antiochSchoolHandbook PDF

H ANDBOOK
May 2016
1
H ANDBOOK
May 2016
C ONTENTS
Introduction ......................................................................................................................... 1
Name ................................................................................................................................ 3
Mission, Vision, Goals, and Objectives .......................................................................... 5
History ............................................................................................................................... 7
Headquarters and Hours of Operation .......................................................................... 8
Distinctives........................................................................................................................ 9
Accreditation, Authorization, and Commendation ....................................................... 13
Help Center, Learning Resources, and Technical Requirements ................................ 17
Degree and Certificate Program Objectives .................................................................... 19

Bachelor of Ministry (B.Min.) ........................................................................................... 19
Bachelor of Theology (B.Th.)........................................................................................... 20
Master of Ministry (M.Min.) ............................................................................................. 20
Master of Theology (M.Th.) ............................................................................................. 20
Doctor of Ministry in Global Church-Based Theological Education (D.Min. GCBTE) .......... 21
Doctor of Ministry in Theology in Culture (D.Min. TIC) ........................................................... 21
Certificate of Ministry (C.Min.) ........................................................................................ 22
Certificate of Theology (C.Th.) ........................................................................................ 22
Notes on Degree and Certificate Programs .................................................................. 23
Course Descriptions and Competency Sets ..................................................................... 25

Life and Ministry Development ...................................................................................... 25
Motivated Abilities Pattern (MAP) Responses ............................................................... 25
Lifen ............................................................................................................................. 25
Personal Development Assessments ............................................................................. 26
Leadership Series I Modules ........................................................................................... 27
Leadership Series II Modules .......................................................................................... 30
Integrated Ministry Plans ................................................................................................. 32
General Education Integrated Core ............................................................................... 33
Major Projects .................................................................................................................. 35
Ministry Practicum ............................................................................................................ 36
Teaching Practicum ......................................................................................................... 36
Paradigm Transformation Project Seminars ................................................................. 38
Biblical Theology in Culture Seminars .......................................................................... 39
Doctoral Major Projects ................................................................................................... 41
Faculty, Administration, Board, and Certified Leaders .................................................... 43

Unbundled Approach to Faculty .................................................................................... 43
Faculty Members.............................................................................................................. 44
Administration and Board ............................................................................................... 45
Partners and Certified Leaders ....................................................................................... 46
Assessment and Academic Progress Requirements ........................................................ 49
Policies ............................................................................................................................. 53
Intellectual Property Rights ............................................................................................. 53
Complaints ....................................................................................................................... 53
Student Privacy ................................................................................................................. 53
Academic Freedom ......................................................................................................... 54
Student Identity................................................................................................................ 54
Iowa National Guard ........................................................................................................ 55
Controlled Substance, Sexual, and Child Abuse ......................................................... 55
Iowa Resources and National Resources ....................................................................... 56
Enrollment Information ....................................................................................................... 57

Admission Requirements ................................................................................................ 57
Application Process ......................................................................................................... 61
Registration and Enrollment .......................................................................................... 64
Sample Scenarios for Program Plans ............................................................................. 66
Grades, Credits, Transcripts, and Student Integrity ..................................................... 70
Transfer Credit ................................................................................................................ 72
Graduation and Diplomas ............................................................................................... 75
Financial Information .......................................................................................................... 77

Portfolio System ............................................................................................................... 77
Tuition ............................................................................................................................... 78
Course Materials .............................................................................................................. 78
Total Costs for Programs ................................................................................................. 78
Payment Schedule ........................................................................................................... 80
Enrollment Agreement and Refund Policies ................................................................. 81
Financial Aid ..................................................................................................................... 82
Overviews of Degree and Certificate Programs ............................................................... 83
Bachelor of Ministry (B.Min.) ........................................................................................... 83
Bachelor of Theology (B.Th.)........................................................................................... 85
Master of Ministry (M.Min.) ............................................................................................. 87
Master of Theology (M.Th.) ............................................................................................. 89
Doctor of Ministry in Global Church-Based Theological Education (D.Min. GCBTE) .......... 91
Doctor of Ministry in Theology in Culture (D.Min. TIC) ........................................................... 93
Certificate of Ministry (C.Min.) ........................................................................................ 95
Certificate of Theology (C.Th.) ........................................................................................ 97
Application for Admission Form ........................................................................................ 99
I NTRODUCTION
Welcome! It is my privilege to introduce to you the Antioch School of Church Planting and Leader-
ship Development, the result of more than a 40-year journey.
In the early 1970s we began to construct processes within our own local church to equip our pastoral
and mission leaders. After more than a decade of working this out, not only in our own setting but
also in national and international settings, I became convinced that the formal theological education
system needed to become secondary to a system that put local churches back at the center of
assessment and recognition for preparedness for ministry leadership. Over the subsequent two
decades, with assistance from leaders in theological education and non-formal education like Dr. Ted
Ward and Dr. Walter Kaiser, we began to engage the global conversation surrounding theological
education and called for radical change at every level of theological education and missions. What
became increasingly clear to us over these 30 years was the need to provide a bridge from the old
paradigm of formal theological education to the new, emerging paradigm of church-based
theological education. In 2002 I approached Stephen Kemp, then a Vice President of Moody Bible
Institute, to join our executive staff to help us develop that bridge. After almost five years of work
and preparation, we announced our new Antioch School of Church Planting and Leadership
Development—a thoroughly church-based theological education process that possesses many of the
positive aspects of the formal education system.
In this exciting time in church history, our prayer is that God will use the Antioch School to impact the
future of theological education—raising up a new generation of church planters in North America
and accelerating church-planting movements worldwide, as the gospel explodes in the Global South.
Jeff Reed, President
The Antioch School is “a school without the schooling paradigm.” I like that the word “Antioch”
comes first in our name because the endeavor is firmly rooted in the Antioch tradition of church-
based theological education and the spontaneous expansion of the gospel. Yet, academic degrees
are an important form of cultural currency in most of the world. The Antioch School maintains high
standards of achievement represented by academic credentials but is a totally different way to
approach ministry training. It is not just another nontraditional version of formal theological
education institutions. The central context of student development in Antioch School programs is
the work of the Holy Spirit in local churches, church networks, and church-planting movements.
Learning occurs in-service and in the context of genuine communities of faith with wise leaders. The
quality of degrees is assured by rigorous utilization of competency assessment. We recognize
academic credentials for what they are but not as a replacement for church credentials, which may
include academic credentials as a subset. It is an incredible privilege to lead such a strategic
instrument as the Antioch School in the effort to accelerate church-planting movements worldwide by
training leaders in “the way of Christ and His Apostles.”
Stephen Kem p, Academ ic Dean
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N AME
The name “Antioch School of Church Planting and Leadership Development” was carefully
chosen. Each main word has tremendous significance.
“Antioch”
Our approach to theological education is rooted in the Antioch tradition, which was the
dominant expression of how to do church and develop leaders in the first three centuries of
the Church. Roland Allen refers to this as “the way of Christ and His Apostles” (in
Missionary Methods: St. Paul’s or Ours?). It means that we affirm the biblical pattern known
as the Pauline Cycle of evangelizing strategic cities, establishing local churches, and
entrusting the churches to faithful men. We recognize Paul’s letters as establishing tools to
use in the process of building strong churches. “The teaching” or “sound doctrine” is not
cold, abstract theological knowledge, but woven naturally into Paul’s letters, which address
the family and community situations of churches. Lastly, theological education itself is seen
as fundamentally church-based according to the model of Paul and Timothy, whereby
leaders develop through real ministry experiences and mentoring in the context of
churches.
“School”
When most people think about school, they think of campuses, classrooms, credits, exams,
etc. However, these are the common attributes of the schooling paradigm, not necessarily
school itself. It is the cultural currency of the academic credentials granted by these
institutions that distinguish them from other institutions that also provide training and
development. The Antioch School is not a school in terms of the schooling paradigm, but it
is a school because it grants academic credentials.
“Church Planting”
The most exciting things that God is doing in the world today are closely connected with
grassroots church-planting movements. Churches and missions in North America and
around the world have church planting at the forefront of their ministry strategies. We think
this is in keeping with the Antioch tradition and the way of Christ and His Apostles.
Therefore, the Antioch School has positioned itself to serve the needs of churches,
networks, and church-planting movements that recognize the priority of church planting, not
just church renewal. However, the Antioch School is not just for church planters, but for
those who are aligned with the core values of church planting movements.
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“Leadership Development”
Many church-planting movements have not seen lasting fruit because the churches were not
firmly established. The key to building strong churches that endure for generations and
impact culture is the development of strong leaders who are rooted in the gospel and the
teaching of the Apostles. The Antioch School combines leadership development with
academic credentials, for existing and emerging leaders who need the disciple and cultural
currency of an academic program to accomplish their ministry objectives.
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M ISSION , V ISION , G OALS , AND O BJECTIVES
The mission of the Antioch School is to provide quality distance education opportunities
for students to earn academic credit, certificates, and degrees through ministry leadership
development programs that are truly church-based and competency-based.
The vision of the Antioch School is to support the tremendous spontaneous expansion of
the Gospel in the twenty-first century as churches, church networks, and ministry
organizations use the resources of BILD International for church-based theological
education.
The goals or general objectives of the Antioch School are to provide academic
credit, certificates, and degrees to students who show competency in:
1. Comprehensive development in character, skills, and knowledge for effective

ministry.
2. Life development and lifelong learning orientation.
3. Recognition of and participation in the centrality of the local church and priority of
apostolic leaders in the plan of God.
4. Ability to master biblical content, to benefit from significant contributions of
scholars, and to build strategic models of ministry accordingly.
The specific objectives of the Antioch School are to:
• Provide “m inistry” program s to help train those who desire to be part of a

leadership and ministry team that is one-minded in ministry vision and philosophy.
1. Mastery of Scripture relevant to church and leadership development,
particularly through study of the biblical theology of Acts and the Pauline
Epistles.
2. Reflection on the contributions of leading scholars regarding church and
leadership development.
3. Address the pertinent issues related to church and leadership development
and analyze Scripture and other contributions related to those issues.
4. Formulate conclusions, personal applications, and ministry implications
regarding those issues.
5. Develop a foundational understanding through an integrated core of inter-
disciplinary studies (for Bachelors programs).
6. Obtain advanced mastery through substantial implementation in real ministry
situations and careful evaluative reflection on that implementation (for
Masters and Doctoral programs).
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7. Identify and address paradigm-level issues in theological education, doing
theology, hermeneutics, missions, and Christian education (for Doctoral
programs).
8. Build biblical philosophy in each of these areas (for Doctoral programs).
9. Construct and evaluate strategic models and tools that integrate biblical
philosophy with contemporary ministry situations (for Doctoral programs).
• Provide “theology” program s to help train those who desire to understand

thoroughly the unfolding message of Scripture itself as a guidebook for life and
ministry, paying special attention to the implications of that message in one’s
personal life, ministry, and culture.
1. Mastery of Scripture using a biblical theology approach, which allows the
teaching of the Bible to unfold naturally according to author’s intention and
literary design with special attention to genre and overarching themes of
each Bible book.
2. Reflection on the contributions of leading scholars regarding biblical
theology and theology in culture.
3. Address the pertinent issues related to biblical theology and theology in
culture and analyze Scripture and other contributions related to those issues.
4. Formulate conclusions, personal applications, and ministry implications
regarding those issues.
5. Develop a foundational understanding through an integrated core of inter-
disciplinary studies (for Bachelors programs).
6. Obtain advanced mastery of biblical theology, particularly through study
according to the eight canonical sections of the Bible (for Masters and
Doctoral programs).
7. Develop a framework for beginning to use the canonical sections in both life
and ministry (for Masters and Doctoral programs).
8. Identify and develop the key theological and hermeneutical themes for the
entire Bible based on study of each Bible book, canonical section, and
testament (for Doctoral programs).
9. Produce a comprehensive exegesis of a particular culture (for Doctoral
programs).
10. Articulate the specific relation of biblical theology to that culture (for Doctoral
programs).
11. Design strategic ministry models and tools to implement the theological and
hermeneutical themes in that culture (for Doctoral programs).
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H ISTORY
There are several key dates in the history of the Antioch School of Church Planting and
Leadership Development:
1. In 1972 Jeff Reed sought to develop his ministry gifts in the context of a local church
ministry. Reed was directed in an ordered learning process by Pastor Jim Schierling
of Ontario Baptist Church that was comparable to a seminary education but based in
a substantial mentoring relationship and extensive ministry experience in a local
church.
2. In 1975 Reed was commissioned by the elders of Ontario Bible Church (formerly
Ontario Baptist Church, then Oakwood Road Church, now CityChurch of Ames-Des
Moines) to develop resources that would allow others in the church to go through a
similar process of being equipped for ministry that would be similar to his
experience. After more than a decade of working this out, he became increasingly
convinced that the formal theological education system needed to become
secondary to a system that put local churches back at the center of assessment and
recognition for preparedness for ministry leadership.
3. In 1986 BILD International (Biblical Institute of Leadership Development) was

formalized to advance the philosophy of church-based theological education,
provide resources to support church-based theological education efforts, and help
network individuals and organizations doing church-based theological education. In
the early 1980s, Reed was invited by Keith Cook (an elder of Ontario Bible Church) to
travel to India to see if the ministry apprenticeship resources could be used to train
the multitude of untrained pastors there. The idea was welcomed by India pastors
and Reed began seeking funds to support the endeavor. As he approached North
American churches, many of them became interested in the ministry apprenticeship
resources themselves. Over the next two decades, with assistance from leaders in
theological education and non-formal education like Dr. Ted Ward and Dr. Walter
Kaiser, it has engaged in the global conversation surrounding theological education
and called for radical change at every level of theological education and missions.
4. In 2006 the Antioch School of Church Planting and Leadership Development

(hereafter called “Antioch School”) was established. It was a logical next step in the
process of 30+ years of support for church-based theological education as we
recognized changes in the higher education landscape. Accreditation agencies
were increasingly focused on educational outcomes, which is an area of strength in
our programs. The Antioch School gives us the opportunity to grant academic
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credentials that fit perfectly with the church-based leadership development
programs of partners.
5. In 2010, the Antioch School received accreditation from the Distance Education and
Accrediting Commission* (DEAC), formerly known as the Distance Education and
Training Council (DETC). The Antioch School is the first and only truly church-based
and competency-based to be accredited by an agency recognized by the Council on
Higher Education Accreditation (CHEA) and the U.S. Department of Education. The
DEAC is the premier accrediting agency and the “gold standard” for institutions
using non-traditional educational formats.
We look to 1986 as our founding date because the programs being offered now by the
Antioch School are principally the same as the programs offered for nearly two decades.
*The Antioch School of Church Planting and Leadership Development is accredited by the
Accrediting Commission of the Distance Education and Accrediting Com m ission
(DEAC), 1101 17th Street NW, Suite 808, Washington, DC 20036, (202) 234-5100,
www.deac.org.
H EADQUARTERS AND H OURS OF O PERATION

The headquarters of the Antioch School is located at 2400 Oakwood Road, Ames, Iowa
50014 (along with the headquarters of BILD International and the CityChurch of Ames-Des
Moines).
Office hours are 9:00am-6:00pm Central Time.
The office is closed on New Year’s Day, 4th of July, Thanksgiving, and Christmas.
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D ISTINCTIVES
The Antioch School is distinctive in many ways, but particularly because of two foundational
concepts. It is truly church-based and competency-based.
Church-Based
Church-based is central to the whole concept of the Antioch School. The idea of church-
based theological education (C-BTE) has been addressed in a series of nine white papers
presented by Jeff Reed over a ten-year period. C-BTE is theological education based in the
life of churches, not schools housed in church buildings. All programs are designed and
taught in churches, by churches, and for churches. Leaders of churches, church networks,
and church-planting movements do all of the training in the context of their ministries.
There are five m ajor tenets of church-based theological education:

1. C-BTE must be based in the life of a local church and/or a movement of
churches.
2. C-BTE must be primarily viewed as a process of entrusting (modeling and
mentoring) sound doctrine to faithful leaders.
3. C-BTE must take place in the context of establishing churches.
4. C-BTE must be viewed as a need for all men and women regardless of their
stations in life.
5. C-BTE must begin with the first principles of the faith.
The Antioch School’s church-based distinctive is seen in m any ways:

