A study of methods and ways of analyzing the community and building relationships between the church and community.
The analysis will discover and classify the different elements that impact the life of the community. Students 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. Students will demonstrate how to prioritize those needs or issues in order of urgency, capacity to address, and effectiveness in building relationships. Then students 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.
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 pastors as they reach their community.
CN-12 Ability to explain the structure and mission of the Church of the Nazarene from both historical and current perspectives.
CP-1 Ability to communicate effectively with cultural and contextual relevance.
CP-4 Ability to communicate the Gospel in biblical and relevant ways both in public and private settings.
CP-8 Ability to determine direction and personnel to equip God’s people for works of service.
CH-2 Ability to love God and neighbor with all one’s heart, soul, mind, and strength, and to live out the experience of entire sanctification.
CH-6 Ability to give value to all persons in all social contexts.
CX-3 Ability to analyze and describe community and congregational dynamics.
CX-4 Ability to identify universal characteristics of culture and their role in a local context.
CX-5 Ability to use and develop missional and cross-cultural principles.
CX-9 Ability to explain and effectively use missiological and cross-cultural principles to communicate the gospel in relevant ways in different contexts.
CX-11 Ability to develop relationships within and across cultures with the purpose of communicating the gospel.
ACC-2 Explain and demonstrate how the Christian life of accountability is shown in relational integrity, leadership integrity, and financial integrity toward God, church leaders, within marriage, and in other relationships.
ADM-2 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.
ADM-6 Demonstrate how to train financial systems, identify key elements of profit / loss and balance statements, develop a budget together with a church board and lead the board in special projects.
CED-3 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-4 Demonstrate the ability to provide pre-marital, marital, loss and grief counseling.
DIS-1 Identify the qualities of a disciple as Christ taught and determine ways in one’s personal life to apply these qualities.
DIS-4 Use the reading of God’s Word to foster spiritual growth and for personal devotions
DIS-14 Prepare, organize, and deliver a biblically sound lesson or sermon using culturally sensitive techniques and skills.
EVA-2 Demonstrate passion and urgency for reaching the lost by developing contact points and relationships among the unsaved in the community. Develop holistic approaches that consider the physical and emotional needs within the community.
EVA-3 Explain how to create church outreach models that give room for interaction with not-yet-believers. 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-4 Demonstrate how to communicate evangelistically and to be engaged with and equip others in personal and congregational evangelism.
EVA-5 Demonstrate at least 5 culturally and age appropriate patterns for presenting salvation to non-believers in their community, including using stories and theology from the Bible and using language that is easy to understand and appropriate to all ages.
ICO-1 Demonstrate a tangible act of compassion to the least of the people in the community like Christ commanded in Matthew 25.
ICO-2 Identify various tangible ways the church can connect with the community. Identify vocational training opportunities the church can initiate in a given context in partnership with the community leaders.
ICO-3 Explain the basic steps toward individual or community disaster relief or compassionate ministries, if possible, in cooperation with other organizations or other ministries, use Scriptural examples and themes when possible.
ICO-4 Tell several Biblical stories where the people of God made a positive or negative impact in 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-5 Tell the story of historical examples of the interaction of meeting human needs and sharing the gospel and explain how to balance them.
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.
ICO-7 Describe the mutual impact of Christianity and the following: Islam, Buddhism, Tribal / Pagan Religions, and Hinduism.
LEA-2 Demonstrate the role of the team in leadership development and how to develop trust between the team members using personal integrity. Explain how to show each person in a team how important they are to the team.
LEA-6 Demonstrate the ability to conceive and articulate purpose, mission, and vision, and to develop strategic plans in a local church.
PRA-2 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.
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
Leth, Carl. The Heart of Holiness: Compassion and the Holy Life. Kansas City: Beacon Hill Press, 2015.
Nees, Thomas G. Compassion Evangelism: Meeting Human Needs. Kansas City: Beacon Hill Press, 1996.
Teacher should resource effective community survey tools and methods such as available in Community Health Evangelism Program Trainings. http://www.chenetwork.org
Collins, James C. Good to Great: Why Some Companies Make the Leap … and Others Don’t. New York, NY: Harper Business, 2001. Print.
Rath, Tom, and Barry Conchie. Strengths Based Leadership: Great Leaders, Teams, and Why People Follow. N.p.: n.p., n.d. Print.
The students will be grouped into teams of two or three persons for this whole class. Teams of three are preferred over teams of two. A team of three has to work hard to include all the people and not exclude one person, which 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 and needs at least two people to form a class.
- The local school’s attendance policy should be placed here.
- Bible Reading and Prayer Journal: Students should read through the Bible as designated in the Master Plan for Bible Reading in the Course of Study. For this course, students will read Psalm 107 – Proverbs 16 and 2 Corinthians 1 – 13. The focus of the Scripture reading and prayer time for this course is on students’ response to God’s call to love others. Sometime during each week, in response to what God is peaking to them about, students should determine one tangible way to express love to others. This may be a family member, a neighbor, friend, co-worker, or stranger. Students will then write at the close of the week at least one paragraph of 200 words reporting their experience and what God taught them through this experience.
(Outcomes CH-2, DIS-4, PRA-1)
- Community Project: Students will work in teams to prepare and implement a community impact project. This project will involve several steps:
- Assessment: Teams will observe then list and describe all the obvious needs and services (social services, community assistance programs, worship locations, business types, government services of various types, others) or resources to which they are exposed on their campus or in the community where they currently live. Where possible, the team will document the list with a series of photographs.
- Strategic Plan: The team will group the data in logical ways, then analyze the data for gaps in services, overlapping or missing functions, then prioritize potential opportunities for the community and risks to the community. Students will develop a ministry plan to impact one of the needs of the community.
- Biblical and Theological Basis: Meditate on the community from a Biblical perspective together with your team. Together write 500 words that describe the community as God sees it through the team’s eyes. Using a second 500 words describe what the Holy Spirit is leading the team to do in your community. Create a strategic plan with levels of priority.
- Implementation: Plan specific steps and time lines for implementation of the project. Implement your number one priority and others if time allows.
- Evaluation: After the project has been completed, the team will write up a 500 word evaluation of how they feel the project went, what can be improved, what impact the project had in the community, and any personal reflections on the experience.
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.
(Outcomes CN-12, CP-1, CP-4, CP-8, CH-2, CH-6, CX-3, CX-4, CX-5, CX-9, CX-11, ACC-2, ADM-2, ADM-6, CED-3, CON-4, DIS-1, DIS-14, EVA-2, EVA-3, EVA-4, EVA-5, ICO-1, ICO-2, ICO-3, ICO-4, ICO-5, ICO-6, ICO-7, LEA-2, LEA-6)
Journal 5 %
Assessment 20 %
Strategic Plan 20 %
Biblical & Theological Basis 20 %
Implementation 20 %
Evaluation 15 %
45-59% (Passable for the certificate level and toward the requirements for being ordained in the Church of the Nazarene)
If a student marks a final grade lower than 45% he or she must take the course again for credit at the diploma level
- What is community engagement and who is doing it?
- Know your context
- Understanding the data
- Finding and Mobilizing Assets
- The Gift Exchange
- Learning what people care enough to act on
- Learning what people care enough to act on, part 2
- Community Assessment
- Developing People and Programs
- Building Relationships
- Community Partnerships
- Community Partnerships 2
- How to form a strategic plan
- Getting Started Lecture 1
- Getting Started Lecture 2
- Getting Started Lecture 3
- Spectrum of Self Interest
- Developing and Leading a Team (DS-2, DS-16)