3.4 RESEARCH SEMINARS - BLENDED LEARNING MODEL
In each research seminar, doctoral students pursue lines of inquiry in course assignments that are related to both the seminar topic and individual student ministry interests. Thus, one student may research administrative protocols in local church settings, while another student is researching administrative policies and procedures related to Christian schooling.
The goal of the research seminars is for doctoral students to explore the theoretical foundations of a subject in order to generate informed applications for vocational ministry. Research papers will involve identifying precedent theory and practices, evaluating them in light of theological presuppositions and education and leadership assumptions, resulting in the proposition of new theoretical constructs or revised applications for ministry. In many cases, the research will influence policies, procedures, and practices in the workplace.
Courses are offered in an accelerated instructional format consisting of a research triad:
- Foundational research component
- Research seminar component
- Advanced research component
Each course syllabus reflects the three components with educational objectives designed specifically to link each component of the research triad. Internet-based discussion groups and seminar resources allow for mediated instruction immediately prior to and following the on-campus seminar experience.
3.4.1 ONLINE FOUNDATIONAL RESEARCH (PRE-SEMINAR)
During the six and one-half weeks prior to the first session of the on-campus research seminar, students are required to complete readings and research corresponding to the educational objectives of that seminar. Specific assignments are found in the course syllabus available through the program web site.
Students are also required to post responses to the questions asked by the professor at least twice each week in addition to regularly reading other classmate’s posts. Quality participation in the online discussion groups is required. Expected time involvement is approximately three hours per week. The faculty know and understand that every post made will not be stellar or profound, but frequent participation in the discussion groups is an integral part of each seminar experience.
Points are earned for the number and quality of posts. Below is a typical rubric utilized for seminars.
| (1) Number of Postings |
1-5 |
6-10 |
11-15 |
|
Points Earned |
| Points |
1 |
2 |
3 |
|
| (2) Quality of Postings |
Poor |
Fair |
Average |
Good |
Exemplary |
|
| Points |
1 |
2 |
3 |
4 |
5 |
|
(1) Number of Postings x (2) Quality of Postings = Total
|
|
3.4.2. ON-CAMPUS RESEARCH SEMINAR (FACE-TO-FACE)
Research seminars are conducted on campus in a nontraditional accelerated format. Each research seminar counts as four semester hours of credit and consists of 24 hours of classroom instruction built upon the foundational research component completed prior to coming to campus, and preparatory for the advanced research component following the on-campus seminar.
Research seminars engage students in critical reflection and dialogue with additional seminar content and do not duplicate the foundational research component. Research seminars also assist the doctoral student in preparing educational objectives for the advanced research component that follows on-campus study.
Students are physically on campus two times per year. The dates of each seminar is fixed at the start of each new cohort and is rarely changed; this allows students to make travel plans and arrangements with their employers well in advance of the seminar. Capital does retain the right to make changes to the calendar as necessary, but will inform students in adequate time for students to adjust their travel plans.
Seminars are three days in length, scheduled from 8 AM to 5 PM. The first seminar begins on Monday and continues to Wednesday evening. The second seminar begins Thursday morning and continues to Saturday evening.
3.4.3 ONLINE ADVANCE RESEARCH (POST-SEMINAR)
During the six and one-half weeks following the last session of the on-campus research seminar, students are required to complete readings and research corresponding to the educational objectives of that seminar. Specific assignments are found in the course syllabus. Online Advance Research participation expectations and requirements are the same as Online Foundational Research participation (3.4.1 above)
The faculty knows and understands that every post made will not be stellar or profound, but frequent participation in the discussion groups is an integral part of each seminar experience.
| (1) Number of Postings |
1-5 |
6-10 |
11-15 |
|
Points Earned |
| Points |
1 |
2 |
3 |
|
| (2) Quality of Postings |
Poor |
Fair |
Average |
Good |
Exemplary |
|
| Points |
1 |
2 |
3 |
4 |
5 |
|
(1) Number of Postings x (2) Quality of Postings = Total
|
|
|