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16 Community Engagement PL203

Course Description

The students will develop several methods and ways of analyzing the community where God places them. The analysis will guide ways to help build relationships between the church and community. The analysis will discover and classify the different elements that impact the life of the community. The student will identify the specific needs or issues in the community where the church is, that could facilitate a positive change while building relationships with their neighborhood. The student will demonstrate how to prioritize those needs or issues in order of urgency, capacity to address and effectiveness in building relationships. Then the student will show how to apply appropriate solutions to those priorities with a goal of building relationships. These should be some of the first things a new pastor does when assigned to a new church. This information will become very valuable in orienting and tailoring a community engagement plan that will benefit the individual, the church, and the community.

Course Rational

Community Engagement is a core expression of love for others by a pastor. Many pastors lack the skills and attitudes necessary to deal with community leaders or to understand their community in a broad perspective. Some pastors spend forty hours in study and no hours at all with the unsaved community around them, at times this comes from fear of people. This course is designed to help give tools to reduce the fear and give confidence and joy to the beginning pastor as they reach their community.

Program Outcomes

(From Asia Pacific Regional Sourcebook)

CP-9 Ability to apply basic Biblical wisdom to human situations.
CP-12 Ability to be a leader and to encourage other leaders.

CH-5 Ability to demonstrate oneself consistently in public Christian ethics, in decision making, and in conducting oneself as a Christian in a pagan society.
CX-2 Ability to identify in current events some main trends in science, politics, and civil education.
CX-9 Ability to interpret Christian positions that are relevant from the modern Asia-Pacific context regarding issues like magic, spiritism, demonic possession, ancestral veneration, divine cure, and medicine.

Activity Outcomes


ACC-1 Explain and demonstrate how the Christian life of accountability is shown in relational integrity, leadership integrity, and financial integrity, toward God, church leaders and in other relationships


ADM-1 Explain and demonstrate how a pastor leads in love while balancing the demands of administration, leading with vision, following those in authority, and the shepherding concerns of the church.

Continuing Education

CED-2 Demonstrate how to evaluate and prioritize church and community issues in light of social and environmental aspects in order of urgency. Actively collaborate with local officials, demonstrating an awareness of their roles, and seek to bring appropriate solutions that make the church a positive asset in bringing remedy or relief.


CON-2 Demonstrate an awareness and sensitivity to the wide range of communication methods characteristic of effective Christian counseling techniques, eg reflective listening and questions, mirroring, emotional awareness, transformative grace, and appropriate confrontation. The pastor needs to be able to give clear expression to their own emotional struggle in the midst of difficult situations.


DIS-1 Students will testify each week to love by putting the needs of someone else ahead of their own.

DIS-2 The student will model spiritual disciplines to their small group and others including: prayer, devotional reading, fasting, solitude, public worship and others.

DIS-3 To use the reading of God’s Word to foster one’s spiritual growth for personal devotions.

DIS-16 The student will start and develop a discipleship group and train them in evangelism, and discipling others and how to hold one another accountable.

Discipline Personal and Family

DPF-1 Develop an activity that prioritizes discipling the whole family.   The student (if married) will have family devotions, and plan for their family to be involved in ministry activities. The student will develop and demonstrate an effective system for personal spiritual development, holistic personal care and articulate the importance of accountability for these.


EVA-1 The student will demonstrate passion for reaching the lost and the urgency of reaching the unsaved by developing contact points within the community that create interaction with unbelievers.

EVA-2 The student will explain how to create church outreach models that give room for interaction with not-yet-believers, and build an inventory of felt needs in the community and discover ways the church can be a part of fulfilling those felt needs. Demonstrate how to communicate evangelistically and to be engaged with and equip others in personal and congregational evangelism.

EVA-3 The student will demonstrate at least 5 culturally appropriate patterns for presenting salvation to a non-believer. Demonstrate how to tell the stories and theology of the Bible to a non-believer using language that is easy to understand and appropriate to all ages.

