A seminar designed to provide the academic and experiential knowledge of leadership theory and practice. Each participant will understand and use her or his own leadership style and be able to identify and analyze leadership issues as they are played out within groups on campus. Prerequisite: leadership grant or permission of the instructor.

The goal of this course is for IESL students to learn and practice intercultural communication skills. Students will learn how to and practice interacting with people from other cultures and religions at both an academic and a practical level. This course provides IESL students the opportunity to learn and practice English-communication proficiency and cultural skills to interact with people from outside of their home languages and cultures. This course is only available as converted credit by IESL students who complete Eastern University's Advanced IESL Courses.

The goal of this course is to help IESL students learn and adapt to situations and expectations within the US educational system, which may be different from those of their own country. This course includes instruction and skill practice in cultural academic norms, etiquette, and academic communication standards. This course provides an opportunity for IESL students to learn how and adapt to the US educational system while learning and practicing English-communication proficiency. This course is only available as converted credit by IESL students who complete Eastern University's Advanced IESL Courses.

The goal of this course is for IESL students to interact with the very basic tenets of Christianity. Examples of these tenets include: the biblical worldview of sin, humanity, salvation, Jesus, and the ways in which those tenets relate to justice. This course provides an opportunity for IESL students to integrate English proficiency skills with the basic tenets of Christianity. This course is only available as converted credit by IESL students who complete Eastern University's Advanced IESL Courses.

This course is designed to assist students in their transition to college. Students learn proven skills and strategies for creating greater academic, professional, and social success. Emphasis is placed on becoming an active learner, accepting personal responsibility, discovering self-motivation, mastering self-management, employing interdependence, gaining self-awareness, adopting lifelong learning, and developing emotional intelligence. In addition, students will learn basic study skills and about resources available to them at the college and community to support their success

This serves as an introduction to discussions and assignments for technologically enhanced and distance-learning formats. The students and instructor establish a community of learners.

Presents theoretical models for use by resident assistnats in Eastern's residence hall program. Course looks at the development tasks of college students and provides an overview of the role of paraprofessional counselors. Prerequiste: Open only to resident assistants. This course does not apply to the Psychology minor. Offered in fall.

This course introduces students to the mission and values of Eastern University by exposing them to the three major commitments of the University; faith, reason, and justice, as well as to the related themes of community, scholarship, service, and church. Designed for a non-residential or virtual community environment. Required of all non-traditional undergraduate students.

The purpose of INST 150 is to introduce students to Eastern University and equip them to succeed in college and beyond. Within the context of a welcoming and supportive community of learners, the course utilizes curricular and co-curricular activities to promote the personal, intellectual, and spiritual development of students while nurturing their sense of well-being and belonging at Eastern.

This course introduces transfer students to the mission and values of Eastern University by exposing them to the three major commitments of the University. Required of all students who transfer with 24 or more semester hours of college credit; to be taken in the first smester on campus or as soon as offered.

This course will survey the origins and development of Western civilization in its literature, philosophy and history, from the ancient world through the Middle Ages to the first European empires. It will ask, from both Christian and competing perspectives, how Western civilization has attempted to define human relations, public government, and its understanding of the natural world. The class is organized around a core of readings in primary sources.

The aim of this course is to read some of the books which made us who we are, so that we may understand ourselves and our world better. This course investigates how the Bible was joined by the tradition of Greek thought and literature to form the culture we now inhabit. Assuming a knowledge of the Bible, we begin by reading great writers of ancient Greece, then look at how Christian writers from Augustine onward used, modified and criticized the Greek heritage in forming the tradition of Western Christian thought.

This course will survey the emergence of modern Western civilization to global stature through its literature, philosophy and history, from the French Revolution through the end of the Cold War. It will ask, from both Christian and competing perspectives, how modern Western civilization has incorporated the industrial, intellectual, scientific and political revolutions of the 19th and 20th centuries, and how they have challenged the Christian faith. The class is organized around a core of readings in primary sources.

This course is a study of Modernity, both as a period and as a concept. We will pay special attention to the interaction between European modernity and the heritage of Christianity. This course traces philosophical, theological, and literary thought from the Reformation, through the Enlightenment, and into the 20th century.

This is a course in the history, literature, philosophy, and values of India. The Indian civilization covers a 4,000-year span and includes influences from the Middle East, China, and Europe; yet it has had a consistent tradition of its own. We will examine the Indian perspective through its current social structure, religion, literature and the arts, and by archeology and writings of past centuries. Throughout, we will give Christian critique as well as appreciation for the thoughts and practices that this civilization has produced.

This course explores the nature and impact of the modernization process and modernity on the African continent. A review of the history of the Triple Heritage (African indigenous, Islamic and Western Christendom) will acquaint the student with the primary ideas and traditions that shape the African outlook. A model of modernity as it has developed most fully in the West will be elaborated and a critical exploration of its applicability to African experience will be probed. Biblical and theological questions and resources will be explored in order to construct a Christian worldview in Africa.

