Faith Builders Educational Programs: Nurturing Faith and Service

Faith Builders Educational Programs is committed to nurturing Christians toward faithful service in the kingdom of God. In that nurturing, they want to honor and extend the investment of parents, pastors, and entire communities who have formed their students and volunteers. This article explores the educational philosophy, programs, and accreditation status of Faith Builders, providing a comprehensive overview for prospective students, parents, and educators.

Core Beliefs and Values

Faith Builders Educational Programs is grounded in a strong theological foundation. They believe in one God who is omnipresent, omniscient, omnipotent, infinitely perfect, and eternally existent in three persons: Father, Son, and Holy Spirit. They believe in God as creator and sustainer of all things, and accept the Genesis account of creation as authentic. They believe that man was created in the image of God but fell into sin and depravity through willful rejection of the known will of God. They believe that Jesus Christ is the eternal Son of God and was born of a Virgin; that He lived a perfect life; that He died and shed His blood to redeem mankind from their sin; that Christ arose from the dead, ascended to the right hand of the Father, intercedes for believers, and empowers for service and victorious living. They believe that Satan is the personal enemy of God and all that is good, and that he is at work deceiving men and promoting evil. They believe that the entire Bible is inspired by the Holy Spirit, inerrant in the original writings, authentic in its matter, and authoritative in its counsels. They believe that the Bible, as interpreted by the life and teaching of Christ, is the final authority for Christian living. They believe in a salvation theology that makes the life, death, and resurrection of Christ the heart of Christianity and the community of faith the arena through which God reigns in the world. They believe that our relationship with Christ brings us into harmony with the Father, the created order, and the community of believers. As believers surrender to the lordship of Christ and follow Him in obedience, they are delivered from the power of Satan and the practice of sin. Since they are citizens of the heavenly kingdom while they live on earth, believers work in harmony with Christ to bring all that is under their dominion into conformity to the purposes of God for the universe so that all things under their dominion might be reconciled to God. They believe that God has called Christians to flee sin, to follow righteousness, and to fight the good fight of faith (I Timothy 6:11, 12). God is calling Christians to die to sin and to rise with Christ to a victorious lifestyle. They believe that the church is the body of Christ and is called to be a brotherhood that encourages, instructs, and disciplines God's people for the maintenance of purity and the promotion of spiritual growth. They believe that the civil government is ordained of God to maintain order in society and that it is the Christian's duty to honor and pray for those in authority. In addition to these brief doctrinal statements, they accept the historic creeds of the Christian church (e.g., Apostles and Nicene Creed) and the statement of Christian Doctrine adopted by the Mennonite Church in 1921 at Garden City, Missouri.

Accreditation Status

Faith Builders, a conservative Anabaptist post-secondary educational institution, is not accredited. Choosing accreditation would require Faith Builders to shift its focus to meeting the requirements of accreditation. While they find many of these requirements helpful ways to structure post-secondary learning, they believe that, taken as a whole, the requirements are in tension with some of the trademarks of Christ’s Kingdom.

College Credit Recommendations

However, numerous colleges do award credit for study at Faith Builders. For numerous of these schools, a transcript from Faith Builders is all that is needed for them to award credit for academic work at Faith Builders. In 2010, Faith Builders began working with the National College Credit Recommendation Service (NCCRS) to determine whether courses offered by Faith Builders are comparable to college courses and to establish credit recommendations. You may submit your Faith Builders transcript to a college or university that accepts NCCRS recommendations as credits. Upon application, request to meet with an academic advisor to review your transcripts. Should they need detailed information about the course and credit recommendations, direct them to Faith Builders NCCRS profile.

Educational Programs and Courses

Faith Builders Educational Programs offers a variety of courses and programs designed to equip students for service and leadership. These programs cover a range of topics, including:

Winter Term

Every winter, Faith Builders offers classes during a five-week term. This five-week term offers courses and schedules to serve a wide variety of students, from young people seeking spiritual growth and practical teaching to seasoned pastors seeking refreshment and encouragement. Students can attend for two, three, or five weeks. The application fee and tuition deposit are $225. For cancelations prior to November 30, they will refund $150. There will be no refund for cancellations after November 30. A typical class load is 6-8 credit hours or 2-3 classes. Students are expected to take two classes per day for credit. They recommend that you review the course descriptions and cost information before completing an application. Courses and instructors are subject to change. Married couples should include information for both spouses on one application form. Lodging for married students is limited. They assign lodging to use their space most efficiently. If you have special lodging needs, please include that information with your application. While they welcome families to attend Winter Term, they recognize that there are challenges for families attending Winter Term. They encourage families to review the document below prior to applying.

