What are your spiritual gifts?

Church you attend / Denomination:

Point of Community: Midweek Ministry Group Care Group

Name of Group:

Have you attended/participated in the following: q Growing Deep, Growing Strong q Doing Church as a Team Conference q DCAT Design Track q Experiencing God q Other:

Do you currently have a: q Mentor q Accountability Partner q Prayer Partner q Other:

Are you currently discipling someone: q Yes q No Ministries you are currently involved in:

Ministry Experience:

What group, culture, and country do you have a passion to minister to?

What has most influenced your Christian growth?

How?

Do you feel called to full-time ministry? What kind of ministry?

Are you planning to be part of a church planting team?

What “position” on the team?

Where do you feel called to serve?

How long have you been attending this Bible College?

q First Semester q Second Semester q Third Semester q Fourth Semester

Student Status:

q Full-time (12 + semester hours) q Part-time (less than 12 semester hours q Other:

School enrolled in:

q School of Church Planters q School of Christian Leadership

Track/Major:

q Pastoral q Administrative q Frontlines

OFFICIAL TRANSCRIPT REQUEST

To the Registrar Please send official transcript to: Insert Institute Name Insert Institute Address

NAME Last First Maiden ADDRESS Street City State Zip Code

PHONE NUMBER ( ) ( ) SOC. SEC. NO. ______Home Work

LAST DATE ATTENDED YEAR GRADUATED

SIGNATURE DATE______

------

OFFICIAL TRANSCRIPT REQUEST To the Registrar: Please send official transcript to: Insert Institute Name Insert Institute Address

NAME Last First Maiden ADDRESS Street City State Zip Code

PHONE NUMBER ( ) ( ) SOC. SEC. NO. ______Home Work

LAST DATE ATTENDED YEAR GRADUATED

SIGNATURE DATE______

Appendix 8

5-Year Projection and Self Evaluation

Name: Interviewer:

Degree Seeking Student: Yes No

What Track/Major: Pastoral Administrative Frontlines Missions Ministry

Spiritual Growth

In what way has your relationship with God grown over the past year?

In what ways do you desire to see it mature over the next year?

In what ways do you desire to see it mature over the next five years?

What spiritual disciplines are you presently employing and how frequent are they?

What spiritual disciplines do I need to develop and to what frequency?

Ministry Growth

What are your 5 and 10-year goals?

What are some 1- year goals to help you on your way to achieve your 5 and 10-year goals?

In which of these areas do you need some counsel to help bring things into clearer focus?

Who do I need to meet with to better understand how to develop a strategic 1-year plan?

Who do I need to help me monitor my progress? What other books / resources do I need to achieve my one year goal?

List 5 people who are willing to partner with you in prayer over this next year.

Who is your mentor? What do I expect from him / her?

Who is your accountability partner? What do I expect from him / her?

List significant obstacles to achieving your 1-year goal?

How do you plan to gain victory over these obstacles? Student Course Evaluation

COURSE NUMBER OR COURSE NAME

Please take some time to provide us with your honest feedback on this course. Your Constructive suggestions are an important element in providing this course. Know the tabulation of this evaluation will be kept on file in the PRBC Office as we prepare for accreditation. Your instructor will only receive a typed copy of your written comments and a summary of the percentage of response on each question.

You are encouraged to comment on each question. For each question on which you have circled either “2” or “3”, please suggest how the instructor could make improvements.

Scoring: 1=Not Applicable 2=Totally Disagree 3=Disagree 4=Agree 5=Totally Agree

1. The Instructor provided a clear statement of objectives for the course. 1 2 3 4 5 Comments:

2. The instructor taught to the course objectives as stated in the syllabus. 1 2 3 4 5 Comments:

3. The tests were related to the course objectives stated in the syllabus 1 2 3 4 5 Comments:

4. The instructor consistently arrived on time for class. 1 2 3 4 5 Comments:

5. The instructor consistently dismissed class at the appropriate time. 1 2 3 4 5 Comments:

6. The instructor was enthusiastic about the course content. 1 2 3 4 5 Comments

7. The instructor presented the material in an organized manner. 1 2 3 4 5 Comments:

8. The instructor’s method of delivery (lecture, discussion, etc.) was helpful in 1 2 3 4 5 my learning material. Comments:

9. The instructor used appropriate audio-visual aids (such as videos, overhead 1 2 3 4 5 projectors, chalkboard, cassette tapes, video disks, computer projectors, etc.) Comments: 10. The instructor demonstrated appropriate knowledge of the course. 1 2 3 4 5 Comments:

11. The instructor was accessible to students. 1 2 3 4 5 Comments:

12: The instructor encouraged students to explore opposing viewpoints. 1 2 3 4 5 Comments:

13. The instructor exhibited a caring attitude toward students. 1 2 3 4 5 Comments:

14. The text book was a useful tool in meeting the course objectives. 1 2 3 4 5 Comments:

15: The textbook was a useful tool in meeting the course objectives. 1 2 3 4 5 Comments:

16. This is course required me to use library resources, including internet resources. 1 2 3 4 5 Comments:

17. I had access to sufficient library resources to meet the requirements of this course. 1 2 3 4 5 Comments:

18. I have attended class regularly, missing only when absolutely necessary. 1 2 3 4 5 Comments:

19. I have exercised self-discipline to study the necessary hours to learn the subject 1 2 3 4 5 matter. Comments:

20. This course is relevant to the future ministry for which I am preparing. 1 2 3 4 5 Comments:

21. This course met or exceed my expectations when I signed up for this course. 1 2 3 4 5 Comments: Please respond to the following items thoroughly. Use the back of the sheet if more room is required. v The teacher’s strongest areas of instructional skill:

v The teacher’s weakest areas of instructional skill:

v He strongest/best part of the class:

v The weakest/worst part of the class:

v The strongest/best part of the institute program:

v The weakest/worst part of the institute program:

I am planning to take more classes at this institute. Yes No

If you answered “no,” please explain.

Please use the space below to address other areas which were not covered on this evaluation form.

Appendix 9 Basic Books for Starting a Library

(Dewey Decimal System)

.031 A good encyclopedia) 209 World Christian encyclopedia. 1982. David B. Barrett, ed. Oxford. (3-Vol. 200 version coming) 220.2 Strong, James. 1984. New Strong’s exhaustive concordance, (with Strong’s number). Nelson 220.2 Young’s analytical concordance to the Bible. Various publishers. 220.3 Anchor Bible dictionary, 6v. 1992 Double day 220.3 Dictionary of Biblical imagery. 1998 Leland Ryken, ed IVP 220.3 International Standard Bile encyclopedia, 4v. 1979. Geoffrey W. Bromily, ed. Eerdmans or now ISBE 220.4 Richards, Lawrence O. 1991. Expository of Bible words. Zondervan 220.4 Vine. W.E. 1996. Vine’s complete expository dictionary of Old Testament and New Testament words, (with Strong’s numbers). Nelson 220.3 Zonderman pictorial encyclopedia of the Bible, 5v. 1976. Merril C. Tenney, ed. Zondervan 220.321 New Bible Dictionary, 3rd ed. 1996 I.H. Marshall, ed IVP 220.52 Amplified Bible 1965 Zondervan 220.52 NIV study Bible, New International version 1985 Zondervan 220.52 Thompson chain-reference Bible any version Kirkbride 220.5208 Goodrick & Kohlenberger. 1990 NIV exhaustive concordance. Zondervan 220.5208 Life Application study Bible any translation 1988 Tyndale 220.5208 Spirit-filled life Bible 1991 Jack W. Hayford, ed Nelson 220.6 Expositor’s Bible commentary, 12v 1979-1988 Frank E. Gaebelein,ed Zondervan 220.61 Fee, Gordan 1993 How to read the Bible for all it’s worth 2nd ed Zondervan 220.61 Hayford’s Bible handbook 1995 Jack Hayford’s ed. Nelson 220.7 New Treasury of Scripture knowledge 1992 Jerome H, Smith, ed. Nelson 220.77 World Biblical Commentary 54 of 66v published. Nelson/Word 221.2 Wigram, George Englishman’s Hebrew concordance of the Old Testament, (with Strong’s numbers) b Hendrickson 221.3 Theological Dictionary of the Old Testament theology & exegesis, 5v 1997 William A. VanGemeren, ed Zondervan 221.44 Theological wordbook of the Old Testament, 2v. 1980 R. Laird Harris, ed Moody. 221.1107-228 NIV application commentaries. Terry Muck, ed. Zondervan (Can also be categorized as a set) 225.2 Wigram, George. Englishman’s Greek concordance and lexicon, (with Strong’s numbers) Various publishers. (Also Tyndale’s 2-volume Word study concordance & New Testament works well here) 225.3 Dictionary of the later New Testament and its developments 1997 Ralph P. Martin, ed. Zondervan 225.4 Theological dictionary of the New Testament theology, 4v 1986: Colin Brown, ed Zondervan 225.5 (An interlinear Greek-English New Testament) 225.6 Greek New Testament, 4th rev. ed 1993. Kurt Aland, ed UBS 225.7 Rogers, Cleon L. 1998 New linguistic and exegetical key to the Greek New Testament. Zondervan 225.77 Carson, D.A.1992 Introduction to the New Testament. Zondervan 226.06 Ladd, George Eldon 1993 Theology of the New Testament, rev. ed Eerdmans 226.2077 Keener, Craig S. 1993 IVP Bible background commentary, New Testament 1993. IVP 226.2078 Barclay, William 1975 Daily study Bible Series, rev. ed. Westminister 226.2079 Dictionary of Jesus and the Gospels 1992 Joel B. Green, ed IVP 226.2080 Morris, Leon 1992 Gospel according to Matthew. Eerdmans 226.2081 New International commentary on the New Testament, (NICNT) Eerdman (Can also be cataloged as a set) 226.2082 Dictionary of Paul and his letters. 1993 Gerald F. Hawthorne, ed. IVP 226.2083 New Dictionary of theology 1988 Sinclair B. Ferguson, ed IVP 226.2084 Duffield, Guy P., and Nathaniel M. Van Cleave. 1983. Foundations of Pentecostal theology, LIFE Bible College. 226.2085 Grudman, Wayne 1994 Systematic Theology Zondervan 231.3 Reader on the Holy Spirit 1993 ICFG. (Also: Readers on healing and wholeness (1994), on salvation and evangelism (1995), and on eschatology.) 231.3 Fee, Gordon 1994. God’s empowering presence. Hendrickson, 231.4 Women in Ministry: four views 1989 Bonnidell Clouse, ed. Zondervan 231.5 Perspectives on the World Christian movement: A reader 1999 Ralph D. Winter, ed. William Carey Library 231.6 Dictionary of Pentecostal and charismatic movements. 1988 Stanley Burgess, ed. Zondevan 231.7 Epstein, Daniel 1993 Sister Aimee. Harcourt 231.8 World almanac 200 423 (A good English dictionary) 487.3 Index to revised Baur-Ardt-Gingrich Greek lexion, 2nd ed 1981. John R. Alsop, ed Zondervan (OP) 487.3 Kittel, Herhard 1964-1976 Theological dictionary of the New Testament. Eerdmans 487.4 Robertson, A.T. 1934 A grammar of the Greek New Testament. Broadman 487.5 Baur, Walter 2002, Greek-English lexicon of the New Testament (Bauer-Ardnt-Gingrich) 3rd ed. Univ. of Chicago 487.6 Moulton, (James) & Milligan (George) 1930 Vocabulary of the Greek Testament. Eerdmans 487.7 Greek-English lexicon of the New Testament, 2v 1989 Loiuw & Nida, ed, UBS 487.8 Mounce, William D. 1993 Analytical lexicon to the Greek New Testament. Zondervan 487.9 Brown, Francis 1906, 1996 Brown-Driver-Briggs Hebrew and English lexicon, (with Strong’s numbers) Hendrickson 487.10 Gibaldi, Joseph 1999 MLA handbook for writers of research papers, 5th ed. MLA 487.11 Holman Bible atlas

Library Non-Fiction Call Number List

Topic Call #

Adoption/ Infertility 248.426 1

Abortion 363.4609

Apologetics & Polemics 239…

Bible (See exhaustive list in Dewey 200s listing)

Bible Manners & Customs 220.95

Bible Stories 220.950 5

Bible Studies 225.27

Biographies B

-Collected Biographies 920 B

Christian Education 268.6

Christian Living 248.4

(This is a major catch-all)

Christian Influence in society 261.1

Christian & Irreligion 261.2-

Christianity & Other Religions 261.2-261.9

Christianity & secular disciplines 261.5

& Science 261.55

& Art 261.57

& Politics 261.57

Christmas 263.91

Church History 270

Communication 248.421

Creation Science 231.765

Counseling 248.422 -Pastoral Counseling & Psychology 253.5 Cults 289 -Jehovah’s Witnesses 289.94 - Mormons 289.3

Devotional Literature 242

Discipleship/ Commitment 269.3

Divorce 248.420

Easter 263.93

Employment/ Unemployment 248.423

Entertaining (Hospitality) 248.424

Eschatology 236

Ethics / Moral Theology 241

Evangelism 269.2

Faith 234.2

Family 248.845

Fasting 248.47

Fathers 248.842 1

Financial Stewardship 248.6

Friendship 248.425

God 231

Giving 248.6

Grace 234

Healing 234.13

Hermeneutics 220.601

Holiness 233.7

Holy Spirit 231.3 -Baptism of, 234.12 -Spiritual Gifts 234.13

Home School 649.7

Homiletics 251

Homosexuality / AIDS 261.8357 Interpersonal Relationships 248.421

Jesus Christ 232 - Life of Christ 232.901 - Cross of Christ 232.963

Leadership 248.411

Marriage 248.428

Men 248.842

Husbands 248.842 2

Missions 266 -Foreign Missions 266.023 -Home Mission 266.022 -Missionary Biographies 266 B

Mothers/ Motherhood 248.843 1

New Age 297.33

Parenting (General) 248.426

Parenting-Single Parents 248.427

Parenting-Step parents 248.427 1

Pastors 253

Prayer 248.32

Relationships 248.421

Revival 269.1 CDs by Genre

Code/Call # Description DRAMA Audio Books and Radio Theater EDUCATE Educational & Issue based,(non-musical) M-GOSP Gospel Music (Formerly Black Gospel Music) M-CC Contemporary Christian Music M-CH Mass Choir and Choral Music M-CL Classical Music M-CW Christian Country Western Music M-ESP Spanish Language Christian Music M-HMS Classic Collection of Hymns M-KIDS Children’s Music M-MW Modern Workshop Music M-PW Praise & Worship Music M-PWI Praise & Worship (Instrumental) M-RA Christian Rock and Alternative Music M-SG Southern Gospel Music M-SM Scripture Memory Songs M-URB Urban and Christian Hip-Hop Music M-XMAS Christmas Music (Various Styles) OTHER Others (including Non-musical CDs) Video Tape/DVD Categories

Videos for Adults Videos for Children

Category Code Category Code

Bible Conference BC Children’s Bible Stories CB

Creation Science CS Children’s Drama CD

Drama D Children’s Music CM

Dramatic Biography DB

Educational / Issues EI

Marriage & Family MF

Musicals /Music Videos MV

Sermons S

Testimonies T

World Missions WM Youth Topics Y CheckOut Lite TM

Material Database Software 1993-2001 Kenneth R. Fletcher

Mail: Ken Fletcher 13565 SW Walker Road Beaverton, OR 97005-1021

Email: [email protected] Website: www.nwlink.com/~fletchek

What is Checkout Lite TM for Windows? CheckOut Lite TM is the first step toward integrated library management software package that will handle all your library software needs. The lite version will maintain databases for library material holdings and provide an electronic card catalog. It allows you to enter new material data, edit existing data, and perform electronic card catalog searches on Title, Author, Subject, Series Title, and “Key Word” searches.

For a library just getting started, this is a wonderful way to begin cataloging your collection. It is much easier to enter and keep track of items on the computer as you go than it is to come back later and automate when you have hundreds, or even thousands, of books, videos, CDs, tapes, etc.

Minimum System Requirements: • 133 M Pentium Processor or better. • 64 M of RAM • 40-60M available hard disk space (enough for 14,000 volumes and 5000 library cards) • VGA Color Monitor • CD-ROM drove for install • Currently installed Windows default printer (Ink Jet or Laser Jet) with resolution of 300dpi or better

Pricing Checkout Lite TM for Windows Library Management Software Package $150.00 Includes: q New Material Processing ( Includes 31 Data Fields) q Screen Oriented Data Editors (with password protection) q Lightning fast on-line Card Catalog Searches & Printouts, including:

ÿ Title ÿ Author (and Joint Author) ÿ Subject (up to four per material) ÿ Series Title

q On-line helps for every screen and function. q Mail or Email software support only.

Optional Packages Available:

CheckOutTM Lite with 1 hour phone support $199.95 Why Use CheckOut LiteTM Material Database Software?

It’s Simple… Checkout LiteTM is intuitive in design, easy to learn, and a snap to use. It is much easier to use them than it is to maintain a manual card-based library. In fact, Checkout LiteTM was developed to allow librarians to be liberated from much of the tedious filing and checking required with manual systems and allows them more time for personal ministry to library patrons. CheckOut Lite TM has been effectively learned and used by library volunteers with no previous computer experience.