EVA-4 Demonstrate intentionally building and modeling strong and honest relationships with non-believers; praying for the not yet saved and teaching others to do the same; bringing grace into others’ lives through helping to meet felt needs and being an example of righteous living. Explain how to present the claims Christ has on a person.

Impact Community

ICO-1 Identify various tangible ways the church can connect with the community and demonstrate involvement in the community.

ICO-2 Tell the story of historical examples of the interaction between meeting human needs and sharing the gospel and explain how to balance the two.

ICO-4 Explain the basic steps toward individual or community disaster relief, if possible, in cooperation with other organizations or ministries, use Scriptural examples and themes when possible. Create a social impact activity that demonstrates holiness as love in action.

ICO-5 Tell the story of several biblical examples where the people of God or the church made a positive / negative impact to the community. Identify vocational training opportunities the church can initiate in a given context in partnership with the community leaders. Explain the process and steps of organizing a culturally appropriate evangelistic outreach.

ICO-6 Give historical examples of how relationships were built with local officials and the negative or positive outcomes of these. Explain how some laws have historically impacted congregations and compare those impacts with modern examples. Demonstrate relational skills when communicating with community and government officials.


LEA-1 Be able to clearly demonstrate the role of the team in leadership development and how to develop trust between the team members using personal integrity. Understand and articulate the importance of demonstrating the worth of each individual within the team.

LEA-3 Explain how the Biblical description of the body of Christ relates to teams; how a Wesleyan perspective of spiritual gifts and the fruit of the Spirit impact the function of a team, the role of VMOST for a team, and the impact of social media on team communication.


PRA-1 The student should have a strong passion for a life of prayer, and willing to devote himself/herself into prayer, and can demonstrate a life of prayer by keeping a prayer journal including a list of lost people God has made them responsible for.


Content 27%
Competency 34%
Character 24%
Context 15%


Core principles of this curriculum


Prayer is an essential activity for every Christian, pastor, teacher and layperson. We must include prayer as a constant and vital part of our teaching. We must include prayer in the classroom, not just as an introduction to the session, but as an active part of the activities, teamwork, and discussions. We should study prayer historically, explore different types, encourage silence, shouting, and read prayers. Teams should pray together. They should learn how to pray short prayers, and be given assignments that included long hours spent in prayer. The student should interact with God during the class, not just examine Him at a distance.

Activity Focus

Students will engage in some of these pastoral activities in each class.

Accountability; Administration; Continuing Education; Counsel – Listen; Dealing Biblically with the Spirit World; Discipline – Personal and Family; Disciple; Evangelize; Fasting, Impact Community; Leadership, Ministry; Personal Spiritual Development (Holiness); Preach; Prayer; Ritual; Sabbath; Small groups.

We will engage the student in these pastoral activities while in the classroom and use those activities as bridge points or opportunities to learn content. For example, the theology of preaching is discussed as the student preaches. Communication theory is taught while evaluating the student’s sermon. Sociology and learner focus pedagogy are discussed while the student is developing lesson plans. Major projects are typically outside the classroom environment and done in teams.

Congregational Focus

The role of the pastor strongly influences activities needed in the classroom. In Ephesians Paul lays out five different types of ministers; apostles, evangelists, prophets, shepherds and teachers. Each of these has a different set of activities, types of ministries and a bit different focus but the main point of each of their ministry is the SAME; equipping of the Body of Christ for the work of ministry.

We aim to equip the pastor to teach and train others for ministry! THEIR work of service. The teacher needs to see the students demonstrate that ability – often – during their classes. We need to build the expectation into the students that equipping is their role, and help them gain the confidence to equip others.

We want a student to consider the ordinary problems that believers face as they minister to their family, co-workers and community. This is why there are four engagements in every class. People in a local church should be able to apply what the student is learning.

Four Engagements

We want our students to engage in four ways in every single class. The form this takes will vary greatly from class to class, but some form of all these four must be included in every class.

1) With themselves

2) With other students

3) With a worshipping community

4) With the larger non-Christian community.

Lets look at these more closely.

