Students are expected to choose a ministry context and eventually to identify one of these four contextual tracks as their primary location for contextual learning. Certainly, there is room to grow (and change focus) in ministry through the program, yet it is vital to practice ministry in a context while in graduate school. Even if (and when) that ministry context or interest changes, student-ministers must locate their learning to a contextual community while they are learning the practice of ministry.
These descriptions each represent many unique ministries, which are limited only to the entrepreneurial imagination of ministers and to the ongoing work of God in the world.
The Contextual Education program lets students take initiative for choosing to serve in these settings while moving through the program. Students locate their learning (coursework, class projects, and Field Ed Contextual Immersion Experiences) in a specific ministry setting. Locating learning by active participation in ministry helps students see the world as the classroom and also develops their awareness, practice, and reflection in these local ministry contexts. Plus, Students have the added benefit of learning indirectly about other ministry contexts through their peer’s ministry experiences in separate contexts.