It’s Accurate… One problem that is common to all libraries is accuracy-on coding new materials, in training volunteers to do the countless tasks in precisely the same way, and in helping patrons find the materials they are looking for. CheckOut Lite TM was designed with accuracy in mind. It will help you organize you’re your library collection. There are a number of data fields that can be entered from an editable “pick-list” that will help minimize input errors. No longer do you have to wonder how you coded that book a patron is looking for. Quick on-line searches make it easy to find what you are looking for.

It’s Good Stewardship… Library materials are important to the life of the church. They are also expensive. You need to be able to keep track of what you have so that you can build a balanced and useful collection for edifying and equipping the church. A good catalogue is the first step to not only preventing loss, but in providing the right materials to meet congregational needs. CheckOut Lite TM is just the way to start automating your church, or church school, library holdings.

It’s Upgradable to a Comprehensive system… CheckOut LiteTM is a part of a comprehensive library management software solution. It can be upgraded to our full CheckOut LMSTM product with no re-entry of information. Most library automation software is sold in stand-alone modules. You have to buy one program to9 catalogue and process new materials, another manage circulation, and another to track overdues, etc. This means that data must be entered more than once in these often-incompatible programs. With CheckOutTM Library Management Software we set out to develop software that would integrate all these areas into one application. See our flyer or call for more information.

Undergrade Packages available to licensed users of CheckOut Lite TM List Upgrade from Lite

CheckOutTM LMS See separate flyer) $599.95 $499.95

CheckOutTM LMS + 3 hours phone support $799.95 $649.95

Networking Options (including PAC stations) Call for quote. CheckOut TM

Library Management Software 1993-2001 Kenneth R. Fletcher Mail: Ken Fletcher 13565 SW Walker Road Beaverton, OR 97005-1021

Email: [email protected] Website:www.nwlink.com/~fletchek

What is CheckOut TM for Windows? CheckOut TM is an integrated library management software package that will handle all of your library software need it maintains databases for library material holdings and patron I.D. cards. It handles automated circulation, and prints many listings and reports. CheckOut TM processes overdue items, assesses fines if desired, automatically mail mergin and printing letters and mailing labels for each household having overdue items. Yes, CheckOut TM sends just one let to each household listing all of the family members and overdue materials on the one letter!

CheckOut TM prints all of the BAR CODE labels you will need to fully automate your library on your ink-jet or laser printer! A BAR CODE reader can be used in-line with your computer keyboard to make check-in and checkout a snap. No cards to sign and file!

CheckOut TM is loaded with additional features such as four levels of check out privileges to meet the needs of your users. Circulation limits for duration and quantity may be customized to meet the needs of your library. CheckOut TM blocks further circulation to those having overdue materials until materials are returned or renewed. This feature alone helps keep overdues from eating up your library holdings. CheckOut TM handles material reserves (waiting lists) with ease. The librarian is flagged when a reserved item is returned and reserved item listings can be printed to ais in notifying patrons on your waiting lists. CheckOut TM handles all of your library needs, is fast, simple, and runs under either Windows 95, Windows 98, and Windows ME.

Why Use CheckOut TM Library Management Software? It’s Comprehensive… Most library automation software is sold in stand-alone modules. You have to buy one program to catalogue and process new materials, another to manage circulation, and another to track overdues,etc. This means that data must be entered more than once in these often incompatible programs. With CheckOut TM Library Management Software we set out to develop software that would integrate all these areas into one application. We have used this program continuously in our busy library for eight years and it is now being effectively used by church schools(elementary & High schools), and colleges (Bible Institutes).

It’s Simple… CheckOut TM is intuitive in design easy to learn, and a snap to use. It is much easier to use than it is to maintain a old-fashioned, manual, card-based library. In fact, CheckOut TM was developed to allow librarians to be liberated from much of the tedious filing and checking required with manual systems and allow them more time for person ministry to library patrons. CheckOut TM has been effectively learned and used by library volunteers with no previous computer experience.

It’s Accurate… One problem that is common to all libraries is accuracy-in coding, in circulation, in tracking overdues, in train volunteers to do the countless tasks in precisely the same way, and in helping patrons find the materials they are looking for. CheckOut TM was designed with accuracy in mind. No longer are pocket cards miss- filed. No longer do you have to wonder how you coded that book a patron is looking for. No longer do you have to be embarrassed by sending over-due notices on materials that are already on the shelf. CheckOut TM is the answer to accuracy concerns. Minimum System Requirements: • 133 M Pentium Processor or better. • 64 M of RAM • 50-60M available hard disk space) enough for 15,000 volumes and 5,000 library cards) • VGA Color Monitor • CD-ROM drive for install • 3 of 9 BAR CODE reader • Currently installed Windows default printer (Ink Jet, or Laser Jet) with resolution of 300dpi or better. Note: Ones these types of printers is required to print BAR CODE labels.

Pricing $599.95 CheckOut TM for Windows Library Management Software Package includes: q BAR CODE Label Printing using standard Avery TM 5160 labels. q Simple New Material Processing

ÿ 31 Data fields per item: Item Serial Number (assigned by the program) Editor Series Title Date Title Publisher Summary (250 characters) Price Title City Group (i.e., reading level) Media Author Copyright Auth (first three letters of author’s name used for spine labels) Status Joint Author Pages/Minutes Four Subject Headings ISBN # Volume Check-out Count Illustrator Copy Store Labels Current

ÿ Spell Checker in Material Editor ÿ Enhanced pick lists for Author, Joint Author, Publisher/City, series Title Store, and each of the four subject fields

q Screen Oriented Data Editors (with password protection) q Automated Circulation including: ÿ Check-In ÿ Check-Out ÿ Renewals ÿ Reserving Materials ÿ Library Card # Look-up ÿ Daily Totals ÿ Circulation Graphing q Electronic Card Catalog Searches & Printouts, including: ÿ Title ÿ Author ÿ Subject ÿ Series Title ÿ “Key Word” Search of the Title, Series Title and Summary fields. ÿ History Search on either a Material number or a patron card number q Overdue Material Processing (Reminder Letters, Calling List, Fines) q On-Line helps for every screen and function q Mail or Email software support only.

Other Optional Packeages Available: CheckOut TM Lite Version (see separate flyer) $150.00 Remote Editors $57.95 to license a single computer $139.95 to license up to five computers CheckOut TM LMS + 3 hours phone support $799.95 Networking Options (including PAC stations) Call for quote. OCLC News Releases New 200 Religion Class Published

Dublin, Ohio, Sept.15--- OCLC Forest Press has published 200 Religion Class, which will be useful for libraries with in-depth religious collections.

The new paperback is a reprint of the complete 200 Religion class from edition 21 of the Dewey Decimal Classification and Relative Index, including all updates and revisions found in the unabridged version. In the new 200 Religion Class, Judaism and Islam have been revised and expanded, and standard subdivisions of Christianity have been relocated to reduce Christian’s bias. A new introduction on how to use the book, a revised and expanded index, manual notes and Class 170 Ethics have been added to make the reprint easier to use.

“200 Religion Class provides church, synagogue, seminary and other religious collections with the detailed and comprehensive coverage found in DDC 21 at a fraction of the cost of the unabridged edition,” said Peter J. Paulson, executive director of Forest Press. “For libraries with small general collections we suggest Abridged Edition 13 as the ideal companion to 200 Religion Class.”

Dewey Decimal Classification. 200 Religion Class. 1997 272p. Paper. ISBN 0-910608-60-1. US $20.00. UK15.00

Other OCLC Forest Press publications scheduled to appear in 1997 include the Abridged 13 Workbook by Sydney W. Davis and Gregory R. New, and Subject Headings for Children, edited by Lois Winkel.

For more information, or to place an order, contact OCLC Forest Press, 6565 Frantz Road, Dublin, Ohio, 43017-3395. Toll-free fax: 1-888-Dewey 21 (1-888-3339-3921). In Europe, the Middle East and Africa, contact the OCLC Europe office located in Birmingham, England, +44-121-456-4656. In Asia and the Pacific region, contact the OCLC Asia Pacific office in Dublin , Ohio, +1-614-764-6189.

OCLC Forest Press, a division of OCLC since 1988, publishes the Dewey Decimal Classification. The Dewey Home Page is located at www.oclc/org/fp/.

OCLC Online Computer Library Center is a nonprofit, membership, computer library service and research organization whose computer network and services link more than 25,000 libraries in 63 countries and territories[www.oclc.org].

For more information: Peter J. Paulson +1-518-489-8549 Peter [email protected] Nita Dean +1-614-761-5002 Nita [email protected]

For detailed information on a product or service mentioned in this release, please: Complete an Inquiry Form or check the OCLC Services area of this web site

Let us take the complexity and high cost out of automating your library. Use this state of the art Web based system to build your collection and start circulating. No costly software, hardware, or networking nightmares. With a standard Web browser you can search, catalog, or circulate from any location on the Internet. Your data is always available, backed up and secure.

Pricing is based on the size of your collection. You can preview the service for up to 60 days for free. Then select the service level which meets your storage requirements. Most special and school libraries will be using the Standard service at $300 per year. See Services page for additional details. Unlimited number of users can access your library regardless of which service plan you choose. And of course, the MARC cataloging service is always available to all clients.

1. Simply register and start building your library. 2. Catalog records using a MARC editor, or select from over 2 million existing Library of Congress records. 3. Enter patron records and circulation policies. 4. Start circulating items using check-out, check-in, renew and hold commands. 5. Print customized overdue notices, letters and reports. 6. Group libraries together to build virtual union collections for resource sharing and cataloging.

Allow Online Patron Access Catalog (OPAC) access for your library from any location on the Internet

Please read the Terms of Use Agreement (TOS)

What is Library Com?

LibraryCom is a web based application service designed to automate a wide variety of personal, school, special and public libraries. Preview the service for up to 60 days for free. Then select the service level which meets your storage requirements. See Services page for more details. Memorandum of Understanding

Between

The University of Hawai’I at Manoa Libraries

And

Pacific Rim Bible College

Purpose

This agreement provides that the University of Hawai’I at Manoa Libraries enters into an agreement to provide library services by subscription for one year for students and/or employees of Pacific Rim Bible College. The University of Hawai’I at Manoa Libraries extend borrowing privileges to your institution’s designees subject to compliance with the terms and conditions of this agreement.

The University of Hawai’i Library will:

1. Provide access, according to establish policies governing the use of materials within the library, to all reference, periodical, document and microform collections.

2. Provide local and remote access to the online public access catalog of the libraries’ collections, and access to commercial databases as permitted by equipment capabilities and contractual agreement between the University of Hawai’I at Manoa Libraies and the database vendor.

3. Provide non-transferable borrower’s cards, which may be renewed annually.

4. Provide borrowing privileges for circulating book material (up to ten items checked out to an individual at anytime).

Cost for Service and Eligibility

1. The university if Hawai’I at Manoa Libraries will issue each eligible employee a special University of Hawaii at Manoa Libraries Research Card at the cost of one hundred ten dollars ($110.00) for the first two cards and fifty dollars ($50.00) per card for each student and/or employee thereafter wishing to receive borrowing privileges.

2. Eligible students and/or employees are those included on a liost of all those eligible for the card forwarded to the University of Hawai’I at Manoa Libraries, Access Services Department office.

The list must include the names and social security numbers of eligible employees. (Attach additional sheet(s) if necessary)

Name Social Security #

1. 2. 3. 4. Billing Procedure

1. The University of Hawai’i Library Access Services Department will bill Pacific Rim Bible College for each individual included on the list of those eligible.

2. Pacific Rim Bible College will pay the invoice for library subscription services within thirty (30) days of receipt of invoice

3. Checks and purchase orders should be made payable to:

University of Hawai’i at Manoa Libraries Access Services Department Hamilton Library, Room 101 2550b McCarthy Mall Honolulu, HI 96822

4. Failure to pay will result in immediate suspension of this agreement.

Borrowing Procedures and Policies

1. Eligible students and/or employees will be issued a special University of Hawai’i at Manoa Libraries Research Card once the subscription has been paid. Pacific Rim Bible College will ensure that eligible students and/ or employees provide University of Hawai’I at Manoa Libraries with proof of identity if requested. Research Cards will be mailed to Pacific Rim Bible College. Existing cards may be brought to the circulation desk to have the expiration date on the card updated.

2. Any outstanding fees, fines or lost book charges due to the University of Hawai’I at Manoa Libraries must be paid by Pacific Rim Bible College before a Research Card is issued or renewed, or before a new Memorandum of Understanding is issued.

3. Eligible students and/or employees borrowing library materials must show proper identification-their borrower’s card, as well as a photo ID.

4. Borrowing privileges expire one year from the date of payment of agreement.

5. Borrowing privileges are assigned to an individual and are not transferable, and no proxies will be honored

6. The loan period is twenty-eight (28) days or less, depending on the nature of the item to be borrowed. All items are subject to recall. Material may be renewed once. Renewals maybe done in person by presenting the item an dproper identification at the Circulation Desk, or by using the Your Account feature in Hawai’I Voyager. Overdue items cannot be renewed unless all fines are paid in full.

7. Borrowing privileges will be blocked if fines exceed ten dollars ($10.00).

8. Failure to return library materials in accordance with library procedures will result in a bill for replacement of the material, which includes a processing fee for each title plus the replacement cost of each title.

9. Audiovisual material may at the Wong Audiovisual Center may be used in-house or borrowed for a four (4)-day loan on the Island of Oahu only at a fee of twenty-three dollars ($23.00) per item. 10. Other facilities and service of the library, including Interlibrary Services, lockers, group study rooms, and he CLIC Computer Lab and Software use are restricted to University of Hawai’i students, faculty, and staff only.

Liability

Pacific Rim Bible College will pay for lost books or other library obligations of its employees after the University of Hawai’I at Manoa Libraries determine, in accordance with it’s published policies, that fines, fees or lost items cannot be recovered from the individual borrower.

Effective Dates of Service

1. This agreement will become effective and cards issued once the list of eligible employees has been received and payment has been made.

2. This agreement may be renewed annually at the subscription service rates effective at the time of renewal.

Termination

1. Termination may be effected by either party upon thirty (30) days written notice.

2. Should termination occur, Pacific Rim Bible College will be responsible for the return of all materials and the payment of all outstanding charges within thirty (30) days from the date of termination.

3. Refunds of the service fee or processing fee will not be given.

4. Borrowers’ cards are non-refundable. Appendix 10 Choosing an Instructional Time Frame - Semesters or Quarters

There are several factors which should be considered when deciding whether to operate on a semester system or on a quarter system.

q The instructional time-frame of the receiving institution should be considered if the institute wishes to offer classes which have the potential for transferability. If a receiving institution operates on a semester system, it is much more efficient to transfer semester credits that have been earned at an institute.

q The instructional time-frame of educational institutions within a particular community should be considered. If all or a majority of the colleges and universities in a community operate on a quarter system, it may be easier for institute to conform to the academic calendar which is already established in the community.

q The schedule and availability of faculty members should be considered. The time required to teach a class offered in semester units is significantly higher than the time required to teach a class offered in quarter units. For example, a three credit semester class would require 37.5 hours of instruction; a three credit quarter system class would require only 25 hours of instruction.

q Accelerated semesters are another option, a 3 credit class meets 4 hours (w/45 min of breaks) per week for 10 weeks vs. 3 hours for 15 weeks. This works well for night classes w/ working adults. Many military bases use this format because you can fit 4 semesters in a year and accelerate the speed of degree completion. A full time load is 9 semester hours in a 10 wk term x 4 = 36 hrs / 4 a full time load in a 15 wk term = 12 - 16 hrs x 2 = 24 - 32 hours / 4 Conversion Formula

The formula for converting quarter credit hours to semester credit 2 hours is to multiply quarter credit hours by /3 to get the number of semester credit hours. This formula applies to both undergraduate and graduate credit hours.

For example, if a student has earned 96 hours under the quarter system, the quarter credits will be converted to semester hours as follows:

2 96 quarter hours x /3 = 64 semester hours

Thus, the student's 96 quarter credit hours will be converted to 64 semester hours.

This is a one-third reduction, but there is no loss of credit for the student because the two-thirds multiplier is also used to convert total credit hour requirements.

For example, if the student's degree program required 192 quarter hours, the quarter system requirements will be converted to semester hours as follows:

2 192 quarter hours x /3 = 128 semester hours

Either way, the student will have completed 50 percent of the credit hour requirements:

1 96 quarter hours earned ÷ 192 quarter hours required = /2 = 50% or 1 64 semester hours earned ÷ 128 semester hours required = /2 = 50%

Note that the credit-hour conversions are made in the aggregate on the basis of the total number of credit hours that a student has earned, and not on a course-by-course basis. Conversion Table

2 Quarter credits earned are multiplied by /3 and rounded up to arrive at semester credits earned.

This table does the rounding for you by listing the number of quarter hours earned on the left and the resulting semester hours earned on the right.

All you need do is look through the table for the appropriate number of quarter hours earned to determine the number of semester hours earned.