Specific Course Examples

Biblical Foundations for Christian Teachers: This course aims to help students describe the age group characteristics of pre-school, elementary and secondary school children; explain major elements of behavior, cognitive, humanist and biblically-based learning theories and apply their beneficial implications to classroom settings; outline an approach to character training that is biblically based and show how it adjusts to follow the child through various stages of growth; demonstrate understanding of a learning model that accounts for the interaction of teacher and teacher instruction with the learner's heart and mind which results in content learning, concept development and creative expression; illustrate concepts taught in the course by writing a brief autobiography of life-shaping influences and by recording observations gleaned from interacting with a child outside of class; outline some identifying characteristics of slow, learning disabled, and gifted children along with suggestions for mainstreaming them. Major topics include shaping influences in children's lives and how they interact with them; biblical child-training goals and methods; types of effective communication with children; age group characteristics; introduction to ways of knowing; various learning theories; a "Christian teacher's triad" of learning; instructional objectives and elements of good objective test questions; methods of interaction between Jesus and his disciples as learners along with application in the classroom; a learning model that builds on parent/teacher love for the child leading the child to accept instruction and being helped to learn, think and express creatively; how these theories might work themselves out in practical ways in curriculum design, teaching methods and classroom environment. Method of instruction focuses on classroom instruction. Evaluation criteria include tests, case studies, presentations, and projects.
Christian Curriculum Development: Upon successful completion of the course, students will be able to: develop the basic knowledge and skills needed to plan an entire course of study; design instructional objectives and activities for content courses in a Christian day school; create effective lesson plans; demonstrate competency in causing students to learn; and outline the importance of the content. Major topics include course development; syllabus components; lesson plan development; lesson presentation. Methods of instruction include lecture, discussion, collaborative learning, evaluated student presentations. Evaluation criteria include student presentations, instructor observation and projects.
Exceptional Learners in the Classroom: Upon successful completion of this course, students will be able to: identify and define common terms in the field of special education; describe in detail the signs, symptoms and solutions for a particular learning difference; identify resources and teaching strategies for exceptional learners; initiate independent study and research on a particular learning difference; create an individualized educational plan appropriate to the needs of the exceptional learner in an Anabaptist school; develop compassion and vision for helping exceptional learners in a classroom setting; create a philosophy that seeks to understand God’s plan and work in the lives of exceptional learners; and develop discernment and critical thinking skills when faced with theories, symptoms, solutions, fads, gimmicks and medications for the exceptional learner. Major topics include common terms in the field of special education; resources and teaching strategies for exceptional learners; individualized educational plans; and interaction with parents of exceptional learners. Methods of instruction include reading, video presentations, discussion, and research. Evaluation criteria include 11 short essays and a final presentation to the class.
Philosophy of Christian Education: Upon successful completion of the course, students will be able to: briefly describe the history of educational thought and practice; define and use key terms related to the development of an educational philosophy; articulate a Christian understanding of the purposes, methods and presuppositions of Christian education; understand and apply the contributions made by an Anabaptist perspective to a philosophy of education; plan a curriculum that is the fruit of a Christian educational philosophy; and develop the documents needed to apply a Christian philosophy of education into a school's curriculum. Major topics include Worldviews and Education; a short history of Education; a Christian Philosophy of Education (ACPE); ACPE - Anabaptist distinctives; content area Philosophy; curriculum - issues and options; a vision for Mennonite schools and teachers. Methods of instruction include lecture and discussion. Evaluation criteria include examinations and student presentations.
Principles of Teaching: Major topics include educational philosophy of Faith Builders; principles that guide effective teaching; classroom management; lesson planning; assessment of student learning; and evaluation of teaching. Methods of instruction include lecture, discussion, and observation of other teachers. Evaluation criteria include study guides, student teaching, and a final portfolio.
Teaching Elementary Mathematics: Students will be able to: solve mathematical problems encountered in an elementary mathematics curriculum; explain mathematical concepts and skills to elementary age children; incorporate a Christian philosophy into teaching mathematics; describe the characteristics of a successful mathematics classroom environment; demonstrate effective math teaching; discuss the major issues surrounding math teaching; and demonstrate a mastery of elementary mathematical concepts. Major topics include Methods / Principles of Teaching Elementary Math; philosophy of Math and Math Teaching; teaching from a Christian framework; issues in Mathematics and Mathematics Teaching; foundations of Mathematics; fundamental concepts; operations of Arithmetic; Number Theory; proportion; percentages; probability; and Geometry. Methods of instruction include lecture and demonstrations. Evaluation criteria include exams, a class presentation and projects. Credit recommendation: In the lower division baccalaureate/associate degree category, 3 semester hours in Mathematics for Elementary School Teachers.
Teaching Methods: Students will be able to: plan the school year; develop and present a lesson in at least one subject area; develop and implement a classroom management plan; evaluate and score student work equitably; and motivate students in the classroom. Major topics include the 7 laws of teaching, lesson preparation, lesson presentation, classroom management, testing and record keeping, motivating students, and community relationships. Methods of instruction include lecture, discussion, and simulation. Evaluation criteria include tests, projects, presentations, and papers. Credit recommendation: In the lower division baccalaureate/associate degree category, 3 semester hours in Principles of Teaching or General Methods.
Teaching Reading: Students will be able to: use direct instruction techniques in early reading experiences; identify various reading perspectives, models, and methods; apply decoding processes through phonetic, structural, and contextual analyses; plan various activities to aid in vocabulary expansion and reading comprehension skills; and create meaningful reading and writing experiences. Major topics are reading in 5 areas including direct instruction reading approach, early reading and the first months of reading instruction with predictable word lists, decoding through phonetic analysis, structural analysis and contextual analysis. Other topics focus on comprehension and other reading perspectives, methodologies and activities. Methods of instruction include lecture, discussion, role play, practicum, and collaborative leaning, evaluation, examinations, case studies, presentations, demonstrations, and projects.
Using Literature in the Classroom: Students will be able to: gain appreciation of historical and contemporary literary works for children and young adults by reading a wide sampling of children's literature; expand personal understanding of Biblical foundations by engaging with story elements, authors' intent and purpose in children's literature; explore reading and writing connections through the use of children's books to promote vocabulary, word recognition, and language fluidity to help children acquire competency in written compositions and oral texts; distinguish the various genre classifications including their definitions and components, values, historical significance, categories, and elements; acquire a measure of expertise in using trade books across the curriculum; and develop motivational and interactive activities that integrate skills of given subject areas. Major topics are divided into four major components: overview, studying the various genres of children's literature, creating and experiencing interactive activities, and developing a standard to evaluate children's literature. The first section introduces a foundational purpose, historical perspective and primary elements of children's literature. The other 3 sections are integrated throughout the term. Several genres are introduced each week, interspersed with hands-on activities. Students critically evaluate books read in class and assigned reading. Methods of instruction include lecture, discussion, role play, collaborative learning and practical experience. Evaluation criteria include tests, projects, response papers and presentations (including a read aloud) and a paper.

