Students’ theological discernment will be measured by the completion of individual theological taxonomies in every undergraduate and graduate theology course. The taxonomies develop theological discernment by requiring students to identify

• Christian theological essentials
• local or denominational community convictions
• personal/individual convictions
• matters of opinion or desiderata (remaining questions)

For the undergraduate student, TH402 Doctrinal Summarization will serve as the culminating and final summative taxonomy. For the graduate student, TH504 and TH505 contain formative assignments that cascade into the mastering of the theology of the entire Bible.

Formative & Summative Undergraduate Breakdown:

• Formative Undergraduate Courses
  • TH120 — Introduction to Theological Approaches & Methods — Students’
    theological discernment will be measured by their demonstrable ability to navigate comparative approaches to theological methods that have surfaced throughout church history (e.g., Biblical Theology, Creedal Theology, Systematic Theology, Canonical Theology, and Sacramental Theology). They’ll also learn to distinguish and integrate ways of knowing theology such as (1) Revelation, (2) Tradition, (3) Reason, (4) Experience, and (5) Illumination.
  • TH201 — Prolegomena, Bibliology, and Theology Proper — TH201 continues the topic of theological methods as part of its “first things” curriculum. Bibliology introduces the Bible to students as a specific revelation from God through the instrumentality of the Holy Spirit’s ministry of inspiration through human subjects. The doctrine of God, including trinitarianism and the attributes of God, will introduce the student to the God of the Bible.
  • TH202 — Christology & Pneumatology, TH301 — Angelology & Anthropology, TH302 — Hamartiology & Soteriology, TH401 — Ecclesiology & Eschatology, and TH204 —Dispensationalism — TH202, TH301, TH302, TH401, and TH204 cultivate the practice of theological methods in community through groupings. Each semester student grouping is required to decide on a methodological approach and to write a one-paragraph statement regarding the topic (e.g., Christology) at hand. The goal is for students to discern the intersectional continuity and/or discontinuity of (1) doing theology in community and (2) approaching theology with different methodologies.
• Summative Undergraduate Course
  • TH402 — Doctrinal Summarization — Students’ theological discernment will be measured by the completion of a summative theological taxonomy and accompanying personal doctrinal statement in TH402 Doctrinal Summarization. This cumulative and culminating work by students will serve them in the future as they seek ministry placement, ordination, and participate in the discipleship of their churches and families. This senior level assignment will also equip students to make the teachings of Christianity clear to those outside the church. One more layer of intersectionality will be added to the TH402 course. Students are required to make one visit to the worship service of a denomination that is not their own, and they are required to interview the worship leader(s) of that gathering (i.e., the pastor, the priest, the bishop, etc.). The interview should focus on the leader and denomination’s approach to theology method. Communication with the church and the leader will need to precede the student’s visit so that the hosts may prepare for their visit and post-visit conversation. Students may organize groups to share the experience together. Each student is responsible for a response paper that summarizes the student’s observations about the worship event and evaluates the interview experience. Taking notes is encouraged. Showing respect in these settings is expected as the students represent the name of TSBC during these visits.

Formative & Summative Graduate Breakdown:

• TH504 — Old Testament Theology — This course is an examination of the theological teachings of the Old Testament. It emphasizes the progressive, chronological development of these teachings as they surface throughout the Old Testament text. It is a comprehensive integration of the theology of the Old Testament writings of the Bible.
• TH505 — New Testament Theology — This course is an examination of the theological teachings of the New Testament. It emphasizes the progressive, chronological development of these teachings as they surface throughout the New Testament text. It is a comprehensive integration of the theology of the New Testament writings of the Bible. The student will generate a theological taxonomy from the New Testament use of the Old Testament, which aims to provide the student with a comprehensive resource for a theology of the Bible.

The biblical intelligence of entering students will be measured by a diagnostic assessment provided through the ABHE Bible Knowledge Exam upon entering studies at TSBC. This pre-program assessment must be taken prior to the completion of the students first semester of classes.

The biblical intelligence of graduating students will be measured by the ABHE Bible Knowledge Exam as they complete their studies at TSBC. This post-program benchmark assessment must be taken by either the final week in November (based on a fall semester completion date) or the final week of April (based on a spring or summer semester completion date).

The biblical and contextual intelligence of students will be measured in each undergraduate BI course by formative assessments. Two options are given here and can be utilized at the faculty member’s discretion. The first is a paragraphic evaluation of a/the book of the Bible exposited in the course. The goal of the paragraphic evaluation is devotional mastery of the content of a book of the Bible, to be able to think one’s way through the book from memory. By way of integrating devotional mastery into devotional practice, faculty must require students to use the material they’ve created in a devotional activity (e.g., prayer calendar, solitude & silence retreat, approach to a fasting schedule, etc.). The second option is an argument paper on a/the book of the Bible exposited in the course. An argument paper must include key introductory features relating to the book of the Bible and a running commentary. Credible sources must be used throughout the argument paper. The goal of the argument paper is to understand the content considering the reception context of the revelatory activity of God. Faculty members may submit an alternative formative assessment to the Academic Affairs Office, which must be reviewed and approved prior to the start of the semester.

