CaCHE Student Handbook - Trinity...

CaCHE

Student Handbook

CaCHE Student Handbook | 2

01. What is CaCHE? The CaCHE—Church-based and Community-centered Higher Education—mission is to be part of spearheading a global movement. We want to see quality higher education made accessible to students worldwide, especially those in the Majority World with the least ability to access higher education. Our vehicle for achieving this dream is the local church, as we desire to see countless churches around the globe transformed into centers of wholistic learning and service in the local community.

At the heart of this vision is a desire to see the Church strengthened to disciple her young people so that they in turn can disciple their nations and communities. We want to equip a generation of young people to bring light and healing into areas of darkness and brokenness in the world, and ultimately, see the glory of God revealed in greater and greater measure among the nations of the earth.

02. CaCHE Learning Framework

A. Flipped Classroom

1. Flipped Classroom The flipped classroom is a model that inverts traditional teaching methods. In a flipped classroom setting, the content is delivered online and “homework” is done during class time.

(© image source: http://ctl.utexas.edu/teaching/flipping-a-class/what)


What a flipped classroom model does? • Students watch lectures at home (or wherever they have Internet access) at their own pace, communi-

cating with peers and teachers via online discussions. • Concept engagement and practice takes place in the classroom with the help of the instructor.

2. Active Learners

Becoming a CaCHE student means that you will take ownership of your education as an active learner:

• Active learners are punctual. • Active learners prepare for the class in advance. • Active learners get work done on time. • Active learners are curious. • Active learners are involved in more than listening. • Active learners reflect. • Active learners discern what they learned in light of the Truth. • Active learners apply what they have learned in order to solve real-world problems.• Active learners apply what they have learned in order to serve others.

B. CaCHE 4-C Learning Model


1. Christ-Centered (Biblical) Worldview We seek to help our students understand the biblical narrative and apply it to all academic disciplines. As Jesus’ followers, we desire for our students to understand Truth as it relates to all areas of life. However, most of us were taught that knowledge is neutral, which implies that it doesn’t have anything to do with our Christian faith. However, knowledge is not neutral. Even scientific knowledge is not free from a researcher’s personal beliefs and biases.

Although the Bible doesn’t speak clearly on many of the life questions we have, this does not mean that God wants us to remain in the dark about the world and our place in it! He wants us to seek Truth in every area of life.

Socratic/VIEW Discussion Template

VIEW Discussion Questions

OVERVIEW

• What did you learn today? Summarize today’s lesson in 1-3 short sentences.• What are your questions, challenges or concerns around the lesson?

WORLDVIEW

• How does this lesson affect your relationship with God? Discern the main underlying principles that are at work in this story.

• What does this lesson reveal about what is good, true, and beautiful?• What in this lesson does not align with a biblical worldview? • How does this lesson change/reinforce the way I view the world?

MY VIEW

• How does today’s lesson apply to your life?

REVIEW

• What is your biggest personal take-away from today’s lesson?


2. Character The Bible says that “the fear of the Lord is the beginning of wisdom” (Proverbs 9:10). This biblical truth from Proverbs is foundational to CaCHE. We don’t just want for our students to receive more knowledge; we want for our students to become wise. This means equipping our students to be men and women of character who walk in the fear of the Lord. Character is the difference between an education that is used as a tool for evil in the world (just look at the destructive examples of very smart and educated people throughout history who used their knowledge maliciously) and an education that is used for great good in the world. We long for our students to become change-agents in the world, and yet we realize that the change must start with us and with our own character.

As Mahatma Ghandi said, “Be the change you want to see in the world.” Throughout the CaCHE program, students will have an opportunity to grow as men and women of character by being mentored and discipled by mature believers in Jesus. Students will also have an opportunity to demonstrate their character through loving acts of service in their community.

3. Calling Every single student who enters the CaCHE program has a calling on his or her life. Our goal is to help students connect to the One who has called them and discern how He is calling them to manifest His Kingdom in a broken world. The Bible says, “Whatever you do, work heartily, as for the Lord, not for men” (Colossians, 3:23). Moreover, the Bible states clearly that to “find satisfaction in all [one’s] toil--this is the gift of God” (Ecclesiastes 3:13). Work is a gift from God and it is something that we do as an act of worship.