For more information, please see the explanation of converting quarter credits earned in the Credit Hour Conversion section.

Quarter Semester Quarter Semester Quarter Semester Quarter Semester Credits Credits Credits Credits Credits Credits Credits Credits 115134 101 68 151 101 225235 102 68 152 102 325336 103 69 153 102 435436 104 70 154 103 545537 105 70 155 104 645638 106 71 156 104 755738 107 72 157 105 865839 108 72 158 106 965940 109 73 159 106 10 7 60 40 110 74 160 107 11 8 61 41 111 74 161 108 12 8 62 42 112 75 162 108 13 9 63 42 113 76 163 109 14 10 64 43 114 76 164 110 15 10 65 44 115 77 165 110 16 11 66 44 116 78 166 111 17 12 67 45 117 78 167 112 18 12 68 46 118 79 168 112 19 13 69 46 119 80 169 113 20 14 70 47 120 80 170 114 21 14 71 48 121 81 171 114 22 15 72 48 122 82 182 115 23 16 73 49 123 82 183 116 24 16 74 50 124 83 184 116 25 17 75 50 125 84 185 117 26 18 76 51 126 84 186 118 27 18 77 52 127 85 187 118 28 19 78 52 128 86 188 119 29 20 79 53 129 86 189 120 30 20 80 54 130 87 190 120 31 21 81 54 131 88 191 121 32 22 82 55 132 88 192 122 33 22 83 56 133 89 193 122 34 23 84 56 134 90 194 123 35 24 85 57 135 90 195 124 36 24 86 58 136 91 196 124 37 25 87 58 137 92 197 125 38 26 88 59 138 92 198 126 39 26 89 60 139 93 199 126 40 27 90 60 140 94 200 127 41 28 91 61 141 94 201 128 42 28 92 62 142 95 202 128 43 29 93 62 143 96 203 129 44 30 94 63 144 96 204 130 45 30 95 64 145 97 205 130 46 31 96 64 146 98 206 131 47 32 97 65 147 98 207 132 48 32 98 66 148 99 208 132 49 33 99 66 149 100 209 133 50 34 100 67 150 100 210 134 Appendix 11 ACADEMIC INFORMATION

Pacific Rim Bible College seeks to foster diligent study habits within students throughout their time at PRBC. The qualities of perseverance and discipline will prepare students for increasingly difficult course work as well as for a lifetime of Christian leadership (1Timothy 4:15-16)

ACADEMIC LOAD A full load is considered to be 12-16 semester hours. A semester hour is fifteen weekly sessions of 50 minutes in length or its equivalent in clock hours and 12 hours and thirty minutes, not including breaks. Thus a three semester hour class will meet for 2.5 hours per week for 15 weeks, not including break times, or 37.5 clock hours. Lab classes will meet for a total of six 50 minute hours or five clock hours per week for 15 weeks per semester hour of credit.

If a student finds it necessary to carry a load greater than 16 semester hours, the maximum number allowed is determined by the student’s cumulative grade point average. Written approval by the Academic Dean is required.

Cumulative GPA required to exceed standard load: Semester Hours GPA 17-18 2.8 19-20 3.00

A student has completed an academic year when 32 semester hours have been successfully completed.

ATTENDANCE POLICY Due to the importance of the eternal matters dealt with in an institution such as PRBC, classroom attendance is not left to discretion of the student. It is understood that a student will be present in class except for legitimate reasons. Attendance is recorded from the first day of each semester. Punctual attendance in every class session is required. Tardiness and unexcused absences will be recorded.

When a student’s number of absences exceeds 20% of the total member of class hours, the student is withdrawn administratively from the class with a “W/F.” This grade is computed as an “F” in the grade point average. Three unexcused absences per course will result in probationary status for earning credit for the course.

Students whose attendance is interrupted by and extended military deployment or personal, family or ministry emergency for a period of more than three weeks may request to place their enrollment for the term on extended leave status and special provisions will be made for them to complete their term at the end of their deployment or the conclusion of their emergency. Students will not be place d on extended leave status automatically. It must be requested by the student approved by the academic Dean.

SCHEDULE CHANGES A course(s) may be added to or dropped from a student’s schedule during the time specified in the PRBC academic calendar. Schedule changes must be approved by the Registrar or Academic Dean, and ,the instructor(s) concerned. Other regulations related to adding or dropping a course follow:

Adding a Course To add a course, a student must obtain a Change of Program from the Registrar’s office. This formed must be signed by the course’s instructor. If the instructor is not available, the form may signed by the Academic Dean. Under no circumstances may a course be added after the end of the second full week of classes during a regular 15-week semester, or the end of the first full week of classes during an 8-week semester. Dropping a Course To drop a course, a student must obtain a Change of Program from the Registrar’s office. This formed must be signed by the course’s instructor. If the instructor is not available, the form may signed by the Academic Dean. There is no charge for courses dropped as a result of changes in PRBC’s course schedule, the request of the student’s advisor, or during the official registration period. Otherwise a fee of $15 will be charged for each course dropped. A student may drop a class without record through the end of the add-drop period( the first two weeks of a regular semester). Students withdrawing between the third and tenth weeks of the semester will receive a non-punitive grade of “W”. For courses dropped between the tenth and the twelfth weeks of the semester, the student will receivewither”WP’ or “WF” indicating withdrawal passing or withdrawal failing. Students may not drop courses or withdraw from PRBC after the last day for “WP” and “WF” as indicated in the academic calendar; students will receive the grade earned in the class. A student is officially dropped from a course only after the change of Program form has been received and dated in the Registrar’s office. Failure to file the Change of Program form can result in grades of F in course affected.

REPETITION OF A COURSE A student enrolled at PRBC may repeat once any course taken at PRBC. The initial grade received in the course will remain on the transcript, but only the last grade will be used to calculate the PRBC cumulative GPA. There will be an asterisk placed next to the first course to indicate that it has been repeated. Once students have been awarded a degree by PRBC, they my not repeat a course as a part of that degree for the purpose of changing the grade in the official transcript.

GRADING Standard grading procedures will be followed. The Grade Point System is used with letter grades translated to a numerical value.

Grade Point System

Grade Indication Grade Point Corresponding Percentage Points A Excellent 4.00 92.6-100 A- 3.70 90-92.5 B+ 3.30 87.5-89.99 B Good 3.00 82.6-87.4 B- 2.70 80-82.5 C+ 2.30 77.5-79.9 C Average 2.00 72.6-77.4 C- 1.70 70-72.5 D+ 1.30 67.5-69.9 D Passing 1.00 60-67.4 F Failure 0.00 59.9 and below W/F Withdrawal/Failure 0.00 W/P Withdrawal/Pass No Points Cr Credit No Points 70 and above NC No Credit No Points Below 70

Incomplete The grade “I” signifies incomplete but otherwise satisfactory work. It is granted only when extenuating circumstances prevented the completion of the work on time. If the incomplete work is not made is not made up by the fifth week of the following semester, the “I” is changed to the grade the student earned averaging a zero on place of the missing work.

Failure Students are permitted to repeat a course one time to make up an “F” or “W/F” grade.

Taking a course for Credit/No Credit Students may elect to take up to three courses for credit/no credit. Courses taken for Credit/no credit will count toward graduation. But will not carry any grade point value or affect a student’s overall grade point average. Courses taken elsewhere for credit/no credit, credit by examination and credit by evaluation will transfer in as credit/no credit, but will not affect a student’s ability to take courses at PRBC for credit/no credit. GRADE REQUIREMENTS TO CONTINUED ENROLLMENT A cumulative grade point average of 2.00 is required fro graduation for both degrees and certificates. Every student is expected to demonstrate his or her ability to progress toward a degree by achieving at least this minimum level of quality work.

For all students seeking a certificate or a degree, a 2.0 cumulative GPA is below 2.0, probationary status will be assigned. The student will have the next semester to achieve at least a 2.0 cumulative GPA.

Students receiving financial aid must maintain at least a 2.0 cumulative grade point average at all times.

Academic Probation A student will be placed on academic probation if 1) the student’s cumulative GPA drops below 2.0 anytime thereafter the completion of the first two semesters of classes, or 2)the student’s semester GPA is below 2.0 for two consecutive semesters or drops to 1.0 or below for any one semester. A student placed on academic probation may be limited to a class load of 12 units or ;less if this deemed advisable by the Academic Dean.

A student placed on academic probation will have one semester to raise his or her cumulative GPA to a satisfactory level before loosing financial aid. A student who has preciously been on academic probation and drops to that level a second time will not be able to receive financial aid at any time on academic probation.

Academic Alert If a student has not received a semester GPA of at least 2.0 during his or her first term on academic probation, the student will be placed on academic suspension and may not continue taking classes for credit until completion of the term of suspension. The first occurrence of academic suspension will be for a period of one semester. If a student is placed on academic suspension a second time, the period of suspension will be one year. Students placed on academic suspension a third time may not return to PRBC.

Appeal A student who is affected by these policies, yet believes he or she has facts unknown to the Academic Committee, may appeal to be reinstated. To make an appeal, a student should submit a written statement to the Office of the Academic Dean including:

1. Reasons for unsatisfactory progress 2. Intentions to maintain acceptable academic standing, and 3. Methods for anticipated success toward educational goals

If the appeal is granted, a student will return under probationary status.

ENGLISH PROFICIENCY REQUIREMENT Effective clear communication must go hand in hand with sound doctrine. For this reason PRBC places a strong emphasis on the student’s ability to accurately transmit to others what has been learned.

Along with numerous courses offers to enhance student’s verbal communication abilities, PRBC also requires students to develop their writing skills.

All new students will take the English Proficiency Test at PRBC as a [part of the orientation process. (In addition proficiency tests will be given at the close of each English course. Students with a grade of “B” or better for English Composition are exempted from taking the English Proficiency Test. English Composition is required for all students who wish to pursue their studies beyond the sophomore year. Students may not enroll in any subject above the 2000 level until English Composition is successfully completed (certain exceptions apply).

Transfer students will be require to take the proficiency test even if they are transferring in English Composition. A non-passing score will require enrollment in English Composition at PRBC.

All students must have a passing English Proficiency score or a grade “B” or better in English Composition before entering upper division studies. VOLUNTEER MINISTRY SERVICE PROGRAM REQUIREMENT Volunteer ministry is at the heart of “Doing Church as a Team.” If on e is going to lead a volunteer based church or ministry, one needs to have first-hand experience of what it takes to be a part of a team of volunteers. In order to be an effective leader, one needs to be a good follower. Volunteerism not only provides an excellent opportunity to develop one’s ability to follow and to lead, but it also develops skills in building vital working and caring relationships, skills in teamwork and team building, and develops the character qualities of commitment, integrity, accountability, teachable ness, consistency, excellence, selflessness, and servant hood.

Therefore, Pacific Rim Bible College places a strong emphasis upon the student’s participation in volunteer ministry service in the local church and considers this a part of the total educational program. This is also a standard required by the Accrediting Association of Bible Colleges. All requirements of the volunteer ministry service program must be fulfilled in order to graduate.

Objectives The volunteer ministry service program is based upon three major components: 1. A strong commitment by each student to active volunteer service in a local church body. 2. The development of character qualities necessary for qualified leadership ministry. 3. The continuing improvement in the student understands and use of ministry skills, gifts, and abilities.

Requirements Each degree or certificate-seeking student is required to be involves in volunteer ministry service in a local church at least five hours per week. This is in addition to attending weekly worship. Students who are in paid staff positions in a local church must volunteer at least five hours per week in an area of ministry outside of the area of responsibility of their paid position. Students are encouraged to volunteer with a variety of different types of ministries within their church over the course of their degree or certificate program. Students must complete a monthly Volunteer Ministry Service Report fro each month that school is in session. This report is designed to provide the College with a complete picture of the student’s participation in volunteer ministry service and to guide the student in processing their ministry experiences and the life lessons they have learned in the context of their volunteer ministry service.

Students will file monthly Volunteer Ministry Service Program Reports with the Registrar by the 5th day after the completion of each month. Reports should be reviewed and signed by the leader of the ministry or ministries in which the student is volunteering.

Volunteer ministry service should include both witness to others and a faithful, consistent level of service. By the third year of study, the student should seek to serve in a leadership capacity in at least one of his other areas of volunteer ministry service. Evidence of growth in one’s ability to follow and to lead, growth in skills in vital working and caring relationships, growth skills in teamwork and teambuilding, and growth in the character qualities of commitment, integrity, accountability, teachable ness, consistency, excellence, selflessness and servant hood is anticipated.

LIBRARY POLICIES Library Hours Monday 10:00am-7:00pm Tuesday 5:30am-9:00pm Wednesday-Friday 8:00am-5:00pm Saturday 1:00-4:00pm

• Books may be checked out for a three-week period. • Multimedia may be checked out at the end of the business day, and must be returned by 9:00a.m. the next day that the library is open. • Periodicals and computer resources are for in-library use only.

All library materials returned after the due date are charged an overdue fine of 25 cents per item per day.

Computer printouts and photocopies are ten cents per page.

Fines and copy fees should be paid to the PRBC Administrator or the library monitor.

Internet service in the library is for educational, ministry, and research purposes only. Games, online shopping, and other personal use are not allowed. University of Hawaii at Manoa Library Use and Fee In addition to use of the PRBC library upon payment of the library fee, Pac Rim student may choose to obtain a University of Hawaii Library Community Card for an additional $50.00 for one year. Please see the PRBC Administrator for library card purchase and details.

The student is responsible for all UH Library system overdue book fees, and will be personally responsible for paying all fines as well as cost of book replacement.

SOCIAL LIFE AND CONDUCT STANDARDS

It is the desire of PRBC that each student hold to the high standards of morality as taught in the Old and New Testaments, and as exemplified in the life of Christ. While he scriptures to not provide specific teaching regarding all social and moral practices, they do advocate self-restraint in matters which are harmful or offensive to others in the community. As a result, it is expected that each individual who voluntarily joins the Christian academic community of Pacific Rim Bible College will, with God’s help, abide by all of the standards set forth by this institution.

PRBC Standards of Conduct It is a violation of the community standard at this institution to use alcoholic beverages, tobacco, recreational drugs, or to participate in occult practices, or gambling. In the case that a member of the community is found to be participating in any of these practices, that student will participate in a disciplinary process.

In addition, PRBC takes a firm and positive stand regarding the authority of the Scripture in specific moral issues. As a result, it is essential for each student to understand that sexual sins(premarital sex, adultery, homosexuality,etc.) are in violation of God’s law and the trust of the community, and will be met with a process of redemptive discipline.

Any student found to be conducting criminal activity on school property will be handed over to the local authorities.

All violations of the PRBC standards of conduct will be brought before a board of discipline consisting of the Academic Dean, Dean of Students, and one additional faculty member. They will review all pertinent details of the violation and will decide upon a course of redemptive discipline. Redemptive disciplinary measures may include, but are not limited to: counseling, reprimand, public confession and repentance, corrective actions, disciplinary probation, disciplinary suspension and disciplinary expulsion.

Disciplinary Probation Students who are found to be in violation of the PRBC standards of conduct may be placed on disciplinary probation for a period of one semester upon recommendation of the board of discipline. Any further violations during the period of probation may result in the student being placed on disciplinary suspension.

Disciplinary Suspension Students who are founding serious violation of the PRBC standards of conduct maybe palced on disciplinary suspension for a period of one semester upon recommendation of the board of discipline. Any further violations following the student’s return to the school of probation may result in the student being placed on disciplinary suspension.

Disciplinary Expulsion Students who are found in extreme violation of the PRBC standards of conduct may be permanently expelled from PRBC upon recommendation of the board of discipline.

Appeal A student who has been placed on disciplinary suspension or expulsion, yet believed he or she has facts unknown to the board of discipline may appeal to be reinstated. To make an appeal, a student should submit a written statement to the Office of the Dean of Students including:

1. Reasons for the breach of conduct, 2. Intentions to maintain acceptable conduct, and 3. Methods for anticipated success toward this change of conduct.

If the appeal is granted, a student will return under probationary status. Dress Code Student dress while attending class, studying in the library, performing work-study, and other PRBC functions should be appropriate to the educational environment and your preparation for the ministry. Shorts, tank tops, t-shirts, swimwear and rubber slippers are only appropriate for informal, outdoor PRBC gatherings, and not for the classroom. Female students must refrain from wearing bare midriff tops or short skirts or short shorts. Students who consistently violate the dress code after repeated warning may be subject to redemptive discipline.

Identification Students will be issued a PRBC identification card and nametag. Please wear your nametag whenever you are on campus and in class. This will allow the New Hope All Nations Fellowship and New Hope Fellowship O’ahu receptionist to easily recognize you as a PRBC student rather than as a visitor to their offices. This will maintain high level of joint security of the facilities.

Security Students are advised to lock their cars and do not leave personal belongings and other valuables in the car while in class. Students should always be aware of their surroundings and exercise appropriate caution, particularly during early morning hours and in the evening after dark.

Office Hours Normal office hours are as follows: Monday 10:00a.m. -5:00p.m. Tuesday-Friday 8:00a.m. – 5:00p.m. Additional hours by appointment or as needed.

