To equip students with the academic and practical skills for the acquisition and retention of robust Christian theological concepts through the study of Biblical theology, Systematic Theology and Practical Theology.
To develop knowledge and understanding in a range of issues related to the development of thought and practice of Christianity through critical engagement in a range of complementary methods including philosophical, historical, hermeneutical, exegetical and ethical studies.
To develop transferable skills which will contribute significantly to subsequent and sustained employability in the Elim Pentecostal Church, wider church, para-church organisations and wider range of careers and professions.
To provide an engaging and challenging programme which will enable students to subsequently study at postgraduate level.
Knowledge and Understanding
Successful students will:
Demonstrate knowledge of key current practices, traditions and the historical development of Christian doctrine, both in the wider Christian world and also specifically within a Pentecostal setting;(e.g. TH4151)
Demonstrate knowledge and understanding of key biblical texts; (e.g.TH4154, TH4155)
Gain an appreciation and understanding of the different models of Christian Leadership visible in the UK and global Church. (e.g. TH4152, TH4178)
Acquire an ability to recognise and relate key theologians’ ideas and their impacts within their historical, cultural and contemporary contexts;(e.g. TH5151, TH5152 ,TH5153)
Recognise key interlocking Christian doctrines, including the spectrum of belief for each; (e.g. TH5152)
Gain a knowledge and understanding of the various ways in which biblical texts may be evaluated and interpreted, demonstrating an ability to recognise and evaluate concepts and cultural influences; (e.g. TH5154)
Interpret and evaluate different models of Christian Leadership visible in the UK and global Church. (e.g. TH5153, TH5178)
demonstrate an ability to apply detailed knowledge and critical understanding of practices, concepts and skills from other disciplines to the analysis and implementation of the principles of Christian thought and doctrine, with reference to advanced scholarship and an appreciation of uncertainty and complexity; (e.g. TH6153, TH6155, TH6157, TH6160, TH6161, TH6164 )
demonstrate detailed knowledge and critical understandingof the different models of Christian Leadership visible in the UK and global Church. (e.g. TH6150, TH6152, TH6156, TH6167)
Thinking or Cognitive Skills
Successful students will: Level 4
be able to describe, interpret and evaluate scriptural and non-hieratic texts, demonstrating an ability to creatively and critically employ a range of reading strategies ranging from naïve fundamentalist to a developed hermeneutic of suspicion; (e.g. TH4155, TH4154)
have acquired appropriate information-retrieval skills needed to garner, discriminate, synthesise and organise material. All modules.
have developed competence and critically evaluated the significance ofresearch, crafting a coherent written presentation that will convince and influence readership; All modules.
have identified a range of practices relevant to the presentation of arguments to convince an audience of the merits of various religious/ faith points of view. (e.g. TH5151, TH5153)
demonstrate significant complementary critical and analytical skills in developing ideas and constructing cohesive and persuasive arguments, both oral and written, and be able to apply these methods to extend knowledge and understanding; All modules.
Successful students will:
Demonstrate engagement with the skills and processes of different aspects needed for work with multi agencies and church organisations through the vocational modules (e.g. TH4152, TH4153, TH4178)
Apply learning and have the developed creative skills needed for the realisation of practice-based work; (e.g. TH4153, TH4178)
Be able to become an advocate for the Church in matters of Poverty, Ethics and Social Justice. (e.g.TH4173)
Demonstrate an ability to engage critically with the skills and processes of different aspects needed for work with multi agencies and church organisations through the vocational modules (e.g. TH5150, TH5161, TH5178)
Apply learning creatively and imaginatively and have the developed creative skills needed for the realisation of practice-based work;(e.g. TH5161)
Be able to become an effective advocate for the Church in matters of Poverty, Ethics and Social Justice. (e.g. TH5166,)
Demonstrate a competent ability to engage critically with the skills and processes of different aspects needed for work with multi agencies and church organisations through the vocational modules (e.g. TH6153, TH6150)
Be able to become an analytical and effective advocate for the Church in matters of Poverty, Ethics and Social Justice. (e.g. TH6156)
Successful students will:
communicate accurately and demonstrate appropriate use of primary and secondary sources, with full and accurate references, within a structured and coherent argument. All modules.
formulate a coherent argument, with appropriate use of data and evidence, and with an awareness of the implications of divergent views; All modules.