The topic of calling needs to be integrally linked with a Christ-centered worldview and God’s meta- narrative for history. As students grow in their understanding of God’s Kingdom purposes for the world, they can then discern how God has uniquely gifted and called them to be part of fulfilling His mission. We want to help students identify their strengths and gifting, and ultimately, understand God’s mission in their lives.

Nick Vujicic1 Imagine getting through your busy day without hands or feet. Picture your life without the ability to walk, care for your basic needs, or even embrace those you love. Meet Nicholas Vujicic (pronounced VOO-yee-cheech). Without any medical explanation or warning, Nick was born in 1982 in Melbourne, Australia, without arms and legs. Three sonograms failed to reveal complications. And yet, the Vujicic family was destined to cope with both the challenge and blessing of raising a son who refused to allow his physical condition to limit his lifestyle.

The early days were difficult. Throughout his childhood, Nick not only dealt with the typical challenges of school and adolescence, but he also struggled with depression and loneliness.

Nick constantly wondered why he was different than all the other kids. He questioned the purpose of life, or if he even had a purpose. According to Nick, the victory over his struggles, as well as his strength and passion for life today, can be credited to his faith in God. His family, friends and the many people he has encountered along the journey have inspired him to carry on, as well.

Since his first speaking engagement at age 19, Nick has traveled around the world, sharing his story with millions, sometimes in stadiums filled to capacity, speaking to a range of diverse groups such as students, teachers, young people, business professionals and church congregations of all sizes. Today this dynamic young evangelist has accomplished more than most people achieve in a lifetime. He’s an author, musician, actor, and his hobbies include fishing, painting and swimming. In 2007, Nick made the long journey from Australia to southern California where he is the president of the international non-profit ministry, Life Without Limbs, which was established in 2005. Nick says, “If God can use a man without arms and legs to be His hands and feet, then He will certainly use any willing heart!”

1. Retrieved from: http://www.lifewithoutlimbs.org/


4. Community Community is foundational to discipleship. It is what will make the difference between students who graduate with a diploma and students who graduate as disciples. Moreover, the ability to cultivate meaningful relationships and work with others is a key ingredient for success in the world today.

The former U.S. President Theodore Roosevelt said, “The most important single ingredient in the formula of success is knowing how to get along with people.” Through CaCHE, we want to help our students cultivate strong relationships and work well alongside others. We also seek to offer meaningful and relevant ways to connect the academic curriculum with the local community so that students experience how knowledge is applied in their real world. Students will have multiple opportunities to learn in their community through service learning projects and internships.

Service Learning /Seed Projects Service learning is a method of learning and teaching that combines classroom instruction with meaningful community service. This form of learning emphasizes critical thinking and personal reflection while encouraging a heightened sense of community, civic engagement, and personal responsibility.

Examples of Service Learning » (Social Studies Project) Create a children’s map of the neighborhood » (Art) Create and post content-related artwork around school/neighborhood/libraries » (IT) Create a website for a non-profit organization » (IT) Teach younger students computer skills

Five Steps of Service Learning 2

(1) Investigation • Assessing the community need• Gathering information about a community need • Identifying possible community partners

(2) Preparation and Planning • Develop a work plan, schedule and learning goals. • Articulate roles and responsibilities of everyone involved. • Is this project doable? Define realistic parameters for implementation.

(3) Action • Implement the plan • Organize into task teams • Gather resources • Work with volunteers

(4) Reflection • Describe what happened. • Examine the difference made. • Discuss thoughts and feelings. • Consider project improvements. • Encourage comments from partners and recipients. • Receive feedback.

(5) Demonstration /Celebration • Report to peers, faculty, parents, and/or community members. • Create websites, videos, and PowerPoints that contain before/after pictures of the community

2) Semester of Service, Youth Serve America (www.YSA.org/semester)


• Give a presentation about your service learning project to your community members, classmates, and Mentors.

• Celebrate your outcomes.

C. Cross Bible Study Method

The Cross Bible study method is one tool that CaCHE Academic Mentors and students are encouraged to use in their daily Bible reading time.