Telephone The Pac Rim office and library telephones are for official use. Students may us the volunteer desk telephone in the office for short local calls only. Anyone who abuses this privilege will forfeit the use of phones on campus. Long distance calls may be made only upon authorization and approval of PRBC staff. The student will be responsible for payment of long-distance phone charges.

Student Mailbox The student mailboxes will be located outside of the Administration office during the weekdays. Each student will have an information file folder for PRBC communication for use by faculty, staff and students. Please check for current communication each day you are in class. Timely response to correspondence by a required due date is solely the responsibility of the student. Failure to respond in time will not be allowed as a valid excuse.

Faculty Mailbox The faculty mailbox will be located outside of the Administration office during the weekdays, and are to be used for communication purposes only. All course assignments may be submitted via the faculty mailbox only upon direction given by the individual faculty member.

Children Parents are responsible for the care and conduct of their children while in the building. Children are allowed to remain in class only upon prior approval of the instructor. Please be considerate of fellow students that the best possible learning environment will be maintained.

Marriage PRBC holds wedding vows in the highest esteem. It is the desire of the school to protect the sanctity of marriage covenant by promoting the steps to establish and maintain healthy marriage relationships. The evidence of a solidly based Christian home is a scriptural requirement of the married person who is the minister, and the strength of the minister’s testimony is conveyed to his or her congregation by the life and relationships he or she has. Therefore, PRBC has established a policy in relation to engagement and marriage ceremony should be scheduled during the summer or winter break, not during the academic year or any short breaks it affords. This allows the marriage to begin without the added stress of a disrupted school schedule. EDUCATIONAL MATTERS

1. FACULTY: The institute should use qualified faculty, who have earned degrees from accredited institutions, to teach its course.

Faculty members should have attained the educational level of a master’s degree (bachelor’s degree minimum if a two-year institute) from an accredited institution in the field in which they instruct. Faculty should also have adequate ministry experience to warrant to warrant their teaching their appointed subjects. It is a person’s education and experience in a given field that qualifies him or her to teach in that field.

The institute must employ sufficient faculty to sustain the level of and programming promised by the institute.

NOTE: If a course is team-taught, the professor of record will be noted as the one who taught 60% or more of the class.

(Should any faculty member have an unaccredited BA, he or she must be currently enrolled in and actively pursuing an accredited MA.)

STUDENT EDUCATIONAL QUALIFICATION: The institute should have specific criteria for admission to its program.

The admission criteria should reflect the mission and purpose of the institute.

For institute hoping to transfer courses to Life Pacific College, the student admitted to the program should have a high school diploma or a document evidencing equivalency (GED).

CURRICULUM: The curriculum of the institute must be adequate in terms of hours in training and breadth of subjects to accomplish its mission

HOUR IN CLASS: The institute must require adequate time in class and work outside of class to ensure quality education. It must also require attendance with roll being taken and records of attendance being kept. Student should be required to attend 80% of a course to receive credit.

Minimum class hours for one-quarter unit of institute credit should be 10 class hours (8/5 hours seat time) plus 15 to 20 hour of homework. Life Pacific College requires 15 class hours plus 22.5 to 30 hours of homework per semester unit of credit. Institute wishing to transfer credit to LIFE will have their units evaluated according to LIFE’s unit requirements. Institute classes requiring fewer hours than LIFE’s courses will be assessed accordingly.

Accurate attendance records should be maintained for each course offered in the institute. This record should include a list of days when the course meets and whether the student is present, absent or tardy from the session(s). The instructor should call the roll in every course session.

At Life Pacific College, in order for credit to be given for a course, the student is required to attend 80% of the classes. The student who drops below this attendance requirement receives a failing grade. Institutes wishing to have courses transfer must also adhere to this or a similar policy. TEXTBOOKS: Textbooks used for each institute course should be appropriate to college-level instruction.

The textbooks and materials used should be college-level and capable of being used to formulate examination materials during the duration of the course. They should be listed by author, title, volume number, publisher and publication date.

For a book to be considered college-level, the following criteria must be met:

ÿ The author must be a recognized authority (in terms of education and experience) in the field in which he or she writes. For example, a book on theology, written by a botanist, is not considered college material. ÿ The author must use standard college research and documentation methods in the book. ÿ The vocabulary of the text should require college-level reading ability.

The student should be expected to complete consistent reading assignments from the textbooks and materials used in teaching the course. These readings should also become a part of the examinations given in the course.

LEVEL OF INSTRUCTION: The courses taught in the institute should be college level. College-level instruction means that the instructors teach from a college-level textbook, use standard research and documentation procedures in their class preparations, and have sufficient education and experience in the area in which they are teaching to qualify them to teach it.

College-level instruction also means that the students will do 1.5 to 2 hours of outside work for every hour in class and that they will usually be required to do a major research assignment or project which takes the principles learned in the course and applies them in a professional yet practical way.

TESTING: The institute should see that proper means of evaluation are used in all of its courses.

Periodic examinations should be given throughout a course. The examinations should be difficult enough to reflect the levels of differences among the students in the course. Normally, a mid-term examination and a final examination should be included. In rare instances, the in, the instructor may choose to use another means of evaluation such as a major ministry project or report, but all means of evaluation should clearly determine the level of learning in the students and demonstrate different levels of learning among them. Examinations and projects should be notes in the course outlines that should be approved by the institute’s director.

GRADING: Letter grades should be given at the end of each course, and the grades should demonstrate that generally there are a certain percentage of students at each level.

The institute should establish a standard academic scoring system that reflects the scoring generally used in college-level institutions. The teacher’s grading scale, of course, should reflect the students’ fulfillment of the required assignments as delineated on the course information sheet. It is expected that each course should reflect a spread of grades as noted on the curve scale. The recommended standard curve for grading the institute course should be set as follows: Curve Scale

Letter Grade Percentage of Students A 10% B 30% C 45% D 10% F 5%

Note: A course in which all students earn “A’s” is not a college-level course! Exceptions to this rule might occur in highly technical situations where all of these students are academically advanced. Also, courses originally audited by the student and the changed to credit courses will not be accepted for transfer by Life Pacific College. All grades should be prepared and released to the students within three weeks of the completion of the class.

COURSE OUTLINES: Each course should have a course outlines giving the name of the instructor, a course description, course objectives, course textbooks and materials, course requirements, course policies and course schedule. All course outlines for a given quarter or semester should be approved by the institutes director and/or administrative board before the beginning of each teaching period.

The ideal course outline should contain the mission statement of the institute as well as defined course objectives that reflect that statement.

The course description should give a synopsis of the course content and state the goals of the course.

The textbooks and materials used should be listed by author, title, volume number, publisher and copyright date.

Course requirements should be clearly delineated both in the course outline and orally during the first course session, including due dates on all assignments.

Course policies regarding attendance and completion of assignments should and explained and used as a guideline for those who successfully complete the course.

A schedule of subjects to be covered, reading assignments to be completes and examinations and quizzes should be attached to the course outline to be distributed in the first class session.

Samples of course outlines are available from Life Pacific College upon request.

RECORDS: The record-keeping methods of the institute should meet high standards that ensure accuracy and permanence.

It is recommended that the record system initiated by the institute include the following:

ÿ An official Student Record Card for each student that contains personal data grades for all courses he or she takes. This card should be kept in a safe place that ensures permanence and privacy. ÿ Financial records for each student studying in the institute to track payment of required fees. We recommend that the institute require that all fees be paid before grade card or transcript for the course is released. ÿ A transfer-of-credit form authorizing credit transfer should be established to facilitate transferring completed courses to other institutions of learning The institute should be prepared to keep all major student records (especially attendance and grades) in a safe (fireproof and tamper-proof) place for at least 10 years.

LIBRARY: The institute should work towards developing and on-site library that strongly supports the instruction it offers to the students.

The library should include books, periodicals and materials for references which support learning in subject areas taught in the institute and enhance the academic and spiritual development of the students. A strong library provides services such as electronic indexes, internet access, and interlibrary loan systems.

The library functions assist the faculty in their teaching function, to support the institute curriculum, and thus to meet the broad educational needs of the students use the library for research purposes when possible.

FACILITIES: The facilities should provide adequate classrooms equipped to properly support the courses of the institute with attention given to heating/cooling, proper lighting, freedom from distraction, appropriate classroom furniture and equipment, basic audio-visual resources and supplies. Pacific Rim Bible Institute Bible Proficiency Exam

Do not write on this exam, fill in circles on the answer sheet only.

1) The first five books of the Old Testament are known as a) the Torah b) the Prophets c) the Apocrypha d) the Writings

2) The very important Greek translation of the Old Testament is known as a) the Apocrypha b) the Septuagint c) the Pseudepigrapha d) the Mishnah

3) The so called “council” that closed the Hebrew canon in the year 90 C.E. has held in. a)Jerusalem b)Carthage c)Jericho d) Jamnia

4) The divisions of the Hebrew Scripture are a) Law, Prophets, Writings b) Law, History, Writings c) Law, History, Prophets d) none of these

5) The number of books in the English Old Testament a) 35 b) 29 c) 39 d)26

6) The number of books in the Hebrew Old Testament a) 27 b)24 c) 39 d) 3

7) Geographical division of Palestine are a) Coastal Plain b) Central Highlands c) Jordan Rift Valley d)all of these

8) The oldest manuscripts of the Old Testament discovered to date are known as the a) Pentateuch b) Mari Texts c) Dead Sea Scrolls d) Tanakh

9) The books that the Roman Catholic Church considers as scripture but are rejected by the Protestants are known as the a) Pentateuch b)Tanakh c) Torah d) Apocrypha

10) Torah means a) the Law b) the History c) the Prophets d) the Writings

11) The Old Testament was originally written in a) Latin & Greek b) Hebrew & Greek c) Hebrew & Aramaic d) Hebrew

12) The traditional authorship of Genesis through Deuteronomy is ascribed to a) Moses b) Abraham c) Joshua d) No one 13) The Pentateuch is a) first 5 books of the Bible b) the Prophets c) all of these d) Genesis through II Kings

14) The first of eleven chapters of the book of Genesis is known as the a) Torah b) Former Prophets c) Primal History d) Pentateuch

15) Adam and Eve had three sons named a) Cain, Abel and Ham b) Ham, Shem and Japheth c) Ham, Abel and Seth d) Cain, Abel and Seth

16) The fruit in the Garden of Eden which was forbidden to and Eve was a) an olive b) an apple c) unknown d) a fig

17) Abrham was commanded to sacrifice a) Isaac b) Joseph c) Jacob d) Ishmael

18) The Tower of Babel was probably a) an Egyptian pyramid b) a Syrian fortress c) a Babylonian ziggurat d) a temple of Baal

19) The creation of the world is described in a) Genesis 1 b) Genesis 3 c) Genesis 1 & 2 d) Genesis 2 & 3

20) The man who was promised land, children, blessings, and the fatherhood of many nations was a) Noah b) Abraham c) Adam d) Isaiah

21) Jacob had to work this many years for Rachel a) ten b) twenty-one c) fourteen d) five

22) The child of the promise from God to Abraham and Sarah was a) Essau b) Jacob c) Ishmael d) Isaac

23) The man who wrestled with at Penuel was a) Esau b) Cain b) Jacob d) Abel

24) The woman who was more righteous than her father-in-law Judah was a) Tamar b) Ruth c) Bathsheba d) Deborah

25) The woman who bore twins to Isaac was a) Tamar b) Rachel c) Rebekah d) Esther

26) The son of Jacob who was sold into slavery to the Egyptians was a) Judah b) Joseph c) Benajamin d) Dan

27) The single most important saving event in the Old Testament is a) Exodus b) Exile c) Moses’ call d) Creation 28) The man who was chosen by God to lead the Hebrews out of Egypt was a) Aaron b) Dathan c) Moses d) Josiah

29) The most common form of the name of God given in Exodus is a) God b) Almighty c) Yahweh d) None of these

30) The type of law by which the Decalogue (Ten Commandments) are generally known is called a) apodictic b) casuistic c) suggested d) command

31) Leviticus is the book of a) conquest b) casuistic c) suggested d) command

32) Deuteronomy is made up of a) Exile b) Conquest of Canaan c) Exodus d) speeches of Moses

33) The burning bush appeared to a) Abraham b) Isaac c) Moses d) Jacob

34) The Ten Commandments are contained in the book of a) Genesis b) Exodus c) Numbers d) Leviticus

35) The waters were parted by God so the children of Isreal could cross at a) Jordan b) Reed Sea c) Red Sea d) all of these

36) Deuteronomy records the a) death of Moses b) the entrance into the land c) rules of sacrifice d) the death of Joshua

37) The man who was chosen to take the place of Moses as leader of the Hebrews was a) Joseph b) Caleb c) Joshua d) Aaron

38) The first city ancient Israel attacked upon entrance in to the land was a) Ai b) Jericho c) Jerusalem d) Hebron

39) The one who was chosen by God to conduct the Conquest of Canaan was a) Moses b) Joshua c) Benjamin d)Gideon

40) Deborah was a a) queen b) Abraham’s wife c) mother of Samuel d) Solomon

41) The man who was king of the United Kingdom(United Monarchy) who built the first temple was a) David b) Josiah c) Saul d) Solomon

42) The Philistines stole this object from the Hebrews and suffered greatly a) the Tabernacle b) the Ark of the Covenant c) the Alter of Incense d) the Basin 43) The judge who tested God before he answered his call was a) Joshua b) Othniel c)Gideon d) Ethud

44) The Philistines stole this object from the Hebrews and suffered greatly a) the Tabernacle b) the Ark of the Covenant c) the Alter of Incense d) the basin

45) The king who committed adultery and murder but repented of his sins was a) Ahab b) Jeremiah b) Uriah d) David

46) The first king of ancient Israel was a) David b) Saul c) Solomon d) Jeroboam

47) The young man who killed the giant and later became king of ancient Israel was a) Hezekiah b) Jonathan c) David d) Saul

48) Hanah prayed for a child and God gave her a) Isaac b) Samuel c) Eli d) Joseph

49) The man who became King after David was a) Saul b) Solomon c) Absalom d) Ammon

50) Books that record the same event from different theological perspective a) Samuel & Kings b) Kings & Chronicles c) Kings & Ezra d) Jeremiah & Daniel

51) The prophets who spoke out against Baal during the reign of Ahab were a) Amos & Hosea b) Elijah & Elisha c) Micah & Isaiah d) Jezebel

52) The queen of Ahab, often called the most wicked woman in the Bible was a) Elizabeth b) Esther c) Athaliah d) Jezebel

53) The king who found part of the book of Deuteronomy in the temple was a) Joshua b) Ahab c) Saul d) Josiah

54) The destruction of the northern tribes occurred in a) 722/1 B.C. b) 622/1 B.C. c) 922/1 B.C. d) 587/1 B.C.

55) The destruction of the northern tribes occurred in a) 722/1 B.C. b) 622/1 B.C. c) 587/6 B.C. d) 922/1 B.C.