demonstrate qualities and transferable skills, such as those requiring the exercise of personal responsibility and decision-making, necessary for employment.( e.g. TH5150, TH5153, TH5178)
develop projects and assignments which sustain and evaluate an argument, largely through independent enquiry, and which draw on a range of scholarly resources including research articles and primary sources; All modules
resolve problems and make decisions in contexts involving some complexity. (e.g. TH6150, TH6152, TH6153, TH6155, TH6157)
At Level 4 students must take the following core modules
TH4151 Introduction to Christian Doctrine (20)
TH4178 Preparation for Ministry (10)*
TH4154 Biblical Studies 1 (20)
TH4155 Hermeneutics (10)
TH4165 Study Skills (10)
Students then choose a further 50 credits from the remaining optional modules
*Students on the Youth Track must take TH4153 Youth Ministry Foundations (20) leaving 30 credits from the remaining optional modules. Students on the internal Christian Leadership track must also take TH4152 Preparation for Leadership in Ministry( 10 ) from the elective choices
At level 5 students undertake a total of 70 credits of core modules as follows:
TH5151 Historical Perspectives in Christianity (20)
TH5152 Studies in Pentecostal Issues (20)
TH5178 Ministry Placement (10) *
TH5154 Biblical Studies 2 (20)
*Students on the Youth Track take TH5150 Youth Ministry Contexts (20) instead of TH5178Ministry Placement.
Students on the main track then choose 50 further credits from the available modules.
Students on the Youth Track then choose 40 further credits from the available modules.
At level 6 there is one compulsory module:
TH6151 Applied Theology Project 3 (40)
*Students on the Youth Track take TH6153 Youth Ministry Applications (20) as an additional compulsory module which means that they take two compulsory modules at level 6 leaving 60 further credits from the available modules.
Main track students then complete the degree with 80 further credits from the available modules.
120 credits: Certificate in Higher Education 240 credits:Diploma in Higher Education 360 credits: BA (Hons) Applied Theology
The typical applicant will normally have a minimum of 112 UCAS points from GCE A Levels or equivalent (such as BTEC National/OCR Diploma).
Applicants may also typically have:
Access to HE Diploma
Irish Highers/Scottish Highers:
Open College Units or Open University Credits
The Advanced Diploma
This is consistent with the normal entry qualifications for other single honours humanities programmes across the institution. Applicants will normally be interviewed, and will be expected to demonstrate a subject-related interest
The design, structure and content of this programme have been informed by the QAA Theology and Religious Studies Benchmark Statement published in 2000 and revised in 2007 and 2014. This benchmark statement details the range of subject knowledge (3.1), the qualities of mind (3.2), and generic skills (3.4) acquired and developed in TRS degree programmes.
In keeping with the statement’s view that a single honours programme in theology and religious studies would usually have ‘a broadly based core’ while allowing for more specialised study in depth of some aspects of the field, the BA Applied Theology is founded on core modules such as Introduction to Christian Doctrine (TH4151), Biblical Studies (TH4154), Hermeneutics (TH4155), Preparation for Ministry (TH4178) and Study Skills (TH4165). These core modules provide the basis for more focused modules at levels 5 and 6 which develop and extend studies in practical, contextual and biblical studies (e.g.TH5151, TH5152, TH5153, TH5154, TH6150, TH6151), ethics (TH6164), biblical languages (e.g. TH5156,TH5157, TH5158,TH5170,TH6158,TH6166).
In keeping with the statement’s expectation that students demonstrate an intelligent engagement with one or more religions during their degree programme, the BA in Applied Theology allows students the opportunity to study faith traditions (e.g. TH5152, TH5161, TH5169, TH6167). It also considers the relationship between religion, culture and the church (TH4172, TH6156) and addresses contemporary questions to do with justice (e.g.TH5166). The programme encourages students to critically analyse a range of themes from a number of perspectives and to apply insights from other disciplines to further theological reflection. The programme has a strong vocational theme running throughout the course where students can apply theory in the context of a vocational setting ( e.g.TH4152, TH5153, TH6150).
The BA Applied Theology engages students in the reading, analysis and interpretation of texts, developing in students an ability to engage in the close reading of primary and secondary sources (e.g. TH4165, TH4154, TH4155, TH5154, TH5162, TH6161). In keeping with the benchmark statement, the programme encourages students to assess critically and with sensitivity the claims to certainty that arise within theological traditions and to reflect critically on their own positions. Students apply and evaluate a number of methods of study in analysing material (e.g. TH4152, TH5160, TH6155,TH6164) and are given opportunities to identify their own independent areas of enquiry (e.g. TH6151).
All modules on this programme cultivate empathy, self-discipline and the ability to respond sensitively to diverse views. All modules develop writing skills, with some developing oral presentation skills (e.g. TH4165,TH5168,TH5160).