• All Antioch School programs are based on nonformal, in-service, thoroughly church-
based theological education for leadership development.
• Students admitted to Antioch School degree programs must be participating with a
partner (a church association/denomination, church-planting movement, Bible
college/seminary, mission agency, or local church using CBTE resources and with a
Certified Leader) and be recommended by a Certified Leader of that partner. No
isolated, individual student is able to self-select to be in an Antioch School program.
• Degrees are granted on the basis of rigorous assessment of competencies
developed and demonstrated in church ministry contexts.
• Leaders of the churches in which students are learning make a huge investment and
provide the primary source of training and assessment according to biblical
qualifications for ministry.
• Partner churches are able to customize the program to include training and
competency sets that are necessary for ministry in their contexts or networks.
• Leadership Series I courses are based on the recognition that the New Testament is
truly a manual for development of churches and church leaders. Leadership Series II
courses are based on a biblical theology in culture approach, which takes seriously
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that all Scripture is truly intended for teaching, rebuking, correcting, and training in
righteousness (2 Tim. 3:16).
• The pedagogy of the resources is designed around the central role of the church,
both as the content to study and the context in which to learn.
• The Antioch School is a tool of a larger initiative to serve emerging leaders of
churches, church networks, and church-planting movements (both large and small)
engaged in the spontaneous expansion of the gospel in North America and around
the world.
• While Antioch School programs may be closely linked to the ministry licensure and
ordination processes of churches and denominations, the Antioch School does not
guarantee these forms of commendation. They are entirely the responsibility of the
churches and denominations providing them.
Competency-Based
There is a growing emphasis on outcom es assessm ent in higher education. Colleges,
universities, and seminaries are being challenged by accrediting associations, government
regulatory agencies, and other constituencies to prove that students who graduate deserve
the degrees that are granted. Although many higher education institutions are struggling to
accomplish this, the competency-based orientation of the leadership development
programs makes it possible for the Antioch School to grant degrees with confidence.
The academic model being followed is well-demonstrated by the competency-based

approach of W estern Governors University (WGU), a higher education institution
accredited by numerous accrediting agencies, including its initial accreditation that came
from the Distance Education Accrediting Commission (DEAC) and subsequent recognition
by all the regional accrediting associations. Nineteen governors of mostly western U.S.
states collaborated to facilitate the use of the online education resources but created
something much more innovative. Students admitted to WGU programs work with mentors
to design individual development plans, which may include taking online courses at various
institutions but also engaging in other types of learning, such as nonformal education. The
WGU faculty developed a variety of assessment tools that are used to determine when
students have accomplished the competencies of a degree program. The primary functions
of the university, leading to the granting of degrees, are advising and assessment. Although
the school launched only in 1999, it already had 41,369 students in 2012 (second largest
private non-profit masters-level institution and overall 33rd largest higher education
institution in the U.S.).
The Antioch School relies on an extensive, robust portfolio assessm ent system to
provide abundant and multi-layered evidence that its students deserve the degrees that are
being granted. In terms of outcomes assessment, the Antioch School is already ahead of
the curve. Emphasis on portfolio assessment and ongoing mentoring assists with
development throughout the program, not just within individual courses.
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Students in Antioch School programs will be assessed according to the following sets of
competencies (not all sets are assessed in each program):
• Life and Ministry Development grounded in a deep understanding of God’s design for
each person, as well as extensive mentoring and evaluation done by church leaders
using biblical qualifications for ministry.
• Leadership Series I Course Modules that rely on Acts and the Pauline Epistles as
manuals for church and leadership development.
• Leadership Series II Course Modules that utilize biblical theology to let the inspired
message of Scripture unfold and a theology-in-culture orientation to complete the
process of Scripture having its intended impact.
• Ministry Strategy Plans that integrate Leadership Series I modules in an ongoing
comprehensive and personal ministry philosophy and plan.
• Major Projects that integrate Leadership Series II modules in an ongoing,
comprehensive process of building a biblical theology.
• Ministry Practicum opportunities to learn through substantial ministry responsibilities
and reflection on ministry experience.
• Teaching Practicum opportunities to learn through substantial teaching experiences and
demonstrate learning through careful reflection.
• Paradigm Transformation Seminars and Projects to inquire deeply about ministry
concepts and build ministry plans from beyond traditional perspectives.
• Biblical Theology in Culture Seminars and Defenses of the biblical theology of each
biblical book, canonical section, Old and New Testaments, and the entire Bible.
• Doctoral Major Projects which make substantial contributions to the progress of global
church-based theological education and biblical theology in culture.
• General Education that provides a core of analytical, communicative, and quantitative
skills.
• Other / Electives allow students and partners to customize programs to include
additional courses or other learning experiences of special interest to them.
See section on “Course Descriptions and Competency Sets” for further information and the
Student Competency Assessment Guide (www.antiochschool.edu/services/Manuals.html).
Some find it somewhat ironic that a leading church-based theological education ministry
would operate an academic institution. Here are a few key reasons why we offer
academ ic degrees:
• Many emerging leaders have been much more impacted by the formal education
paradigm than we may want to admit. This is seen in the m otivation and
seriousness with which many attend to learning related to academic endeavors.
Offering academic credentials for a nonformal, church-based program often
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improves the quality of work done by these participants and provides better results
for our partners.
• The institutional self-evaluation emphasis of contemporary higher education

accreditation provides additional impetus for continuous quality im provem ent
of our nonformal, church-based program.
• Higher education credentials are a deeply ingrained aspect of modern culture, not
just in theological education. Credit and degrees function like cultural
“currency” throughout the US and the world. Offering degrees allows for
individuals and networks to leverage the benefits of academic currency, as well as
ministry competencies. The availability of degrees from an accredited institution, as
well as high level ministry competency, helps gain the initial interest and support of
many existing churches, church networks, and ministry organizations, even though
the ultimate result will be a more accurate understanding of qualifications and
credentials for ministry other than academic credentials.
• This innovation of the Antioch School will provide leadership in the theological
education industry and im pact the theological education paradigm (as
well as higher education in general) because it closely links academic credentials
with actual ministry competencies. In a world in which academic degrees often don’t
really mean what they are assumed to mean, these degrees will be truly meaningful
and accurate. Although there is academic oversight by faculty, the fundamental role
of supervision and assessment is maintained by church leaders with God-given
mandates for the development of their existing and emerging leaders.
• An academic program that relies heavily on partnerships with churches and church-
planting networks allows for the allocation of resources to maximize support for
the spontaneous expansion of the gospel. In the U.S., some Antioch School degrees
can be offered for 80% less tuition than the cost of traditional campus-based.
Offering degrees does not mean that those with degrees are more competent than those
without degrees. In fact, academ ic credentials are only one version of a subset
of m inistry credentials. For instance, it is the role of a church, church network, or
church-planting movement—not an academic program—to determine calling, giftedness,
competency, and fruitfulness in ministry.
Antioch School degrees include character developm ent, m inistry skills, and
knowledge that is unparalleled by the programs of other academic institutions because it
is built into our core partnership with churches, church networks, and church-planting
movements. The Antioch School provides partners with tools necessary to mentor students
in real ministry settings by those who know them best.
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A CCREDITATION , A UTHORIZATION ,
C OMMENDATION
The Antioch School of Church Planting and Leadership Development is accredited by the
Distance Education Accrediting Com m ission (DEA C), 1101 17th Street NW, Suite
808, Washington, DC 20036, (202) 234-5100, www.deac.org.
The Distance Education Accrediting Commission is a recognized member of the Council for
Higher Education Accreditation.
The Distance Education Accrediting Commission is listed by the U.S. Department of

Education as a nationally recognized accrediting agency.
The Antioch School is the first truly church-based and competency-based to be accredited
by an agency recognized by the Council for Higher Education Accreditation (CHEA) and the
U.S. Department of Education. This means that the Antioch School is listed on the CHEA
website (www.chea.org/search/actionInst.asp?CheaID=202301) and is listed in the trusted
Higher Education Directory (www.hepinc.com).
DEAC is the premier accrediting agency for institutions using non-traditional educational
formats. We, like Western Governors University (WGU), began with DEAC accreditation
because they are the leading national accrediting agency that specializes in innovative
approaches to higher education. DEAC is recognized as the accrediting agency that takes
most seriously outcomes assessment. DEAC provides accreditation for a wide variety of
higher education institutions, including ministry training schools such as Global University
(the distance education school of the Assemblies of God), the Catholic Distance University,
and other specialized schools, such as the distributed learning schools of the U.S. Air Force,
Army, and Marine Corps (three of the country’s largest higher education systems).
As appropriate to support partners in other parts of the world, we seek accreditation

through the continental associations of the International Council for Evangelical
Theological Education (ICETE), such as the Accrediting Council for Theological
Education in Africa (ACTEA) and Asia Theological Association (ATA).
The Antioch School of Church Planting is recognized by the State of Iowa as a higher
education institution with a religious exemption through the Iowa Postsecondary
Registration Office of the Iowa College Student Aid Commission, 430 E. Grand Ave. 3rd
floor, Des Moines, IA 50309. 515 725 3413 (voice), 515 725 3401 (fax).
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See our Accreditation, Transfer Credit, and Financial Aid Guide for more information about
accreditation and authorization. www.antiochschool.edu/services/Manuals.html.
In addition to the significant commendation that comes from the leaders of our partner
churches, church networks, and ministry organizations, the Antioch School has received
numerous other com m endations for the quality, relevance, and innovation of its
programs:
“I read with interest and admiration your announcement regarding the new Antioch
School of Church Planting and Leadership Development. I commend you for this
innovative attempt to respond to and reform some of the endemic weaknesses of
theological schooling.”
Ralph Enlow
Executive Director of the Association of Biblical Higher Education (the specialized accrediting association
for Bible colleges) and former Provost of Columbia International University
“The programs of BILD International and its Antioch School are firmly rooted in
biblical theology. I’m delighted that my body of work is being used in such a
foundational way as resources for these programs.”
Walter Kaiser
President Emeritus and Professor of Old Testament, Gordon- Conwell Theological Seminary
"I have been convicted for some time that the local church needs to recapture the call
to church-based theological education and formation. God designed churches to
raise up and develop leaders and pastors who can in turn train more leaders and
pastors. However, I wasn't finding much of this in North America. I then made it my
commitment to work toward forming churches that would eventually have accredited
pastoral training schools within them. BILD and the Antioch School are an example of
strong theological education with a church planting emphasis that is transferable and
reproducible so every church can have a school of theology in their context. I am so
thankful to God for the work they have put into providing this for the Church."
Jeff Vanderstelt
Pastor at Soma Communities, Founding Leader of the GCM Collective and Vice President, Western N.
America of Acts 29
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“After years of dreaming and encouraging truly church-based, non-formal education
of leaders in ministry—as an alternative to the proliferation of institutions of formal
theological education—I can see it coming to fruition in this program of education
ministry experience . . . they are doing what so many have only talked about: putting
the local church at the center of pastoral ministry preparation.”
Ted Ward
Professor Emeritus of International Studies and Educational Research, Michigan State University and
Retired Professor of International Studies, Mission, and Education, Trinity Evangelical Divinity School
“This church-based theological education ministry is one of the most well thought out
and comprehensive plans for building strong churches and training leaders I’ve seen.
Your investment in them has the potential of impacting entire nations.”
Tom McCallie III
Former Executive Director of The Maclellan Foundation
“Training the next generation of leaders is urgent. There is no better tool for
reproducing church leaders and equipping movements than the Antioch School. Their
approach addresses all three critical facets of leadership training: knowledge, skill, and
character. Consider yourself warned . . .your church and movement may never be the
same.”
Paul Dean
Pastor, Soma Communities, Seattle Eastside
“As a pastor for nearly 30 years I have searched for various methods and models that
would help me and the church be more effective and efficient in doing ministry in the
21st Century. I believe that the Antioch School of Church Planting and Leadership
Development gives us the model that the 21st Century needs to make disciples,
mature believers, and multiply ministries.”
Lester McCorn
Pastor of Pennsylvania Avenue AME Zion Church
Baltimore, MD
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H ELP C ENTER
The Antioch School has created a webpage as a Help Center to provide you with support in
the use of resources and services (https://antiochschool.zendesk.com/hc/en-us). It contains
video tutorials, FAQs, and discussion boards for students, Certified Leaders, Associate
Faculty, and Senior Faculty. Students may deal directly with Associate Faculty on the
community discussion board.
L EARNING RESOURCES
Leadership Series courses come with an extensive Theological Reader course pack as part
of the course. However, students in Antioch School degree programs are expected to have
access to additional books as resources for the programs. See the Antioch School
website Help Center for a current list (https://antiochschool.zendesk.com/hc/en-us).
Antioch School students are expected to have access to the learning resources of Logos
Bible Software Library (Silver Level), particularly for the Leadership Series I course on
“Interpreting the Word II” and for all Leadership Series II courses on Old Testament
Theology and New Testament Theology.
Students in doctoral programs are expected to have access to the learning resources of the
Theological Research Exchange Network in order to do research with a vast array of
masters theses, doctoral major projects, and doctoral dissertations.
T ECHNICAL REQUIREMENTS
In order to use the current Antioch School ePortfolio System, users must have a computer or
mobile device capable of running the following browsers: Internet Explorer (8,9,11), Safari
(6,7,8), Chrome (24.0.1312–42.0) and Firefox (31.4.0-32.0).
In order to use the new Antioch School ePortfolio in BILD Cloud System, users must have a
computer or mobile device capable of running the following browsers; Internet Explorer
(9,11), Safari (7,8), Mobile Safari (iOS 7,8) Chrome and Chrome for Android (32.0.1700–42.0)
and Firefox (32.0).
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D EGREE AND C ERTIFICATE P ROGRAMS
For overviews of degree and certificate programs, see the section called “Overviews.”
For complete portfolio transcripts of competencies for each degree and certificate
program, see the Antioch School website (www.antiochschool.edu).
The goals or general objectives of all Antioch School programs are:

• Comprehensive development in character, skills, and knowledge for effective
ministry.
• Life development and lifelong learning orientation.
• Recognition of and participation in the centrality of the local church in the plan of
God.
• Ability to master biblical content, to benefit from significant contributions of
scholars, and to build strategic models of ministry accordingly.
M inistry program s (B.M in., M .M in., D.M in.GBCTE, C.M in.) is to help train those
who desire to be part of a leadership and ministry team that is one-minded in ministry vision
and philosophy. Out of this team would come those who commit themselves long term to
local church leadership or those who desire to train to be part of a missionary team involved
in planting or establishing churches in other areas.
Theology program s (B.Th., M .Th., D.M in. TIC, C.Th.) is to help train those who
desire to understand thoroughly the unfolding message of Scripture itself as a guidebook
for life and ministry, paying special attention to the implications of that message in one’s
personal life, ministry, and culture.
Bachelor of M inistry (B.M in.) is granted for demonstration of basic competencies

associated with being a minister of the gospel (pastor, church planter, missionary) and other
ministry leaders.
Specific program objectives of the B.Min. include:

• Mastery of Scripture relevant to church and leadership development, particularly
through study of the biblical theology of Acts and the Pauline Epistles.
• Reflection on the contributions of leading scholars regarding church and leadership
development.
• Address the pertinent issues related to church and leadership development and
analyze Scripture and other contributions related to those issues.
• Formulate conclusions and personal applications regarding those issues.
• Develop a foundational understanding through an integrated core of
interdisciplinary studies.
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Bachelor of Theology (B.Th.) is granted for demonstration of basic competencies
associated with building biblical theology and theology in culture.
Specific program objectives of the B.Th. include:

• Mastery of Scripture using a biblical theology approach, which allows the teaching of
the Bible to unfold naturally according to author’s intention and literary design with
special attention to genre and overarching themes of each Bible book.
• Reflection on the contributions of leading scholars regarding biblical theology and
theology in culture.
• Address the pertinent issues related to biblical theology and theology in culture and
• Develop a foundational understanding through an integrated core of
interdisciplinary studies.
M aster of M inistry (M .M in.) is granted for demonstration of advanced competencies

ministry leaders, particularly through substantial implementation of church-based
theological education and other ministry programs.
Specific program objectives of the M.Min. include:

• Mastery of Scripture relevant to church and leadership development, particularly
through study of the biblical theology of Acts and the Pauline Epistles.
development.
• Address the pertinent issues related to church and leadership development and
• Obtain advanced mastery through substantial implementation in real ministry
situations and careful evaluative reflection on that implementation.
M aster of Theology (M .Th.) is granted for demonstration of advanced competencies

associated with building biblical theology and theology in culture, particularly through
substantial implementation in church-based theological education and other ministry
programs.
Specific program objectives of the M.Th. include:

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• Obtain advanced mastery of biblical theology, particularly through study according
to the eight canonical sections of the Bible.
• Develop a framework for beginning to use the canonical sections in both life and
ministry.
Doctor of M inistry in Global Church -Based Theological Education (D.M in.