Graduate students take two BI courses: BI501 Advanced Principles of Bible Study and BI506 Biblical Exegesis & Interpretation. Both courses focus on the technical skills required to master the exegesis and interpretation of Scripture that is foundational for the task of theology and the practice of one’s faith. The skills learned will also expand students’ knowledge of the context of the biblical world.

For both undergraduate and graduate students, there are several courses in TSBC’s curriculum that cultivate contemporary contextual intelligence for those who minister using God’s word (e.g., Appalachian Ministry courses, Missions courses, Apologetics courses, Homiletics, Expository Preaching, Christian Education courses, and Ministry Studies courses). TSBC funnels these  contemporary contextualizing courses into an assessment of intelligence in three areas:

• Contemporary Biblical Leadership (character, strategy, and administration)
• Contemporary Biblical Communication (research, writing, and speaking)
• Contemporary Biblical Worldview (faith, apologetics, evangelism, and discipleship)

The biblical and contextual intelligence of students will be measured by the integration of the bible and culture through AB Courses and culminating in the undergraduate course GS402 Senior Seminar. In GS402, students integrate biblical and general studies and examine the philosophical foundations of various worldviews. Each student is assisted with developing and articulating a comprehensive biblical worldview that causes their cumulative knowledge of the Bible gained at TSBC to engage with the culture and world around them. For graduate students, MI605 Capstone Project integrates biblical and contextual intelligence and demonstrated the students’ mastery of the biblical worldview in the contemporary context. The capstone project is designed to give the student appropriate application of all the courses included in the Master of Bible/Theology program. The student will select a project and have it approved by the instructor. Applicable research will provide the data to create a final authentic learning project. The capstone project will be facilitated by the instructor. Students who do not successfully complete the capstone project can register an appeal through the Graduate Appeals Form.

Every class at TSBC presents an opportunity for the professor to develop and integrate biblical spiritual disciplines into the lives of his or her students. Dr. Don Whitney teaches biblical spirituality at The Southern Baptist Theological Seminary in Louisville, KY. Whitney is the author of the 1997 work entitled Spiritual Disciplines for the Christian Life, Praying the Bible, and Family Worship. In an article available at DesiringGod.com,[1] Dr. Whitney identifies sixth truths about the nature of biblical spiritual disciplines:

• The Bible prescribes both personal and interpersonal spiritual disciplines.
• They are activities (1 Tim. 4:7). They are not attitudes. Disciplines are practices.
• We are talking about things that are practices taught or modeled in the Bible.
• Those found in Scripture are sufficient for knowing and experiencing God and for growing in Christlikeness (2 Tim. 3:16–17).
• They are derived from the gospel, not divorced from the gospel.
• They are means and not ends. The end, that is, the purpose of practicing the disciplines is godliness.

In David Mathis’ book entitled Habits of Grace: Enjoying Jesus through the Spiritual Disciplines, we learn that the primary biblical, spiritual disciplines are threefold:

• hear his voice (word)
• have his ear (prayer)
• belong to his body (fellowship)

He also adds supplemental disciplines to this basic, primary structure:

• the great commission to disciple the nations
• the discipline of generosity
• the discipline of time management
• creating margin for communion with Christ

Academic Integration of Biblical, Spiritual Disciplines:

• SELECT EITHER: Personal integration element: Faculty must offer students the opportunity to integrate a personal, biblical, spiritual discipline into one of their assignments. Faculty must inform students about what qualifies as personal, biblical, spiritual disciplines and be clear about which assignments qualify for integration.
• OR SELECT: Community integration element: Faculty must offer students the opportunity to integrate a communal, biblical, spiritual discipline into one of their assignments. Faculty must inform students about what qualifies as communal, biblical, spiritual disciplines and be clear about which assignments qualify for integration.
• Faculty must require students to report on their experience of the personal or communal discipline within the context of the selected assignment.

TSBC Ministry Formation

Ministry Formation serves as an institutional opportunity instrumental in uniting academics with spirituality and devotion. Ministry Form. The details concerning Ministry Formation are available in the designated section in this catalog.

[1] Don Whitney, “What Are Spiritual Disciplines?,” Desiring God, last modified December 31, 2015, accessed May 14, 2021,
https://www.desiringgod.org/interviews/what-are-spiritual-disciplines. 

TSBC has created the course ASMT 200 – Ministry Competency Map. Students are regularly and automatically enrolled in the assessment. There is no charge, no grade, and no credit for the class. It is an assessment of the student’s calling and feeling of competency in that calling as they complete their studies at TSBC. Further instructions for completing the assessment are explained in the Populi course.

The Student Self-Assessment

As a result of your learning in the TSBC community this semester, describe the calling of God in your life. Would you describe his calling as a ministry of stewardship, a ministry of shepherding, a ministry of service, or a ministry of scholarship (please do your best to select only one)?

What is a steward?