With themselves. The student needs to grow in, character, understanding, confidence, and skill. Each class should help the student see clear evidence of their own growth as they fulfill the outcomes for that class. This will show them that their understanding is growing, their skill level is growing, and give them confidence in their continued ministry.

With other students. Learning to function in teams and to lead teams is a crucial skill for pastors. Teams will normally be cohorts structured so that the leadership constantly rotates. Often a team will be a cohort but not always. In fact at times it will be helpful to put the students in new groups to help them understand the dynamics of changing personnel. Leadership skills, teamwork skills, issues of hard work, integrity, timelines, trust, roles (and others) will be dealt with over and over within each of the classes. This way, a student’s faults and shortcomings will be constantly addressed. They will have many opportunities to improve on weaknesses and to identify and build strengths. By practicing these skills in every class and having some form of feedback on their progress, students will have the opportunity to grow well in areas of teamwork and leadership. It is important that every teacher briefly remind students why they are being formed into teams and what they are expected to learn from the team process.

With a worshipping community. The student must be a part of a worshiping Christian community to properly develop as a pastor. Projects assigned in the class must be accomplished within a local church / congregation / church plant. This means that the students will need to work with their pastor to have steady opportunities to minister in their local congregation. If the student is a pastor they can work with their local church board. At times the student themselves must develop a ministry, outreach or opportunity with the encouragement and support of their local congregation. Members of the congregation should be aware of the student’s study and be willing to encourage and help the student progress and develop. The student will develop the crucial skill of engaging others in ministry and working within a congregational structure to develop ministries. This skill will be important for the long term success of their ministry. They will need to develop healthy attitudes toward criticism and input. They will need to learn to look past the emotional content of criticism and find ways to improve themselves. They will also need to learn how to deal with destructive people who may try to manipulate, embarrass, or demean them in the presence of others. It is impossible to encounter the wide possible range of attitudes in one or two times of ministry with a congregation. It is crucial that a student is engaging with the congregation in every class so that they deal with a wide range of both opportunities and obstacles.

With the larger non-Christian community. Community engagement is a crucial skill for pastors. The ability to meet people in poverty and distress, business people, community leaders, government officials, wealthy individuals and people without a title but with strong influence in the community, sick and prisoners and other ordinary individuals will enable the pastor to preach the gospel to the whole community. Each class will have some project for the student in the community. They will engage people from different social and economic backgrounds. This builds the student’s confidence as they move into new ministry settings and begin to understand how the whole community functions. They will begin to understand how influential people in a community can help make (or oppose) good changes. They will also begin to develop the skills of community assessment and development.

Cohort and Mentor

Cohort. Students will be formed into small groups of 3 or 4 to study together both in class and if possible outside of class. We call this type of group a cohort. If possible the student will stay with their cohort for the whole time they are in the Course of Study. In some cases they will be assigned a new cohort each time they attend a class.

This cohort will function in several ways.

  1. As a study group. Students will meet before class and make sure that each of them has been able to complete the pre-class assignments.
  2. As an accountability group. Students will pray for each other and function as a spiritual growth and accountability group.
  3. As a classroom team. When teams are formed in the classroom, the cohort will be the primary team structure. At times, the teachers will want to mix members of teams so that other perspectives and personal interactions can be experienced.
  4. As a discussion group. One of the keys to a quality education is the ability to ask questions and discuss issues and ideas with other people. This cohort will give a natural group where these discussions can take place.
  5. As a coaching / mentoring group for active ministry. Each of the students will be engaged in active ministry as they take classes. Getting feedback, coaching and mentoring is a key to growing in leadership, grace, and personal confidence. Some mentoring or coaching needs to come from long-term pastors who can give guidance, but some needs to come from peers who are walking a similar journey and can often more easily identify with the problems and needs.

Coach / Mentor. Each student should have an assigned mentor / coach who will meet with them as they journey through the Course of Study. This person will help them connect to ministry in their local area. If the student is a member of the Church of the Nazarene, the mentor will guide them through the Nazarene steps toward ordination and provide feedback, coaching and guidance as they progress in ministry. This person should be an Ordained elder in the Church of the Nazarene. For a non-Nazarene who might be taking our Course of Study, this should be an Ordained elder from their own group.