GCBTE) is granted for demonstration of competencies associated with understanding and
making a substantial contribution to the implementation of the philosophical foundations of
church-based theological education.
Specific program objectives of the D.Min. GCBTE include:

• Identify and address paradigm-level issues in theological education, doing theology,
hermeneutics, missions, and Christian education.
• Build biblical philosophy in each of these areas.
• Construct and evaluate strategic models and tools that integrate biblical philosophy
with contemporary ministry situations.
Doctor of M inistry in Theology in Culture (D.M in. TIC) , formerly offered as a

Doctor of Theology (D.Th.), is granted for demonstration of competencies associated with a
thorough understanding and making a major contribution to biblical theology and theology
in culture.
Specific program objectives of the D.Min. TIC include:

• Obtain advanced mastery of biblical theology, particularly through study according
to the eight canonical sections of the Bible.
• Develop a framework for beginning to use the canonical sections in life and ministry.
• Identify and develop the key theological and hermeneutical themes for the entire
Bible based on study of each Bible book, canonical section, and testament.
• Produce a comprehensive exegesis of a particular culture.
• Articulate the specific relation of biblical theology to that culture.
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• Design strategic ministry models and tools to implement the theological and
hermeneutical themes in that culture.
Certificate of M inistry (C.M in.) is granted for demonstration of an initial set of

competencies associated with being a minister of the gospel (pastor, church planter,
missionary) and other ministry leaders.
Specific program objectives of the C.Min. include:

• Mastery of Scripture relevant to church and leadership development at an initial
level, particularly through study of the biblical theology of Acts and the Pauline
Epistles.
development.
• Address the basic issues related to church and leadership development and analyze
Scripture and other contributions related to those issues.
• Formulate conclusions and personal applications regarding those basic issues.
Certificate of Theology (C.Th.) is granted for demonstration of an initial set of

competencies associated with doing biblical theology and theology in culture.
Specific program objectives of the C.Th. include:

• Mastery of Scripture using a biblical theology approach at an initial level, which
allows the teaching of the Bible to unfold naturally according to author’s intention
and literary design with special attention to genre and overarching themes of each
Bible book.
• Address the basic issues related to biblical theology and theology in culture and
• Formulate conclusions and personal applications regarding those basic issues.
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Notes on Degree and Certificate Program s:
• All programs are built on the foundation of a Life and M inistry Developm ent
Portfolio System that includes a personal Motivated Abilities Pattern (MAP) from
SIMA International’s System for Identifying Motivated Abilities (SIMA®), Lifen, and
Personal Development Assessments.
• Com petencies of degree and certificate programs are closely aligned with
particular BILD resources:
o The B.Min., M.Min., and C.Min. are closely aligned with the competencies
developed through Leadership Series I courses on the biblical foundations for
church and ministry.
o The B.Th. and M.Th. are closely aligned with the competencies developed
through Leadership Series II courses on biblical theology and theology in culture.
o The D.Min. GCBTE is closely aligned with the competencies developed through
Paradigm Transformation Projects.
o The D.Min. TIC is closely aligned with the competencies developed through
Biblical Theology-in-Culture Projects.
• A major difference between the B.Min. and the M.Min. is emphasis on

implementation in the M.Min. Students are not admitted to the M.Min. unless
they have substantial ministry experience. Competencies of M.Min. students are
assessed according to reflection on ministry experience and/or planning for
implementation in actual ministry situations.
• Assessm ent varies according to the academic level of the programs:

o Bachelors programs require a high minimum level of basic competency to be
demonstrated.
o Masters programs require demonstration of advanced competency, particularly
through evidence of ability to implement in ministry settings.
o Doctoral programs are assessed on the basis of mastery of and contribution to
the philosophical issues that underlie theological education and biblical
theology-in-culture.
See the Student Competency Assessment Guide for criteria and rubrics for
assessment of each Antioch School degree program
(www.antiochschool.edu/services/Manuals.html).
• The C.M in. and C.Th. may be completed either at the bachelors- or masters-levels
according to the admission qualification and assessment criteria for each academic
level.
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• The B.Min. and B.Th. may be degree com pletion programs for students who
have already earned credit for general education and free electives at other
institutions.
• The D.M in. programs may require participation in several multi-day gatherings (live
or online) of students.
• Students, particularly students in doctoral programs, doing research involving human

subjects must obtain prior formal review and approval from the Antioch School’s
Institutional Review Board (IRB). The IRB is composed of at least three
Antioch School faculty members. This ensures that human subjects are not placed at
undue risk, and that they have voluntarily agreed to participate and have received
appropriate informed consent.
• Doctoral students should consult the Doctoral Program s M anual for more
specific information relating to doctoral programs, especially related to the Doctoral
Major Project.
• A norm al sequence of degrees begins with a Ministry degree (B.Min. or M.Min.)

prior to a Theology degree (B.Th. or M.Th.) because the biblical foundation for
ministry needs to be in place before a complete study of biblical theology and
theology in culture is done. We recommend that most students begin with the
B.Min. or M.Min. and proceed to the M.Th. However, students may start with the
B.Th. and M.Th. if they wish to include both a core biblical foundation for ministry
and a complete study of biblical theology in a single program.
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C OURSE DESCRIPTIONS AND C OMPETENCY S ETS
Antioch School programs are composed of competencies related the following courses and
competency sets and with the following semester hour credit values:
Life and M inistry Developm ent Portfo lio. Each Antioch School program is
grounded in a deep understanding of God’s design for each person, as well as extensive
mentoring and evaluation done by church leaders using biblical qualifications for ministry.
Competencies related to life and ministry development are demonstrated in the following
manner:
M otivated Abilities Pattern (M AP) Responses. At the beginning of each program,

students engage with the System for Identifying Motivated Abilities in order to obtain a
personal MAP and complete the “Becoming Who You Are Designed to Be: SIMA 10-Step
Program.” See the SIMA MAP and 10 Step Manual
(www.antiochschool.edu/services/Manuals). Note that a Computerized Abilities Pattern
(CAP) is used for students in C.Min. and C.Th. programs.
MAP100 SIMA MAP First Response 1 credit

MAP200 SIMA MAP Second Response 1 credit
CAP100 SIMA CAP First Response 1 credit
MAP500 SIMA MAP First Response (Masters-level) 1 credit

MAP600 SIMA MAP Second Response (Masters-level) 1 credit
CAP500 SIMA CAP First Response (Masters-level) 1 credit
MAP700 SIMA MAP First Response (Doctoral-level) 1 credit

MAP800 SIMA MAP Second Response (Doctoral-level) 1 credit
Life n . Also at the beginning of each program, students engage in a process that includes
the use of a set of life development tools that address one’s unique purpose, story, abilities,
roles and responsibilities, resources, disciplines and determinations, and lifelong wisdom.
This plan should be revised annually while enrolled in the program. See the Lifen Manual.
(www.antiochschool.edu/services/Manuals).
LN100 Lifen Initial Plan 1 credit

LN200 Lifen First Revision 1 credit
LN500 Lifen Initial Plan (Masters-level) 1 credit
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LN600 Lifen First Revision (Masters-level) 1 credit
LN700 Lifen Initial Plan (Doctoral-level) 1 credit

LN800 Lifen First Revision (Doctoral-level) 1 credit
Personal Developm ent Assessm ents. A set of assessment tools (Life and Ministry
Assessment, Becoming Established Assessment, Giftedness Assessment, Ministry Team
Profile, and Current Ministry Assessment) are used to facilitate the mentoring process by
those whom God has put into the student’s life with a primary responsibility for his or her
development. Each tool must be used as a point of reference for mentoring by a
designated mentor at least quarterly while the student is enrolled in the program. See the
Personal Development Assessment Manual (www.antiochschool.edu/services/Manuals.html).
PDA100-1,2,3,4 Personal Development Assessments 1 credit

PDA200-1,2,3,4 Personal Development Assessments 1 credit
PDA500-1,2,3,4 Personal Development Assessments (Masters-level) 1 credit

PDA600-1,2,3,4 Personal Development Assessments (Masters-level) 1 credit
PDA700-1,2,3,4 Personal Development Assessments (Doctoral-level) 1 credit

PDA800-1,2,3,4 Personal Development Assessments (Doctoral-level) 1 credit
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Leadership Series I Course M odules. This series of course modules helps the
student employ the New Testament as a manual for church development, particularly
through the keys taught in the Book of Acts and the Pauline Epistles. The courses are
designed to be used in group settings and rely heavily on Socratic discussion for personal
and community insights. Each course contains units with issues to address, Socratic
discussion questions, project guides, and a theological reader (with the best chapters and
articles on the key topics). See the website for complete portfolio transcripts of
competencies associated with each course.
LSM100 Acts: Keys to the Establishment and Expansion of the First-Century Church 3 cr.
Determine the fundamental biblical principles regarding the mission of the church and its
role in missions and developing guidelines and strategy from these principles for a local
church's involvement.
LSM500 Acts: Keys to the Establishment and Expansion of the First-Century

Church (Masters-level) 4 credits
LSM110 Pauline Epistles: Strategies for Establishing Churches 3 credits

Determine the fundamental biblical principles for growing and strengthening (establishing)
a church to maturity and developing a strategy for implementing the biblical forms and
functions of a church necessary for making and keeping it strong.
LSM510 Pauline Epistles: Strategies for Establishing Churches (Masters-level) 4 cr.
LSM220 Understanding the Essentials of Sound Doctrine 3 credits

Build a contemporary didache—an Early Church manual to establish believers in the
essentials of the Apostles’ teaching. This contemporary didache must be founded solidly
upon the faith delivered by the Apostles; seasoned by the historical effort of the Church;
and be eminently relevant to our present cultural situations.
LSM520 Understanding the Essentials of Sound Doctrine (Masters-level) 4 credits
LSM230 Leaders and the Early Church 3 credits

Bring leadership training back to the center of the local church in a way that will empower
churches to participate in the expansion of the gospel with the same vision and
effectiveness as the first church at Antioch.
LSM530 Leaders and the Early Church (Masters-level) 4 credits
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LSM340 Preaching, Teaching, and Worship in the Early Church 3 credits
Develop the ability to preach and teach within the five sermonic forms of the Early Church:
evangelistic, catechetical, expository, prophetic, and festal. These forms grow from the
integration with sound hermeneutical principles rooted in author’s intention, literary design,
the theology of each book and canonical section of the Scriptures, and related to the multi-
level needs for teaching and establishing local churches in the Apostles’ teaching.
LSM640 Preaching, Teaching, and Worship in the Early Church (Masters-level) 4 cr.
LSM350 Shepherding, Counseling, and the Early Church 3 credits

Build a comprehensive shepherding strategy for a church that is rooted in the traditional
pastoral care paradigm, drawn from the Scriptures, especially from Paul's early letters, rather
than the secular psychological care paradigm of contemporary culture.
LSM650 Shepherding, Counseling, and the Early Church (Masters-level) 4 credits
LSM381 The Family and the Early Church 3 credits

Understand the idea of the church as a family and the individual family as a "family within a
family," and use the implications of this reality to develop strategies for building strong
households within the context of the church.
LSM382 Evangelism and the Early Church 3 credits

Develop and implement a household strategy for reaching unbelievers with the gospel and
incorporating them into the life of the church, based on biblical principles and patterns for
the home and the church.
LSM383 Character of a Leader 3 credits

Understand the biblical idea of qualified leadership and determine the fundamental biblical
guidelines for character formation in leaders and in the household of God.
LSM384 Ministry Priorities and Personal Management 3 credits

Create a life-management strategy founded on biblical principles and focused on a central
life purpose that will guide each person to be an effective steward of his or her God-given
priorities and responsibilities.
LSM385 Ministry Perspectives: Conflicts Without, Fears Within 3 credits

Develop a biblical perspective of life and ministry as the guiding force for standing firm in
the ministry, skillfully and resolutely addressing the problems and problem people within
the church.
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LSM460 Interpreting the Word I: Principles and Procedures 3 credits
Gain the skills and insight for identifying the author's intention for writing, as it is expressed
in the text he has written, as the determinant of meaning. Then, out of that meaning,
determining the significance of the text for today.
LSM660 Interpreting the Word I: Principles and Procedures 4 credits
LSM470 Interpreting the Word II: Linguistics, Languages, and Study Aids 3 credits
Develop the ability to skillfully use Hebrew and Greek in the interpreting, preaching, and
teaching of the Word, using the advancement of linguistics and computer technology tools.
LSM670 Interpreting the Word II: Linguistics, Languages, and Study Aids 4 credits
LSM480 Habits of the Heart 3 credits

Determine the necessity of every believer embracing sound doctrine in the habits that under
gird life and ministry, coming to conviction regarding its role in the lifelong pursuit of purity
and wisdom.
LSM680 Habits of the Heart (Masters-level) 4 credits
LSM490 Covenants, Unity of Scripture, and Biblical Worldview 3 credits

Understand the basic message of the Scriptures and the major motifs of both testaments as
a basis for developing a life view that is consistent with God's plan and purposes.
LSM690 Covenants, Unity of Scripture, and Biblical Worldview (Masters-level) 4 cr.
Not all Leadership Series I course modules are used in all Ministry degree and certificate
programs.
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Leadership Series II Course M odules. This series of course modules helps the
student utilize biblical theology to let the inspired message of Scripture unfold and a
theology-in-culture orientation to complete the process of Scripture having its intended
impact. Like Leadership Series I, each course contains units with issues to address, Socratic
discussion questions, project guides, and a theological reader (with the best chapters and
articles on the key topics). See the website for complete portfolio transcripts of
competencies associated with each course.
LST400 Toward a Theology in Culture 3 credits

Develop a church-based approach to the task of mastering the Scriptures and then bring
them to bear on the life and problems of churches who are living and ministering in their
cultures, being able to do so at a critical level—that is at a level of awareness of the
immediate cultural and global trends that bear on the shaping of men’s worldviews.
LST600 Toward a Theology in Culture (Masters-level) 4 credits
LST401 Old Testament Theology: The Law 2 credits

Gain a basic grasp of the theology of the Law, its place in the whole canon of Scripture, and
gain a clear understanding of its relevance for today.
LST601 Old Testament Theology: The Law (Masters-level) 4 credits
LST402 Old Testament Theology: The Former Prophets 2 credits

Gain a basic grasp of the theology of the Former Prophets, its place in the whole canon of
Scripture, and gain a clear understanding of its relevance for today.
LST602 Old Testament Theology: The Former Prophets (Masters-level) 4 credits
LST403 Old Testament Theology: The Latter Prophets 2 credits

Gain a basic grasp of the theology of the Latter Prophets, its place in the whole canon of
Scripture, and gain a clear understanding of its relevance for today.
LST603 Old Testament Theology: The Latter Prophets (Masters-level) 4 credits
LST404 Old Testament Theology: The Writings 2 credits

Gain a basic grasp of the theology of the Writings, its place in the whole canon of Scripture,
and gain a clear understanding of its relevance for today.
LST604 Old Testament Theology: The Writings (Masters-level) 4 credits
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LST405 New Testament Theology: Luke and Paul 2 credits
Gain a basic grasp of the theology of Luke and Paul, their places in the whole canon of
Scripture, and gain a clear understanding of their relevance for today.
LST605 New Testament Theology: Luke and Paul (Masters-level) 4 credits
LST406 New Testament Theology: Peter, James, Jude, and Hebrews 2 credits
Gain a basic grasp of the theology of Peter, James, Jude, and Hebrews and their places in
the whole canon of Scripture, and gain a clear understanding of their relevance for today.
LST606 New Testament Theology: Peter, James, Jude, Hebrews (Masters) 4 cr.
LST407 New Testament Theology: Matthew and Mark 2 credits

Gain a basic grasp of the theology of Matthew and Mark, their places in the whole canon of
Scripture, and gain a clear understanding of their relevance for today.
LST607 New Testament Theology: Matthew and Mark (Masters-level) 4 credits
LST408 New Testament Theology: John 2 credits

Gain a basic grasp of the theology of John, its place in the whole canon of Scripture, and
gain a clear understanding of its relevance for today.
LST608 New Testament Theology: John (Masters-level) 4 credits
LST409 Pathways to Constructing Theology in Civilization 3 credits

