Course Description
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Course Guide
View this course’s outcomes, policies, schedule, and more.*
*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.
Rationale
Clinical Pastoral Education (CPE) students are often subjected to marginalization in clinical settings other than Liberty Clinical Pastoral Education because of their conservative Biblical values and convictions. This course will facilitate and provide training for a student to claim his/her faith-based beliefs and convictions in any military or secular Clinical Pastoral Training setting. The standards of the Association for Clinical Pastoral Education (ACPE) provide a safe place to express a student’s faith traditions without experiencing marginalization, claiming the diversity provided in the ACPE Standards. This course will enable the student to claim his/her voice and not feel the criticism of Clinical Pastoral Education programs that might not comply with the ACPE standards.
Course Assignment
Textbook readings, presentations, and individual supervision
No details available.
Discussions (4)
Discussions are collaborative learning experiences. Therefore, the student is required to provide a thread in response to the provided prompt for each discussion. Each thread must be a minimum of 400 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be a minimum of 200 words. The content of the discussions will integrate case conference discussions and demonstrate an understanding of the textbook reading. When applicable, references are cited in current Turabian format. (CLO’s: A, B, C, D)
Course Textbook Analysis Assignment
The student will discuss the course textbook An Introduction to Pastoral Care with the mentor, including the importance of this text to chaplaincy and its application in a healthcare setting. (CLO’s: A, B)
Philosophy of Call to Chaplaincy Paper Assignment
The student will write a 1,500–2,100-word personal philosophy of call to chaplaincy paper in proper Turabian formatting. The paper must include 5 scholarly references along with the textbooks and the Bible. The student will meet with his or her mentor to discuss their paper. (CLO’s: A, C, D)
Learning Goal Assignments (6)
The student will be prepared to discuss personal, professional, and relational learning goals identified in his/her CPE unit with the mentor. (CLO’s: A, B, C, D)
Verbatim Case Conference Assignments (2)
The student will provide to the mentoring professor one report following their CPE Case Conference in their respective institutions and be prepared to discuss their verbatim with the mentor. (CLO’s: A, B, C, D)
Evaluation Assignments (3)
Mid-Term Review Assignment
Each student will have a mid-term review with the professor. (CLO’s: A, B, C, D)
Final CPE Evaluation Assignment
Each student will meet with his or her mentor to discuss your final CPE evaluation. (CLO’s: A, B, C, D)
Final Evaluation Assignment
Each student is required to complete a final self-evaluation using the guidelines in the syllabus. Each student will receive a final evaluation from the mentoring professor detailing the learning experience and success of outcomes. (CLO’s: A, B, C, D)
4MAT Book Review Assignment
The student will write a 1,500–2,000-word book review in current Turabian formatting on the assigned book for the CPE unit/course. The student will meet with his or her mentor to discuss their paper. (CLO’s: A, D)
Group Dynamic Assignment
The student will meet with the mentor to discuss group dynamics and what the student has learned to date from the experience. (CLO’s: A, B, C, D)
Quiz
The student will complete one quiz concerning the Learning Goals for the CPE course.
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