Heartland Childcare Center and Preschool Tax Exemption Case

An important case involving Faith Builders is the Heartland Childcare Center and Heartland Preschool property tax exemption case in Illinois. This case provides insight into how the Illinois Department of Revenue views the intersection of religious purpose and childcare.

Background

Faith Builders, as a religious organization, sought a property tax exemption for Heartland Childcare Center and Heartland Preschool. The Illinois Department of Revenue denied the exemption, arguing that the primary use of the facilities was as a day care, with religious purposes being secondary.

Arguments and Findings

Faith Builders argued that the childcare center and preschool were integral to their religious mission, providing religious instruction even to the youngest children. They presented evidence of Bible stories, Christian music, and developmentally appropriate Christian principles being taught.

The Department of Revenue argued that the facilities did not offer an established, commonly accepted program of academic instruction and that the religious purposes were secondary to the day-care services provided.

Read also: Tuition and Aid Options

The circuit court reversed the Department's decision, finding that the preschool was used primarily for religious and/or school and religious purposes. The court also noted that the preschool was a not-for-profit school and that its educational purpose spared the state the expense of paying for Pre-K education.

Appellate Court Decision

The appellate court reversed the circuit court's judgment, concluding that the Department's findings were not against the manifest weight of the evidence. The Department could reasonably find that the primary use of the child-care center and preschool was as a day care and that the religious purposes of evangelism and theological instruction were secondary. The Department could also reasonably find that the child-care center and preschool were not exempt as “schools” because neither of them offered an established, commonly accepted program of academic instruction.

Legal Principles

The court reviewed the case based on the following legal principles:

Statutory Interpretation: Statutes exempting property from taxation are construed narrowly. Taxation is the rule; tax exemption is the exception.
Standard of Review: An agency's findings of fact will stand unless they are against the manifest weight of the evidence.
Religious Purposes: The term "religious purposes" includes the use of property by a religious society or body of persons as a stated place for public worship, Sunday schools, and religious instruction. It can also include fellowship and evangelism.
Exclusivity: The term "exclusively" in the statute means "primarily." An incidental or secondary purpose, if not for profit, will not defeat the exemption.

Implications

This case highlights the challenges that religious organizations may face when seeking property tax exemptions for facilities that provide both religious instruction and childcare services. The primary use of the property is a key factor in determining whether an exemption is warranted.

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