Generic skills are developed through the learning ethos of the department and specifically through formative learning methods such as class discussion, group seminar presentations, assignment proposal development, dissertation research and presentations. Self-discipline and self-direction are particularly tested in modules with a fieldwork component that is assessed (for example TH4152, TH5153, TH6150) or with the double module dissertation (TH6151).
All modules in the Applied Theology degree course aim to develop students through rigorous engagement with interpretive theories of reading, research methodologies, and careful exegesis of texts. Teaching seeks to engage students through challenging lectures and seminars to realise and critique their own fundamental beliefs, which hitherto will have inevitably remained tacitly accepted as orthodoxy, and therefore true. Most modules will encourage learning by discussion and debate in a classroom environment, but significant learning will also be planned through directed reading, writing, lectures, audio-video demonstrations, group sketches, seminars, dialogues, quizzes, tutorials and relevant field visits.
The delivery of individual modules within this programme adopts a variety of approaches in order to maximize the student experience and introduce a range of teaching styles appropriate to each specific module content.
A range of learning and teaching methods are used: lectures, seminars, workshops, group-work activities, individual and group-centred projects, presentations, tutorials, fieldwork/visits to religious communities, and tutor-guided private study.
At level 4, learning is predominantly tutor-designed and guided, and students are supported in developing individual initiative and collaborative enquiry within this framework, which provides groundwork in critical reflection, subject-specific methods, transferable study skills and skills of accurate communication.
At level 5, learning design remains largely tutor-guided with encouragement to work in collaboration with tutors and fellow-students, but with more opportunity for independent learning. There is opportunity for consolidation and development of appropriate study skills and for experiencing a wider range of appropriate methods of study, and opportunity to apply their learning and skills in fieldwork.
At level 6, students develop a greater responsibility for their own learning, both independent and collaborative. There is encouragement to articulate personal engagement and response in the context of respect for views of others; and with appreciation of complexity, ambiguity and uncertainty.
Methods of learning and teaching may include:
· Formal lectures;
· Workshop Seminars;
· Small group and independent exercises;
· Practical and theoretical workshops, including ‘role plays’;
· Practical and conceptual problem solving learning;
· Comprehension and Prècis tests;
· Individual and group tutorials;
· Staff and student led seminars;
· Community and individual field work;
· Library and web-based research exercises;
· Attendance at conferences and special external events;
· Self-directed learning.
Range of assessment
Assessment is designed to allow students to demonstrate achievement of the stated learning outcomes of every module they study. Given the constant relationship between practice and theory, students will encounter a range of assessment demands including:
Formal Research Papers
Presentations supported by appropriate media
Planning and facilitating workshops for others
Formative assessment in the form of pre-assessment, peer appraisal and self-appraisal is widely employed at Regents. Students are encouraged to work together on many projects collaborating on the most effective study methods for each individual in the group.
Reflection and critical contextual commentary on the student's own practice will be encouraged through ongoing discussion, especially in the Communication Classes at Levels 4 & 5. Reflective writing will also be used to further develop students' autonomy as both learners and practitioners.
Formal essay skills will be developed across the whole programme commencing with the first intensive Study Skills mandatory course taught during the early weeks at Level 4. Many modules provide Mock examination or research papers mid-way through the module.
Patterns of assessment
Modules in the Applied Theology Single Honours programme are assessed in line with general academic wisdom which seeks that progressive development for the student should occur between successive levels within the overall programme. The weighting of assessed components within modules places greater emphasis on critical analysis and evaluation of practice as informed by increasing theoretical understanding as the student progresses from Level 4 to Level 6. Components of assessment in individual modules generally follow the pattern of requiring students to interrogate theoretical concepts against practice, either existing or proposed, together with a credible implementation strategy for the latter. The emphasis is continually on the requirement for the student to demonstrate the applied nature of any principles enunciated.
The QAA graduate characteristics include the abilities to:
Apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects.
Critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem.
Communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences.
Qualities and transferable skills necessary for employment requiring:
the exercise of initiative and personal responsibility;
decision-making in complex and unpredictable contexts; and
the learning ability needed to undertake appropriate further training of a professional or equivalent nature.
Students graduating from the Regents Applied Theology degree programme will be able to work independently, to manage their time effectively, and to access and process information in forms appropriate to particular tasks. In addition they will have acquired a great deal of experience in oral presentations and team dynamics, as part of the practical components of the course; students completing the degree programme should possess the confidence and the ability to function well in professions in which the ability to present oneself and the ability to work well as a member of a group are useful skills.
Modules in the programme offer opportunities for addressing questions of gender, sexuality, race and religious identity. There are no confessional requirements for entry to or success in the programme.
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