The Cross method consists of four steps that help the reader connect more deeply with Jesus by reading the Word. The first step includes reading in the presence of Jesus and recognizing that it’s only by his blood that we can enter the presence of our Father. The second step includes meditating with Jesus as we seek to understand what the passage truly means. The third step involves listening to Jesus in order to understand what he is saying to our hearts. Finally, the fourth step requires walking in obedience to what Jesus has revealed.

(©image source: Millard, Jim. (2013). Cross Bible Study: Meeting Jesus in Your Daily Bible Reading.)

03. Becoming a CaCHE student

A. Weekly Schedule Flipped Classroom Day Students are required to meet with their Academic Mentors as a group for discussion, service-learning projects, etc. once (or twice) a week.

Discipleship Group An individual Academic Mentor meets with a small group of 3-5 students (or 1:1, if preferred) once a week in order to:

• Pray for each other • Do the application of Discipline of Love • Check academic progress • Help each other with questions. Students can engage in peer-tutoring during this time


Mon Tue Wed Thu Fri

8:00-9:00

9:00-10:00

10:00-11:00

11:00-12:00

12:00-1:00

1:00-2:00

2:00-3:00

3:00-4:00

4:00-5:00

B. Diploma Overview • Requirements: 39-42.5 Credits (depending on major) • Specialty Tracks

» Business & Entrepreneurship Track » Software Development Track

• Program Length: 2 years• Course details: See Appendix 3

C. Canvas LMS All the CaCHE courses are housed within an online system called Canvas (https://canvas.instructure.com). A student is required to use his/her email to create a login account. Once an account is created, a student will gain access to the CaCHE courses to view course materials, join online discussions, and submit assignments. Submitting/archiving your coursework on Canvas is critical to receiving your diploma issued by the CaCHE-partner institution.


Appendix 1

VIEW Discussion templates VIEW Discussion Questions

OVERVIEW

• What did you learn today? Summarize today’s lesson in 1-3 short sentences.

• What are your questions, challenges or concerns around the lesson?

WORLDVIEW


• What does this lesson reveal about what is good, true, and beautiful?

• What in this lesson does not align with a biblical worldview?

• How does this lesson change/reinforce the way I view the world?

MY VIEW


REVIEW




OVERVIEW



WORLDVIEW





MY VIEW


REVIEW



Appendix 2

CaCHE 2-Year Software Development Diploma

Program Requirements: 39 Credits (18 Core Curriculum Credits, 21 Major Credits) (***41 credits for Full Stack development specialization)

Core Curriculum (18 Credits)

Foundation Semester Courses Digital Literacy (GCF)…….2 CreditsWorldview (Coram Deo)……1.5 CreditsFundamental English Writing (Coursera)……1.5 Credits

Orientation Mini Courses: 1 credit Life Vision (Chazown) Study Skills Discipline of love

Liberal Arts Courses

Historical Foundations Old Testament……..3 Credits New Testament……3 Credits Communication Social Justice (Compass Classroom)……1 Credits Design Thinking (Udacity)……0.5 Credits

Logical Reasoning Intro to Algebra (Udacity)……1.5 Credits Intro to Statistics (Udacity)…….1.5 Credits FTU mini courses…..0.25 Credits

• Are You Using Your Brain • Should We Be Skeptical of Everything?

Natural Science FTU Mini courses…….0.25 Credits

• Has Science Buried God? • What Are the Limits of Scientific Inquiry?

Social Structures / Aesthetics FTU Mini courses…….0.5 Credits

• Does Capitalism Hurt the Poor? • Do Free Markets Promote Cooperation? • Is There a Cure for Poverty? • Classical Poetry: Whispers of Immortality

Human Identity and Responsibility FTU Mini courses……0.5 Credits

• Is There Sex that Is Not Good? • Is the Traditional Family Worth Saving? • What Is the Opposing View Regarding Homo-

sexuality? • Should I Cohabitate?

