Check out our upcoming courses below. If you have questions about a particular course you can reach out to the faculty member or email studentservices@wciu.edu and someone from our enrollment team will gladly help you!

The purpose of this course is to provide a chronological overview of the historical and cultural aspects of the global development of the biblical faith. An overview is given of the past and present with focus on understanding factors that enabled the biblical faith to continue to expand its ideal of "shalom" and implement transformational strategies in developing nations. The positive and negative impact of religion on culture and human development is examined as well as principles for effective crosscultural communication of biblical faith and practice

International Development in the Contemporary World introduces various perspectives relating to development, i.e. biblical, historical, cultural, and developmental, in analyzing contemporary trends and the advance of the Kingdom.

Reflections and perspectives from international authors and practitioners are introduced in the exploration of development and its relationship to Shalom as the ultimate purpose of God for humanity. It is designed to enable students to form an integrated framework under which international and contextual issues can be viewed, root problems are discovered, and solutions are proposed.

Course Outcomes: Upon completion of this course, students should be able to:

• State a personal understanding of the concept of international development.

• Assess Kingdom Mission and its relationship to international development.

• Prioritize development needs of a society within which they serve.

• Analyze the relationship between culture, worldview and the spread of biblical faith.

• Articulate key development principles which can be put into practice within a specific society.

Textbooks and Reading

• Moreau, A. S. (Eds.). (2011) Evangelical Dictionary of World Missions. Baker Academic.

• Myers, B. (2011). Walking with the poor: Principles and practices of transformational . development. Orbis.

• Rist, G. (2019). The history of development: From western origins to global faith (5th edition). Zed Books.

• Butare-Kiyovu, J. (Ed.). (2010) International development from a kingdom perspective. WCIU Press.

• Butare-Kiyovu, J. (Ed.). (2011) International development from an integrative perspective. WCIU Press.

• Darko, D., & Snodderly, B. (Eds). (2014) First the Kingdom of God: Global voices for global mission. WCIU Press.

• Sherman, A. L. (1997) The soul of development: biblical Christianity and economic transformation in Guatemala. Oxford University Press. 

• Snodderly, B. (Ed.). (2009) The goal of international development: God's will on Earth, as it is in Heaven: A collection of William Carey International University faculty and student writings. WCIU Press.

  
  

Readings are provided for information, selections are subject to change, some material may be available from the library or course site.  Consult your instructor prior to making any purchase. 

This course is intended to provide students with the knowledge and skills to do research in both the academic setting and in the practical world of development. The students will be equipped to develop meaningful research projects from the beginning to the end.

Course Outcomes: Upon completion of this course, students should be able to:

• Explain a theology of research that is grounded in sound biblical and theological underpinnings.

• Demonstrate knowledge of the research process.

• Demonstrate qualities that are distinctive to a Christian Researcher

• Plan, design, develop and implement research projects.

• Develop a research proposal

Textbooks and reading

• Bhattacherjee, A. (2012). Social science research: Principles, methods, and practices. University of Southern Queensland.

• Creswell, J., & Creswell, D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.

• Harkiolakis, N. (2021). Quantitative research methods: From theory to publication.

• Neuman, W. L. (2011). Social research methods: Qualitative and quantitative approaches. Pearson.

• Elliston, E. J. (2011). Introduction to missiological research design. William Carey Library.

• Tan, W. (2017). Research methods: A practical guide for students and researchers. World Scientific Publishing Co.   

• Leedy, P. D., & Ormrod, J. E. (2013).  Practical research: Planning and design. Pearson.

  
  

  Readings are provided for information, selections are subject to change, some material may be available from the library or course site.  Consult your instructor prior to making any purchase.

This course provides an understanding of the role of advocacy in development and equips the students with essential skills on how to undertake advocacy, empowerment of the marginalized, and pursuit of justice. Students will engage in foundational theological analysis and reflections on issues of vulnerability, justice, and transformation; analyze situations of poverty and injustice; reflect on such situations with biblical lenses; and shape their perspective on engagement with people living in such situations.

Course Outcomes: Upon completion of this course, students should be able to:

• Explain a theology of advocacy and justice that is grounded in sound biblical and theological underpinnings.

• Analyze situations of poverty and injustice, as well as deploy a power analysis surrounding such advocacy issues.

• Demonstrate personal warmth, humility, power sharing, and empathy with advocacy stakeholders, especially people in the community.

