Global University is a pioneer in distance learning education. Since 1967, GU has been producing materials in all educational levels to accommodate students from all the countries and cultures around the world.To-date, GU is present in over 200 countries and has materials translated 120 languages.
Application Procedure
Applicants interested in enrolling in the Global University Graduate School of Theology form the Maltese office need to contact the national representative office in Malta (info@git.edu.mt).
STARTING DATE
Students can choose to start their studies at their convenient date.
The general application packet which would consist of:
1.GU graduate admission application form.2.Reference from Pastor/Church Leader3.Reference from educator/employer4.Biographical Sketch
LANGUAGE OF STUDY
Global University’s graduate school offers the courses in several languages. However, those who enroll from Malta will be served with the English language study guides and textbooks.
Procedure
•Students need to make arrangments so that their transcripts be provided for Global University. •Transcripts must be sent by the students’ university directly to Global University•With the application, payment for the application must be paid to GIT oWe prefer bank transfer or check payable to Global Institute of Theology Malta.oIf the above is not possible than cash will also be acceptable.•Within 10 working days, GU would process the application.oA student number will be issued to students.oLetter of acceptance will be sent to the students via GIT office.oProgram Audit will be sent to student via GIT office.oStudents will be able to fill his first course application (GSEC). oNational Office ▪assigns a recognized mentor to the student.▪provide study guides and reading resource material to students when the latter is applicable▪students can choose to purchase the related textbooks. •Most textbooks are available on Kindle•GU can provide Kindles with textbooks already installed in it iif requiredoAll payments need to be settled before materials and enrollment are procedures takes place.
Other master of arts programs
Global University has several other programs accredited in the United States but are not submitted for accreditation in Malta. Kindly visit this page for more information.
doctoral degree
The MFHEA recognized Global University's doctoral degree in ministry (D.Min) as a level 8 degree. Applications for this program can only be made from Global University. GIT is not authorized to process these applications. Therefore we cannot ask for this degree to be on GIT's license. Please get in touch with us if you have any questions.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
The Graduate School of Theology has created a set of three orientation videos designed to help aspiring or prospective graduate students assess whether graduate school is right for them. These videos may also be used to provide basic orientation to new students in a graduate program. The video titles, along with their links, are listed below. Please feel free to use these videos with your students and faculty, including posting or embedding them on your websites.
•After completing this course, the student can: •Enhance his graduate degree by taking any of the graduate certificates available•progress towards an M.Div.•progress towards a doctoral degree
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Learning outcomes
1. Teach Bible and theology in Bible schools and colleges,Christian schools, and other educational settings.2. Serve effectively as a Christian leader: pastor, missionary, evangelist, writer, and teacher.3. Develop and practice valid systems of biblical hermeneutics and exegesis.4. Develop a strong Pentecostal theological perspective.5. Communicate the gospel message effectively within his or her cultural context and cross-culturally.6. Obtain, through instruction and practice, knowledge and skills to write scholarly and theologically sound papers for publication.7. Engage in research and studies beyond the Master of Arts degree.
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
•After completing this course, the student can: •Enhance his graduate degree by taking any of the graduate certificates available•progress towards an M.Div.•progress towards a doctoral degree
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Graduate Modules
MQF/EQF Level 7
Learning outcomes
1. Teach Bible and theology in Bible schools and colleges,Christian schools, and other educational settings.2. Serve effectively as a Christian leader: pastor, missionary, evangelist, writer, and teacher.3. Develop and practice valid systems of biblical hermeneutics and exegesis.4. Develop a strong Pentecostal theological perspective.5. Communicate the gospel message effectively within his or her cultural context and cross-culturally.6. Obtain, through instruction and practice, knowledge and skills to write scholarly and theologically sound papers for publication.7. Engage in research and studies beyond the Master of Arts degree.
Master of Arts in Biblical Studies Course modules
Core Courses for MA degree —15 credits
•BIB 6293 Hermeneutics: God’s Message and Its Meaning 3 Credit hours (MQF/ECTS 8)•BNT 6043 Pneumatology in Lucan Literature 3 Credit hours (MQF/ECTS 8)•LDR 5013 Foundations for Christian Leadership 3 Credit hours(MQF/ECTS 8)•MIS 5013 The Biblical Theology of Missions 3 Credit hours (MQF/ECTS 8)•RES 5023 Graduate Research and Writing: Principles and Practice 3 Credit hours (MQF/ECTS 8)
Thesis Option
Plan-specific Courses for Biblical Studies Program:
Broad Field Plan—12 credits•BNT 5183 Acts as History and Theology 3 Credit hours (MQF/ECTS 8)•BIB 5543 Foundations of Biblical Language 3 Credit hours (MQF/ECTS 8)•BIB 6926 Thesis: Biblical Studies 6 Credit hours (MQF/ECTS 8)
General Elective Courses—9 credits
•RES 6913 Research Methodology 3 Credit hours (MQF/ECTS 8)•Any two courses from any division 6 Credit hours (MQF/ECTS 8)
Total Credits
36
Non-Thesis Option
Plan-specific Courses for Biblical Studies Program:Broad Field Plan—12 credits•BNT 5183 Acts as History and Theology 3 Credit hours (MQF/ECTS 8)•BIB 5543 Foundations of Biblical Language 3 Credit hours (MQF/ECTS 8)•Any two courses from the Biblical Studies division 6 Credit hours (MQF/ECTS 8)General Elective Courses—9 credits•Any three courses from any division 9Credit hours (MQF/ECTS 8)•Capstone Paper (required for all Master of Arts degrees without a thesis)—No credits
Total Credits
36
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
Grading Rubric
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
•After completing this course, the student can: •Enhance his graduate degree by taking any of the graduate certificates available•progress towards an M.Div.•progress towards a doctoral degree
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Graduate Modules
MQF/EQF Level 7
Learning outcomes
1. Teach Bible and theology in Bible schools and colleges,Christian schools, and other educational settings.2. Serve effectively as a Christian leader: pastor, missionary, evangelist, writer, and teacher.3. Develop and practice valid systems of biblical hermeneutics and exegesis.4. Develop a strong Pentecostal theological perspective.5. Communicate the gospel message effectively within his or her cultural context and cross-culturally.6. Obtain, through instruction and practice, knowledge and skills to write scholarly and theologically sound papers for publication.7. Engage in research and studies beyond the Master of Arts degree.
