Cover -- Contents -- Preface -- Introduction -- PART 1 - Intentionality in Institutional Language and Culture -- 1 - Asking the Right Questions (1) -- Appendix 1.1 - Characteristics of the Ideal Effective Church -- Appendix 1.2 - Internal and External Challenges to the Church -- Appendix 1.3 - ABTS Profile of the Ideal Graduate -- 2 - Asking the Right Questions (2) -- Appendix 2.1 - Saïd and Mariam -- Appendix 2.2 - The Right Questions -- 3 - Implementing and Assessing the Curriculum -- Appendix 3.1 - Reciprocal Student Evaluation of Self and Faculty at ABTS -- 4 - Multidimensional Learning in Theological Education -- 5 - The Hidden and Null Curricula -- 6 - Beyond Fragmentation in the Curriculum -- Appendix 6.1 - 2065 Empowering Servant Leaders Integrative Project -- 7 - Curricular Elements Outside the Classroom -- Appendix 7.1 Public Speaking at ABTS Chapel: Syllabus -- Appendix 7.2 ABTS Theological Reflection on Life and Ministry -- Appendix 7.3 Independent Learning Plan -- 8 - Deep Learning -- Part 2 - Intentionality in Class Instruction -- 9 - Course Design for Multidimensional Learning -- Appendix 9.1 - Sample Syllabus 1 ST 201 Introduction to Systematic Theology -- Appendix 9.2 - Sample Syllabus 2 ST 201 Introduction to Systematic Theology -- Appendix 9.3 - Verbs to Consider When Writing Aims -- 10 - Lesson Planning for Multidimensional Learning -- 11 - Traditional Versus Non-Traditional Instructional Methods -- 12 - Question Design for Deep Learning -- 13 - Case Studies in Theological Education -- 14 - Teaching, Learning Styles and Cultural Context -- 15 - The Grading and Assessment of Students -- Appendix 15.1 ABTS Bachelor of Theology (BTh) Grade Descriptors -- Appendix 15.2 - Rubric for the Assessment of Oral Presentation -- Appendix 15.3 - Rubric for the Assessment of Integrative Project -- 16 - Excellence in Teaching -- Epilogue.