Course Goals

• The student articulates the importance of small groups for a successful and growing church.
• The student compares and contrasts at least 4 different small-group types.
• The student describes the key aspects and functions of a small group network. This includes the integration of small-group structures with/in larger church organizations.
• The student charts the typical life phases of a small group and describes the significance of each phase.
• The student demonstrates comprehension for the role of a small group leader, including the development and coaching of future small group leaders. The student acquires or strengthens competence to lead a small group, and to develop future leaders.
• The student articulates a clear vision for small groups as a central means for outreach and discipleship in contemporary society.

Acquired Skills

• to be announced

Evaluation and Grading

Write 2 reports, 1 page each, based on a chapter from the required or supplemental reading (10% of grade). The student shall describe the content of each chapter and briefly evaluated in his/her report.
Visit 2 small group meetings together with a fellow THS student. Each student team is to discuss the meetings they visited with each other, then each student describes the meetings and his/her evaluation of each meeting in a 1-page report (20% of grade). The report for each meeting briefly covers each of the following points:

• overview of the meeting
• perceived strengths
• what could be done better; what the student learned

Lead 2 small group meetings together with a fellow THS student. Each student team is to discuss the meetings they visited with each other, then each student describes the meetings and his/her evaluation of each meeting in a 1-page report (30% of grade). The report for each meeting briefly covers each of the following points:

• overview of the meeting
• perceived strengths
• what could be done better; what the student learned

Term Paper: minimum five pages. The student selects one small group model or variation, describes its compatibility with New Testament small group principles and narratives, uses at least 4 literature sources to explain and support the model, and briefly casts a vision for how it could be used in a contemporary church context (40% of grade).