Academics and Admissions
Introduction
Our educational philosophy is tethered to our passion to provide an international level of learning to a global audience of dedicated believers, based on the pillars of relationship, reflection, repetition, and rehearsal.
Our mission is to equip disciples for sacred vocations as connected, competent, and compassionate cross-cultural leaders. To do this we employ an intentional model for holistic development of the heart, mind and soul. At a more granular level, Newbridge has a goal to deliver “accessible content that develops a coherent worldview, leadership framework, and ministry paradigm for Community Development work”.
The Newbridge Model
The requisite Spiritual Formation of our ministerial program calls us to a model that aligns with an orientation towards an experiential and relational knowledge of the Creator, not just His creation.
This, in combination with the call of the Great Commission for discipleship/mathēteuō (μαθητεύω) and teaching/didaskō (διδάσκω) naturally fits with the framework of the New Testament koinonia (κοινωνία) (Philippians 1:6).
The digital platform provides trimester-based access, on-demand content access, for busy professionals. The pre-recorded courses have live forums, leading to new relational learning with peers and facilitators. This interaction seeks to move knowledge from sterile thesis statements to points of growth for the stakeholders leading to changed leaders who are moored in orthodoxy for worthy orthopraxy. Though components related to the Wissenschaft model can be seen in terms of methods for intellectual development, our framework for theological training relies heavily on both an Athens approach (which seeks holistic change through transformation truths) and an Auburn paradigm (to invoke koinonia-based change at a personal and communal level). Another key hallmark of the institute’s methodology is the use of assignments which require reflection on principles, ideas, and concepts
1. Learners will be able to lead multi-cultural teams in the development of concepts, thoughts, and ideas across an appropriate range of cross-cultural situations. This skill includes a variety of contexts including team-meetings, homily, negotiation, and narrative.
Learners will have competence to identify and evaluate major worldviews and articulate an orthodox apologetic for understanding life that is coherent and centered on a New Testament theology that originates from the creator. This includes an evangelical response to origins, destiny, purpose, and morality.
2. Learners will effectively apply taught hermeneutical principles for exegesis of the Scriptures. This skill will be able to identify Biblical spheres and genre to provide Bible interpretation through literal, contextual, historical, and grammatical lenses.
3. Learners will know key pastoral-care principles and cross-link them to appropriate global leadership competencies.
4. Learners will be able to develop an organizational strategy for a cross-cultural community-development related ministry, inclusive of an analysis of the internal and external environment and evidenced by the formulation of a coherent plan ready for presentation.
Learners will be able to demonstrate comprehension of cross-cultural ministry principles. Using principles associated with church planting movements, the learners can engage in effective analysis and strategic planning applicable to cross-cultural or multi-cultural ministry settings.
Student Entry and Retention Requirements
Requirements to join and remain in the program for the duration of the academic experience, include:
- Personal information including name and contact information, to properly process the application and communicate with the applicant.
- A sufficient grasp of English. Applicants from non-English jurisdictions need to be able to prove competence with an IELTS exam score of 5.0 during the provisional stage and 6.5 prior to residency.
- A minimum age of eighteen is required for enrollment.
- A statement of testimony of faith in the Lord Jesus Christ
- Agreement to the religious faith and practice of the institute
- Justification for why acceptance will help the institute fulfill/reach their mission and vision.
- Acknowledgement as to the exemption and accreditation status of the institute. This includes accepting personal responsibility for researching the relevance and viability of the chosen program for the applicant’s current and anticipated needs, context, and jurisdiction.
- Acknowledgement to financial considerations and expectations.
- A letter of recommendation from a pastor or ministry leader.
- Submission of academic background. Highschool or GED completion is required for direct enrollment. Graduate level applicants are required to have a bachelor’s degree or equivalent knowledge and experience demonstrable through a curricula vitae or resume.
Status and Accreditation
State Status: Newbridge Leadership Institute is a religious institution exempt from state regulation and oversight in the Commonwealth of Virginia.
As a registered corporation in the Commonwealth of Virginia, the institute has received the aforementioned exemption through the State Council of Higher Education pursuant to 8 VAC 40-31-50 of the Virginia Administrative Code.
Federal Status: Newbridge Leadership Institute is a registered non-profit organization pursuant to IRC 501(c)3.
QAHE Accreditation: Newbridge Leadership Institute, is accredited by the International Association for Quality Assurance in Pre-Tertiary and Higher Education (QAHE), an independent, non-governmental entity. As a private religious institute, we accept no government funds and, therefore, are not required to expend resources seeking government-recognized accreditation. This strategic decision of the institute underscores our commitment to maintaining an affordable tuition rate and preserving our global, faith-based mission.
The accreditation level (QAHE) chosen by this institute is intended to meet the needs of our target student demographic. This approach also allows us to provide an affordable and specialized ministry-driven track for student education that aligns with our core values.
The role of our QAHE-accredited institute is to equip individuals through the lens of calling, not career. In the rare event that a student needs a degree with a secularly recognized accreditation to fulfill a position, we suggest that the student’s undergraduate degree be used as the primary reference.
Application Review & Acceptance
Newbridge Leadership Institute operates as a faith-based, religious organization and all who wish to be students in the institute must be in alignment to the doctrinal and religious positions of the school.
It is the duty of the registrar to consider the veracity of the application and any associated documents submitted during the application and/or acceptance (registration) process.
If the application is in good order, the approving committee (or the appointed committee chair) makes a final decision to provide an offer letter to the applicant. It is the policy of the school to provide offer letters, which may be sent to the email provided during the application process.
Transfer students are welcome and existing credits from other institutions are reviewed on a case-by-case basis. Students with a LifeDev PDP certificate may receive up to nine-hours of transfer credit. Please contact an advisor to discuss a pathway that matches your individual situation.
Academic Expectations
The institute has expectations of students regarding the pursuit of academic excellence, academic integrity, and academic progress.
Accordingly, students are expected to apply themselves with diligence to the required academic course, refrain from all forms of cheating, and modify and improve efforts when academic progress demonstrates unacceptable performance.
Students have the opportunity to develop academic excellence through lectures, reading, and formative assignments. Student progress is measured through summative assessment at the end of each course, and a GPA of 2.0 or better is required to receive any academic award or degree.
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