In this complex time of conflict of civilizations and the remaking of world order, develop the
ability to do comprehensive theology work in the context of civilization, with the view of
developing a comprehensive theology to empower churches to address in a fresh and
relevant manner core issues of their civilization, with the view of both engaging their culture
in the “great conversation” with the God of the universe and impacting culture with the
gospel of Jesus Christ.
LST609 Pathways to Constructing Theology in Civilization (Masters-level) 4 credits
All Leadership Series II course modules are used in all Theology degree programs and in
the D.Min. TIC.
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Integrated M inistry Plans. These plans demonstrate integration of ministry planning
related to one’s ministry context (or anticipated context) and integration of competencies
associated with Leadership Series I course modules, particularly the work associated with
Unit 5. In most cases, they will be written and revised upon the completion of sets of two to
four Leadership Series I course modules.
IMP301 Initial Integrated Ministry Plan 2 credits

Creating an integrated ministry plan related to the Leadership Series I course modules on
Acts, Pauline Epistles, Essentials of Sound Doctrine, and Leaders in the Early Church.
IMP601 Initial Integrated Ministry Plan (Masters-level) 2 credits
IMP302 Interim Integrated Ministry Plan 2 credits

Expanding an initial integrated ministry plan related to the Initial Integrated Ministry Plan
and Leadership Series I course modules on Preaching, Teaching, and Worship and
Shepherding, Counseling, and the Early Church.
IMP602 Interim Integrated Ministry Plan (Masters-level) 2 credits
IMP303 Final Integrated Ministry Plan 2 credits

Expanding an interim integrated ministry plan related to the Interim Integrated Ministry Plan
and Leadership Series I course modules on Interpreting the Word I, Interpreting the Word II,
Habits of the Heart, and Covenants.
IMP603 Final Integrated Ministry Plan 2 credits
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General Education Integrated Core. This area provides a core of analytical,
communicative, and quantitative skills associated with a well-trained bachelors-level
student. The “Integrated Core” of seven areas is built from Ernest Boyer’s College: The
Undergraduate Experience in America, Mortimer Adler’s The Paideia Program: An
Educational Syllabus, and Howard Gardiner’s The Disciplined Mind.
GE101 Language: The Crucial Connection 3 credits

This course is foundational to all courses. It deals both with the nature of language and the
“globalization” language – English. It lays the foundation for learning a second language
which we believe is very important for each individual as they complete their masters level
work. All future languages are built around the “natural” Rosetta Stone system used by the
US State Department. In this course we will focus on linguistics, orality/literacy, how children
learn languages, global language history/expansion and laying a lifelong learning strategy
for language development.
GE102 Art: The Aesthetic Experience 3 credits

This course is designed to introduce the student to the issue of the relationship of the
sciences and the arts in a way that brings balance (Gadamer) to the ability to find truth
through both. We will then survey music, dance and the visual arts (especially painting and
architecture, identifying the common elements of all 9 civilizations, examining how the arts
shaped and continue to shape each civilization. This course will also include a minimum of a
one day visit to a significant cultural museum of the arts. The course will conclude with a
personal strategy for growing in appreciation for the arts in one’s own culture.
GE203 Heritage: The Living Past 3 credits

Hiistory can best be grasped by understanding the big picture – the great conversations,
the great civilizations and the philosophical paradigms that drove major eras or world
history. In this course we will survey these civilizations, providing a basic knowledge of the
various and colorful civilizations that make up the 21st century. We will attempt to identify
by the end of the current global questions facing these 9 civilizations as they enter the
globalization realities of the 21st century.
GE204 Institutions: The Social Web 3 credits

Use the reality of the reemergence of 9 key civilizations as a context for understanding how
social institutions (family, religious communities, governmental infrastructures, and large and
small NGOs) provide the cultural glue to any and every society. Special attention will be
given to the emergence of global cities and global tribes as central the new emerging world
of the 21st century. This course will also include the touring of at least one major social
institution. Each student will complete the course with a brief treatise on provisional ideas
for his or her future service in society’s good institutions.
33
GE305 Nature: Ecology of the Planet 3 credits
This course will focus on the fundamental ideas of the nature of the universe, with special
attention to the fundamentals of science. We will focus on the rise of modern science, the
great enduring ideas, and the merging of science and technology, thus reshaping the world
of the 21st century. The great ideas of science will be integrated with the Great Books
reading, and some attention given to the future mathematics, and the “green revolution”
and global warming issues. Again the student will be asked to identify those areas of future
interest, as well as a basic “reading continuum” plan for keeping up with the cultural
conversation of the scientific community.
GE306 Work: The Value of Vocation 3 credits

This course attempts to pull together all the work of the above course by helping the
student begin to identify his or her lifework – a concept far bigger the one’s career. A good
general, liberal education should give a person a broad understanding of the world and all
the choices that lay out there for a lifetime of good works. In addition Howard Gardner’s
work, Good Work, will be a platform for beginning to identify the good work the student
would like to major on in his lifetime.
GE407 Identity: The Search for Meaning 3 credits

This course will lead the student through a process of beginning to identify the core
elements of his or her world view – and in a way that will lead to a shaping of the “first draft”
of one’s life purpose. Time will be spent on Art Miller’s works on helping us identify our
motivated abilities pattern (SIMA), a pattern that is unique to each individual. The debate of
intelligent design will be briefly explored. Each student will complete the course with an
attempt to identify his or her unique contribution to the world in this life.
GE408,9,10 Community Service Learning Projects 3 credits

Opportunities through which academic objectives are accomplished by preparation for,
participation in, and reflection on mutually beneficial community service experiences tied to
particular aspects of the “Integrated Core” (of the student’s or Certified Leader’s choosing)
after corresponding General Education competencies have been met. Credit is earned at a
rate of 1 semester hour for each 45 hours of preparation, activity, reflection, and reporting.
GE411,12,13 Great Books Reading Program 3 credits

Accomplishment of academic objectives related to deepening of a student’s understanding
of the “Integrated Core” through reading and responding to particular resources in the
Great Books of the Western World collection.
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M ajor Projects. These projects integrate Leadership Series II course modules in an
ongoing comprehensive process of building biblical theology. They include presentations
of the author’s intent, literary design, and key theological and hermeneutical themes for all
the books of the Old and New Testaments.
PR401 Old Testament Theology 3 credits

Produce a biblical theology of the Old Testament with its implications for a significant issue
in one’s contemporary culture.
PR601 Old Testament Theology (Masters-level) 3 credits
PR402 New Testament Theology 3 credits

Produce a biblical theology of the New Testament with its implications for a significant issue
in one’s contemporary culture.
PR602 New Testament Theology (Masters-level) 3 credits
35
M inistry Practicum . These are opportunities to learn through substantial ministry
responsibilities and reflection on ministry experience. Students “contract” with their
Certified Leaders and/or mentors for development related to specific ministry
responsibilities and evaluation (at a rate of 1 semester hour of credit for each 45 hours of
designated ministry and reflection), often in conjunction with use of the Life and Ministry
Development Portfolio. See the Practicum Manual
MP101-9 Ministry Practicum 9 credits

MP501-9 Ministry Practicum (Masters-level) 9 credits
MP701-9 Ministry Practicum (Doctoral-level) 9 credits
Teaching Practicum . These are opportunities to learn through substantial teaching

experiences and demonstrate learning through careful reflection and external evaluation. It
is not primarily about students becoming better teachers, but about students learning
foundational content better through teaching it to others in one’s own ministry situation.
The contexts for teaching can range from teaching the main classes a ministry uses to
facilitate use of the resources in personal discipleship with a small group or family members.
It does not need to be an “official teaching role” in a church and does not need to be done
at the academic level of Antioch School students. See the Practicum Manual
(http://www.antiochschool.edu/services/Manuals.html).
TP101 First Principles Series I 1 credit

TP102 First Principles Series II 1 credit
TP103 First Principles Series III 1 credit
TP100 Acts: Keys to the Establishment and Expansion of the First-Century Church 3 cr.
TP110 Pauline Epistles: Strategies for Establishing Churches 3 credits
TP400 Toward a Theology in Culture 3 credits

TP460 Interpreting the Word I 3 credits
TP520 Understanding the Essentials of Sound Doctrine 3 credits
TP530 Leaders and the Early Church 3 credits

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TP601 Old Testament Theology: The Law 3 credits
TP605 New Testament Theology: Luke and Paul 3 credits
TP720 Understanding the Essentials of Sound Doctrine 3 credits
TP730 Leaders and the Early Church 3 credits
TP840 Preaching and Teaching 3 credits
TP850 Shepherding, Counseling, and the Early Church 3 credits
TP870 Interpreting the Word II 3 credits
TP880 Habits of the Heart 3 credits
TP890 Covenants, Unity of Scripture, and Biblical Worldview 3 credits

TP801-9 Leadership Series II course on OT or NT 3 credits
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Paradigm Transform ation Project Sem inars. These seminars (live or online) allow
cohorts of students to inquire deeply about ministry concepts and build ministry plans from
beyond traditional paradigm perspectives. Each seminar requires extensive preliminary
reading in seminal resources, participation in discussions held in intensive class meetings
(live or online), and practical projects in one’s own ministry situation.
PTP701 The Church as Theological Education 2 credits

You will grow in your understanding of the models of theological education, as well as the
basic concepts of paradigm change. You will analyze the biblical and historical
development of the nature and character of theological education. Based on this
foundation, participants will explore the form and implementation of church-based
theological education for their ministry situations. Extensive preliminary reading and study
will provide the base for a series of Socratic discussions.
PTP702 The Church Doing Theology in Culture 2 credits

You will develop your skills in doing theology in culture. You will analyze biblical principles
and cultural paradigms. Based on this foundation, participants will explore the application
to problems in theological education and solutions found in biblical theology and an
integrated model of doing theology. Extensive preliminary reading and study will provide a
base for a series of Socratic discussions.
PTP803 The Church as Missions 2 credits

You will grow in your understanding of the models of mission, as well as the basic concepts
of emerging paradigm change. You will analyze the biblical and historical development of
the nature and character of mission. Based on this foundation, participants will explore the
form and implementation of mission and global church-based theological education.
Extensive preliminary reading and study will provide the base for a series of Socratic
discussions.
PTP804 The Church as a Hermeneutical Community 2 credits

The focus is the church as hermeneutical community. You will develop your skills in
developing a hermeneutical community. You will analyze biblical principles and
philosophical and literary trends. Based on this foundation, participants will explore the
application to global church-based theological education through an integrated model of
doing theology. Extensive preliminary reading and study will provide a base for a series of
Socratic discussions.
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PTP805 The Church as Christian Education 2 credits
You will develop your skills in developing Christian Education programs. You will analyze
biblical principles, education theory, and contemporary models of education. Based on this
foundation, participants will explore applications of integrated efforts for wholistic
development of individuals, churches, and church networks. Extensive preliminary reading
and study will provide a base for a series of Socratic discussions.
Biblical Theology in Culture Sem inars. These seminars (live or online) allow the
student to make substantial contributions to the understanding of the unfolding message of
God’s Word and its significance for cultural impact. Each seminar requires extensive
preliminary reading in seminal resources, participation in discussions held in intensive live
class meetings (live or online), and practical projects in one’s own ministry situation.
BTC800 Theology in Culture 4 credits

The focus of this seminar course is doing biblical theology in culture. It builds on the work
associated with the BILD Leadership Series II course Theology in Culture. In this doctoral
course, the foundation of understanding of this crucial area will be deepened and widened
through further readings and a course project that integrates the readings with initial
personal research.
BTC701 Biblical Theologies of Each Book and Canonical Section (OT) 4 credits
The focus of this seminar course is the biblical theology of each book and canonical section
of the Old Testament. It builds on the work associated with the four BILD Leadership Series
II courses on Old Testament Theology. In this doctoral course, students will deepen their
grasp on the data of biblical theology and develop a significant contribution of biblical
theology in culture related to their ministry situations based on biblical theology data from
the books and/or canonical sections of the New Testament.
BTC702 Biblical Theologies of Each Book and Canonical Section (NT) 4 credits
The focus of this seminar course is the biblical theology of each book and canonical section
of the New Testament. It builds on the work associated with the four BILD Leadership
Series II courses on New Testament Theology. In this doctoral course, students will deepen
their grasp on the data of biblical theology and develop a significant contribution of biblical
theology in culture related to their ministry situations based on biblical theology data from
the books and/or canonical sections of the New Testament.
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BTC801 Biblical Theology of the Old Testament 4 credits
The focus of this seminar course is the biblical theology of the Old Testament. It builds on
the work associated with the four BILD Leadership Series II courses on Old Testament
Theology. In this doctoral course, students will bring together their previous work in order
to create their own biblical theology of the entire Old Testament with a view toward
creating a comprehensive biblical theology in culture for their ministry situation.
BTC802 Biblical Theology of the New Testament 4 credits

The focus of this seminar course is the biblical theology of the New Testament. It builds on
the work associated with the four BILD Leadership Series II courses on New Testament
Theology. In this doctoral course, students will bring together their previous work in order
to create their own biblical theology of the entire New Testament with a view toward
creating a comprehensive biblical theology in culture for their ministry situation.
BTC809 Theology in Civilization 4 credits

The focus of this seminar course is doing biblical theology in civilization. It builds on the
work associated with the BILD Leadership Series II course Theology in Civilization. In this
doctoral course, the foundation of understanding of this crucial area will be deepened and
widened through further readings and a course project that integrates the readings with
initial personal research.
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Doctoral M ajor Projects. These projects are culminating efforts of D.Min. GCBTE and
TIC programs. They make substantive contributions to the progress of church-based
theological education and biblical theology in culture. They could take the form of a
dissertation (literature review and original research), a book, a Leadership Series type course
(suited to a particular ministry situation or issue), or other publishable ministry tool
(video/DVD seminar, workshop, assessment tool, etc.).
DPR901 Global CBTE Major Project Proposal 2 credits

Development of an approved proposal for making a major contribution to church-based
theological education.
DPR902 Global CBTE Major Project Rough Draft 3 credits

Development of a rough draft of a major contribution to church-based theological
education.
DPR902 Global CBTE Major Project Final Draft and Defense 2 credits
Production of a final draft of a major contribution to church-based theological education,
including a formal defense before peers and a doctoral project committee.
DBT901 Global TIC Major Project Proposal 2 credits

Development of an approved proposal for making a major contribution to biblical theology
in culture.
DBT902 Global TIC Major Project Rough Draft 3 credits

Development of a rough draft of a major contribution to biblical theology in culture.
DBT902 Global TIC Major Project Final Draft and Defense 2 credits
Production of a final draft of a major contribution to biblical theology in culture, including a
formal defense before peers and a doctoral project committee.
See the end of this Handbook for Overviews and the website (www.antiochschool.edu) for
Portfolio Transcripts for specific competencies of each program.
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42
F ACULTY , A DMINISTRATION , B OARD , AND C ERTIFIED
L EADERS
The Antioch School utilizes an unbundled approach to faculty with various types of
people handling certain aspects of the traditional faculty roles.
• Associate Faculty are the heart of the faculty. They are veterans in the use of
these resources who provide academic quality assurance through validation reviews
of the initial approval given by Certified Leaders of the demonstration of
competency by students in their e-Portfolios according to the criteria and rubrics in
the Student Competency Assessment Guide.
• Senior Faculty serve the entire Antioch School network by developing curriculum,
designing assessment tools, training and certifying Certified Leaders and Associate
Faculty, setting academic policies, and commending degrees.
• Certified Leaders, although technically not faculty, are an important part of the
Antioch School’s academic enterprise. They are leaders of churches, church
networks, and church-planting movements that have been certified by BILD to lead
church-based theological education programs in their ministry contexts for church-
based theological education using BILD resources. They are the ones who have the
most contact with the students and are responsible to facilitate use of the resources,
provide life and ministry assessment, and coach students in the development of their
portfolios. It is the emphasis on these partner leaders that sustains the essential
church-based nature of the programs. Certified Leaders provide initial approval of
the demonstration of competency by students in their e-Portfolios according to the
criteria and rubrics in the Student Competency Assessment Guide (unless a student
opts to submit evidence of competency directly to Associate Faculty). The Certified
Leader initial review is a peer review or mentoring function, not a mandatory
academic function.
Those who lead cohorts in Socratic discussions using Leadership Series courses are not
“faculty” in the traditional sense of the word. Rather, they are “facilitators” of the
learning process who help Antioch School students with their development of
competencies. The resources are designed by Senior Faculty to function as distance
education courses with lesson plans, theological readers, and assessments. The Antioch
School does not control who does the actual facilitation of classes using the Leadership
Series courses, but provides training in Socratic discussion and portfolio assessment
pedagogy. Certified Leaders of partner programs using our resources determine who
facilitates the class discussions. Academic quality control is maintained through the
43
extensive and rigorous portfolio assessment of evidence of competencies, both for
individual students and for partner programs.
44
Faculty Members:
Randy Beckett, Senior Faculty. Ministry and Theology.