Master of Arts in Biblical Studies Course modules
Core Courses for MA degree —15 credits
•BIB 6293 Hermeneutics: God’s Message and Its Meaning 3 Credit hours (MQF/ECTS 8)•BNT 6043 Pneumatology in Lucan Literature 3 Credit hours (MQF/ECTS 8)•LDR 5013 Foundations for Christian Leadership 3 Credit hours( ECTS 8)•MIS 5013 The Biblical Theology of Missions 3 Credit hours (MQF/ECTS 8)•RES 5023 Graduate Research and Writing: Principles and Practice 3 Credit hours (MQF/ECTS 8)
Thesis Option
Plan-specific Courses for Biblical Studies Program:
Broad Field Plan—12 credits•BNT 5183 Acts as History and Theology 3 Credit hours (MQF/ECTS 8)•BIB 5543 Foundations of Biblical Language 3 Credit hours (MQF/ECTS 8)•BIB 6926 Thesis: Biblical Studies 3 Credit hours (MQF/ECTS 8)
General Elective Courses—9 credits
•RES 6913 Research Methodology 3 Credit hours (MQF/ECTS 8)•Any two courses from any division 6 Credit hours (MQF/ECTS 8)Total Credits36
Non-Thesis Option
Plan-specific Courses for Biblical Studies Program:Broad Field Plan—12 credits•BNT 5183 Acts as History and Theology 3 Credit hours (MQF/ECTS 8)•BIB 5543 Foundations of Biblical Language 3 Credit hours (MQF/ECTS 8)•Any two courses from the Biblical Studies division 3 Credit hours (MQF/ECTS 8)General Elective Courses—9 credits•Any three courses from any division 9 Credit hours (MWF/ ECTS 24)•Capstone Paper (required for all Master of Arts degrees without a thesis)—No credits
Total Credits
36
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
Grading Rubric
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
Students can choose to start their studies at their convenient date.
Grading Rubric
Further Learning opportunities
•After completing this course, the student can: •Enhance his graduate degree by taking any of the graduate certificates available•progress towards an D.Min
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Master of Divinity - Biblical Language
Learning outcomes
After completing this course, the student will be able to:1.Translate from the Greek text of the Bible several portions of assigned passages.2.Discover translation techniques which bring the force of the Greek verbs and their declensions.3.Compare and Contrast several Greek exegetical commentaries on several assigned passages.4.Summarize conclusions regarding textual variations that are found in different Greek Bible texts.5.Produce his or her authentic Greek exegesis and Hermeneutics.6.Use the Greek text to outline Luke’s Pneumatology.7.Describe Biblical leadership in the light of exegetical work on several “leadership passages” found in the Scriptures. 8.Thinkcriticallyaboutlearningandinstructionaltheoriesandtheirepistemologicalandworldviewassumptions9.Use educational psychology and exegetical skills and integrate the concepts in biblical explanations during teaching and preaching.10.Engageinresearchandeducationinthedoctorallevel.
Master of Divinity - Biblical Language Track - Course modules
Biblical Studies —39 credits
Bible Courses: Biblical Language—12 credits•BNT 5573 Graduate Greek I 3 Credit hours (MQF/ECTS 8)•BNT 5583 Graduate Greek II 3 Credit hours (MQF/ECTS 8)•BNT 6673 Intermediate Greek 3 Credit hours (MQF/ECTS 8)•Any one Greek exegesis course 3 Credit hours (MQF/ECTS 8)Bible Courses: New Testament—6 credits•BNT 5183 Acts as History and Theology 3 Credit hours (MQF/ECTS 8)•ONE additional Bible New Testament course 3 Credit hours (MQF/ECTS 8)(A student who receives waiver for 6 undergraduate credits of Greek biblical language should completetwo additional graduate-level New Testament courses or BNT 6926 Thesis: New Testament Studies.)Bible Courses: Old Testament—12 credits•BIB 6293 Hermeneutics: God’s Message and Its Meaning 3 Credit hours (MQF/ECTS 8)•BOT6233 Pentateuch; Critical Issues 3 Credit hours (MQF/ECTS 8)•Two additional Bible Old Testament courses 6 Credit hours (MQF/ECTS 16)•(NOTE: Hebrew exegesis courses that have been completed at the graduate level at an accredited institution maybe used to fulfill biblical language and Old Testament requirements. Also see section on “Transfer of Credit from OtherInstitutions" pg 34 on graduate manual).Theology Courses—9 credits•BNT 6043 Pneumatology in Lucan Literature 3 Credit hours (MQF/ECTS 8)•Two additional courses from the Theology division 6 Credit hours (MQF/ECTS 16)
Ministerial Studies—24 credits:
Education Courses—6 credits•EDU 6203 Educational Psychology 3 Credit hours (MQF/ECTS 8)•One additional course from the Education division 3 Credit hours (MQF/ECTS 8)Leadership Courses—6 credits•LDR 5013 Foundations for Christian Leadership 3 Credit hours (MQF/ECTS 8)•One additional course from the Leadership division 3 Credit hours (MQF/ECTS 8)Ministries Courses—6 credits•MIN 6903 Practicum3 Credit hours (MQF/ECTS 8)•One additional course from the Ministries division 3 Credit hours (MQF/ECTS 8)Missions Courses—6 credits•MIS 5013 The Biblical Theology of Missions 3 Credit hours (MQF/ECTS 8)•One additional course from the Missions division 3 Credit hours (MQF/ECTS 8)
•Any three courses from any division 9 Credit hours (ECTS 24)•Theology of Ministry PaperNo creditsNOTE:Twelve credits of biblical language are required for all Biblical Language and Theology Track Master of Divinity degrees. Greek language, or Hebrew language equivalent, courses completed at the undergraduate level may be used to waive up to 6 credits (BNT 5573 and BNT 5583, or Hebrew language equivalents). However, credits completed at the undergraduate level will not reduce the number of graduate credits required for a Master of Divinity degree. Courses considered for waiver must be completed at an accredited institution according to policies stated in the sections on “Transfer of Credit from Other Institutions,” “Biblical Language Waiver Based on Undergraduate Credit,” and “Biblical Language Requirements.”
MQF/EQF Level 7
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
•Research •Mentor interaction Student practical learning requirementsStarting Dates:Students can choose to start their studies at
their convenient date.
