Riker Koempel — Flexibility and Rigor
“Redemption Seminary provided the perfect balance of academic rigor and flexibility that allowed me to work full-time, be an engaged Father and Husband, and serve my church while pursuing meaningful education.”
Riker Koempel, MABS Graduate | Washington
“Redemption Seminary provided the perfect balance of academic rigor and flexibility that allowed me to work full-time, be an engaged Father and Husband, and serve my church while pursuing meaningful education.”
Riker Koempel, MABS Graduate
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.
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 — 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.
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.