Associate Dean of Partnerships and Support, Antioch School of Church Planting and
Leadership Development; Assistant Pastor, CityChurch of Ames-Des Moines (Ames, IA).
B.S. Iowa State University; M.Min. candidate, Antioch School.
Bill Burns, Senior Faculty. Ministry and Theology.

Associate Dean of Partnerships and Training, Antioch School of Church Planting and
Leadership Development; Associate Pastor, CityChurch of Ames-Des Moines, (Ames,
IA).
B.S. Philadelphia College of Bible; M.Th. Dallas Theological Seminary; D.Min. studies,
Dallas Theological Seminary.
Subhash Dongardive, Associate Faculty. Ministry and Theology.

Associate General Secretary for the Evangelical Fellowship of India.
B.Th., B.D., M.Th. Union Biblical Seminary (Pune); D.Min. studies Gordon-Conwell
Theological Seminary.
Stephen Kemp, Senior Faculty. Ministry and Theology.

Academic Dean, Antioch School of Church Planting and Leadership Development;
Associate Pastor of CityChurch of Ames-Des Moines (Ames, IA).
B.A. Moody Bible Institute; M.Div. Trinity Evangelical Divinity School; Ph.D. Loyola
University/ Chicago.
Chadwick Mohan, Associate Faculty. Ministry and Theology.

Lead Pastor of New Life Assemblies of God Church (Chennai, India).
B.E. Karunya Institute of Technology; M.Div. South Asia Bible College; D.Min. Gordon-
Conwell Theological Seminary.
Jeff Reed, Senior Faculty. Ministry and Theology.

President, Antioch School of Church Planting and Leadership Development; Senior
Pastor, CityChurch of Ames-Des Moines (Ames, IA).
Thinagaran Richard, Associate Faculty. Ministry and Theology.

Director, EKTA Church Planting and Leadership Development Network.
B.A. University of Madras; B.D. Union Biblical Seminary (Pune); D.Min. Gordon-Conwell
Theological Seminary.
45
Javier Velasquez, Associate Faculty. Ministry and Theology.
Associate Dean of Partnerships and Hispanic Initiatives, Antioch School of Church
Planting and Leadership Development .
B.S. Columbia Bible College; M.Ed. Wheaton College Graduate School; Ph.D. studies,
PRODOLA.
J. Watson, Associate Faculty. Ministry and Theology.

Training Director, Church Growth Association of India.
B.S. Madurai Kamaraj University; B.D Serampore College ; D.Min. studies Gordon-
Conwell Theological Seminary.
Note that Senior Faculty may also function at times as Associate Faculty, particularly to
provide validation reviews in the e-Portfolio System.
Administration:
Jeff Reed. President.
Stephen Kemp. Academic Dean.

Bill Burns. Associate Dean of Partnerships and Training.
Randy Beckett. Associate Dean of Partnership and Support.
Javier Velasquez. Associate Dean of Partnerships and Hispanic Initiatives.
Michael Vos. Executive Vice-President.

Lester McCorn. Vice-President of Urban Initiatives.
Nathan Haila. Communications Director.

Josh Sents. Controller and Chief Information Officer.
Board:
Keith Cook. Chair. Ames, Iowa.

Don Johnson. Treasurer. Ames, Iowa.
Jeff Reed. President. Ames, Iowa.
Jay Staker. Director. Huxley, Iowa.
46
Partners and Certified Leaders:
An Antioch School partner is a church, church network, or ministry organization that has at
least one BILD Certified Leader and is using the BILD resources for church-based
theological education.
Types of partners include:

• A church or “Pauline team” that wants to provide training for its leaders.
• An association or denomination of churches that wants to provide in-service
leadership development through a coordinated effort.
• A Bible college or theological seminary that wants to serve as a resource for church-
based theological education programs.
• A mission agency that wants to equip its missionaries and establish training
programs to help church networks on their fields.
• A church-planting movement or consortium of churches or mission agencies.
Initial Training of Certified Leaders. In order to offer an Antioch School program in

your church, church network, or ministry organization, at least one key leader must become
certified by BILD. Initial Training of Certified Leaders provides essential preparation and
assessment in the use of our philosophy and resources, paradigmatic perspective on
theological education, and preparation for coaching students in the use of portfolios.
Initial Training of Certified Leaders is offered through both onsite and e-Training formats:
• Onsite Initial Training is an intensive 3-day event held at our headquarters in Ames,
Iowa and at other locations as needed, particularly for church networks.
• e-Training is modularized into units offered frequently online so that it may be
started as soon as you want and completed at your pace.
Both Onsite and e-Training begin with our online Webinar, a live, 4-hour introductory
seminar that carefully explores the biblical and practical distinctiveness of the Antioch
School. To register for the Webinar, Onsite Training, or e-Training, go to
www.antiochschool.edu and click on “Learn More” and follow the links.
Students who are leaders in their church or ministry organization may serve as their own
Certified Leader.
Prospective Certified Leaders must be certified and sign a MOU, including a code of ethics,
before they may commend any students for admission to Antioch School programs.
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Initial Training of Certified Leaders Training M odules include:
Module 1 (4 hours)
Basic Program Design
Life and Ministry Development
Portfolio Assessment
Module 2 (12 hours)

Educational Philosophy
Socratic Discussion Skills Practicum
Teaching the Acts Course
Module 3 (12 hours)

C-BTE Paradigm Transformation Project
Global Partnerships
Teaching the Pauline Epistles Course
The fee is $300 which includes training, assessment, and materials. When you register, you
may pay by credit card or be invoiced. Call 515/292-9694.
Responsibilities. Some of the key responsibilities of a Certified Leader are to:

• Commend students who meet the qualifications for admission.
• Facilitate (or oversee facilitation of) BILD Leadership Series courses through an
Antioch School partner in a manner that allows students to proceed through the
program on a timely basis.
• Assure that students are being mentored in relation to the development of a
personal portfolio of evidence of competencies for review by Associate Faculty,
particularly in the area of Life and Ministry Development and Practicum.
• Maintain frequent regular communication with Antioch School staff with regard to
the status of their programs.
• Certified Leaders may be formed into cohorts in order to benefit from the
networking and ongoing interaction (live and/or online) with partners and staff.
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Ongoing Training of Certified Leaders. Status as a Certified Leader can be
maintained by demonstration of competency in an additional Leadership Series workshop
and Mini-Paradigm Transformation Project seminar each year. Ongoing Training
opportunities are primarily offered online through e-Training. Opportunities will also be
available during the BILD International Conference in the first week of November each year
and may be offered at other times and locations as well. See the website
(www.antiochschool.edu) for the current training schedule by clicking on the Web
Conferencing Center link.
It is recommended that multiple leaders within a single partner ministry be certified in order
to provide a wide foundation of trained leaders for the Antioch School programs offered by
the partner ministry.
Some Certified Leaders are being grouped into cohorts for their Ongoing Training to
provide the benefits of peer interaction, accountability, and networking.
In the unfortunate circumstance of a Certified Leader leaving a church or being unable to

fulfill the duties of a Certified Leader, the Antioch School will take responsibility to see that
another Certified Leader is put in place or will take other contingency action so that there
will be minimal disruption of services to Antioch School students.
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A SSESSMENT
The Antioch School utilizes an extensive, robust portfolio assessment system to provide
abundant and multi-layered evidence that its students deserve the degrees that are being
granted. Although many competencies may be developed in conjunction with learning
opportunities designed for that purpose (particularly in Leadership Series courses), we
recognize that students develop in different ways and at different times. Portfolios may
include a wide variety of evidence from many learning experiences. For instance, a student
may best demonstrate particular competencies associated with a Leadership Series course
in an Integrated Ministry Plan rather than in the projects of a particular Leadership Series
course.
See the Student Competency Assessment Guide

The BILD Cloud e-Portfolio System includes several features to provide ease-of-use,
efficiency, and effectiveness for portfolio assessment. For instance, the new e-Portfolio has
automatic workflow management notification when something is due, something is added
by a student, or something is reviewed by a Certified Leader or Associate Faculty. It also
provides automatic notification when a student fails to post evidence of competency, when
Certified Leaders fail to provide initial review, and when Associate Faculty members fail to
provide validation review in a timely manner (within one week). Next tasks for anyone
involved are kept in a queue with links for ready access. Also, the BILD Cloud e-Portfolio
System is tied directly to the use of the Student Competency Assessment Guide.
Two main types of items are contained in a portfolio:
• Artifacts are things that the student has produced that demonstrate competency.
All Leadership Series courses are designed with projects, large and small, that help
students think through the main issues in terms of actual ministry contexts. Other
projects, such as a collection of preaching/teaching recordings extend beyond
single courses. A student’s own journaling and formal evaluation of teaching
experiences or personal assessment are valuable pieces of evidence of what has
been learned.
• Attestations are things that other people produce that demonstrate the
competencies of the student. These include personal and ministry assessments by
those who are close to the student, evaluations by others of a student’s teaching in
the practicum, and their Motivated Abilities Patterns.
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Assessment takes place in various ways:
• M entors conduct assessment in all aspects of the program (and beyond) because
their first responsibility is to support the development of students for ministry. They
focus on the Life and Ministry Development area, particularly through the use (at
least quarterly) of the Personal Development Assessment forms. However, they may
also help integrate all parts of a student’s program. We like to say that our degrees
are life and ministry development programs that include some great courses, but
they are much more than courses, largely because of the emphasis on mentoring.
• Students assess themselves throughout the program in order to determine what

they put in their portfolios to demonstrate competencies. Certified leaders of each
partner program have been trained to assist students in the building of their
portfolios. However, the initial assessment is done by students as part of their own
development process. This is usually done by posting artifacts and attestations in
the student’s e-Portfolio for items listed in the portfolio transcripts for their programs
according to the criteria and rubrics in the Student Competency Assessment Guide.
• Certified Leaders are expected to review the evidence posted by students in

their e-Portfolios within one week to determine if they think it demonstrates
competency according to the criteria and rubrics of the Student Competency
Assessment Guide. If so, they mark the e-Portfolio to indicate their initial approval.
Certified Leaders are also functioning as proctors to ensure that the work has indeed
been done by the student. Initial review by Certified Leaders is a valuable part of the
portfolio assessment process because of the key mentoring role they play for
students. However, it is not mandatory. Students may opt to submit evidence of
competency directly to Associate Faculty for validation review by calling the Antioch
School office or sending an email to info@antiochschool.edu.
• Associate Faculty are expected to review e-Portfolios within one week to validate
the Certified Leader’s initial approval. They also do their assessment according to
the criteria and rubrics of the Student Competency Assessment Guide. Associate
Faculty members work closely with Certified Leaders to help them understand the
criteria for assessment. Credit is granted when Associate Faculty members validate
a set of competencies as indicated on the portfolio transcript. It is the policy of
Associate Faculty to provide validation reviews within a week of the posting of
evidence of competencies. Students are expected to have regular substantive
interaction with Associate Faculty members through the use of the e-Portfolio system
for review of assignments in each course and the discussion board for each course
on the website’s Help Center.
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Academ ic credit is granted for evidence of competency only after it has been validated
by an Associate Faculty member.
Appeals by students of portfolio assessment by Associate Faculty should be made initially

to the student’s Certified Leader. If not resolved, appeals by students and/or Certified
Leaders can be made to the Academic Dean. If necessary, another Associate Faculty will be
assigned for re-assessment.
A CADEMIC P ROGRESS R EQUIREMENTS

Students are expected to maintain adequate academic progress. Students who fail to
maintain adequate academic progress may be placed on Academic Probation and
dismissed from their programs if progress is not made.
Academic progress requirements include:
• Completing the SIMA Autobiographical Form within 3 months of admission.
• Completing a SIMA 10-Step Response within each 12 month period.
• Completing a Lifen Plan (or annual revision) within each 12 month period.
• Completing Personal Development Assessment Reports within each 3 month period.
• Completing demonstration of competency for a Leadership Series course within
each 6 month period until all are done.
• Completing an Initial Integrated Ministry Plan within 24 months, Interim Plan within
36 months, and Final Plan within 48 months.
• Completing a Ministry Practicum Report within each 6 month period until all are
done.
• Completing a Teaching Practicum Report within each 12 month period until all are
done.
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53
I NTELLECTUAL P ROPERTY R IGHTS
Intellectual property rights are the rights given to persons over the creations of their minds.
The Antioch School retains the rights related to the creation of its programs, courses, and
supporting resources.
Students retain the rights for the unique work that they produce during Antioch School
programs.
C OMPLAINTS
If students, faculty, administrators, or any party who has good reason to believe that the
Antioch School is not providing what was promised or was reasonably expected with regard
to curricular issues, assessment issues, financial issues, or administrative issues, they may file
a complaint by communicating directly with the Antioch School’s Academic Dean by letter,
email (info@antiochschool.edu), or phone. Official responses to complaints will be provided
promptly once it is certain that all relevant parties have been able to respond to the
complaints (up to a maximum of 30 days).
Unresolved complaints may be taken to the appropriate agencies identified in the section
on “Accreditation, Authorization, and Commendation.”
S TUDENT PRIVACY
Under the provisions of a federal law known as the Family Education rights and Privacy Act
of 1974 (FERPA), students are afforded certain rights pertaining to higher education records
and personally-identifiable information on file with the institution. It is the policy of the
Antioch School to treat all student information, both personal and academic, as strictly
confidential. Student information will only be released after appropriate written permission
has been obtained. Including the name of a Certified Leader on a student’s application
form is recognized as authorization to share academic information with the Certified Leaders
of an Antioch School partner program for the purpose of mentoring.
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A CADEMIC FREEDOM
The Antioch School embraces the following statement of academic freedom, adapted from
the 1940 Statement by the American Association of University Professors.
Institutions of higher education are conducted for the common good and not to further the
interest of the individual teacher, the student, or the institution as a whole. The common
good depends upon the free search for truth and its free exposition. Academic freedom is
essential to these purposes and applies to teaching, research, and learning.
S TUDENT IDENTITY
The application for admission requires students to establish their identities by means of
government-issued identification. This identification will be tied to a student ID number
which a student will need to reference when contacting the Antioch School for service.
Similarly, this student ID will be tied to a username and password selected by the student
for the BILD Cloud e-Portfolio System in order to verify student identity when submitting
work for assessment. Certified Leaders will be asked annually to verify that the work
reviewed in the e-Portfolio system is indeed the work of the students.
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I OWA N ATIONAL G UARD
The Antioch School offers special options to a student who is a member, or the spouse of a
member if the member has a dependent child, of the Iowa national guard or reserve forces
of the United States and who is ordered to state military service or federal service or duty:
• Withdraw from the student’s entire registration and receive a full refund of tuition
and mandatory fees.
• Make arrangements with the student’s instructors for course grades, or for
incompletes that shall be completed by the student at a later date. If such
arrangements are made, the student’s registration shall remain intact and tuition and
mandatory fees shall be assessed for the courses in full.
• Any course for which arrangements cannot be made for grades and incompletes
shall be considered dropped and the tuition and mandatory fees for the course
refunded.
C ONTROLLED S UBSTANCE
The Antioch School prohibits unlawful possession, use, or distribution of controlled
substances by students and employees on property owned or leased by the institution.
Violation of the policy may result in dismissal from employment for employees or dismissal
from the Antioch School degree program for students. Information about local and national
resources on substance abuse prevention is provided on the next page.
S EXUAL AND C HILD A BUSE