Further Learning opportunities
After completing this course, the student can: •Enhance his graduate degree by taking any of the graduate certificates available•progress towards an D.Min
Assessment
•Unit research essays according to module requirements.•Final research paper Student learning requirement evaluation
Master of Divinity - Christian Ministry
Learning outcomes
After completing this course, the student1.Trace major themes or agendas throughout the book of Acts (such as empowerment by the Spirit, cross-cultural evangelism, and prayer) and how those themes further develop ideas introduced in Luke’s first volume (the Gospel of Luke).2.Determine ways in which the lessons Luke teaches through his major themes in the book of Acts can be applied most effectively in your own cultural/ministerial context.3.Develop advanced skills in using both print and electronic biblical language research tools (lexicons, concordances, grammars, wordbooks, etc.) in order to deepen one’s understanding of the biblical texts.4.Thinkcriticallyaboutlearningandinstructionaltheoriesandtheirepistemologicalandworldviewassumptions.5.Integrated with his or her faith worldviews assumptions and apply them in his or her ministry and cultural context.6.3.Explain different learning theories and evaluate the contribution of each one to the development of learning experiences.7.Interpret the Great Commission passages in the light of their immediate and remote biblical contexts.8.Develop a personal position statement that reflects the missionary nature of the church—including both the evangelistic and socio-humanitarian mandates—and expresses how living according to this statement will affect your ministry.
MQF/EQF Level 7
Master of Divinity - Biblical Language Track - Course modules
Biblical Studies —39 credits
Bible Courses: Christian Ministry Track—12 credits•BNT 5183 Acts as History and Theology 3 Credit hours (MQF/ECTS 8)•BNT6303 The Gospels 3 Credit hours (MQF/ECTS 8)•Two Bible New Testament courses 6 Credit hours (MQF/ECTS 16)Bible Courses: Biblical Language—3 credits•BIB5543 Foundations of Biblical Language3 Credit hours (MQF/ECTS 8)Bible Courses: Old Testament—12 credits•BIB 6293 Hermeneutics: God’s Message and Its Meaning 3 Credit hours (MQF/ECTS 8)•BOT6233 Pentateuch; Critical Issues 3 Credit hours (MQF/ECTS 8)•Two additional Bible Old Testament courses 6 Credit hours (ECTS 16)(NOTE: Hebrew exegesis courses that have been completed at the graduate level at an accredited institution maybe used to fulfill biblical language and Old Testament requirements. Also see section on “Transfer of Credit from OtherInstitutions.”)Theology Courses—9 credits•BNT 6043 Pneumatology in Lucan Literature 3 Credit hours (MQF/ECTS 8)•Two additional courses from the Theology division 6 Credit hours (MQF/ECTS 16)
Ministerial Studies—27 credits:
Education Courses—6 credits•EDU 6203 Educational Psychology 3 Credit hours (MQF/ECTS 8)•One additional course from the Education division 3 Credit hours (MQF/ECTS 8)Leadership Courses—6 credits•LDR 5013 Foundations for Christian Leadership 3 Credit hours (MQF/ECTS 8)•One additional course from the Leadership division 3 Credit hours (MQF/ECTS 8)Ministries Courses—9 credits•MIN 6903 Practicum 3 Credit hours (MQF/ECTS 8)•Two additional courses from the Ministries division 6 Credit hours (MQF/ECTS 16)Missions Courses—6 creditsMIS 5013 The Biblical Theology of Missions 3 Credit hours (MQF/ECTS 8)One additional course from the Missions division 3 Credit hours (MQF/ECTS 8)
General Electives—9 credits:•RES 6913 Research Methodology 3 Credit hours (MQF/ECTS 8)•RES 6926 Thesis 6 Credit hours (MQF/ECTS 8)
Non-Thesis Option
•Any three courses from any division 9 Credit hours (ECTS 24)•Theology of Ministry Paper—No credits
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
Grading Rubric
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
•Textbooks are NOT included in the schedule.•Textbooks can be purchased from Global University via your national office or purchased by the student from other vendors. •Students need to be careful to purchase the correct textbook edition as listed in the study guide. •Always contact us if you are in doubt.
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
In this course, general rules that apply to grammatical-historical interpretation will be presented and contrasted with other common systems of hermeneutics. Students are challenged to develop a system of biblical exegesis that adheres to basic rules of hermeneutics. To accomplish this, the student is required to demonstrate these principles in the exposition of selected passages. A secondary goal is to acquaint the student with unique factors that affect interpretation of major literature genres in the Bible. To achieve this, the student will practice interpreting within the genres of historical narrative, poetry, parables, and Epistles.
Learning outcomes
When you complete this course you should be able to: 1.Ascertain that the inspiration of the Holy Spirit guided the author’s intentions in communicating God’s message and meaning to a specific audience for a specific occasion and purpose. 2.Apply hermeneutical principles to find the author’s meaning in the text. 3.Summarize the characteristics of distinct genres in the Bible and demonstrate how each literary form affects meaning. 4.Contextualize the biblical meaning of given Scripture passages for your audience. 5.Demonstrate your ability to make application from the biblical text that is consistent with the author’s intent and relevant for your contemporary audience. 6.Evaluate and address current issues in your cultural and ministerial context from a biblical perspective. 7.Identify and avoid dangerous trends in biblical interpretation that have recurred throughout church history. 8.Illustrate the transmission process and organization of Scripture. Employ insights from the various schools of biblical criticism to strengthen your understanding of the inspiration and unity of the Bible
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
Historically, the exegesis of Luke–Acts has tended to neglect the study of Luke’s particular pneumatology. When Luke’s pneumatology has been treated, the tendency has been to interpret it through the categories of Pauline theology. This course seeks to analyze the pneumatology of Luke strictly in terms of Luke’s own theological agenda and approach as these are revealed in Luke–Acts. The larger hermeneutical and theological consequences of this theme are explored in depth with a view to demonstrating the essentially Lucan character of modern Pentecostal pneumatology.
