Academic Catalog 2021-2022 by Columbia Theological Seminary

Academic CATALOG 2021-2022

Cultivating Faithful Leaders for God's Changing World Columbia Theological Seminary P. O. Box 520701 S. Columbia Drive Decatur, Georgia 30031 www.CTSnet.edu Columbia Theological Seminary is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award masters and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097 or call 404-679-4500 for questions about the accreditation of Columbia Theological Seminary. Columbia Theological Seminary is also accredited by the Commission on Accrediting of the Association of Theological Schools in the United States and Canada to award the following degrees: Decatur, GA — Master of Art (Theological Studies), Master of Arts in Practical Theology, Master of Divinity, Master of Theology, Doctor of Ministry, Doctor of Educational Ministry, and Doctor of Theology Kingston, Jamaica — Doctor of Ministry Questions regarding Columbia Theological Seminary’s accreditation status or adherence to ATS’s standards should be addressed to the Association of Theological Schools, 10 Summit Park Drive, Pittsburgh, PA 15275-1110 or by calling 412-788-6505. The regulations, requirements, and general information included in this catalog are official for the 20212022 academic year, but are subject to revision at any time and, therefore, are in no way binding upon the seminary. An electronic update of this catalog will be available on the Columbia Theological Seminary website for the 2021–2022 academic year, and will serve as the official catalog for that year. Please consult the Columbia Theological Seminary website for updates and the most current information.

Table of Contents Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Our Identity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Our Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Our Mission Is Framed by Commitments. . . . . . Our Institutional Goals. . . . . . . . . . . . . . . . . . . . . .

3 3 3 3 5

Degree Programs . . . . . . . . . . . . . . . . . . . . . . . . . . Master of Divinity. . . . . . . . . . . . . . . . . . . . . . . . . . Master of Arts in Practical Theology . . . . . . . . . . Master of Arts (Theological Studies). . . . . . . . . . Advanced Degrees Introduction. . . . . . . . . . . . . . Master of Theology. . . . . . . . . . . . . . . . . . . . . . . . . Doctor of Ministry. . . . . . . . . . . . . . . . . . . . . . . . . Doctor of Educational Ministry . . . . . . . . . . . . . . Doctor of Theology in Pastoral Counseling. . . . . Application Information for International Students and Exchange Visitors. . . . . . . . . . . . . . Special Students and Auditors. . . . . . . . . . . . . . . . Housing and Financial Information. . . . . . . . . . . Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Health Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scholarships for Master's Degree Students. . . . . Tuition, Fees, and Other Charges Effective Summer Term 2021 . . . . . . . . . . . . . . . . . . . . . . . . Refund Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Resources and Related Academic Programs. . . . 57 The John Bulow Campbell Library . . . . . . . . . . . . 57 Related Academic Programs. . . . . . . . . . . . . . . . . 57 Programs in Other Locations . . . . . . . . . . . . . . . . 59 Columbia in Service to the Church and Its Ministry. . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 The Center for Lifelong Learning. . . . . . . . . . . . . 60 International Theological Education. . . . . . . . . . . 60 Community Life. . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Yearly Schedule. . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Enrollment and Student Affairs . . . . . . . . . . . . . . 61 Vocational Support and Development. . . . . . . . . 62 Community Worship and Convocations . . . . . . . 63 Awards and Prizes. . . . . . . . . . . . . . . . . . . . . . . . . . 63 Graduate Fellowships. . . . . . . . . . . . . . . . . . . . . . . 66 Faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Curriculum and Courses . . . . . . . . . . . . . . . . . . . . 73 Biblical Area. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Historical Doctrinal Area. . . . . . . . . . . . . . . . . . . . 82 Practical Theology Area. . . . . . . . . . . . . . . . . . . . . 91 Interdisciplinary Courses. . . . . . . . . . . . . . . . . . . . 106 Supervised Ministry . . . . . . . . . . . . . . . . . . . . . . . . 108 Academic Notes and Policies . . . . . . . . . . . . . . . . 113 Calendar 2021-2022. . . . . . . . . . . . . . . . . . . . . . . 120

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Our Identity

Mission

Columbia Theological Seminary is an educational institution of the Presbyterian Church (USA), and a community of theological inquiry, leadership development and formation for ministry in the service of the Church of Jesus Christ.

Our Mission

Columbia Theological Seminary exists to educate and nurture faithful, imaginative, and effective leaders for the sake of the Church and the world.

Our Mission Is Framed by Commitments WE UNDERSTAND CHRISTIAN FAITH TO INCLUDE

a growing love for God expressed in daily faithfulness to Jesus Christ, vibrant worship as an essential feature of life together, cultivation of the mind, and the disciplines of the Christian life; a growing love for the Church expressed in authentic community, participation in the life of local churches, and responding to God’s call to and gifting for leadership; a growing love for Christ’s work in the world expressed in ministries of proclamation, nurture, compassion, justice, creativity, and the care of all creation.

BECAUSE WE ARE A CONFESSIONAL COMMUNITY OF THE CHURCH, WE

believe in Christ’s reign over the whole world; articulate a missional understanding of life rooted in the rule of God’s love and justice; celebrate the goodness of God in all creation; live under the authority of Jesus Christ as witnessed in the scriptures of the Old and New Testaments, in the Church throughout the ages, and in the Reformed tradition and its confessions; nurture a personal and corporate faith which takes responsibility for our choices amid the political realities, the social institutions, and the global contexts in which we live; commit ourselves to diversity and inclusivity, to ecumenicity, and to discerning the ongoing manifestations of God’s presence in human affairs; listen with openness to voices of hopelessness and hope around and within us; and acknowledge our own brokenness and need for redemption. 3

AT COLUMBIA, WE SEEK TO WITNESS TO

God’s creative power—seen in the wonder and beauty of creation; God’s reconciling love—demonstrated in the life, death and resurrection of Jesus Christ; and God’s redemptive action and transforming justice—visible through the Church and in the broad work of the Holy Spirit in a pluralistic and interdependent world.

OUR SPECIAL MISSION IN THE SERVICE OF THE CHURCH, AND ESPECIALLY THE PRESBYTERIAN CHURCH (USA), IS

to educate women and men for leadership in ordained and lay ministries by offering graduate degrees, certification programs, and lifelong learning opportunities; to attend diligently to both text and context; to keep learning as a community of scholars and practitioners together; and to provide theological resources through an exceptional faculty, library, and campus facilities.

BECAUSE WE ARE AN EDUCATIONAL INSTITUTION, OUR CALLING IS

to prepare persons to be leaders in worship, witness, teaching, mission, and service; to pursue learning that joins mind and heart—that enlarges intellect and imagination and nurtures passion, compassion and empathy; to develop personal and professional skills for leadership in the Church; to learn from the world-wide Church, from other faith traditions, from education, the arts, politics, economics, and science, and from those outside the centers of power and influence; and to consider critically from the perspective of the Christian faith, ideological, technical, and scientific assumptions—including our own—about the human situation.

IN CARRYING OUT OUR MISSION,

we seek to be faithful to the gospel, and to become a living expression of the Body of Christ in the world.

Our Institutional Goals COLUMBIA THEOLOGICAL SEMINARY SEEKS:

1. To participate with the Church in the formation of students for pastoral vocations in the Church and the world by providing preeminent theological education within the Reformed tradition; 2. To educate men and women for leadership in ministry through its MDiv, MA(TS) and MAPT degree programs; 3. To enhance the ministries of men and women who are currently engaged in ordained and other forms of leadership by educating them in its ThM, DMin, DEdMin and ThD programs; 4. To enhance the ministries of the PC(USA), the ecumenical Church, and persons with a variety of theological interests through its Lifelong Learning programs; 5. To provide a learning community in which theological education, scholarship and formation for ministry flourish; 6. To provide a physical environment that contributes to an atmosphere for effective learning; 7. To be a good steward of its resources in order to provide quality education both in the present and the future; and 8. To foster and sustain Columbia’s connection to the PC(USA), the ecumenical Church, the greater Atlanta, national and global communities.

Our Educational Vision AT COLUMBIA THEOLOGICAL SEMINARY, WE SEEK TO:

• Prepare persons to be led by God as they lead God’s people in worship, witness, mission, and service; • Cultivate lifelong spiritual practices to sustain and support ministry; • Pursue learning that joins body, mind, and heart, enlarges imagination, engages intellect, nurtures passion, and deepens empathy; • Learn from the world, both locally and globally, from other faith traditions, and from those outside the centers of power and influence; and • Interpret the Christian faith as a continuing conversation between the human situation and the gospel.

Degree Programs COLUMBIA’S SEAL CARRIES A MOTTO WHICH CONSISTS OF THE GREEK WORDS FOR PASTORS AND TEACHERS. These words are taken from the letter to the

Ephesians: “The gifts he gave were that some would be apostles, some prophets, some evangelists, some pastors and teachers, to equip the saints for the work of ministry, for building up the body of Christ” (Ephesians 4:11-12 NRSV). Since its inception, Columbia has seen its role as training persons for leadership in the Church by offering courses of study leading to both master and doctoral level degrees. The Master of Divinity (MDiv), Master of Arts in Practical Theology (MAPT) and the Master of Arts (Theological Studies) (MA[TS]), are first-level master's degrees which combine academic and professional courses into coherent curriculums suited for a variety of vocational pursuits. Advanced degrees include the Master of Theology (ThM), the Doctor of Ministry (DMin), and the Doctor of Educational Ministry (DEdMin). Women and men from all denominations are eligible to apply for any of Columbia’s degrees. The Doctor of Theology in Pastoral Counseling (ThD) is being discontinued, and currently is following a teach-out plan. The program is due to conclude in 2022.

Master of Divinity Aims of the Program

• Integrate personal experience with the history

and theology of the Christian Church in a way that clarifies call. • Interpret particular ministry contexts. • Respond to the challenges and opportunities of the contemporary Church, the world, and creation by engaging biblical, historical, doctrinal, and practical theological resources. • Interpret God’s changing world and respond with imagination and resilience.

THE MASTER OF DIVINITY DEGREE IS OFFERED AS A FIRST-LEVEL MASTER'S THEOLOGICAL DEGREE FOR THOSE WHO SEEK TO SERVE AS PASTORS, PROPHETS, EVANGELISTS, TEACHERS, AND OTHER LEADERS OF THE CHURCH OF JESUS CHRIST

The curriculum offered to MDiv students emerges from the seminary’s identity as a community of memory and hope.

•

Claiming memory, the seminary finds its identity as part of the people of God stretching back thousands of years. Resting in that identity, it leads students to a fresh and critical appropriation of the Christian tradition for themselves and for the sake of those to and with whom they minister.

These are the student learning outcomes for the Master of Divinity degree program.

Length of Program

The MDiv curriculum is designed so that a full-time student can complete the requirements for the degree in three full years and is comprised of 90 Claiming hope, Columbia finds its identity in the semester hour credits. A student’s program may be promises of God, in the world that God will bring lengthened by a variety of factors, including about, and in the opportunities still ahead for the work of the Church in the midst of the work of God. participation in internships or taking a reduced load in any given semester. All students must complete their work within six years from the date of In all this, the MDiv curriculum draws upon the matriculation. rich resources of the Church’s memory to nurture students’ hope and engage their imaginations for mission in the Church and world. Advising In theological education, students integrate their The Christian ministry needs persons who are studies with their own lives. Faculty members aid possessed with a deep, informed, and personal faith this process of integration by serving as advisers, and who are equipped with skills and imagination to assisting students in their course selections each lead the people of God in acts of compassion, term. As a result of conversations with their proclamation, praise, confession, celebration, justice, advisers, students make course selections that take reconciliation, and healing. Teaching and learning at into account areas of past experience, identified Columbia equip and form the people who equip the interests and weaknesses, and the assessments saints to engage in the work of ministry. of teachers and ministry supervisors. Early in the first year of studies, students undergo an individual ONCE A STUDENT HAS COMPLETED THE DEGREE supervised ministry assessment with the director of PROGRAM, THE STUDENT IS EXPECTED TO BE ABLE TO: contextual education who makes a recommendation • Provide effective leadership in corporate worship to the student about ways to optimize the student’s contextual education experience while at CTS. and the public arena. 7

Calendar and Credit System

Components of the Curriculum (beginning in 2017)

Academic work for the MDiv is offered throughout the year. Two semester-length terms, in the fall and in the spring, anchor the academic year. Half-term courses are also offered during these terms. The calendar also includes an intensive term in January and a summer term designed primarily for language study and supervised ministry experiences. Each semester-length term consists of 6 weeks of classes, a midterm exam and assessment period, another 6 weeks of classes, and a final exam week. The exam days enable students to complete the work for halfterm courses.

REQUIRED COURSES (11 COURSES/33 CREDITS):

Each of these courses must be successfully completed to earn the MDiv degree: • Imagination and Resilience in God’s Changing World (1 course/3 credits) • Old Testament Interpretation I & II (2 courses/6 credits) • New Testament Interpretation (1 course/3 credits) • Christian Theology I & II (2 courses/6 credits) • Introduction to Pastoral Care (1 course/3 credits) • Explorations (1 course/3 credits) • Supervised Ministry (1 course/6 credits) • Cross/Roads (1 course/3 credits) • Scripture Reading Practicum (1 course/0 credits)

All credit is awarded in standard semester hours. Courses that meet for the whole term are assigned 3 credit hours. Those meeting for half the term are given 1.5 credit hours. The half-term courses allow students to take more subjects in a given term without increasing the number of classes they will carry simultaneously.

DISTRIBUTION REQUIREMENTS (11 COURSES/36 CREDITS):

One course from among a specified set of elective courses in each of the following areas must be successfully completed to earn the MDiv degree: • Biblical language (Greek or Hebrew) (3 credits) A student’s admission to candidacy for the degree • Biblical exegesis using Greek or Hebrew emerges from the Candidacy Discernment (3 credits) Consultation (CDC) and must be approved by the faculty. The CDC is a major review of the student’s • American Religious History (3 credits) • Christian ethics (3 credits) work in the MDiv degree and the student’s potential for ministry and includes conversation with • History of Christianities (3 credits) a small group of selected faculty and fellow students. • World Christianities (3 credits) • Christian education (3 credits) It occurs after the student has completed at least thirty-nine credit hours of the degree requirements • Christian leadership (3 credits) • Preaching (3 credits) and three hours of a contextual education • Worship (3 credits) experience. At the CDC, questions of spiritual and • Advanced Supervised Ministry or Practica vocational growth and other issues are addressed. courses (courses with significant practice Any recommendations or stipulations that arise components) (6 credits) from the consultation are reviewed by the faculty before they award the MDiv degree. GENERAL ELECTIVES (21 CREDITS)

Candidacy Discernment Consultation

TOTAL OF 90 CREDITS

Requirements For The Master of Divinity Degree

Further Theological Study beyond the Master’s Degree

To be eligible for graduation with the Master of Divinity degree, students are required to: • Have on file with the seminary a complete and official transcript of credits showing graduation with a bachelor’s degree from an accredited university or college of liberal arts and sciences (unless admitted by special action of the faculty), a completed health form, and any required standardized test results; • Be tested for and achieve competency in English writing and speech; • Be admitted to degree candidacy through the successful completion of the Candidacy Discernment Consultation; • Satisfactorily complete all the requirements of the degree with a total of 90 credit hours within six years of the date of matriculation, 48 of which must be completed at Columbia (excluding cross-registration courses); • Successfully complete the Scripture Reading Practicum, a not-for-credit transcripted requirement; • Maintain a minimum overall grade point average of 2.30; • Lead community worship at least as once after having completed 66 credit hours (This requirement is suspended for those graduating in 2022); • Be in residence for at least four semesters (residency is defined as enrollment as a degree-seeking student and registered for classes); • Demonstrate to the faculty that they have sustained a sound moral and religious character in seminary life and give promise of useful service in the ministry or related vocations; and • Pay all bills to Columbia and give assurance that all open accounts in the community and elsewhere have been satisfied. Students with education loans must agree to make prompt and regular payments.

Although the Master of Divinity program does not equip graduates with everything they will need for effective and faithful ministry, they are equipped with initial and essential tools for their ministries. Because the search for faithful answers to the challenges of the Christian life today requires an ethic of learning for the faith, many graduates return to this and other places of group learning for regular additional formal study. Further knowledge, additional insight into the life of faith, and strengthened practice for faithful leadership result when graduates engage in regular, disciplined theological study at various stages in their ministries.

Admission to the Master of Divinity Program

Admission to the Master of Divinity program requires a bachelor’s degree from a regionally accredited college or university with a cumulative grade point average of 2.5 or higher on a 4.0 scale. All prospective students are strongly encouraged to apply regardless of their GPA or prior area of academic focus; all applications will be thoroughly reviewed and considered for admission. Offers of admission to the Master of Divinity program are made are made on a rolling basis between November 15 and June 30. Applications that are completed by November 15 will receive an admissions decision by December 15. Students who also submit their FAFSA by November 15 will also receive a preliminary scholarship decision. Additional scholarship review for the Seminary’s largest scholarships and fellowships will begin on January 15. Applications received after January 15 will be considered for scholarships as funds are available. In order to enroll at the Seminary in the fall semester, applications must be completed by June 15. Students who are unable to matriculate during the semester for which they were admitted may defer 9

their admissions decision for up to one academic • Official Transcript(s): applicants must submit year. Deferral requests must be submitted in writing transcripts from all colleges, universities, to admissionsstaff@ctsnet.edu. Incomplete seminaries, and graduate schools attended by the applications and/or admitted students that do not applicant for at least one course whether or not matriculate and do not submit a deferral request will a degree was granted. Official transcripts should be administratively withdrawn from the be sent directly from the institution to Columbia admissions process with Columbia retaining Theological Seminary. If an applicant is currently application materials for at least one academic year. enrolled in a degree program, the applicant should After one academic year, applicants may be required send an official transcript that includes all work to submit new application materials to be considered to-date. Such applicants will be admitted for admission. provisionally contingent upon receipt of the final transcript post-graduation. • Three Letters of Recommendation: may be Application Requirements academic, pastoral, or professional. At least one The application process in entirely online. Applicants letter must be provided by a pastor or pastoral can apply by visiting https://ctsnet.edu/apply. equivalent (e.g., campus minister). Students are strongly encouraged to submit at least one To be considered for admission to the Master of academic reference. Applicants seeking ordination Divinity program, an applicant must submit to the are strongly encouraged to obtain appropriate admissions office the following materials: recommendations from the appropriate • Online application for admission congregational and/or denominational • $50 nonrefundable application fee representatives. • Resume / CV • Autobiographical Statement: three-four pages,

typed, double-spaced autobiographical statement serves as an introduction to the admissions team. Applicants should carefully write their statement considering content, style, grammar, and organization. Ordinarily, applicants write about their personal life, sense of vocation/ call, academic interests, and their reason for applying to Seminary/Columbia. A guiding document for the autobiographical statement can be obtained online or by emailing admissionsstaff@ctsnet.edu. • Academic Writing Sample: this should be a recent sample of the applicant’s writing that clearly demonstrates ability to write and critically engage an argument. Recent is defined as having been written in the last 3-5 years. If a recent sample is not available, the applicant may choose to submit an alternative writing assignment for which a prompt can be found online. Students seeking guidance concerning the academic writing sample or alternate writing assignment should email admissionsstaff@ctsnet.edu.

Additional Requirements INTERNATIONAL STUDENTS | TOEFL REQUIREMENT

English Language Learners (ELL) and persons whose first language is not English are required to submit recent test scores, ordinarily taken within the last two years, from the Test of English as a Foreign Language (TOEFL). In most cases, students accepted to Columbia’s first-level master’s degree programs submit a TOEFL score of 84 or higher on the internet-based TOEFL (iBT, iBT Home Edition, or Paper-delivered) with a minimum score of 21 in each of the skill sections. TOEFL scores should be submitted by TOEFL directly to Columbia (Institutional Code: 5118). All test fees are the responsibility of the applicant. INTERNATIONAL STUDENTS | I-20S AND FINANCIAL CERTIFICATION

All international students are required to complete Columbia’s financial certification process upon admission and prior to applying for a visa. The

process will ensure the student has adequate financial resources to cover tuition, fees, travel, and living expenses for the duration of their study in the United States. The I-20 will not be issued until the financial certification process has been completed. For fall enrollment, the certification process must take place by May 30 for those living abroad, and no later than June 30 for those currently in the United States who are transferring from another institution.

GRE TEST SCORES

The Columbia Admissions Office welcomes the submission of Graduate Record Exam (GRE) test scores. However, this is not required to be considered for admission. TRANSFER CREDIT

Students in good standing in other accredited seminaries may be admitted after transcripts have been evaluated and their applications approved by the Admissions Committee. Such students must INTERNATIONAL STUDENTS | HEALTH INSURANCE REQUIREMENT secure a letter from their academic dean indicating International students will automatically be billed for that they are students in good standing. Students health insurance unless they can meet the insurance in the MDiv degree program may receive no more requirements outlined by the seminary with an than 45 credit hours for work completed at another alternative provider. Association of Theological Schools (ATS) accredited institution within the past five years. Transfer credit TRANSFER STUDENTS | LETTER OF GOOD STANDING will only be given for courses passed with a grade of Students transferring from another seminary or B or higher. A student who has completed a Master graduate school are required to submit a letter of of Arts (MA) degree from an ATS accredited good standing that certifies the student will leave institution may transfer in up to half of the MA their current school in good standing with the degree toward Columbia’s MDiv degree. The institution – academic, financial, and otherwise. determination of whether or not particular courses taken at other institutions receive credit is made by CRIMINAL BACKGROUND CHECK the Office of Academic Affairs, which also After admission and prior to enrollment, all determines whether the credits will fulfill either admitted students must complete a background required or elective credit hours. All petitions for check that will be conducted via a Columbiatransfer credit and advanced standing must be made approved third-party. All admissions decisions are by the end of the student’s first academic year. contingent upon the successful completion of the criminal background check. TITLE IX TRAINING BY EVERFI

All admitted students are required to complete an All admitted students are required to complete an online Title IX training provided by Columbia prior to matriculation. The training will familiarize students with matters related to Title IX, sexual misconduct, and reporting. ADMISSIONS DEPOSIT

A nonrefundable admissions deposit of $250 is required of all students enrolling at Columbia Theological Seminary. The deposit is due within thirty (30) days of a student’s admission decision and no later than July 30, in order to confirm the student’s place in the program. 11

Master of Arts in Practical Theology Aims of the Program

congregations, faith communities, and the wider world. THE PURPOSE OF THE MASTER OF ARTS IN PRACTICAL • Engage in theological action and reflection by THEOLOGY DEGREE IS TO EQUIP PERSONS FOR A experiencing and reflecting on actual ministry BROAD ARRAY OF MINISTRIES WITH RIGOROUS, settings, practicing public theology, and CREATIVE, INTERDISCIPLINARY COURSEWORK. completing integrative theory and practice The degree program integrates a core curriculum of assignments within their concentration. theological studies with particular focus in practical • Develop the habitus of Christian identity for theology through three areas of concentration: Eduservice in the church and world. “Habitus” cational Ministries, Pastoral Care/Pastoral Theology, involves the habits, movements, and or Worship, Preaching, and the Arts. dispositions of daily life that often go unnoticed but that inform and ascribe meaning to • Educational Ministries focuses on the teaching, persons and communities. Students demonstrate learning, and spiritual formation of people and this learning goal in a professional portfolio that communities through liberative forms of includes a statement of faith, grounding education. spiritual practices, vocational discernment, work• Pastoral Care/Pastoral Theology integrates ing metaphor for practical theology, and selftherapeutic practices of care with attention to understanding as a practical theologian. intercultural and global structures that affect and inform suffering and healing. These are the student learning outcomes for the • Worship, Preaching, and the Arts focuses on Master of Arts in Practical Theology degree how arts and aesthetics support transformational program. practices of worship and preaching. The degree may be appropriate for ordination in traditions that do not require a three-year Master of Divinity program, or for lay people who desire theological education in order to carry out their professional or volunteer ministries in congregational settings and beyond.

Components of Program

The Master of Arts in Practical Theology requires 48 credit hours and can be completed in two years and one summer if pursued on a full-time basis. Typically, the summer will be used to complete the supervised ministry requirement. Over the course of the 48 credit hours in this program, all students will complete the Introduction to Practical ONCE A STUDENT HAS CONCLUDED THE DEGREE Theology and Capstone Course in Practical PROGRAM, THE STUDENT IS EXPECTED TO BE ABLE TO: Theology (6 credit hours total) and a supervised • Understand the nature and task of practical ministry course (6 credit hours). In addition, theology by using different frameworks, methods, metaphors and issues of concern within students will complete a core set of general courses in biblical studies, history, and doctrine totaling 15 the field of practical theology to understand 13

credit hours. Courses in the area of concentration (Educational Ministries, Pastoral Care/Pastoral Theology, or Worship, Preaching and the Arts) and general electives will constitute the remaining 21 credit hours.

MAPT/MDIV Dual Degree Opportunity

The Master of Arts in Practical Theology degree may also be used to add an area of specialization to a Master of Divinity degree. Students may thus pursue the Master of Divinity and Master of Arts in Practical Theology in a dual degree format. Both degrees are awarded at the same commencement, after the student has earned 114 credits and met the requirements of both degrees.

elsewhere have been satisfied. Students with education loans must agree to make prompt and regular payments.

Admission to the Master of Arts in Practical Theology Program

Admission to the Master of Arts in Practical Theology (MAPT) program requires a bachelor’s degree from a regionally accredited college or university with a cumulative grade point average of 2.5 or higher on a 4.0 scale. All prospective students are strongly encouraged to apply regardless of their GPA or prior area of academic focus; all applications will be thoroughly reviewed and considered for admission.

Offers of admission to the MAPT program are made are made on a rolling basis between November 15 Requirements for the Degree and June 30. Applications that are completed by • Have on file with the seminary a complete and November 15 will receive an admissions decision by official transcript of credits showing graduation December 15. Students who also submit their with a bachelor’s degree from an accredited university or college of liberal arts and sciences, FAFSA by November 15 will also receive a preliminary scholarship decision. Additional a completed health form, and standardized test scholarship review for the Seminary’s largest results; • Be tested for and achieve competency in English scholarships and fellowships will begin on January 15. Applications received after January 15 will be writing skills; considered for scholarships as funds are available. In • Satisfactorily complete all the requirements of order to enroll at the Seminary in the fall semester, the degree with a total of 48 credit hours applications must be completed by June 15. within five years of the date of matriculation, 24 of which must be completed at Columbia Students who are unable to matriculate during the (excluding cross-registration courses); • Maintain a minimum overall grade point average semester for which they were admitted may defer their admissions decision for up to one academic of 2.30; year. Deferral requests must be submitted in writing • Be in residence for at least three long terms to admissionsstaff@ctsnet.edu. Incomplete (residency is defined as enrollment as a applications and/or admitted students that do not degree-seeking student and registered for classes), unless having already attained a Master matriculate and do not submit a deferral request will be administratively withdrawn from the of Divinity or Master of Arts degree; admissions process with Columbia retaining • Demonstrate to the faculty that they have application materials for at least one academic year. sustained a sound moral and religious character in seminary life and give promise of useful service After one academic year, applicants may be required to submit new application materials to be considered in the ministry or other church vocations; and for admission. • Pay all bills to the seminary and give assurance that all open accounts in the community and 14

Application Requirements

• Official Transcript(s): applicants must submit

transcripts from all colleges, universities, seminaries, and graduate schools attended by the applicant for at least one course whether or not a degree was granted. Official transcripts should To be considered for admission to the MAPT be sent directly from the institution to Columbia program, an applicant must submit to the admissions Theological Seminary. If an applicant is office the following materials: currently enrolled in a degree program, the applicant should send an official transcript that • Online application for admission includes all work to-date. Such applicants will be • $50 nonrefundable application fee admitted provisionally contingent upon receipt • Resume / CV of the final transcript post-graduation. • Autobiographical Statement: a three-four page, • Three Letters of Recommendation: typed, double-spaced autobiographical recommendations may be academic, pastoral, or statement serves as an introduction to the professional. At least one letter must be provided admissions team and program director. by a pastor or pastoral equivalent (e.g., campus Applicants should carefully write their statement minister). considering content, style, grammar, and organization. Ordinarily, applicants write about their personal life, sense of vocation/call, Additional Requirements academic interests, and their reason for applying INTERNATIONAL STUDENTS | TOEFL REQUIREMENT to Seminary/Columbia. A guiding document for English Language Learners (ELL) and persons whose the autobiographical statement can be obtained first language is not English are required to submit online or by emailing recent test scores, ordinarily taken within the last admissionsstaff@ctsnet.edu. two years, from the Test of English as a Foreign • Concentration Declaration Statement: one – Language (TOEFL). In most cases, students accepttwo pages, typed, double-spaced concentration ed to Columbia’s first-level master’s degree declaration statement that helps the admissions programs submit a TOEFL score of 84 or higher on committee gain a better sense of the applicant’s the internet-based TOEFL (iBT, iBT Home Edition, choice of concentration (i.e., Worship, Preaching or Paper-delivered) with a minimum score of 21 in and the Arts; Educational Ministries; or Pastoral each of the skill sections. TOEFL scores should be Care and Pastoral Theology), how the submitted by TOEFL directly to Columbia concentration fits into the applicant’s sense of (Institutional Code: 5118). All test fees are the vocation, and how the selected concentration responsibility of the applicant. will help prepare the applicant for their work and INTERNATIONAL STUDENTS | I-20S AND FINANCIAL ministry. CERTIFICATION • Academic Writing Sample: this should be a All international students are required to complete recent sample of the applicant’s writing that clearly demonstrates ability to write and critically Columbia’s financial certification process upon engage an argument. Recent is defined as having admission and prior to applying for a visa. The process will ensure the student has adequate been written in the last 3-5 years. If a recent sample is not available, the applicant may choose financial resources to cover tuition, fees, travel, and living expenses for the duration of their study in the to submit an alternative writing assignment for United States. The I-20 will not be issued until the which a prompt can be found online. Students seeking guidance concerning the academic writ- financial certification process has been completed, ing sample or alternate writing assignment should which must occur no later than June 30 of each academic year for fall enrollment. email admissionsstaff@ctsnet.edu. The application process in entirely online. Applicants can apply by visiting https://ctsnet.edu/apply.