This course will cover origins of the earliest Americans and the subsequent development of culturally distinct areas across North America, and will identify and explore historical and cultural contributions. Specific contemporary problems and issues, the current status of Indians' struggle for survival, and implications for the future and ongoing contributions of the American Indians to the greater American culture will be investigated.

Under the rubric, the Faith and Art Series, a series of travel courses for students who seek to know the meaning and function of artisic experessions within faith communities of the world. Offered throught the year, and in selected locations around the world, students will dialogue and participate with artists and their music, dance, poetry, and art. Participants will gain first-hand knowledge of a culture's worldview and role of the arts in worship and life within urban contexts. Specific emphasis is placed on the arts in community transformation.

One of a series of travel course for students who seek to know the meaning and function of artistic expressions within the faith communities of the world.

This course surveys the origins and development of American culture and government from their inception to modern times. Reviews of the foundations of American government, the creation of the constitution, the American Bill of Rights, and distribution of power are explored through a variety of media, activities, and selected readings. Active discussion and debate explore current issues of freedom, diversity, and American values. Students are expected to use advanced research and writing skills to complete assigned tasks. The IESL Program will include field trips and activities with American students designed to increase cultural understanding and adaption skills. Homestays with American families will be available on certain holidays to provide opportunities for English language practice and cross-cultural experience. The purpose of this course is to assist international students in the IESL Program to understand the historical and cultural forces that shape contemporary American life. Although the U.S. has a diverse population, there are underlying values that have emerged from its national socio-political experiences over time. These values inform the U.S. higher education system as well as everyday cultural practices that international students must successfully navigate in order to study in the U.S. Additionally, a better understanding of the American cultural context will equip international students to share their own cultures to enhance the inter-cultural synergy on campus.

The course deals with why Africa, particularly sub-Saharan Africa, is mired in poverty, oppression, and underdevelopment, and discusses the alternative development approaches and strategies sub-Sahara African communities could follow.

This course will explore the history of Islam, and the beliefs, practices, institutions, and social lives of Muslims. The course will stress appreciation and understanding of Islam and will include critique from a Christian perspective. We will learn the Arabic names for various aspects of faith and piety. We will consider the Qur'anic references to Jesus and Christians, various Islamic interpretations of these passages, and possible responses. We will examine the conflicting faces of contemporary Islam throughout the world, its varied political expressions, and its answers to contemporary social issues. The course will seek to prepare students form informed interaction, cooperation, and dialogue with - and Christian witness to - the Muslim community.

This course will examine the history, culture, literature, and religions of Brazil. Three land masses and three people groups make up this huge diverse nation. Native American, Portuguese and African blending created Brazil's rich, fascinating identity and heritage. We will survey Brazilian civilization over a 500 year span beginning with its Indigenous people and moving to first contact, slavery, colonization and independence up to today. Throughout, we will engage a Christian worldview and appreciation for the thoughts and practices that Brazilian people have produced, and their significant presence on the world stage.

This course assists students in developing the ability to reason logically and assess the value and validity of persuasive communication. Topics include components of sound argument, quality of arguments, ambiguity in communication, standards of thinking, identification of assumptions, and examining supportive evidence. This is a foundational course drawing on the disciplines of philosophy and other disciplines.

This interdisciplinary course uses both biblical and philosophical frameworks to examine the complexities of social justice in a pluralistic society. The focus is on the United States, with connections to the global community. Principles of social justice are used to explore issues of race, gender and class. Emphasis is placed on the student understanding her/his own identity and life situation, including what values, attitudes and knowledge have shaped her/his own worldview. Attention is given to students developing skills in interacting with people from diverse groups and in bringing about social justice in the larger society.

This is an interdisciplinary course that employs biblical and philosophical frameworks to examine the complexities of social justice within the United States health care system. Principles of social justice will be identified as issues of ethnic group membership, gender, and class. Participants in the course will explore these issues as they occur within the context of health care for vulnerable populations, health disparities, and health literacy. This course fulfills the breadth core requirement of Knowledgeable in Doing Justice.

Cross cultural competency is the major theme of this course. Emphasis is placed on empowering students to engage with different cultures and diverse groups in their everyday lives while promoting an understanding and openness to diversity in their spheres of influence. Readings, quizzes, fieldwork, journals, and written assignments are used to explore the student's own unique cultural identity and the diverse cultural groups and opportunities that surround them in various contexts. This course provides students with practical experience in varied social environments while challenging them to apply principles learned in their encounters to their personal and professional lives.