Learning outcomes
When you complete this course you should be able to: 1.Identify and evaluate the different approaches to the hermeneutics of historical narrative and develop an awareness of how they affect one’s understanding of Luke’s pneumatology.2.Describe the principle of historical precedent, identify its role in Luke–Acts, and evaluate whether it functions legitimately to determine normative belief and practice.3.Explain the didactic and theological purposes of Luke’s narrative.4.Examine the narrative structure in Luke–Acts to determine how Luke’s narrative strategy focuses the reader’s attention on the presence and activity of the Holy Spirit.5.Discuss the doctrine of the prophethood of all believers as it unfolds in Luke’s portrait of Jesus, His disciples, and their converts.6.Evaluate the implications for us of the Holy Spirit’s role in the spread of the gospel from Jerusalem to Samaria and western Judea and to the ends of the earth; in other words, from Jews to Samaritans to Gentiles.7.Explain the phrase “X was filled with the Holy Spirit” as a pneuma discourse.8.Evaluate, with regard to your exposition of the pneumatology of the Lucan literature, the secondary literature on the subject.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This is a foundational study of the role and character of Christian leadership. Attention will be given to the spiritual life of a leader, the development of vision, and the translation of vision into contextually-appropriate ministry. Students will have the opportunity to explore their awareness of personal leadership skills and styles as these relate to involvement in leadership in a local context.
Learning outcomes
When you complete this course you should be able to: 1.Describe given leadership types and evaluate the application of each type in Christian leadership. 2.Analyze given leadership models and assess the suitability of their application in the context of your own ministry. 3.Discuss cultural influences on leadership and how they relate to the Christian leadership role. 4.Apply church leadership foundations to the cultural context in which you minister. 5.Evaluate your personal leadership role and development as these relate to your spiritual maturity and growth. 6.Explain the significance of the role of the Holy Spirit in the preparation of Christian leaders
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course is a survey of the biblical themes of missio Dei and the kingdom of God, which are seen as the unifying concepts of the Bible and the primary vehicles for the biblical theology of missions. In addition to a consideration of the evangelistic mandate of the church, attention will be given to the biblical foundation for socio-humanitarian ministry. Students will be challenged to respond personally to the biblical theology of missions and to evaluate the church’s contemporary involvement in the missio Dei.
Learning outcomes
When you complete this course you should be able to: 1.When you have completed this course, you should be able to:2.Identify and trace God’s plan to bless the nations (missio Dei) through both the Old and New Testaments.3.Explain how the eternal kingdom promised to David in the Old Testament relates to Jesus’ teaching of the kingdom of God and its fulfillment in the mission of the church.4.Identify and explain the significance of God’s agenda for the nations as given in the Old Testament, and discuss how this agenda influences the concept of the kingdom of God in the New Testament.5.Interpret the Great Commission passages in the light of their immediate and remote biblical contexts.6.Discuss the significance of key missiological terms and themes within New Testament literature.7.Explain the concept of closure as it occurs within the biblical text.8.Develop a personal position statement that reflects the missionary nature of the church—including both the evangelistic and socio-humanitarian mandates—and expresses how living according to this statement will affect your ministry.9.Choose to become an active participant in the fulfillment of God’s eternal plan as reflected in the Great Commission.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course is an introduction to the purposes, principles, and methods of research, including quantitative, qualitative, and theological research. The development of the graduate student as a critical thinker and effective writer is foundational to the course and is integrated into its various writing assignments. Emphasis is placed on how to analyze and synthesize the information gained through research and how to present the results in an academically acceptable format.
Learning outcomes
When you complete this course you should be able to: 1.Utilize critical thinking skills to evaluate your own written work and the books and articles published by others.2.Predict the personal and professional/academic changes that occur in graduate school students when the process of graduate education is successful.3.Demonstrate the skills of effective academic writing by producing written work that is clear, accurate, convincing, and properly formatted.4.Categorize and summarize library and Internet resources available to you as a scholar and researcher.5.Distinguish between the three basic research approaches by determining when each would be appropriate to use.6.Identify and demonstrate the steps needed to transform an academic paper or research report into a publishable manuscript. These steps should incorporate principles of critical thinking, publishing ethics, and the REV principle.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course is an introduction to the purposes, principles, and methods of research, including quantitative, qualitative, and Because ancient historical monographs typically illustrated lessons for life through the history they recounted, this course approaches the New Testament book of Acts as both history and theology. The course will thus focus on both the history of earliest Christianity found in Acts and the early church and its leaders as models for subsequent Christian life and witness.
Learning outcomes
When you complete this course you should be able to: 1.Cite examples that demonstrate how the book of Acts accurately represents what is known about the first-century Greco-Roman world.2.Illustrate how a knowledge of the first century Mediterranean world contributes to a better understanding of many details of Acts.3.Trace major themes or agendas throughout the book of Acts (such as empowerment by the Spirit, cross-cultural evangelism, and prayer) and how those themes further develop ideas introduced in Luke’s first volume (the Gospel of Luke).4.Determine ways in which the lessons Luke teaches through his major themes in the book of Acts can be applied most effectively in your own cultural/ministerial context.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course provides a basic understanding of the structure and elements of biblical Greek and biblical Hebrew for those students who are not pursuing formal studies in either language. It will enable the student to develop advanced skills in using biblical language research tools (lexicons, concordances, grammars, wordbooks, etc.) in order to deepen one’s understanding of the biblical texts. This, in turn, will further enhance and advance the student’s ministry to others.
Learning outcomes
When you complete this course you should be able to: 1.Demonstrate a basic understanding of the structure and elements of biblical Greek and biblical Hebrew, even if you do not pursue formal studies in either language.2.Develop advanced skills in using both print and electronic biblical language research tools (lexicons, concordances, grammars, wordbooks, etc.) in order to deepen one’s understanding of the biblical texts.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course presents a study of Koinē Greek grammar and syntax with emphasis on reading and understanding the Greek text of both the New Testament and extra-biblical Koinē literature. This study will help students to appreciate the Koinē Greek of the New Testament and to read Greek as it was written by Greek authors while avoiding the English syntactical approach. Requires supervised examinations that include translation of selected New Testament and/or extra-biblical passage(s).
Learning outcomes
When you complete this course you should be able to: 1.Explain the most basic elements of Koinē Greek—verbs, nouns, articles, adjectives.2.Read aloud from the Greek New Testament with confidence.3.Translate from the Greek New Testament with the aid of textual glosses.4.Explain the potential importance of several aspects of Greek grammar for interpreting the New Testament.5.Investigate the meaning of Greek words by examining their use in context.6.Continue studying New Testament Greek in the future.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
Greek grammar and syntax that are necessary for translation and exegesis of the Greek text of the New Testament and extrabiblical writings. Requires supervised examinations that include translation of selected New Testament and extrabiblical passages. Prerequisite: BNT5573 Graduate Greek I or an equivalent course.
