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교수 제자화리더쉽 프로그램

I. 강의 개관
 우리의 강의 목적은 제자화 사역의 원리와 특성 그리고 운동철학에 관련한 이론과 실제들을 겸비한 헌신된 성령 충만한 그리스도인(리더그룹)을 세워 주님의 지상명령이 캠퍼스에서 성취 되도록 적극적으로 돕는데 그 목적을 둔다제자화 리더십 전수 훈련 (지도자 과정)은 제자화 리더십에 관련한 핵심 교육과 실천 그리고 점검을 통해 각 학과 와 연구실에서 실제적인 제자화 운동을 일으키도록 돕는데 있다 

II. 목표  

 강의가 끝나면우리는 

1. 캠퍼스선교의 실제와 기독교수의 사명을 이해하고 실천할 수 있다.

2. 제자화 선교공동체운동을 이해하고 실천 할 수 있다.

3. 복음전도의 실제와 전략을 배우고 실천 할 수 있다.

4. 포스트모던니즘시대의 선교 전략을 이해하고 육성에 적용할 수 있다.

5. 선교현장을 위한 조사 및 연구를 통해 전략적인 선교에 참여 할 수 있다.

6. 예수님의 삶의 목표와 전략을 이해하고 적용할 수 있다.

7. 열매 맺는 제자화선교 가운데 피해야 할 함정 및 핵심요소 이해하고 적용 할 수 있다.

8. 열매 맺는 제자화팀의 구성요소와 운영을 이해하고 실천할 수 있다.

9. 운동의 관점에서 하나님의 지상명령과 제자화 선교를 배우고 참여할 수 있다.

 

III. 본 훈련의 특징
1. 쉽게 배우고 쉽게 전수하는 교육과정을 제공한다.
2. 어떤 상황과 환경에서도 쉽게 전도와 육성의 연결이 이루어진다.
3. 전도부터 제자화 육성과정까지 전 과정을 짧은 시간 안에 배워서 적용할 수 있.
4. 훈련의 과정 속에 이론관찰 그리고 적용을 직접 체험 함으로서 훈련의 진행 과정 중에 실제적인 전도와 양육이 이루어진다.
5. 제자화 리더십 전수 훈련과정이 마친 후 모든 훈련생들은 순원들과 함께 나눌 풍부한 성경교재를 제공받을 수 있다. 

IV. 강의 내용 및 기간
1. 시 간 : 9 시간 
2. 강의 방법 이론과 토의 실천 과 점검
(각 과정에는 실천과제 및 점검 포함)
3. 실천과제 매주 과제 전도 4명 이상

V. 강의 내용

1. 기독교수의 정체성과 제자화 선교공동체운동의 이해

2. 포스트모던시대의 Evan-bridge 와 커넥트 고찰

3. 복음전도 와 기독교수의 현장 전도 전략

4. 선교현장(학과/연구실)에 대한 조사 및 연구 

5. 예수님의 선교목표와 제자화 선교원리 

6. 선교 공동체의 시작과 함정들 

7. 선교 공동체의  구성요소와 운영방법

8. 영적 운동의 이론과 실제          

VI. 제자화 사역 코칭 과정  

A. 목 표 : 선교공동체가 설립과 선교리더십 개발
   기 간 훈련이 마친 후 각 교수님들과 상의 후 결정. 

B. 내 용 :

1. 사역 정보 조사 및 평가
2. 사역 전략 나눔 및 제공
3. 사역 전략 세우기 (SPP)
4. 선교 자원 지원 및 코칭
5. 제자화 공동체 빌딩 코칭 제공
6. 그룹원 멘토링 지원

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작성일 : 12-07-11 19:29
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The First Year in Academia: What to Expect, What to Avoid, and How to Make it Through in One Piece
Posted on February 27, 2012 by Tufts University Graduate School of Arts and Sciences


Like mountain climbing, teaching in academia takes persistence and stamina. Photo by Donna Au, A08, G11
While teaching in academia isn’t a contact sport, it can definitely leave a bruise (typically an internal one). Like many athletic contests, an academic life demands agility, stamina, persistence, and sacrifice—and there are definitely times when an audience of intellectually ravenous students is much scarier than a blitzing linebacker, a ninety-five mile per hour fastball, or preparing to summit New Hampshire’s Mount Washington. But the life of a faculty member is survivable—even enviable—and in this post Graduate School of Arts and Sciences alumni share what they did (and what they didn’t do) to make it through the first year in one—albeit slightly frazzled— piece.

Manage Your Expectations

First-year faculty members are an ambitious bunch. They arrive on campus revved up, eager to pursue their research agendas and affect young minds in the classroom. But it’s important, especially in the first year, to manage your own expectations.

“One of my main challenges during the first year was trying to gauge the amount of material I could cover in a semester,” said Angela Speece, who earned a master of fine arts from GSAS in 2011 and is an adjunct professor at the University of Houston. “I highly overestimated what I could get through—setting out to cover much more material than I had time for—and I should have factored in time for lengthy and thorough explanations of specific concepts. I also overlooked how much time I needed to answer student questions and to clarify information at the beginning and end of each class; activities which interfered with my designated teaching time.”

