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Online · School of Divinity · Christian Leadership & Church Ministries

Organizing Youth Ministries

  • CG
  • Section 8WK
  • 11/08/2019 to 04/16/2020
  • Modified 01/29/2020

Course Description

This course is a careful analysis of methods, curriculum, staffing, promotion and facilities of the total youth program.



YOUT 510


The purpose of this course is to equip the student with a theological and administrative understanding of youth ministry. Knowledge and skills gained from this course can effect successful ministry to teenagers, families, and the church.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Analyze youth ministry methods, curriculum generation, staffing, education, facility maintenance, leadership development, and risk assessment.
  2. Integrate spiritual formation and servant leadership principles in the organization of youth ministry.
  3. Create a personal and corporate vision for youth ministry.
  4. Develop a curriculum calendar for youth ministry.
  5. Analyze several contemporary and historical models of youth ministry.

Course Resources

Required Resources

The resources below are provided in the course at no cost to the student.

Burns, Jim. Uncommon Youth Ministry: Your Onramp to Launching an Extraordinary Youth Ministry. Grand Rapids: Zondervan, 2008.

Powell, Kara E., Brad M. Griffin, and Cheryl A. Crawford. Sticky Faith, Youth Worker Edition: Practical Ideas to Nurture Long-Term Faith in Teenagers. Grand Rapids: Zondervan, 2011.

Robbins, Duffy. Building a Youth Ministry that Builds Disciples: A Small Book About a Big Idea. Grand Rapids: Zondervan, 2011.

Robbins, Duffy. Youth Ministry Nuts and Bolts, Revised and Updated: Organizing, Leading, and Managing Your Youth Ministry. Grand Rapids: Zondervan, 2010.

Stanley, Andy, Lane Jones, and Reggie Joiner. Seven Practices of Effective Ministry: Multnomah, 2004.

Disclaimer: The above resources provide information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in these resources.

Recommended Resource Purchase

Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations. (current edition). Chicago: The University of Chicago Press.

Additional Materials for Learning

  1. Computer with basic audio/video output equipment
  2. Internet access (broadband recommended)
  3. Blackboard recommended browsers
  4. Microsoft Word
  5. School of Divinity Writing Guide:

Course Assignments

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (4)

The student is required to provide a thread in response to the provided prompt for each forum. Each thread must be 400 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 classmates’ threads. Each reply must be 200 words. (Outcomes: A, B, C, D, E)

Pastoral Executive Summaries (2)

The student will write two 6–8-page Pastoral Executive Summaries. Each paper will include a summary, critique, and application based on a book that could be given to a senior pastor or immediate supervisor. This is a way to pass on the knowledge learned from the text to a pastor or immediate supervisor. (Outcomes: A and C)

Final Paper

These are three papers you would present to a church board (Christian education board) or leadership team explaining your philosophy of ministry, strategy for teaching to different spiritual levels, curriculum criteria, and a year’s calendar of curriculum topics (plan out your whole year, week by week, of teaching topics) and budget. The completed assignment will be 16–26 pages in length.

Paper 1, Part 1 (5–8 pages, not including title or bibliography)

Give an explanation of spiritual formation and the main way you will build disciples in your ministry, include a description of a teenage disciple. Define spiritual formation, explain the process (Fowlers stages). Apply spiritual formation to a teenage disciple (paint a picture of a growing teenager). Explain how you will be encouraging “sticky faith” in teenagers through strengthening the family and connection to the larger church. Explain your philosophy of engaging parents and the importance of other adults in a teenager’s life. Explain why parents need to be involved in the spiritual growth of their kids. Give a plan of engaging parents (optional ways for parents to be involved).

Paper 2, Part 2 (5–8 pages, not including title or bibliography)

Discuss your philosophy of teaching teenagers (pedagogy or andragogy). Discuss role of Scripture, teacher, creativity, excellence. Discuss how the setting, one-on-one, small groups, and large group guides your teaching. Include insights from Stanley’s textbook. Summarize the different spiritual levels as explained by the pyramid or Field’s Circles. Include biblical support.

Paper 3, Part 3 (6–10 pages, not including title or bibliography)

Explain how to use the funnel for programming and advantage or disadvantage of it. Discuss each spiritual level you are targeting (from the funnel or circles) and what programs you are using to reach that target. (2-3 sentences per program). Create a yearly calendar of teaching topics for a junior high/middle school and senior high group, both Sunday morning and Midweek. Create a budget that shows each program and estimate cost.

Each part should have an introduction and conclusion.

Course Grading

Course Requirements Checklist


Discussion Board Forums (4 at 100 pts ea)


Pastoral Executive Summary (2 at 150 pts ea)


Final Paper


Final Paper: Part 1


Final Paper: Part 2


Final Paper: Part 3






Late Assignment Policy

Course Assignments, including discussion boards, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

  1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.
  2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.
  3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
  4. Group projects, including group discussion board threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Disability Assistance

Students with a disability and those with medical conditions associated with pregnancy may contact Liberty University’s Online Office of Disability Accommodation Support (ODAS) at [email protected] for accommodations.  Such accommodations require appropriate documentation of your condition.   For more information about ODAS and the accommodations process, including how to request an accommodation, please visit Requests for accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office, which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided, you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email at [email protected].  Click to see a full copy of Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy or the Student Disability Grievance Policy and Procedures.

Course Attendance

In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion board posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy can be found in the Academic Course Catalogs. Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion board post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” (Failure for Non-Attendance). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.

Grading Scale

A- B+ B B- C+ C C- D+ D D- F
940-1010 920-939 900-919 860-899 840-859 820-839 780-819 760-779 740-759 700-739 680-699 679 and below

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade.

Add/Drop Policy

The full policy statement and procedures are published in the Policy Directory.

Honor Code

Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at


YOUT 520

Textbooks: Burns, Uncommon Youth Ministry (2008).

Powell et al., Sticky Faith, Youth Worker Edition (2011).

Robbins, Building a Youth Ministry that Builds Disciples (2011).

Robbins, Youth Ministry Nuts and Bolts Revised and Updated (2010).

Stanley et al., Seven Practices of Effective Ministry (2004).


Reading & Study




Burns: chs. 1–4

Robbins (2012): chs. 1–3

Robbins (2010): chs. 1–2

2 presentations

Course Requirements Checklist

Class Introductions

DB Forum 1 Thread





Burns: ch. 6

Powell et al.: chs. 1–4, 6

Robbins (2010): chs. 3–4, 8

2 presentations

DB Forum 1 Replies



Powell et al.: chs. 5, 7–9

Robbins (2012): ch. 4

Robbins (2010): chs. 5–6

1 presentation

DB Forum 2 Thread

Pastoral Executive Summary 1




Burns: ch. 5

Robbins (2012): chs. 5–6

1 presentation

3 websites

DB Forum 2 Replies

Final Paper: Part 1




Burns: chs. 18–27

Robbins (2012): chs. 7–11

1 presentation

DB Forum 3 Thread



Burns: chs. 7–13, 17

Robbins (2010): ch. 9

2 presentations

DB Forum 3 Replies

Final Paper: Part 2




Robbins (2010): chs. 12–16

Stanley et al.: entire text

1 presentation

DB Forum 4 Thread

Pastoral Executive Summary 2




Robbins (2010): chs. 7, 10–11

Burns: chs. 14–16

2 presentations

DB Forum 4 Replies

Final Paper: Part 3






DB = Discussion Board

NOTE: Each course week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final week ends at 11:59 p.m. (ET) on Friday.