Learning outcomes
When you complete this course you should be able to: 1.Explain the major significant grammatical features of Koinē Greek.2.Translate all the vocabulary that occurs ten times or more in the New Testament3.Translate Greek New Testament passages with use of a lexicon and Greek grammar.4.Explain the importance of key aspects of Greek grammar for interpreting the New Testament.5.Continue studying and using New Testament Greek in the future.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course provides the student with a review of Greek grammar and an in-depth study of Greek syntax. It is designed to equip the student with translational and exegetical skills for in-depth study and analysis of the Greek New Testament. The student is given opportunity to practice the use of the major linguistic tools, create word studies, and translate selected passages of the Greek New Testament. The student is also introduced to leading software that will assist him or her in the research of the Greek New Testament. Requires supervised examinations that include translation of New Testament and extrabiblical passages. Prerequisite: BNT5573 Graduate Greek I and BNT5583 Graduate Greek II or equivalent courses.
Learning outcomes
When you complete this course you should be able to: 1.Display use of advanced reading skills by reading and translating correctly from memory the vocabulary of the New Testament and other Koinē writings.2.Demonstrate a grasp of function in matters of grammar, syntax, and semantics.3.Reflect a level of Greek translational skills that is semantical in nature.4.Apply an indigenous awareness of Koinē Greek to indicate an understanding of translation, vocabulary, and function.5.Use Greek in advanced exegesis in a professional and personal way.6.Read the New Testament and other writings from the period with a degree of speed and efficiency
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course on the methodology of sermon preparation guides the student in integrating exegesis of a passage of Scripture with literary analysis, rhetoric, dramatic technique, and analysis of the contemporary world for the purpose of preaching powerful and effective sermons that are true to the biblical text.
Learning outcomes
When you complete this course you should be able to: 1.Exegete a passage of Scripture2.Identify a key theological idea for presentation in a sermon3.Construct and deliver a sermon that is true to the biblical text.4.Construct and deliver a sermon that communicates the truth clearly and in an interesting way.5.Construct and deliver a message that is relevant and applicable to your audience. 6.Read the Scriptures effectively.7.Describe the role of Holy Spirit to the ministry of preaching.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course addresses major themes in the book of Isaiah and gives students the opportunity to utilize the exegetical process of biblical study to develop articles, lessons, sermons, or sermon series based on these themes, including applications to contemporary life in their own cultural context. Using selected passages from Isaiah, the course presents the four general themes of Judah’s sinfulness, God’s judgment for sin, Judah’s hope of restoration, and Judah’s messianic expectations.
Learning outcomes
When you complete this course you should be able to: •Identify and discuss the different views of the authorship of the book of Isaiah.•Evaluate the different views of authorship of the book of Isaiah and state clearly your position concerning this authorship.•Analyze key passages from the book of Isaiah.•Select means by which application of key passages from the book of Isaiah may be applied to your cultural context.•Identify those important historical events from the times of the prophet Isaiah which have the most bearing on understanding the book of Isaiah.•Identify key words in selected passages and explain their impact on the way the book of Isaiah is understood and applied.•Summarize the benefits of the exegetical approach to the study of the book of Isaiah for the modern preacher.•Demonstrate in written reports your ability to do exegetical studies of given passages in the book of Isaiah and make applications to your contemporary cultural context..
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course approaches the five books of Moses in light of their historical backgrounds and literary presentation of theological themes. The course treats the doctrines of divine origin, original sin, salvation, the Abrahamic and Sinai covenants, holiness, the ceremonial laws, and the value of the rest of the laws of Moses to modern believers. Various approaches to exegesis of the Pentateuch will be analyzed, including major higher critical methods, the documentary hypothesis, and the relation of the Pentateuch to contemporary pagan literature.
Learning outcomes
When you complete this course you should be able to: 1.Formulate your view of how the divine and the human relate in the Pentateuch as well as how to go about interpreting the meaning of the Scriptures, and why.2.Outline the major issues of geographical, historical, and cultural background important to understanding the Pentateuch and devise a ministry plan to present these issues in a specific cultural context.3.Identify the major teachings of Genesis and relate them to cultural views of origins and basic views about God.4.Contrast the major teachings in Exodus, Leviticus, and Deuteronomy about covenantal holiness with their relationship to Christians in general and in your specific cultural context.5.Develop a Pentecostal leadership plan for your cultural and ministerial context that applies God’s principles for leadership as presented in the books of Numbers and Deuteronomy.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course presents an in-depth examination of nearly all of the Old Testament passages that deal specifically with the Holy Spirit and His work. A conscious effort is made to present a biblical (rather than systematic) theology of the subject, though the organization will be topical. Special care is taken to reveal the continuity of the teaching on the Holy Spirit between the Old and New Testaments.
Learning outcomes
When you complete this course you should be able to: 1.Outline the major topics involving the Spirit of God in the OT.2.Reconstruct the concept of the Spirit that the OT writers understood.3.Assemble the various kinds of empowering by the Spirit referred to in the OT.4.Formulate your view of the work of the Spirit in the NT believer based on OT precedent and prophecy.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course addresses a comprehensive list of traditional Pentecostal teachings on the Holy Spirit as revealed in the New Testament. Particular attention is given to the writings of Luke, John, and Paul, providing a clear presentation of the differences in their approach and concerns regarding the one theme they present. Special care is taken to reveal the continuity in teaching concerning the Holy Spirit in the Old and New Testaments.
Learning outcomes
When you complete this course you should be able to: 1.Demonstrate an understanding of the doctrines related to the Holy Spirit as they are revealed in the New Testament.2.Develop a series of teachings/sermons that will enable fellow believers to gain a deeper understanding and appreciation of the role of the Holy Spirit in their daily lives.3.Exegete and interpret key scriptural texts, showing how they reveal the attributes and activities of the Holy Spirit in the world today.4.Appreciate the vital role the Holy Spirit plays in the everyday life of the believer.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course is designed to prepare the graduate student for teaching Christian higher education to adult learners in the context of a multi-cultural Bible college or university. The student will examine popular teaching styles, adult teaching and learning strategies, cognitive and behavioral learning theories, and basic skills for facilitating learning. The goal will be to discover the best instructional delivery strategies for adult learners, including those with learning disorders or other challenges. The student will be prepared to transform theory into meaningful praxis through analysis, synthesis, evaluation, and application of teaching methodologies in a Christian higher education context.