Practical Theology program. A new application with REQUIREMENT supporting materials must be submitted. If the International students will automatically be billed for applicant is admitted to the program, satisfactory health insurance unless they can meet the insurance coursework from the student’s prior degree program requirements outlined by the seminary with an will be considered toward the Master of Arts in alternative provider. Practical Theology program. The faculty advisor, program director(s), and academic affairs staff will TRANSFER STUDENTS | LETTER OF GOOD STANDING work with the student to determine which credits Students transferring from another seminary or may be applied to the MAPT program. graduate school are required to submit a letter of DUAL DEGREE OPTION good standing that certifies the student will leave A student may apply to the MAPT/MDIV dual their current school in good standing with the degree option. In addition, some students who apply institution – academic, financial, and otherwise. to the MAPT or MDIV degrees later decide to move CRIMINAL BACKGROUND CHECK into the dual degree program. Students submit a After admission and prior to enrollment, all new application to move into the dual degree admitted students must complete a background program. Some students who enroll in the dual check that will be conducted via a Columbiadegree program discern a call to reclassify into only approved third-party. All admissions decisions are one program. This does not require a new contingent upon the successful completion of the application, but is administered thorough the Office criminal background check. of Admissions, Office of Academic Affairs, and the degree program directors. INTERNATIONAL STUDENTS | HEALTH INSURANCE

TITLE IX TRAINING BY EVERFI

All admitted students are required to complete an online Title IX training provided by Columbia prior to matriculation. The training will familiarize students with matters related to Title IX, sexual misconduct, and reporting.

TRANSFER OF CREDIT

ADMISSIONS DEPOSIT

Transfer credit will only be given for courses passed with a grade of B or higher. The determination of whether or not courses taken at other institutions may receive credit is made by the Office of Academic Affairs, which also determines whether the credits will fulfill either required or elective credit hours. All petitions for transfer credit and advanced standing should be made by the end of the student’s first academic year.

The Columbia Admissions Office welcomes the submission of Graduate Record Exam (GRE) test scores. However, this is not required to be considered for admission. DEGREE RECLASSIFICATION FOR CURRENT STUDENTS

Students currently enrolled in the MDiv and MATS programs, or as special students at Columbia, may also apply for admission to the Master of Arts in

A student may receive no more than 18 credit hours for work completed within the past five years towards an unearned degree at another Association of Theological Schools (ATS) accredited institution.

A student who has completed a Master of Arts (MA) degree from an ATS accredited institution may transfer in up to 18 credit hours or one half of the total credit hours of the degree program (if less than 48 CH) toward Columbia’s MAPT degree. A student who has completed an MDiv at Columbia or at another ATS accredited institution, may also 16

apply up to 18 hours toward the MAPT degree. Applied credit will only be given for courses passed with a grade of B or higher. The determination of whether or not courses taken at other institutions may receive credit is made by the Office of Academic Affairs, which also determines whether the credits will fulfill either required or elective credit hours.

Master of Arts (Theological Studies) Aims of the Program THE MASTER OF ARTS (THEOLOGICAL STUDIES) (MA[TS]) IS A FLEXIBLE DEGREE PROGRAM THAT PROVIDES THEOLOGICAL STUDIES FOR PERSONS WHO ARE EXPLORING CAREER OPTIONS OR WHO ARE PREPARING FOR DOCTORAL STUDIES, CHURCH LEADERSHIP POSITIONS, OR SPECIALIZED FORMS OF LAY MINISTRY.

The MA(TS) program is also for those persons who wish to engage theological issues of faith and the modern world in relation to their current professions. While this program is not designed to prepare persons for ordained ministry, it may be useful for those ministers who serve in traditions that do not require a degree in divinity for ordination, but who nevertheless wish to develop their formal knowledge of theological studies. The degree can be completed in two years of fulltime study but may take longer if pursued online or on a part-time basis.

These are the student learning outcomes for the Master of Arts (Theological Studies) degree program.

Components of the Program

Because students enroll in the MA(TS) program for a wide variety of reasons, they enjoy an extremely flexible course of study. Indeed, the only class they must all take is the MA(TS) Seminar (I500), normally during their first year of study at the seminary. Among its primary purposes, this seminar helps students to clarify their plans for the degree, structure their coursework accordingly at the seminary, and confirm their area of specialization. The seminar will also help students explore various career options.

The MA(TS) degree is offered in two modalities: residential and online. Residential MA(TS) students must choose one of five disciplines as a Once a student has concluded the degree program, concentration: Old Testament, New Testament, Theology, Church History, or Ethics. In addition the student is expected to be able to: to their primary area of specialization, residential • Demonstrate knowledge and research skills within one of the five areas of specialization (Old MA(TS) students must choose a secondary discipline other than their area of specialization and Testament, New Testament, Ethics, Church take any 9 credit hours in it. Additionally, they must History, Theology) take at least 3 credit hours in yet a third discipline. • Demonstrate familiarity with content in an auxiliary area of concentration (OT, NT, Ethics, Beyond these requirements, students are invited to take any courses offered, including courses in Church History, Theology) Practical Theology. Courses that are either • Develop and describe their personal sense of Interdisciplinary or in Supervised Ministry may be vocation allowed with the prior approval of the MA(TS) • Address challenges to pursuing their vocations and articulate intersections between coursework Director. Near the end of their degree work, typically in their final semester, they will complete and their lives an additional 3 credit hours in the course B699 • Prepare materials suitable for post-graduation or HD699 MA(TS) Independent Study, which is endeavors 18

done under the supervision of a faculty member in their area of specialization. This course requires the production of a 25-35 page thesis or praxis-focused project. Students will choose to complete a thesis or praxis-focused project in consultation with the MA(TS) Director and a faculty member in their primary area of specialization who will serve as the thesis/project supervisor. This course provides students the opportunity to explore a critical issue in their field, thus revealing their ability to do in-depth and independent research, to critically engage and analyze that research, to think constructively and do original work, and to write at a master’s level. Ordinarily, residential MA(TS) students shall take only one independent study (which is B699 or HD699).

original work, and to write at a master’s level. Courses that are either Interdisciplinary or in Supervised Ministry may be allowed with the prior approval of the MA(TS) Director. Ordinarily, online MA(TS) students shall take only one independent study (which is B699 or HD699). Note: Students wishing to write a thesis in Old Testament must take Hebrew; likewise, students wishing to write a thesis in New Testament must take Greek—either through coursework at CTS or prior to matriculation.

Requirements for the Degree

To be eligible for graduation with the MA(TS) degree, students are required to: • Have on file with the seminary a complete and Note: Students specializing in Old Testament must official transcript of credits showing graduation take Hebrew; likewise, students specializing in New with a bachelor’s degree from an accredited uniTestament must take Greek—either through versity or college of liberal arts and sciences, coursework at CTS or through coursework prior to a completed health form, and any required matriculation. standardized test results; • Be tested for and achieve competency in English Students in the Online MA(TS) Program have the writing skills (see TOEFL requirements below); flexibility to take courses in any MA(TS) discipline • Satisfactorily complete all the requirements of area (Old Testament, New Testament, Theology, the degree with a total of 48 credit hours Church History, or Ethics), as well as courses in within five years of the date of matriculation, the Practical Theology area. Near the end of their 27 of which must be completed at Columbia degree work, typically in their final semester, (excluding cross-registration courses); online students will complete 3 credit hours in B699 • Maintain a minimum overall grade point average or HD699 MA(TS) Independent Study. The of 2.30; Independent Study must be in a MA(TS) discipline • Be enrolled as a degree-seeking student and area in which the online student has taken at least 9 registered for classes); credits and will be done under the supervision of a • Demonstrate to the faculty that they have faculty member in that discipline. B699 or HD699 sustained a sound moral and religious character MA(TS) Independent Study requires the production in seminary life and give promise of useful service of a 25-35 page thesis or a praxis-focused project. in the ministry or other church vocations; and Students will choose to complete a thesis or • Pay all bills to the seminary and give assurance praxis-focused project in consultation with the that all open accounts in the community and MA(TS) Director and a faculty member in their elsewhere have been satisfied. Students with primary area of specialization who will serve as the education loans must agree to make prompt and thesis/project supervisor. This course provides regular payments. students the opportunity to explore a critical issue in their field, thus revealing their ability to do in-depth Details of the program are available from the and independent research, to critically engage and director of the Master of Arts (Theological Studies) analyze that research, to think constructively and do program. 19

Admission to the Master of Arts (Theological Studies) Program

Admission to the Master of Arts (Theological Studies) (MATS) program requires a bachelor’s degree from a regionally accredited college or university with a cumulative grade point average of 2.75 or higher on a 4.0 scale. All prospective students are strongly encouraged to apply regardless of their GPA or prior area of academic focus; all applications will be thoroughly reviewed and considered for admission.

To be considered for admission to the MATS program, an applicant must submit to the admissions office the following materials:

Online application for admission $50 nonrefundable application fee Resume / CV Autobiographical Statement: a three-four page, typed, double-spaced autobiographical statement serves as an introduction to the admissions team. Applicants should carefully write their statement considering content, style, grammar, and organization. Ordinarily, applicants Offers of admission to the MATS program are made write about their personal life, sense of vocation/ are made on a rolling basis between November 15 call, academic interests, and their reason for and June 30. Applications that are completed by applying to Seminary/Columbia. A guiding November 15 will receive an admissions decision by document for the autobiographical statement December 15. Students who also submit their can be obtained online or by emailing FAFSA by November 15 will also receive a admissionsstaff@ctsnet.edu. preliminary scholarship decision. Additional • Plan of Study: one – two pages, typed, doublescholarship review for the Seminary’s largest spaced that identifies their area of concentration scholarships and fellowships will begin on January and clearly outlines the applicant’s plan for 15. Applications received after January 15 will be achieving their research goals within the MA(TS) considered for scholarships as funds are available. In program. order to enroll at the Seminary in the fall semester, • Academic Writing Sample: this should be a applications must be completed by June 15. recent sample of the applicant’s writing that clearly demonstrates ability to write and critically Students who are unable to matriculate during the engage an argument. Recent is defined as having semester for which they were admitted may defer been written in the last 3-5 years. If a recent their admissions decision for up to one academic sample is not available, the applicant may choose year. Deferral requests must be submitted in writing to submit an alternative writing assignment for to admissionsstaff@ctsnet.edu. Incomplete which a prompt can be found online. Students applications and/or admitted students that do not seeking guidance concerning the academic matriculate and do not submit a deferral request will writing sample or alternate writing assignment be administratively withdrawn from the should email admissionsstaff@ctsnet.edu. admissions process with Columbia retaining • Official Transcript(s): applicants must submit application materials for at least one academic year. transcripts from all colleges, universities, After one academic year, applicants may be required seminaries, and graduate schools attended by the to submit new application materials to be considered applicant for at least one course whether or not for admission. a degree was granted. Official transcripts should be sent directly from the institution to Columbia Application Requirements Theological Seminary. If an applicant is The application process in entirely online. Applicants currently enrolled in a degree program, the can apply by visiting https://ctsnet.edu/apply. applicant should send an official transcript that includes all work to-date. Such applicants will be • • • •

admitted provisionally contingent upon receipt of the final transcript post-graduation. • Three Letters of Recommendation: recommendations may be academic, pastoral, or professional. At least two letters of recommendation must be academic.

TRANSFER STUDENTS | LETTER OF GOOD STANDING

Additional Requirements

CRIMINAL BACKGROUND CHECK

INTERNATIONAL STUDENTS | TOEFL REQUIREMENT

All international students are required to complete Columbia’s financial certification process upon admission and prior to applying for a visa. The process will ensure the student has adequate financial resources to cover tuition, fees, travel, and living expenses for the duration of their study in the United States. The I-20 will not be issued until the financial certification process has been completed. For fall enrollment, the certification process must take place by May 30 for those living abroad, and no later than June 30 for those currently in the United States who are transferring from another institution. INTERNATIONAL STUDENTS | HEALTH INSURANCE REQUIREMENT

International students will automatically be billed for health insurance unless they can meet the insurance requirements outlined by the seminary with an alternative provider.

Students transferring from another seminary or graduate school are required to submit a letter of good standing that certifies the student will leave their current school in good standing with the institution – academic, financial, and otherwise. After admission and prior to enrollment, all admitted students must complete a background check that will be conducted via a Columbia-approved third-party. All admissions decisions are contingent upon the successful completion of the criminal background check. TITLE IX TRAINING BY EVERFI

Students currently enrolled in the MDiv and MAPT programs, or as special students at Columbia, may also apply for admission to the Master of Arts (Theological Studies) program. A new application with supporting materials must be submitted. If the applicant is admitted to the program, satisfactory coursework from the student’s prior degree program will be considered toward the MA(TS) program. The faculty advisor, program director(s), and academic 21

affairs staff will work with the student to determine which credits may be applied to the Master of Arts (Theological Studies) degree program.

Transfer Credit

A student may transfer no more than 15 credit hours in the five fields of the program from work completed before admission. The credit must be earned from regionally accredited or ATS accredited institutions. No transfer credit may be obtained for work done more than 36 months before admission. Transfer credit will only be given for courses passed with a grade of B or higher. The determination of whether courses taken at other institutions may receive credit is made by the Office of Academic Affairs. All petitions for transfer credit and advanced standing must be made by the end of the student’s first academic year.

Advanced Degrees Introduction COLUMBIA OFFERS FOUR PROGRAMS LEADING TO AN ADVANCED DEGREE. They

include the Master of Theology, Doctor of Ministry, Doctor of Educational Ministry, and Doctor of Theology in Pastoral Counseling. The ThD degree is no longer accepting applicants and will be discontinued once current students complete the degree in 2022. Each of these advanced degrees builds on the work completed in the MDiv, MAPT, or MA(TS) degrees. In addition to the resources of the faculty and library on Columbia’s campus, advanced degree students may draw upon the resources of the Atlanta area. Additional educational opportunities and resources are available through the Atlanta Theological Association. Accredited programs of clinical pastoral education and pastoral counseling are available in many settings. Numerous national and regional offices of denominational and interdenominational agencies are located in Atlanta.

Master of Theology Aims of the Program THE MASTER OF THEOLOGY (THM) IS DESIGNED FOR PERSONS ALREADY HOLDING THE MDIV DEGREE OR ITS EQUIVALENT WHO WISH TO DEEPEN THEIR MASTERY OF ONE AREA OR DISCIPLINE OF THEOLOGICAL STUDY THROUGH REFLECTION, RESEARCH, AND WRITING FOR THE SERVICE OF THE CHURCH AND THE ACADEMY.

The distinctive element of Columbia’s ThM program is the opportunity to work closely with faculty mentors in research of mutual interest. Students pursue a one-year course of full-time study that includes coursework in relevant curricular areas; a seminar in research methods; close work with a faculty mentor; the production of a publishable research thesis project; and, by application to the faculty, the opportunity to serve as a research or teaching assistant. Once the student has concluded the degree program, the student is expected to be able to: • Demonstrate advanced research methodology

and scholarship in the production of a thesis. • Demonstrate an academic understanding in a focused area of study. • Demonstrate competency in teaching in a specific field of study, in the case of students accepted for teaching assistantships. These are the student learning outcomes for the Master of Theology degree program.

Components of the Program

Students must earn at least 15 credit hours in coursework, in addition to the 15 credit hours for the ThM thesis preparation (reading and writing) in the area of specialization.

ThM students participate in an intensive one-week Research Methods Seminar in the late summer and another intensive, the ThM Colloquium, in the spring with other students in the program. The intensive late summer session focuses on research methods, and the fall focuses on research and the beginning of thesis writing. During the spring semester, students present and discuss work they are doing on their thesis. Students complete a ThM thesis. The thesis is worth 9 semester hours of credit, 3 credit hours for focused reading and research, 3 credit hours for writing a literature review and 3 credit hours for writing the thesis. The progress of the writing and the provisional and final approval of the thesis are overseen by the student’s advisor and the ThM director in consultation with the Academic Affairs Office. SUMMER (REGISTERED AS FALL)

Research Methods Seminar (3 credits) (August 16-20, 2021) FALL TERM

Thesis research (3 credits) Literature review (3 credits) 2 electives (6 credits) JANUARY TERM

1 elective (3 credits) SPRING TERM

Thesis writing (3 credits) 2 electives (6 credits) ThM Colloquium (3 credits)

Requirements for the Degree

To be eligible for graduation with the ThM degree, students are required to: • Have on file with the seminary a complete and official transcript of credits showing graduation with the MDiv degree (or its equivalent) from an accredited institution, a completed health form, and standardized test results; • Satisfactorily complete all the requirements of the degree with a total of 30 credit hours (at the advanced level) within two years of the date of matriculation, 18 of which must be completed at Columbia (excluding cross-registration courses); • Complete a ThM thesis; • Complete the ThM Research Methods Seminar; • Be in residence for at least two long terms (residency is defined as enrollment as a degreeseeking student and registered for classes); • Maintain a minimum overall grade point average of 3.00; • Demonstrate to the faculty that they have sustained a sound moral and religious character in seminary life and give promise of useful service in the ministry or other church vocations; and • Pay all bills to the seminary and give assurance that all open accounts in the community and elsewhere have been satisfied. Students with education loans must agree to make prompt and regular payments. • Students in the ThM degree program are assessed an administrative extension fee if they do not finish within the academic year in which the student matriculated.

Admission to the Master of Theology (ThM) Program

Admission to the ThM program requires a Master of Divinity or master’s level equivalent from an Association of Theological Schools (ATS) and/or regionally accredited college, university, or theological institution with a cumulative grade point average of 3.0 or higher on a 4.0 scale. Prospective students who have completed a Master of Divinity with high academic standing who are interested in

further graduate study are strongly encouraged to apply. Offers of admission to the ThM program are made on a rolling basis beginning no later than February 15 and ending June 30. The priority deadline for admission to the ThM program is February 15. Applications that are completed by February 15 will receive an admission and financial aid decision by March 15. Applications received after February 15 will be considered for scholarships as funds are available. In order to enroll at the Seminary in the fall semester, applications must be completed by June 15. Students who are unable to matriculate during the semester for which they were admitted may defer their admissions decision for up to one academic year. Deferral requests must be submitted in writing to admissionsstaff@ctsnet.edu. Incomplete applications and/or admitted students that do not matriculate and do not submit a deferral request will be administratively withdrawn from the admissions process with Columbia retaining application materials for at least one academic year. After one academic year, applicants may be required to submit new application materials to be considered for admission.

Application Requirements The application process in entirely online. Applicants can apply by visiting https://ctsnet.edu/apply. To be considered for admission to the ThM program, an applicant must submit to the admissions office the following materials: • • • •

Online application for admission $50 nonrefundable application fee Resume / CV Statement of Purpose: three – four pages, typed, double-spaced intellectual biography that clearly outlines the applicant’s academic interests and how they have developed. The statement should also include the applicant’s

•

primary area(s) of interests and key problems, questions, theories, interlocutors, historical periods, and movements associated with the applicant’s intended research. The statement should also include information about applicant’s academic trajectory and goals. Plan of Study: one – two pages, typed, doublespaced that identifies their area of concentration and clearly outlines the applicant’s plan for achieving their research goals within the ThM program. The Plan of Study should also include a student’s area of research, courses they plan to take, and faculty with whom they hope to work. Academic Writing Sample: this should be a recent sample of the applicant’s writing that clearly demonstrates ability to write and critically engage an argument. Recent is defined as having been written in the last 3-5 years. If a recent sample is not available, the applicant may choose to submit an alternative writing assignment for which a prompt can be found online. Students seeking guidance concerning the academic writing sample or alternate writing assignment should email admissionsstaff@ctsnet.edu. Official Transcript(s): applicants must submit transcripts from all colleges, universities, seminaries, and graduate schools attended by the applicant for at least one course whether or not a degree was granted. Official transcripts should be sent directly from the institution to Columbia Theological Seminary. If an applicant is currently enrolled in a degree program, the applicant should send an official transcript that includes all work to-date. Such applicants will be admitted provisionally contingent upon receipt of the final transcript post-graduation. Three Letters of Recommendation: recommendations may be academic, pastoral, or professional. At least two letters of recommendation must be academic.

Additional Requirements INTERNATIONAL STUDENTS | TOEFL REQUIREMENT

International students will automatically be billed for health insurance unless they can meet the insurance requirements outlined by the seminary with an alternative provider. TRANSFER STUDENTS | LETTER OF GOOD STANDING

CRIMINAL BACKGROUND CHECK

After admission and prior to enrollment, all admitted students must complete a background check that will be conducted via a Columbia-approved third-party. All admissions decisions are contingent upon the successful completion of the criminal background check.

Transfer of Credit

In planning the student’s program with her/his adviser or the ThM program director, a student may request the transfer of limited credit for work done prior to entry or at another institution while enrolled in the ThM program at Columbia. Ordinarily, the number of hours of transfer credit will be limited to three semester hours, or the equivalent of one TITLE IX TRAINING BY EVERFI elective course at Columbia. The work must have All admitted students are required to complete an been done at a comparable graduate level within online Title IX training provided by Columbia prior to the last five years. A grade of B or better must have matriculation. The training will familiarize students been earned for the course. The student must be with matters related to Title IX, sexual misconduct, able to show that the work is relevant to the ThM and reporting. program and that the coursework was not credited toward a degree which was received. Final approval ADMISSIONS DEPOSIT regarding transfer of credit resides with the Office A nonrefundable admissions deposit of $250 is of Academic Affairs. required of all students enrolling at Columbia Theological Seminary. The deposit is due within thirty (30) days of a student’s admission decision and no later than July 30, in order to confirm the student’s place in the program. GRE TEST SCORES

The Columbia Admissions Office welcomes the submission of Graduate Record Exam (GRE) test scores. However, this is not required to be considered for admission.

Doctor of Ministry

Aims of the Program THE DOCTOR OF MINISTRY DEGREE PROGRAM IS DESIGNED FOR PERSONS NOW ENGAGED IN MINISTRY, WHO HAVE COMPLETED BASIC THEOLOGICAL STUDIES (THE MASTER OF DIVINITY DEGREE OR ITS EQUIVALENT) AND AT LEAST THREE YEARS OF FULL-TIME SERVICE IN THE PRACTICE OF MINISTRY AFTER THEIR MDIV STUDIES.

Persons from other countries may be eligible to apply. The program provides a course of graduate study for ministers of the people of God in the Church of Jesus Christ. It requires disciplined reflection upon, and further specialization within, ministry. The program focuses on the critical engagement between the biblical, historical, theological, and pastoral disciplines of ministry. By helping students integrate ministerial theory and practice with basic faith commitments, the program strengthens ministers to exercise a critical kind of teaching role in the church and to increase their competency and faithfulness in practice. Because the program seeks to help students strengthen a holistic ministry in community, the program is largely generalist in character, involving questions of personal ministerial identity and of the nature of the Church and its mission in a postmodern world. A doctoral project requires students to focus this integrated concentration in a particular context. Following the completion of the degree program, students are expected to:

• Demonstrate advanced capacity to analyze

ministry contexts and bring to bear one or more of the following disciplines and practices in relation to ministry: biblical, historical, theological, pastoral. • Demonstrate advanced capacity to analyze pastoral situations theologically and demonstrate mature leadership in addressing them. • Demonstrate competence in methods of pastoral research. • Demonstrate advanced understanding of both local and global contexts and develop effective ways of engaging in the student’s particular cultural context of ministry. These are the student learning outcomes for the Doctor of Ministry degree program.

Concentrations

Students pursue the DMin degree in one of two concentrations: CHURCH AND MINISTRY: Equipping leaders for the

ministry and mission of the local congregation

Focusing on ministry with the local congregation, this DMin concentration for Church and Ministry offers students the opportunity to become more effective leaders for God’s people. The program’s collegial approach, with shared readings and critical reflection, encourages students to examine the settings and practices of their own ministries. Each student’s selection of electives and the direction of their research allow them to focus on an area of their own choosing, such as biblical studies, worship, preaching, pastoral care, or community ministry. 29

GOSPEL, CULTURE, AND THE TRANSFORMATION OF THE CHURCH: Equipping leaders for a new, more faithful

church, reformed not through accommodation to contemporary culture, but through critical engagement.

focus on leadership in ministries (such as congregations, non-profit agencies, social entrepreneurial enterprises, etc.)

Student Learning Outcomes for New DMin curriculum

Addressing a pervasive need in the Church for a new paradigm for relating gospel and culture, this DMin OVERALL DMIN PROGRAM GOALS: program in Gospel and Culture enables pastors to • Design and implement a final project that engage the mission field of North American, postdemonstrates theologically informed modern, post-Christian society. As students engage interdisciplinary integration with evidence of in disciplined cultural analysis, they will find that critical awareness of cultural context(s) and familiar biblical texts, doctrines, and ethics take on employs a social scientific methodology. new meanings as they confront the challenges of • Develop an informed plan of identifying, today. They will see the emergence of new readings framing, and responding to a crucial ministry of the Church’s situation and the human project issue in the student’s context that identifies alongside their own renewed and enlivened sources and resources. commitment to theological truths. • Embody personal and spiritual maturity to reinvigorate and deepen their vocational calling Launch of New DMin Curriculum by relating their ministry to clearly identified communities of support and accountability. and Concentrations in Summer

2022

CTS will transition to a new DMin curriculum and new concentrations in summer term 2022. Student pursuing the DMin in our existing concentrations will be supported with the required courses and electives to complete their degree. DMin students admitted in 2021 will have the option of transferring to one of the two new concentrations: Justice Studies and Leadership Studies.

Concentration Descriptions for New DMin Curriculum

LEADERSHIP CONCENTRATION GOAL

Demonstrate capacity to articulate biblically informed theologies and theories of inclusive l eadership to ground strategies and practices relevant to specific ministry contexts. JUSTICE CONCENTRATION GOAL

Demonstrate capacity to articulate biblically informed theologies and theories of justice that articulate multidimensional aims, outline strategies, and identify practices for responsible action in specific ministry contexts.

JUSTICE STUDIES

Students pursuing a DMin in this area will gain conceptual and practical tools for the work of justice in their ministry contexts. In their program, students may explore justice in the arenas of ecology, race, sexuality and gender, disability, or other forms of social justice. LEADERSHIP STUDIES

Students pursuing a DMin in this area will gain fresh conceptual and practical tools for leadership in their ministry contexts. In their program, students may

COMPARISON OF PRESENT DMIN CURRICULUM WITH NEW DMIN CURRICULUM LAUNCHING IN 2022

DMin Curriculum 2021-2022 Required Courses Intro Seminar Introduction to Research Methodology 5 Electives Practicum Project Proposal Workshop Project Literature Review Final Project Total Credits

Course Formats

Classes are taught in one of two formats: Credits 3 3 15 3 3 3 6 36

A. New DMin Curricular Model launching in 2022 Required Courses Credits 3 Core Courses in Concentration— may be taken in any order Biblical Perspectives of Justice: (specific title TBD) Theological Perspectives of Justice: (specific title TBD) Theories of Practice of Justice: (specific title TBD) OR Biblical Perspectives of Leadership: (specific title TBD)

Hybrid courses where students will take classes on campus for one week and complete the remainder of the course online; or Fully online courses. Classes are offered over a three- to four-year period of the degree, but students will complete most of their studies, their practicum, and their project in their own ministry setting in consultation with the faculty.

DMin Program Administration

The DMin program operates under the supervision of Columbia’s Advanced Degrees Committee and is administered by a faculty member serving as associate dean for advanced professional studies. The program cooperates with the other member schools of the Atlanta Theological Association (ATA). Students may take courses in the DMin programs of other ATA member schools through cross-registration.

Advising

Each student is guided by an adviser who is assigned during the introductory seminar. The student is responsible for consulting with the adviser to Theological Perspectives of Leadership: (specific title develop a plan of study. When the student is ready TBD) to submit a proposal for the student’s project, first and second readers are chosen. The advisor may Theories of Practice of Leadership: (specific title serve as either the first or second reader for the TBD) project; however, the first reader will become the 9 new adviser of record. The first and second readers assist the student in developing a project proposal Introduction to Research Methodologies 3 and evaluate the student’s written DMin research 3 Electives 9 project. Practicum 3 Project Proposal Workshop 3 Components of the Program Project Literature Review 3 Final Project 6 (for those entering in 2021) Total Credits 36 The thirty-six-hour program comprises the following: Introductory Seminar (3 credit hours). Students 31

take part in an intensive seminar at the outset of the program to explore interdisciplinary perspectives around contemporary issues of ministry and professional development. In this seminar students begin interdisciplinary integration and clarify an operative theory of ministry to guide their development of a study plan. Elective Courses (15 credit hours). The program requires a plan of study involving the integration of three dimensions: the biblical and theological norms of Christian faith; critical attention to the contemporary human situation; and the practices of ministry and church mission. In consultation with an adviser, each student develops a course of study to achieve the aims of both the student and the doctoral program. Students must complete at least one course in each of the three areas of the Columbia curriculum: Biblical, Practical Theology, and Historical/Doctrinal. Introduction to Research Methodologies (3 credit hours). This seminar is designed to introduce to the students the basic rudiments of qualitative research methods to utilize for ministry as well as for extensive research in their final projects. This seminar and the Project Proposal Workshop which students register for near the end of the students’ coursework are required courses to prepare the students to articulate a welldesigned project proposal before implementing their projects and writing their final research project papers. Doctor of Ministry Practicum (3 credit hours). A 200 hour minimum practicum provides supervised field based learning to expand the range and depth of skills of the student in a ministry practice which contributes to the well-being of the ministry context. The practicum is a student designed supervised ministry experience that normally takes place in the student’s ministry context that will enable the student to achieve specified learning goals, achievable in this context which can also be applied in future ministry

situations. Students are also encouraged to use the practicum to focus on methodological work, testing strategies, or new practices of ministry related to the final project. A practicum supervisor outside of the student’s ministry context and a peer group that will be part of the practicum project will be chosen by the student. A unit of Clinical Pastoral Education may be used to meet this requirement. Project Proposal Workshop (3 credit hours). Toward the end of the program coursework, each student participates in a project proposal seminar to clearly articulate the topic and design of the student’s final DMin project. This seminar, together with the Introduction to Research Methodologies offered near the beginning of the students’ program, is offered to prepare the students to articulate well-designed project proposals, design data collection instruments, and enhance their preparation for executing their final projects, writing their final project papers, and planning an oral presentation and evaluation following the completion of the written project to reflect mastery of the project and achievement of the program outcomes. DMin Project Literature Review (3 credit hours). After students successfully complete their project proposals, they will critically review relevant literature for their projects with the careful guidance of their first readers. The culmination of the literature review may be the completion of the chapter outlining the theoretical and theological framework of the student’s project. The student must receive satisfactory evaluation from the first and second readers in order to pass the course. Doctor of Ministry Project (6 credit hours). Elements of the degree converge in the Doctor of Ministry Project. The student must complete a DMin project, comprised of a written project that explores an area of ministry related to the 32

student’s vocational calling, utilizes appropriate research methodologies and resources, and generates new knowledge regarding the practice of ministry. In order that the project can be an integrating focus for the entire course of study, students should start thinking about the proposal for the project early in the program. Ordinarily, the student’s ministry setting is the context of the DMin research project.