• Critique and modify advocacy campaigns through case studies in order to be able to design and execute in the future.

• Identify opportunities for collaboration for greater advocacy outcomes.

Textbooks and reading

• Boff, C., & Pixley, G. (1989). The Bible, The Church, and the poor (Paul Burns, Trans). Orbis Books.

• Daly, J. (2011). Advocacy: Championing ideas and influencing others. Yale University Press.

• Fairhurst, G. (2011). The power of framing: Creating the language for leadership. Jossey-Bass.

• Maggay, M. P. (2015). Rise up and walk: Religion and culture in empowering the poor. Regnum Books.

• Zehr, H. (2002). The little book of restorative justice. Good Books.

Recommended Texts

• Astley, J., Brown, D., & Loades, A. (2004). God in action. T & T Clark Int'l.

• Bessenecker, S. (2005). Quest for hope in the slum community. Authentic.

• Brueggemann, W. (1997). Theology of the Old Testament. Fortress Press.

• Brunner, D. L. (2014). Introducing evangelical eco-theology. Baker Academic.

• Byron, G. L., & Lovelace, V. (2016). Womanist interpretations of the Bible. SBL Press.

• Grigg, V. (2013). Companion to the poor. Urban Leadership Foundation.

• Gushee, D. (1999). Toward a just and caring society: Christian responses to poverty in America. Baker Books.

• Leite, C. A. C., De Carvalho, G. V. R., & Cunha, M. J. S. (Eds.). (2019). Christian worldview and transformation: Spirituality, reason and social order. Regnum.

• Lowe, B. (2009). Green revolution: Coming together to care for creation. IVP Books.

• Neuwirth, R. (2006). Shadow cities: A billion squatters, a new urban world. Routledge.

• Van Ness, D. W. (2015). Restoring justice: An introduction to restorative justice. Routledge.

Readings are provided for information, selections are subject to change, some material may be available from the library or course site.  Consult your instructor prior to making any purchase.

This course aims to enhance the effectiveness of scholar-practitioners in their development work. Our students need to grow not only in scholarship but even more in their ability to translate what they learn into improved performance in the field.

The Applied Learning course requires students to evaluate their current level of practice, and then to work with a mentor/supervisor in the field to craft and implement a Professional Improvement Plan to enhance their development practice. Program Director’s approval is required to determine if the placement aligns with the program of study.

Course Outcomes: Upon completion of this course, students should be able to:

• Use self-evaluation and mentor-evaluation to determine an improvement plan for their practice, considering their individual interests, agency involvement, and needs in the field.

• Implement their improvement plan and demonstrate improvement in their development practice.

• Identify and document ways that they have integrated their studies into their practice. Applied Learning Assessment of Program Outcomes.

The capstone project (CP) is the final assignment of the MA curriculum. It integrates relevant elements of the curriculum in order to clearly state and analyze a human problem and propose a feasible, integrative solution in the context of a ministry/NGO setting.

All of Development Studies curriculum is intended to help the student learn how to recognize, diagnose, and propose solutions to problems in International Development. The capstone project gives the student practice in doing just that. As such, the CP is the fulfillment of the course learning outcome that the student can “integrate multiple disciplines for the purpose of solving human problems, and “Program Goal B: Students will integrate biblical perspectives into their principles and practices.”

• Integrate multiple disciplines for the purpose of solving human problems.

• Articulate the implications of the meta-narrative of God’s constant work to extend his blessing and heal the world in a practical, concrete way for a specific ministry and/or NGO context.

• Analyze the roots of problems within a specific society that need to be addressed from a biblical perspective.

This course establishes the biblical and theological basis for the active engagement of women and men in leading others and using their gifts to enhance societal development, which includes their religious community.

Students will engage in close analysis of primary and secondary texts, which is essential for communities who derive the principles and practices of their faith from the Scriptures. Special consideration will be given to the impacts of the partnership of women and men in advancing God’s reign in the world.

Course Outcomes: Upon completion of this course, students should be able to:

• Engage in the study of the Scriptures in general with well-honed skills and greater confidence, and in particular, develop their own theological convictions that Scripture supports women and men fully exercising their gifts to glorify God.

• Examine for themselves and interact with varying interpretations of specific biblical passages that address women in leadership in their literary and historical-social contexts.

• Consider the implications of the biblical teaching about human persons as created in the imago Dei for more equitable relationships between men and women.