Natasha Seaman, an assistant professor at Rhode Island College who earned a master of arts in art history from GSAS in 1997, recommends a particular reflective exercise at the end of each semester—an exercise that can help first-year faculty members both improve their teaching and keep their ambitions in check.

“One of the most useful exercises I did (and still do) to improve my teaching was to write a self-analysis narrative of each class soon after I submitted final grades,” she said. “I considered what had gone well and what had not, and tried to think of solutions to problems and ways to expand on what was successful. My first year, this process made me realize I could have avoided killing myself and my students by having fewer, but more meaningful graded assignments. Plus, these narratives are useful for preparing your tenure application.”

Do Your Homework


It's important to exercise your (academic) brain–reading books and articles about teaching–during your first years in academia. Photo by Boaz Yiftach
Homework doesn’t end—at least for faculty members—with the final test or paper. For those new to academia, it’s essential to rely on the experiences of seasoned faculty members, many of whom have written about the craft of teaching or are willing to provide advice over a cup of coffee.

“I worked really long hours during my first year; it felt like graduate school all over again,” said University of Virginia Assistant Professor Neeti Nair, who earned a  master of arts and Ph.D. in history from GSAS in 2000 and 2005, respectively. “I relied on articles in The Chronicle of Higher Education which provided advice for those on the tenure-track. I also sought out advice from mentors, both inside and outside of my department, when I felt particularly overwhelmed.”

Natasha Seaman took a similar approach, reading books aimed at, primarily, first-year teachers.

“Three books really helped me develop my teaching,” she said. “These books were: My Freshman Year: What a Professor Learned by Becoming a Student; McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers; and The Joy of Teaching: A Practical Guide for New College Instructors. I also read, and still do, pedagogy blogs and articles on The Chronicle of Higher Education website and the “Professor’s Guide” from U.S. News and World Report; the guide is intended for students, but the material is useful for the ‘other side’ as well.”

Prepare for (Possible) Double Duty

Some new faculty might find themselves in a precarious position: having a one-year appointment which makes it necessary to both teach courses and search for a full- or part-time position simultaneously. This was a predicament encountered by Nathaniel Goldberg, an associate professor at Washington and Lee University who graduated with a master of arts in philosophy from GSAS in 1999.

“Teaching a heavy course load while simultaneously being on the job market presented some challenges, specifically how to do it all and not attract the ire of my superiors who were not so approving of the time spent on job searching,” said Goldberg. “I overcame this challenge by getting to my office before 6:00 am and not going home until 8:00 pm; my weekends were full, too.”

Find What Works for You


It’s essential to find the right technology and approaches to time management to support YOUR particular brand of teaching. Photo by Melody Ko
Every teacher is different. Some bring fiery emotion to their teaching, while others are more, well, subdued.  Because of this innate uniqueness, it’s important for new faculty members to find things—whether it’s technology or a new approach to time management—that supports his or her particular brand of teaching.

For Kara Miller, who graduated with a Ph.D. in English from GSAS in 2008 and is an assistant professor at the University of Massachusetts, Dartmouth, her first-year was made easier by sticking to a schedule (as much as she could), as opposed to trying to “juggle” everything at once.

“I think that consciously dividing up your time can be really helpful,” she said. “Try to keep yourself on a schedule if you can; for example, Mondays could be for developing courses and correcting papers, but Tuesdays could be dedicated to research. A schedule like this can free you up in a sense, allowing you to focus on one task at a time, rather than trying to manage it all.”

Angela Speece relied on technology during her first year and hasn’t looked back.


There’s more to YouTube than videos of cats acting strangely. The site can also help enhance your teaching. Photo by jscreationzs
“There are many ways social networking, blogging, YouTube, and TED talks can enhance your teaching,” she said. “I have personally set up an interactive website where students can upload files for assignments and add to classroom discussions.”

For Neeti Nair, making time to write is critically important.

“Set aside time for your writing every single day,” she said. “It could be early mornings, evenings, or different times each day. Don’t rely on the illusory sabattical fellowship—it doesn’t exist! As for teaching, know that there will be good and bad days. Don’t be too harsh on yourself, but try not to make the same mistakes over and over again. And take the student evaluations seriously, especially the critical ones.”

Are you a first-year teacher in academia wh0 would like to share his or her thoughts? Are you a veteran teacher who would like to share other best practices? Are you preparing for your first year of teaching in academia and have lingering questions, concerns? Join the conversation by leaving a comment below.

This entry was posted in Uncategorized and tagged academia, academic life, college professor, Graduate Alumni, Graduate School, Graduate School of Arts and Sciences, teaching, Teaching at Colleges, Teaching at Universities, Teaching in Academia, tenure-track faculty members, Tufts University, Tufts University Graduate School of Arts and Sciences, university professor. Bookmark the permalink.
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14 Responses to The First Year in Academia: What to Expect, What to Avoid, and How to Make it Through in One Piece
 Laurie Sabol says:
February 28, 2012 at 6:50 pm
And don’t forget to make lunch plans with your department’s librarians! We can help you create assignments that integrate library resources and teach your students to effectively navigate the often turbulent waters of the Internet. And of course, we can support your research, keeping an eye out for new materials and resources relevant to your topic of study.

Laurie Sabol
Tisch Library Instruction Coordinator

 
   
 

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