Admission to the Doctor of Ministry Program

Admission to the Doctor of Ministry (DMin) program requires a Master of Divinity (MDiv) or master’s in a ministry-related field. Admission will be open to applicants with an accredited master’s degree in a ministry related area with significant ministry experience. Students without an accredited Master of Divinity degree may be admitted, provided that applicant meets each of these criteria:

Students enrolled in the Doctor of Ministry degree program are required to request an extension if they • The ability to thoughtfully interpret scripture have not completed the degree requirements within and the theological tradition of one’s ministry six years from the date of matriculation. Working context with the director of the DMin program, the student • The capacity to understand and adapt one’s crafts an extension proposal that is submitted to the ministry to the cultural context Office of Academic Affairs for approval. Payment of • Basic self-understanding of one’s ministerial the non-refundable extension fee is required at the identity and vocational calling time of submission. • A readiness to engage in ongoing personal and spiritual formation for one’s ministry Requirements for the Doctor of • An accredited master’s degree (or its educational equivalent) in an area related to one’s ministry Ministry Degree setting or vocational calling To be eligible for graduation with the DMin degree, • Significant ministerial experience that enables students are expected to: the applicant to engage as a ministry peer with • Have on file with the seminary a complete and other students in this advanced professional official transcript of credits showing graduation doctorate. with the MDiv degree (or its equivalent) from an ATS-accredited institution; Applicants must have a minimum cumulative grade • Satisfactorily complete all the requirements of the degree with a total of 36 credit hours, 30 of point average of 2.75 or higher on a 4.0 scale to be considered for admission. Prospective students which must be completed at Columbia; who have completed an MDiv with high academic • Complete the Introduction to Research Methstanding, who have also served in a congregation or odologies course, Practicum, the Project Propara-church ministry setting for at least three years, posal Workshop, and DMin Literature Review; are strongly encouraged to apply. All prospective • Complete the DMin project requirements; • Maintain a minimum overall grade point average students, regardless of their GPA, are encouraged to apply; all applications will be thoroughly reviewed of 3.00; and considered for admission. • Demonstrate to the faculty that they have sustained a sound moral and religious character in seminary life and give promise of useful service in the ministry or other church vocations; and • Pay all bills to the seminary and give assurance that all open CTS accounts have been satisfied. Students with education loans must agree to make prompt and regular payments. 33

The application deadlines for the DMin programs are determined by an applicant’s desired term of entry – i.e., January Term or Summer Term. Deadlines and admissions decisions are as follows:

January Term

Application Deadline

Admissions Decision

October 15

November 15

Summer Term April 15

•

May 15 •

Students who are unable to matriculate during the term for which they were admitted may defer their admissions decision for up to two terms or one academic year. Deferral requests must be submitted in writing to admissionsstaff@ctsnet.edu. Incomplete applications and/or admitted students that do not matriculate and do not submit a deferral request will be administratively withdrawn from the admissions process with Columbia retaining application materials for at least one academic year. After one academic year, applicants may be required to submit new application materials to be considered for admission.

•

Application Requirements

The application process in entirely online. Applicants can apply by visiting https://ctsnet.edu/apply. To be considered for admission to the DMin program, an applicant must submit to the admissions office the following materials: • • • •

Online application for admission $50 nonrefundable application fee Resume / CV Statement of Purpose: three – four pages, typed, double-spaced ministerial and intellectual biography that clearly outlines the applicant’s academic interests, how they have developed, and goals they hope to achieve within the degree program. The statement should also include key

•

information pertaining to the applicant’s ministry context, research focus, key problems, questions, and theories that arise from the applicant’s ministerial context and/or professional experience. Plan of Study: one – two pages, typed, doublespaced that identifies their area of concentration and clearly outlines the applicant’s plan for completing their research and/or vocational goals within the DMin program. The Plan of Study should also include an applicant’s area of research, courses they plan to take, and faculty with whom they hope to work. Writing Sample: this should be a recent sample of the applicant’s writing that clearly demonstrates ability to write and critically engage an argument through the lens of contextual ministry and theological research. Recent is defined as having been written in the last 3-5 years. If a recent sample is not available, the applicant may choose to submit an alternative writing assignment for which a prompt can be found online. Students seeking guidance concerning the academic writing sample or alternate writing assignment should email admissionsstaff@ctsnet.edu. Official Transcript(s): applicants must submit transcripts from all colleges, universities, seminaries, and graduate schools attended by the applicant for at least one course whether or not a degree was granted. Official transcripts should be sent directly from the institution to Columbia Theological Seminary. If an applicant is currently enrolled in a degree program, the applicant should send an official transcript that includes all work to-date. Such applicants will be admitted provisionally contingent upon receipt of the final transcript post-graduation. Three Letters of Recommendation: recommendations may be academic, pastoral, or professional. DMin applicants are required to submit at least one academic and one pastoral recommendation.

Additional Requirements INTERNATIONAL STUDENTS | TOEFL REQUIREMENT

International students applying to Columbia’s doctoral degree programs are not eligible to apply for F Visa sponsorship due to the format in which doctoral courses are offered. However, all international doctoral applicants are still are required to complete Columbia’s financial certification process upon admission. The process will ensure the student has adequate financial resources to cover tuition, fees, travel, and living expenses for the duration of their academic study. Financial certification must be completed no less than ninety (90) days prior to the program start date. INTERNATIONAL STUDENTS | HEALTH INSURANCE REQUIREMENT

International students admitted to the Seminary’s doctoral programs are not eligible to participate in the Seminary’s international student health insurance plan and should maintain appropriate health insurance in their country of origin. TRANSFER STUDENTS | LETTER OF GOOD STANDING

CRIMINAL BACKGROUND CHECK

The Columbia Admissions Office welcomes the submission of Graduate Record Exam (GRE) test scores. However, this is not required to be considered for admission.

Transfer Credit

With prior approval from the Office of Academic Affairs, a student may receive up to 6 hours of transfer credit from another ATS accredited institution. Each course must be at the advanced degree level and the grade must be at least a B (3.0 on a scale of 4.0). Independent studies and enhanced master's degree courses will not be considered for transfer credit. A course submitted for advanced standing must have been taken no more than five years before entrance into the program. Students may not receive credit for academic work applied toward another degree.

Doctor of Educational Ministry Aims of the Program THE GOAL OF THE DOCTOR OF EDUCATIONAL MINISTRY DEGREE PROGRAM IS TO ENHANCE THE PRACTICE OF THEOLOGICAL REFLECTION ON EDUCATIONAL MINISTRY FOR PERSONS WHO HOLD THEIR FIRST PROFESSIONAL DEGREE IN RELIGIOUS EDUCATION OR ITS EQUIVALENT AND HAVE ENGAGED IN EDUCATIONAL MINISTRY LEADERSHIP FOR AT LEAST THREE YEARS OF FULL-TIME SERVICE IN THE PRACTICE OF CHRISTIAN EDUCATIONAL MINISTRY AFTER THEIR STUDIES.

The program offers a course of graduate study for educators who serve in churches, church governing bodies, schools, community organizations, and other educational ministry settings. The program focuses on (a) an advanced understanding of the nature and purposes of educational ministry, (b) enhanced capacity to reflect theologically on issues and practices related to educational ministry, (c) acquisition and refinement of skills and competencies for more effective ministry, (d) an understanding of emerging models in educational ministry and ability to critically evaluate those models, and (e) continued growth in spiritual maturity. Incorporating a variety of pedagogical methods, the Doctor of Educational Ministry program provides advanced-level study of the theological, educational, and administrative disciplines including: • An advanced and critical study of Christian formation from theological, historical, behavioral science, and social science perspectives; • An advanced and critical study of organizational and leadership development and the social contexts for ministry;

• An advanced and critical study of educational

theory and practice as it relates to congregational and other ministry contexts; and • The development of skills and competencies necessary for research, planning, and evaluation of the practice of educational ministry in congregations or other settings. The DEdMin program includes the design and completion of a doctoral level original research project. Such a project addresses the nature and practice of educational ministry and should be of sufficient quality that it contributes both to the student’s and the profession’s understandings of the practice of educational ministry. The ministry project demonstrates the candidate’s ability to identify an educational ministry need, organize and carry out research methods that address that need, interpret the data, and implement and evaluate any ministry model that emerges from the research. While the first reader for the report will likely be one of the faculty members in Educational Ministry, the second reader must come from outside the field of Educational Ministry. Columbia also requires a public presentation of the original research project, in which the candidate demonstrates an advanced capacity to reflect theologically on the practice of educational ministry, to identify critical issues in the context of the ministry project, and to think constructively and imaginatively about the educational and administrative aspects of congregational life and other contexts of educational ministry practice.

Following the completion of the degree program, students are expected to: • Demonstrate an advanced understanding of the theology and purpose of educational ministry both in the classroom and in their ministry settings. • Demonstrate advanced competence in teaching and learning theory as well as curriculum design for more effective educational ministry in their current settings. • Demonstrate competence in methods of Christian Educational research. • Demonstrate competence in effective communication of their Christian Educational research to suitable educational ministry colleagues. • Demonstrate advanced understanding of both local and global contexts and develop effective ways of engaging in the student’s cultural context of educational ministry.

Components of the Program

The forty-five-hour program comprises: Introductory Seminar (6 credit hours). Students take part in an intensive seminar at the outset of the program to explore educational theory and practice. Educational Core Courses (15 credit hours). The DEdMin requires four specific courses that are instrumental to the degree. These courses include: • Educational care resources (3 credits) • Advanced study in human development (6 credits) • Advanced study in curriculum theory (3 credits) • Advanced study in teaching and learning theory and practice. (3 credits) Elective Courses (9 credit hours). To fulfill the degree requirement of significant interdisciplinary learning experiences that provide integration of theological understanding and ministerial practice, students take three These are the student learning outcomes for the elective courses from the broader offering of Doctor of Educational Ministry degree program. Advanced Professional Studies electives. Only one elective may be from the practical theology area or an independent study. DEdMin Program Administration Development of a Curriculum Design (3 hours). An The DEdMin program operates under the original curriculum design is produced, tested, supervision of Columbia’s Advanced Degrees and assessed by the student. Committee and is administered in coordination between the associate dean for advanced profession- Doctor of Educational Ministry Practicum al studies and the director of the DEdMin program. (6 credit hours). The practicum is a supervised activity in Students may also take courses in other schools of educational ministry that can take place outside the Atlanta Theological Association. the student’s ordinary work situation, providing new perspectives on self, theology, profession, Advising and the needs and challenges of other persons Each student is guided by an adviser who is one of and institutions. It can take place in settings as the professors of Educational Ministry. Adviser asdiverse as business, governmental, community, signments take place after the introductory or church agencies where appropriate supervision seminar. The adviser works with the student to and learning opportunities with peers are develop a plan of study. When the student is ready available. to submit a proposal for the student’s project, the Project Proposal Workshop (non-credit). Toward adviser becomes the first reader and a second reader the end of the program coursework, each student is chosen. The first and second readers comprise the participates in a project development and design doctoral committee that administers the literature seminar to clearly articulate the topic and review, assists the student in developing a project design of the student’s final DEdMin project. proposal, and evaluates the student’s written project This seminar is offered to prepare the students report. 38

to articulate well-designed project proposals before writing their final projects. Doctor of Educational Ministry Project (6 credit hours). Elements of the degree converge in the Doctor of Educational Ministry Project. The student must complete a DEdMin project, comprised of a detailed, expanded research and a shorter summary article of the research and other related artifacts as determined by the student. In order that the project can be an integrating focus for the entire course of study, students should start thinking about the proposal for the project early in the program. Ordinarily, students conduct the DEdMin project in their own educational ministry setting.

in seminary life and give promise of useful service in the ministry or other church vocations; and • Pay all bills to the seminary and give assurance that all open CTS accounts have been satisfied. Students with education loans must agree to make prompt and regular payments.

Admission to the Doctor of Educational Ministry Program

Admission to the Doctor of Educational Ministry (DEdMin) degree program requires a master’s degree in educational ministry (i.e., M.R.E., MACE, MA(TS) or MAPT with a concentration in Christian education, or MDiv with demonstrated coursework in educational ministry) from an Association of Theological Schools (ATS) or regionally accredited college, university, or theological institution. Students enrolled in the Doctor of Educational Ministry degree program are required to request an Ministerial experience cannot be considered an alternative to or a substitute for the master’s degree extension if they have not completed the degree in educational ministry, nor can other master’s requirements within four years of the date of matriculation. The extension request must be sent to degrees in education that do not have a comprehensive exposure to the theological the registrar, indicating in the request an expected disciplines. Applicants with appropriate coursework graduation date. If the request is approved, an extension fee will be charged by the Business Office. may be considered eligible for advanced standing.

Requirements for the Doctor of Educational Ministry Degree

To be eligible for graduation with the DEdMin degree, students are expected to: • Have on file with the seminary a complete and official transcript of credits showing graduation with the first professional degree in religious education (or its equivalent) from an ATSaccredited institution; • Satisfactorily complete all the requirements of the degree with a total of 45 credit hours, 39 of which must be completed at Columbia, within four years of the date of matriculation; • Complete the Project Proposal Workshop; • Complete the DEdMin project; • Maintain a minimum overall grade point average of 3.00; • Demonstrate to the faculty that they have sustained a sound moral and religious character

Applicants for admission are required to demonstrate an ability to engage in the practices of educational ministry, superior academic aptitude, and capacity to both contribute to and benefit from participation in the degree program cohort. Ordinarily, applicants are employed by or hold an official position in educational ministry throughout the duration of their enrollment in the degree program. Students may apply to the DEdMin program on a biennial basis. During applicable years, applicants must submit a completed application by May 15. Offers of admission to the DEdMin program are extended no later than June 15. Students who are unable to matriculate during the semester for which they were admitted may defer their admissions decision for up to one DEdMin enrollment period (i.e., the next entering co-hort). 39

Deferral requests must be submitted in writing to engage an argument. Recent is defined as having admissionsstaff@ctsnet.edu. Deferral requests must been written in the last 3-5 years. If a recent be submitted in writing to admissionsstaff@ctsnet. sample is not available, the applicant may choose edu. Incomplete applications and/or admitted to submit an alternative writing assignment for students that do not matriculate and do not submit which a prompt can be found online. Students a deferral request will be administratively withdrawn seeking guidance concerning the academic from the admissions process with Columbia retaining writing sample or alternate writing assignment application materials for at least one academic year. should email admissionsstaff@ctsnet.edu. After one academic year, applicants may be required • Official Transcript(s): applicants must submit to submit new application materials to be considered transcripts from all colleges, universities, for admission. seminaries, and graduate schools attended by the applicant for at least one course whether or not a degree was granted. Official transcripts should Application Requirements be sent directly from the institution to Columbia The application process in entirely online. Applicants Theological Seminary. If an applicant is can apply by visiting https://ctsnet.edu/apply. currently enrolled in a degree program, the applicant should send an official transcript that To be considered for admission to the DEdMin includes all work to-date. Such applicants will be program, an applicant must submit to the admissions admitted provisionally contingent upon receipt office the following materials: of the final transcript post-graduation. • Three Letters of Recommendation: • Online application for admission recommendations may be academic, pastoral, or • $50 nonrefundable application fee professional. DEdMin applicants should submit • Resume / CV at least one academic and one pastoral/religious • Statement of Purpose: three – four pages, education recommendation. typed, double-spaced ministerial/intellectual biography that clearly outlines the applicant’s academic interests and how they have developed. The statement should also include the applicant’s primary area(s) of interests and key problems, questions, theories, interlocutors, historical periods, congregational matters, and movements associated with the applicant’s intended research. Applicants should also include information about their ministerial/academic trajectory and goals. • Plan of Study: one – two pages, typed, doublespaced that identifies their area of concentration and clearly outlines the applicant’s plan for completing their research and/or vocational goals within the DEdMin program. The Plan of Study should also include an applicant’s area of research in educational ministries. • Writing Sample: this should be a recent sample of the applicant’s writing that clearly demonstrates ability to write and critically

Additional Requirements INTERNATIONAL STUDENTS | TOEFL REQUIREMENT

INTERNATIONAL STUDENTS | I-20S AND FINANCIAL

ADMISSIONS DEPOSIT

A nonrefundable admissions deposit of $250 is International students applying to Columbia’s required of all students enrolling at Columbia doctoral degree programs are not eligible to apply Theological Seminary. The deposit is due within for F Visa sponsorship due to the format in which thirty (30) days of a student’s admission decision doctoral courses are offered. However, all and no later than July 30, in order to confirm the international doctoral applicants are still are required student’s place in the program. to complete Columbia’s financial certification process upon admission. The process will ensure the GRE TEST SCORES The Columbia Admissions Office welcomes the student has adequate financial resources to cover submission of Graduate Record Exam (GRE) test tuition, fees, travel, and living expenses for the scores. However, this is not required to be considduration of their academic study. Financial ered for admission. certification must be complete no less than ninety (90) days prior to the program start date. CERTIFICATION

Transfer Credit

INTERNATIONAL STUDENTS | HEALTH INSURANCE REQUIREMENT

With prior approval from the Office of Academic Affairs, a student may receive up to 6 hours of transfer credit from another ATS-accredited institution. Each course must be at the advanced degree level, and the grade must be at least a B (3.0 on a scale of 4.0). Independent studies and enhanced master’s degree courses will not be considered for transfer credit. A course submitted for advanced standing must have been taken no more than five years before entrance into the program. Students may not receive credit for academic work applied toward another degree.

Doctor of Educational Ministry The Doctor of Educational Ministry is a cohort-based program that offers practicing Christian educators the opportunity to engage in advanced studies in theological, educational, spiritual, and administrative disciplines to enhance their ministries, both in congregations and beyond.

COMPONENTS AND TIMELINE Year 1 15 CREDITS

Year 3 15 CREDITS

· Introductory Seminar (6 credits) · Advanced Teaching and Learning Theory (3 credits) · Advanced Human Development (6 credits) · Faculty adviser assigned

· Complete practicum (6 credits) · Three elective courses: from Bible (B), Historical Doctrinal (HD) area, or independent study (9 credits)

Year 4 6 CREDITS

Year 2 9 CREDITS

· Project Proposal Workshop · Final project (6 credits)

· Advanced Study in Curriculum Theory (3 credits) · Theory, History, & Philosophy of Educational Ministry (3 credits) · Curriculum design (3 credits) · Begin Practicum

TOTAL: 45 CREDITS

As an accredited theological school of the Presbyterian Church (USA), we engage students internationally with some of the best faculty anywhere! We host a large table for people from all denominations and backgrounds. For full descriptions of our graduate degree programs and academics, please visit our website, CTSnet.edu. 2019.1

www.CTSnet.edu

Doctor of Theology in Pastoral Counseling The Doctor of Theology program is being discontinued and will no longer accept applications. Students currently in the program have completed all coursework and are being supported through the exam and dissertation phases in order to complete the degree. The program will be ending completely in 2022. The Doctor of Theology (ThD) degree is offered through the Atlanta Theological Association by Columbia, Candler School of Theology, and the Interdenominational Theological Center of Atlanta. Students register for courses at any of these three seminaries within the ATA, as well as intensive clinical training (normally at the Care and Counseling Center of Georgia in Atlanta), with at least one-third of the student’s courses taken through the student’s school of enrollment. The program of study is conducted jointly under the direction of the ThD Committee of the Atlanta Theological Association, comprised of full-time teaching faculty in pastoral theology, care, and counseling at Columbia, Candler, and ITC. The ThD Committee has responsibility for approving student admission to the program, establishing curriculum offerings, and certifying candidates for the awarding of the degree.

Aims of the Program

This program is unique among doctoral programs in the U.S. for its integration of theological, clinical, and research dimensions of the advanced study of pastoral theology and pastoral psychotherapy. Graduates receive in-depth education in psychodynamic, family systems, narrative and intercultural approaches to pastoral psychotherapy, together with training in pastoral

theological methods and social science research. The program includes both academic coursework and clinical residency and culminates in a dissertation. Graduates currently serve in a wide range of settings as pastoral counselors, chaplains, consultants, pastors in church settings, researchers, and seminary professors. The program is designed to prepare persons for the specialized ministry of pastoral counseling at a doctoral level of competence and for membership at the Clinical Member level in the American Association of Pastoral Counselors. With this training, graduates currently serve in a wide range of settings including pastoral counseling centers, chaplaincies, seminaries, congregations, and as consultants and researchers. There is also an option for coursework fulfilling academic requirements for licensure in the State of Georgia as a Marriage and Family Therapist. The ThD is comparable to the PhD, but it is designed for those whose vocation is primarily clinical and theological.

Program of Study

The studies included within the program help students gain an advanced understanding of appropriate theological and theoretical concepts. Students learn under qualified supervision the application of these concepts in pastoral counseling and how to promote professional integration of theory and skills in both pastoral counseling and pastoral guidance. In addition, students design and execute a research project appropriate to their own professional practice that gives evidence of their creative ability to contribute to this aspect of pastoral counseling. 43

To receive the degree a student must complete 50 semester credit hours of academic and clinical practicum courses (21 core courses, 17 practicum courses, and 12 electives), pass both a Clinical Performance exam and five Qualifying exams, pass a comprehensive oral exam, and complete a dissertation.

Coursework and Practicum

Students will normally be in full-time coursework and residency for the first 21 months of the program, including the first summer. Clinical counseling residency normally takes place at the Care and Counseling Center of Georgia (CCCG) in Decatur, GA. Each student admitted to the program has one member of the pastoral counseling faculty as adviser.

Examinations

Following completion of all academic and practicum courses totaling 50 credits, and having earned a least a B average, the student will take a Clinical Performance exam (normally May of the second year), showing competency in counseling. Following the performance exam, students will prepare for five Qualifying Exams, covering therapeutic relationship and personality theory, marriage and family theory, pastoral theology, socio-cultural dimensions of pastoral counseling, and ecclesiological and ethical dimensions of pastoral counseling. The five written exams are followed by a comprehensive oral examination.

Dissertation

Following satisfactory performance in the qualifying examinations, students prepare a dissertation proposal in consultation with their advisor. Following approval of the dissertation proposal by their dissertation committee and the Institutional Review Board (IRB), students engage in the approved research project and write the dissertation.

Timeframe

Four to five years is a reasonable minimum timeframe for completion of all requirements for the degree on a full-time basis, depending on the student’s other work commitments. Students may negotiate to complete some of the degree requirements on a part-time basis, typically after completion of the first two years of the program. Students are required to complete all degree requirements within nine years.

Transfer of Credit for ThD Students

In planning the student’s program with her/his adviser or ThD program director, a student may request credit for work done prior to entry under the following guidelines: • Credit for prior academic and/or clinical training must be approved by the ThD Committee, in conversation Office of Academic Affairs at Columbia. All transfer credit must have been done at a PhD or ThD level and a grade of B or better must have been given for the prior coursework. The student must be able to show that the work is relevant to the ThD program. The coursework normally can be no older than five years old. No more than 12 credit hours may be transferred from either an earned degree or from other coursework. All classroom work transferred in will be counted as elective credit. In the case of clinical practicum work, a student may receive credit for practicum work that was done in conjunction with licensure, clinical work for another degree, or prior enrollment at the Care and Counseling Center of Georgia’s practicum program. No more than 8 credit hours will be awarded for this work and will be credited toward the basic practicum requirement. The student would be enrolled for the remaining 9 hours of practicum work at the advanced residency level.

• Credit for work done after entry into the

program at schools and agencies not related to the ATA may be transferred to fulfill requirements for the ThD degree under the following guidelines: • Prior to registration for a course for which credit is to be transferred, the student must have written permission of his/her adviser or the ThD program director and the Office of Academic Affairs at the student’s school of enrollment. • The student pays his/her own fees to the school where such work is done at institutions not related to the ATA. The number of credits to be allowed within this limitation is, in each instance, subject to the approval of the respective ATA school.

A limit of 12 semester hours is placed upon any work done at institutions not related to the ATA whether earned prior to enrollment or during enrollment in the program. All work transferred in will be credited as elective courses.

Application Information for International Students and Exchange Visitors In order to matriculate and receive credit for course- SCHOLARSHIP AND AID FOR INTERNATIONAL STUDENTS work, internationals students enrolling in degree International students are eligible for institutional programs that require residency must hold either a scholarship awards and financial aid. Students must valid F or J non-immigrant student visa. be prepared to cover the expenses involved while engaged in study at Columbia. Therefore, upon adThose who meet requirements for admission to a mission, and before the visa application process can master’s degree program but do not wish to work begin, persons must complete a financial toward degree completion may enroll as a special certification process to show proof of adequate student and take courses for credit. Those who do financial resources to cover costs which include, not meet the requirements for admission to a but are not limited to, tuition, fees (e.g., activity, master’s degree program may be admitted as an program, and graduation fees), textbooks, health unclassified student. Unclassified students are insurance, travel, and living expenses for the entire admitted for a limited number of courses as period of study in the United States. The required determined by the academic and international form I-20/DS-2019, and other visa documents will student offices. Special students may be enrolled not be issued until this financial information has for an approved course of study over a specified time period determined by the Office of Academic been received and verified. Only students enrolling in degree programs that require U.S. residency shall Affairs. be eligible to apply for F Visa support. English Language Learners (ELL) and students for whom English is not their first language are required to submit recent test scores, ordinarily taken within the last two years, from the Test of English as a Foreign Language (TOEFL). In most cases, students accepted to Columbia’s first-level master’s degree programs (MDiv, MAPT, and MA{TS}) submit a TOEFL score of 84 or higher on the internet-based TOEFL (iBT, iBT Home Edition, or Paper-delivered) with a minimum score of 21 in each of the skill sections. Student entering advanced degree programs (ThM, DMin, and DEdMin) typically submit a TOEFL score of 90 with a minimum of 22 in each of the skill sections. TOEFL scores should be submitted by TOEFL directly to Columbia (Institutional Code: 5118). All test fees are the responsibility of the applicant.

All international students and accompanying family members are required to carry health insurance which meets the standards of the U. S. Citizenship and Immigration Service. No applicant should come to Atlanta until he or she has received a formal letter of admission to a degree program from the Offices of Admissions and Financial Aid and the required form I-20 or form DS-2019 from International Students & Scholar Services (isss@ctsnet.edu). Prospective international applicants should contact the admissions office (admissionsstaff@ctsnet.edu) for application assistance and additional information.

Special Students and Auditors

Special Students

• Plan of Study: two – three pages, typed, double-

Those who meet requirements for admission to a master’s degree program but do not wish to work toward degree may enroll as a special student and take courses for credit. Those who do not meet the requirements for admission to a master’s degree program may be admitted as an unclassified student. Unclassified students are admitted for a limited number of courses as determined by the Office of Admissions. Special students may be enrolled for an approved course of study over a specified time period determined by the Office of Academic Affairs. Persons whose first language is not English and/or English Language Learner (ELL) students are required to submit recent test scores, ordinarily taken within the last two years, from the Test of English as a Foreign Language (TOEFL). In most cases, students accepted to Columbia’s first-level master’s degree programs (MDiv, MAPT, and MA{TS}) submit a TOEFL score of 84 or higher on the internet-based TOEFL (iBT, iBT Home Edition, or Paper-delivered) with a minimum score of 21 in each of the skill sections. Student entering advanced degree programs (ThM, DMin, and DEdMin) typically submit a TOEFL score of 90 with a minimum of 22 in each of the skill sections. TOEFL scores should be submitted by TOEFL directly to Columbia (Institutional Code: 5118). All test fees are the responsibility of the applicant.

spaced that identifies their area of concentration and clearly outlines the applicant’s plan for completing their research and/or vocational goals as a special student. Where applicable, the plan of study should also include an applicant’s area of research, courses they plan to take, and faculty with whom they hope to work. • Official Transcript(s): applicants must submit transcripts from all colleges, universities, seminaries, and graduate schools attended by the applicant for at least one course whether or not a degree was granted. Official transcripts should be sent directly from the institution to Columbia Theological Seminary. If an applicant is currently enrolled in a degree program, the applicant should send an official transcript that includes all work to-date. Such applicants will be admitted provisionally contingent upon receipt of the final transcript post-graduation. Students from other institutions of theological education who want to take courses for credit at Columbia can enroll as special students. Such students must include with their application either a letter of good standing from their home registrar or an official transcript of work completed at their home institution. It is the responsibility of the student to determine the transferability of Columbia’s credit to their home institution.

In all cases, students seeking special student status must submit to the admissions office the following application materials: • Online application for admission • $50 nonrefundable application fee • Resume / CV

Auditors

Columbia students, spouses of students, and other members of the community are invited to audit courses with the permission of the instructor and the Office of Academic Affairs as space permits. Auditors must register for courses with the registrar. Auditors are advised to follow the following procedures: • Request a class schedule from the registrar; • Select the class to be audited; • Secure permission from the professor of that class; and, • Secure permission from the registrar. The cost for auditing a course is one-half the tuition for the course. Full-time master’s degree students may audit a course in the Fall and Spring semesters for no charge pending the professor’s and registrar’s permissions.

Housing and Financial Aid Information Housing

Student housing is available for all full-time MDIV, MAPT, and MA(TS) students. Full-time ThM students may be eligible for housing as space permits. The Residence Life and Admissions Offices distribute the online housing application to admitted students in the spring of each year. Once admitted, students should apply as soon as possible as space is limited and housing is offered on a first-come-firstserved basis. Students are not required to live on campus and may seek off-campus housing as needed. The admissions office can assist students with seeking on- or off-campus housing. Changes in enrollment status and financial assistance from other sources may also affect loan eligibility.

Note: Students who live in single rooms and suites are required to participate in the standard meal plan (15 meals per week). Students who live in efficiencies or apartments are required to participate in the lunch plan during their first year. VILLAGE APARTMENTS

This housing offers two-, three-, and four-bedroom apartments for students with families or those who desire roommates. The Village Apartments also includes a playscape and picnic areas for communal activities. Generally, apartments come with refrigerators and washer/dryer units. If a student opts to furnish their own appliances, the student should email reslife@ctsnet.edu for more information. THE FRIENDSHIP HOUSE

Friendship House offers one-, two-, and three-bedroom apartments for students with families or those Residential Facilities who desire roommates. The Friendship House is located in the Village Apartment community. FLORIDA HALL Friendship House residents may also access the This residence hall offers efficiencies, suites, and individual rooms, all with private baths. Single rooms Village playscape and picnic areas for communal are furnished. Furnished suites consist of two rooms activities. Generally, apartments come with refrigerators and access to laundry facilities. If a and a private bath. Efficiency apartments are student opts to furnish their own refrigerator, the unfurnished. student should email reslife@ctsnet.edu for more MARCIA Y. RIGGS COMMONS information. Riggs Commons contains studio apartments, suites, one-bedroom apartments for individuals, or twoand four-bedroom apartments for partners/spouses or students who desire roommates. All units include private bathrooms (one per bedroom). Apartments have full kitchens, including refrigerators and microwave ovens. 49

Housing License and Rental Rates

associated with the insurance policy, which shall be billed to the student’s account. Contact the International Student & Scholar Services staff (isss@ctsnet.edu) for additional information about this requirement.

Students who apply and are approved to live on-campus must sign a housing license each academic year. Residents will be charged the published rental rate each month from the date listed on the housing license and the twelve consecutive months that follow. Residents are expected to follow all housing policies including, but not limited to, policies governing rent, vacating the apartment, and campus safety.