56) Hezekiah is a) book in the Old Testament b) a king of the Southern Kingdom c) a son of David d) a prophet of Israel

57) The kingdom of ancient Israel was united a) until Solomon died b) under David & Solomon c) under Saul & David d) less than 50 years 58) When the kingdom split, the Northern tribes a) were called 12 tribes b) no longer existed c) were called Israel d) chose Rehoboam as king

59) Assyria destroyed a) Jerusalem b) Northern tribes c) Southern tribes d) the Philistines

60) Babylon destroyed a) Jerusalem b) Northern tribes c) Southern tribes d) the Philistines

61) Nebuchadnezzar a) captivity b) destroyed Jerusalem c) married 1000 women d) saw God’s hand writing on the wall

62) The term”exile” refers to a) captivity b) intermarriage c) liberation d) none of these

63) Cyrus the Great was a) the king of Assyria b) the king of Babylon c) the king who permitted the exiles to return to Palestine d) the king who destroyed

64) The second temple was built under the leadership of a) Ezra b) Solomon c) David d) Zerubbabel

65) The prophet who is credited with oracles called the “Servant Songs” is a) Jeremiah b) Amos c) Hosea d) Isaiah

66) The prophet who married a harlot was a) Ahab b) Ahaz c) Hosea d) Isaiah

67) The prophet who delivered only an 8 word oracle yet caused a great revival was a) Joshua b) Jonah c) Judah d) Jeremiah

68) The prophet who condemned the Assyrians and was happy when Nineveh fell was a) Nahum b) Habakkuk c) Obadiah d) Zechariah

69) The prophets who promised that God would establish a new covenant was a) Jonah b) Nahum c) Jeremiah d) Malachi

70) The prophet who was taken to Babylon was a) Isaiah b) Jeremiah c) Micah d) Ezekiel

71) The two prophets who preached the rebuilding of the temple in the restoration period were a) Ezra & Nehemiah b) Jonah & Hosea c) Hagai & Zechariah d) Jeremiah & Isaiah 72) The book that describes the horrors of war, in particular the destruction of Jerusalem is a) Judges b) Lamentations c) I Kings d) II Samuel

73) The Former Prophets refers to a) the first prophets b) Joshua through 2 Kings c) Elisha d) Elijah

74) The Latter Prophets refers to a) the last prophets b) Hosea through Malachi c) the writing prophets d) Isaiah through Ezekiel

75) Jonah a) refused to go to Babylon b) refused to go to Nineveh c) refused to go to Joppa d) refused to go to Syria

76) The prophet wht who condemned giving “spoiled offerings” to God was a) Micah b) Haggai c) Habakkuk d) Malachi

77) The book in the Bible that speaks of the lineage of David is a) Genesis b) Joshua c) I Kings d) Ruth

78) The poetry-wisdom books in the Bible are Job, Ecclesiastes, Proverbs and a) Isaiah b) Judges c) Psalms d) I Samuel

79) The book that addresses the life from the stand point of reality is a) Proverbs b) Isaiah c) Ecclesiastes d) Jonah

80) The book that addresses human love is a) Proverbs b) Song of Solomon c) Psalms d) Job

81) The book that addresses the loyalty of a woman to her people is. a) Esther b) Ezra c)Ruth d) Judges

82) The word “Psalm” means a) prayer b) praise c) song d) lament

83) The book of Ruth a) takes place in Moab and Bethlehem b) records the lineage of Moses c) has Jezebel as a main character d) had Obed as the mother-in-law

84) Job was a) patient b) quietly faithful c) angry, but steadfast d) understanding

85) The book of Psalms is composed of a) only the psalms of David b)five different books c) prophetic literature d) only the psalms of David & Asaph

86) The period generally dated from 400 B.C.E. is known as the a) Deuteronomistic History b) Intertestamental Period c) The Exile c) The First Temple Period 87) The Maccabean Revolt was initiated by an aged priest named a) Jonathan Maccabeus b) Judas Maccabeus c) Mattathias Maccabeus d) Simon Maccabeus

88) The man who purified the second temple during the period of independence so that it could be used for worship again was a) Judas b) Jeremiah c) Joshua d) Josiah

89) The man who brought the Greek culture to the ancient Near East was a) Pompey b) Alexander the Great c) Cyrus the Great d) Antiochus IV

90) After the death of Alexander the Great, these families fought for centries over the land of Palestine a) the Herodians & Greeks b) the Hasmoneans & Egypttians c) the Seeucids & Ptolemies d) the Maccabees & Zealots

91) The process of imposing Greek cultural values upon conquered people is known as a) Hellenization b) Romanization c) Contextualization d) Victimization

92) The festival that commemorates the cleansing of the Jerusalem temple in Jerusalem in 164 B.C.E. a) feast of weeks b) Passover c) Day of Atonement d) Hanukkah

93) The king who defiled the temple in Jerusalem causing a revolt to begin was a) Nebuchadnezzar b) Cyrus the Great c) Antiochus IV d) Josiah

94) These religious groups developed during the Intertestamental period a) Pharisees b) Essenes c) Sadducees d) all of these

95) An authoritative list of books is called a a) codex b) translation c)canon d) paraphrase

96) The Jewish religious/political party which was composed of priests I charge of the temple worship was the a) Pharisees b) Essenes c)Sadducees d) Zealots

97) The Romans called the land where Jesus lived a) Greece b) Palestine c) Asia Minor d) Galatia

98) The word” Gospel” literally means a) good news b) grand happenings c) God’s speed d) good speech

99) The so-called Synoptic Gospels are a) Matthew b) Mark c) Luke d) all of these

100)The discipline which seeks to compare ancients manuscripts to determine the most accurate copy of the bible is known as a) historical criticism b) form criticism c) literary criticism d) textual criticism 101) The number of original manuscripts of the New Testament writings in existence today is a) 0 b) 100 c) 27 d) 5000

102) It is generally agreed that the last gospel written was the gospel of a) Matthew b) Luke c) Mark d) John

103) The most Jewish of the four Gospels in the Gospel of a) Matthew b) Luke c) Mark d) John

104) The Gospel written to the Gentiles was a) Matthew b) Luke c) Mark d) John

105) The Gospels which tell of a virgin birth of Christ are a) Matthew and Luke b) Luke and John c) Mark and Luke d) John and Matthew

106) According to the Gospels, Jesus was born the city of a) Jerusalem b) Nazareth c) Bethelem d) Cana

107) Jesus grew up in the Galilean village of a) Capernaum b) Jerusalem c) Bethlehem d) Nazareth

108) The characteristic feature of the teaching of Jesus was that he taught in a) allegories b) parables c) literal language d) poetry

109) The term used in the New Testament to describe God’s love is a) philos b) agape c) logos d) eros

110) Generally speaking, a parable makes the following number of main point(s) a) one b) three c) two d) three or more

111) In the prologue to the Gospel of John (1:1-18) the main title for Jesus is a) king of Israel b) Word of God c) Son of Man d) Messiah

112) Jesus was baptized in the Jordan River by a) John Mark b) John the Apostle c) John the Baptist d) James the Just

113) Matthew and Luke tell of Jesus tempted the following number of times by Satan a) two b) four c) three d) five

114) The disciple who confessed that Jesus is the Messiah, the Son of the God at Caesarea-Philippi was a) James the Just b) John he Apostle c) Simon Peter d) John the Baptist

115) Jesus was betrayed for thirty pieces of silver by a) Simon Peter b) James the son of Zebedee c) Judas Iscariot d) Thomas 116) The disciple who denied Jesus three times to save his own life was a) Simon Peter b) John the Apostle c) James the Just d) Flavius Josephus

117) The name of the Roman governor responsible for putting Jesus to death was a) Herod the Great b) Pontius Pilot c) Herod Antipas d) Flavius Josephus

118) Jesus was crucified in about a) 35A.D. b) 25 A.D. c) 30A.D. d) 40 A.D.

119) The book which is the second part of a two-part book is a) Hebrews b) 2 Peter c) Acts d) Revelation

120) The story of the official ordination of the church and of the Holy Spirit on the Day of Pentecost is found in a) John 17 b) 2 Peter c) Acts 2 d) 1 Corinthians 13

121) The book of Acts tells the story of the first Christian martyr, a man named a) Stephen b) Simon Magus c) Phillip d) Cornelius

122) The man whose conversion is described three times in the book of Acts (chapters 9, 22,26) is a) Cornelius b) Saul of Tarsus c) Stephen dTimothy

123) The famous persecutor of the church whose name is affixed to 13 writings in the New Testament is a) Titus b) Timothy c) Luke d) Paul the Apostle

124) The traditional author of the Acts of the Apostle is the Phsisian a) Timothy b) Theophilus c) Luke d) Paul the Apostle

125) The number of missionary journeys of the Apostle Paul described I Acts is a) 2 b) 4 c) 3 d) 5

126) Paul’s companions on his first missionary journey were a) Timothy b) Barnabas c) Silas d) Luke

127) The first church council, the Jerusalem council, 50 A.D., addressed the issue of a) the holiness of God b) the inerrancy of the Bible c) the millennium c) circumcision of Gentiles

128) The Magnum Opus (great work) of the Apostle Paul which describes his view of salvation and the nature of righteousness is his letter to the a) Galatians b) 1 Corinthians d) Ephesians d) Romans

129) The earliest writing of the New Testament was written by a) Matthew b) Mark c) Paul d) Luke 130) Paul discusses the resurrection of Christ and the resurrection of believers in a) 1 Corinthians b) 2 Thessalonians 2 c) 1 Corinthians d) Ephesians 1

131) Paul addresses the topic of spiritual gifts in a) Galatians 1-2 b) 1 Corinthians 12-14 c) Romans 6-8 d) 2 Corinthians 5 132) One of the most favorite chapters in the Bible is the so-called “ love chapter” of a) 1 Timothy 3 b) 1 Thessalonians 2 c) Philippians 6-8 d) 1 Corinthians 13

133) Paul discusses the resurrection of Christ in a) 1 Corinthians b) 2 Thessalonians 2 c) 1 Corinthians d) Ephesians 1

134) The letters which give considerable attention to the Second Coming of Christ are a) 1 & 2 Thessalonians b) 1 & 2 Corinthians c) Ephesians & Colossians d) Roman & Ephesians

135) The Greek seaport city which is known for its immorality and pagan worship was a) Corinth b) Philadelphia c) Ephesus d) Philippi

136) Paul uses the famous “ Christ-Hymn” to exhort Christians to a lifestyle of humility and service in a) Galatians 5:1-10 b) Colossians 1:1-20 c) Philippians 2:6-11 d) Romans 6:1-14

137) Paul’s Letter to a Philemon is concerned with the status of a) an apostle b) those who deny Christ publicly c) a runaway slave d) those who die prior to the resurrection

138) In the New Testament letters known as the General Epistles (letters) include a) 1 Peter, Colossians, Galatians, Romans b) James Jude, Hebrews, 1 John c) Jude, Ephesians, 1 John, Revelation d) Hebrews, Revelation, Acts, Romans

139) The book which emphasizes Christ’s superiority over the religions and refers to Jesus as a great high priest is a) 1 Peter b) Hebrews c) 1 John d) Romans

140) The Letter of James emphasizes the importance of a) works b) salvation c) prayer d) faith

141) The book of Revelation is generally recognized to belong to hat class of literature known as a) Pseudonymous b) Apocryphal c) Apocalyptic d) clandestine

142) The traditional author of the book of Revelation a) John the Apostle b) Timothy c) Jophn the Baptist d) Luke the Physician

143) In the book of Revelation the number 1000 is a symbol for the thousand year reign of Christ, commonly referred to as the a) centennial b) millennium c) bicentennial d) century

144) The name “Bible” comes from the Greek word for a) book b) repository c) wisdom d) collection Appendix 12 LEADING A GROUP STUDY INSTITUTE

The School of Distance Learning at Life Pacific College AN INTRODUCTION TO LEADING A GROUP STUDY INSTITUTE

What a privilege to guide believers in Christ’s body to a richer understanding of God’s Word! This opportunity is yours as the Group Study Institute leader.

You will be leading your Group Study Institute (GSI) through the materials found in the course, as well as bringing them together for times of sharing and discussion of the things they have learned during their individual study time.

Your responsibilities as the GSI leader are varied. They may range from understanding and explaining the basic plan of study for the course, to answering questions, to stimulating discussion, to giving lectures.

You will guide the group (using the Course Checklist included in the course materials) through the assignments, ensuring that each assignment is done in proper sequence and that the examinations are given at the proper time. It is important for the study group to move step-by-step through the checklist to successfully complete the entire course. Any omitted steps could cause difficulty in later assignments or confuse students.

You will facilitate learning by providing a proper environment for the group. Often, small items such as room temperature and lighting can affect and individual’s ability to learn.

You will also experience the challenge and joy of motivating the student to learn. Each learner needs help at different times. Often just having the instructions on an assignment explained clearly by another person motivates the learner to do the required work. We do not encourage you to share the answers on the Study Guides, Individual Study, or Action Projects with the student. The process of research and personal discovery of the concepts by each group member is a key factor in learning. The evaluation and grading of assignments will be done by the School of Distance Learning (SDL).

Your job may often simply be to encourage individual group members in their study. Knowing there is someone who is concerned that they finish the assignments and complete the course is wonderful motivation and encouragement. Your personal concern for the student will be of inestimable value. Enrollment Policy and Procedure

Step One: Contact the SDL and obtain a catalog for each person who is enrolling in a course. An application is included with every catalog.

Step Two: Instruct students to complete the application and submit the application and payment in full for each course in which they are enrolling to the GSI leader. The church is to submit one check to cover the course cost for all students. Make checks payable to Life Pacific College.

Step Three: Fill out a Group Study Institute Enrollment Form and send it to the School of Distance Learning along with all completed applications and payment. Please place all orders four to six weeks before you intend to begin the course.

NOTE: A student is not “officially” enrolled in a course for credit until the application process is completed. No test grades can be issued, no papers graded, and no transcript established until the individual’s enrollment is completed.

Audit Status: These courses are offered solely for credit. Audit status is not recognized. We do not release any materials to students not enrolled in the course.

Costs: All required textbooks and materials are included with the course. The cost for each course is listed in the catalog. This cost includes tuition, books, course materials, and shipping and handling. We are unable to sell materials unless the student is enrolled in the course.

Leader’s Materials: The GSI leader may wish to purchase a set of materials for him/herself. He or she would simply pay the cost of materials and would not be required to pay the tuition fees. For current prices, please contact the SDL.

Return policy: Return privileges are granted to churches for books returned in unused saleable condition within 30 days of purchase (less shipping costs).

Full Tuition Scholarships: For each five students enrolled, the sixth student’s tuition is free. *This tuition fee waiver may be used by the church to benefit its members in whatever manner the church sees fit. We suggest the following possibilities:

• To give as an individual scholarship. • To offset church costs. • To offset student fees. • To provide an honorarium for the local GSI leader.

* Discounts include tuition only. All materials such as textbooks and course materials must be purchased by the students. Course Assignments and Examinations

Assignments: All assignments must be sent to the SDL at Life Pacific College for grading in order for the student to receive credit. Assignments should be sent by the GSI leader for the entire group.

The SDL will grade the assignments and mail them to the GSI leader for distribution back to the students, usually within two weeks.

Examinations: All exams for the course will be sent to the GSI leader along with the Course Material and textbooks. The GSI leader should schedule the exams for the entire group to take at one time. Students should be progressing at the same pace and take their exams together. As the exams are completed, they should be mailed to the School of Distance Learning by the GSI leader. They will be graded and a record of the grades will be returned to the GSI leader within two weeks.

Important: All grades will be returned to the GSI leader in separately sealed envelopes to be distributed to the students. In accordance with federal law under the Family Educational Rights and Privacy Act, grades may not be viewed by any individual except the student (including the GSI leader) without the student’s written consent.

Things you should Know…

The following requirements have been made of Life Pacific College by the State of California and the AABC (Accrediting Association of Bible Colleges).

1. The Group Study Institute (GSI) is a ministry of the local church to its people. Therefore, no statement of advertisement can be made stating that the GSI is accredited by Life Pacific College, or that it is a branch or extension of the College.

2. The College does not participate in the selection or qualifications of the GSI leaders; therefore, it cannot be stated that the institute leaders are LIFE faculty or approved by the college.

3. GSI’s are to encourage students enrolled in the courses to do their own private and individual research for each course taken. Assignments must be prepared by the individual-- not as a group.

Copyrights: All textbooks, course materials, and examinations are copyrighted and may not be reproduced in any form or by any means.

May God richly bless you and use you for His glory in this Group Study Institute! CHAPTER ONE THE TOOLS OF GROUP STUDY INSTITUTES

The Word of God: One basic tool that each GSI leader and student will need is the Word of God. Encourage students to bring their Bible with them to each class. Use the Word of God as a basis for your opening time with them. We suggest you read from the portion of Scripture that is being used in study.

The Course Materials: The Course Material is divided into four parts. Examine each part of it to familiarize yourself with the materials that your GSI will be using.

I. Course Information Section:

In this section you will see the objectives (aims) of this course. These are the most important aspects of the entire study. Familiarize yourself with them so that you can explain them to the students.

The Course Requirement Sheet lists the textbooks that will be used in each course in addition to the Bible. The textbooks are available through the SDL and are included with each course.

The Course Checklist is one of the most important pages in the Course Information Section. It lists in sequence the steps that are to be followed to successfully complete the course. This checklist can be divided into sections of time. We recommend 13 sessions for each course. However, each church is free to work out its own schedule. The object of a GSI is to have all students studying the material at approximately the same rate.

II. Study Guides

The format of examination for a course is to first study the textbooks using the Study Guides provided. Then take the examination that corresponds with that Study Guide. Most exams consist of multiple-choice questions. The Study Guides use objective questions directing students to find the correct answer. The exam questions are extracted from the Study Guide questions but are not necessarily identical. This provides another learning experience even in the process of testing.

All examinations must be supervised by either the GSI leader or a qualified person designated by the leader. They may not be monitored by another student enrolled in the course. It is best for the GSI to meet and take examinations together. However, each student must have clearance with the School of Distance Learning in the form of an accepted application before the examinations can be taken in order to receive credit.

III. Individual Study

The Individual Study Assignment is an in-depth study of some aspect of the materials already studied in the Scripture and the textbooks. Usually it will further explain some important concept in Scripture that has only been touched on by the textbooks. Some courses allow the student to choose among different assignment options offered in the Individual Study. Each student must do their own work for the assignment, group work is not allowed. But, once completed, these assignments can lead to discussion and sharing of insights in the group setting. IV. Action Project

The Action Project is an opportunity to take truths gained by the total study and put them into action in the community, the local church, or in the individual’s life. This gives the student a rich opportunity to share the learning experiences gained with the other group members. The excitement of interacting with church and community offers opportunity for fruitful discussion.

Textbooks: In most cases, the textbooks that accompany the Course Materials are the same as those being used in the course at Life Pacific College in San Dimas. Thus, the distance learning student is being exposed to the same materials as the resident student at the college. We feel this gives the student a better opportunity to be educated on the same level as the resident student on our campus.

Regardless of the class that is being taken, the textbooks make ample and frequent references to the Scriptures. We encourage you to urge your students to look up and carefully consider references as they read their textbook materials. CHAPTER TWO MOTIVATING STUDENTS FROM START TO FINISH

Your responsibility as a Group Study Institute leader includes encouraging each individual to successfully complete their course work.