It will be part of the enrollment process to make sure the cohorts and coach / mentors are identified. There should be a mechanism at each educational provider to make sure that these structures stay in place and continue to function. A person from the school should be checking on the mentor / coaches and making sure that meetings with the students are happening at least once every three months. Cohorts that have a change in members should be reformed with new members at the next class session.



The students will be grouped into teams of 2 or 3 persons for this whole class.   Teams of 3 people are preferred with one team of two if necessary.   A team of 3 persons has to work hard to include all the people and not exclude one person this increases the need to work as a team. A team of three is less likely to be dominated by one person.   This class cannot be taken by individual study it needs at least 2 people to form a class.

The Student will keep a prayer journal during the class and report to the teacher that they have kept one. The content of the journal does not have to be reported to the teacher. The student will read the following books of the Bible, and report a log of their reading to the teacher.   Genesis 11 – 14, Exodus 1 – 12, Ruth, Psalm 1 – 10, Matthew 1 – 2, Acts 20 – 28.

  1. 10% Prayer Journal / Bible Reading Journal (PRA-1, DPF-1)
  2. 20% Community Needs / Resources List
    1. Teams will observe then list and describe all the obvious needs and obvious services or resources that they are exposed to on their campus or in the community where they currently live. (LEA-1, LEA-3, ICO-1, ICO-2, ICO-4)
    2. Where possible, the team will document the list with a series of photographs.
  3. 20% Community Assessment
    1. The team will analyze and prioritize the data collected. (CED-2)
  4. 25% Strategic Plan
    1. Describe what you have decided to do in your community. Create a strategic plan. (EVA-1, EVA-2, ICO-5, ICO-6)
  5. 25% Plan Implementation (ACC-1, ADM-1, EVA-3, EVA-4)
    1. Implement your number one priority and others if time allows.

All data collected and the other steps listed in this course will become the student’s personal guidebook for repeating these steps in another community.

Course Outline

By Rev. Elizabeth Graham 2016,
Crossroads Church
Hamilton, NZ

Teacher should resource effective community survey tools and methods such as available in Community Health Evangelism Program Trainings.



Green, Mike. ABCD: When People Care Enough to Act. S.l.: Inclusion, 2007. Print. Handouts and resources directly related to the text: http://www.mike-green.org/wksphandout.php

Other resources:





Collins, James C. Good to Great: Why Some Companies Make the Leap … and Others Don’t. New York, NY: HarperBusiness, 2001. Print.

Rath, Tom, and Barry Conchie. Strengths Based Leadership: Great Leaders, Teams, and Why People Follow. N.p.: n.p., n.d. Print.


Lesson 1: What is community engagement and who is doing it? (DIS-1)


Be sure to include at least 1-2 examples of community engagement from your local context. A church, an outreach center, a non-profit ministry, or even a small group—any examples that are relevant and contextual. The goal of this lecture is to help students understand that community engagement can happen in context and by a wide variety of means. Below are some links to organizations actively involved in community engagement on local and global levels.








Lesson 2: Know your context (CED-2)

  • Lecture: Why is it important to understand your community setting and context?
  • Lecture: How to read and understand information on community demographics.
  • Lecture: How to gather general census information on demographics, social services offered, and community needs.
  • Application: The student will gather general demographics regarding race, average household size, average household income, education level, life expectancy, and social services available in his or her immediate community.


Lesson 3: Understanding the data

  • Lecture: Model how to disseminate demographic data into potential community needs and assets.
    • Example 1: The census data shows that only 69% of our high school students are not graduating from high school. Perhaps our high school students need a tutoring or mentorship program.
    • Example 2: *85% of the families in our community have both parents in the home working full time. Is adequate and affordable before and after school care readily available for families?
    • Example 3: 25% of our community’s population is over 65. Is this population being utilized as an asset to help with reading and other enrichment programs for primary school students?
    • Example 4: We have 6 vacant lots located near downtown. Perhaps we could turn them into community gardens to provide fresh produce for volunteers and others living in the area
  • Form a group of 2 or 3 to inventory and list all the obvious needs that you are exposed to on your campus or the community where you currently live. (Photographic portfolio.) 