Board of Pensions Eligibility

Students who are members of the Presbyterian Church (USA) and are under care of their presbytery’s Committee of Preparation for Ministry (i.e., enrolled as inquirers or candidates) are eligible to participate in the major medical plan of the Board of Pensions of the PC(USA). Such students should contact the Board of Pensions with additional questions concerning eligibility and/or enrollment.

Health Insurance Requirement

All master’s level students seeking a degree and/or students whose degree program requires residential status are required to have health insurance. Health Insurance must meet the following criteria: Coverage that allows the insured student to receive outpatient, emergency, specialist and inpatient care, diagnostic testing and procedures, and mental health inpatient and outpatient care, including alcohol and substance abuse treatment, in Atlanta, GA.

Financial Aid

Columbia Theological Seminary administers an expansive financial aid program to help make seminary affordable for students. Columbia institutional aid includes both scholarship awards and grants; scholarship awards are made considering a wide range of factors, including both merit and need. A deductible not greater than $2,500 per policy All students are eligible to receive institutional aid. year. If the annual deductible exceeds $2,500, the There is not a separate application for institutional insured student must have an approved Healthcare aid. The application for admission also serves as the Savings Account (HSA) that will allow the student to seek needed medical and mental health care when application for institutional aid. In order to receive institutional aid, students must complete the Federal recommended by a healthcare provider and will Application for Student Aid (FAFSA). cover all deductible expenses over $2,500. The insurance policy must be provided by an insurance company based in the United States.

Cost of Attendance

The cost of attendance is established by the seminary and includes tuition, fees, books, supplies, and living expenses. Living expenses are calculated International Students and using a moderate, adequate lifestyle and does not Scholars take into account individual circumstances or International students who hold an F or J visa, and all discretionary expenses. The cost of attendance is their dependents who live with them in the United used to calculate a student’s financial need. Students States, are automatically enrolled in a health may supplement their Columbia financial aid award insurance program that meets the minimum with external scholarships, grants, and loans. standard set by the United States Citizenship and Institutional aid shall not be reduced to due to Immigration Services. The insurance policy will be external aid unless the sum of the student’s effective the date that the student and institutional aid and external aid exceed the cost of accompanying dependents arrive in the United States. Students shall be responsible for all costs 50

attendance. Part-time students shall only be eligible for aid up to the amount that is appropriate for their total number of credit hours.

As of July 1, 2012, graduate and professional students (i.e., doctoral students) must enroll in six or more credit hours in a semester or in a combination of a term and the succeeding semester in order to be eligible to receive Direct Unsubsidized Loans. Withdrawing from Seminary Students enrolled in five hours or fewer are not Students who withdraw from the seminary while a semester or term is in progress forfeit their right to eligible to receive Direct Unsubsidized Loans. The unsubsidized loans offered under the DL program financial aid for the semester/term in which such provide a preferable interest rate and delays action is taken. repayment of loans until after the student graduates or enters less than half-time status. Columbia assists Completing the FAFSA students with the application process by All new students who intend to receive Columbia determining and certifying student loan eligibility, institutional aid must complete the FAFSA no less including certification of a student’s satisfactory than two months prior to their first day of class – academic progress as it relates to the course of study e.g., new students who plan enroll in Greek School for which the monies are borrowed. Funds for DL must complete the FAFSA by May 1st. loans are provided by the federal government. Applications for Direct Unsubsidized Loans at All returning students who receive institutional aid Columbia may be obtained by emailing must submit the FAFSA by April 30th of each year. financialaid@ctsnet.edu. All students should submit applications as early as possible since awards are made as applications are To maintain eligibility for loans and deferment of received. Awards are contingent upon the availabil- prior loans, a student must continue enrollment in ity of funds. Persons interested in more detailed an eligible degree program, classified as at least halfinformation about Columbia’s financial aid program time and be making satisfactory academic progress should contact financialaid@ctsnet.edu. as determined by the seminary’s Satisfactory Academic Progress Policy. The full text of this policy is available in the Student Handbook upon request. Federal Family Education Loan

Program

William D. Ford Federal Direct Loan Program The seminary participates in the William D. Ford Federal Direct Loan Program. The Direct Loan Program was authorized under the Health Care and Reconciliation Act of 2010. The program remains essentially the same as the Federal Family Education Loan Program relative to most regulations, loan originations and certifications. The changes have been related to the disbursement process and loan origination fees. The intent of the Direct Lending (DL) program is the provision of greater benefits to borrowers.

When a student withdraws or drops below half-time status, they may no longer be eligible for the entire certified amount of a loan. Federal regulations require that, within thirty days of a change in eligibility, the seminary return the portion of the loan funds applied to fees (tuition, room, and board) for which the student is no longer eligible. The student will be billed for any resulting amount owed Columbia. Changes in enrollment status and financial assistance from other sources may also affect loan eligibility.

Scholarships & Awards for Master Degrees Students

THE WINONA JONES SCHOLARSHIP is one of

three scholarship awards created as a faithful response to Columbia’s Repairing the Breach commitment to the flourishing of Black/African THE THOMAS AND JAN WALKER PRESIDENTIAL American people at the Seminary. The scholarship is SCHOLARSHIP is awarded to an incoming Master named in honor of the first Black woman to attend of Divinity or Master of Divinity/Master of Arts in Columbia Theological Seminary and is awarded to Practical Theology (i.e., dual degree) student who incoming master’s- level students who are Black/ has a demonstrated record of academic success and African American and show promise for academic shows outstanding promise for pastoral ministry in study, ministry, and leadership. the Presbyterian Church (USA). AWARD: Full tuition + student fees AWARD: Full tuition, housing, and fees + $5,000 CRITERIA: Full-time enrollment in a master’s-level annual stipend program; ordinarily, students will have 3.0 GPA CRITERIA: Full-time enrollment in the Master of minimum at time of admission; student must Divinity or dual degree program; 3.75 GPA maintain a 3.3. GPA for the duration of their degree minimum; must be under care of a Committee on program; US Citizenship Preparation for Ministry (inquirer or candidate) at the time of enrollment; US Citizenship THE FLORENCE HILL MORRIS MEMORIAL PRESIDENTIAL SCHOLARSHIP is awarded to an

THE JOHNATHAN NEWTON ROBINSON SCHOLARSHIP is one of three scholarship awards

created as a faithful response to Columbia’s Repairing the Breach commitment to the flourishing incoming Master of Divinity or Master of Divinity/ of Black/African American people at the Seminary. Master of Arts in Practical Theology (i.e., dual The scholarship is named in honor of the second degree) student who has a demonstrated record of Black man to attend Columbia Theological Seminary academic success and shows outstanding promise for and is awarded to incoming master’s-level students pastoral ministry. who are Black/African American and show promise AWARD: Full tuition, housing, and fees + $5,000 for academic study, ministry, and leadership. annual stipend AWARD: Full tuition + student fees CRITERIA: Full-time enrollment in the Master of CRITERIA: Full-time enrollment in a master’s-level Divinity or dual degree program; 3.75 GPA program; ordinarily, students will have 3.0 GPA minimum; must intend to pursue ordained, pastoral minimum at time of admission; student must mainministry; US Citizenship tain a 3.3. GPA for the duration of their degree program; US Citizenship COLUMBIA HONORS AWARDS & FACULTY FELLOWSHIPS are awarded to students in master’slevel degree programs who demonstrate strong potential for leadership in the Church or academy. Columbia Faculty Fellows are guaranteed a research assistantship with a Columbia faculty member in their primary area of study. AWARD: Full tuition and housing CRITERIA: Full-time enrollment in a master’s-level degree program; 3.3 GPA minimum LIMIT: Up to five (5) per year

THE WILLIAM THOMAS CATTO SCHOLARSHIP

is one of three scholarship awards created as a faithful response to Columbia’s Repairing the Breach commitment to the flourishing of Black/ African American people at the Seminary. The scholarship is named in honor of the first Black Presbyterian minister to attend Columbia Theological Seminary and is awarded to incoming master’s-level students who are Black/African American and show promise for ministry in the Presbyterian Church (USA). AWARD: Full tuition + student fees CRITERIA: Full-time enrollment in a master’s-level program; ordinarily, students will have 3.0 GPA minimum at time of admission; student must maintain a 3.3. GPA for the duration of their degree program; must be under care of a Committee on Preparation for Ministry (inquirer or candidate) at the time of enrollment; US Citizenship

THE PROMISE FOR MINISTRY AWARD is awarded

to students who are members of the PC(USA) and who show great promise for leadership in the church and/or community. AWARD: Up to full tuition CRITERIA: Full-time enrollment in the MDiv program; must be preparing for ordained ministry in the PC(USA)

Veterans Administration Benefits

Certification for Veterans Administration benefits is handled through the Office of Academic Affairs. Columbia Theological Seminary complies with the requirements of Title 38 United States Code Section 3679(e) by not penalizing VA benefits covered students for possible delayed disbursement funding from the VA, after students are certified by Columbia with the VA for tuition and fees for any particular academic term.

THE COLUMBIA FRIENDSHIP CIRCLE AWARD

is a full tuition award intended to support Master of Divinity students with children who are also seeking ordination in the Presbyterian Church (USA). Students must articulate a strong commitment to ministry and have demonstrated financial need. AWARD: Full tuition CRITERIA: Full-time enrollment in the MDiv program; must be preparing for ordained ministry in the PC(USA) THE COMMUNITY FELLOW AWARD is awarded

to students who demonstrate a commitment to equity, diversity, and inclusion. Students who receive this award will also promote these principles in the student body and surrounding community through their presence on campus and full participation in the life of the community. AWARD: Up to full tuition CRITERIA: Full-time enrollment in a master’s-level degree program; must be used toward the cost of tuition

Tuition, Fees, and Other Charges Effective Summer Term 2021 Tuition and fees listed are for the 2021-2022 academic year and are subject to change annually. Tuition and fees represent only a small part of the cost of providing theological education. Most of the cost is met through gifts from individuals and churches and by endowment income. Also, other services to the student are provided on a subsidized basis.

Master of Divinity, Master of Arts in Practical Theology, Master of Arts (Theological Studies) Degree Candidates Tuition

$567 Per credit hour (for matriculating students) $284 Audit fee per credit hour (for matriculating students)

Other Fees $625 Student Fee (for each long term), full-time students $625 Student Fee (per year), part-time students enrolled in a five year MDiv program. $398 I520 Alternative Context, Atlanta (plus 3 credit hour course fee) $1,082 I520 Alternative Context, Other U.S. (plus 3 credit hour course fee) $2,131 I520 Alternative Context, International (plus 3 credit hour course fee)

Advanced Degree and Non-Degree Students Tuition $600 Per credit hour $300 Audit fee per credit hour Other Fees $160 $100 $120 $350 $35

Advanced Degree Student Fee (annual) Non-Degree Student Fee (annual) ATA499 ThD Research fee (ThD candidates only; does not apply to ThD students enrolled in courses) ThM, DMin, and DEdMin extension fee Thesis binding (per copy)

Program Costs $ 16,356

Total cost for DMin and DEdMin programs for those matriculating in 2021 (includes all fees and tuition)

FOR ALL STUDENTS

Other Fees $50 $50 $200 $250

Application fee Late registration fee (does not apply to doctoral practicum and doctoral projects or to ThM thesis registration) Commencement fee Entering Student fee

Meal Plans For academic year 2021-2020 there are no meal plans.

Housing

MARICA Y. RIGGS COMMONS

When a housing option has two rates, the first is for Studio $ 1,174 unfurnished; the second, for furnished. Prices are $2,348 per term unless otherwise indicated. $587 FLORIDA HALL

Singles $1,018 $2,036 $509 Suite $1,286 / 1,372 $2,573 / 2,744 $643 / 686 Efficiency Units $790 $851

Summer Greek School Fall or Spring term January term

1 Bedroom w/ Kitchenette $1,416 / 1,504 Summer Greek School Summer Greek School $2,832 / 3,008 Fall or Spring term Fall or Spring term $708 / 752 January term January term Summer Greek School 1 Bedroom Apartment $874 / 923 Per month Fall or Spring term January term 2 Bedroom Apartment $1,014 / 1,056 Per month Standard (per month) 2 or 4 Bedroom Shared Apartment Exterior entrance $520 / 542 Per month per occupant (per month) VILLAGE APARTMENTS (ALL UNFURNISHED)

$1,113 $1,149 / 1,215 $1,304 / 1,393 $1,417 / 1,467

1 Bedroom, per month 2 Bedroom, per month 3 Bedrooms, per month 4 Bedrooms, per month

Payment of Fees Tuition, fees, room, and board must be paid to the Business Office by the deadline set at the beginning of each term and are subject to change annually.

JANUARY TERM COURSES AND OTHER INTENSIVE COURSES:

Tuition and fees listed are for the 2021-2022 academic year and are subject to change annually. Tuition and fees represent only a small part of the cost of providing theological education. Most of the cost is met through gifts from individuals and churches and by endowment income. Also, other services to the student are provided on a subsidized basis.

No refund of course supervision fees or of clinical pastoral education fees will be made. No refund of activity fees will be made after completion of the second week in Fall or Spring Terms. No refund of Exploration program fees will be made after the third day of class.

Refund Policies TUITION

Subject to the following schedule, students are entitled to refunds when they drop a course or withdraw from school with approval from the seminary. A course is considered dropped at the time the registrar receives written notice from the student requesting a course drop. A student is considered to have withdrawn from the seminary when a petition for withdrawal is approved by the Office of Academic Affairs. FALL AND SPRING TERM CLASSES (FULL-TERM):

By the end of the: First week 100% Second week 80% Third week 50% Fourth week 25% After fourth week 0%

COURSES SIX TO SEVEN WEEKS IN DURATION:

By the end of the: First week of class 100% Second week 50% Third week 25% After third week 0%

By the end of the: First day of class 100% Third day of class 50% After third day of class 0%

ROOM AND BOARD

A student who has entered into a lease agreement for a seminary housing unit for a term or semester is responsible for payment in full unless written notice that the unit will not be used is given to the Office of Residence Life at least two weeks before the first day of classes. In that case, a 100 percent refund will be made. In other cases, a refund amount may be given upon the initiative of the seminary. A minimum charge of one month’s rent will be assessed as a penalty for breaking a lease. A student who otherwise is required to be on the seminary’s board plan, but who has a sufficient medical reason for withdrawing from board status, may be granted a full refund if a written request is made to the Office of Residence Life at least one week before the first day of classes. The seminary’s vice president for business and finance determines the validity of an exemption from the board plan, in consultation with the seminary’s food service director. (For the academic year 2021-2022, there is no board plan.) A student who withdraws or drops out of school must vacate seminary housing and cease using its dining facilities or be held liable for room and board charges beyond the student’s last date of attendance.

Resources and Related Academic Programs The John Bulow Campbell Library

quiet reading room, small and large study spaces, natural lighting, individual study carrels. Online The library, which is named for John Bulow library services include an “Ask Erica” reference Campbell, an Atlanta businessman and member portal (including email and zoom/skype options for of Columbia’s Board of Trustees during the 1930s, serves a vital role at the seminary. The library offers help), quick tips and guides, one-minute instruction videos, research tutorials, and electronic course resources and spaces for student and faculty to engage in research, and to explore theological topics reserves. and concerns beyond the typical classroom The library’s membership in two primary consortia, experience. As a primary function of the library is to support the curriculum, the library operates as an the Atlanta Theological Association (ATA) and the Atlanta Regional Council for Higher Education extension of the classroom and is well prepared to (ARCHE), gives Columbia’s faculty and students engage users in a variety of ways and with a variety free access to the libraries of twenty-seven other of resources. academic institutions in the Atlanta area, including The library’s collection includes over 145,000 books five major research libraries and six other theological collections. (electronic and print), current print periodical subscriptions and numerous electronic subscriptions, thousands of church records, over 6,000 Related Academic Programs Presbyterian Women’s Histories and archival In addition to the master’s and advanced degree collections, and many media resources and databases programs, Columbia offers a wide variety of selected to serve the changing landscape of academic opportunities. Some of these are offered theological education. The library participates in in relationship with other educational institutions; GALILEO (Georgia Library Learning Online), others are special emphases of Columbia. allowing access to over 170 additional databases for students and faculty. ATLANTA THEOLOGICAL ASSOCIATION Through the Atlanta Theological Association (ATA), The library seeks to meet the needs of all students Columbia enjoys academic and professional with services designed for both on- campus and affiliations with Candler School of Theology (Emory online learning environments. On campus library University), Erskine Theological Seminary, services include a continuously and professionally Interdenominational Theological Center, Lutheran staffed central reference/circulation desk, computer Theological Southern Seminary and McAfee School workstations installed with Word, Adobe Pro and of Theology (Mercer University). The association Accordance, scanner/copier, wireless printing, and develops and coordinates educational programs a wireless environment throughout the facility. The and resources of these member institutions, which on-campus library space is designed with the include approximately sixteen hundred students, two current theological user in mind and offers a large hundred faculty, and a combined library collection 57

of over 600,000 volumes. Among significant and promising cooperative endeavors are cross registration, sharing of faculty, library and lectureship resources, and experimental programs in various academic disciplines and professional specializations. ATLANTA REGIONAL CONSORTIUM FOR HIGHER EDUCATION

Columbia is a founding institution of the metropolitan Atlanta consortium of institutions of higher education (ARCHE). ARCHE’s mission is to provide member institutions with services that help expand educational opportunities, promote academic excellence, and foster cultural diversity for students, faculty, and staff. To provide collaborative opportunities for member institutions to develop new resources and realize cost savings in ways that otherwise would not be available to members individually and to inform civic and business leaders and the general public of the direct and indirect ways in which higher education benefits the Atlanta region and the State of Georgia. CROSS-REGISTRATION AT AREA SCHOOLS

Columbia students may cross-register for courses at schools that belong to either the ATA or the ARCHE. Cross-registration forms are available in the registrar’s office at each school. Students may cross-register for a course on a space-available basis. All courses must be applicable to the students’ current degree programs. Students may cross-register for a maximum of two courses per term, and the combined load may not exceed the full-time allowable load on the home campus. Students register and pay regular tuition and fees to the home institution. CROSS-REGISTRATION AT THEOLOGICAL INSTITUTIONS OF THE PRESBYTERIAN CHURCH (USA)

A policy of reciprocal cross-registration at the ten theological institutions of the Presbyterian Church (USA) is designed to strengthen the theological education of persons preparing for ministry in the

denomination. This policy permits students registered in master’s degree programs to take courses at any of the other institutions without paying additional tuition. Tuition for a course is charged at the home institution. For additional information, contact the Office of Academic Affairs. CLINICAL PASTORAL EDUCATION

Clinical Pastoral Education (CPE), a firsthand learning experience under certified supervision, provides theological students and pastors with opportunities for intensive study of pastoral relationships. It seeks to make clear in understanding and practice the resources, methods, and meanings of the Christian faith as expressed through pastoral care. The Atlanta metropolitan region offers a wide variety of settings in which a student may seek placement. CERTIFICATE PROGRAM IN NONPROFIT MANAGEMENT AT GEORGIA STATE UNIVERSITY

The Andrew Young School of Policy Studies at Georgia State University offers a graduate certificate in Nonprofit Management and Social Enterprise. With approval of the dean of faculty, a student may use four elective courses to pursue a certificate. For information regarding the courses needed for each certificate, and procedures for enrolling in the certificate program, please contact either the Office of Academic Affairs or the Contextual Education Office. PARTNERSHIP WITH PRESBYTERIAN CHURCH CAMP AND CONFERENCE ASSOCIATION

Columbia has an official relationship with the Presbyterian Church Camp and Conference Association (PCCCA). This organization supports the camps and conference centers of the Presbyterian Church (USA) and the Presbyterian Church in Canada by equipping leaders for vibrant and sustainable ministries. In 2008, the seminary created a partnership with PCCCA to help prepare our students for ministries that include camps, conferences, and retreats. The seminary

is committed to providing a consistent schedule of courses in the field of camp and conference ministry. The P606 Camp/Conference Program and Administration course is currently offered during the January term. Students also may attend courses offered through the Compass Points Certificate Program (see below). COMPASS POINTS CERTIFICATE PROGRAM

Compass Points is a cooperative program of the Presbyterian Church Camp and Conference Association, Outdoor Ministries Association of the United Church of Christ, Lutheran Outdoor Ministries, United Methodist Camp and Retreat Ministries, and Episcopal Camps & Conference Centers Inc. Compass Points courses are intended for practitioners who seek to deepen and expand their competency in camp and retreat ministry. These courses are offered each spring and fall (on and off campus). More about this certificate program can be found at www.compasspointsprogram.org .

Programs in Other Locations APPALACHIAN MINISTRIES EDUCATIONAL RESOURCE CENTER

Columbia is a member of the Appalachian Ministries Educational Resource Center (AMERC), a seminary consortium that facilitates contextualized theological education for students interested in the Appalachian region or rural ministry. Through its educational programs, students have the opportunity to learn about Appalachia, its people and history, its values and religion, and its needs and issues for ministry. For information about AMERC courses, contact the Office of Contextual Education and International Programs. HISPANIC SUMMER PROGRAM

Columbia is a founding and ongoing co-sponsor of the Hispanic Summer Program (HSP), which provides theological training to Hispanic and Latino/a seminarians and allies from schools across the United States and Puerto Rico since its CERTIFICATION IN CHRISTIAN EDUCATION founding 1989 under the leadership of Dr. Justo Students can take courses leading to the certification González. HSP offers two-week three-credit in Christian education. Students interested should elective summer intensive courses at rotating sites inquire with the Christian education professors. with visiting faculty from different schools. For more information about HSP, see https://hispanicsummerprogram.org/ or contact the Office of Academic Affairs. NATIONAL CAPITAL SEMESTER FOR SEMINARIANS

Columbia is a participating institution in the National Capital Semester for Seminarians, organized by Wesley Theological Seminary, Washington, D.C. The program provides students an opportunity to spend a semester in Washington for study and involvement in the processes of government and the concerns of the Church. The design includes an interaction/reflection seminar, supervised study, and the opportunity to select other courses in Washington institutions. For detailed information, contact the Office of Academic Affairs.

Columbia in Service to the Church and its Ministry The Center for Lifelong Learning

These programs include: • An international component for the second year MDiv course, “Explorations: Alternative Context Columbia Theological Seminary’s renowned Center for Ministry.” Students may apply to take this for Lifelong Learning hosts a variety of continuing course in an international setting. International education programs and courses, on and off campus placements are offered in rotation and may serving over 700 participants a year. These programs, include Brazil, Central Europe, Cuba, Ghana, single day to week-long classes and online courses, India, Jamaica, and Korea. are designed to support participants’ spiritual, • Supervised ministry placements for Columbia academic, professional, and personal growth, and the students in Caribbean, Ghanaian, Indian, enrichment of the various ministries in which they Kenyan, South Korean, and South African serve. Among its many offerings are the Certificate churches under the supervision of experienced in Spiritual Formation, the Certificate in Spiritual local pastors. Direction, the Certificate in Older Adult Ministry, • Educational exchange programs and internships the Coaching Institute, its Pastoral Excellence in the Czech Republic, England, Ghana, India, Programs and the reKindle congregational Jamaica, Korea, and South Africa. development grant program. Check the Lifelong • A Doctor of Ministry program located at the Learning section of the seminary website for a full United Theological College of the West Indies. listing of program current programs and courses. Many of the classes are held at the CTS DMin extension site in Kingston, Jamaica. International Theological • International students, faculty, and pastors Education working and studying on the Columbia campus. Columbia is committed to the task of preparing • Two week DMin and DEdMin travel seminars to students for ministry in a world that is expanding China, Germany, Korea, South Africa, and Switrapidly and where preoccupation with parochial zerland, with plans to offer travel seminars concerns is no longer an option. A varied program of to Cuba, Ghana, and Palestine. international education has emerged from serious, • Pilgrimages to the Holy Land. cross-cultural dialogue with church leaders in other parts of the world. Historically, more than sixty-five For further information, write to the Contextual percent of second year MDiv students have partici- Education and International Programs Office pated in one of Columbia’s international programs. (CEIP@ctsnet.edu).

Community Life

Community life at the Seminary consists of both formal and informal opportunities to connect with faculty, staff, peers, and friends of Columbia. The Division of Enrollment & Student Affairs (ESA) is responsible for cultivating a vibrant community life and student experience for all who come to campus. The following section briefly describes the work of ESA and the offices associated therewith.

NEW INTERNATIONAL STUDENT ORIENTATION

International students enrolled in residential degree programs are required to participate in International Student Orientation to address specific concerns related to navigating the academic environment of Columbia and the United States more broadly. International students who have additional questions about this requirement should email isss@ctsnet. edu.

Yearly Schedule

TRANSFER STUDENT ADVISING

The academic year is composed of two long semesters of fourteen weeks each and a short January term. Fall semester runs from September to mid-December and Spring semester begins in late January or early February and ends in early May. The January term starts in few days into the new year. During the Summer term, the seminary offers supervised ministry experiences, a limited number of courses, a six-week course in beginning Greek, and a four-week summer session designed primarily for advanced professional degree students and ministers interested in continuing education. NEW STUDENT ORIENTATION

All transfer students must meet with the Academic Affairs team during orientation in order to officially transfer prior coursework to Columbia and to establish a plan for their studies at Columbia. ANNUAL STUDENT MEETINGS

Each year, Office of Student Affairs and Community Life (OSACL) hosts a series of returning student meetings to ensure students are aware of degree program and other requirements associated with their current year of study. Returning students are required to participate in Annual Student Meetings.

All new students are required to participate in New Student Orientation. Each year, OSACL staff create an engaging New Student Orientation experience comprised of online modules, video conferences, and/or in-person sessions; the mode(s) in which orientation is administered is determined by the Office of the Dean of Students and based upon the student’s degree program and course of study. Orientation offers all new students an opportunity to learn more about Columbia; meet current students, faculty, and staff; and prepare for their academic journey at the Seminary.

Enrollment & Student Affairs

Enrollment & Student Affairs (ESA) exists to connect with current and future students; empower them to realize their fullest potential by providing comprehensive support services, equitable access to resources, and learning opportunities beyond the classroom; and prepare them for life beyond the seminary. ESA aspires to be a globally recognized leader among theological institutions through world-class, student-centered programs and services; highly attentive, data-driven engagement with prospective and current students; and consistent achievement of enrollment goals.

Enrollment & Student Affairs achieves its mission and goals through the work of four offices and ten program/service areas. Program/service areas include academic support services, admissions, career services, community life, enrollment management, financial aid, international students and scholar services, new student programs, spiritual formation, and student leadership programs. Core offices include:

Vocational Support and Development

Columbia’s students seeking a call find a wide range of ministry options available to them at graduation. While the majority of master’s degrees graduates accept calls to congregational ministries, others are called into different areas of Christian service to the Church and world. These avenues include further graduate study in one of the traditional theological disciplines; Clinical Pastoral Education and focused THE OFFICE OF THE DEAN OF STUDENTS is the study in the art and science of pastoral care; work principal advocate for all students of the seminary. in international missions; service in a social ministry The office enhances organizational effectiveness agency; chaplaincy in hospitals, schools, or the within enrollment and student affairs and ensures military services; campus ministry; teaching; and that its offices both support and advance the mission ministry in denominational staff positions. of Columbia Theological Seminary. Housed within the Office of Student Affairs and Community Life, Vocational Services seeks to further the mission of Columbia Theological integrate vocational discernment and placement Seminary by attracting, admitting, and enrolling services. We partner with the entire community in talented, diverse students for all Columbia degree creating a culture of discernment, providing programs and helping them obtain the financial reopportunities for growth and practice, and guiding sources necessary to make their education students with practical job search skills. affordable. Programming includes workshops on discernment, resume and cover letter writing, interview skills, THE OFFICE OF STUDENT AFFAIRS & networking, and negotiating a call. Individual advising COMMUNITY LIFE furthers the mission of includes guidance on discernment, the ordination Columbia Theological Seminary by creating culturally adaptive, student- centered programs that process, preparation for exams, and review of job search materials. contribute to every student’s sense of belonging while challenging and empowering students to Columbia maintains close ties with congregations constructively engage across difference. seeking pastors and other calling agencies. Announcements are posted regarding a wide variety THE CENTER FOR ACADEMIC LITERACY (CAL) of ministry opportunities. Individual personal furthers the mission of Columbia Theological information forms are sent to congregations and Seminary by offering free one-on-one coaching, agencies that request them. Each year pastor resources, workshops, classroom instruction, and nominating committees come to campus to special programming to support students in the interview seniors. As a result of these efforts, development of their graduate-level academic graduates ordinarily receive calls in a timely manner. competencies. CAL seeks to empower students However, while Columbia can provide the resources from all educational and linguistic backgrounds in and consultation, responsibility for placement after skills such as analytical writing, critical reading and graduation lies with the student. thinking, theological research, and study skills. THE OFFICES OF ADMISSION & FINANCIAL AID

Community Worship and Convocations The seminary community gathers for worship each week to express its thanksgiving for and need of God’s grace, to hear God’s word, and to pray for the Church and the world. Students, faculty, staff, and invited guests lead worship for the community. The sacrament of the Lord’s Supper is celebrated each Friday. Thursday forums provide an alternative to the traditional worship service. Forums offer the Columbia community opportunities to consider significant issues for the Church in the world and to be directed in spiritual formation. Several times during the year, the seminary community gathers for convocations and other special services. At opening convocation in the fall and at commencement each spring, students are recognized for outstanding academic work and for service to the Church through the presentation of awards, prizes, and fellowships.

Awards and Prizes

Through the gifts of alumni/ae and friends of the seminary, several prizes and awards have been established to recognize the outstanding academic achievements of students.

ROBERT H. RAMEY CHRISTIAN LEADERSHIP AWARD

Eligibility: MDiv Graduating Students A cash award to be used for books and/or continuing education that is given to a graduating MDiv senior who shows promise of providing outstanding leadership to the Church. The recipient would have demonstrated unusual leadership qualities a Columbia, as well as spiritual depth and integrity. WILDS BOOK PRIZE

Eligibility: MDiv Graduating Students A cash award given to the graduating student selected by the faculty for the highest distinction in academic work over the entire seminary program in the Master of Divinity degree program. PRESBYTERIAN WOMEN OF THE PRESBYTERY OF ST. ANDREW PREACHING AWARD

Eligibility: MDiv Degree Students A cash award for the best sermon preached by an MDiv degree student during the academic year. Students should submit a paper manuscript of only one sermon. A judging committee of professors of worship and preaching and other faculty nominates a student to the faculty for election. WILLIAM DUDLEY FUND AWARD

Eligibility: MDiv Graduating Students Award(s) to graduating MDiv seniors who have evidenced achievement, interest, and commitment in evangelism and church growth, to be used within a five-year period for costs associated with JAMES T. AND CELESTE M. BOYD BOOK FUND continuing education or graduate study in AWARD evangelism and church growth at Columbia Eligibility: First-level Master’s Degrees Graduating Theological Seminary. Faculty members may Students A cash award given each year to a first-level master’s nominate persons to the First-level Master’s degrees graduating student who in the judgment of Degrees Committee who will nominate two persons the faculty would be a good steward of a theological for recommendation to the faculty. library and has demonstrated a desire through studies to build a personal theological library.