Learning outcomes
When you complete this course you should be able to: 1.Describe major instructional styles and evaluate the impact of each one in an adult learning environment.2.Plan an effective class lecture with instructional methodologies relevant to adults.3.Develop a classroom environment conducive for presenting subject-content to cross-cultural adult learners.4.Distinguish between the values of various motivational techniques for helping adult learners.5.Identify major learning disorders and disabilities and discover effective teaching strategies for students so affected.6.Apply effective learning style theories to adult students in a given classroom environment.7.Write a comprehensive faculty workshop syllabus for a Bible college in which you incorporate the fundamental concepts of effective teaching strategies for adult learners within your cultural context
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course approaches the five books of Moses in light of their historical backgrounds and literary presentation of theological themes. The course treats the doctrines of divine origin, original sin, salvation, the Abrahamic and Sinai covenants, holiness, the ceremonial laws, and the value of the rest of the laws of Moses to modern believers. Various approaches to exegesis of the Pentateuch will be analyzed, including major higher critical methods, the documentary hypothesis, and the relation of the Pentateuch to contemporary pagan literature.
Learning outcomes
When you complete this course you should be able to: 1.Formulate your view of how the divine and the human relate in the Pentateuch as well as how to go about interpreting the meaning of the Scriptures, and why.2.Outline the major issues of geographical, historical, and cultural background important to understanding the Pentateuch and devise a ministry plan to present these issues in a specific cultural context.3.Identify the major teachings of Genesis and relate them to cultural views of origins and basic views about God.4.Contrast the major teachings in Exodus, Leviticus, and Deuteronomy about covenantal holiness with their relationship to Christians in general and in your specific cultural context.5.Develop a Pentecostal leadership plan for your cultural and ministerial context that applies God’s principles for leadership as presented in the books of Numbers and Deuteronomy.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
As an introduction to assessment of learning, this course covers the relationship of learning and assessment, including the design, development, and administration of tests and other assessment instruments and procedures. The course also covers test evaluation and grade assignments. A final chapter deals with interpreting standardized test scores. Specific topics included in the course are: test specifications, item-writing strategies, test construction, test administration, performance and portfolio assessment, item analysis, test evaluation, and grade reporting.
Learning outcomes
When you complete this course you should be able to: 1.Identify and illustrate ways in which assessment and evaluation contribute to the teaching–learning process.2.Apply your knowledge of assessment and instruction to the preparation of a set of objectives and assessments.3.Exhibit proficiency in the science and art of writing objective and subjective test items.4.Develop instruments for assessing performance and affective outcomes.5.Prepare a test to given specifications and evaluate the results.6.Demonstrate knowledge of and appreciation for the appropriate use of assessment data in assigning grades.7.Interpret standardized tests and advise students in their interpretation.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course is a study of administrative philosophy, structure, planning, organization, management, educational standards and evaluation, and student development for Bible schools. The focus will be on gaining a broad understanding of the principles of educational administration that relate to the Bible school or advanced school of theology and application of the principles in the cultural context of the student.
Learning outcomes
When you complete this course you should be able to: 1.Identify and trace biblical examples of gifted administration.2.Apply the biblical case study of delegation found in Exodus 18:13–26 to Bible school administration.3.Discuss the four key components needed to develop a successful organization, as drawn from Genesis 11:1–9.4.Interpret the scope and importance of the curriculum in a Bible school.5.Describe performance evaluation and explain how this relates to a quality Bible school.6.Explain the rationale for soliciting student evaluations of the faculty.7.Develop a personal statement that reflects the biblical nature of Spirit-led administration and express how this understanding may affect your ministry.8.Choose to become a ready candidate to accept opportunities involving administrative responsibilities
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course addresses the issues and technologies involved in planning, developing, and implementing Christian curriculum and secular curriculum in secondary and post-secondary education and training. The student will be introduced to new ways of thinking about and practicing a technology of learning and teaching which have the potential to improve effectiveness in teaching and lead to improved learning for those being taught. As part of the study of curriculum development, special attention will be paid to the instructional design process and to the educational technology of distance education. Students will be given opportunity for hands-on practice in doing instructional development on the college level.
Learning outcomes
When you complete this course you should be able to: 1.Demonstrate in given writing assignments your understanding of the process of developing a curriculum and designing instruction in a variety of content areas and settings utilizing the learning outcomes focus.2.Apply your achievement of the above objective to an actual situation where you develop curriculum or design instruction, either working alone or as a design team member.3.Develop or revise a curriculum design either for a series of courses or for a specific design format for an individual course according to the criteria presented in this course. 4.Recognize that all persons, including those called by God to Christian ministry, ought to have an opportunity to receive appropriate training regardless of their contextual circumstances.5.Demonstrate in a series of written assignments your understanding of the process of writing course descriptions and designing a curriculum and instruction, employing, where appropriate, the learning outcomes format.
.Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course is a study of theories of human learning, development, and motivation as they relate to the educational tasks of guiding and encouraging learning. The course emphasizes application of theories of educational psychology in a church or ministry context and how to integrate faith and learning through the use of critical thinking.
Learning outcomes
When you complete this course you should be able to: 1.Discuss the historical and theoretical foundations of educational psychology.2.Think critically about learning and instructional theories and their epistemological and worldview assumptions, and how these can be integrated with your faith and be applied in your ministry and cultural context.3.Explain different learning theories and evaluate the contribution of each one to the development of learning experiences.4.Assess given theories of development and their application to the design of learning in your context.5.Based on your understanding of the principles and theories of educational psychology, evaluate learning experiences in terms of their appropriateness to children and adults. 6.Apply learning and motivational theories to the development of educational experiences for children and adults in your context.
.Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This field-based project provides a supervised learning experience in an actual Christian ministry setting. Through a self-designed ministry project, the student is given opportunities for reflection on his or her theology and practice of ministry within a typical ministry environment. The project may be fulfilled in a variety of settings, such as a local church, a parachurch ministry, a mission trip, or a Christian school; however, it is adaptable enough to be contextualized to the venue and needs of the student. The project must be pre-approved by the respective Global University enrolling office and overseen by an approved supervisor.