Lesson 4: Finding and Mobilizing Assets

  • Lecture: Mapping Assets vs Mapping needs. Why mapping assets is beneficial.
  • Lecture: Engaging community members in conversations about community resources and needs
    • Building relationships
    • Keeping citizens at the center
    • Mobilizing building blocks
  • Work in a small group to create a Community Assets Map. Compare and contrast a Community Assets Map to a Community Needs Map.
    • http://www.mike-green.org/wkshop2/A_Asset%20Based%20Community%20Development_mike.pdf


Lesson 5: The Gift Exchange

  • Lecture: Everyone has gifts. One of our primary roles in community engagement is to help people use those gifts for the good of the community.
  • http://www.mike-green.org/wkshop2/Q_Mapping%20Assets_mike.pdf


Lesson 6: Learning what people care enough to act on (CON-2)

  • Lecture: Listening well
    • Learner Conversations
    • Listening Inside Out
  • Asking Questions that Lead to Partnerships
    • What groups are addressing X in this community?
    • How do you perceive what is being done?
    • What would it take to address X well?
    • How could you see yourself as a part of X?


Lesson 7: Learning what people care enough to act on, part 2 (CON-2)

  • Ask several people from your community (church, university, immediate neighborhood, etc) to join the class for the day. It is best if the guests from the community are from a different demographic from the students (older, different race, different socio-economic status, etc) so there is a gap to bridge in terms of understanding. Divide the students into small groups of 2-4 to interview the guest utilizing the skills regarding listening well and asking questions that lead to partnerships. After engaging the visitors in small group conversation for 30 min to 1 hour, have each group share the following:
    • What they learned about listening
    • What the person is passionate about in their context
    • How that person is or could be engaged in that area
    • What the person brings to the community as an asset
  • Student task: Choose 5-7 people from different areas of your own community to interview utilizing these listening and question asking skills. People should be chosen and questions should be framed around the student’s discoveries from the demographic and census data gathered in lessons 1 and 2.
    • What assets does the community have?
    • What groups are addressing X in the community?
    • How is X being addressed?
    • What would it take to address X well?
    • How could you see yourself being a part of addressing X?
  • The goal is to determine what people are passionate enough to act on.


Lesson 8: Community Assessment

  • Lecture: How to assess the community and determine what the needs and assets are.
  • Review community assets map from Lesson 3. Are there things that can be added or changed since engaging community members in conversation?
  • Community Assessment – Analyze and prioritize the data collected.


Lesson 9: Developing People and Programs (DIS-2)

  • Lecture: Why both people and programs are important.
  • Discuss the value that people bring to a community.
  • Discuss the value that programs or organizations bring to a community.
  • ASK: How can both work together? How can people influence organizations? How can you be a champion for chance? How can regular people do amazing things?
    • In a small group, respond to “Regular People Can Do Amazing Things” by Christine Soto
    • Think of 1 or 2 regular people you know who have done amazing things.
      • How did they do them?
      • What was their motivation?
      • What resources did they gather?
      • What can you learn from those people?


Lesson 10: Building Relationships (DIS-1)

  • Lecture: How and why building relationships in your community simply for the purpose of building relationships is important
  • Examples:
    • Join a local public sports league (softball, cricket, basketball, football etc.)
    • Volunteering at a city/government event
    • Volunteering at schools or at after school programs. Schools are a GREAT way to begin to connect in the community if your context allows it.
  • Student Task: In small groups, share how you get to know people in your community outside of your ministry context and work place. How else could you build relationships in your community? Why is this important?


Lesson 11: Community Partnerships (ICO-4)

  • Lecture: What are community partnerships? How can the church partner with services, people, and resources in the community? Why are community partnerships essential to community engagement?
    • http://www.mike-green.org/wkshop2/H_Community_mike.pdf
  • Work in small groups to identify community partnerships in your area. What makes those successful or weak? Identify places where community partnerships are not yet, but could take place. Reference interview conversations with community members from Lesson 5.