• Participate in a peer mentoring-cohort relationship that models mutual respect and support.

• Articulate a strong apologetic for women’s leadership, both in society and in their faith communities.

• Develop their own resources on the topic of women in leadership.

For more information on this course, click here.

To hear testimonies from our students, click here.

Textbooks and Reading

James, C. C. (2008). The Gospel of Ruth: Loving God enough to break the rules. Zondervan.

Hyun, K. J., & Chemorion, D. C. (Eds.). (2016). The quest for gender equity in leadership: biblical teachings on gender equity and illustrations of transformation in Africa. Wipf and Stock.

 Payne, P., & Huffaker. V. (2021). Why can’t women do that? Breaking down the reasons churches put men in charge. Vinati Press.

Readings are provided for information, selections are subject to change, some material may be available from the library or course site.  Consult your instructor prior to making any purchase.

Students explore the challenges, models of, and prospects for, transformational change within slum communities while developing a Christian framework for holistic development, organization, and advocacy among the urban poor and gaining facility in community asset mapping.

TUL 560 Community Economics has been cancelled for the upcoming term but will be offered again soon! 

This course relates biblical and theological perspectives to the theory and practice of community wealth building. Special emphasis is given to cooperatives, micro-enterprises and entrepreneurship as a basis for asset building and ownership.

Course Outcomes: Upon completion of this course, students will:

• Understand a comprehensive theology of economics (including creativity, production, stewardship; redistribution, work and rest, ownership and other Biblical principles).

• Apply ten Biblical themes at some of the following levels and methods and strategies to alleviate different levels of poverty.

• Have developed a passion and concern for the families among the marginalized with a desire to serve them through MFI and MED projects.

• Be introduced to the basic business building principles and use of standard tools in strategic micro-enterprise development and management.

• Be able to read financial statements, understand simple bookkeeping and banking concepts and evaluate the viability of small business ventures.

• Be familiar with how to write a basic strategic, sustainable and transformational business plan.

• Have worked with an experienced practitioner to facilitate adoption of a small savings scheme, microfinance or cooperative economic process in a particular marginalized community.

Textbooks and reading

• Kishtainy, N. (2012). The economics book: Big ideas simply explained. DK Publishers.

• Grigg, V. 2016. Kiwinomics. Urban Leadership Foundation.

• Yunus, M. (2003). Banker to the poor: Micro-lending and the battle against world poverty. Perseus Books.

•  Greer, P., & Smith, P. (2009). The poor will be glad: joining the revolution to lift the world out of poverty. Zondervan.

• US Based Students

• Abrahamns, J. (2008). Companies we keep: Employee ownership and the business of community and place. White River Junction.

•  Rhodes, M., Holt, R. E., & Fikkert, B. (2018). Practicing the King's economy: Honoring Jesus in how we work, earn, spend, save, and give. Baker Books.

Readings are provided for information, selections are subject to change, some material may be available from the library or course site.  Consult your instructor prior to making any purchase.

This course explores the dynamics of leadership within holistic, urban-poor movements. Special emphasis is given to urban religious movement growth, social movements, “civil sector” community organizational leadership models, and citywide leadership networks for evangelism, revival, and transformation. It includes being part of a conference leadership team.

Textbooks and reading

• Northouse, P. G. (2012). Leadership: theory and practice (6th Edition). Sage.

• Grigg, V. (2009). The Spirit of Christ and the postmodern city: Transformative revival among Auckland’s Evangelicals and Pentecostals. Urban Leadership Foundation.

• Winters, R., & Hawthorn, S. (Eds.). (1999) Perspectives on the world Christian movement: A reader (4th edition). William Carey Library.

• Greenberg, D., McKone-Sweet, K., & Wilson, H. J. (2011). New entrepreneurial leader: Developing leaders who shape social and economic opportunity. Berrett- Koehler Publishers.

• Goodwin, J., & Jasper, J. M. (Eds.). (2014). Social movement reader: Cases and concepts (3rd edition). Wiley-Blackwell.

  
  
  

Readings are provided for information, selections are subject to change, some material may be available from the library or course site.  Consult your instructor prior to making any purchase.

Local Texts

Choose ONE of the following, specific to your city / country:

• A Biography of a Local Leader of a Social Movement

• A Biography of Gandhi, Kagawa of Japan, Mandela, Ma Theresa or other significant national transformation movement leaders in your country