ABDULLAH AWARDS

Eligibility: All Degree Students These awards of two types are made available each year by the late Rev. Gabriel Abdullah, an alumnus of the seminary. The first cash prize is for the best paper setting forth a plan for the teaching of Bible in the public schools; and the second is for the best paper designing a program for the development of moral and spiritual values. JULIA ABDULLAH AWARD

Eligibility: All Degree Students This award is made available each year by the late Rev. Gabriel Abdullah, an alumnus of the seminary. The cash prize is for the best paper on the subject, “How to make the church school hour the most interesting hour of the week.” EMMA GAILLARD BOYCE MEMORIAL AWARD

Eligibility: All Degree Students A cash award given to the degree student writing the best paper on the creative use of music in worship. A judging committee of professors of worship and preaching nominates a person to the faculty for election.

PAUL T. FUHRMANN BOOK PRIZE IN CHURCH HISTORY

Eligibility: First-level Master’s Degree Students A cash award made annually to the first-level master’s degrees student who has shown the most outstanding achievement in church history. A judging committee of professors of church history nominates a person to the faculty for election. LUDWIG RICHARD MAX DEWITZ OLD TESTAMENT STUDIES AWARD

Eligibility: First-level Master’s Degree Students A cash award given to a first-level master’s degree student who prepared the best Old Testament exegesis during the academic year. A judging committee of professors of Old Testament nominates a person to the faculty for election.

SAMUEL A. CARTLEDGE NEW TESTAMENT STUDIES AWARD

Eligibility: First-level Master’s Degrees Graduating Students A cash award given to the first-level master’s degree student who prepared the best New Testament exegesis during the academic year. A judging committee of professors of New Testament nominate a person to the faculty for election. LYMAN AND MYKI MOBLEY PRIZE IN BIBLICAL SCHOLARSHIP

Eligibility: All Degree Students, Faculty A cash award given to a student in any degree program or a faculty member who is doing exemplary work in the field of biblical studies as it relates to the worship and work of the Church. Judging will be by the Biblical area of the faculty to determine the best paper, published article, sermon, or other form of media submitted for consideration. HAROLD J. RIDDLE MEMORIAL BOOK AWARD

Eligibility: Graduating Students A cash award given to a graduating student, selected by the faculty in consultation with the pastoral care faculty, who shows the highest distinction in the field of pastoral care, especially in the area of terminally ill patients. FLORRIE WILKES SANDERS PRIZE IN THEOLOGY

Eligibility: All Degree Students A cash award to the student presenting the best paper showing sound theological scholarship and relevance to the needs of Christian people in the contemporary world. Special attention is given to papers that relate theology to the education, professions, and avocations of lay people. A judging committee from the Historical-Doctrinal area nominates a student to the faculty for election.

JOHN NELSEN AWARD: THE BIBLE AND THE MISSIONAL CHURCH

WILLIAM RIVERS WADDEY AWARD

INDIANTOWN COUNTRY CHURCH AWARD

BUECHNER AWARD IN WRITING

Eligibility: MDiv Graduating Students Eligibility: DMin or DEdMin Graduating Students A cash award established by Walter and Cecilia This cash award is for the best Doctor of Ministry Waddey in memory of their son, William, who was or Doctor of Educational Ministry project focusing an active and vital part of the youth program and on scripture in aiding the transformation of the ministry at Peachtree Presbyterian Church. The student’s congregation into a missional church. The fund is to support an award given to a graduating award is given by Dan Winn, Jr. in honor of his friend MDiv student who possesses extraordinary gifts for and counselor, John Nelsen, who for over 40 years youth ministry and an intent to pursue such a call in devoted his ministry to challenging, sustaining, and the church. transforming congregations, with a missional church focus. BUECHNER AWARD IN PREACHING Eligibility: First-level Master’s Degrees Graduating GEORGE AND SALLY TELFORD AWARD Students Eligibility: DMin Graduating Students A cash award presented annually to the first-level This cash award recognizes each year an outstanding master’s degrees graduating student who has done graduate in the Doctor of Ministry program. The outstanding work in chapel leadership and preaching award is presented to the graduating DMin student courses throughout their entire seminary program. who shows exceptional ability for congregational Nominations are made by faculty members in leadership with an emphasis on social justice issues homiletics and worship to the First-level Master’s and vision for the church. Degrees Graduating Students Committee. Eligibility: MDiv Students This award was established by the family of Mr. and Mrs. R. W. Stuckey in their honor to highlight the work of ministry in rural congregations. The cash prize is awarded annually to an MDiv student who has done outstanding ministry in a rural congregation. FLORIE S. JOHNSON AWARD

Eligibility: Graduating First-level Master’s Degrees Students This cash award was established by the family of Florie S. Johnson in memory of their mother, who was a devoted teacher committed to lay ministry through the Church of Jesus Christ. The award is given to a graduating first-level master’s degree student who presents the best paper setting forth a plan for pastoral care to the aging, and who shows promise of providing such ministry in a parish setting.

Eligibility: Graduating Students A cash award presented annually to the graduating student from any degree program who exemplifies care and craft in the skill of communicating the gospel in the written word, in both course assignments and in public and pastoral ministry settings throughout their entire seminary program. Nominations are made by faculty members and/or the Director of the Center for Academic Literacy to the First-level Master’s Degrees Committee. DABNEY AND TOM DIXON CREATION CARE PREACHING AWARD

Eligibility: All First-level Master’s Degrees Graduating Students This cash award was established in 2013 by Dabney and Tom Dixon. It is awarded to the student who prepares the best sermon that addresses the intersections of the Bible, the Church, and environmental concerns (e.g., sustainability, resilience, water, land, energy, climate change, food, communicable disease). 65

Graduate Fellowships

Each year the seminary awards one or more fellowships to outstanding graduates completing one of the first-level master’s degrees. The purpose of these fellowships is to recognize superior intellectual achievement demonstrated during the course of the regular seminary program and to provide a modest support for graduate work beyond the first theological degree. Fellowships must be used toward an accredited advanced master’s degree or doctoral graduate degree program in which the recipient engages in the scholarly pursuit of an academic or professional theological discipline. HARVARD A. ANDERSON FELLOWSHIP

This fellowship was established in 1983 by the Rev. and Mrs. Harvard A. Anderson of Orlando, Florida. This fellowship is awarded to the graduate determined by the faculty to have the greatest potential for future academic achievement.

Columbia Graduate Fellowships

The Columbia Graduate Fellowships were initiated by the class of 1941. EMMA GAILLARD BOYCE GRADUATE FELLOWSHIP

This fellowship was established by the Rev. David Gaillard Boyce, an alumnus of the seminary, in honor of his mother. It is awarded to a graduating senior or clergyperson who enrolls in a graduate program of music and/or worship. FANNIE JORDAN BRYAN FELLOWSHIPS

These fellowships were established through a generous legacy left to Columbia by the late Mrs. Fannie Jordan Bryan of Columbia, South Carolina. ANNA CHURCH WHITNER FELLOWSHIPS

These fellowships are given periodically from a legacy left to the seminary in 1928 by the late William C. Whitner of Rock Hill, South Carolina, in memory of his mother.

Faculty LEANNE VAN DYK • 2015 | President and Professor of Theology

BA Calvin College; MA Western Michigan University; MDiv Calvin Theological Seminary; PhD Princeton Theological Seminary She has served as a member of the Board of Commissioners of the Association of Theological Schools (ATS). As a theological educator, Van Dyk is a strong proponent of theology addressing the present needs of the Church, particularly in the areas of worship and racial-ethnic diversity. BRENNAN WILLIAM BREED • 2012 | Associate Professor of Old Testament and Director of

QEP BA University of Virginia; MDiv Princeton Theological Seminary; PhD Emory University His research focuses on the reception history of the Bible, which traces the divergent uses and understandings of biblical texts from their ancient contexts of production to the present day. His other interests include Hebrew poetry, biblical theology, textual criticism, ancient and medieval visual art, and philosophy. WILLIAM PATRICK BROWN • 2004 | William Marcellus McPheeters Professor of

Old Testament BA Whitman College; MDiv Princeton Theological Seminary; PhD Emory University He has abiding interests in the use of scripture in the life of the Church and the world, particularly in the context of ecology and justice. Specific interests include creation theology, faith and science dialogue, the Psalms, and wisdom literature (Proverbs, Job, and Ecclesiastes). He was named as a Henry Luce III Fellow in Theology for 2007–2008. KELLY D. CAMPBELL • 2013 | Associate Dean for Information Services and Director

of the John Bulow Campbell Library BS Wichita State University; MLS Texas Women’s University; MATS Golden Gate Baptist Theological Seminary; EdD Pepperdine University She is passionate about equipping people for learning and life, strategizing to develop best practices, and providing high quality service. Her current research focuses on leading others to strive for excellence, and contributing to organizations by helping to develop future leaders. KATHY DAWSON • 2004 | Benton Family Associate Professor of Christian Education

BA California State University, Long Beach; MACE Presbyterian School of Christian Education; MDiv Columbia Theological Seminary; PhD Princeton Theological Seminary Her interests revolve around spiritual development, creative teaching methodologies, curriculum theory, and children’s ministry. Her current research explores how parents and the church can have faithful conversations around fantasy literature for children and youth. She was chosen as the 2015 Educator of the Year by the Association of Presbyterian Church Educators. 67

MARK DOUGLAS • 1999 | Professor of Christian Ethics and Director of the ThM Program

BA Colorado College; MDiv, ThM Princeton Theological Seminary; PhD University of Virginia His wide-ranging interests include: ethics in neo-orthodox theologies, medical and business ethics, the American philosophical tradition of pragmatism, and the role of religion in political philosophy. ANNA CARTER FLORENCE • 1998 | Peter Marshall Professor of Preaching and Worship

BA Yale University; MDiv, PhD Princeton Theological Seminary She is interested in historical, theological, aesthetic, and performative dimensions of preaching, and in reflecting on the theories and practices that emerge when preaching engages other fields and different traditions. Her current research focuses on testimony, feminist theology, the role of experience in preaching, and the history of preaching women. ISRAEL GALINDO • 2013 | Associate Dean for Lifelong Learning

BA Northeastern College; MRE, MDiv, EdD New Orleans Baptist Theological Seminary His interests are in the areas of congregational and organizational leadership, instruction and pedagogy, educational assessment, and Christian faith formation. His work in lifelong learning includes helping leaders apply Bowen Family Systems theory for healthy and effective functioning in home and work settings. JOHN WILLIAM HARKINS III • 1999 | Senior Lecturer in Pastoral Theology and

Care and Co-director of the ThD Program BA Rhodes College; MDiv, PhD Vanderbilt University He is interested in applications of pastoral theology, care, and counseling to both congregational life and clinical settings. Research interests include psychoanalytic theory, marriage and family therapy, and psychological/religious dimensions of literature and film. TIM HARTMAN • 2014 | Associate Professor of Theology

BA Stanford University; MDiv Princeton Theological Seminary; PhD University of Virginia His research interests include contemporary Christian theologies worldwide, Christology, Lived Theology (the interrelationship between religious beliefs and practices), and the work of Kwame Bediako and Karl Barth. CHRISTINE J. HONG • 2017 | Associate Professor of Educational Ministry and

Director of the DEdMin Program BA University of Washington; MDiv, ThM Princeton Theological Seminary; PhD Claremont School of Theology Her research and teaching interests include decolonial and anti-racist approaches to religious and interreligious education, particularly in the contexts of theological and spiritual formation of children and youth among communities of color.

MELINDA A. MCGARRAH SHARP • 2017 | Associate Professor of Practical Theology and

Pastoral Care and Director of the MAPT program BA University of Virginia; MAR Yale Divinity School; MA, PhD Vanderbilt University Her research includes intercultural pastoral care, particularly the intersections between care, ethics, and postcolonial studies. She is interested in teaching and learning forms of care that weave global interconnectedness, moral imagination, and faith practices. MARTHA MOORE-KEISH • 2004 | J.B. Green Professor of Theology

AB Harvard College; MDiv Union Theological Seminary in Virginia; PhD Emory University Her research interests include Reformed theology, liturgical theology (especially the theology and practice of the sacraments), and feminist theologies. She also has interests in ecumenical theology and interfaith issues including: Reformed-Roman Catholic relations, Christian-Jewish relations, and the religions of India. She recently co-edited a volume on Karl Barth and comparative theology and published a commentary on the book of James (both 2019). ESTHER MOMBO • SPRING 2022 | Columbia Fellow in World Christianity

BD St. Paul’s University, MPhil Trinity College Dublin, PhD Edinburgh University Her research and teaching interest is in the story of Christianity in Africa with a focus on women in a triple religious heritage. She teaches courses in the history of the Church in east Africa, theologies from women’s perspectives, interfaith relations and HIV AIDS. She is a member of the Circle of Concerned African Theologians. She is passionate about mentorship of young scholars and those working in the ministry of the church. JACOB D. MYERS • 2015 | Wade P. Huie Associate Professor of Homiletics and Director of the

MA(TS) Program BA Gardner Webb University; MDiv Princeton Theological Seminary; PhD Emory University He is interested in homiletical theories and theologies, continental philosophies (esp. poststructuralism, existentialism, and phenomenology), and emerging expressions of faith and practice in postmodern, post-Christian contexts. His research focuses on alternative epistemologies for sermon development and delivery, the philosophical and theological conditions for the im/possibility of preaching, contextual/constructive biblical hermeneutics and theologies, and the ways in which preaching interacts with cultures and traditions. RAJ NADELLA • 2012 | Samuel A. Cartledge Associate Professor of New Testament

BTh Serampore College; MDiv/BD United Theological College; MABL Graduate Theological Union; PhD Union Theological Seminary in Virginia His research and teaching interests include Bakhtin and Biblical Studies and postcolonial readings of the New Testament, especially the parables of Jesus. Additionally, his research focuses on New Testament perspectives on the issues of economic justice and their ethical and theological implications for the Church and society today.

SUE KIM PARK • 2020 | Director, Contextual Education and International Partnerships

BA University of Florida; MDiv Duke Divinity School; STM Union Theological Seminary; PhD Claremont School of Theology As an educator and practical theologian, she is interested in how spirituality is embodied by individuals and communities in their contexts especially in intersections of identities and pedagogical approaches to formation. She is passionate about cultivating and strengthening communities of faith. Her research interests include postcolonial approaches to interfaith encounters, contextual theology, and ethnography. MARCIA Y. RIGGS • 1991 | J. Erskine Love Professor of Christian Ethics and

Seminary Ombudsperson AB Randolph-Macon Woman’s College; MDiv Yale Divinity School; PhD Vanderbilt University Her current interests are in the areas of descriptive ethical analysis addressing the relationship between social processes of oppression and socio-religious ethical praxis; ethical discourse that bridges the gap between womanist religious scholarship and the practice of ministry in the Church; moral foundations for public policy; and the Church and its role in social justice ministry. She was named as a Henry Luce III Fellow in Theology for 2018. LOVE L. SECHREST • 2018 | Dean of Faculty, Vice President for Academic Affairs, and

Associate Professor of New Testament BS Duke University; MS Villanova University; MDiv Trinity Evangelical Divinity School; PhD Duke University Fascinated by the ways that different ethnic groups are racialized, she studies race and ethnicity from an interdisciplinary perspective. With research in womanist and African American biblical hermeneutics, her work explores the ethical implications of NT interpretation especially in the Pauline epistles and Revelation. Formerly a senior manager in the aerospace industry, her focus in theological education is on equipping a diverse church to live out the gospel in fruitful and generative multiracial coalitions for justice. MITZI J. SMITH • 2019 | J. Davison Philips Professor of New Testament

BA Columbia Union College; MA the Ohio State University; MDIV Howard University School of Divinity; PhD Harvard University Her research interests are close, critical readings of sacred texts with attention to social justice and the intersection of race, gender, class, sexuality, and religion. She is an expert in womanist and African American biblical interpretation. Her dissertation and first book are a literary reading of the Acts of the Apostles with attention to ‘othering.’ She is interested in reading biblical texts from the perspective of the marginalized and oppressed; her research is a principal form of activism. Smith’s other foci are ancient and modern slavery and language studies. She participated in the 2019 SBL review of the NRSV Bible. Smith is currently writing a womanist reading of the parables of Jesus.

REBECCA F. SPURRIER • 2016 | Associate Dean for Worship Life and Assistant

Professor of Worship BA Calvin College; MDiv Candler School of Theology; PhD Emory University She is interested in theologies and practices of public worship that reflect the beauty and tension that human difference brings to Christian liturgy. Engaging ethnographic theology, disability studies, and liturgical aesthetics, her research explores the hope of human interdependence and the importance of liturgical access for ecclesial practice and Christian community. She integrates a focus on liturgical and practical theology in the classroom with the formation of worship leaders through daily chapel services. JEFFERY L. TRIBBLE SR. • 2007 | Associate Dean for Advanced Professional Studies and

Associate Professor of Ministry BS Howard University; MDiv Garrett-Evangelical Theological Seminary; PhD Northwestern University He is interested in educating and forming persons for the transformative praxis of ministry in Church and society. He bridges the Church, community, and seminary through his teaching, ministry, and scholarship in the areas of practical theology, congregational studies, ethnographic research, urban church ministry, black church studies, congregational leadership, and evangelism. CHANEQUA WALKER-BARNES • 2021 | Professor of Practical Theology and Pastoral Care

BA Emory University; MS, PhD University of Miami; MDiv Duke University She is passionate about equipping seminarians to lead the church in ministries of healing, justice, and reconciliation. Her research integrates behavioral health, theology, and race/ gender studies to address the individual and societal legacies of racial and gender oppression. She is currently working on a book about self-care and emotional labor in social justice activism. HARUKO NAWATA WARD • 2002 | Professor of Church History

BFA Tokyo University of Fine Arts and Music; MA New York University; MDiv Southeastern Baptist Theological Seminary; ThM, PhD Princeton Theological Seminary Her research interests include the age of Reformations, the Jesuits, encounters of cultures and religions, women and religious vocation, history of biblical interpretation, history of Christianity in Asia, and justice issues in Church history. RALPH C. BASUI WATKINS • 2011 | Peachtree Professor of Evangelism and Church Growth

AA American River Junior College; BA California State University at Sacramento; MA University of Dubuque Theological Seminary; DMin Pittsburgh Theological Seminary; PhD University of Pittsburgh; MFA Savannah College of Art and Design His work and research centers around building 21st-century churches. His writing and research is done with congregations as they partner to be faithful to the call of being the Body of Christ. He is presently working on ways the Church can use multi-media approaches and web 2.0 strategies to be effective at evangelism and discipleship.

LISA WEAVER • 2018 | Assistant Professor of Worship

BA Bernard M. Baruch College; MA Columbia University Teachers College; MDiv Union Theological Seminary in the City of New York; PhD The Catholic University of America Her research interests are centered in her life’s passion: the worship life of the Christian church. Specifically, they are Christian Initiation, Patristics, Ritual Theory and Praxis, Pneumatology, and the Early Worship Practices of Africans Americans. She also serves as a grants advisory board member of the Calvin Institute of Christian Worship. CHRISTINE ROY YODER • 1998 | J. McDowell Richards Professor of Biblical Interpretation

BA Swarthmore College; MDiv, PhD Princeton Theological Seminary Her research interests include creation theology, wisdom literature, the socio-historical and theological dynamics of the post-exilic period, women in the Bible, and the history of methodologies of biblical interpretation. She was named as a Henry Luce III Fellow in Theology for 2014-2015. WILLIAM YOO • 2014 | Associate Professor of American Religious and Cultural History

and Director of the MDiv Program BSE University of Pennsylvania; MDiv Westminster Theological Seminary; ThM, PhD Emory University His research interests within the history of Christianity in the United States include the expansion of the American foreign missionary enterprise, the formation of immigrant religious communities, the religious cultures of the American South, the Presbyterian experience, and the transnational encounter between American and Korean Protestants across both nations.

Adjunct/Visiting Professors Katie Owen Aumann Christopher Holmes Isaac Horwedel Cynthia Parnell McDonald Oral Thomas Charles Wiley

Curriculum and Courses

The teaching program at Columbia is arranged in four areas: Biblical, Historical-Doctrinal, Practical Theology, and Supervised Ministry. Interdisciplinary courses, which combine studies in two or more of these areas, are also taught in the degree programs. While classroom instruction is foundational to all degree programs, the goal is to equip students to continue their education independently. The resources of the library, the structure of coursework, and independent study courses encourage realization of that goal. BIBLICAL AREA studies seek to provide students

with the necessary skills and tools to interpret the Bible with faithfulness, integrity, and imagination for a world that is much different from that in which the books of the Bible were written. To this end, Biblical Area courses focus on the languages (Hebrew and Greek), history, cultures, and worldviews of the ancient Mediterranean peoples, in order to clarify how the Bible spoke to those to whom it was first addressed. At the same time, Biblical Area courses give students the opportunity to practice appropriate and creative means of hearing Scripture anew today, in our own cultural and historical contexts, so that it may continue to speak to us and to our world in fresh and powerful ways. HISTORICAL-DOCTRINAL AREA studies help stu-

dents understand the past as a means of comprehending the present. Students engaged in these studies also struggle to form their own theology and to discover what it means to be Christian today. Since Columbia stands within a

Reformed tradition, historical-doctrinal studies are concerned not only with right thinking, but also with the relation of Christian faith and doctrine to all arenas of life. Therefore, studies in this area engage students in consideration of the social, political, economic, and cultural life of today in the United States and across the world. In historical-doctrinal studies students acquire the tools they will need throughout their lives for dealing theologically with themselves and the world around them, tools that will enable graduates to lead the Church in a prophetic and reconciling way as it works out its mission in the world. PRACTICAL THEOLOGY AREA studies center on

the functioning of the theologian as a minister with a concern to train students to be ministers and to lead other persons in ministering. Studies in this area consider the dynamics of the minister’s role as pastor, evangelist, leader of worship, preacher, teacher, counselor, and administrator. Since the shape of the ministry of tomorrow is not fully known, these studies seek to train students to understand the issues involved, to help them see their own strengths and weaknesses, and then to develop a flexibility that will enable them to take their biblical and theological understanding and deal with whatever issues they face during their ministry. SUPERVISED MINISTRY serves an integrative

function for the curriculum. Students are involved in the actual practice of ministry under competent supervision. Through experiential, relational, and inductive learning, students explore the forms, styles, 73

contents, and concepts of ministry and put into practice what they have learned through studies in the biblical, historical-doctrinal, and practical theology areas. These studies are integrated with the practice of ministry and personhood of each s tudent.

The letter in the course designation is determined by the area in which it is offered: B for Biblical; HD for Historical-Doctrinal; P for Practical Theology; I for Interdisciplinary; and SM for Supervised Ministry.

For Columbia courses, the hundred’s digit refers to whether the course is a required course for a degree program or whether it is an elective course. Courses of Instruction • 500s are required courses in the master’s degree The following pages provide representative programs illustration of the courses taught by the faculty of Columbia. The registrar publishes the specific course • 600s are elective courses for master’s degree students, those numbered 650 and above offerings in the preceding spring each year. Copies typically requiring prior work in the area are available in the Office of Academic Affairs and • 700s are required courses for advanced degree on the web. programs • 800s are elective courses for advanced degree The faculty reserves the right to modify individual programs course requirements within a degree program. Such changes will be effective the next time such courses A current list of courses can be found at www.ctsnet.edu . are offered or at a later date as determined by the faculty. Degree programs and their major requirements will remain unchanged for students entering that program, but changes may be made at any time to be effective for all entering students in the next academic year.

Biblical Area Faculty: Brennan Breed, William P. Brown, Raj Nadella, Love L. Sechrest, Mitzi J. Smith, Christine Roy Yoder B501 Essentials of Greek Holmes (adjunct), Smith Provides intensive study of the essentials of Koine Greek grammar, syntax, and vocabulary preparatory to reading the Greek New Testament. 3 credits B505 Introductory Biblical Hebrew Brown Introduces the essentials of Hebrew grammar, syntax, and vocabulary preparatory to study of the Hebrew Old Testament. 3 credits B520, B521 Old Testament Interpretation I & II Breed, Brown, Yoder This two-semester course (Parts I and II) studies the diverse literature of the Old Testament, considers the historical and cultural contexts of the ancient world that produced it, introduces critical methods of biblical interpretation, and highlights the significance of the Old Testament for Christian faith. 3 credits each semester. 6 credits B530 New Testament Interpretation Nadella, Smith This course introduces the content, major forms, and contexts of the New Testament documents, the history and development of earliest Christianity, as well as methods of biblical interpretation. Online section available. 3 credits

B540 Ruth, Jonah, and Esther: Hebrew-based Exegesis Yoder Explores the Hebrew text of the short stories of Ruth, Jonah, and Esther, with particular attention to their ancient contexts, literary features and character development, depictions of life in the Diaspora and the “foreigner,” and theological perspectives. Considers a range of interpretive approaches to the stories, their reception in different communities, and how each is significant for Christian faith, life, and proclamation. Prerequisite: B505 Introductory Biblical Hebrew or equivalent. 3 credits B547 Pentateuch, Prophets, and Psalms: Hebrew-based Exegesis Brown This Hebrew-based exegetical course guides students through a variety of genres of the Old Testament, from narrative to poetry, covering portions of Genesis, Amos, and the Psalms. Prerequisite B505 Introductory Biblical Hebrew or equivalent. 3 credits B549 Song of Songs: Hebrew-based Exegesis Yoder A Hebrew-based biblical exegesis course focusing on the Song of Songs. Prerequisite is B505 Introductory Biblical Hebrew or equivalent. 3 credits

B552 Genesis: Hebrew-based Exegesis Brown An introduction to interpreting the Hebrew text of Genesis, particularly chapters 1-12. Participants will develop further competence in Hebrew and exegetical skills, practice various interpretive methods, and consider Genesis as a theological resource for Christian faith, proclamation, and mission. Prerequisite: B505 Introductory Biblical Hebrew or equivalent. 3 credits

B557 The Book of Kings -Politics, Prophets, Worship & War: Hebrew-based Exegesis Breed This Hebrew-based exegesis course explores the origin and shape of the so-called Deuteronomistic History, the nature of prophecy in Israel and the ancient Near East, and the rise and fall of Israelite and Judean monarchies. Prerequisite: B505 Introductory Biblical Hebrew or equivalent. 3 credits

B558 The Psalms: Hebrew-based Exegesis B553 Eighth Century Prophets: Hebrew-based Brown Exegesis This Hebrew-based exegetical course guides Breed participants through the variety of genres featured This Hebrew-based exegesis course explores the in the book of Psalms, from lament to praise. books of Amos, Hosea, Micah, and First Isaiah by Participants will refine their translation skills as well situating them in the historical and social contexts as broaden their exegetical toolbox by exploring of eighth-century Israel and Judah. Compares the various methods of interpreting the Psalms. different prophetic understandings of YHWH as well Prerequisite B505 Introductory Biblical Hebrew or as theological concepts such as faith, justice, and the equivalent. role of the prophet. Prerequisite: B505 3 credits Introductory Biblical Hebrew or equivalent. 3 credits B562 Mark and Method: Greek-based Exegesis Nadella B555 The Book of Daniel and Biblical Aramaic: An introduction to the art and practice of exegesis Hebrew-based Exegesis through the study of Mark's gospel. Students will Breed engage in close reading of the text by means of a This Hebrew-based course introduces exegetical variety of critical methods, drawing from: historical, methods through study of the book of Daniel and literary, social, and cultural criticisms. Prerequisite provides an overview of Biblical Aramaic grammar, B501 Essentials of Greek or equivalent. syntax and vocabulary. Attention will be given to 3 credits the ancient literary, historical, apocalyptic, and theological dimensions of Daniel, and to its place in B566 Luke-Acts: Greek-Based Exegesis traditional and recent eschatological interpretation. Nadella Prerequisite: B505 Introductory Biblical Hebrew or This course will explicate linguistic, theological, equivalent. historical and political aspects of select texts from 3 credits Luke-Acts. It will offer tools for interpreting the texts in light of current socio-political contexts for the purposes of preaching and teaching in congregations. Prerequisite B501 Essentials of Greek or equivalent. 3 credits

B570 Acts of the Apostles Galatians: Greek-based Exegesis Smith In this course students will engage in close critical readings of Galatians and the Acts of the Apostles with consideration to literary and historical contexts, as well as the Greek texts. Particular attention will be given to the proclamation or kerygma of the early ekklesia, theological constructions, revelation, community, violence, hierarchy, ‘othering,’ and the intersection of race or ethnicity, gender, class, sexuality, and/or religion. Prerequisite B501 Essentials of Greek or equivalent. 3 credits B571 Matthew: Greek-Based Exegesis Smith In this course, students will review basic Greek grammar, learn some intermediate Greek grammar, and build Greek vocabulary while reading passages from the Greek text of the Gospel of Matthew. Students will become familiar with the content and historical context of Matthew. Students will also learn how to perform word studies of Greek words within the literary context of Matthew. This course requires that students write an ‘exegesis’ paper. Students will be expected to interpret the scripture passage/pericope on which they choose to write their ‘exegesis’ paper and to utilize their facility with Greek. In writing the ‘exegesis’ paper students will engage a contemporary social justice issue. Prerequisite: B501 Essentials of Greek or equivalent. 3 credits

B572 First Corinthians: English and Greek-based Exegesis Smith First Corinthians is addressed to the ekklesia that the Apostle Paul founded in Corinth. In this course students will engage in close critical readings of Paul’s letter to the Corinthian believers. Readings will consider historical and literary context, as well as the Greek text. Students will discuss Paul’s reason for writing, his rhetorical responses to the problems in Corinth, ancient Roman slavery, the intersection of gender, authority, and hierarchy, as well as contemporary relevance. An English-based course, that may be taken as Greek based exegesis with permission of the instructor and prerequisite B501 Essentials of Greek or equivalent. 3 credits B573 Revelation: Greek-based Exegesis Holmes (adjunct) In this course, students will engage in close and critical readings of the Greek text of Revelation. Students will explore Revelation’s distinctive rhetoric, theological vision, socio-political context, and contemporary appropriation in communities of faith.Greek-based exegesis course. Prerequisite B501 Greek. Online. 3 credits B605 Genesis Yoder Explores the book of Genesis, paying particular attention to its ancient Near Eastern contexts, narrative and character development, and theological perspectives. Considers modern interpretive approaches to Genesis, the lasting influence of the book on Western art and literature, and interpretations and uses of the book in Judaism, Christianity, and Islam. 3 credits