Lesson 12: Community Partnerships 2

  • Lecture: community partnership case studies. Utilize case studies from Mike Green, the additional resources, or your own community to present several different case studies on community partnerships.
    • How have different ministry settings partnered in creative ways? What has worked? What has not worked as well in given contexts? What could make these partnerships better?
      • Example: A church is passionate about feeding the kids who don’t have enough food on the weekends. There are two organizations in the community working on an initiative to eliminate hunger among low-income community members. The church can develop a partnership with those organizations and with the school to start a program that sends a backpack of food home with kids who need it each weekend.


Lesson 13: How to form a strategic plan

  • Lecture: how to form a strategic plan
    • Reference http://www.forbes.com/sites/aileron/2011/10/25/five-steps-to-a-strategic-plan/#1333c23f61af
    • Reference (this includes a video demonstration): http://onstrategyhq.com/resources/how-to-write-a-strategic-plan/
  • Student Task: Describe what you have decided to do in your community. Create a strategic plan.


Lesson 14: Getting Started Lecture 1

  • Student Task: Peer assess 2-3 other strategic plans for the community engagement project. Note what the other students outlined well and what they are lacking. Ask questions of the 2-3 other peers to clarify their project goals and the path forward. Receive feedback on your own community engagement project and strategic plan.


Lesson 15: Getting Started Lecture 2

  • Lecture: How to get started and finding and activating relationship networks.
  • Workbook Activity p. 122 Relationship Networks
  • Guest Lecturer—
    • What did it take for you to get started in your area of community engagement?
    • What have you learned along the way?
    • What would you do differently?
    • What partnerships have you developed?
    • What advice do you have?
  • Plan Implementation – Implement your number one priority and others if time allows.


Lesson 16: Getting Started Lecture 3

  • Lecture: Successes and Challenges of getting started; How to adjust and compensate when challenges arise; Why flexibility is essential.
  • Student Task: In groups of 2-4 students, share a success and a challenge of initiating the plan implementation. Limit time to 15 minutes per student. Each student will spend 10 minutes sharing how their plan implementation in going.
    • What is going well?
    • Where is flexibility needed?
    • What challenges are you facing?
    • What advice, if any, would you like to receive?
    • The remaining teammates will spend 5 minutes affirming what the student is doing well and offering insights on any advice or feedback that was requested.


Lesson 17: Spectrum of Self Interest

  • Narcissism…selfishness…self-interest…self-sacrifice
  • Two aspects of self-interest:
    • Self-preservation — food, sleep, safety, touch, security
    • Self-recognition — to be seen, looking good, ambition, recognized for success, valued, taking into account,
  • celebrate, thank, recognize, acknowledge, listen
  • Reference: http://www.econnet.eu/media/Listening%20and%20recritment/Self-Interest%20-%20Cromwell.pdf
  • Reference: http://www.instituteccd.org/news/1693


Lesson 18: Inclusion

  • Lecture:
    • Who can you creatively involve in your community engagement ministry?
    • How can you engage a wide cross-section of people from your ministry context?


Lesson 19: Developing and Leading a Team (DS-2, DS-16)

  • Lecture: How to lead well.
    • What are the qualities of a good leader?
    • What are your leadership strengths?
    • In what areas can team members help you be a better leader?
    • What steps can you take to becoming a better leader?
    • How can you equip your team to live into their full potential
  • Additional Resources:
    • http://www.nazarenestrengths.org/
    • Rath, Tom, and Barry Conchie. Strengths Based Leadership: Great Leaders, Teams, and Why People Follow.
      • http://ctb.ku.edu/en/table-of-contents/leadership/leadership-functions/become-community-leader/main


Lesson 20: Share

  • Student Task: Community Engagement Project Presentation
  • Each student will present the following to the class:
    • What area of community engagement did they choose? Why?
    • What was their strategic plan?
    • How is the first part of the plan going?
    • What have they learned along the way?
    • What are the next steps?
    • What is the long-term goal/big vision?




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