The course materials your students are studying are college level, designed to parallel the course work done in residence at Life Pacific College. It is designed to guide each individual in a deeper spiritual walk and active involvement in the local church as well as future church-related ministry.

We encourage you as the leader to take time each week to begin the GSI with prayer, worship and words of encouragement from God’s Word. This will become a time of growing enthusiasm as your students grow in their understanding of God’s Word and will for them.

Encourage your students to establish a “place of learning” at home, which avoids the obvious distractions of television or other leisure activity. They will find themselves motivated more highly to study if that place is one they can designate as a study area with proper lighting, appropriate furniture and writing supplies.

In meeting together, you have the opportunity to “set the stage” for successful and highly motivated learning. Be sure the setting is conducive to serious study. Provide a well-lit room with proper ventilation and heating. Furniture is important to maintaining students’ attention. Try not to hold class in a lounge type setting. Start the session at the scheduled time. This gives the student the impression you are motivated to guide their learning.

Please note: If a student is not able to keep up the pace of work, have the student contact the School of Distance Learning and ask for a time extension to complete the course. This can be arranged and will allow them to successfully complete the work as an individual distance learning student rather than within the more limited time frame of a GSI student.

Remember, your students do not have the constant external motivation of a faculty member requiring assignments on specific due dates, regular grades being issued and frequent examinations. We have drawn a suggested schedule for you, but you may find adjustments are necessary for each GSI. We know, however, that students can be highly motivated by a serious, dedicated leader who is prepared to lead the group. They will respond positively to the accountability of regular meetings, scheduled examinations, and deadlines for work to be submitted to the School of Distance Learning.

God has given you a responsibility that is both challenging and, at the same time, thrilling. Sitting before you are some of the leaders He has designated to fulfill His kingdom purpose in your local church and around the world. May God bless you as you accept this vital challenge. CHAPTER THREE HOW TO LEAD SMALL GROUP DISCUSSIONS

Definition of a Small Group – “Four to six people who meet together to exchange ideas about a subject of interest to all in the group.”

Studies show that having less than four or having an odd number in a group tends to lessen its effectiveness.

Purpose of a Small Group Discussion:

1. To strengthen the conclusions member of the group have come to through their study of Scripture.

2. To exchange insight on the Scriptures gained through individual study.

3. To encourage one another in correct knowledge and use of doctrinal material gained through individual study.

4. To share the blessing of fellowship together as members of Christ’s body.

How to Organize the Small Group Discussion:

Step One: As the Group Study Institute leader you are the moderator of the total group and will not be participating in one of the small groups. You will keep track of the time and give instructions to the groups to aid their progress in discussion.

Step Two: Announce the topics for discussion to the entire group.

tThere will be an assigned topic or topics for each small group discussion. Remind the total group that one person in each of the small groups should be chosen to take notes for the entire group. You are going to give each group time to report one of their conclusions and you will be getting information from them if they record their deliberations.

tAnnounce the time limit for the actual discussion. This will vary from five to ten minutes for most discussions.

tAnnounce that each group will be asked for one of their conclusions to be read to the entire group after the discussion is over. This encourages them to take careful notes and stay on the subject.

All of the above information should be given before dividing into small groups! It is very difficult to get the attention of many small groups in one area. It is relatively simple to have the attention of one large group. tInstruct the people to divide into groups of four or six people. The people participating will be able to do this. All you have to say is “find three other people near you and form a group of four.”

Step Three: When half of the discussion time is over, stop the small group discussion.

tSay: “Now, if anyone has not contributed up to this point in the discussion, this is your opportunity to speak.” Don’t worry, they know who they are. The person taking notes has often forgotten to speak. Use the remaining time to hear from these people and then choose the one conclusion of your group that you want to share with the entire group.

tUsually, if there are people who have not participated up to this point they will. If all in the group have participated, the group will simply continue its discussion.

Step Four: Do not be alarmed if you start the group discussion and do not hear anyone speaking for the first minute or so. To many, this is a whole new learning experience. Resist the temptation to say anything to get them started. When they see you are waiting for them, they will begin to organize themselves. Remember this rule of thumb: As long as you are talking they won’t!

Your role as Group Study Institute Small Group Moderator is to keep track of the time and stop the discussions on time.

Step Five: Reporting back.

tWhen the full time is up, say: “Stop!”

tAsk the groups to stay where they are and call on each group to give one conclusion they reached during their discussion.

tListen to each group report carefully. It is not your duty to comment on the value of each conclusion. As moderator, listen and then say something like: “fine,” or “good,” or “interesting,” and go on to the next group. You are encouraging your people to voice their opinions and these may not necessarily reflect your own.

tAs moderator, you may wish to write down each of the conclusions on the board or overhead projector. If this seems comfortable, go ahead and do it. Step Six: Instructing the small groups to return to one large group. This sounds more complicated than it really is. People are usually eager to follow directions. Simply say, “Please return to the place you were sitting in before the discussion began.”

If the entire group is not too spread out during the small group activity, you can leave them sitting where they are and ask them to simply turn so they can see you.

Having used this learning tool many times, we can assure you if you try a small group discussion you will find the people eager to do the activity again. It is a nice break from listening to one person or doing one thing for an entire evening. The total time you should allow for the exercise is 20 to 30 minutes. This allows time for giving the instructions, getting the groups formed, and hearing the reports. Of course, this time may be shortened or lengthened depending on the group’s interest. CHAPTER FOUR HOW TO LEAD A QUESTION AND ANSWER TIME

Definition of a Question and Answer Time – “An interaction between two people with one being the authority able to answer the question and the other seeking the answer to their question.”

NOTE: At times, you as the moderator will be asking for certain information from the group. At other times, group members will be asking for your help.

Purpose of a Question and Answer Time

1. To clarify facts gained through individual study of the materials.

2. To validate the conclusions reached by the individual studying.

3. To apply the factual information to actual life situations. People learn best when they can relate what they learn to their own lives.

Your Role as Question and Answer Moderator

1. To set a definite time limit for the question and answer time and stick to it. This can vary depending on the time available for you to use. Usually 10-15 minutes is sufficient time.

2. Your role if you are asking the question:

tAsk the question clearly so everyone can hear you and understand. This implies that you have carefully read over the questions before you asked them. You may have to refer to textbook or course material to show how the question relates to what they have been studying.

tRephrasing the question: You may have to ask the question in more than one way in order for the listeners to understand. This is another reason for reading questions carefully before asking the group. Planning ahead can save you lots of embarrassment!

tWaiting for the group to respond. This is one of the hardest parts of the Question and Answer method. If there is a silence of any length, we feel obligated to fill it with the sound of our voice. One thing you can do to give your group more time to think is to silently count from 1-50 in your head. You will find before you reach 15 or 20, someone will begin to respond to the question. Remember our rule of thumb: “If you are talking, they won’t!”

tListen carefully to the answer given. Remember, you are not obligated to place a value judgment on a response to your question. If you simply smile and nod an affirming “yes” it is encouragement to the one answering. If the answer is totally different than the one you expected, say, “Good. Does anyone else see this question another way?” You may want to reread the question again. Normally there will be two or three who will give the correct response. 3. Your role if you are answering the question:

tListen carefully to the person as they ask the question. You may have to repeat it to the group if they did not hear it. If you are not sure what was asked, say “I’m not sure I understand completely what you have asked.” Usually the person will then ask it again.

tDo not be afraid to answer: “I don’t know.” Especially if you don’t! As a moderator, you are not expected to know all the answers. You can ask the group to help you answer. You may say: “Does anyone know from the textbook material or the course materials where we could find the answer to this question?” It may surprise you to see how many who study alone can help others to see what they have found in the materials.

tIf you do know the answer, give it and if possible, relate it to the materials you are studying. For instance, “I think that’s what the author is saying on page...”

tDo not be afraid of silence. Often when people are thinking, they are not conscious of being silent. Your study group is not trying to “out wait” you by being silent. Simply continue to wait. You may find it comfortable to count silently while you wait.

General Suggestions for Question and Answer Times

1. Do not always put them at the end of the group study time. It will not take the group long to figure out if they don’t ask questions or answer them as you have instructed then you will probably let them go home. You can lose a very valuable sharing and learning experience by giving this wrong impression. Why not begin one of your group study times with a question and answer session?

2. Be a good listener. Listen carefully clear to the end of a group member’s question or answer. Do not interrupt. If you do, you give the person who is responding the impression they you do not feel what they have to say is as important as what you have to say. You will find your group will not respond if you constantly interrupt.

3. Be a positive moderator. Commend a good answer or a good question. For some reason, people often equate the one standing before them as more of an authority than themselves. Since we are all members of Christ’s body and all equally important to Him, this attitude is not necessarily valid! Enjoy your sharing times together. Remember, you are one of them!

4. Stick to your time limit. If you set a particular time limit, have someone in the group watch the time for you and let you know when time is up. People appreciate order and this is one way to maintain that. CHAPTER FIVE HOW TO GIVE AN EXAMINATION IN GROUP STUDY INSTITUTES

Obtain Examination Clearance for Each Group Member

All testing must be supervised by the person approved for that purpose by the School of Distance Learning. Our normal procedure is to mail all of the exams at one time along with the course materials. If you would like the exams mailed separately, please notify our office. Each examination can be given at one session of the Group Study Institute for all group members.

Remember, credit cannot be given if the examination is taken without a School of Distance Learning approved proctor present.

Before Giving the Examination

Plan to allow 1 hour for the examination to be taken.

Have all needed supplies available. A Scantron score sheet and examination must be available for each group member. A #2 pencil must be used with the Scantron score sheets. Ink will not register properly on the scoring machine. Bring extra pencils, with erasers, in case they are needed.

Have a quiet testing location. On the evening of your examination, do not plan a choir rehearsal next door! Distracting noises, even good music, can adversely affect your group’s thinking.

While the group is taking the exam, do not allow talking or whispering in the testing location. Our second rule of thumb could read: When one talks or whispers, others stop thinking!

If someone finishes the exam before the rest of the group, have them carefully review their answers (silently), then hand in their exam and answer sheet to you. They should then sit quietly at their desk or step outside the room until the exam is over. If you have scheduled an entire evening for the exam (usually this will not be the case) they may leave and go home after completing the test.

Before handing out the examination, do the following:

Pray with the group that God will help all to recall what has been studied. You may also want to pray for courage and steady nerves for those who have not taken an exam in a long time. Here is an opportunity for the Holy Spirit, our Paraclete, “one called alongside to help,” to minister to us.

Ask those taking the examination to clear off their work area, putting all books and materials underneath their chairs.

Giving the Examination

Hand out the examination and Scantron score sheet and go to the back of the room.

The purpose of your being the examination observer is to give everyone an equal opportunity to do his or her best work. You are not required to speak during the examination time. If the question is not clear, ask the person quietly to read it again and answer it the best way they can. You can bring something to read during this time but do “keep an eye” on the group. It is important to their eventual grade in this course that the testing be a positive experience for them.

Do not allow any interruptions once the examination has begun.

Post a sign on each door leading to the examination area reading: “Examination being given. Please do not interrupt.”

If someone comes into the room, go outside the door with them and find out what they need.

Unless it is an emergency, take a message for the person they want to see and promise they will get it when they finish taking the test.

Remember, rescheduling the examination means another block of time must be found in your schedule. If at all possible, avoid this unless you and the one making up the test have ample free time! After the Examination is Over

Stop the group when the scheduled time is up. Be fair in this. If someone is in the middle of a sentence they may finish it, but the time should not be extended beyond a few more minutes.

Collect all the Scantron score sheets. Be sure each group member has their name on the score sheet. Collect all the examinations. These must be returned to the School of Distance Learning.

Collect all pencils. They will be needed again.

If you have changed the set-up of the room in any way, return it to its original set-up.

Resist the temptation to discuss the examination with any of the group members. The grading and evaluation will be done by the School of Distance Learning.

Return all examination and Scantron score sheets to the School of Distance Learning for grading. Beginning a Group Study Institute

The School of Distance Learning at Life Pacific College T H E G R OU P S T UD Y I N S T IT UT E

Life Pacific College, through the School of Distance Learning, developed the Group Study Institute program to serve the local church. The GSI simulates a classroom setting by allowing individuals to enroll in Life Pacific College courses and join others for study and discussion. Our desire is to help you provide your church body with the opportunity to develop a deeper knowledge of scripture and to equip them for local ministry. Through a Group Study Institute your church can use college-level courses to train leaders and even help people pursue a college degree.

BENEFITS

ß Convenience We provide course materials developed by LIFE faculty. The School of Distance Learning grades all exams and assignments. This frees you to focus on encouraging and mentoring the students.

ß Flexibility The GSI is governed by a leader who serves as a catalyst to the group in their collective study and also as a coordinator for their scheduled meetings and exams. The leader can supplement the material with lectures and discussion in whatever way best suits the particular church setting.

ß Transferability Since Life Pacific College faculty develop the course materials and grade the assignments, any course completed through the School of Distance Learning will transfer into the resident program at LIFE. Many other colleges and universities also accept credits from School of Distance Learning courses.

ß Tuition Scholarships For each five students enrolled in a course, the sixth student’s tuition is free. This tuition fee waiver may be used in whatever manner the church sees fit. GSIs have taken advantage of the scholarship to off-set church costs, to off-set student fees, to provide an honorarium for the GSI leader, and as individual scholarships. CONTACT US

We are always available to answer questions you may have about beginning or leading a GSI. Please email, write, or call us if we can assist you.

Toll-Free: 877.851.0900 Life Pacific College Local: 909.706.3059 School of Distance Learning Email: [email protected] 1100 Covina Blvd. San Dimas, CA 91773 ENROLLMENT POLICY AND PROCEDURE

Step One: Contact the SDL and obtain a catalog for each person who is enrolling in a course. An application is included with every catalog.

Step Three: Fill out a Group Study Institute Enrollment Form (included with this packet) and send it to the School of Distance Learning along with all completed applications and payment. Please place all orders four to six weeks before you intend to begin the course.

Audit Status: These courses are offered solely for credit. Audit status is not recognized. We do not release any materials to students not enrolled in the course.

Leader’s Materials: The GSI leader may wish to purchase a set of materials for him/herself. He or she simply pays the cost of materials and is not required to pay the tuition fees. For current prices, please contact the SDL.

Return policy: Return privileges are granted to churches for books returned in saleable condition within 30 days of purchase (less shipping costs).

Full Tuition Scholarships: For each five students enrolled in a course, the sixth student’s tuition is free. * This tuition fee waiver may be used by the church to benefit its members in whatever manner the church sees fit. We suggest the following possibilities:

• To give as an individual scholarship. • To offset church costs. • To offset student fees. • To provide an honorarium for the local GSI leader.

* Discounts include tuition only. All materials such as textbooks and course materials must be purchased by the students. COURSE ASSIGNMENTS AND EXAMINATIONS

Assignments: All assignments must be sent to the SDL at Life Pacific College for grading in order for the student to receive credit. Assignments should be sent by the GSI leader for the entire group.

The SDL will grade the assignments and mail them to the GSI leader for distribution back to the students, usually within two weeks.

Examinations: All exams for the course will be sent to the GSI leader along with the Course Material and textbooks. The GSI leader should schedule the exams for the entire group to take at one time. Students should be progressing at the same pace and take their exams together. As the exams are completed, they are mailed to the School of Distance Learning by the GSI leader. They will be graded and a record of the grades will be returned to the GSI leader within two weeks.

THE TOOLS OF GROUP STUDY INSTITUTES

The Course Materials: The Course Material is divided into four parts. Examine each part of it to familiarize yourself with the materials that your GSI will be using.

I. Course Information Section:

In this section you will see the objectives (aims) of this course. These are the most important aspects of the entire study. Be familiar with these so that you can explain them to the students.

The Course Requirement Sheet lists the textbooks that will be used in each course in addition to the Bible. The textbooks are available through the SDL and are included with each course.

The format of examination for a course is to first study the textbooks using the Study Guides provided. Then take the examination that corresponds with that Study Guide. Most exams consist of multiple-choice questions. The Study Guides are written using objective questions to find the correct answer. The exam questions are extracted from the Study Guide questions but are not necessarily identical. This provides another learning experience even in the process of testing.

All examinations must be supervised by either the GSI leader or a qualified person designated by the leader. Examinations may not be monitored by another student enrolled in the course. It is best for the GSI to meet and take examinations together. However, each student must have clearance with the School of Distance Learning in the form of an accepted application before the examinations can be taken in order to receive credit.

III. Individual Study

The Individual Study Assignment is an in-depth study of some aspect of the material already studied in the Scripture and the textbooks. Usually it will further explain some important concept in Scripture that has only been touched on by the textbooks. Some courses allow the student to choose among different assignment options offered in the Individual Study. Each student must do their own work for the assignment, group work is not allowed. But, once completed, these assignments can lead to discussion and sharing of insights in the group setting.

IV. Action Project

The Action Project is an opportunity to take the truths gained by the total study and put them into action in the community, the local church, or in the individual’s life. This gives the student a rich opportunity to share the learning experiences gained with the other group members. The excitement of interacting with church and community offers opportunity for fruitful discussion.