B606 Song of Songs Yoder Interprets Song of Songs, with particular attention to the book’s rhetorical strategies, theological significance, and roles in Jewish and Christian liturgies. Considers ways in which the poetry and passion of Song of Songs may inform faith communities today. 3 credits B607 The Little Bible: The Book of Psalms Brown Considers the God the Psalms address, the prayers and daily life, and the how the Psalms relate to liturgy and pastoral ministry. 3 credits B608 Ecclesiastes and Its Consequences Breed Traces the interpretation of the book of Ecclesiastes in Jewish and Christian communities in various modes (e.g. theology, liturgy, visual art, music, philosophy, film). Focuses on important questions raised by the book of Ecclesiastes as well as crucial interpretive problems as they feature in the reception history of this biblical text. English based. Online. 3 credits B610 Dialogue, Diversity, and Transformation in the Old Testament Brown In a time of polarizing division in American culture, the possibility of mutual dialogue and understanding might seem like an impossible dream. Contrary to popular opinion, however, the Bible is itself a braided tapestry of differing perspectives preserved for critical dialogue and praxis. Participants will explore the rich theological diversity of the Hebrew Scriptures dialogically from Genesis to the Psalms and the Wisdom literature. In so doing, participants may discover ways to host genuine dialogue within their own communities in such a time as this. 3 credits

B612 Lamentations and 2-Isaiah Yoder Explores Lamentations and Second-Isaiah (Isa 4055) using a variety of interpretative methods. Pays particular attention the texts’ ancient Near Eastern context, diverse literary genres, descriptions of trauma and suffering, attempts at comfort, and theological significance. Considers both as vital resources for Christian faith, proclamation, and mission. 3 credits B614 The Emergence of Yahwism Breed Explores the origins and development of the Yahwistic religion of ancient Israel, including the history of the divine name YHWH, the significance of YHWH’s remote desert origins and connections to Midianites and Edomites, various theories concerning the emergence of the ancient Israelites, Israel and YHWH’s distinctive connections with marginal socio-cultural groups, the gradual development of monotheism, the evolution of the divine council, the presence of the divine feminine in ancient Israel, and comparisons with the religious practices of other cultures in the Southern Levant. The course concludes with reflections on the implications for contemporary theology and Christian practices. 3 credits B616 Exodus Yoder Explores the book of Exodus using a variety of interpretative methods. Pays particular attention to the book’s ancient Near Eastern context, narrative development, diverse literary genres, and theological significance. Considers Exodus as a vital resource for Christian faith, proclamation, and mission. 3 credits

B628 Postcolonial Readings of the Gospels Nadella Reads selected Gospel texts in their first century colonial contexts and examines how they have been used to justify oppressive agendas such as the colonial enterprise of the 18th, 19th and 20th centuries as well as neocolonial structures in various contemporary domains. Explores interpretive strategies for reclaiming Gospel texts for liberative purposes. 3 credits

B633 Revelation, the Church and Politics Sechrest This course engages close readings of selected passages in the book of Revelation, with attention to literary genre, socio-historical context, and postcolonial theory. The course will deploy womanist and feminist critiques of its imagery while paying special attention to the theo-political implications of its ecclesiology. Hybrid. 3 credits

B630 The Bible and Visual Art Breed Examines the role of images within the Old and New Testaments, as well as the history of Christian and Jewish visual representations of biblical texts. Analyzes selected images that crystallize different theologies of images and modes of biblical interpretation. Considers various theological and hermeneutical frameworks that undergird these images. Students will learn how to interpret Jewish and Christian art and will develop a theological perspective on the use of visual art in the contemporary Church. 3 credits

B635 Roman Slavery, the New Testament, and Contemporary Slave Narrative Smith The historical-political context in which Jesus lived and the biblical writers wrote was the Roman Empire, and Rome was an ancient slave society in which slavery was a pervasive reality. The course will explore slavery under the Roman Empire as a significant context for critically reading certain New Testament texts. How can Roman slavery help us understand certain NT texts? And what might the NT reveal about slavery and its authors? Focused attention will be on Philemon, 1 Corinthians, Galatians and the Gospels. The course will compare ancient Roman slavery with slavery in the antebellum South, observing the similarities and differences. The continuities allow students to place NT texts in conversation with antebellum texts and to imaginatively fill gaps in the former. Spiritual slave narratives and other historical documents demonstrate how slave masters used the NT to support slavery and how enslaved and freed Africans interpreted NT scripture based on their own experiences. 3 credits

B632 Intersectionality, Social (In)Justice and Womanist/Feminist Biblical Interpretation Smith Explores issues of ethnicity, race, gender, class, and sexuality and how they intersect in the biblical text and/or in the lived realities of interpreters and interpreting communities. Examines how womanists (nonwhite women scholars that self-identify as womanists and who prioritize nonwhite women’s experiences, traditions, and concerns) and feminists (white and nonwhite women and men scholars who self-identify as black/feminists) biblical scholars have addressed such intersectionalities when interpreting biblical texts. Focuses on issues of social (in)justice (e.g. violence against women, police brutality, poverty and so on) and interlocking oppressions (racism, classism, sexism, and heterosexism) and how students can foreground and/or address such concerns when doing biblical interpretation. 3 credits

B636 Race and the New Testament Sechrest This course develops a theological approach for dilemmas in race relations by exploring the relationship between ethnoracial identity, gender, and Christian identity, with attention to the writings in the New Testament. Lectures and discussions about NT texts and readings about ethnic and racial identity help students understand the biblical world-view and modern and postmodern constructs regarding the intersectionality of ethnoracial identity. Students will be exposed to several biblical, theological, and theoretical approaches that will be used to help them construct a Christian posture about race issues in society affecting a variety of ethnoracial groups. Classes include lectures, small and large group discussions, online exercises, and student-lead seminars. 3 credits

B638 Luke and African-American Interpretation Smith This online intensive explorations course will critically read the Gospel of Luke from Africana and womanist perspectives with special attention to God’s visitation with the marginalized, the poor, people without homes, and/or masses ‘who stand daily with their backs against the wall,’ including women and people labeled as sinners. Reading Luke from Africana and womanist perspectives allows students to experience how people with a collective history and present existential experience with trauma based on the intersection race, gender, class, and sexuality read Luke to affirm God’s presence with them and to remain hopeful in, and faithful to, the God who is able to do all things and who visits with the most vulnerable. Particular attention will be given to Lukan material and how ‘Luke’/the author revised his sources for his purposes in the Gospel of Luke. Also, students will gain facility in reading B637 Paul as Local Theologian Lukan texts within their literary contexts, with some Holmes (adjunct) attention to historical context. This course will also Considers the letters of Paul as examples and host a few guests who experienced homelessness, resources for local theology. Explores the nature of minister to persons who are homeless, and/or are local theology as the intersection of cultural context, activists. tradition, and the church. Applies theory and 3 credits practice of local theology to reading Paul’s letters and thinking of him as a theologian. English based. B692 Exegetical Research in Old Testament 3 credits Breed, Brown, Yoder 3 credits B693 Research in Old Testament Criticism or Theology Breed, Brown, Yoder 3 credits B694 Independent Study in Biblical Languages Staff 3 credits B695 Exegetical Research in New Testament Nadella, Smith 3 credits

B696 Research in New Testament Criticism or Theology Nadella, Smith 3 credits B699 MA(TS) Final Independent Study Staff An independent study in Old or New Testament undertaken in the final semester of the MA(TS) program. Students do analytic, constructive work on a specific topic and produce original research in partial fulfillment of the degree requirements. 3 credits B702 ThM Thesis Research Biblical Area Staff This class focuses on the research and initial writing stage for the student’s thesis project, supervised by the advisor and in conjunction with the ThM director. 3 credits

B801 The Tree of Life: A Study of Proverbs Yoder Proverbs invites us into an ancient and ongoing conversation about what is good and wise and true in life. This course explores the book using various interpretive methods, and pays particular attention to how Proverbs shapes the moral and theological imagination of its readers. 3 credits B806 Love, Desire, and the Song of Songs Yoder Interprets Song of Songs, with particular attention to the book's ancient Near Eastern and Israelite contexts, rhetorical strategies, metaphors, connections to Israelite wisdom literature, and history of reception. Considers ways in which the poetry and passion of the Song can inform faith communities today. 3 credits

B807 Genesis B703 ThM Literature Review Biblical Area Yoder Staff Explores the book of Genesis, paying particular In this independent study, a student works with the attention to its ancient Near Eastern contexts, primary advisor to develop a reading list in the area narrative and character development, and theological of research interest and writes a literature review of perspectives. Considers modern interpretive the sources in preparation for the thesis writing. This approaches to Genesis, the lasting influence of the course is supervised by the student’s primary book on Western art and literature, and advisor with the assistance of the instructor of the interpretations and uses of the book in Judaism, ThM Research Seminar. Christianity, and Islam. 3 credits Hybrid. 3 credits B704 ThM Thesis Writing Biblical Area Staff B827 Wisdom's Wonder: Proverbs, Job, and Required of all ThM students, leading to the Ecclesiastes completion of the ThM thesis. Brown 3 credits The wisdom literature of the Old Testament is rich with insight about God’s relationship to the world and humanity’s place in it. The class will explore the many faces of wisdom in the Bible, focusing specifically on Proverbs, Job, and Ecclesiastes, which together mark the journey of faith and wonder coram deo. Knowledge of Hebrew is recommended but not required. 3 credits 81

B832 Womanist and Feminist Biblical Interpretation and Social Justice Smith This online course will critically engage womanist and feminist biblical interpretation with a focus on contemporary justice issues. The pandemic has highlighted and aggravated existing racialized and gendered disparities, injustices, and violence. Biblical texts and contexts will be analyzed in dialogue with scholarship on medical apartheid, history of black transexuals, and sexual violence. Conversations around gendered sexual violence will include sustained discussion of the crucifixion of Jesus and #MeToo. Online. 3 credits B833 Revelation, the Church and Politics Sechrest This course engages close readings of selected passages in the book of Revelation, with attention to literary genre, socio-historical context, and postcolonial theory. The course will deploy womanist and feminist critiques of its imagery while paying special attention to the theo-political implications of its ecclesiology. Hybrid. 3 credits B855 Ecclesiastes and Its Consequences Breed Traces the interpretation of the book of Ecclesiastes in Jewish and Christian communities in various modes (e.g. theology, liturgy, visual art, music, philosophy, film). Focuses on important questions raised by the book of Ecclesiastes as well as crucial interpretive problems as they feature in the reception history of this biblical text. 3 credits

Historical Doctrinal Area Faculty: Mark Douglas, Tim Hartman, Martha Moore-Keish, Marcia Y. Riggs, Haruko Nawata Ward, William Yoo HD543 History of Christianities: Beginnings through 1700 CE Ward This course traces global movements of Christianities from the early church to CE1700, using historical-critical analyses of primary texts, the development of ideas and practices, their interactions with other religions, issues of gender and race, and outcomes of diverse traditions of today’s World Christianities. 3 credits

HD551 Christian Theology II Hartman, Moore-Keish Introduces the basic doctrines of Christian faith. Studies classical theological paradigms, their contemporary reinterpretation, and the significance of theology for the life of the church. Prerequisite: HD 550, or permission of the instructor. Online section available. 3 credits

HD560D Love and Justice Douglas HD544 History of Christianities: 1500 CE This course explores how Christian ideas about through 2000 CE love (principally agape) have intersected with the Ward ways the church has talked about justice. This The course traces global movements of Christianities online intensive course will build from a number of from CE1500 to present, using historical-critical case-studies, including several related to the current analyses of primary texts, the development of ideas Coronavirus pandemic, and will satisfy the MDiv and practices, their interactions with other religions, Christian Ethics distributional requirement. issues of gender and race, and outcomes of diverse 3 credits traditions of today’s World Christianities. Hybrid. HD561 Ethical Leadership in an Age of 3 credits Sectarianism and Polarization Riggs HD550 Christian Theology I Students examine theories of leadership and ethics Hartman, Moore-Keish in light of current debates about the motives and Introduces the basic doctrines of Christian faith. actions of leaders in both church and society. Studies classical theological paradigms, their Students also explore the relevance of such theories contemporary reinterpretation, and the significance for understanding their roles as leaders and followers of theology for the life of the church. in various ministerial and institutional contexts. Online section available. Meets Ethics Distribution Requirement. 3 credits Hybrid or Online. 3 credits

HD562 Providence, Theodicy, and Ethics Douglas Does God act in the world? And why is there so much suffering? No two sets of questions seem more impervious to human thought or more important to life and ministry. They are also the guiding questions of the class. Counts as a Christian Ethics distribution requirement course. 3 credits HD563 Debate and Advocacy for Just Public Policy Riggs Students analyze current debates regarding public policies in light of ethical theories of justice. Each student engages in small group work on a public policy, writes a position paper on a selected policy issue, and develops a program for educating a specific audience on the selected issue. Meets Ethics Distribution Requirement 3 credits HD564 Envisioning and Practicing Beloved Community Riggs This course uses social and ethical interpretation of the church as a human community as a point of departure for exploring barriers to and dynamics of moral discourse in communities of faith. Theories of racial, ethnic, gender, and cultural identity are used to examine demographics of communities of faith and students as religious leaders. Theories of conflict transformation, intercultural communication, and dialogue are used to develop models of moral discourse for application in congregations or other group settings in which students practice ministry. Meets Ethics Distribution Requirement. Hybrid. 3 credits

HD565 Histories of Christian Ethics Douglas Christian ethics involves multiple voices and varied perspectives expressed over time and in many contexts. This course traces the histories that have shaped Christian Ethics, giving special attention to the way they complicate and make possible the church's moral witness. Meets Ethics Distribution Requirement. 3 credits HD566 Christologies and Politics Douglas Considers how we now understand the church’s early confession, “Jesus is Lord,” questions whether we should use the same language today and the political implications of doing so. A cross between Christology and political philosophy. Meets Ethics Distribution Requirement. 3 credits HD567 Protest in the 20th and 21st Centuries: History and Practice of Nonviolence Riggs The history and practice of nonviolence in the United States and around the globe. Nonviolence is explored as the basis of protest movements and as liberation ethics. Class time will also be used to learn strategies of nonviolent protest. Meets Ethics Distribution Requirement. 3 credits HD568 Issues in Medical Ethics Douglas Explores how theologians try to make moral sense of life and death in relation to issues such as euthanasia, abortion, cloning, and healthcare reform. Meets the Ethics Distribution Requirement. Online. 3 credits

HD569H Christian Ethics in Conflict Horwedel (adjunct) Christian ethics is born out of conflict. This statement refers to both the history of Christian ethics as an academic discipline and the ongoing call to pursue a faithful Christian life. Christian ethics thus brings us face to face with the conflicts and crises that inform our very being. This course will examine issues such as climate change, violence, capitalism, racism, and sexism with the belief that they present challenging opportunities for critical engagement and transformation. Students will reflect on what it means to respond to these challenges faithfully as practicing Christian ethicists and how we might account for those responses. Online. 3 credits

HD574 Histories of American Christianity Wiley (adjunct) Examines the histories of a diverse array of Christian individuals, groups, and traditions in colonial North America and the United States through close analysis of primary sources and secondary interpretations. Students will identify critical themes and explore various methods to study the past, apply historical lessons in the present, and move forward together toward a more faithful future. Meets the American Religious History Distribution Requirement. Online. 3 credits

HD582 Doing Theology amid Religious Pluralism Moore-Keish This course will examine Christian constructive theological responses to the situation of religious HD570 Presbyterian History and Polity pluralism, from the early church to the present, Yoo, Owen Aumann (adjunct) with an emphasis on contemporary voices, such as Examines Presbyterian history and polity from the Jacques Dupuis, Mark Heim, and Paul Knitter. The colonial period to the present across diversities of class will enable students to see that religious age, ethnicity, gender, geography, and race through pluralism is not a new situation, but one that careful study of a myriad of source materials ranging Christians have been addressing since the writing of from historical texts to the Book of Order. Meets the New Testament. Students will read and engage the American Religious History Distribution a variety of perspectives on religious pluralism, with Requirement. the goal of developing their own theological 3 credits interpretations. Meets World Christianity Distribution Requirement. HD573 History of Race, Racism, and Reconcilia3 credits tion in American Christianity Yoo HD584 Jesus Christ in Global Perspective This course focuses on the ways in which a diverse Hartman array of Christian individuals, congregations, and Investigates the unity and diversity of perspectives institutions across U.S. history understood race on Jesus Christ from a variety of social, political, and and privilege, perpetuated or opposed racial cultural contexts around the world. The challenges discrimination, and pursued reconciliation through and opportunities of cross-cultural theological careful study of primary sources, scholarly conversations are explored in light of the mixed interpretations of American religion, and the work legacy of colonial missions. Connections between of critical race theorists. Meets the American Reli- Christological models and contextual religious gious History Distribution Requirement. practices are highlighted. Fulfills the MDiv World 3 credits Christianities Distribution Requirement. 3 credits

HD601 Histories and Diversities of Theology in American Culture Yoo This course investigates the histories of Christian theology in American culture from colonial to recent times. Exploring diverse theologies across U.S. history, the course entails analysis of theological texts and the cultural and historical contexts in which they were formed. 3 credits HD602 Christianity in Asia in the Early Modern World Ward This course critically examines the development of Christianity in Asia between the sixteenth and eighteenth centuries. Beginning with the Treaty of Tordesillas (1493) through the Jesuit and later Protestant missions, the course examines the interactions of these missions and the new converts in Asia, the new expressions of Christianity produced, as well as the controversies in Europe regarding the new “native Christianities”. Hybrid. 3 credits HD603 Women in the Reformations (1400-1700) Ward An examination of representative women who helped shape the Reformation movements. Studies the range of women`s leadership in Lutheran, Reformed, Radical, English, and Catholic Reformations in Europe, Africa, Asia, and the Americas. Addresses the critical issues in studying women in history. 3 credits HD604 The Age of Reformations Ward New approaches to the period known as the age of discovery, expansion, and Reformations in Western Europe (1400 – 1700 C.E.) through a global perspective. Examines diversity of Reform ideas, practices, leadership and networks; and issues of Christianity and mission, colonialism, race, slave trade, other religions, gender and sexuality. Hybrid. 3 credits

HD606 Eucharist of Crumbs: Women and Vocation in the Medieval Church Ward An introduction to writings by women who found their "vocation" as monastic creative writers, abbesses, theologians, visionaries, mystic teachers, spiritual guides, humanist educators, city reformers, apologists, catechists, and leaders of sodalities. Explores the ways in which biblical, theological, anthropological and social arguments were used against women in officially ministering within the church. Women questioned the status quo and created venues to preach and engage in sacramental ministries. Online. 3 credits HD608 The Early Jesuits Ward An examination of the writings and works of the Society of Jesus from its inception by Ignatius of Loyola in the 1530s to the papal suppression in 1773. Examines diverse contexts in which the Jesuits were prominent, such as the Spiritual Exercises and active apostolate, Catholic Reform and Counter Reformation, mission and colonialism, world cultures and religions, accommodation and martyrdom, education of clergy and laity, gender and race, and other issues. 3 credits HD610 Reformed Theology: Its Shape and Development Hartman Examines Reformed theology from the sixteenth century to the present, focusing on theologians, creeds, and confessions. 3 credits

HD611 Theology of the Holy Spirit: Pneumatology Moore-Keish Explores many Christian perspectives on the Holy Spirit through history and from a variety of contemporary contexts, exploring questions such as: in Christian faith and Scripture, who is the Holy Spirit? How does one discern the Spirit amidst the spirits? What is the relation between Jesus and the Spirit? What is Christian life lived in the power of the Spirit? 3 credits

HD615M What is the Church Today? Moore-Keish We live in a time with many competing claims about what it means to be church. Is “church” an intimate community of disciples with a common life? A global network of Christians with a common mission? A community of believers with a common set of beliefs? In the context of such debates, and drawing from both classical and contemporary theological materials, this class will wrestle with perennial theological questions, including: what is the relationship of Christ and the church? What is the HD612 Theologies of Baptism and Eucharist relationship of the Holy Spirit and the church? Is Moore-Keish the church “necessary for salvation”? How does the Surveys the development of baptismal and triune God work in and through—and in spite of— eucharistic theologies through history and explores the church to accomplish God’s purposes? some of the various debates concerning baptism and 3 credits Eucharist in churches around the world today. 3 credits HD618 Thinking Theologically with other Religions Moore-Keish HD614 Theology and Community: A Lived How do Christians today explore faith in a world of Theology Approach many religions? This course will introduce students Hartman to one way of navigating that question: the field of Investigates social consequences of religious belief comparative theology. Comparative theology as it through resistance against Nazism (Dietrich has emerged in the past 25 years represents “faith Bonhoeffer), against racism through the U.S. Civil seeking understanding” in which persons rooted in Rights Movement (Martin Luther King, Jr.), and one faith tradition venture into deep learning from against Rwandan genocide (Emmanuel Katongole) one or more other faith traditions. Students will asking: How do ideas about God shape the way encounter a variety of contemporary comparative communities and individuals engage the social order? theologians who are exploring how we can learn 3 credits theology with and from one another. This course has the particular aim of equipping Christian leaders to HD615 Theology, Ethics, and Sexuality do this work in their own ministry contexts. Douglas, Moore-Keish Online. This course explores the theologies that underlie 3 credits Christian notions of embodiment, desire, and sexual activity and attempts to connect those theological notions to contemporary issues of sexuality that confront the Church. 3 credits

HD619 Black Church Studies Seminar Riggs The history and practice of nonviolence in the United States and around the globe. Nonviolence is explored as the basis of protest movements and as liberation ethics. Class time will also be used to learn strategies of nonviolent protest. 3 credits HD620 Ethical Practices: Nonviolent and Intercultural Communication Riggs Marshall Rosenberg’s Nonviolent Communication: A Language of Life and Min-Sun Kim’s Non-Western Perspectives on Human Communication: Implications for Theory and Practice are theoretical bases for this course. Students learn theory and skills for communicating effectively and compassionately with persons of diverse race-ethnicities, cultures, and religious backgrounds. 1.5 credits HD621 Ethical Practices: Conflict Transformation Riggs John Paul Lederach’s theories of conflict transformation along with theories of transformative mediation and narrative mediation are studied. These theories inform the practice of skills for sustaining relationships in contexts of conflict. Students will practice conflict transformation skills and develop their own conflict transformation leadership style and tool kit. 1.5 credits HD622 Ethical Practices: Difficult Dialogues & Democratic Dialogue Riggs Theories regarding what constitutes dialogue (rather than conversation or debate) as well as the Democratic Dialogue—A Handbook for Practitioners provide theoretical and practical insights for this course. Students will practice dialogue skills and develop dialogue models for discussing difficult topics in the varieties of contexts in which they practice ministry. 1.5 credits

HD623 Ethical Practices: Nurturing the Moral Imagination Riggs Ethical theory and conflict transformation theory on moral imagination form the basis of this course. Students complete exercises in The Little Book of Contemplative Photography: Seeing with Wonder, Respect, and Humility by Howard Zehr. 1.5 credits HD624 Prophetic Criticism in the 21st century: Ethicist as Social and Cultural Critic Riggs A seminar exploring how selected theological and social ethical questions are presented in cultural sources such as contemporary movies, novels, political cartoons, music, and visual art. Theories of cultural criticism and liberation theologies and ethics provide the analytical and dialogical frame for the course. 3 credits HD625 Feminist and Womanist Ethics Riggs A seminar examining historical, sociological, and theological bases of feminist and womanist ethics. Students read feminist and womanist scholars in depth. Students also use a socio-religious ethical framework to analyze gender oppression, to expose sexist and heterosexist practices, and to propose ways to create sexual-gender justice. A semester of theology, bible, and/or church history will be helpful for students in the course. 3 credits

HD626 Science, Religion & the End of the World Douglas The sciences and the Christian tradition provide narratives about the end of the world. Yet how do these narratives relate? How do we evaluate them? And what are the implications of the narratives for the way we live and think today? This course, taught by a professor of astrophysics and a professor of religious ethics and offered jointly by Agnes Scott College and Columbia Theological Seminary, takes up those critical questions and provides students from both schools with opportunities to study widely, think critically, and learn respectfully in a cross-disciplinary setting. 3 credits HD661 Feminist Theologies Moore-Keish An examination of the roots of the feminist theological movement in earlier Christian history, the significant voices from the 1960s and 1970s, and contemporary theologians who are working in feminist theology today. In the final weeks of class, students work on projects on topics of particular interest. Prerequisite: HD550 or equivalent. 3 credits HD664 Theology of Karl Barth Hartman Offers an overview of the theology of Karl Barth through close attention to his Church Dogmatics, Epistle to the Romans, and selected occasional writings. Barth's understandings of revelation, the Word of God, election, reconciliation, and ecclesiology will be explored. Prerequisite: HD 550 or instructor's permission. 3 credits HD691 Independent Study in Church History Ward, Yoo 3 credits HD693 Independent Study in Theology Hartman, Moore-Keish 3 credits

HD695 Independent Study in Philosophy Staff 3 credits HD696 Independent Study in Mission, Ecumenics, and World Christianity Staff 3 credits HD697 Independent Study in Ethics Douglas, Riggs 3 credits HD699 MA(TS) Final Independent Study Staff An independent study in Church History, Ethics, or Theology undertaken in the final semester of the MA(TS) program. Students do analytic, constructive work on a specific topic and produce original research in partial fulfillment of the degree requirements. 3 credits HD702 ThM Thesis Research Historical Doctrinal Area Staff This class focuses on the research and initial writing stage for the student’s thesis project, supervised by the advisor and in conjunction with the ThM director. 3 credits HD703 ThM Literature Review Historical Doctrinal Area Staff In this independent study, a student works with the primary advisor to develop a reading list in the area of research interest and writes a literature review of the sources in preparation for the thesis writing. This course is supervised by the student’s primary advisor with the assistance of the instructor of the ThM Research Seminar. 3 credits

HD704 ThM Thesis Writing Historical Doctrinal Area Staff Required of all ThM students, leading to the completion of the ThM thesis. 3 credits

HD814 Theology and Community: A Lived Theology Approach Hartman Investigates social consequences of religious belief through resistance against Nazism (Dietrich Bonhoeffer), against racism through the U.S. Civil Rights Movement (Martin Luther King, Jr.), and HD801 History of Race, Migration and the Making against Rwandan genocide (Emmanuel Katongole) of the American Church asking: How do ideas about God shape the way Yoo communities and individuals engage the social This course investigates the history of Christians order? from Africa, Asia, Latin America, and Europe as Hybrid. they created new churches in the United States with 3 credits particular attention to pastoral ministry, multicultural congregations, and practical HD861 Ethical Leadership in an Age of implications for Christian leaders moving forward. Secularization and Polarization Hybrid. Riggs 3 credits In this course students will study theories of leadership and ethics. Current issues and events are HD810 Reading Karl Barth for Ministry the backdrop for discussions about motives and Hartman actions of leaders in both church and society. This course examines the implications of Barth’s the- Students will also explore the relevance of these ology for the practice of ministry. Particular theories for (a) developing an adequate concept attention will be paid to his understanding of of ethical leadership for the twenty-first century, election, his Christology, and especially his (b) understanding the practices of leaders, and (c) ecclesiology. Both Western and non-Western assessing and developing their own leadership styles ministry contexts will be considered. in their various ministry and institutional contexts. 3 credits Hybrid. 3 credits HD811 Antiracist Theologies Hartman HD878 Public Speaking: Shaping Theological In this course, students will explore antiracist Voices for Public Discourse theological positions and practices for their ministry Doulgas contexts. The course will investigate the history of Considers how Christians should think theologically racism in general, the connection between colonial- about politics and the public and how Christians ism and racial constructs, the role of Christian might speak in, as, and toward that public. Students theology and churches in supporting racial divisions, will develop their own theologies of public and how Biblical and theological resources can be engagement through an examination of the work use to counter racism rather than perpetuate it. of several prominent “public” theologians, including Students will reflect upon life experiences that have Dorothy Day, Reinhold Niebuhr, Martin Luther shaped their understanding of race, especially as King, Jr., and Stanley Hauerwas. connected to God and the Christian faith. The 3 credits majority of readings will be from authors who are black, indigenous, and persons of color. 3 credits 90

HD879 Women of Color as Public Theologians Riggs In this seminar students study the lives and writings of women of color from the nineteenth through the twenty-first centuries. The lives and writings of these women are explored as models for faithful discipleship and doing public theology (constructive ethical reflection) on issues of social justice and public policy. Students complete a social media project to disseminate their public theologies. 3 credits HD882 Doing Theology Amid Religious Pluralism Moore-Keish Explores Christian constructive theological responses to situations of religious diversity from the early church to the present, with an emphasis on contemporary voices. Inspired by the work of Diana Eck and the Pluralism Project, the approach to “pluralism” will emphasize appreciation for the variety of religious traditions, with attention to difference as well as commonality. Enables students to see that religious pluralism is not a new situation, but one that Christians have been addressing since the period of the New Testament. Students will engage several perspectives on religious pluralism, with the goal of developing their own theological interpretations, and with attention to navigating religious diversity in their specific ministry contexts. Online. 3 credits

Practical Theology Area Faculty: Kathy Dawson, Anna Carter Florence, J. William Harkins, Christine Hong, Sue Kim Park, Melinda McGarrah Sharp, Jacob Myers, Rebecca Spurrier, Jeffery Tribble, Chanequa Walker-Barnes, Ralph Watkins, Lisa Weaver P150 Scripture Reading Practicum Florence Prepares students to be liturgists and oral interpreters of scripture by offering a performance and proclamation theology for Reformed worship. Required of MDiv students in the first semester as a prerequisite to P530. 0 credits P500 Introduction to Practical Theology Dawson, McGarrah Sharp This required course in the Master of Arts in Practical Theology (MAPT) degree program introduces the student to the basic vocabulary, understandings, and methods in the field of practical theology. Incorporating a wide variety of teaching methods, this course seeks to show the foundation upon which each of the four areas of concentration rests. This course meets as a one-week intensive course in August of each year with three follow-up sessions set by the course participants during the fall semester that directly follows it. 3 credits P501 Introduction to the Theory and Practice of Christian Education Dawson, Hong Examining understandings of God, mission, and education, students learn basic educational concepts, analyze contemporary theories and practices, and develop approaches to Christian education. Meets the Christian Education Distribution Requirement. 3 credits

P502 Faith and Human Development Dawson Surveys the field of human development and explores the developmental theories and methods that inform current education practice. Faith interviews with children, youth, and adults are used to analyze and critique developmental psychology. Fulfills the educator certification requirements in human development for PC(USA) students. Meets the Christian Education Distribution Requirement. 3 credits P504 Global Christian Spiritualities Hong Christianity no longer holds sway over the American imagination. This calls us to reexamine the reasons and methods for gospel proclamation. Drawing upon theological, philosophical, and sociological materials, this course examines new ways of thinking about the preaching task in light of the shifts that are taking place in the world today. Meets the Christian Education Distribution Requirement. Online. 3 credits

