Adam Driggers — RS753
“I enjoyed the writing course most. I found it very, very helpful. I approached the course a little differently than most. My mentor allowed me to consume the information, and then, in our mentoring sessions, he allowed me to present it almost like a mini message. This last course helped me hone that skill, so I’m presenting far better now than I was prior to that class.”
Adam Driggers, MABS Graduate | Florida
“I enjoyed the writing course most. I found it very, very helpful. I approached the course a little differently than most. My mentor allowed me to consume the information, and then, in our mentoring sessions, he allowed me to present it almost like a mini message. This last course helped me hone that skill, so I’m presenting far better now than I was prior to that class.”
Adam Driggers, MABS Graduate
Hanna Seymour — Mentor Meetings
“For me, [meeting with my mentor] was a way to reinforce what I had already learned.”
Hanna Seymour, MABS Graduate | Tennessee
“For me, [meeting with my mentor] was a way to reinforce what I had already learned.”
Hanna Seymour, MABS Graduate
Hanna is describing what happened when she reviewed earlier coursework and then discussed it with her mentor-professor. This is an important statement about the instructional model because it shows that mentoring was not simply tutoring or answering questions; it became a second encounter with the material that reinforced learning.
Terry Zeigler — Value
“It is well worth the money and the time. It is very well worth it.”
Terry Zeigler, MABS Graduate | Kansas
“It is well worth the money and the time. It is very well worth it.”
Terry Zeigler, MABS Graduate
This comes at the end of Terry’s reflection after discussing academic rigor, spiritual growth, Logos training, and ministry preparation. He explicitly evaluates both the financial and time investment.
Hanna Seymour — Learning Model
“I spent a certain amount of time every morning and then again in the evenings. I just kind of found my rhythm.”
Hanna Seymour, MABS Graduate | Tennessee
“I spent a certain amount of time every morning and then again in the evenings. I just kind of found my rhythm.”
Hanna Seymour, MABS Graduate
the evenings. I just kind of found my rhythm.”Hanna was balancing children, homeschooling, work, writing, and ministry while completing the degree. Her statement is significant because it presents flexibility realistically: the program fit her life because she could build a disciplined study rhythm around existing responsibilities.
Hanna Seymour — Course Structure
“Once I really figured out when I would do the work and what my personal deadlines would be for each course, it was kind of like paint by numbers. I just had to show up when I said I was going to show up and do the work.”
Hanna Seymour, MABS Graduate | Tennessee
“Once I really figured out when I would do the work and what my personal deadlines would be for each course, it was kind of like paint-by-numbers. I just had to show up when I said I was going to show up and do the work.”
Hanna Seymour, MABS Graduate
Hanna explains that completing the degree became manageable once she established a concrete schedule and personal deadlines. Redemption is achievable, but that doesn’t mean that it is effortless: flexibility still requires consistent work and personal discipline.
Terry Zeigler — Application
“The last project we did pulled everything together for us for the new ministry.”
Terry Zeigler, MABS Graduate | Kansas
“The last project we did pulled everything together for us for the new ministry.”
Terry Zeigler, MABS Graduate
Terry’s final project required research that helped clarify the need, structure, and direction of the ministry he and his wife were launching. This is excellent evidence that the program culminates in applied work rather than only theoretical study.
Hanna Seymour — SF511
“That class had so much personal reflection and application that kind of laid a groundwork for the rest of the program.”
Hanna Seymour, MABS Graduate | Tennessee
“That class had so much personal reflection and application that kind of laid a groundwork for the rest of the program.”
Hanna Seymour, MABS Graduate
Hanna is speaking about the Spiritual Formation course. She says the program was personally formative and academically rigorous, and that Redemption’s curriculum is meant to shape students while deepening their knowledge.
Adam Driggers — Devotional Time
“You don’t have to add extra hours on top of your life if you already spend time studying or in devotions—just redirect that focus toward the program.”
Adam Driggers, MABS Graduate | Florida
“You don’t have to add extra hours on top of your life if you already spend time studying or in devotions—just redirect that focus toward the program.”
Adam Driggers, MABS Graduate
This speaks directly to serious Bible students and ministry volunteers who already devote substantial time to learning.
Adam Driggers — Growth
“I’m now engaging at a much deeper level with scholars and academic material.”
Adam Driggers, MABS Graduate | Florida
“I’m now engaging at a much deeper level with scholars and academic material.”
Adam Driggers, MABS Graduate
Adam identifies this as the area in which he grew the most, showing the academic value of the program.