The Antioch School supports its students with regard to the problem of sexual abuse. We
provide information on the next page regarding resources for counseling and education,
including prevention, protection, and the rights and duties of students and employees.
Employees shall accurately and promptly report any knowledge of sexual abuse to duly
constituted law enforcement authorities.
Employees who in the scope of their employment responsibilities examine, attend, counsel,
or treat a child are expected to report suspected physical or sexual abuse to local law
enforcement (or to the office administrator or academic dean who are expected to notify
local law enforcement within 24 hours). An employee who reasonably believes the child is in
imminent danger should call 911 immediately.
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I OWA R ESOURCES
As an institution based in the State of Iowa, we provide links to the following resources in
order to support our students, faculty, and staff:
Iowa Coalition Against Sexual Assault. http://www.iowacasa.org
Sexual Violence Prevention

http://www.iowacasa.org/aspx/sexualviolenceprevention/resources.aspx
Sexual Assault Information, Resources, and Support

http://www.aardvarc.org/rape/states/iorp.shtml
Iowa Substance Abuse Information Center (prevention, recovery, getting help)

http://www.drugfreeinfo.org/
Iowa Helpline Listings

(Substance Abuse, Sexual Abuse, Gambling, Children’s Health, Poison Control)
http://www.drugfreeinfo.org/general-information/find-help/iowa-and-national-helplines-
and-hotlines/
N ATIONAL R ESOURCES
Institute on Drug Abuse and Alcoholism
http://www.drugabuse.gov/publications/principles-drug-addiction-treatment-research-
based-guide-third-edition/resources
Substance Abuse and Mental Health Services Administration

http://www.samhsa.gov/find-help/national-helpline
Alcoholics Anonymous. http://www.aa.org/
US Department of Justice Sexual Assault Resources

http://www.justice.gov/ovw/sexual-assault
National Sexual Assault Hotline. 800-656-HOPE (4673).
Child Abuse Education & Prevention Resources

https://www.childhelp.org/story-resource-center/child-abuse-education-prevention-
resources/
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E NROLLMENT INFORMATION
General Admission Requirements

The most significant general requirement for bachelors and masters level programs is the
commendation by a Certified Leader of an Antioch School partner. Students must also give
the name of local mentors who will provide personal development assessment.
Additionally, students must list and describe ministry positions, roles, and responsibilities;
name and location of church membership; explanation of why they desire the degree and
how ministry will be enhanced by it; and provide evidence that demonstrates prerequisite
academic ability for the programs. The Antioch School does not discriminate on the basis
of race, sex, color, or national origin.
Specific Admission Requirements:
Bachelor of M inistry (B.M in.) applicants must demonstrate:

• Ability to complete academic work at the beginning post-secondary level. This is
normally done with high school diplomas, transcripts of academic work already done
at a college or university, GED tests, or college placement tests.
• Expressed interest in development of basic competencies associated with being a
minister of the gospel (pastor, church planter, missionary) or other ministry leader.
This may be done through the recommendation of a Certified Leader of the partner
Antioch School program.
Bachelor of Theology (B.Th.) applicants must demonstrate:

• Ability to complete academic work at the beginning post-secondary level. This is
• Expressed interest in basic development of competencies associated with building
one’s own biblical theology and impacting a particular culture accordingly. This may
be done through the recommendation of a Certified Leader of the partner Antioch
School program.
M aster of M inistry (M .M in.) applicants must demonstrate:

• Ability to complete academic work at the advanced post-secondary level (masters-
level). This is normally done with official transcripts showing that a bachelors degree
has already been earned from a college or university, transcript showing admission
and/or academic work already done at the masters-level, or graduate school
placement test results (such as the GRE).
• Expressed interest in advanced development of competencies associated with being
a minister of the gospel (pastor, church planter, missionary) or other ministry leader.
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• Three years of full-time ministry leadership experience (or its equivalent). Applicants
may meet this requirement through vocational or non-vocational ministry.
• Capacity to learn through reflection on, planning for, and extensive implementation
in real ministry situations.
M aster of Theology (M .Th.) applicants must demonstrate:

• Ability to complete academic work at the advanced post-secondary level (masters-
level). This is normally done with official transcripts showing that a bachelors degree
has already been earned from a college or university, transcript showing admission
and/or academic work already done at the masters-level, or graduate school
placement test results (such as the GRE).
• Basic competencies associated with being a minister of the gospel or other ministry
leader as represented by the core of Leadership Series I courses of the B.Min. or
M.Min. program. If lacking, these may be fulfilled within the M.Th. program as
additional requirements.
• Expressed interest in advanced development of competencies associated with
building one’s own biblical theology and impacting a particular culture accordingly.
• Three years of full-time ministry leadership experience (or its equivalent). Applicants
may meet this requirement through vocational or non-vocational ministry.
• Capacity to learn through reflection on, planning for, and extensive implementation
in real ministry situations.
Doctor of M inistry in Global Church-Based Theological Education (D.M in.

GCBTE) applicants must demonstrate:
• Ability to complete academic work at the advanced post-secondary level (doctoral-
level). This is normally done with official transcripts showing that a masters degree in
a related field has already been earned or showing admission and/or academic work
already done at the doctoral-level.
• Basic competencies associated with being a minister of the gospel or other ministry
leader as represented by the Leadership Series core of the M.Min. program. If
lacking, these may be fulfilled within the program as additional requirements.
• Expressed interest in advanced development of competencies associated with
understanding and making a substantial contribution to the implementation of the
philosophical foundations of church-based theological education.
• Equivalent of three years of full-time ministry leadership experience in positions of
strategic influence for church networks.
• Commendation by an Antioch School Associate Faculty or Senior Faculty member
based on the strategic ministry role of the applicant and the potential for substantial
ministry impact through the academic program and its credential.
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Doctor of M inistry in Theology in Culture (D.M in. TIC) applicants must
demonstrate:
• Ability to complete academic work at the advanced post-secondary level (doctoral-
level). This is normally done with official transcripts showing that a masters degree in
a related field has already been earned or showing admission and/or academic work
already done at the doctoral-level.
• Basic competencies associated with building one’s own biblical theology and
impacting a particular culture accordingly as represented by the Leadership Series
core of the M.Min. and M.Th. programs. If lacking, these may be fulfilled within the
program as additional requirements.
• Expressed interest in advanced development of competencies associated with a
thorough understanding and making a major contribution to biblical theology and
theology in culture for a church network.
• Equivalent of three years of full-time ministry leadership experience in positions of
strategic influence for church networks.
• Commendation by an Antioch School Associate Faculty or Senior Faculty member
based on the strategic ministry role of the applicant and the potential for substantial
ministry impact through the academic program and its credential.
Certificate of M inistry (C.M in.) applicants must demonstrate:

• Ability to complete academic work at the beginning post-secondary level (or
advanced post-secondary level for masters-level certificate programs). This is
• Expressed interest in development of basic competencies associated with being a
minister of the gospel (pastor, church planter, missionary) or other ministry leader.
This may be done through the recommendation of a Certified Leader of the partner
Antioch School program.
Certificate of Theology (C.Th.) applicants must demonstrate:

advanced post-secondary level for masters-level certificate programs). This is
• Expressed interest in basic development of competencies associated with building
one’s own biblical theology and impacting a particular culture accordingly. This may
be done through the recommendation of a Certified Leader of the partner Antioch
School program.
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Credit for Individual Courses applicants must demonstrate:
advanced post-secondary level for masters-level credit). This is usually done with
high school diplomas, transcripts of academic work already done at a college or
university, GED tests, or college placement tests.
Notes on Adm ission Requirem ents:

• The Antioch School practices open enrollment and admits all qualified applicants.
• Some of the specific program admission requirements may be demonstrated

through the attestation of the Certified Leader of the partner Antioch School
program.
• The Antioch School makes no guarantees about employment as a result of its

degree programs, even though its programs may be used for a variety of
employment opportunities.
• Applicants with substantial non-vocational m inistry experience in a wide

range of forms may be considered for admission to masters and doctoral programs.
In most cases, this is closely tied with the Certified Leader’s commendation of the
applicant. For example, elders who have been significantly involved in ministry for
three years or more meet the requirement. However, if the elder has merely
attended periodic board meetings and made executive decisions for three years,
then he probably does not meet the requirement. If, he has been involved in
actively managing ministry efforts and in personally shepherding people in your
church for three years or more, then he might easily meet the requirement. The
following diagnostic questions may help:
o Has this applicant been an active member of a ministry team for three years
or more?
o In what ways has this applicant been significantly involved in ministry efforts
for three years or more?
o Why should this applicant be enrolled in a masters-level program?
o What type of people should be enrolled in masters-level programs?
o What is it about the masters-level program of this partner that this ministry
leader needs at this time?
If a student and/or Certified Leader can make a persuasive case for a student’s
admissibility, then the Antioch Schools is inclined to admit the applicant.
• Students under 16 years of age as of September 2016 wishing to dual enroll in

the Antioch School must provide proof of high school enrollment, proof of parent or
guardian approval, and proof of compliance with regulations in the student’s home
state (if other than Iowa).
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A PPLICATION P ROCESS
Students desiring to earn degrees, certificates, or individual credit from the Antioch School
should complete an “Application for Admission” form in order to provide us with enough
information to make a decision regarding admission.
The application form requests various types of information. In addition to Personal

Information, applicants must indicate the program to which they are applying and the
partner with which the program is being offered. Partners may include churches, church
networks, or ministry organizations for which at least one leader has been certified to
facilitate Antioch School programs. The name of the Certified Leader who is commending
you must be provided and verified by the Antioch School prior to admission. This
verification can be a letter from your Certified Leader that accompanies your application
form or an email or call that is separate from your application form.
The following information provides a background related to your interest in the program
and likelihood of succeeding in it:
1. List and describe past and current m inistry positions, roles, and
responsibilities.
Antioch School programs are intended to be in-service opportunities for people who
already have ministry experience. Ministry positions, roles, and responsibilities
include formal opportunities in churches, church networks, and ministry
organizations as well as informal opportunities in churches, church networks, families,
and other ministry contexts.
2. Give name and location for the church, church network, or m inistry
organization of which you are currently a m em ber.
It is foundational that students in the Antioch School be members of local churches
and active in ministry. The commendation from your Certified Leader is not a
recommendation for us to train you, but a commitment by your Certified Leader to
provide a high quality church-based theological education program for you that
makes good use of the BILD resources and Antioch School academic processes.
3. Describe why you desire to earn this degree or certificate, including

how your m inistry will be enhanced by it.
We recognize that degree programs serve many functions, such as providing
learning opportunities and academic credentials. Describe what has motivated you
to seek the training of the program, as well as the cultural currency provided by the
degree.
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4. List form al post-secondary education (school nam e, location, dates
enrolled, degree earned, m ajor area of study).
If you have taken part in any formal post-secondary education (beyond high school),
list it so that we have a record of the formal academic backgrounds of applicants
who have it.
Notes on the Application Process:

1. There are various ways to provide evidence that you are able to succeed in this
program. Most students have the high school or college from which they graduated
send a transcript directly to the Antioch School. Students with nonformal training
(ordered learning that is not organized according to courses, credits, and degrees)
could provide information about their training, including documents that show the
type of work that was done. Similarly, even informal training can be considered if
you are able to describe the training and give evidence of what was learned that can
be verified.
2. An application is not complete (and admission decisions won’t be made) until
evidence of ability to succeed in the program is provided and the initial payment of
$225 has been paid (refundable in full if admission is not granted). This does not
apply to students who are receiving full tuition scholarships.
3. Complete applications will be processed immediately when they are received.
4. Notification of admission decisions will be sent initially by email to applicants and
their Certified Leaders. Admission packets, including admission letters, Life and
Ministry Development notebooks and start-up kits will be sent to students upon
admission to Antioch School degree and certificate programs.
5. Upon admission, to degree programs, students are expected to complete an
Enrollment Agreement (www.antiochschool.edu/academicInfo/Admission.html).
6. The Antioch School is unaware of any physical requirements or other limitations that
may prevent a student from successfully meeting the learning objectives. However,
students who think they may have physical limitations that might prevent success in
the program should bring them to the attention of the Antioch School during the
admission process (or whenever they become known). For instance,
accommodations may be made for someone who is blind or unable to write.
7. Admission in bachelors degree programs is not granted to students who are still
enrolled in high school.
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8. Applicants to Antioch School programs in English whose native language is not
English and who have not earned a degree from an appropriately accredited
institution where English is the principle language of instruction must demonstrate
college-level proficiency in English as follows: a minimum grade of Level 3 on the
ACT COMPASS’s English as a Second Language Placement Test, a minimum grade
of Pre-1 on the Eiken English Proficiency Exam, a minimum of B-2 English proficiency
level identified within the Common European Framework of Reference (CEFR)
standards and assessed through various ESOL examinations including the University
of Cambridge, or
a. Bachelors-level. A minimum score of 500 on the paper-based Test of English

as a Foreign Language (TOEFL PBT), 61 on the Internet Based Text (iBT), 6.0
on the International English Language Test (IELTS), 44 on the Pearson Test of
English Academic (PTE Academic), a transcript indicating completion of at
least 30 semester hours of credit with an average grade of “C” or higher at
an appropriately-accredited college or university where the language of
instruction was English, or a high school diploma completed at an
appropriately-accredited/recognized high school where the medium of
instruction was English.
b. Masters-level. A minimum score of 530 on the paper-based Test of English
English Academic (PTE Academic), or a transcript indicating completion of at
least 30 semester hours of credit with an average grade of “B” or higher at an
appropriately-accredited college or university where the language of
c. Doctoral-level. A minimum score of 550 on the paper-based Test of English
English Academic (PTE Academic), or a transcript indicating completion of at
least 30 semester hours of credit with an average grade of “B” or higher at an
appropriately-accredited college or university where the language of
9. Students with non-English transcripts will have them submitted to the Educational
Credential Evaluators for validation.
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R EGISTRATION AND E NROLLMENT
Autom atic Enrollm ent in Program s. Once you have been admitted to a program, you
are automatically enrolled in the entire program. Tuition is not charged by the course,
credit hour, or semester for degree-seeking students, so there is no need for additional
registrations. Further, because the programs proceed and competencies are developed at
the pace and sequence determined by each Antioch School partner and the unique
development of each student, there is no need for additional registrations.
Students may enroll for credit in individual courses or certain parts of a program without
being admitted to a degree program by using the standard application form and indicated
which course(s) for which they want to enroll.
Duration. Programs are designed to be done in two years by those who are engaged in a
full-time intense leadership development programs (such as bachelors level students who
already have their general education and free electives) or longer by those who will study on
a part-time basis. See the section on “Sample Scenarios for Program Plans” for examples of
2-year and 4-year plans for completion of B.Min. and M.Min. degrees. Note that these are
just sample scenarios to help you see an entire program spread over time. The actual
scenario in your context may vary.
In order to assure that students are receiving significant mentoring using our Personal
Development Assessment tools over a substantial amount of time, the minimum length of a
program will be 2 years from the date of admission. Students who expect to finish in less
time may request an exception.
All students are given at least 5 years to complete their degree programs. If additional time
is needed, students may request an automatic extension for an additional 3 years without
additional tuition or fees. If still more additional time is needed, you must petition to the
Academic Dean for additional years with a continuation fee of $1000 per year of extension
granted. Doctoral students have a maximum of 10 years to complete their programs.
When students enroll for credit for individual courses, they are given a minimum of 12
months to submit evidence of competencies and receive initial review by Certified Leaders
and validation review by Associate Faculty in order to earn credit.
Probation. Students who are delinquent on payments for tuition, the portfolio system, or
course materials may be placed on Financial Probation (which means that assessment
and other services will be withheld and no transcripts of credit earned will be given until
accounts are paid-in-full or other arrangements are made).
65
Students who do not achieve academic progress as defined in the Academic Progress
Requirements in the Student Competency Assessment Guide may be placed on Academ ic
Probation (this means that assessment and other services will be withheld and no
transcripts of credit earned will be given until e-Portfolios are made current).
Students who remain on probation for more than three months may be withdrawn from their
degree programs.
W orkload. Academic credit is granted according to the standard formula for higher
education, namely 45 hours of academic work equals 1 semester hour of credit (with 15
hours of academic engagement and 30 hours of preparation and follow-up assignments in
most cases). Most students benefit from the efficiency that comes from the significant
overlap of the work in their Antioch School degree programs with the ministry activities,
mentoring, and other aspects of leadership development.
Certified Leaders of partner programs and facilitators of Leadership Series courses can also
be enrolled in programs because we think that those who teach often learn best.
Full-time enrollment is at least 12 semester hours of credit during a semester. Half-time

enrollment is at least 6 semester hours of credit during a semester.
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S AMPLE S CENARIOS FOR P ROGRAM P LANS
Leadership Series courses have been designed for weekly use for a 15-week period, but may
be adapted for shorter or longer duration. Most partners use a weeknight or Saturday
morning. It is recommended that time on a weekly basis be given to address some of the
other areas of the program (e.g. Life and Ministry Development, Integrated Ministry Plans,
Ministry Practicum, Teaching Practicum).
The following scenarios are suggested based on three 15-week blocks per year (though this
may be adjusted as necessary by Antioch School partners). They may begin in Summer, Fall,
or Winter/Spring.
4-YEAR BACHELOR OF MINISTRY SCENARIO
Item Year Term 1 Term 2 Term 3