Major Courses (21 Credits)

Prerequisites (CodeAcademy) (6 Credits) HTML/CSSJavascript JqueryPython (*Required for those who choose “Full Stack Web Developer” specialization)

Specialization (Udacity)Front-End Web Developer Courses (Year 2, 12 Credits) Intro to Computer Science Intro to HTML and CSSJavaScript Basics Intro to jQuery Object-oriented JavaScript HTML5 Canvas Website Performance Optimization Intro to AJAXJavaScript Design Patterns JavaScript Testing How to Use Git and GitHub

Full Stack Web Developer Courses (Year 2, 10 Credits) (Udacity) Programming Foundations with Python Relational DatabasesBack-End Fundamentals Developing Scalable Apps with Python Linux Basics for Web Developers

IT Internship… 3 credits


CaCHE 2-Year Business Diploma Overview

Program Requirements: 39 Credits (19.5 Core Curriculum Credits, 19.5 Major Credits)

Core Curriculum (23.5 Credits) Foundation Semester Courses Digital Literacy (GCF) 2Worldview (Coram Deo) 1.5Fundamental English Writing (Coursera) 1.5

Orientation Mini Courses: 1 Life Vision (Chazown) Study Skills Discipline of love

Liberal Arts Courses

Historical Foundations Old Testament 3 New Testament 3 Communication Social Justice (Compass Classroom) 1 Design Thinking (Udacity) 0.5

Logical Reasoning Intro to Algebra (Udacity) 1.5 Intro to Statistics (Udacity) 1.5 HTML/CSS/WORDPRESS 2 FTU Mini courses 0.25

• Are You Using Your Brain • Should We Be Skeptical of Everything?

Natural Science FTU Mini courses 0.25

• Has Science Buried God? • What Are the Limits of Scientific Inquiry?

Social Structures / Aesthetics

• FTU Mini courses 0.5 • Does Capitalism Hurt the Poor? • Do Free Markets Promote Cooperation? • Is There a Cure for Poverty? • Classical Poetry: Whispers of Immortality

Human Identity and Responsibility FTU Mini courses

• Is There Sex that Is Not Good? • Is the Traditional Family Worth Saving? • What Is the Opposing View Regarding Homosex-

uality? • Should I Cohabitate?

Major Courses (19.5 Credits )

HP LIFE (Starting a small business) 3 Microeconomic principles 2 Developing Innovative Ideas for New Companies: The First Step in Entrepreneurship (Coursera) 2 Grow to Greatness: Smart Growth for Private Businesses (Coursera) 1 Business ethics for the real world ½ An introduction to marketing (Coursera) 2 An introduction to operations management (Coursera) 2 An introduction to financial accounting (Coursera) 3 E-commerce 1 Venture Academy and internship 3


Appendix 3: Service learning/seed project

WORLDVIEW INTERVIEW PROJECT This project will help you better engage with individuals from different walks of life, as well as understand and evaluate their thinking and values from a “worldview-ish” perspective. You will interview three individuals around you, ideally representing different walks of life (different ages, genders, races, socio-economic statuses, vocations), using the ten questions listed below. Write a summary and analysis of the views of each of the interviewees.

When you interview people with different worldviews, you need to understand that typically you will not just sit down with someone and ask them these interview questions. The questions are not ends in themselves. They are only tools for understanding others and ourselves. Also, make sure to take thorough notes during each interview.

INSTRUCTIONSCreate a PowerPoint slide to share your interview result and analyses at the end of the semester.

• Apply a design template (or slide theme) of your choice• Add your interviewees’ pictures (if they consent)• Use Animation to create a more engaging and interesting slide show• Use an existing PowerPoint template or develop your own. Freely modify it to best fit your message.

Enjoy!

GENERAL INFORMATION ABOUT THE RESPONDENT

RESPONDENT NAME _____________________ GENDER: ___ Male ___ Female

AGE ____ MARITAL STATUS: ___ MARRIED ___ SINGLE

LEVEL OF EDUCATION: ____ No Formal Education ____ Primary ____ Middle ____ Secondary ____ Post-secondary ____ Graduate Work

RELIGION ____ Christianity ____ Islam ____ Buddhism ____ Judaism ____ Eastern Religion ____ Traditional Religion ____ Secular ____ Non-religious ____ Other: _____________

INTERVIEW QUESTIONS

1. What qualities make a person successful in life? 2. What happens after death?3. How do you deal with the concepts of evil and suffering in the world?4. What is our purpose here on Earth?


5. How do you know what is right and wrong? 6. Where did we all come from? How did the universe happen? 7. At this point, what is the highest priority of your life? 8. In your view, what is the most basic or fundamental human problem? 9. Is there a solution to the most basic human problem? If so, what is it? 10. What question do you most wish you could answer in your life?

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