Often when schools talk about innovation they refer to program development or the creation of academic models. Unfortunately, creating new academic models without also thinking about how the school will support the educational system is dangerous.
Today we provide insight on who might be best served by a classic track. With its growth, popularity, and innovative approach to theological education, the Kairos Project is something many prospective students are interested in pursuing. However, the classic track is an option for many.
A new year is always exciting. As we look toward 2017, we begin a new series of articles that will focus on our classic educational tracks. Over the next several weeks, we will explore how enhancements to our classic tracks are offering unique opportunities for people to engage in theological education.
Sioux Falls Seminary recently participated in a collaborative research project on operational and educational models in theological education. The goal was to find some underlying causes for why students are graduating seminary with a crushing amount of debt.
Rhoda Carpenter, Greg Henson, Megan Miller, and Jeremy Bill were all recently honored when Sioux Falls Seminary presented its fourth annual Excellence Awards. Please join us in thanking our 2016 recipients for their roles in creating a culture of excellence in Christian service.
For over 25 years, Larry Caldwell, Chief Academic Officer and Dean, has served as a missionary and been involved in theological education around the globe. He shares his thoughts on how the underlying philosophy of the Kairos Project can work well in global contexts.
Outcomes-Based Education is an educational philosophy that focuses on the outcome not the pathway. Schools work with stakeholders to identify and articulate learning outcomes for programs, then decide how it will assess whether or not students have reached those outcomes.
We've embraced an outcomes-based philosophy of education that permeates every program and educational track. Some students interact with that philosophy by taking a traditional course in a traditional way, while others interact through distance education and contextual learning opportunities.
Roughly 70 students attended the recent Kairos Project intensive. Students came from three countries, two continents, and several states. All had one thing in common: they were here because someone told them about it.
As we enter into the third year of the Kairos Project at Sioux Falls Seminary, I am more convinced than ever that mentor teams and contextual learning are great ideas. This reality should come as a surprise to no one.