MAP Response 1 MAP Response
Life
n
1 Initial Lifen Plan
Personal Dev. Personal Dev. Personal Dev. Personal Dev.
Assessments 1 Assessments Assessments Assessments
General Education 1 Language
Leadership Series
Courses 1 Acts Pauline Epistles
Integrated Ministry Plans 1
Ministry Practicum 1 Ministry Practicum Ministry Practicum Ministry Practicum
Teaching Practicum 1 Teach Acts
Other/Electives 1 Other

MAP Response 2 MAP Revised Response
Life
n
2 Revised Lifen Plan
Personal Dev. Personal Dev. Personal Dev. Personal Dev.
Assessments 2 Assessments Assessments Assessments
General Education 2 Art Heritage Institutions
Leadership Series Essentials of Sound Leaders and the Early
Courses 2 Doctrine Church Preaching and Teaching
Initial Integrated Ministry
Integrated Ministry Plans 2 Plans
Teaching Practicum 2 Teach Pauline Epistles
Other/Electives 2 Other Other Other
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Lifen 3 Revised Lifen Plan
Personal Dev. 3 Personal Dev. Personal Dev. Personal Dev.
Assessments Assessments Assessments Assessments
General Education 3 Nature Work Identity
Leadership Series 3 Interpreting I Shepherding and Interpreting II
Courses Counseling
Integrated Ministry Plans 3 Revised Integrated
Ministry Plans
Teaching Practicum 3 Teach First Principles Teach First Principles

General Education 4 Community Service Community Service Community Service
Leadership Series 4 Habits of the Heart Covenants and
Courses Biblical Worldview
Ministry Plans
Teaching Practicum 4
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4-YEAR MASTER OF MINISTRY SCENARIO

MAP Response 1 MAP Response
Lifen 1 Initial Lifen Plan
Leadership Series 1 Acts Pauline Epistles
Courses
Integrated Ministry Plans 1
Teaching Practicum 1 Teach Acts

Leadership Series 2 Essentials of Sound Leaders and the Early Preaching and Teaching
Courses Doctrine Church
Integrated Ministry Plans 2 Initial Integrated Ministry
Plans
Teaching Practicum 2 Teach Pauline Epistles Teach Essentials of
Sound Doctrine
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Leadership Series 3 Interpreting I Shepherding and Interpreting II
Courses Counseling
Ministry Plans
Teaching Practicum 3 Teach First Principles Teach First Principles

Leadership Series 4 Habits of the Heart Covenants and
Courses Biblical Worldview
Ministry Plans
Teaching Practicum 4 Teach Leaders
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G RADES , C REDIT , T RANSCRIPTS , AND
S TUDENT I NTEGRITY
Grades. The Antioch School is focused on supporting the development and assessing the
evidence of development in its students. High minimum standards of competency have
been established in a wide range of areas. We are not concerned about making the fine
distinctions in the evaluation of students and assignments that often manifest themselves in
percentages, letter grades, and grade point averages, which are precise in number but not
necessarily accurate in what they claim to represent. Rather, Certified Leaders assist
students in building customized portfolios that allow their unique competencies to be seen
in relation to particular needs.
The Antioch School uses portfolio transcripts to provide a more detailed and accurate
description of competencies. However, traditional transcripts may also be provided for
those who do not finish programs or who wish to submit a transcript that shows letter
grades of “B” for each course or area for which competency has been validated by
Associate Faculty. This means that the student has been fully engaged with the learning
materials and activities necessary to master the competencies, has demonstrated the skills
needed to utilize the competencies, and has produced work that indicates command of the
competencies. The grades of “B” correspond to the averages of 4 (with not ratings less
than 3) on the corresponding rubrics in the Student Competency Assessment Guide for
each course or competency set.
Academic credit is granted only after evidence of competencies have been posted in the e-
Portfolio by students, given initial approval by Certified Leaders, and validated by Associate
Faculty according to the criteria and rubrics of the Student Competency Assessment Guide
Credit is measured in units of semester hours. Credit is granted according to the standard
formula for higher education, namely 45 hours of academic work equals 1 semester hour of
credit (with 15 hours of academic engagement and 30 hours of preparation and follow-up
assignments in most cases).
Students wishing for academ ic transcripts to be sent should provide written requests by
mail to Antioch School Academic Records or by email to info@antiochschool.edu. There is
no fee for normal service and delivery. Expedited delivery charges will be billed to the
student.
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Student Integrity is foundational to an academic institution, particularly one focused on
the training of leaders for ministry. The Antioch School expects all students to maintain the
highest standards of student integrity. All students are expected to do their own academic
work. Utilization of the work of others without appropriate citation will be considered
plagiarism. Examples of the work of others include: direct excerpts from course materials
(or other resources), copying work done by other students (current or former), submission of
assignments (or partial assignments) acquired from a purveyor of research papers, or relying
on another for more than editorial and formatting support.
Upon the first violation of student integrity alleged by a faculty member, the student and the
student’s Certified Leader will be notified. If it is determined to be an actual violation, the
student will need to redo the assignment. Upon a second violation alleged by a faculty
member, the instance will be reported to the student, the student’s Certified Leader, and
the Academic Dean. If it is determined to be an actual second violation, the student will be
placed on academic probation. If another violation occurs within one year, the student may
be dismissed from the program.
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T RANSFER C REDIT
Acceptance for transfer of its academic credits is determined by the receiving institution.
Transfer of Antioch School credit into other academ ic institutions and recognition of
Antioch School degrees for admission into advanced programs of other institutions is always
at the discretion of the other institution. Because it is accredited by the Distance Education
Accrediting Commission (DEAC), a national accrediting agency that is recognized by the
U.S. Department of Education and the Council on Higher Education Accreditation (CHEA),
the Antioch School is listed in the trusted Higher Education Directory (www.hepinc.com) and
on the CHEA website (www.chea.org/search/actionInst.asp?CheaID=202301). Generally,
this means that Antioch School credit and degrees will be recognized according to their fit
with the academic programs of the other institutions.
The Antioch School is the first truly church-based and competency-based to be accredited
by an agency recognized by the Council on Higher Education Accreditation (CHEA) and the
U.S. Department of Education.
The Antioch School develops articulation agreements with various academic institutions
(Bible colleges, seminaries, state universities) regarding the acceptance of its transfer credit
and for admission to advanced degree programs. For instance, students with Antioch
School B.Min. or B.Th. degrees may be admitted into the M.Div. or M.Th. programs of
certain seminaries. Students with Antioch School M.Min. or M.Th. degrees may be
accepted into the D.Min. or Th.D. programs on the same basis as M.A. graduates of that
institution.
Antioch School academic transcripts present learning according to the degree overview for
each program. This means that credit is listed according to competency sets, not traditional
courses and grades. Each competency that has been validated by Associate Faculty will be
given a grade of B (because of the high standards expected for minimal competency in the
Antioch School program). Leadership Series I courses will be valued at 3 semester hours in
Bachelors-level programs and 4 semester hours for Masters-level programs. Leadership
Series II courses will be valued at 2 or 3 semester hours in Bachelors level programs and 4
semester hours for Masters level programs. Other demonstrations of competency that have
been validated by Associate Faculty will be valued at the number of credit hours indicated
on the degree program overviews at the end of this Handbook.
See the Accreditation, Transfer Credit, and Financial Aid Guide for more information
(www.antiochschool.edu/services/Manuals.html), including appendices on “Exploding the
Myths about DETC Accreditation” and “Don’t Take ‘No’ for an Answer When Trying to
Transfer Your Credits or Degree.”
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Transfer credit from other academ ic institutions may be applied to Antioch School
programs if a student can demonstrate that the competencies listed on the portfolio
transcript have been met through learning apart from the use our resources. For instance,
projects done for other courses at other institutions may be posted in a student’s e-Portfolio
to demonstrate a particular competency related to a Leadership Series course. Many
bachelor-level students will use entire courses from other institutions to satisfy their General
Education requirements. Students should work closely with the Certified Leader of their
programs, and the evidence of competencies still must be reviewed and validated by an
Antioch School Associate Faculty member according to the criteria and rubrics in the
Student Competency Assessment Guide
Often, attempts to transfer credit do not fit well with many parts of Antioch School programs
because of its unique curriculum and competency-based approach. Few traditional Bible
college and seminary programs have courses that match the competencies of the Antioch
School programs. For instance, the Antioch School competency set related to Acts is not a
detailed study of the history of Acts or the content of each chapter of Acts, but a biblical
theology study of the narrative intent of the book of Acts to form a foundational
understanding of the nature of the church.
Similarly, someone who has used our resources prior to enrollment in the Antioch School
does not necessarily have to retake Leadership Series courses if they can demonstrate the
corresponding competencies in their portfolios.
Transfer credit may be used to fulfill the General Education and Free Elective requirements
of bachelor-level programs. A maximum of 50% of one’s academic program may be met
through transfer credit from other institutions, CLEP tests, and/or prior learning assessment.
Students requesting transfer credit should have an official transcript or CLEP results sent to
the Antioch School and post their petition in the corresponding section of their e-Portfolios
regarding the courses and credit hours they wish to transfer. Similarly, students requesting
prior learning assessment should post their petition and evidence of prior learning in the
corresponding section of their e-Portfolios for faculty review.
Transfer credit may not be used for masters- or doctoral-level degree programs.
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General Education requirements of bachelors-level programs may be satisfied in the
following ways:
“Integrated Core” Transfer Credit Examples CLEP Tests (with score of 50)
Language: The Crucial English Composition, English Analyzing and Interpreting
Connection Literature, College Writing, Literature, English Composition,
Linguistics, Communication Freshman College Composition
Art: The Esthetic Art Appreciation, Art History, Humanities
Experience Music, Fine Arts, Painting,
Literature, Sculpture
Heritage: The Living Western Civilization (or other U.S. History 1, U.S. History 2,
Past region as appropriate), Global Western Civilization 1, Western
Culture, U.S. History (or other Civilization 2
nation as appropriate)
Institutions: The Social Sociology, Anthropology, Social Sciences and History
Web Government, Political
Science, International Affairs
Nature: Ecology of the Biology, Chemistry, Ecology, Natural Sciences
Planet Zoology, Environmental
Science, Science and
Technology
Work: The Value of Economics, Business, Ethics, Human Growth and
Vocation Marketplace Studies Development
Identity: The Search for Life Development, Human
Meaning Resources, Psychology,
Anthropology
Requests for prior learning assessment will be considered in accordance with the “Ten
Standards for Assessing Learning” from the Council on Adult and Experiential Learning
(CAEL).
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G RADUATION AND D IPLOMAS
Students who think they are within three months year of having all their competencies
validated for their degree or certificate program should contact the Antioch School (by
phone or email to info@antiochschool.edu) in order to trigger the final validation review to
assure that all competencies have been demonstrated.
Degrees will be conferred when earned (after completion of the final validation reviews by
Associate Faculty and commended for the degrees by Senior Faculty).
No regular commencement ceremonies are held by the Antioch School. However, other
ceremonies may be held in locations chosen by churches, church networks, and ministry
organizations.
Diplomas will be sent to students upon graduation to the addresses on file (or other
addresses provided by students).
Tuition and fees must be paid in full in order to graduate.
While Antioch School programs may be closely linked to the ministry licensure and
ordination processes of churches and denominations, the Antioch School does not
guarantee these forms of commendation. They are entirely the responsibility of the
churches and denominations providing them.
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77
F INANCIAL I NFORMATION
Degree and certificate programs are completed at the pace of each church-based
theological education partner and according to the development of competency by each
student. Tuition is not charged per course or credit hour for enrollment in programs, but
monthly for a fixed period of time to spread out the costs for providing Antioch School
services, even if completion of the program takes more time. However, tuition and fees
must be paid-in-full in order to graduate.
The low tuition is made possible by partnership with ministries that want to invest in their
own leadership development programs. The Antioch School does not need to maintain an
expensive campus or other aspects of infrastructure related to traditional campus education.
A payment schedule is established upon admission. Students with financial difficulties or

needing to make adjustments to this schedule should contact the Antioch School
immediately.
Portfolio System
Life and Ministry Development is at the heart of each Antioch School program. The
portfolio system includes a comprehensive set of assessments that take place in the context
of essential mentoring with local ministry leaders. Upon admission, students will receive an
Antioch School Life and Ministry Development Portfolio binder to use in the collection and
presentation of evidence related to their development.
The Antioch School portfolio system features the state-of-the-art Motivated Abilities Pattern
(MAP) provided by SIMA International, Inc. using the System for Identifying Motivated
Abilities (SIMA®). This service has been specially packaged and priced for Antioch School
students. Students are expected to obtain a MAP at the beginning of their programs
because it is a reference tool for all personal life and ministry development plans.
The Antioch School also provides for each student our cutting edge e-Portfolio service for
the posting, review, and approval of demonstrations of competencies.
The Portfolio System fee for degree programs is $750 (the SIMA MAP alone is worth more
than $2000). The Portfolio System fee for Certificate programs is $300.
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Tuition
Tuition for the Antioch School is charged by the entire degree program, not according to
semesters, courses, or credit hours (unless you enroll for credit for an individual course for
which tuition is $150/credit). Tuition is $7200 for any Antioch School degree program.
Tuition is $1800 for certificate programs. Tuition is due at the start of a program, but
students may establish a payment schedule with 0% APR financing on the remaining
amount.
Average tuition and fees (not including books, room/board, or transportation) for private,
non-profit colleges in the United States is $31,230 for a total of $124,920 for a traditional
four-year undergraduate program (according to the Chronicle of Higher Education, August
21, 2015 p. 49). Tuition at popular evangelical seminaries (not including books, room and
board, or transportation) is more than $25,000 for an M.A. degree and more than $37,000 for
an M.Div.
Tuition for programs is to be paid monthly according to the schedule established upon
admission, but may be paid in advance. Tuition for credit for individual courses is to be paid
in full in advance.
Course Materials
All Antioch School programs include competencies that are usually obtained through
training that uses BILD’s Leadership Series course modules (4 to 17 depending on the
program). Bachelors-level programs also include BILD’s Integrated Core General Education
course modules (7).
These unique educational resources are supported by course notebooks that contain
Socratic discussion guides, project guides and models, personal project guidance, lifelong
learning guidance, and sets of theological readings. The pedagogical format of these
courses is rooted in the power of asking the right questions in the right environments with
the right people using the right resources. The theological readers contain the best articles
and chapters from the best books, in order to provide a wide and deep perspective on
course topics. The complete set of Leadership Series I and Leadership Series II course
materials is the equivalent of the vast of a huge library representing the best work of more
than 300 authors. See the Degree Overviews at the end of this Handbook for a list of course
materials for each degree program. Each course notebook costs $75.
Unless otherwise requested, course materials are shipped at standard USPS or UPS ground
rates to get the best price and delivery time for students. Approximate costs to ship one
Leadership Series course to Kansas City are $8, to Atlanta is $12, and to Los Angeles is
$14.50. If multiple courses are shipped, the additional cost is about $2 per course. Unused
79
course materials in “as new” condition may be returned within 30 days for a full refund
minus the cost of shipping.
Total Costs
The following chart shows the total costs of Antioch School programs.
D.Min. D.Min
B.Min. B.Th. M.Min. M.Th. GCBTE TIC C.Min. C.Th.
Tuition 7200 7200 7200 7200 7200 7200 1800 1800
Course Materials 750 1275 750 750 525 1275 300 300
Leadership Series *
Integrated Core ** 525 525
n
Life * 35 35 35 35 35 35
Paradigm Transformation Project 525
Logos (Silver with discount) * 750 750 750 750 750 750
Other Books *** 300 500 600 800 1000 1000
Portfolio System 750 750 750 750 750 750 300 300
TOTAL 10310 11035 10085 10255 10785 11010 2400 2400
* The cost is only paid once, even if it is used by a single student in more than one program.
** Not needed if General Education requirements are met through transfer credit or means other than use of the
BILD Integrated Core courses.
*** Other books are recommended but not required for purchase. See website Help Center for current lists.
80
Payment Schedule
The following schedule indicates when particular payments are due for the $7200 tuition and
$750 portfolio system fees.
Degree Program s:
Month Amount
1 – 10
st th
$225 (for one month’s tuition and one-tenth of the $750 Portfolio System)
11th – 48th $150 (for one month’s tuition)
Certificate Program s:
Month Amount
1st – 4th $225 (for one month’s tuition and one-fourth of the $300 Portfolio System)
5 – 12
th th
$150 (for one month’s tuition)
Notes on Payments:
• There is no application fee for the Admissions process.
• The first payment of $225 should be submitted with a student’s application to a
degree or certificate program (it is entirely refundable if a student is not admitted).
• Course Materials are purchased through the BILD International Store
(http://store.bild.org). Method and timing of shipping will be determined by the
purchaser at the time of purchase. See sample information above. Sales tax will be
charged for purchases made in Iowa or sent to Iowa addresses.
• Payments may be made by check, direct withdrawal, or credit card.
• Payments are due by the 15th of each month for the upcoming month. A late fee of
$20 may be charged for any payment received more than 7 days after the monthly
due date.
• Students who are delinquent on payments for tuition, the Portfolio System, or course
materials may be placed on Financial Probation (which means that assessment and
other services will be withheld and no transcripts of credit earned will be given until
accounts are paid-in-full or other arrangements are made).
81
Enrollment Agreement and Refund Policies
Upon admission, students are expected to complete and sign an enrollm ent
agreem ent. Students may proceed with their programs during the enrollment agreement
process. The Enrollment Agreement form may be found on the website at
http://www.antiochschool.edu/academicInfo/Admission.html.
The agreement will be in effect from the date it is signed by the student for a period of
years equal to the projected time for the average student to complete the program plus 12
months: C.Min. 3 years, C.Th. 3 years, B.Min. 6 years, B.Th. 7 years, M.Min. 4 years, M.Th. 5
years, D.Min. GCBTE 5 years, and D.Min. TIC 6 years.
Refund Policy:
Tuition. Refunds will be granted upon request in any manner as follows:
• Because the Antioch School uses program enrollment and competency