A practicum for students holding leadership positions in campus groups. Participants will consider different leadership styles, the functions of a leader, group dynamics and communication skills, while identifying and exercising their own individual leadership styles. Prerequisite: permission of the instructor. Grading is P/F.

This serves as an introduction to discussions and assignments for technologically enhanced and distance-learning formats. The students and instructor establish a community of learners.

This course will aid students in sharpening their leadership skills by putting them to work in a project that is both biblically based and practical. Students will review George Cladis' leadership model of team based ministry and what it means to be a spiritual leader. They will also identify and develop a project that meets a particular need within their churches/organizations, gain approval, conduct a needs assessment, identify/recruit the members of the team, and present the project proposal. Students will earn three credits for this course. (Prerequisite: CM007 Christian Leadership).

In this course students, along with their teams, will implement the planning phase of their project proposal. With their teams, the students will develop a covenant and a vision statement for the ministry they proposed. They will also plan how the team will create culture around the vision and collaborate to ensure the success of the ministry. Together they will establish and practice the characteristics that empower one another and build trust within the group. Additionally, they will develop a strategy for learning together as a team, so as to strengthen each area of expertise within the group. Students will earn three credits for this course. (Prerequisite: LEAD 331).

This course provides practical application of team based leadership by building on the knowledge gained and the activities. In the prior LEAD courses students proposed a ministry project and organized a team. In this course students and their teams will realize the proposed ministry project within their church/organizational context. Students will earn three credits for this course. (Prerequisite: LEAD 331 and 332).

This course is dedicated to the Leadership Fellows Programs' mission aiming to prepare students for purposeful cultural integration and influence as productive Christian innovators and leaders. In order to awaken, educate, and embolden LFP students to create innovative solutions to help address the current societal problems and to influence the world, this course will emphasize the importance of creativity in leadership and will look at the role innovation, influence, and integrity play in transformational leadership. Through a creative and biblical lens students will learn the importance of using innovation, in a time of change, and understand the unique challenges inherent in managing creative people and managing for creativity in organizations. Students will also be challenged to think about how they are branding their ideas, their identity, and their vision and be encouraged to participate in a hands-on entrepreneurial project that showcases their creative leadership and innovation. Prerequisite: INST100

Examples of Old and New Testament leadership are studied in the context of God's relationship with humankind throughout the Bible narrative. Application of contemporary leadership theories will be emphasized. Students compare and contrast leaders in the Bible with examples of leadership in their professional and personal lives.

In this course, students will have an opportunity to reflect christianly on the institution of marriage. This will include examining how attitudes toward marriage are shaped by our upbringing in our families, in the church, and in society; thinking and talking in detail about Christian scripture and tradition as they relate to marriage; and considering a variety of aspects of and challenges to marriage that confront people who are married or who may be considering marriage. We hope that this will help those of our students who are unmarried to make wise decisions about whether and whom to marry,will help those who are married, and those who may eventually marry, to live out their marriages faithfully and well, and will help all our students to mature in ways that will enable them better to live out their Christian vocations in either the married or the single state.

A supervised internship in an off-campus organization, in the United States or abroad, that is language and missions focused. Student must provide his/her own transportation and report to an on-site supervisor. A plan of work must be submitted before internship is approved and appropriate documentation must be filed with student's advisor.

The purpose of this course is to equip students who are Christian development practitioners with the ability to reflect biblically, theologically and historically about their vocation and the challenges of poverty that they encounter on a daily basis. As an introductory level course, its intent is to raise issues from a theological perspective that will be analyzed more fully in subsequent courses from the perspective of social scientific research and practice. Social scientific perspectives will also be utilized in this course to the extent that they contribute to evangelical and ecumenical theological reflection about poverty and development in the diverse contexts of development practitioners. Pass/Fail grading for urban concentration.

The purpose of this course is to equip students who are Christian development practitioners with the ability to reflect biblically, theologically and historically about their vocation and the challenges of poverty that they encounter on a daily basis. As an introductory level course, its intent is to raise issues from a theological perspective that will be analyzed more fully in subsequent courses from the perspective of social scientific research and practice. Social scientific perspectives will also be utilized in this course to the extent that they contribute to evangelical and ecumenical theological reflection about poverty and development in the diverse contexts of development practitioners. Pass/Fail grading for urban concentration. This is the first of two parts.

The purpose of this course is to equip students who are Christian development practitioners with the ability to reflect biblically, theologically and historically about their vocation and the challenges of poverty that they encounter on a daily basis. As an introductory level course, its intent is to raise issues from a theological perspective that will be analyzed more fully in subsequent courses from the perspective of social scientific research and practice. Social scientific perspectives will also be utilized in this course to the extent that they contribute to evangelical and ecumenical theological reflection about poverty and development in the diverse contexts of development practitioners. Pass/Fail grading for urban concentration. This is the second of two parts.