P506 Teaching Bible Through Liberative Pedagogy Hong The bible and biblical hermeneutics have shaped the lives of Christians everywhere and in every time. The bible has been harnessed to oppress and to liberate. It has been cited to exclude and include. It has been used to justify the isolation of some Christian communities and the expansion of others. This course will explore how the bible has been used for the formation of Christian and their communities, in different contexts. The course will explore how we might teach the study the bible through liberative pedagogy by utilizing creative educational tools and by incorporating the understanding of developmental theories. Meets the Christian Education Distribution Requirement. 3 credits P510 Introduction to Christian Leadership McDonald (adjunct) This course is an introduction to the theories and practices of Christian leadership. The course will explore such topics as leadership development, systems theory and practice, financial administration, and missional church development examining how Christian leaders exercise legitimate authority by directing, influencing, coordinating, or otherwise guiding the thoughts and behaviors of persons and groups. The course seeks to create a space to discern and develop our unique qualities, characteristics, and expertise of Christian leadership with others through critical reflection and integration of course material. Meets the Christian Leadership Distribution Requirement. 3 credits

P514 Turnaround Congregations through Evangelism & Community Watkins Many of us will be called to congregations that have witnessed a decline over the years or are in need of missional realignment. These congregations are referred to as “turnaround” churches. In this course we address what a turnaround church is and how one might lead a congregation in the process of missional realignment via evangelism and community engagement. Meets the Christian Leadership Distribution Requirement. 3 credits P518 Evangelism and Congregational Development Watkins The integration of evangelism, spiritual formation, and community building are the central themes upon which this course is built. We explore the need to share the gospel in innovative ways and as growth occurs the task of building a strong faith community must be done simultaneously. The whys and how to both share the gospel and build community are addressed in this course. Meets the Christian Leadership Distribution Requirement. 3 credits P520 Introduction to Pastoral Care McGarrah Sharp, Walker-Barnes An introduction to the fundamentals of pastoral care, including how to respond in common pastoral situations (including individual, premarital, couples, family, and crisis situations). Students develop a biblical and theological framework for understanding their own pastoral identity, the meaning of care of persons, and the pastoral role of Christian community. Attention is given to professional ethics, gender and intercultural sensitivity, making appropriate referrals, and the spiritual importance of self-care and boundaries. 3 credits

P530 Preaching and Public Proclamation Florence, Myers This course prepares students to proclaim the good news of the gospel in and beyond the pulpit. Students of every level of experience will learn and sharpen the skills necessary for the preparation and delivery of sermons that are faithful, creative, and transformative. The course explores theories and practices of preaching with particular emphases on the interpretation of texts and contexts, theologies of proclamation, and listener engagement. Includes the preaching of sermons and the delivery of public addresses in small workshop groups. Prerequisite: P150 Scripture Reading Practicum. 3 credits P540 Introduction to Christian Worship Weaver Christian worship has taken various forms from the earliest days of the Church. This course will survey the diversity of liturgical expression in the Western church throughout the centuries and in our own time, while also considering the common elements that all Christian worshipers share. Special attention will be given to the theology and practice of baptism and the Lord’s Supper. Students will also explore themes such as the Christian year, liturgical space, music and the arts. Meets Worship Distribution Requirement. 3 credits P544 Worship through the Phases of Life: Occasional Services Weaver This course will consider the theological, liturgical, and homiletical aspects of occasional services in the life of the church: weddings, funerals, services of healing and wholeness, ordination, and other rites related to baptism. Students will explore cultural attitudes and sociological analyses regarding rites of passage in the church, consider those rites theologically, and examine liturgies associated with those rites. Meets Worship Distribution Requirement. 3 credits

P546 Christian Worship, Human Difference, and Divine Justice Spurrier Christian Worship unifies human bodies in love and praise of the God who makes this worship possible. At the same time, God-given and culturally inscribed human differences contest the possibility of a unity of persons and communities gathered before God. In this course, we consider the hope and challenge of Christian worship through the work of scholars and theologians who analyze the marks of gender, ability, race, class, and nationality as these affect worshiping bodies of Christians. How can we understand divine justice in relationship to the human differences manifest and hidden in the church’s prayer and praise? How might churches and communities engage and desire human difference? Meets Worship Distribution Requirement. 3 credits P549 African American Worship and Preaching Weaver This course surveys the African American worship experience. Examining worship, students will develop awareness of worship content and meaning by engaging multiple African American traditions, preaching in class, and constructing a theological and practical analysis of African American worship practices. 3 credits P550 MAPT Capstone Course in Practical Theology McGarrah Sharp This course is designed for Master of Arts in Practical Theology degree students in their final spring semester. Building on formative understandings developed in P500 Introduction to Practical Theology, students will continue to explore different models and issues within the field. A particular emphasis on vocations within Practical Theology will form a distinctive portion of this course. 3 credits 94

P602 Intercultural and Inter-religious Intelligences: Learning and Teaching a Posture of Openness Hong What does it mean to live, teach, and minister in a world or a neighborhood that is both intercultural and inter-religious? How do we learn how foster intercultural and inter-religiously open postures in communities and in ministries that have yet to embrace diversity and difference? What are the skills and capacities needed to co-create understanding between people of different cultures and religious traditions? This course will explore these questions and more through readings, spiritual practices, group projects, site visits, guest speakers, media, and seminar style discussion. Students are encouraged to share their own experiences and interests in intercultural and inter-religious engagement as part of their course participation. 3 credits P604 Youth Ministry Hong Explores youth subculture and its implications for ministry, including the developmental challenges of youth, ministry with young people in crisis, changing family patterns, and emerging strategies in ministry with youth and their families. 3 credits P605 The Spiritual Lives of Children Dawson Focuses on the many facets of children`s ministry. The perception of children is explored theologically, developmentally, and educationally. Includes opportunity to refine skills in biblical storytelling and lesson planning, survey of resources for helping children to grow in faith, and field trips to sites that educate children. 3 credits

P606 Camp/Conference Program and Administration Winchip (adjunct) This course will explore the many facets of camp, conference and retreat ministry. It will focus on the form and function of programming and how it relates to all aspects of site administration. Students will be introduced to the principles behind mission statements, program models, staffing and facility management, as well as trends and standards within this important field. 3 credits P607D Curriculum Planning and Evaluation Dawson An introduction to and analysis of instructional resources available from denominational and nondenominational publishers. Students will also design a curriculum resource on a topic of interest to them within the field of Christian Faith Formation. 1.5 credits P608 Using Children’s & Adolescent’s Literature in Christian Faith Formation Dawson This class will explore the rationale for using children's books and adolescent literature in Christian faith formation as well as the process and criteria for evaluating and selecting books to use. Students will have the opportunity to practice various storytelling techniques and to develop a bibliography of children’s or adolescents’ literature based on a topic or theme of interest to them. Special attention will be given to the genre of fantasy fiction as a means to have conversations of faith with these age groups. 1.5 credits

P609 Introduction to Recreation Ministry Winchip (adjunct) This course will explore the use of recreation to address the developmental, educational, and spiritual needs of children, youth, and adults. Students will have hands-on opportunities to plan and lead recreational activities that could be used in a variety of ministry contexts. 3 credits P609H Spirituality and the Arts Hong Through a blending of religious art and group processing, this course probes various dynamics of the spirituality of creative education through the arts. Students will examine their spiritual grounding and imagination as educators and practitioners through the examination of art and the creation of art. Students will also create and present their artwork to one another as a way of practicing and sharing dialogically. Rev. Darci Jaret will be our guest art instructor for five sessions. The course requires students to purchase art supplies in lieu of books. Readings will be provided via Moodle. 3 credits P612 Evangelism, Photography & Social Media Watkins In this course students study what makes media social and theologically enriching. It focuses on the culture of sharing photos as a means of evangelism. Students will be taught what makes visually strong images that are shared / liked and how to make visually strong images that effectively share the Gospel. Students will do projects that engage blogs, Instagram, Twitter, Flickr, Facebook (and other photo sharing platforms) that are conducive for sharing the Gospel over the web. 3 credits

P613W Urban Evangelism and Social Justice Watkins Jesus' ministry in the city was one of justice and inclusion and as result his following grew. What does it look like for a church in the city to be a justice minded church that takes into consideration the stratification and inequity in the city as a call to stand with the most marginalized. This class looks at the why, how and what of being a faith community committed to actively seeking social justice as the key ingredient for evangelism in the city. 3 credits P614 Emergent to Missional: Shaping a 21st Century Church Watkins In this course students will engage the emergent church and the missional church models as dialogical partners with established congregational life. This course deals with the tension and integration of the old and the new as the class seeks to uncover what God is doing in God's church as God leads us into the 21st Century. The class will ask and work at answering, what does the a 21st Century church look like as compared to a 20th Century church. 3 credits P615 Theological Grounding and Development of the Virtual Church Watkins This course addresses the theological issues surrounding the virtual dimension of faith as negotiated in cyberspace. This course will also explore the phenomena of virtual faith expressions and what their creation imply for the future of the church. Online. 3 credits

P615W Being Church in the Age of Social Media Watkins We are living in the age where people are living fully digitally integrated lives and the church must engage. How is the church to be the church in the age of media that is visual, social and digital? What means of ministry should the church engage to be a faithful and authentic in this present age? These and other questions guide this course. 3 credits P616 Evangelism and Videography: Story as Witness and Outreach Watkins In this course we study story structure and explore ways to share the Gospel via creative multi-media approaches. Students will do projects that engage the screen (computer, tablet and phone) by creating videos that effectively share the gospel of Jesus Christ. Students will be taught how to shoot and edit videos to be posted on Vimeo, YouTube, and Flickr or other appropriate platforms. 3 credits P617 Reaching Young Adults in the Digital and Media Age: Foundations of Young Adult Ministry Watkins Many of our churches are using methods and practices to communicate the gospel that were fitted for a previous generation that was a church-going population. This course is designed to help us think about why and how we can effectively share the gospel with young adults in a media/digital age by using technology as a resource to build community and transform lives while also addressing the foundations of young adult ministry. Online. 3 credits

P620W Mindfulness and Self-Care for the Helping Professions Walker-Barnes Explores the relationship between vocational stress, mindfulness, and self-care among the helping professions, including pastors, chaplains, and therapists. Examines the causes and forms of stress that helping professionals experiences, with particular attention on trauma exposure response. Utilizes experiential exercises to explore self-care and mindfulness practices that sustain long-term careers and prevent burnout. 3 credits P621 Death, Dying, & Grief: Intergenerational & Intercultural Perspectives McGarrah Sharp This course will help equip ministry leaders to hone practicing attention to and remaining present in the midst of death, dying, illness, loss, and grief. The course places these dynamics of communal life in a narrative frame that attends to both theological and psychological aspects in intergenerational and intercultural perspectives. P520 preferred, not required. 3 credits P622 Family Systems Theory for Ministry Harkins Explores the basics of family systems theories as a basis for understanding dynamics at work within families and congregations. Enhances understanding of the student`s own family system and the impact of this system upon formation for ministry. Addresses issues relating to personal and professional boundaries. Online. 3 credits

P622W Spiritual Care for Black Women Walker-Barnes Utilizes an intersectional and interdisciplinary framework to analyze how systemic oppression impacts the well-being of women and girls of African descent in the US, particularly health, relationships, education, and criminal justice involvement. Explores Black women’s coping strategies and models for culturally competent pastoral care and counseling practice. 3 credits P623 Foundations of Marriage and Family Therapy Harkins Explores systems of family evaluation and counseling, emphasizing theorists and clinicians such as Bowen, Minuchin, Satir, Nagy, and Haley. Hybrid. 3 credits P624M Listening Practicum McGarrah Sharp This listening practicum deepens skills of selfawareness and empathy through shared texts, whole class discussions, and three listening analysis practices: intersectional listening, collaborative listening mapping, and receiving and responding to generative feedback. The final project invites students to identify goals for growing in intersectional listening, to practice each of the three listening analysis skills in the student’s own context(s), and to propose an individualized listening growth plan. 1.5 credits

P625 Pastoral Imagination in a Violent World McGarrah Sharp There is no question of the pervasive presence of violence in the world throughout human histories and into contemporary contexts. Building on a basic framework of moral discernment, students practice pastoral responses in the face of violence in a variety of intercultural contexts. Students focus pastoral imagination around three complex yet distinct Christian responses to violence: complicity, bystander, and resistance. Hybrid. 3 credits P625B Healthy Boundaries, Harmful Borders McGarrah Sharp What’s the difference between responsible boundaries and harmful borders? Students will probe this question from a pastoral theological perspective. Drawing on narratives of border life and policies around responsible pastoral practice, students will evaluate and construct pastoral theologies of borders and boundaries in the mission and cultures of communities of faith. 3 credits P627 Pastoral Care of Couples and Families Harkins Acquaints students with ways to think theoretically and theologically about the family, with the assumption that all Christian ministers have involvement with family dynamics and systems theory implications. Objectives are to develop appropriate pastoral /theological responses to family issues in congregational contexts; to gain familiarity with some major schools of family therapy; to be reminded of the importance of the pastor`s own family experience in the student's pastoral work; and to begin developing a theology of family life. 3 credits

P627M Disaster Spiritual Care McGarrah Sharp How does one prepare for responsible spiritual care when disasters interrupt the patterns of everyday life? What is a faithful response when a disaster arrives for which there was no precedent or preparation? Using theories and practices of disaster spiritual care and reviewing interfaith disaster spiritual care resources created in various historical settings including resources created in response to the COVID-19 pandemic, students will develop a collaborative disaster spiritual care toolkit to use and share with other faith leaders. 1.5 credits P628 Pastoral Counseling in the Parish Harkins Explores the theory, methodology, and practice of the appropriate scope of counseling in the parish context. This includes accountability and consultation, confidentiality and boundaries, networking and referral, principles of psychological and theological diagnosis, and the theological rationale of pastoral counseling in the congregation. Hybrid. 3 credits P628A Pastoral Care Across the Life Cycle Harkins Explores phases of family development and their impact on those entering, living in, and leaving the family; also studies developmental, situation, and nodal (divorce, retirement, and geographical uprooting) crises and events faced by families. 3 credits

P629 The Art and Practice of Theological Reflection Harkins This class will be of use for those whose “vocatio” calls upon and invites them to engage in theological reflection in a variety of settings-parish ministry, chaplaincy, and clinical venues-and in turn for those for whom they care, as this topic can then be taught in adult and other education settings (CPE, confirmation classes, etc.) contexts. Matters of formation, spiritual discipline and human development will be considered. 3 credits P629W Couples, Families, and Cultural Change Walker-Barnes Examines how diversity and changing cultural conditions influence family life. Discusses shifting cultural norms regarding gender identity, sexuality and sexual orientation, race and ethnicity, and religion impact family formation and dynamics in contemporary US culture. Promotes reflection upon how personal and religious beliefs about relationships affect pastoral and clinical care to diverse marriages, families, and relationships. 3 credits P630 Contemporary Homiletical Theories and Theologies Myers Preachers are charged with an impossible task, argued Karl Barth. With only human words at our disposal we are charged, somehow, to preach God’s Word. This seminar engages foundational traditions and texts that have sought to respond to the impossible possibility of preaching with eyes to the horizon of our ever-shifting contemporary contexts. 3 credits

P631 Post-Christian Proclamation: Seeking Resilience in God's Changing World Myers Christianity no longer holds sway over the American imagination. This calls us to reexamine the reasons and methods for gospel proclamation. Drawing upon theological, philosophical, and sociological materials, this course examines new ways of thinking about the preaching task in light of the shifts that are taking place in the world today. 3 credits P632C Preaching in Times of Disaster and Crisis Florence How do preachers speak into a time of disaster and crisis? How do we find the words, strength, resources, wisdom, creativity, and support to preach sermons that will address the suffering of the people? What old and new imaginations do we need, to engage Scripture and its power to bring healing and hope? Through readings, sermon recordings, interviews, and art, students will explore these questions—particularly as they relate to preachers’ experiences during the COVID-19 pandemic—and create a plan for their own growth and preparation, for the future. Includes the preaching of sermons. 3 credits P632F From Sanctuary to Screen: Adapting to Online Preaching and Worship Leadership Florence Our recent experiences with remote worship have taught us: preaching in front of a camera instead of a live congregation calls for a different set of skills and sensitivities. This practicum gives students the opportunity to explore the pastoral dynamics, theological issues, and performative elements of remote preaching, and to prepare and record their own sermons for workshop discussion. Students will consider a wide range of resources and tools, including homiletical readings, drama class videos, interviews with pastors, and exercises actors use when making the transition from stage to screen. 3 credits

P635 Preaching and Worship through the Christian Year Florence The Christian year enables the church to mark time in a profound way. In this course, students will walk through the seasons of the liturgical year -- from Advent to Epiphany to Lent to Pentecost to Ordinary Time -- to see how theological themes and metaphors of these seasons unfold and build layers of meaning for Christian communities. Drawing on these insights, students will then explore the possibilities for preaching and worship, creating their own sermons and liturgies. Attention will be given to the use of language, the role of music and other lively arts, and the well of resources, both ancient and contemporary, that is available to worship planners. No prerequisites. 3 credits P636 Preaching, Politics and the Pursuit of Justice Myers This course aims to analyze the challenges to preaching for justice vis-à-vis politics in contemporary American contexts. Students will study how preachers have pursued proclamatory justice in light of these challenges in the past, consider some contemporary proposals for continuing that work, and then extend the practice with sermons of their own. The course moves, then, from sociopolitical analysis to a history of practice to practical counsel to the practice of preaching. That movement—a kind of practical theological reflection—is itself one of the main things this course hopes to teach. The P530 Preaching course is recommended but not required as a prerequisite. Hybrid. 3 credits

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P637 Postmodernism: Why it Matters for Preaching Myers Postmodernism—along with its methodological cousin, deconstruction—has shaped the last fifty years of Western thought. As both a philosophical and cultural phenomenon, postmodernism calls for careful attention by any who would proclaim the gospel with theological awareness and contextual relevance. This intensive course will interrogate the central themes and theorists associated with postmodernism and discuss postmodernism’s implications for contemporary Christian preaching. 3 credits P639 Back to the Text: 1st and 2nd Kings Florence This course is a communal exercise in getting “back to the text” by reading and performing together an entire book of Scripture – in this case, the stories in 1 and 2 Kings. Students will read widely in biblical studies pertaining to 1 and 2 Kings, see how artists have interpreted its themes and characters in art, literature, film, and poetry, experiment with various ways of reading and rehearsing and improvising a Scriptural narrative, and finally create a group performance, which we will then offer to the community. This course happens annually in the spring with a different biblical text each year and is open to students in all degree programs. No prerequisites 3 credits P640 Ritual Practices in the Church Weaver In every social sphere, human beings are shaped by enacted, patterned activity often known as ritual. This course is designed to introduce students to ritual studies through an examination of human behavior, symbol, language, music, space, art, and time. Attention will also be given to anthropological and theological approaches to the study of ritual in order to analyze the meaning and importance of Christian ritual practices. 3 credits

P640P Worship Planning Practicum Spurrier Good worship planning is an art form as well as a spiritual practice. Through a course focused on planning chapel services for the Columbia seminary community, students engage in collaborative worship planning and theological reflection. Using knowledge gained through worship and preaching courses as well as gaining new skills in ecumenical and intercultural worship planning, students learn practices for empowering churches and communities to plan worship together. 1.5 credits P641 Womanist/Feminist Spirituality and Worship Weaver This course explores emerging themes in women's engagement in worship with special attention to how women's spirituality shapes this engagement. Drawing from womanist/feminist/mujerista perspectives, issues of language, images of God, embodiment, space, symbols and worship leadership will be explored. 3 credits P641P Worship and the Arts Practicum: Words and Images for Worship Spurrier Words and images for worship have the power to give life or to harm, to facilitate or to hinder the prayer and praise of the people of God. In this course students compose and create words and images for worship for different services and occasions. Students develop a portfolio for use in a congregational or other context. 1.5 credits

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P642D Disability and Ministry Spurrier Disability is an important part of every Christian community, yet few churches are equipped to address ableism and thus transform their understandings of God, the human body, worship, ministry, and religious leadership. This course provides students with theological and practical tools to support congregations and communities in the work of disability justice. 1.5 credits

P670 Pastoral Care and the Experience of Crisis and Trauma Harkins Explores experiences of crisis and trauma, and considerations of pastoral theological responses needed to assist in the care of mind, body and spirit. Emphasis will be given to widening the circle of care in response to these experiences, and to the extant resources available. Samples a range of crisis experiences through readings, video and podcasts, and homiletic and other texts. Explores ways of deepening understanding of crisis and trauma, some P647 Worship in the World of the theological anthropolog(ies) available, and Weaver pastoral theological resources. A sub-text in the Every week, people throughout the world gather to narrative is resilience—bouncing back and flourishing worship God in their respective churches. They also in the new normal—and the concomitant strategies gather in places beyond the walls of the church: in for cultivating resilience. Drawing upon a variety of hospitals, prisons, juvenile detention centers, care resources, and one another, engagse the experiences facilities, retirement homes, camps, conference of crisis and trauma from a broad range of clinical, centers, and more. This course will explore particular pastoral, psychological and theological perspectives. issues relating to worship and chaplaincy in these Online. contexts. Students will learn about the particularities 3 credits of various parachurch contexts (people, facilities, resources, etc.), evaluate worship in these settings, P674 Intercultural & Interfaith Pastoral Care and and plan a worship service for three different Counseling settings. Harkins 3 credits This course is designed to develop competence, imagination, and self-and-other awareness in interP647W We the People, the Body of Christ: Rights, cultural and interfaith pastoral care and counseling. Rites, and Identity Politics Students will develop in-depth disciplines of awareWeaver ness and reflection upon the questions of history, This course will explore notions of belonging through ethnicity, gender, power, sexual orientation, race, the lenses of birth and baptism in colonial America. and class that have shaped the nature of therapeutic Particular attention will be given to the institution and pastoral encounters. The course will explore the of slavery and the theological arguments for and pastoral counseling, pastoral care, and clinical pastoagainst it within the church. In addition to the Bible, ral education applications of the deepening awarestudents will engage various primary sources ness in the field for interfaith, intercultural compe(narratives of enslaved people of African descent, tence, practices, and ethical and clinical reflection. colonial law, congressional records, minutes from The course will include experiential components, and church meetings, correspondence) to understand CPE, SM510, or other significant ministry/contexthe development of both theological and legal tual experience is preferred. thought with respect to “who belongs” and how 3 credits those thoughts are reflected in current political and ecclesial contexts. 3 credits 102

P676 Psychopathology and Pastoral Counseling Harkins Psychopathology is the scientific study of mental disorders, including efforts to understand their genetic, biological, psychological, and social-cultural etiology; effective classification schemes; across all stages of development; manifestations; and treatment. Special attention will be given to the theological hermeneutics of the human condition as appropriate to the topic and goals of the course, such as the existential nature of anxiety, and so on. The word psychopathology has a Greek origin: ‘psyche’ meaning “soul”, ‘pathos’ is defined as “suffering”, and ‘-ology’ is “the study of.” Wholly, Psychopathology is defined as the origin of mental disorders, how they develop, and the symptoms they might produce in a person. The religious, cultural, and theoretical assumptions of “normalcy” will also be addressed. This course is among the clinical course options required for Associate Licensure in Georgia. Please refer to the Georgia Composite Board for full requirement details. Prerequisite: P520 Introduction to Pastoral Care. Online. 3 credits

P686 Preaching, Creativity and the Arts Myers This course presupposes that the rhythms of God’s creative work can and should inform the preaching life. Drawing upon the work of cultural creatives (e.g., slam-poets, comedians, actors, and novelists), students will explore ways of expanding creativity in sermon development and delivery. In-class exercises and peer feedback will invite life-long participation in God’s redemptive rhythms in service of the church and the world God loves. Prerequisite P530. 3 credits

P682 Prophetic, Imaginative Preaching for God’s Changing World Myers Imagination “empowered by the Spirit” is the lifeblood of prophetic preaching. Drawing upon traditional and contemporary approaches to preaching, this course will lead students to innovate upon said styles and to incorporate preaching styles across cultures and denominations. Particular attention will be paid to inductive, narrative, performative, and poetic preaching styles. Limit of 5 master level students; Prerequisite P530. 3 credits

P697 Independent Study in Spirituality Staff 3 credits

P693 Independent Study in Practical Theology and Counseling Harkins, McGarrah Sharp 3 credits P694 Independent Study in Worship Spurrier, Weaver 3 credits P695 Independent Study in Preaching Florence, Myers 3 credits

P698 Independent Study in Ministry and Administration Tribble 3 credits P699 Independent Study in New Church Development Staff 3 credits

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P702 ThM Thesis Research Practical Theology Area Staff This class focuses on the research and initial writing stage for the student’s thesis project, supervised by the advisor and in conjunction with the ThM director. 3 credits P703 ThM Literature Review Practical Theology Area Staff In this independent study, a student works with the primary advisor to develop a reading list in the area of research interest and writes a literature review of the sources in preparation for the thesis writing. This course is supervised by the student’s primary advisor with the assistance of the instructor of the ThM Research Seminar. 3 credits P704 ThM Thesis Writing Practical Theology Area Staff Required of all ThM students, leading to the completion of the ThM thesis. 3 credits P770 DEdMin Introductory Seminar Dawson, Hong This course is the introductory seminar for those persons beginning the Doctor of Educational Ministry degree program and therefore provides an overview of the program, a survey of the various disciplines to be studied in the program, and enables the student to relate their study to their context for educational ministry. The course is framed by the tasks of practical theology as they lead to Christian formation in congregational settings. 6 credits

P771 Teaching and Learning Theory Dawson Provides for advanced study in teaching and learning as Christian formation. Particular attention is given to various teaching theories with an emphasis on faith formation. Various teaching methods will be explored with a practicum component in the course enabling students to practice, evaluate, and hone their skills as a teacher and a teacher of teachers. Hybrid. 3 credits P772 Advanced Study in Faith and Human Development Dawson A core course for the DEdMin degree. This seminar assumes that participants are familiar with a basic understanding of the classic developmental theories such as Piaget, Kohlberg, Fowler, Freud, Erikson, and Gilligan. Students focus in the area of faith, spiritual, and religious development, looking at different ways of conceptualizing the Christian life from historical and current theorists. Emphasis is placed on child and adolescent spirituality in particular in the exploration of best practices for presenting the gospel at different ages. 6 credits P773 Advanced Study in Curriculum Theory Hong A core course for the DEdMin degree. Students think beyond curriculum as a lesson plan or resource and explore the history of curriculum theory in the church and world. Special emphasis is placed on obtaining a multicultural and interfaith perspective on this issue as well as comparing the course of public education in the U.S. to Christian education. 3 credits

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P774 DEdMin Educational Care Resources Hong This course is a seminar-style class that aims to help DEdMin students develop educational care resources for communities with histories of conflict, trauma, and pain. Discussions and explorations in assessment, self-care, dialogical exercises, and understanding minoritized communities will undergird the course. Students are invited to bring their own contexts and ministries to bear in the course. 3 credits

P813 21st Century Church: Church in the Networked World Watkins How are we to be Church in a networked world? The triple revolution of the internet, social networking and mobile devices will serve as the center pieces of conversation around which this course revolves as we ask how does the church integrate this new reality into the life of it’s ministry? In the midst of this revolution how is the church to reinvent itself while also being faithful to the past ways we have been church? Participants will be invited to see the future now as we seek to be the church in the present age. 3 credits

P775 Development of a Curriculum Design Hong Informed by their learning in P773, the student will create and implement an original curriculum design on a topic most often related to their project. Online. 3 credits P779 DEdMin Doctoral Project Dawson, Hong Required of all DEdMin students. 6 credits P804 Global Christian Spiritualities Hong Christianity no longer holds sway over the American imagination. This calls us to reexamine the reasons and methods for gospel proclamation. Drawing upon theological, philosophical, and sociological materials, this course examines new ways of thinking about the preaching task in light of the shifts that are taking place in the world today. 3 credits

P822 Pastoral Imagination in a Violent World McGarrah Sharp There is no question of the pervasive presence of violence in the world throughout human histories and into contemporary contexts. Building on a basic framework of moral discernment, students practice pastoral responses in the face of violence in a variety of intercultural contexts. Students focus pastoral imagination around three complex yet distinct Christian responses to violence: complicity, bystander, and resistance. Hybrid. 3 credits P835 Novel Preaching Myers Creativity, empowered by the Spirit, is the lifeblood of strong preaching. Drawing upon techniques employed by fiction writers and other cultural creatives, this course will immerse students in the creative writing process for sermon development. Particular attention will be paid to narrative, prophetic, and oral/aural styles of writing. This course will operate like a writing or sermon development group, wherein students will read one another’s original work and offer constructive and critical feedback. 3 credits

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P872 Advanced Study in Faith and Human Development Dawson This seminar assumes that participants are familiar with a basic understanding of the classic developmental theories such as Piaget, Kohlberg, Fowler, Freud, Erikson, and Gilligan. Students focus in the area of faith, spiritual, and religious development, looking at different ways of conceptualizing the Christian life from historical and current theorists. Emphasis is placed on child and adolescent spirituality in particular in the exploration of best practices for presenting the gospel at different ages. 3 credits P882 Prophetic, Imaginative Preaching for God’s Changing World Myers Imagination “empowered by the Spirit” is the lifeblood of prophetic preaching. Drawing upon traditional and contemporary approaches to preaching, this course will lead students to innovate upon said styles and to incorporate preaching styles across cultures and denominations. Particular attention will be paid to inductive, narrative, performative, and poetic preaching styles. 3 credits P885 Transformative Pastoral Leadership Tribble Explores the role of the pastor as spiritual leader embracing key adaptive issues for personal, congregational, and communal transformation. Acknowledging that leading a congregation through processes of deep change may be risky and costly, we explore current interdisciplinary ministry approaches for pastors leading congregations through processes of transition involving time and learning where identity, mission, culture, and operating procedures are fundamentally altered. This class is a seminar for students to work on actual case studies from their church and ministry contexts. Hybrid. 3 credits 106

Interdisciplinary Courses I500 MA(TS) Seminar Myers This course orients students to the MA(TS) program and equips them with research and writing skills to support their graduate work in biblical studies, theology, ethics, and church history. Additionally, students will work to clarify their vocational/personal goals and will deepen skills in research practices and methodologies, academic/ecclesial presenting and publishing, and applying for admission into doctoral programs or for jobs in church or parachurch organizations. Online section available. 3 credits I510 Imagination and Resilience for God’s Changing World Brown, Douglas, Spurrier Designed specifically for first-year MDiv students, this course explores “imagination and resilience” by engaging in a variety of Christian practices such as study, listening, prayer, dialogue, and hospitality. Students will grow personally and as members of the seminary and greater Atlanta community, while nurturing essential marks of ministerial presence in God’s changing church and world. 3 credits I520 Explorations: Alternative Context for Ministry Staff An academic and experiential exploration of a significantly different cultural context and the church’s mission. Contexts may include inner-city Atlanta, the Appalachian region of the U.S., New Mexico, Central Europe, Cuba, India, Jamaica, Korea, South Africa and immigrant communities in Atlanta. 3 credits