OT stewards fulfilled their callings in three ways: as managers, missionaries, and mentors. Stewards in the teachings of Jesus and in the letters of Paul fulfilled their callings by faithfulness to the Master in managing assigned responsibilities with an eternal perspective. The language of stewardship is not utilized in the book of Acts or in the letter to the Hebrews. Peter (1 Peter 4:10–11) highlights the passive and active nature of stewardship, as that which is received from God and must be employed for serving others. The resource entrusted to these stewards is

God’s diversified, tangible, exceptional effect(s) produced in the church by his generosity (BDAG).

While not exhaustive, ministries of speaking and serving are emphasized here. The goal of stewardship is the glory of God through Jesus Christ. The body of Christ is a receiving community, called to steward God’s generous grace in tangible ministry to others in word and deed for God’s glory.

What is a shepherd?

According to Ephesians 4:11–16, the ascended Christ gave persons as gifts to equip the body for maturity. Among these persons is the pastor. In his work on exegetical syntax of the Greek NT, Dr. Daniel Wallace writes,

All pastors are teachers, but not all teachers are pastors (Wallace, 284).

The term “pastor” is used interchangeably with two other New Testament terms: elders and overseers. Elders/Overseers/Pastors guard and shepherd the flock in doctrine, discipline, direction, and distinction. While many references are available, Paul’s farewell to the leaders at Ephesus in Acts 20:17–28 demonstrated the interchangeability of the three terms. In their book Elders in the Life of the Church, Newton and Schmucker describe the three contributions that the three terms make to describing the one office:

• Elder highlights the spiritual maturity of the office
• Overseer emphasizes leadership and direction for the church
• Pastor focuses on feeding, nurturing, and protecting the flock

In closing, the nature of the shepherd can be further understood in the trajectory of the New Testament’s development of the leadership for Christ’s church. The Apostolic Office was foundational and temporary. The Missionary or Church Planter is the “closest” thing in function to an apostle in our day (a sent one) but still not the same thing. A local plurality of Elders/Pastors/Overseers within the congregation becomes the aim of the apostles in each church for leadership.

What is a servant?

Just as the plurality of Deacons served the people to free the Apostles for the ministry of the word and prayer in Acts 6, so do they function in the same way today in relation, not with Apostles, but with the Elders/Shepherds/Overseers. God has given the servant keen insight into the tangible needs of the people in their congregation, have the skill, knowledge, resources, and/or capacity to meet those needs, and carry out the task to completion. They are often gifted with mercy, hospitality, generosity, and administrative abilities. They share the heart of our Lord Jesus Christ, who said,

For even the Son of Man did not come to be served but to serve, and to give his life as a ransom for many (Mark 10:45 NET).

What is a scholar?

Beginning with Ezra and continuing through the New Testament period, a group of
teachers/experts/scribes emerged, whose basic task has been described for us in Nehemiah 8:8,

They read from the book, from the Law of God, clearly, and they gave the sense so that the people understood the reading.

These “Scripture scholars” (BDAG) taught the Scriptures to the entirety of the people of God, with a special focus on the next generation. They are faithful disciple-makers. They
discern and value truth. They study hard with great attention to the smallest of details. Their work is pristine and sharp. Our Lord Jesus was called “teacher” (Matt. 8:19). Nicodemus was a “teacher” (John 3:1–10). Paul called himself a “teacher” (2 Tim. 1:11). Sometimes the scribes/experts of the law were skeptical and hostile toward Jesus (Matt. 5:20; 9:3; Lk. 23:10) and other times, they affirmed his teachings (Mk. 12:28; Lk. 20:39). The teachers/experts/scribes had received advanced training to be able to copy and clearly communicate the word of God, so that both its text and meaning continued to the next generation. The Scriptures are clear: there have been good and evil stewards, shepherds, servants, and scholars throughout salvation history.

Our mission at TSBC is to equip stewards, shepherds, servants, and scholars to fulfill their ministries in Christ’s commission by offering access to a community of believing, biblical scholarship resulting in lives that glorify God through theological discernment, biblical & contextual intelligence, spiritual devotion, and ministry competence. Access believing, biblical scholarship. Fulfill your ministry.

Whatever calling God is placing on your life, we want your experience at TSBC to contribute to your faithfulness to that calling. Having read the above descriptions, what is God confirming to you this semester? Is he calling you to a life primarily of stewardship, shepherding, servanthood, or scholarship?

The Faculty Assessment

As a result of faculty experiences with the students in the classroom, during ministry formation, and after reading their self-assessments, faculty will provide feedback from a mentor’s point of view that develops the student’s evaluation of God’s calling on his/her life.

• They will assess the student’s assessment of his or her calling as a steward, shepherd, servant, or scholar.
• Having considered the student’s self-assessment, faculty will constructively identify key areas that exemplify ministry competence.
• Having considered the student’s self-assessment, faculty will constructively identify key areas that exemplify ministry incompetence.

Faculty will offer counsel to the students about how TSBC provides access to a community where they can fulfill the ministry to which God has called them. For example, does the student appear to be pursuing a degree and minor emphasis consistent with his/her calling? Are there resources on campus that may cause their ministry callings to grow and flourish? Are there placement opportunities or ministry formation opportunities that may provide students with experiences for further assessing their ministry callings?