assessment to grant credit, students are eligible for refunds in accordance with a
straight percentage calculation. The percentage of the academic program
completed is compared to the percentage and corresponding amount of
program tuition paid with students being entitled to the difference if greater.
For example, if a B.Min. student paid $4800 tuition (of a total $7200 due for the
program) and completed 60 credits (50% of the 120 total), the student would be
eligible for a refund of $1200 ($4800 tuition paid minus $3600 for portion
completed).
• Requests for refunds made within 5 days of enrollment will be refunded in their
entirety.
• A registration fee of 10% of the tuition paid (not to exceed $200) may be
subtracted from the refund amount due.
• Students are not required to return any materials in order to receive a refund to
which they are entitled.
• Special consideration will be given to a student’s request for refund beyond this
policy in a case of student illness or accident, death in family, or other
circumstances beyond the student’s control.
• Any money due will be refunded within 30 days of the request.
Portfolio System . This fee is not refundable once Autobiographical Forms have
been submitted for the SIMA MAP (or CAP).
82
Course M aterials. Unused course materials in “as new” condition may be returned
within 30 days for a full refund minus the cost of shipping.
83
Financial Aid.
The Antioch School does not participate in federal financial aid programs (Title IV Pell
Grants, Perkins Loans, Stafford Loans, etc.) or military financial aid programs for various
reasons, such as the extensive regulatory burden for administration and the difficulty of
fitting the uniqueness of the Antioch School (truly church-based and competency-based)
into the system.
Students may be eligible for federal financial aid through dual enrollment in other
institutions that do participate in federal and military financial aid programs, such as
enrollment in a community college for General Education and Free Electives.
Student may also be eligible for financial aid from other sources, such as employers and
community organizations. Students may also receive financial aid from their own churches,
church networks, or ministry organizations. Many denominations provide scholarships at the
national, regional, and local levels for students seeking theological education.
See the Accreditation, Transfer Credit, and Financial Aid Manual for more information
(www.antiochschool.edu/services/Manuals.html),
84
The Bachelor of Ministry degree (B.Min.) is granted for demonstration of basic
competencies associated with being a minister of the gospel (pastor, church planter,
missionary) and other ministry leaders.
Semester Hour Credits

1. Life and Ministry Development 6
MAP100 SIMA MAP First Response 1
MAP200 SIMA MAP Second Response 1
LN100 Lifen Initial Plan 1

LN200 Lifen First Revision 1
PDA100-1,2,3,4 Personal Development Assessments with Local Mentors 1

2. General Education “Integrated Core” 30

GE101 Language: The Crucial Connection 3
GE102 Art: The Aesthetic Experience 3
GE203 Heritage: The Living Past 3
GE204 Institutions: The Social Web 3
GE305 Nature: Ecology of the Planet 3
GE306 Work: The Value of Vocation 3
GE407 Identity: The Search for Meaning 3
GE408,9,10 Community Service Learning Projects 9
(or GE411,12,13 Great Books Reading Program)
3. Core Training Modules (Leadership Series I Courses) 30

LSM100 Acts 3
LSM110 Pauline Epistles 3
LSM220 Essentials of Sound Doctrine 3
LSM230 Leaders 3
LSM340 Preaching and Teaching 3
LSM350 Shepherding, Counseling, and the Early Church 3
LSM460 Interpreting the Word I 3
LSM470 Interpreting the Word II 3
(or LST400 Toward a Theology in Culture)
LSM480 Habits of the Heart 3
LSM490 Covenants, Unity of Scripture and Biblical Worldview 3
85
4. Integrated Ministry Plans 6
IMP301 Initial Integrated Ministry Plan 2
IMP302 Interim Integrated Ministry Plan 2
IMP303 Final Integrated Ministry Plan 2
5. Ministry Practicum (Learning by Doing) 9

MP101-9 Ministry Practicum 9
6. Teaching Practicum (Learning by Teaching) 9

TP101,2,3 The First Principles Series I, II, III 3
TP100 Acts 3
TP110 Pauline Epistles 3
7. Other (Free Electives) 30
Total 120
To view a complete portfolio transcript, go to www.antiochschool.edu, click on the degree

or certificate program, then click “Transcript.”
86
The Bachelor of Theology degree (B.Th.) is granted for demonstration of basic competencies
associated with building biblical theology and theology in culture.



2. General Education “Integrated Core” 30

GE101 Language: The Crucial Connection 3
GE102 Art: The Aesthetic Experience 3
GE203 Heritage: The Living Past 3
GE204 Institutions: The Social Web 3
GE305 Nature: Ecology of the Planet 3
GE306 Work: The Value of Vocation 3
GE407 Identity: The Search for Meaning 3
GE408,9,10 Community Service Learning Projects 9
(or GE411,12,13 Great Books Reading Program)
3a. Core Training Modules (Leadership Series I Courses) 21

LSM100 Acts 3
LSM230 Leaders 3
87
3b. Core Training Modules (Leadership Series II Courses) 22
LST400 Toward a Theology in Culture 3
LST401 Old Testament Theology: Law 2
LST402 Old Testament Theology: Former Prophets 2
LST403 Old Testament Theology: Latter Prophets 2
LST404 Old Testament Theology: Writings 2
LST405 New Testament Theology: Luke and Paul 2
LST406 New Testament Theology: Peter, James, Jude, Hebrews 2
LST407 New Testament Theology: Matthew and Mark 2
LST408 New Testament Theology: John 2
LST409 Pathways to Constructing Theology in Civilization 3
4. Major Projects 6
PR401 Old Testament Theology 3
PR402 New Testament Theology 3


TP400 Theology in Culture 3
TP460 Interpreting the Word I 3
7. Other (Free Electives) 17
Total 120
To view a complete portfolio transcript, go to www.antiochschool.edu, click on the degree or

certificate program, then click “Transcript.”
88
The Master of Ministry degree (M.Min.) is granted for demonstration of advanced competencies
ministry leaders. Semester Hour Credits
2. Core Training Modules (Leadership Series I Courses) 40

LSM500 Acts 4
LSM530 Leaders 4
LSM640 Preaching and Teaching 4
LSM650 Shepherding, Counseling, and the Early Church 4
(or LST500 Toward a Theology in Culture)
LSM680 Habits of the Heart 4
4. Integrated Ministry Plans 6

IMP601 Initial Integrated Ministry Plan 2
IMP602 Interim Integrated Ministry Plan 2
IMP603 Final Integrated Ministry Plan 2


TP500 Acts 3
TP520 Essentials of Sound Doctrine 3
TP530 Leaders 3
Total 76
89
90
The Master of Theology degree (M.Th.) is granted for demonstration of advanced
competencies associated with building biblical theology and theology in culture.



2. Prerequisite Training Modules (Leadership Series I Courses) 0

LSM500 Acts 0
LSM530 Leaders 0
3. Core Training Modules (Leadership Series II Courses) 40

LST600 Toward a Theology in Culture 4
LST601 Old Testament Theology: Law 4
LST602 Old Testament Theology: Former Prophets 4
LST603 Old Testament Theology: Latter Prophets 4
LST604 Old Testament Theology: Writings 4
LST605 New Testament Theology: Luke and Paul 4
LST606 New Testament Theology: Peter, James, Jude, Hebrews 4
LST607 New Testament Theology: Matthew and Mark 4
LST608 New Testament Theology: John 4
LST609 Pathways to Constructing Theology in Civilization 4
4. Major Projects 6
PR601 Old Testament Theology 3
PR602 New Testament Theology 3
91

TP601 Old Testament Theology: Law 3
TP605 New Testament Theology: Luke and Paul 3
Total 76
To view a complete portfolio transcript, go to www.antiochschool.edu, click on the degree or certificate

program, then click “Transcript.”
92
The Doctoral of Ministry degree (D.Min.) in Global Church-Based Theological Education
(GCBTE) is granted for demonstration of competencies associated with understanding and
making a substantial contribution to the implementation of the philosophical foundations of
church-based theological education.
2. Core Training Modules (Paradigm Transformation Projects) 10

PTP701 The Church as Theological Education 2
PTP702 The Church Doing Theology in Culture 2
PTP803 The Church as Missions 2
PTP804 The Church as a Hermeneutical Community 2
PTP805 The Church as Christian Education 2
3. Doctoral Major Project 7

DPR901 Doctoral Major Project Proposal 2
DPR902 Doctoral Major Project Rough Draft 3
DPR903 Doctoral Major Project Final Draft and Defense 2

93
TP700 Acts 3
TP720 Essentials of Sound Doctrine 3
TP730 Leaders 3
TP840 Preaching and Teaching 3
TP850 Shepherding, Counseling, and the Early Church 3
TP870 Interpreting the Word II (or TP800 Toward a Theology in Culture) 3
TP880 Habits of the Heart 3
TP890 Covenants, Unity of Scripture and Biblical Worldview 3
Total 60
Note that students using the M.Min. program to bridge to the D.Min. GCBTE could fulfill 6 credit hours of
Life and Ministry Development, 5 credit hours of Ministry Practicum, and 15 credit hours in the area of
Teaching Practicum that overlap the two programs.
94
The Doctor of Ministry degree (D.Min.) in Theology in Culture (TIC) is granted for demonstration
of competencies associated with a thorough understanding and making a major contribution to
biblical theology and theology in culture.


2. Core Training Modules (Biblical Theology in Culture Seminars) 24

BTC800 Theology in Culture 4
BTC701 Biblical Theologies of Each Book and Canonical Section (OT) 4
BTC702 Biblical Theologies of Each Book and Canonical Section (NT) 4
BTC801 Biblical Theology of the Old Testament 4
BTC802 Biblical Theology of the New Testament 4
BTC809 Theology in Civilization 4
3. Doctoral Biblical Theology in Culture Projects 7

DBT901 Doctoral Major Project Proposal 2
DBT902 Doctoral Major Project Rough Draft 3
DBT903 Doctoral Major Project Final Draft and Defense 2


TP870 Interpreting the Word II 3
TP801-9 Leadership Series II course on OT or NT 3
Total 60
95
program, then click “Transcript.
96
The Certificate of Ministry (C.Min.) is granted for demonstration of initial competencies
ministry leaders.
CAP100 SIMA CAP First Response 1
2. Core Training Modules (Leadership Series I Courses)

12*
LSM100 Acts 3*
LSM110 Pauline Epistles 3*
LSM220 Essentials of Sound Doctrine 3*
LSM230 Leaders 3*

MP101-2 Ministry Practicum
Total 16*
*Masters-level credit uses 500- and 600-level courses each valued at 4 credits each for a program total of
20 credits.

97
98
The Certificate of Theology (C.Th.) is granted for demonstration of initial competencies
associated with doing biblical theology and theology in culture.

CAP100 SIMA CAP First Response 1
2. Core Training Modules (Leadership Series I Courses) 12*

LSM100 Acts 3*
LSM110 Pauline Epistles 3*
LSM220 Essentials of Sound Doctrine 3*
LST400 Theology in Culture 3*

MP101-2 Ministry Practicum
Total 16*
*Masters-level credit uses 500- and 600-level courses each valued at 4 credits each for a program total of
20 credits.

99
100
101
102
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Ames, IA 50014-8417
515.292.9694
antiochschool.edu
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H ANDBOOK

Degree and Certificate Program Objectives .................................................................... 19

Course Descriptions and Competency Sets ..................................................................... 25

Faculty, Administration, Board, and Certified Leaders .................................................... 43

Assessment and Academic Progress Requirements ........................................................ 49

Enrollment Information ....................................................................................................... 57

Financial Information .......................................................................................................... 77

Jeff Reed, President

Stephen Kem p, Academ ic Dean

1. Comprehensive development in character, skills, and knowledge for effective

The specific objectives of the Antioch School are to:

• Provide “m inistry” program s to help train those who desire to be part of a

• Provide “theology” program s to help train those who desire to understand

3. In 1986 BILD International (Biblical Institute of Leadership Development) was

4. In 2006 the Antioch School of Church Planting and Leadership Development

H EADQUARTERS AND H OURS OF O PERATION

Office hours are 9:00am-6:00pm Central Time.

There are five m ajor tenets of church-based theological education:

The Antioch School’s church-based distinctive is seen in m any ways:

The academic model being followed is well-demonstrated by the competency-based

• The institutional self-evaluation emphasis of contemporary higher education

The Distance Education Accrediting Commission is listed by the U.S. Department of

As appropriate to support partners in other parts of the world, we seek accreditation

The goals or general objectives of all Antioch School programs are:

Bachelor of M inistry (B.M in.) is granted for demonstration of basic competencies

Specific program objectives of the B.Min. include:

Specific program objectives of the B.Th. include:

M aster of M inistry (M .M in.) is granted for demonstration of advanced competencies

Specific program objectives of the M.Min. include:

M aster of Theology (M .Th.) is granted for demonstration of advanced competencies

Specific program objectives of the M.Th. include:

Doctor of M inistry in Global Church -Based Theological Education (D.M in.

Specific program objectives of the D.Min. GCBTE include:

Doctor of M inistry in Theology in Culture (D.M in. TIC) , formerly offered as a

Specific program objectives of the D.Min. TIC include:

Certificate of M inistry (C.M in.) is granted for demonstration of an initial set of

Specific program objectives of the C.Min. include:

Certificate of Theology (C.Th.) is granted for demonstration of an initial set of

Specific program objectives of the C.Th. include:

• A major difference between the B.Min. and the M.Min. is emphasis on

• Assessm ent varies according to the academic level of the programs:

• Students, particularly students in doctoral programs, doing research involving human

• A norm al sequence of degrees begins with a Ministry degree (B.Min. or M.Min.)

M otivated Abilities Pattern (M AP) Responses. At the beginning of each program,

MAP100 SIMA MAP First Response 1 credit

CAP100 SIMA CAP First Response 1 credit

MAP500 SIMA MAP First Response (Masters-level) 1 credit

CAP500 SIMA CAP First Response (Masters-level) 1 credit

MAP700 SIMA MAP First Response (Doctoral-level) 1 credit

LN100 Lifen Initial Plan 1 credit

LN500 Lifen Initial Plan (Masters-level) 1 credit

LN700 Lifen Initial Plan (Doctoral-level) 1 credit

PDA100-1,2,3,4 Personal Development Assessments 1 credit

PDA500-1,2,3,4 Personal Development Assessments (Masters-level) 1 credit

PDA700-1,2,3,4 Personal Development Assessments (Doctoral-level) 1 credit

LSM500 Acts: Keys to the Establishment and Expansion of the First-Century

LSM110 Pauline Epistles: Strategies for Establishing Churches 3 credits

LSM510 Pauline Epistles: Strategies for Establishing Churches (Masters-level) 4 cr.

LSM220 Understanding the Essentials of Sound Doctrine 3 credits

LSM520 Understanding the Essentials of Sound Doctrine (Masters-level) 4 credits

LSM230 Leaders and the Early Church 3 credits

LSM530 Leaders and the Early Church (Masters-level) 4 credits

LSM350 Shepherding, Counseling, and the Early Church 3 credits