I530 Cross/Roads Florence, Yoo Imaginative and resilient communities need imaginative and resilient leaders. Relying on in class discussions, common readings, outside speakers and drawing upon students' life experiences and seminary studies with special attention to theologically acute contextual analysis, this course explores ways leaders develop such communities. 3 credits I621 Women's Issues in Health Riggs, Weaver Explores the relationship between physical, mental, emotional, and spiritual health by drawing upon personal stories, women's spiritualities, and biblical, ethical, and pastoral resources. 3 credits I701 ThM Research Methods Seminar Douglas Intensive one week introductory seminar required for all entering ThM students during which students take their first steps towards shaping their ThM Projects. 3 credits I705 ThM Colloquium Douglas Final capstone course required of all ThM students. This class focuses on the development and presentation of an abbreviated version of their ThM projects. 3 credits

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I721 Church and Ministry Introductory Seminar Watkins The Doctor of Ministry Introductory Seminar in Church and Ministry creates a safe space for conversation about the nature of the Church and the complex challenges and opportunities encountered in the practice of ministry. Skills and competencies for mature pastoral leadership are developed by selection of one critical pastoral issue in ministry for practical theological research, diagnosis, and action. 3 credits I722 Gospel, Culture & the Transformation of the Church Introductory Seminar Hartman, Shin, Thomas Gospel and Culture Introductory Seminar encourages participants to develop a new paradigm for their ministry, aimed at supporting the local congregation of Christian people to understand their call to mission in a post-Christian, globalizing culture. Developing theological approaches to cultural analysis, participants, in readings, reflection with teachers and conversations with colleagues, describe their own setting in ministry and develop faithful ways of bearing witness to the gospel of Jesus Christ for the sake of witness, service, and transforming mission. 3 credits I730 DMin Introduction to Research Methodologies Seminar Campbell, Tribble Students will be introduced to qualitative research methodologies to utilize for ministry as well as for extensive research in their final projects. In depth library research methods will also be introduced to enhance information literacy. Online 1.5 or 3 credits

I731 Project Proposal Workshop Campbell, Tribble Toward the end of the program coursework, each student participates in a project development and design seminar to clearly articulate the topic and design of the student’s final DMin project. This seminar, together with the Introduction to Research Methodologies offered near the beginning of the students’ program, is offered to prepare the students to articulate well-designed project proposals before writing their final projects. Required for DMin/ DEdMin students. 1.5 or 3 credits I732 Project Literature Review Staff After students successfully complete their project proposals, they will critically review relevant literature for their projects with the careful guidance of their first readers. The culmination of the literature review may be the completion of the chapter outlining the theoretical and theological framework of the student’s project. The student must receive satisfactory evaluation from the first and second readers in order to pass the course. 3 credits I735 DMin Doctoral Project Staff Elements of the degree converge in the Doctor of Ministry Project. The student must complete a DMin project, comprised of a detailed, expanded research and a shorter summary article of the research. In order that the project can be an integrating focus for the entire course of study, students should start thinking about the proposal for the project early in the program. Ordinarily, the student’s ministry setting is the context of the DMin research project. 6 credits

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I874 Faith in a Time of Climate Change: Travel Seminar to New York City & Washington DC Douglas The Presbyterian Ministry at the United Nations in New York City, the Presbyterian Church U.S.A.’s Office of Public Witness in Washington D.C., and Columbia Theological Seminary regularly offer a Doctor of Ministry course on a topic of importance for the world and faith communities. This year’s course will examine “Faith in a Time of Climate Change.” The first week of the course, we will meet at the Presbyterian Ministry at the United Nations and the second week of the course will be held at the Office of Public Witness. In the 21st Century, the environment will increasingly take a central role not only as a set of concerns that human beings throughout the world will have to address, but as a lens through which the global society will have to apply all other concerns. How will this lens develop? What priorities will it reveal? How might the Christian faith be seen through the lens? What resources might Christianity contribute to its development? And what might be the implications of this new way of thinking and being for ministry? This course will explore these and similar questions, developing theological and moral resources for engaging the concerns, especially, of climate change and environmental justice. Along the way, students will have the opportunity to meet with United Nations staff, diplomats, NGO personnel, and their own congressional representatives. 3 credits

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Supervised Ministry SM505 MAPT Contextual Education Park The required course in Contextual Education for the Master of Arts in Practical Theology. In this 400hour, 6 credit course of Supervised Ministry, students are engaged in an action-reflection model of ministry with a supervisor and a Supervised Ministry Team, and are challenged to grow in the student's chosen area of practical theology. The course may be an internship, allowing students to gain experience in a particular area of practical theology. For students already working professionally in ministry, their current ministry site may serve as the context for this course. 6 credits

SM520 Internship within an Institution Park An internship that engages the student in ministry within an academic, medical (non-CPE), denominational, ecumenical, or other institution. The student gains experience in a particular area of ministry or service, and develops the skills, insights and knowledge needed to relate this work to the larger institutional structures and mission. Supervision provided by a theologically trained leader within the institutional site. This course may be taken for 400 hours, 6 credits (Summer, or fall/ spring semester concurrently); or for 200 hours, 3 credits. 3 or 6 credits

SM510 Congregation-Based Internship Park The student engages in the ministry of a teaching congregation serving in a broad range of pastoral functions, and engaging in a structured process of theological reflection with a supervising pastor and lay committee. (Summer, or fall/spring semesters concurrently) 400 hours in summer or 200 hours each semester. 6 credits

SM530 Basic Internship in Specialized Ministry Park An internship that helps students gain experience for ministry and work in a specialized setting. The student will work with a supervisor to develop skills, insights, and knowledge needed for effectiveness in the particular form of ministry/work to be engaged. Specialized ministry internships may take place in congregational or non-congregational settings, and may include: youth ministry, public ministry, non-profit work, criminal justice, campus ministry, camp and conference ministry, education, etc. This course may be taken for 400 hours, 6 credits (Summer, or fall/spring semester concurrently); or for 200 hours, 3 credits. 3 or 6 credits

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SM540 Internship in an Emerging Faith Community Park The student engages in ministry in a new or emerging faith community to gain experience in evangelism, organizational development, entrepreneurial leadership skills, and other pastoral skills. The student will engage in a structured process of theological reflection with a supervising pastor or other practitioner. (Summer, or fall/spring semesters concurrently) 6 credits SM610 Practicum in Clinical Pastoral Education (Basic Unit) Staff CPE brings students into supervised pastoral encounters with people in crisis in order to develop pastoral identity and skills, interpersonal competence, and capacity for theological reflection. Clinically trained supervisors provide educational leadership. Placement limited to institutions accredited by the Association for Clinical Pastoral Education. Fulfills the MAPT requirement for students concentrating in Pastoral Care. Full-time for 6 credits; or part-time, 3 credits per semester. 6 credits

SM620 Advanced Congregation-Based Internship Park An internship providing students additional congregational experience in pastoral ministry and leadership. Students are encouraged to concentrate in a particular area of ministry such as Christian education, pastoral care, worship and preaching, administration, etc. while also engaging more broadly in the life of the congregation. Designed to enhance a student’s competence, leadership skills, and vocational clarity in ministry in a congregation. Prerequisites: SM 510 and completion of 60 credits. This course is 400 hours, taken full-time in the summer or part-time (200 hours each) over concurrent semesters, 3 credits per semester. 3 or 6 credits

SM630 Advanced Internship in Specialized Ministry Park An advanced internship in a ministry setting in which students gain additional experience in a specialized field. Students work with a supervisor to enhance basic competence, leadership skills, and vocational clarity in the area of specialization. Such specialization includes: public ministry, non-profit agency, youth ministry, campus ministry, camps/conference ministry, criminal justice/prison ministry, etc. The SM611 Clinical Pastoral Education (Advanced Unit) context may be congregational or nonStaff congregational. Prerequisites: SM510 and at least An additional, advanced unit of CPE that builds 60 credits. This course is 400 hours, taken full-time upon the learning of the first unit and provides fur- in the summer or part-time over concurrent ther pastoral education. Prerequisite: Basic unit of semesters, 3 credits per semester. CPE. 3 or 6 credits 6 credits SM640 Directed Supervised Ministry Park This course is an independent study arranged with the director of contextual education and a professor or professors with knowledge in the particular area of focus. Approval of the dean of faculty is required. 3 credits

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SM650 Intern Year: Congregation Park A full-time internship that provides an in-depth experience in the life and ministry of a teaching congregation. The internship takes place over the course of a year (9-12 months), and includes the option of 1 additional course taken in January term. 6 credits SM660 Intern Year: Specialized Ministry Park A full-year internship in one or more ministry/work settings. Students engage in a specific context of ministry or work to develop the skills, insights, and knowledge needed for effective ministry and leadership. An action-reflection model under supervision is required. Specialized ministries include: CPE residency, youth ministry, public ministry, non-profit work, criminal justice, campus ministry, camp and conference ministry, international mission, etc. Prerequisite: completion of at least 60 credits. 9-12 months, full-time, 6 credits. 6 credits

SM782 Practicum in Christian Spirituality Tribble Recommended for DMin students in the Christian Spirituality specialization. Involves engagement in a ministry of the church related to spiritual formation and sharing issues and concerns in a peer group with an action-reflection process. Supervision by an approved instructor. 3 credits SM783 Practicum in Gospel, Culture & the Transformation of the Church Tribble Recommended for DMin students in the Gospel, Culture and Transformation of the Church specialization. Designed to meet the major challenges of this specialization; involves students in a ministry of the church with particular aspects of modern culture. Includes work with peer groups and approved supervisor in an action-reflection process. 3 credits

SM787 Practicum in Educational Ministry Tribble SM690 Supervised Ministry: Independent Study Designed by the DEdMin student and approved Park supervisor. The student engages in a ministry of A 400 hour (minimum) internship for students who the church, often outside the student`s normal seek to gain experience of ministry under supervision setting for ministry, and utilizes an actionin specialized areas not designated in other reflection learning process with a peer group and internships. Summer (full time) 6 credits. Fall and/ approved supervisor. or Spring (part-time), 3 credits per semester 6 credits 6 credits SM780 Practicum: Church and Ministry Tribble Designed by the DMin student and approved supervisor. The student engages in a specific aspect of ministry of the church and utilizes an actionreflection learning process with a peer group and approved supervisor. 3 credits

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Academic Notes and Policies

The following information pertains to students enrolled in Columbia’s academic degree programs. Additional policies and information related to a particular degree program may be found in the student handbook or the manual for that program.

HONORS PROJECT

First-level Master Degree Students SUMMER GREEK SCHOOL

Entering students in the MDiv or MA(TS) degree programs may choose to begin their studies in the summer with Greek language study. The seminary offers a 3 credit-hour course, B501, during the summer. This six-week course meets each weekday morning for two hours, with small group afternoon tutorial sessions when offered in person. It may also be offered online. Students who have previously studied Greek should consult the registrar about taking a Greek proficiently exam which will allow them to proceed to exegetical courses. ADVANCED STANDING

Students who satisfactorily demonstrate they have already achieved the objectives of a given course but do not have graduate credit in the area may be exempt from the course and permitted to take an advanced course in the area to satisfy the required course credit. Requests for flexibility in a student’s program should be made to the Office of Academic Affairs.

Students in the Master of Divinity degree program may pursue an Honors project if they pass their Candidacy Discernment Consultation with a cumulative grade point average of 3.60 and a 3.80 average in the proposed area of study. Students may choose to work with a particular professor in the biblical, historical-doctrinal, or practical theology areas. The program consists of guided study in both long semesters for a total of 6 credit hours. If the area determines that the project should receive honors, then the advisor will grant an A to the student for each semester of study. If the area determines that the project should not receive honors, then the advisor, with the input from the area, will determine the final grade for each semester of study. For additional information, see the chairperson of the area of interest. ORDINATION EXAMS

Students in the Master of Divinity degree program who become candidates for ordination in the Presbyterian Church (USA) are required to take written examinations in the areas of Bible, theology, worship and sacraments, and polity. The regular master’s degree curriculum provides students with ample opportunity to take coursework preparatory to the exams.

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GRADING FOR MASTER'S DEGREE STUDENTS

At the end of each term, students receive grades according to the following four-quality points system. A grade report is made available to each student through the student portal. For Master of Divinity, Master of Arts (Theological Studies), Master of Arts in Practical Theology, Unclassified, and Special students, the criteria for grading are mastery of material, skill in organizing and expressing ideas, creativity, and the ability to relate to other teachings. The grading system is as follows: A 4.0 Outstanding A− 3.7 Superior B+ 3.3 Very good B 3.0 Good B− 2.7 Slightly above standard C+ 2.3 Standard C 2.0 Slightly below standard C− 1.7 Below standard D 1.0 Serious deficiencies F 0.0 Failing Third-year MDiv students may choose to take up to 6 credit hours of elective coursework Pass/Fail if the instructor grants permission in the first two weeks of the course. MAPT students in good academic standing may take one of the four nonconcentration electives (3 credits) on a Pass/Fail basis in their final semester of study if the instructor grants permission in the first two weeks of the course.

TEMPORARY GRADES FOR MASTER'S DEGREE STUDENTS

The temporary notation of IP (In Progress) is given for Honor Projects and Supervised Ministry courses that extend over more than one term. No academic credit is awarded for IP. A student may be assigned an E for incomplete work. In order to receive an E, the student must complete the Extension Form with all required signatures and a set an extension date before the end of the term. The extension date cannot extend beyond the following dates: Fall Term, December 31; January Term, January 31; Spring Term, May 31; and Summer Term, August 31. Students cannot begin another course in a subsequent academic term, until all coursework is complete from courses from all previous academic terms. Students who experience lengthy illnesses or have other unusual circumstances may be granted a longer period to complete their work by the dean of faculty. All grades of E are automatically changed to F if the extension deadline for completing the work expires. ADMIT-ACADEMIC PROBATION FOR FIRSTLEVEL MASTER’S DEGREE STUDENTS

An entering first-level master’s degree student whose prior academic work is below the seminary’s admissions standards (e.g., 2.30 GPA) will receive an admissions decision of admit-academic probation. This will allow the seminary to monitor the student’s academic progress and better support the student as they begin their academic journey. A student who receives such an admission decision shall: • Be afforded full student privileges, including financial aid and housing; The grade designations are as follows: • Be expected to schedule and attend monthly S (Pass) work that represents sufficient mastery of meetings with their advisor; the content of the course to merit recommendation • Not be permitted to register for courses on a for graduation satisfactory/unsatisfactory (S/U) basis; • Be reviewed by the Academic Standing U (Fail) work that represents insufficient mastery Commission upon the completion of twelve (12) of the content of the course to earn credit, and is semester credit hours, to determine if the equivalent to an F. student may be (1) removed from admitacademic probation status, (2) placed on further academic probation, or (3) dismissed from their 114 academic program.

Advanced Degree Students

Academic Standing Commission. If the student has not achieved a 3.0 GPA, the student will be subject to dismissal from the Advanced Degree program.

GRADING FOR ADVANCED DEGREE STUDENTS

The grading scale for ThM, DMin, and DEdMin students is as follows: A 4.0 B− 2.7 A− 3.7 C+ 2.3 B+ 3.3 C 2.0 B 3.0 F 0.0

All Degree Students ADDING AND DROPPING COURSES

S (Pass) work that represents sufficient mastery of the content of the course to merit recommendation for graduation U (Fail)work that represents insufficient mastery of the content of the course to earn credit, and is equivalent to an F. COURSE COMPLETION FOR ADVANCED PROFESSIONAL DEGREE STUDENTS

If a course requires work to be completed after the last class meeting, the student may have up to sixty days to complete the work. Under unusual circumstances, and before the end of the sixty days, the student may request a thirty-day extension. This request must be made through the Office of Academic Affairs. A grade of F will be automatically assigned if all work is not completed by the end of the course, the end of the sixty days when the syllabus so designates, or the end of the thirty-day extension. ADMIT-ACADEMIC PROBATION FOR ADVANCED DEGREE STUDENTS

Courses may only be added during the first five days of class and only dropped during the first twenty days of the fall and spring terms. Greek school may be added within the first three days of class and can be dropped no later than the tenth day of class. In the January term, a class may be added by the second day and dropped by the fifth day of class. Two-week courses can only be added on the first day of class and dropped by the third day of class. A course is only considered dropped at the time the registrar receives written notice to that effect. A student may petition the Office of Academic Affairs for an exception to this policy in special circumstances. CREDIT HOUR AND VALUATION POLICY

An entering advanced degree student whose prior academic work is below the seminary’s admissions standards (e.g., 2.75 GPA for ThM students and 3.0 for DMin and DEdMin students) may receive an admissions decision of admit-academic probation. A student who receives such an admission decision shall have all the privileges of other advanced degree students. As soon as possible after taking the Introductory Seminar and one additional course, the student is expected to consult with their faculty adviser to review their progress. The registrar shall report the grade point average to the

While the educational progress of students cannot ultimately be measured by the number of credits earned, a system of course valuation is necessary to assure consistency in the curriculum. Columbia Theological Seminary defines one (semester) credit hour as equivalent to a minimum of one hour per week on in-class instruction or engaged learning over 12 weeks of instruction, plus two more weeks of out-of-class independent learning in which exams are taken or papers are produced, for a total of 14 weeks. It is expected that for each one credit hour, a minimum of two hours of preparation has taken place. A three-credit course would indicate at least 36 hours of instruction, plus two periods of assessment through examinations and/or production of written work, along with the necessary out-ofclass preparation. DMin and DEdMin courses ordinarily meet over a two-week period for a minimum of 30 hours of direct in-class instruction, as well as in engaged learning activities outside the classroom, including

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small groups, online discussion forums, and pre- and At the end of every term in which grades are post-course assignments, for a minimum of 36 hours recorded, the Office of Academic Affairs shall of guided instruction for a 3-credit course. review the academic progress of all degree-seeking students and provide the Academic Standing For supervised ministry courses 200 hours of enCommission six lists of students: gagement is awarded 3 credit hours and 400 hours • Students on admit-academic probation who have of engagement is awarded 6 credit hours. This corsuccessfully attained the required cumulative relates with the time and credit level of the Assograde-point average, ciation of Clinical Pastoral Education which awards • Students on admit-academic probation who are CPE credit. to be placed on academic probation, • Continuing students whose cumulative grade Satisfactory completion of a course, however, is point average places them on academic determined finally not by time invested but by probation, learning goals and objectives achieved by the • Students who are to be considered for academic student. Independent Study dismissal, • Students who failed one or more courses, Students are allowed one independent study per • Students who are to be dismissed according to degree program. Petitions for proposed independent the CTS drop out policy. studies must be submitted in writing to the dean of faculty for approval prior to registration. The full After reviewing these lists, the Academic Standing procedure for receiving approval for an independent Commission informs the student(s) in writing of study is outlined in the student handbook. their status, and report to the financial aid officer and vice president for enrollment and student affairs ACADEMIC PROBATION any changes in status that might have a bearing on Academic probation reflects unsatisfactory financial aid. academic progress by a continuing student. Therefore, students are automatically placed on ACADEMIC DISMISSAL academic probation when: A MA(TS), MAPT, MDiv or MDiv/Dual student is • A continuing MA(TS), MAPT, or MDiv student dismissed when they: whose cumulative grade point average falls below • Do not raise their cumulative grade point 2.30 average to or above a 2.30 by the next semester • A continuing ThM, DMin, DEdMin, or ThD after being placed on academic probation, or student whose cumulative grade point average • Shall have failed in the aggregate any 9 falls below 3.00. credit hours of coursework (e.g., receiving F or U grades). A student on academic probation: • Shall be reviewed by the Academic Standing A ThM, DMin, DEdMin, or ThD is dismissed when Commission, they: • Shall be expected to consult monthly with their • Fail to raise their cumulative grade point average adviser, and to or above a 3.00 with the next course after • Shall not be permitted to elect to take graded being placed on academic probation, or courses on a satisfactory/unsatisfactory (S/U) • Fail any course at any time during the degree basis program (e.g., receiving F or U grades). • Do not make satisfactory progress in a doctoral degree because of inactivity by failing to register for more than two consecutive long terms. 116

A student who is dismissed for academic reasons may not take classes, live on campus, or shall not have any of the privileges afforded to students.

Christian Church. Persons are accepted into degree programs with the requirement that should they become the subject of criminal, civil, or ecclesiastical proceedings they will report the fact of those APPEALS proceedings and their outcomes to the Judicial Any decision of the Academic Standing Commission Commission of the faculty. The determination of may be appealed to the faculty by filing a written when not to award a degree based upon moral notice of appeal with the dean of faculty within two failings of the candidate is the sole and exclusive weeks after the student receives the decision of the province of the institution, represented by its faculty Academic Standing Commission. and Board of Trustees. A first or second-level master’s degree student’s appeal will be presented to the faculty at its next stated business meeting.

DISCIPLINARY CASES

If they have been dismissed for lack of satisfactory progress in their program, a doctoral degree student’s appeal must be accompanied by a plan of completion. Doctoral student appeals will be adjudicated by: • The dean of faculty, if they have been dismissed for lack of progress in the program. The dean will approve or deny the appeal upon review of the student’s plan and schedule for completion of degree requirements, in consultation with the commission and the associate dean of advanced professional studies. • The faculty at the next scheduled business meeting if the student was dismissed for an unsatisfactory course grade or overall GPA.

The Columbia Theological Seminary Amended and Restated Bylaws and Plan of Government (2013) states, “Upon matriculation, the Seminary and each student shall enter into the following covenant: Relying upon God’s grace, will you, so long as you are a student of Columbia Theological Seminary, promise and covenant to: • be diligent in your studies, • seek academic excellence, • pursue such learning as joins mind and heart, and • strive to live your life consistent with your calling as a disciple of Jesus Christ?”

Furthermore, the governance documents clearly place the faculty under the supervision of the president and accountable to the Board with the authority to adjudicate matters related to conduct. “The faculty, subject to the oversight of the Board, may establish such policies and regulations After the appeals, the Academic Standing concerning student and community conduct as the Commission shall inform the student(s) in writing faculty shall deem necessary, the provisions of which of their status and report to the financial aid officer shall be administered by the faculty under the and vice president for enrollment and student affairs supervision of the president” (2013, Article V, any changes in status that might have a bearing on section 3). financial aid. When a member of the seminary community The decision of the faculty shall be final. becomes personally aware of a circumstance which could potentially lead to disciplinary action against MORAL CONDUCT a student the matter may be brought to the Judicial The faculty and the Board of Trustees of Columbia Commission by a written complaint filed with the reserve the right to refuse to grant a degree to any dean of faculty. The complaint shall include all individual in any degree program whose moral relevant information, including the names of any conduct raises serious questions about that person’s witnesses. Prior to filing the complaint, the personal integrity or fitness for service in the complainant may, but shall not be required to, 117

resolve the matter with the person complained about. Upon receipt of a complaint, the dean may determine to resolve the complaint administratively if: (i) the complaint alleges a first offense by the accused, and (ii) the acts complained about are not egregious in the judgment of the dean. In such case, the dean, the accused, and the complainant shall meet and endeavor to adjudicate the complaint with appropriate action and/or admonition.

Following the hearing, the Judicial Commission shall deliberate in private. The Judicial Commission may:

If a complaint is not resolved administratively, the Judicial Commission shall initially review the complaint. The advisor of the student against whom the complaint has been lodged and other members of the administration and the faculty may be consulted by the Judicial Commission as it may determine necessary or appropriate. If the Judicial Commission determines that the allegations of the complaint would, if established, provide the basis for disciplinary action, it shall schedule a hearing. Prior to the hearing, the complaint and any additional information pertinent to the case uncovered during the Judicial Commission’s review shall be provided to the student against whom the complaint has been lodged. At the hearing, the student against whom the complaint has been lodged shall have opportunity to examine the person making the complaint and respond to all evidence introduced at the hearing concerning the complaint, and present evidence and / or witnesses in his or her own defense. Both the complainant and the accused may be accompanied by an advocate, such as a student’s advisor or friend, but representation by external legal counsel is not permitted. If the student accused does not attend the hearing, the Commission is authorized to respond to resolve the matter notwithstanding such absence.

•

• Determine that no cause for disciplinary action

•

• •

exists and declare the matter closed without further action. Impose corrective actions it deems appropriate, including the issuance of a warning to the student, placing the student on disciplinary probation. Suspend or dismiss the student or impose such other discipline as it deems appropriate. Recommend to the faculty that the student be expelled from the Seminary. Require that the student vacate Seminary housing, even if he or she may be permitted to continue as a student.

The decisions of the Judicial Commission will ordinarily be communicated in writing to the parties involved, the student’s advisor, and the ecclesiastical body having oversight for the student’s preparation for ministry (as appropriate). A log of all proceedings and actions will be kept securely by the Seminary. EXPULSION

In the case of a recommendation by the Judicial Commission that the faculty expel a student, the faculty shall have responsibility for considering whether expulsion is appropriate. The president shall notify a student in writing no later than fifteen days prior to the date of a faculty meeting at which a recommendation concerning his or her expulsion is to be considered by the faculty, such notification to include the time and place of the faculty meeting. The student shall be provided an opportunity at such meeting to present to the faculty any information relevant to his or her case. The student shall not be entitled to be represented by legal counsel. The decision of the faculty will be communicated in writing to the accused student, to the Judicial Commission, and to the ecclesiastical body having oversight for the student’s preparation for ministry (as applicable).

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A student who is expelled may not take classes, live on campus (except in the case of a spouse of a continuing student), or have any of the privileges afforded to students. A student who has been expelled may not apply for readmission to the Seminary. While any complaint is pending before the Judicial Commission and/or the faculty, the president has discretionary authority to suspend the accused from participating in classes and / or seminary housing when such action is necessary for the general welfare of the seminary community. APPEALS

The decisions of the Judicial Commission (other than a recommendation of expulsion) may be appealed to the faculty in writing by filing a notice of appeal with the dean of the faculty within ten (10) days after the decision of the Commission. The faculty shall follow the procedures required for expulsion in the case of an appeal. There shall be no appeal beyond the faculty.

Withdrawal from Seminary WITHDRAWAL

A student considering withdrawal is treated with special concern. The dean of students and the adviser will help in thinking through personal and vocational implications. The dean of faculty will counsel regarding academic implications. A student who withdraws from Columbia forfeits all financial assistance (scholarships and financial aid) previously awarded for the term in which such action occurs. A student must follow one of the processes below. A student who does not follow the appropriate procedures will continue to be responsible for expenses incurred at Columbia, will receive F grades in all courses, and will not be eligible for readmission.

Temporary withdrawal with return in a specific time: The student must • Discuss the reasons with the dean of faculty or the dean of students; • Fill out a withdrawal form; and • Clear all accounts with the Business Office, Library, and the Office of Admissions and Financial Aid. A student in good standing may be readmitted by the dean of faculty within one year following withdrawal; beyond this, action by the Academic Standing Commission is required. PERMANENT WITHDRAWAL:

The student must Discuss the situation with the dean of faculty or the dean of students and sign a withdrawal form; Clear all accounts with the Business Office, Library, and the Office of Admissions and Financial Aid. Readmission is through the Academic Standing Commission for a period of up to two years; beyond that, the regular admissions process must be used. The form for temporary or permanent withdrawal can be found on Student eCampus under academic forms or by contacting the registrar. INACTIVITY AND DISMISSAL

A student enrolled in the MDiv, MAPT, MA(TS), ThM or ThD programs who does not register for classes in two consecutive semester terms will be asked to initiate a temporary or permanent withdrawal. If the student does not respond, he or she shall be dismissed. A letter informing the student of this action will be sent to the student’s last known address by registered mail. If the student left in good standing, he or she may petition the dean of faculty within two weeks of receiving the letter of dismissal to register for classes for the next term and continue in the degree program.

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A DMin or DEdMin student who does not register for classes for 12 months will be contacted by the associate dean of advanced professional studies and encouraged to register for additional courses at the earliest opportunity. If the student indicates that she or he does not intend to continue in the program, she or he will be requested to initiate a temporary or permanent withdrawal. If the student does not then register for classes in the next 12 months, or initiate a temporary or permanent withdrawal, she or he will be automatically considered inactive and will be dismissed from the program. A letter informing the student of this action will be sent to the student’s last known address by registered mail. If the student left in good standing, he or she may petition the dean of faculty within two weeks of receiving the letter of dismissal to register for classes for the next term and continue in the degree program.

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Academic Calendar SUMMER 2021

JANUARY TERM 2022

Greek School. . . . . . . . . . . . . . . . . June 28-August 20 Master’s Degrees Classes . . . . . . . . . . . . January 5-21 Advanced Degrees 1st Term. . . . . . . . . . . . July 12-23 Advanced Degrees Classes . . . . . . . . . . January 10-21 Advanced Degrees 2nd Term . . . . . July 26-August 6 King Holiday . . . . . . . . . . . . . . . . . . . . . . . . . January 17 MAPT Introductory Seminar . . . . . . . . August 16-20 ThM Introductory Seminar. . . . . . . . . . August 16-20 SPRING 2022

FALL 2021

Faculty Conference. . . . . . . . . . . . . . . . August 29-31 New Student Orientation . . . August 27 & August 31 New Student Registration. . . . . . . . . . . . September 1 Labor Day . . . . . . . . . . . . . . . . . . . . . . . . . September 6 Classes begin. . . . . . . . . . . . . . . . . . . . . . . September 7 Convocation . . . . . . . . . . . . . . . . . . . . . . September 10 Midterms and Assessment Period. . . . October 19-22 Thanksgiving Holiday . . . . . . . . . . . . November 22-26 Classes end . . . . . . . . . . . . . . . . . . . . . . . December 10 Finals and Assessment Period. . . . . . December 13-17

Classes Begin. . . . . . . . . . . . . . . . . . . . . . . . . January 31 Alumni Colloquium/Smyth Lectures. . . . . March 7-9 Midterms and Assessment Period. . . . . . March 14-18 Spring Break . . . . . . . . . . . . . . . . . . . . . . . . . . April 4-8 Good Friday. . . . . . . . . . . . . . . . . . . . . . . . . . . . April 15 Classes end . . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 6 Finals and Assessment Period. . . . . . . . . . . May 9-13 Baccalaureate . . . . . . . . . . . . . . . . . . . . . . . . . . May 20 Commencement. . . . . . . . . . . . . . . . . . . . . . . . . May 21 Memorial Day. . . . . . . . . . . . . . . . . . . . . . . . . . May 30

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Academic Catalog 2021-2022

Articles inside

Calendar 2021-2022

Academic Notes and Policies

Supervised Ministry

Historical Doctrinal Area

Interdisciplinary Courses

Curriculum and Courses

Practical Theology Area

Faculty

Graduate Fellowships

Biblical Area

Vocational Support and Development

Refund Policies

Programs in Other Locations Columbia in Service to the Church

Special Students and Auditors

Summer Term 2021

Scholarships for Master's Degree Students Tuition, Fees, and Other Charges Effective

Students and Exchange Visitors

Doctor of Theology in Pastoral Counseling Application Information for International

Doctor of Educational Ministry

Master of Arts in Practical Theology

Doctor of Ministry

Advanced Degrees Introduction

Master of Theology

Degree Programs

Master of Divinity

Master of Arts (Theological Studies

Our Institutional Goals