Terry Zeigler — Learning and Growth
“The growth—your own spiritual formation, your own spiritual growth—man, it’s invaluable.”
Terry Zeigler, MABS Graduate | Kansas
“The growth—your own spiritual formation, your own spiritual growth—man, it’s invaluable.”
Terry Zeigler, MABS Graduate
Terry initially pursued seminary largely for personal growth and reconnection with Scripture. Looking back after graduation, he describes spiritual formation as one of the program’s most valuable outcomes.
Hanna Seymour — Research and Resources
“Through the program I have way more tools and knowledge of where to go when I am exploring.”
Hanna Seymour, MABS Graduate | Tennessee
“Through the program, I have way more tools and knowledge of where to go when I am exploring.”
Hanna Seymour, MABS Graduate
Hanna already had educational and ministry experience before entering the program, but she says the degree gave her better tools for investigating biblical and theological questions. She not only learned more, but also became better equipped to keep learning independently after graduation.
Hanna Seymour — Biblical Interpretation
“I feel much more equipped to say, ‘Let’s talk about that passage. These are the three most common interpretations, and this is why.’”
Hanna Seymour, MABS Graduate | Tennessee
“I feel much more equipped to say, ‘Let’s talk about that passage. These are the three most common interpretations, and this is why.’”
Hanna Seymour, MABS Graduate
Some practical outcomes of her studies: greater ability to identify, understand, and explain competing interpretations of difficult passages. Her academic growth directly affects her teaching and ministry.
Adam Driggers — Preparation
“I didn’t have mentor meetings until I was 50% to 70% done, then worked through the last modules while mentoring.”
Adam Driggers, MABS Graduate | Florida
“I didn’t have mentor meetings until I was 50% to 70% done, then worked through the last modules while mentoring.”
Adam Driggers, MABS Graduate
Adam deliberately prepared much of the course before beginning mentor sessions. This is strong evidence for Redemption’s preparation-first model. Students can adapt the pacing to their circumstances.
Hanna Seymour — Fit for busy life
“I just don’t think I ever thought I’d be able to fit it in while I had three kids under three and a half years old—but here we are.”
Hanna Seymour, MABS Graduate | Tennessee
“I just don’t think I ever thought I’d be able to fit it in while I had three kids under three and a half years old—but here we are.”
Hanna Seymour, MABS Graduate
Hanna began the program while raising three very young children and already carrying significant work, ministry, and family responsibilities. Her experience directly addresses a common concern: whether graduate theological education can realistically fit into an already full adult life.
Adam Driggers — Devotional Time
“You’re doing the work anyway; you’re already putting the time in. If you join a seminary like Redemption, you’ll get a reward for it as well.”
Adam Driggers, MABS Graduate | Florida
“You’re doing the work anyway; you’re already putting the time in. If you join a seminary like Redemption, you’ll get a reward for it as well.”
Adam Driggers, MABS Graduate
Adam recalls advice from his executive pastor. He was already spending hours studying Scripture independently, so seminary gave structure, guidance, and a recognized academic outcome to work he was already motivated to do.
Hanna Seymour — Preparation & Self-Paced Learning
“I was most comfortable working through four of the seven units of a course before meeting with my mentor.”
Hanna Seymour, MABS Graduate | Tennessee
“I was most comfortable working through four of the seven units of a course before meeting with my mentor.”
Hanna Seymour, MABS Graduate
Hanna found that completing much of the course preparation before the mentoring term allowed her to use the mentoring period for review, discussion, and reinforcement.
Terry Zeigler — Achievability
“To somebody like me who had no theology at all, I would say you can do it.”
Terry Zeigler, MABS Graduate | Kansas
“To somebody like me who had no theology at all, I would say you can do it.”
Terry Zeigler, MABS Graduate
Terry entered the program with no formal background in ministry or theology and initially found graduate theological study intimidating. However, once he started working through the preparation steps and meeting with mentors, he succeeded.
Hanna Seymour — Purpose (Biblical Training)
“I knew I wanted to pursue a seminary degree for greater training to help me as I’m writing books and Bible studies and teaching the Bible.”
Hanna Seymour, MABS Graduate | Tennessee
“I knew I wanted to pursue a seminary degree for greater training to help me as I’m writing books and Bible studies and teaching the Bible.”
Hanna Seymour, MABS Graduate
Hanna was already actively writing and teaching Scripture when she enrolled, so she was not pursuing the degree merely to enter ministry later. She saw the value of formal theological education for people already serving who want to become more careful, informed, and effective in that calling.