Learning outcomes
When you complete this course you should be able to: 1.Demonstrate evaluative skills needed to identify clearly the key objectives in fulfilling your ministry and calling.2.Demonstrate observational skills needed to assess anticipated and unanticipated outcomes from ministry activities.3.Demonstrate performance skills needed to function effectively in the sphere of ministry chosen for the practicum experience.4.Demonstrate development of an expanded understanding of your personal ministry calling.5.Explain the benefit of the practicum experiences toward the fulfillment of the mission of the associated ministry.6.Display an appreciation of the value of your in-depth reflection on the scope and range of ministry through the practicum experiences.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This field-based project provides a supervised learning experience in an actual Christian ministry setting. Through a self-The course provides an overview of Paul’s most important letter, covering such inquiries as authorship, date, purpose, circumstances for writing the letter, and the major themes of Pauline thought. The theology of the letter and its application to men and women living in the twenty-first century are emphasized.
Learning outcomes
When you complete this course you should be able to: 1.Present a general introduction to Romans, including addressing questions of authorship, date, audience, and theological significance.2.Articulate the basic argument of Romans and the intended effects of this argument on the decisions, commitments, and behaviors of the believers in Rome who received the letter.3.Apply the theological objectives and ethical exhortations that the author of Romans uses to motivate believers to the situation of the churches and believers in your current ministry context through preaching and teaching.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course introduces the student to the major political, social, religious, and historical factors that shaped the culture in which Christ ministered and the Church was formed. The student will study these factors chronologically from the intertestamental period until the closure of the biblical canon. Throughout the course, emphasis is placed on the exegetical applications of the cultural-historical context in interpreting the New Testament.
Learning outcomes
When you complete this course you should be able to: 1.Explain how the history and culture of the Middle East from 538 BC to AD 100 shaped the world of the New Testament.2.Use information about the five groups associated with first-century Judaism to develop a description of the religious situation Jesus dealt with during His ministry.3.Create a chart that shows how the various Roman rulers of the New Testament era related to Jesus and the early Christians.4.Compile a list of social customs that are relevant to understanding the New Testament.5.Summarize the issues that were central to the doctrinal debates during the first several decades of the Church’s existence.6.Assess the importance of contemporary, non-canonical Jewish writings for New Testament interpretation.7.Defend the need to have a good grasp of the political, social, religious, historical, and literary context of the New Testament in order to explain its message accurately.8.Interpret the New Testament in a manner that gives proper place to its historical background and cultural environment.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course enables the student to create sound expositions of the Gospels that give proper consideration to their historical, literary, and theological aspects. Through exposure to the general field of gospel interpretation (instruction about the specific principles that should be applied to the biblical texts), the student is given opportunities to produce expositions that integrate the knowledge and skills acquired in the course and that reflect the correct exegesis of the original texts. The thorough examination of the texts of the four Gospels will equip the student to deal with portrayals of Jesus that differ from the view presented by the gospel writers. Prerequisite: BIB5033 Bible as Literature, BIB6293 Hermeneutics, or equivalent course.
Learning outcomes
When you complete this course you should be able to: 1.Create expositions that examine and clarify given aspects of the gospel texts.2.Use information about the historical context, prominent features, and varied styles of writing of the Gospels as you interpret various texts from these writings.3.Explain how each gospel writer emphasized his distinctive themes.4.Defend the historical reliability of the canonical Gospels.5.Interpret the double, triple, and quadruple gospel traditions in a manner that gives proper recognition to their elements of unity and variety.6.Formulate an outline of the distinctive theological teachings of Jesus as recorded in the Gospels.7.Choose to accept and share the Gospels as authoritative, unique, and indispensable testimonies to the person and mission of Jesus Christ.
.Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course examines change and conflict within church congregations and organizations. It emphasizes the importance of understanding the relationship between organizational structures and cultural environment and how this affects the management of conflict when it occurs. Students will be enabled to explore their own conflict management style, interpersonal skills, decision-making abilities, and motivations as church leaders. Emphasis is placed on the value of a theology of conflict for effective church leadership and unity.
Learning outcomes
When you complete this course you should be able to: 1.Describe an operational model of conflict that includes a definition, conflict, types, dimensions, territories, protective behaviors, and results.2.Develop a personal theology of conflict.3.Analyze conflict sociologically using diagnostic tools such as the conflict cycle, family system theory, organizational structures, levels of conflict, trust, and communication.4.Identify the range of your own conflict management style and see its impact on yourself, your relationships, and the organizations you serve.5.Evaluate methods for the management of cross-cultural differences in church congregations and Christian organizations.6.Describe the role and stages of conflict and the roles of spiritual disciplines, faith practices, and symbols in helping church leaders to resolve and manage conflict.7.Design a plan for conflict intervention.
.Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course is designed to enable the cross-cultural minister to appraise the socio-political and religious setting of any given culture in order to develop the strategies that are needed to establish an indigenous church in that culture. In relation to this goal, the course deals with the topics of church planting, cross-cultural communications, power encounters through spiritual warfare, theological training by extension, the multicultural congregation, adjustments of the missionary family, and the role of the church that sends workers into cross-cultural ministry.
Learning outcomes
When you complete this course you should be able to: 1.Analyze and apply working definitions of the terms: church, mission, indigenization, and strategy.2.Summarize and defend the Pauline method of planting indigenous churches.3.Assess the distinct contributions of Pentecostal missionaries to cross-cultural ministry.4.Interpret and contrast the gifts that have been divinely imparted to the church for the fulfillment of its mission.5.Explain why both personal evangelism and mass evangelism are essential strategies of cross-cultural church planting.6.Justify the need to prepare missionary candidates for culture shock.7.Propose an effective strategy for carrying out evangelism in the Islamic world.8.Outline a strategy for transitioning a congregation from a monocultural structure to a multicultural one and justify the strategy with a biblical model.9.Compare and contrast the value of distance education with that of the traditional residential Bible institute.10.Summarize the elements in Christ’s relationship with the church that represent a model for the missionary’s marriage relationship, and justify this as an area of study that merits the development of a missiological strategy.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This is a survey of the expansion of Christianity from the first century to the present. Special attention is paid to the role of forces at work in secular history and within the church that contributed to the different stages of missionary effort of the church. Students will be given an opportunity to write an essay on the history of missions in their own country, place that history in the context of global missions history, and discuss the role of secular world trends and forces-at-work within the church which were relevant to the evangelization of their country.