Regardless of the class that is being taken, the textbooks make ample and frequent references to the Scriptures. We encourage you to urge your students to look up and carefully consider scripture references as they read their textbook materials. THINGS YOU SHOULD KNOW….

The following requirements have been made of Life Pacific College by the State of California and the AABC (Accrediting Association of Bible Colleges).

2. The College does not participate in the selection or qualifications of the GSI leaders; therefore, it cannot be stated that the institute leaders are LIFE faculty or approved by the college.

3. GSIs are to encourage students enrolled in the courses to do their own private and individual research for each course taken. Assignments must be prepared by the individual-- not as a group.

Copyrights: All textbooks, course materials, and examinations are copyrighted and may not be reproduced in any form or by any means.

May God richly bless you and use you for His glory in this Group Study Institute! T H E S CHO OL O F DIST ANCE L E ARNING AT L IFE P ACIFIC CO LL EG E

GROUP S T UDY INST IT UT E E NRO LL ME NT F O RM

INSTITUTE DIRECTOR: DATE:

CHURCH:

MAILING ADDRESS:

CITY: STATE: ZIP:

PHONE NUMBER: ( )

Instructions: Please provide the following information for each course you are ordering. Give us the name of the course, the price of the course (see the catalog), the total number of students enrolling in the course, the tuition discount (tuition credit @ $90 per unit for every sixth student), and the cost of course materials for the GSI leader if desired. The total cost for the course is the price per course times the number of students minus the tuition discount plus the leader’s materials. (example) Course Name Pentateuch Price per Course $430.00 Total # of Students X 7 Subtotal $3010.00 Tuition Discount - 360.00 Subtotal $2650.00 Leader’s Materials +40 Subtotal $2690.00 Total Cost = $2690.00

Anticipated Start Date: Anticipated Completion Date: Please complete the student roster on the following page. Please return both forms with one check for the total amount, and the student applications to:

Life Pacific College School of Distance Learning 1100 Covina Blvd. San Dimas, CA 91773 Church: GSI Leader:

Instructions: Please list the names of the students who are enrolling in the Group Study Institute. List the title of the course at the top of the column (if you are teaching more than one course, please make copies and use an additional page for that course).

Please enclose completed applications for each new student enrolled. We are unable to send materials without an application. Students who have previously enrolled in a course through the School of Distance Learning do not need to fill out another application.

COURSE: STUDENT’S NAME NEW STUDENT PREVIOUS PAYMENT NOTES (APP. ENCLOSED) STUDENT RECEIVED T H E S C H O O L O F D I S T A N C E L E A R N I N G

RECOMMENDED COURSE SEQUENCE & COST As of April 15, 2003

Course (listed in suggested order) Units Tuition Books Fees Total Cost $90/unit Bi112 Intro to Biblical Literature 4 $360 $40 $30 $430

Th121 Systematic Theology I 3 $270 $30 $30 $330

Gk101 Intro to Greek & Hebrew 2 $180 $90 $30 $300

Bi107 Intro to Biblical Exegesis 3 $270 $55 $30 $355

Bi103 Synoptic Gospels 3 $270 $60 $30 $360

Th125 Systematic Theology II 3 $270 $25 $30 $325

Bi115 Pentateuch 4 $360 $40 $30 $430

Ev102 Evangelism & Discipleship 2 $180 $20 $30 $230

Th215 Systematic Theology III* 3 $270 $38† $30 $338†

Bi205 History of Ancient Israel 3 $270 $45 $30 $345

Th217 Systematic Theology IV 2 $180 $38† $30 $248†

Gm208 Spiritual Gifts & Ministries 2 $180 $15 $30 $225

Hi201 Western Civilization 3 $270 $60 $30 $360

Ev110 Multicultural Evangelism 3 $270 $45 $30 $345

Bi203 Acts 3 $270 $25 $30 $325

Gm211 Intro to Biblical Preaching 2 $180 $30 $30 $240

Ph202 Readings in Scientific 1 $90 $30 $30 $150 Thought Ph201 Christian Ethics 3 $270 $25 $30 $325

Bi230 Biblical Exegesis Practicum 3 $270 $350 $30 $350

Courses and prices and are subject to change without notice. *English Composition should be completed before beginning any 200 level courses. †Deduct $18 if you already own Foundations of Pentecostal Theology (required for all four Systematic Theology classes). Appendix 13 Intro to using MLA (Modern Language Association Format) for papers

The MLA (Modern Language Association Format) is generally used as the authorititative style guideline for may disciples in the arts and humanities. The following information is a brief summary of the MLA style for papers taken fro the MLA Handbook for Writers of Research Papers, 5th ed (New York: MLA, 1999) and Diana Hacker’s A Writer’s reference, 4th ed. (Boston: Bedford, 1999) that recommended that citations be given in the text of a paper rather than in footnotes or endnotes.

When writing papers, use the format as shown in Appendix A. Student’s name, name of professor, title of class and date should all be included in the top corner of the page, followed by the title of the paper or response. All of this information is double-spaced.

IN-TEXT CITATIONS When referring to sources within the text, here are some of the most common ways to cite information:

1. Name the author in a signal phrase… Introduce your material with a phrase that includes the author’s name. The page number then follows in parenthesis and then the period follows. E.g. Johnson claims that “the Aloha Festival on Oaho boasts the best parade in Hawaii” (73)

2. Author not named in a signal phrase … If the phrase does not include the author’s name, place name in parenthesis followed by page number. E.g. Though only two hour, the parade takes many hours to organize behind the scenes(Johnson 74)

3. Two or more works by the same author…. If you use two or more sources from the same author, include the title of the work in your sentence or in abbreviated form in the parenthetical reference. E.g. In her article “Inflatable Devices,” critic Christy Magita reports a high incidence rate of an accidents on out-of home use (25)

4. Two or Three Authors… If your source has two or more authors, name them with in the sentence or include the name in the parenthetical reference. E.g. Slater and Dunbar acknowledge that dumping illegal substances into the water sources has dire consequences(335)

5. Four or more Authors… Use “et al.” (Latin for “and others”) to acknowledge all of them.. E.g. After two years of study, the researchers still were no closer to an answer (Slater et al. 356)

6. Unknown Author… If the author is not given, use the complete title in a phrase or a shortened form of the title in the parentheses. E.g. In Hawaii, tree frogs are rapidly on the increase (“Frogs” A18)

7. The Bible… If the book of the Bible you are citing does not appear in the phrase, include it in parentheses along with the chapter and verse. E.g. Consider the words of Solomon: “ If your enemy is hungry give him bread to eat: and if he is thirsty, give him water to drink” (Prov.25.21) WORKS CITED A list of works cited appears at the end of your research paper and gives detailed information for each source that you cited in your paper. This “Works Cited” page must also have your last name and page number at the top right- hand side with all the works listed in alphabetical order. Do not include sources that you have read but do not cite in your paper. Do not indent the first line of each source but every line thereafter for that citation.

BOOKS

1. Basic format for a Book… Divided into three units with periods following each unit: 1) author’s name, last name first; 2) title and subtitle, italicized; and 3) place of publication, publisher, and date.

2. Two or three authors… If a book has more than one author, name the author that appears first on the title page; reverse only the name of the first author. E.g. Small, Roger, and Linda Calk. Alter Englishes. Hawaii: Bamboo Ridge Press, 199993

3. Four or more authors… Cite only the first author followed by et al. Hanger, Dillan, et al. This was is Up. Cambridge: Harvard UP, 1998

4. Editors… If a book is edited by an editor, use “ed” or editor; if twi editors, use “eds” E.g. Kimball, Jim and Jeff Carol, eds. Shorty Short Stories. New York: Bantam Books, 1994

5. Unknown author… Begin with the title (exclude A, An or The). E.g. Oxford Essential World Atlas. New York: Oxford UP, 1996

6. The Bible… The Bible is not included in the list of works cited. To indicate the version you are citing, do so in the text.

7. Encyclopedia or Dictionary… Simply list the author (if there is one), title or article, name of reference. E.g. “Egypt” Encyclopedia Britannica. 16th ed. 1998.

ARTICLES

1. Article in a monthly magazine… List author, title, name of magazine, month, year and page numbers of the entire article. Abbreviate names of months. E.g. James, Kendall. “Moving toward the Promise.” LinguaFranca Jan 1998:34-51

2. Article in a weekly magazine… Same as above but with exact date(day, month, year) E.g. James, Kendall. “More Promises.” Newsweek 23 Mar. 1999:57-59.

3. Article in a journal paginated by volume… Many professional journals continue page numbers throughout the year instead of beginning each issue with page 1 and break their issues by volume. Insert the volume number after the title of the journal, then the date in parenthesis, then and the page numbers. E.g. James, Kendall. “ Reading into Words.” Composition and Rhetoric 4 (1998): 344-57

4. Article in a newspaper… Same as other articles except for the page number. Use of the section letter and plus sign (+) after the page number if he article does not appear on consecutive pages. E.g. Hill, John. “Calling your Valentine.” Seattle Times 14 Feb. 1999: A2

The above examples are the most common cases for citations. For more specific cases, refer to the MLA Handbook or Diana Hacker’s A writer’s reference. CAPITAL COMMUNITY COLLEGE LIBRARY

Sacred Texts The MLA Handbook does not directly address the matter of quoting from sacred texts. It does contain a list of abbreviated titles (see below) that should be used in the parenthetical citation of books of the Bible, however. This Guide for Writing Research Papers suggests that once it is clear which edition or version of the Bible (or other sacred text) you are using — which you can establish within the text of your paper, within a footnote, or in the Works Cited page (see below) — parenthetical documentation of quoted language from the scriptures needs to include the book, chapter, and verse.

For the Works Cited Page The Holy Bible. Revised Standard Version. New York: New American Library, 1962. Holy Qur'an. Trans. M. H. Shakir. Elmhurst, NY: Tahrike Tarsile Qur'an, n.d.

The titles of sacred scriptures are generally neither italicized nor underlined. In-text Citation The prophet says that good and bad measures will be dealt by God with a just hand: "For thus says the Lord: Just as I have brought all this great evil upon this people, so I will bring upon them all the good that I promise them" (Jer. 32.42).

"It is not righteousness that you turn your faces towards the East and the West, but righteousness is this that one should believe in Allah and the last day and the angels and the Book and the prophets, and give away wealth out of love for Him to the near of kin and the orphans and the needy and the wayfarer and the beggars" (al- Baqarah 2:177.4).

If the book of the Bible (or other sacred text) is clear from the context, only the chapter and verse need be cited. The MLA Handbook suggests the following abbreviations for books of the Bible.

Old Testament (OT) Gen. Genesis Exod. Exodus Lev. Leviticus Num. Numbers Deut. Deuteronomy Josh. Joshua Judg. Judges Ruth Ruth 1 Sam. 1 Samuel 2 Sam. 2 Samuel 1 Kings 1 Kings 2 Kings 2 Kings 1 Chron. 1 Chronicles 2 Chron. 2 Chronicles Ezra Ezra Neh. Nehemia Esth. Esther Job Job Ps. Psalms Prov. Proverbs Eccles. Ecclesiastes Song Sol Song of Solomon (also Cant.) (also Canticles) Isa. Isaiah Jer. Jeremiah Lam. Lamentations Ezek Ezekial Dan. Daniel Hos. Hosea Joel Joel Amos Amox Obad. Obadiah Jon. Jonah Old Testament (OT) Mic. Micah Nah. Nahum Hab. Habakkuk Zeph. Zephaniah Hag. Haggai Zech. Zechariah Mal. Malachi

New Testament (NT) Matt. Matthew Mark Mark Luke Luke John John Acts Acts Rom Romans 1 Cor. 1 Corinthians 2 Cor. 2 Corinthians Gal. Gatlatians Eph. Ephesians Phil. Philippians Col. Colossians 1 Thess. 1 Thessalonians 2 Thess. 2 Thessalonians 1 Tim. 1 Timothy 2 Tim. 2 Timothy Tit. Titus Philem. Philemon Heb. Hebrews Jas. James 1 Pet. 1 Peter 2 Pet. 2 Peter 1 John 1 John New Testament (NT) 2 John 2 John 3 John 3 John Jude Jude Rev. Revelation (also Apoc.) (also Apocalypse) A new resource has come to our attention that might answer all your questions about citing online resources. Andrew Harnak and Eugene Kleppinger of Northern Illinois University have made available portions of their book Online! (Bedford/St. Martin's Press, 2000). Click HERE for their chapter on using the MLA style of documentation.

A thorough guide to the citation of electronic resources has been developed at Columbia University by Janice Walker. Walker's guide includes methods of citing resources from the World Wide Web, email discussion groups, newsgroups, and ftp files. It has been approved by the Alliance for Computers and Writing. What follows here is an adaption of Walker's guide which shows both parenthetical insertions and bibliographical ("works cited") styles for electronic resources.

Above all, students must remember that online resources must be held to the same high standards of scholarly integrity that we impose on material in the library. The difference is that your college library staff is not in charge of cyberspace; in fact, no one is. One problem of searching for materials on the World Wide Web, for instance, is that a search engine can return a listing from the Yale University English Department alongside a listing from my Aunt Millie. Our introduction to the Academic Weblists includes several articles about ensuring the scholarly legitimacy of resources on the World Wide Web and elsewhere in cyberspace. Students need to think twice about using material that is not retrievable (e-mail, especially) by others in the community of scholars.

The section on World Wide Web resources is based on advice given at the Modern Language Association's own web-site at http://www.mla.org/style/sources.htm (using our own examples, however).

Janice Walker's guide is based on two other excellent resources:

• Gibaldi, Joseph, and Walter S. Achtert. MLA Handbook for Writers of Research Papers, 3rd ed. NY: MLA, 1988 • Li, Xia, and Nancy Crane. Electronic Style: A Guide to Citing Electronic Information. Westport: Meckler, 1993.

The copyright for these examples of bibliographic forms for electronic resources (other than WWW and CD- ROM examples) belongs to Janice Walker. For further information regarding these forms and their fair use, contact Janice Walker at the University of South Florida.

We also recommend "Documenting Internet Sources in MLA Style," by Andrew Harnack of Eastern Kentucky University. Harnack's document is particularly helpful in that it suggests ways of incorporating quoted material — using verbal clues and "source-reflective statements" — within one's text. WWW Sites (World Wide Web) To cite files available for viewing/downloading on the World Wide Web, the MLA suggests giving the following information, including as many items from the list below as are relevant and available.

1. Name of the author, editor, compiler, or translator, reversed for alphabetizing and followed by an abbreviation such as ed., trans., if appropriate 2. Title of the article, poem, short story with the scholarly project, database, periodical; in quotation marks, followed by the description Online posting 3. Title of a book (underlined) 4. Name of the editor, compliler, translator, if not cited earlier Publication information for any print version of this resource (if such a thing exists) 5. Title of the scholarly project, database, periodical or professional or personal site (underlined); or, for a site with no title, a description such as Home page 6. Name of the editor of the scholarly project or database (if available) 7. Version number of the source (If not part of the title) or other identifying number 8. Date of electronic publication, of the latest update, or of posting 9. Page numbers or the number of paragraphs or of other numbered sections of the material (if any) 10. Name of any institution or organization sponsoring or associated with the web site 11. Date when the researcher found access to this resource 12. Electronic address, or URL, of the resource (in ). It is no longer considered necessary to include the protocol (http://) for a WWW download, since most browsers will work without including that protocol. If possible, however, show the URL (Uniform Resource Locator) of the web-site in its entirely without break or inappropriate hyphens at line-endings and without spaces. (Provide the URL its own line if necessary.) 13. www.ccc.commnet.edu/grammar/verbs.htm#subjunctive Note, also, that spelling and, sometimes, even decisions about which case to use can be critically important in reporting URLs. For the Works Cited Page Scholarly Project The Avalon Project: Articles of Confederation, 1781. Co-Directors William C. Fray and Lisa A. Spar. 1996. Yale Law School. 2 Dec. 1997 www.yale.edu/lawweb/avalon/artconf.htm. Professional Site Guide to Grammar and Writing. Capital Community College. 2 Dec. 1997 webster.commnet.edu/HP/pages/darling/grammar.htm. Personal Site Jascot, John. Home page. 1 Dec. 1997 www.ccc..commnet.edu/faculty/~jascot/jascot.htm Book Published Online Du Bois, W.E.B. The Souls of Black Folk. Chicago, 1903. Project Bartleby. Ed. Steven van Leeuwen. Dec. 1995. Columbia U. 2 Dec. 1997 www.cc.columbia.edu/acis/bartleby/dubois/.

Poem Dunbar, William. "The tretis of the twa mariit women and the wedo." The Poems of William Dunbar Ed. James Kinsley. Clarendon Press, New York. 1979. University of Virginia Library Electronic Text Center. Ed. David Seaman. Jan. 1994. U. of Virginia. 2 December 1997 etext.lib.virginia.edu/etcbin/browse-mixed- new?id=DunMari&tag= public&images=images/modeng&data=/lv1/Archive /mideng-parsed. Article in an Online Journal Fitter, Chris. "The Poetic Nocturne: From Ancient Motif to Renaissance Genre." Early Modern Literary Studies 3.1 (Sept. 1997): 60 pars. 2 Dec. 1997 www.humanities.ualberta.ca/emls/03-2/fittnoct.html.