Learning outcomes
When you complete this course you should be able to: 1.Identify and analyze the contributions to Christian expansion of some of the important persons, events, and forces at work from the Acts of the Apostles to the Edict of Toleration (A.D. 311).2.Evaluate the impact of monasticism, syncretism, and the establishment of Christianity as the state religion of the Roman Empire on the spread of Christianity during the Middle Ages.3.Describe the effects of the Reformation and the Age of Discovery on missions activity in Europe and the New World.4.Considering reasons for successes and failures of Christian missions during the nineteenth century, apply some of the lessons they teach to contemporary missions efforts in unreached areas.5.Analyze the impact of Christianity on the culture in the region where you live.6.Interpret the rise and spread of Pentecostalism with reference to its historical context and its influence in your region.
.Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course is an advanced graduate research course that provides a background and analysis of the interpretation for educational and ministerial research. It is designed to provide an in-depth study of the process of conducting textual, qualitative, and quantitative research. The course focuses on an examination of the major methodological traditions of these approaches to research as well as the distinctions between them. Students will be guided by mentors to develop a formal research proposal.
Learning outcomes
When you complete this course you should be able to: 1.Develop research proposals based on problems encountered in ministerial practice in your cultural context.2.Apply the principles of textual research to historical questions, both in contemporary ministerial contexts and in biblical interpretation.3.Apply the principles of qualitative research methods to social situations.4.Exhibit an understanding of the quantitative method by evaluating selected papers and presenting a brief quantitative research report.5.Collect, analyze, and interpret data in quantitative research.6.Employ several types of research design in planning scholarly research.7.Develop a formal research proposal that could serve as a preliminary model for a master’s thesis or a research project for your ministerial, academic, or professional setting.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course is designed to help the student acquire an understanding of the issues in marriage and family counseling and be able to apply this understanding in pastoral ministry to married couples in the local church. Multiple tools and techniques for managing marriage and family counseling issues are presented. Special attention is given to history taking, problem assessment, and therapeutic interventions.
Learning outcomes
When you complete this course you should be able to: 1.Identify the developmental and systemic influences shaping marriage and family expectations and functioning.2.Diagnose given spouses’ relevant patterns of interaction and identify the patterns that need to be strengthened, managed, or eliminated.3.Apply the principles of brief counseling in helping couples to improve the quality of their marriage.4.Identify and discuss the desired qualities in a successful marriage and how a lack of any of these qualities might affect a marriage.5.Advocate for stronger marriages and family relationships when counseling by encouraging a couple's hope, optimism, acceptance, love, and ability to forgive.6.Design intervention strategies when counseling that will improve a married couple’s skills in accurate perception, clear communication, and respectful problem-solving.7.Select and apply strategies when counseling a married couple that will increase significantly the level of commitment and intimacy in the couple’s marriage and family life.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta
After completing this course, the student can: •Enhance his/her graduate degree by taking any of the graduate certificates/graduate programs available with Global University
Assessment
•Unit research essays according to module requirements.•Final research paper •Student learning requirement evaluation
Course Description
This course gives the advanced student an opportunity to explore and study the letters that Paul wrote while a prisoner under house arrest in the city of Rome (Acts. 28:16).The course requires a careful expository and theological examination of the Prison Epistles (Ephesians, Philippians, Colossians, and Philemon). The student is required to become acquainted with such inquiries as social life of Paul’s converts, the date, purpose, and circumstances for writing each letter, the technical vocabulary, and the theological intent of Paul’s arguments. The successful completion of the course depends on a solid knowledge of the theology of the Prison Epistles and their major themes and their application to the church and humankind in the twenty-first century.
Learning outcomes
When you complete this course you should be able to: 1.Present a general introduction to the Prison Epistles, including authorship, the Christian audience, purpose, date, literary structure, and main theological arguments.2.Explain the basic purpose of each letter, emphasizing how Paul applies the gospel to pastoral circumstances and demonstrates how theology is to work in the church.3.State what the essential essence of the gospel is according to the Prison Epistles, highlighting what has been made available through faith in Christ and rooting your explanation of the saving power of Christ in His death and resurrection as particularly reflected in these letters.4.Describe the social and theological dynamics present in the churches to which the Prison Epistles were sent. Some of the church problems may seem more sociological than theological, but they all have theological roots in one way or another and reflect different worldviews that prompted Paul to question and critique them from his theological perspective.5.Apply, in light of the historical meaning of the biblical text, Paul’s theological teachings and ethical admonitions within the contemporary context of your teaching and preaching and avoid confusing the two worlds, Paul’s and ours. Do this with the assurance that the Bible is normative for faith and practice for God’s people today.6.Write a research paper based on careful analysis in which the major themes of the Prison Epistles are integrated, showing that the early Christians had problems with right thinking and right living and that Paul’s emphasis on the proper relationships within the Christian community and its relationship with the larger world.
Grading Rubric
Grade
Content
Structure, Style, Syntax
97–100%
(A+, superior) 93–96%
(A, excellent) 90–92%
(A-, excellent)
Independent thought; excellent critical awareness; wide and deep knowledge based on thorough research; clearly articulated; solid and viable methodology; some originality in method and/or application of method; completely viable conclusions; keen analysis/synthesis.
Clear, concise, and precise; coherent, logical, and interesting; virtually error-free, completely free of major flaws; excellent command of English.
87–89% (B+,
good) 83–86% (B, good)
Good awareness of, and adequate critical engagement with issues; broad knowledge; viable, if somewhat sketchy, methodology; viable conclusions; can analyze/synthesize.
Generally clear, concise and precise, coherent; some minor errors, rare major flaws; good command of English.
80–82%
(B-, satisfactory) 77–79%
(C+, satisfactory) 73–76%
(C, satisfactory) 70–72% (C-, poor)
Average awareness of issues; average general knowledge; average critical awareness; generally acceptable conclusions; no particularly creative development.
Generally clear and basically coherent; several minor errors; occasional major flaws; relatively good command of English.
Below 70% (F, failing as submitted; may
request a revision)
Minimal awareness of issues; gaps in general knowledge; inadequate critical ability; weak methodology; absence of creativity; conclusions that do not follow easily from discussion.
Some gaps in coherence; numerous minor errors; several major flaws; fair command of English.
Below 70% (F, failing)
Little or no awareness of issues; major gaps in general knowledge; no critical awareness; weak methodology; no relationship between method and discussion.
Often incoherent; numerous minor errors; numerous major flaws.
*3 USA credits are 135 hrs. This equals the average of 5.5 MQF/ECTS (135/25) see page 23 for GU credit hours and Course Assignment Requirements
POSTAL ADDRESS:17, ChristineTriq il-klin Iklin - IKL1030 Malta