In-text Citation In parenthetical citations, you will treat online resources the same as you would treat other kinds of resources, according to their type (book, journal article, etc.). The key, remember, is to provide the means necessary for your reader to discover and share in what you have found, whether those resources can be found on a library shelf or in cyberspace. As Fitter points out, "Landscape description in this period is in transition, from traditional paysage moralisé to pictorialism, and verse such as Saint-Amant's La Solitude, for instance, anticipates Romantic "mood- music" in the age of the emblem book" (59).

Databases on CD-ROM To cite material accessed from a periodically published database on CD-ROM, use the following model (taken from MLA Handbook, Fourth Edition): For the Works Cited Page Angier, Natalie. "Chemists Learn Why Vegetables are Good for You." New York Times 13 Apr. 1993, late ed.: C1. New York Times Ondisc. CD-ROM. UMI- Proquest. Oct. 1993. If the material on the CD-ROM does not exist in a printed version, use the following model: "U.S. Population by Age: Urban and Urbanized Areas." 1990 U.S. Census of Population and Housing. CD- ROM. US Bureau of the Census. 1990. For a nonperiodical publication on CD-ROM (that is, material that is published one time, without obvious plans for periodic updating): Orchestra. CD-ROM. Burbank: Warner New Media. 1992. "Albatross." The Oxford English Dictionary. 2nd ed. CD-ROM. Oxford: Oxford UP, 1992. If you cannot find some of the information required for a CD-ROM citation — for example, the city and name of the publisher — cite what is available.

EBSCO or other online source of full-text articles To cite full-text articles appearing in online resources such as EBSCO, Periodicals Abstracts, Newspaper Abstracts, or Health Index, list the name of author (if given), title of article, title of journal (or other kind of resource), volume and issue number, date of publication, number of pages or n. pag (for no pagination), publication medium (Online or CD- rom), name of the computer network (EBSCO, Periodicals Abstracts, etc.), date of access (the date that you actually discovered the material). For the Works Cited Page Anderson, J. "Keats in Harlem." New Republic 204.14 (8 Apr. 1991): n. pag. Online. EBSCO. 29 December 1996. In-text Citation

"No earlier period in black literature had been so self- confident, so mass-conscious, so indifferent (for the most part) to conventional social judgment" (Anderson).

FTP (File Transfer Protocol) Sites To cite files available for downloading via ftp, give the author's name (if known), the full title of the paper in quotation marks, and the address of the ftp site along with the full path to follow to find the paper, and the date of access. For the Works Cited Page Bruckman, Amy. "Approaches to Managing Deviant Behavior in Virtual Communities." ftp.media.mit.edu pub/asb/papers/deviance-chi94 (4 Dec.1994).

In-text Citation There are some societies in which deviant behavior is not only expected but welcomed as a source of variety (Bruckman). Telnet Sites (Sites and Files available via the telnet protocol) List the author's name (if known), the title of the work (if shown) in quotation marks, the title of the full work if applicable in italics, and the complete telnet address, along with directions to access the publication, along with the date of visit. For the Works Cited Page Gomes, Lee. "Xerox's On-Line Neighborhood: A Great Place to Visit." Mercury News 3 May 1992. telnet lambda.parc.xerox.com 8888,@go #50827, press 13 (5 Dec. 1994).

In-text Citation Xerox developed the first web-site to take full advantage of the new technologies available to web authors (Gomes).

Synchronous Communications (MOOs, MUDs, IRC, etc.) Give the name of the speaker(s) and type of communication (i.e., Personal Interview), the address if applicable and the date in parentheses. For the Works Cited Page Pine_Guest. Personal Interview. telnet world.sensemedia.net 1234 (12 Dec.1994).

In-text Citation Although social in nature, MOOs are also amenable to educational purposes (Pine_Guest).

For the Works Cited Page WorldMOO Christmas Party. telnet world.sensemedia.net 1234 (24 Dec. 1994). In-text Citation Although social in nature, MOOs are also amenable to educational purposes (WorldMOO).

GOPHER Sites (Information available via gopher search protocols) For information found using gopher search protocols, list the author's name, the title of the paper in quotation marks, any print publication information, and the gopher search path followed to access the information, including the date that the file was accessed. For the Works Cited Page Quittner, Joshua. "Far Out: Welcome to Their World Built of MUD." Published in Newsday, 7 Nov. 1993. gopher /University of Köln/About MUDs, MOOs and MUSEs in Education/Selected Papers/newsday (5 Dec. 1994).

In-text Citation In the early 90s, some teachers found, quite early on, that students enjoyed learning while using multi-user environments (Quittner).

E-mail, Listserv, and Newslist Citations Give the author's name (if known), the subject line from the posting in quotation marks, and the address of the listserv or newslist, along with the date. For personal e-mail listings, the address may be omitted. For the Works Cited Page Bruckman, Amy S. "MOOSE Crossing Proposal." [email protected] (20 Dec. 1994). Seabrook, Richard H. C. "Community and Progress." [email protected] (22 Jan. 1994). Thomson, Barry. "Virtual Reality." Personal e-mail (25 Jan. 1995).

In-text Citation Some instructors have been using a MOO to substitute, virtually, for the classroom experience (Bruckman). In-text Citation In parenthetical citations, you will treat online resources the same as you would treat other kinds of resources, according to their type (book, journal article, etc.). The key, remember, is to provide the means necessary for your reader to discover and share in what you have found, whether those resources can be found on a library shelf or in cyberspace. As Fitter points out, "Landscape description in this period is in transition, from traditional paysage moralisé to pictorialism, and verse such as Saint-Amant's La Solitude, for instance, anticipates Romantic "mood- music" in the age of the emblem book" (59). Databases on CD-ROM To cite material accessed from a periodically published database on CD-ROM, use the following model (taken from MLA Handbook, Fourth Edition):

For the Works Cited Page Angier, Natalie. "Chemists Learn Why Vegetables are Good for You." New York Times 13 Apr. 1993, late ed.: C1. New York Times Ondisc. CD-ROM. UMI- Proquest. Oct. 1993. If the material on the CD-ROM does not exist in a printed version, use the following model: "U.S. Population by Age: Urban and Urbanized Areas." 1990 U.S. Census of Population and Housing. CD- ROM. US Bureau of the Census. 1990. For a nonperiodical publication on CD-ROM (that is, material that is published one time, without obvious plans for periodic updating): Orchestra. CD-ROM. Burbank: Warner New Media. 1992. "Albatross." The Oxford English Dictionary. 2nd ed. CD-ROM. Oxford: Oxford UP, 1992. If you cannot find some of the information required for a CD-ROM citation — for example, the city and name of the publisher — cite what is available.

In-text Citation "No earlier period in black literature had been so self- confident, so mass-conscious, so indifferent (for the most part) to conventional social judgment" (Anderson).

In-text Citation There are some societies in which deviant behavior is not only expected but welcomed as a source of variety (Bruckman).

Telnet Sites (Sites and Files available via the telnet protocol) List the author's name (if known), the title of the work (if shown) in quotation marks, the title of the full work if applicable in italics, and the complete telnet address, along with directions to access the publication, along with the date of visit. For the Works Cited Page Gomes, Lee. "Xerox's On-Line Neighborhood: A Great Place to Visit." Mercury News 3 May 1992. telnet lambda.parc.xerox.com 8888,@go #50827, press 13 (5 Dec. 1994).

In-text Citation Xerox developed the first web-site to take full advantage of the new technologies available to web authors (Gomes). Synchronous Communications (MOOs, MUDs, IRC, etc.) Give the name of the speaker(s) and type of communication (i.e., Personal Interview), the address if applicable and the date in parentheses. For the Works Cited Page Pine_Guest. Personal Interview. telnet world.sensemedia.net 1234 (12 Dec.1994).

In-text Citation Although social in nature, MOOs are also amenable to educational purposes (Pine_Guest).

For the Works Cited Page WorldMOO Christmas Party. telnet world.sensemedia.net 1234 (24 Dec. 1994).

In-text Citation Although social in nature, MOOs are also amenable to educational purposes (WorldMOO).

In-text Citation Some instructors have been using a MOO to substitute, virtually, for the classroom experience (Bruckman).

Preparing a Works Cited Section Once you have found the sources you intend to use, you will need to identify them for your reader. For each BOOK you use, write a separate listing (on an index card or in some handy format available in your laptop computer or your notebook — whatever is convenient and cannot be lost), giving:

1. the name of the author or authors; 2. title; 3. editor, translator, compiler, if any; 4. edition, if it is not the first (i.e., 2nd ed., rev. ed.); 5. place and date of the book's publication; and 6. the name of the book's publisher. You might also note on this listing how this source was (or could be) particularly helpful in your research.

For example: Mumford, Lewis. The Highway and the City. New York: Harcourt Brace and World, 1963.

Pikarsky, M. and Christensen, D. Urban Transportation Policy and Management. Boston: D.C. Heath, 1976. Write a separate listing for each article from a magazine or journal. Include

1. the name(s) of the author(s); 2. the title of the article; 3. the title of the periodical; 4. the date of the issue in which the article appears; 5. and the pages on which the article you are referring to appears.

For example: Prin, Dinah. "Marriage in the '90s." New York 2 June 1990: 40-45. You might also use reference books, newspapers, electronic resources, audio-visual materials, and other sources of information. In preparing listings for those sources, refer to The Writer's Practical Guide to Documentation in this document to see the kinds of facts you should record for each.

If you have to produce an annotated bibliography, a list of resources that includes commentary on the relative usefulness of each resource, click HERE for advice on that subject. A Sample Works Cited Page [PLEASE NOTE: Many of these citations are fictitious; they are meant to be used as models only.] Works Cited Anderson, J. "Keats in Harlem." New Republic 204.14 (8 Apr. 1991): n. pag. Online. EBSCO. 29 Dec. 1996. Angier, Natalie. "Chemists Learn Why Vegetables are Good for You." New York Times 13 Apr. 1993, late ed.: C1. New York Times Ondisc. CD-ROM. UMI- Proquest. Oct. 1993. Anzaldua, Gloria. Borderlands/La Frontera: The New Mestiza. San Francisco: Spinsters/ Aunt Lute, 1987. Astin, Alexander W. Achieving Educational Excellence. Washington: Jossey-Bass, 1985. Burka, Lauren P. "A Hypertext History of Multi-User Dimensions." MUD History. URL: http://www.ccs.neu.edu/home/lpb/mud-history.html (5 Dec. 1994). Christie, John S. "Fathers and Virgins: Garcia Marquez's Faulknerian Chronicle of a Death Foretold." Latin American Literary Review 13.3 (Fall 1993): 21-29. Creation vs. Evolution: "Battle of the Classroom." Videocassette. Dir. Ryall Wilson, PBS Video, 1982. (MLA) 58 min. Darling, Charles. "The Decadence: The 1890s." Humanities Division Lecture Series. Capital Community-Technical College, Hartford. 12 Sept. 1996. Feinberg, Joe. "Freedom and Behavior Control." Encyclopedia of Bio-ethics, I, 93- 101. (MLA) New York: Free Press, 1992. Hennessy, Margot C. "Listening to the Secret Mother: Reading J.E. Wideman's Brothers and Keepers." American Women's Autobiography: Fea(s)ts of Memory. Ed. Margo Culley. Madison, WI: U. Wisconsin Press, 1992. 302-314. Jones, V.S., M.E. Eakle, and C.W. Foerster. A History of Newspapers. Cambridge, Eng.: Cambridge UP, 1987. Metheny, N.M., and W. D. Snively. Nurses' Handbook of Fluid Balance. Philadelphia: Lippincott, 1967. "Money." Compton's Precyclopedia. 1977 ed., X, 80-91. Mumford, Lewis. The Highway and the City. New York: Harcourt Brace and World, 1963. - - -. Highways Around the World. New York: Prentice, 1967. Orchestra. CD-ROM. Burbank: Warner New Media. 1992. Pepin, Ronald E. Literature of Satire in the Twelfth Century. Lewiston: Edwin Mellen Press, 1988. Pikarsky, M. and Christensen, D. Urban Transportation Policy and Management. Boston: D.C. Heath, 1976. "The Political Problems of Arms-Treaty Verification." Technology Review May/June 1986: 34-47. Redford, Robert. Personal Interview. 24 Sept. 1996. Schneider, Pamela. Interview. Seniors: What Keeps Us Going. With Linda Storrow. Natl. Public Radio. WNYC. New York. 11 July 1988. Seabrook, Richard H. C. "Community and Progress." [email protected]. virginia.edu (22 Jan. 1994). Shaw, Webb. "Professionals are Required to Report Abuse." Akron (Ohio) Beacon Journal, Nov. 11, 1984 (Located in NewsBank [Microform]. Welfare and Social Problems, 1984, 51: D12-14, fiche). Sixty Minutes. CBS. WFSB, Hartford. 3 May 1991. U.S. Dept. of Commerce. U.S. Industrial Outlook. Washington, D.C., Government Printing Office, 1990. "U.S. troops capture chief aide to warlord." The Hartford Courant 22 Sept. 1993: A5. "What's a Hoatzin?" Newsweek 27 Sept. 1993: 72. Williams, Larry. "Powerful Urban Drama Builds in Bell's Tense 'Ten Indians'." Rev. of Ten Indians, by Madison Smartt Bell. Hartford Courant 1 Dec. 1996: G3. Books One author: For the Works Cited Page Pepin, Ronald E. Literature of Satire in the Twelfth Century. Lewiston: Edwin Mellen Press, 1988. Leave off any titles or degrees associated with a name (Ph.D., Sir, or even Saint). A "Jr." or "III," etc., goes after the full name and is enclosed in commas: Pepin, Theophilus W., III, Literature . . . . If the year of publication is not indicated in the front material of the book, use the most recent copyright date. If your author is responsible for more than one book (or other publication) in your Works Cited page, use three hyphens instead of repeating that person's name. For instance, following the listing above, ---, trans. Writings of Bernard of Cluny would indicated that Ronald E. Pepin is the translator of this book. (Use "ed." to indicate that he is the editor of a text.) Do not use the three-hyphens trick if the author's name is used in combination with another author (co-author).

In-text Citation According to Pepin, virtually anyone could find himself the object of satirical writing in the twelfth century (18). Or, when the author is not identified in the text . . . Anzaldua, Gloria. Borderlands/La Frontera: The New Mestiza. San Francisco: Spinsters/ Aunt Lute, 1987. "In defiance of the Aztec rulers, the macehvales (the common people) continued to worship fertility and agricultural female deities" (Anzaldua 33). Two or more authors: For the Works Cited Page Metheny, N.M., and W. D. Snively. Nurses' Handbook of Fluid Balance. Philadelphia: Lippincott, 1967.

Jones, V.S., M.E. Eakle, and C.W. Foerster. A History of Newspapers. Cambridge, Eng.: Cambridge UP, 1987.

Note that the first author's name is reversed as usual, and subsequent names are given first-name-first.

In-text Citation The ph balance is critical in body-fluid crisis control (Metheny and Snively 15).

More than three authors: You may use only the first name listed on the book's title page, followed by et al. which is short for et alii and means "and others." (Do not, however, underline or italicize et al. in your citation.) If you prefer, however, you may list all the authors in the same order as they appear on the book's title page. For the Works Cited Page Shields, J., et al. The History of English Alley. Hartford: Merganser Press, 1997. or Shields, J., Darling, C.W., Villa, V.B., and Farbman, E. The History of English Alley. Hartford: Merganser Press, 2000.

In-text Citation During the late 1990s, what was already known as English Alley also became known as a hotbed of byzantine intrigue (Shields et al. 170). An Anonymous Book or Corporate Author For the Works Cited Page Toilet Training and the Feral Child. Philadelphia: Franklin, 2000. National Boosters of Small Appliances. Hair-Dryer Safety and the Three-Pronged Plug. New York: Booster Press, 2000. Do not use "Anonymous" or "Anon" to alphabetize publications without a listed author. Use the title instead, ignoring the articles a, an, and the.

Part of a Book When citing a foreword, introduction, preface, afterword, etc., begin your citation with the name of the person who wrote the foreword (or whatever it is), then the word Foreword (or whatever it is), not underlined or italicized, followed by the title of the work, its author and the other publication information (including the page numbers that include the piece you are citing): For the Works Cited Page Pepin, Ronald E. Foreword. The Saints of Diminished Capacity: Selected Poems, 1972-2000. By Charles Darling. Hartford: Capital Press, 1997. ii-ix. (If Charles Darling had written his own foreword, only his last name would appear after the word "By.") Use this same pattern for an introduction, preface, or afterword. If the introduction or foreward has an actual title, include that title in quotation marks between the author's name and the word Foreward or Introduction (or whatever): Pepin, Ronald E. "Excellence: A New Chapter in Post-Modern American Verse." Foreword. The Saints of Diminished Capacity: Selected Poems, 1972-2000. By Charles Darling. Hartford: Capital Press, 1997. ii-ix.