AC 2425 final temp by Columbia Theological Seminary

Academic CATALOG 2024-2025

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 (SACSCOC) to award masters and doctorate degrees. Columbia Theological Seminary also may offer credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of Columbia Theological Seminary may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website (www.sacscoc.org ).

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, and Doctor of Educational 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 2024-2025 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 2024–2025 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.

Mission

Our Identity

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 Vision Grows Out of Our Mission

On the doorstep of our third century, we believe God is doing a new thing in, with, and through Columbia Theological Seminary for the sake of the Church and the world; we yearn to join in that holy work. We offer this vision as a statement of our collective intention and a prayer for moral courage to follow where the Spirit is leading.

We pray that Columbia’s students will be educated, equipped, and nurtured to become a new generation of pastoral leaders for the Church and the world.

Since its founding, Columbia’s students have gone forth to serve local congregations as pastors and teachers, and they have also led the way in redefining the frontiers of ministry. Columbia will continue to prioritize the formation of pastoral leaders for congregations in the Presbyterian Church (USA) and other denominations. Likewise, Columbia graduates will be equipped to step into pastoral leadership across the broad spectrum of ministry, in congregations, chaplaincy, counseling, nonprofit organizations, and elsewhere.

We pray that Columbia’s community will embody the welcome, hospitality, justice, and belonging of the reign of God.

Columbia affirms and celebrates that God forms all persons in the divine image and calls leaders to serve in Jesus’ name whose identities emerge and intersect across the dazzling array of human diversity. We claim the promise of Isaiah 56, in which God announces, “my house shall be called a house of prayer for all people.” We affirm this promise, not lightly or naively, but confessing and repenting of the Seminary’s entanglement with the sins of slavery, racism, and white supremacy. We pray that all may desire and experience new possibilities of relationship and belonging, healing and trust at Columbia.

We pray that Columbia’s partnerships will bring vibrant spiritual, cultural, and academic exchange, with opportunities to generate new ideas and knowledge, create connection, and engage in experiential learning.

Columbia’s commitment to institutional connections grounds the seminary in systems of mutual learning, support, and accountability, all of which benefit our students. We pray for renewed commitment to three main arenas of partnership: regional partnerships that embrace the gifts of the Atlanta Metro-Area; global partnerships with international students, scholars, and sibling churches; and denominational and institutional partnerships as an institution of the Presbyterian Church (USA) and a seminary committed to serving the Church of Jesus Christ.

We pray that Columbia will join boldly in the new thing God is already doing among us and in the world, enabling us to learn, teach, serve, and live joyfully in God’s holy house of prayer and in God’s good creation.

We pray for the faith to both risk and trust, in this moment: to follow the Spirit’s leading, to join in God’s work, and to be witnesses to Jesus in resurrection hope. We pray to be joyful in this, God’s house, and God’s vision for it.

Our Institutional Goals

COLUMBIA THEOLOGICAL SEMINARY SEEKS:

1. To participate in the calling and formation of leaders for a wide range of pastoral vocations through rigorous, inclusive, and innovative theological education grounded in the Reformed tradition;

2. To prepare students for ordained, professional, and lay ministries through master’s degrees, and to further the skills of students already engaged in ordained, professional, and lay ministries through advanced professional degrees;

3. To enhance the ministries of leaders in a wide variety of vocations and provide theological resources for the PC(USA) and the ecumenical church through the Center for Lifelong Learning and other initiatives;

4. To foster a communal environment and prepare leaders to build communities marked by justice, inclusivity, and intercultural competence;

5. To convene and spark conversations that will shape the future of theological education through vibrant scholarship, conferences, and local and international partnerships;

6. To build and maintain a human, physical, and technological infrastructure that increases access to theological education, pursues environmental sustainability, contributes to effective learning, and fosters community flourishing; and

7. To expand and steward Columbia’s resources and promote its connection to the PC(USA) and ecumenical church in order to secure its mission both in the present and the future.

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.

Columbia Theological Seminary’s Core Values

The Mission, Vision, and Core Values express the identity and purpose of Columbia Theological Seminary. These brief statements cannot fully represent the many dimensions of Columbia’s rich history, meaningful experiences, and bold aspirations. Instead, they are intended to be a mirror and a window, both an honest reflection of Columbia’s purpose and a portal to see how Columbia moves in the Southeast, the country, and across the globe.

Gratitude

Our response to the abundance and grace of God and the Church of Jesus Christ is, first, gratitude. Abiding gratitude for gifts freely given equips our mission, advances our vision, prompts wise stewardship, engenders joy and repentance, and makes the path of call clearer for our students and alums.

Mutual Respect

Columbia Theological Seminary promotes an environment of mutual respect grounded in recognizing that all people are formed in God’s image. Mutual respect moves us to understand the gifts and unique contributions of every person in the Seminary community and to value diverse perspectives. Mutual respect gives us the ability to realize the greater good in our actions and programs and challenges us to look at our work and ourselves holistically and as one united with others across the region and the globe.

Excellence

Columbia Theological Seminary provides a collegial environment where excellence commits us to challenge ourselves to utilize our God-given gifts -- intellectual, social, physical, spiritual, and ethical. Striving for excellence touches all aspects of the Seminary’s life, from academic degrees to Lifelong Learning, student formation to campus culture, vocational outreach to publications, research to daily worship and praxis.

Compassion

Exemplified in the life and ministry of Jesus, compassion compels us to stand with and embrace others in their suffering so that we may experience God's liberating and healing presence together. Members of the Columbia Seminary community stand with their colleagues in times of personal crisis or grief and express compassion through multiple endeavors that respond to the needs and lament of others within and beyond the Seminary.

Innovation

Columbia Theological Seminary actively promotes accessibility and affordability as it seeks new and more effective approaches to education, exercising creativity to chart inventive paths forward into the future. This includes a bold willingness to risk following the Spirit’s leading, the humility to learn from failure, and the courage to try a new path.

Hospitality

Colombia Theological Seminary embodies attitudes of embrace and hospitality and draws us to do our daily work with a spirit of graciousness that welcomes new ideas and people of all backgrounds and beliefs. The value of hospitality means making space for an unexpected visitor, a surprising idea, a fresh insight, or even a disturbing question or challenging opportunity. Welcoming another may not result in an agreement, but such hospitality does require attentive listening and a readiness to reconsider one's position.

Inclusive Community

As an educational institution of the Presbyterian Church (USA), Columbia Theological Seminary subscribes to the Reformed Tradition , which seeks, welcomes, and advances gifted individuals from diverse backgrounds. Columbia Seminary strives to create and maintain safe learning spaces; fosters a climate that is open and welcoming to diverse people, ideas, and perspectives; promotes a constructive discourse on the nature of diversity and equity; and engages faculty, staff, and students in activities that promote Columbia Seminary’s core values. Intimidation, retaliation, rejection, and judgment will not be tolerated.

Belonging & Becoming

Rooted in the Reformed understanding of the Spirit’s work of sanctification, Columbia Seminary’s commitment to honor the life stories of all our constituents is expressed in the synergy and creative tension between belonging and becoming. Columbia Theological Seminary community members work collaboratively to ensure the flourishing of the Seminary. They are dedicated to participating in shared governance, building on prior accomplishments, and improving continuously. All people are embraced, welcomed, and valued as they are and invited to grow, stretch, and be transformed by the Spirit.

Communal Engagement

The call of Christ demands reaching beyond ourselves to become engaged in the life of the world around us. Columbia Theological Seminary seeks to be a good neighbor to Decatur, Atlanta, and our global community, using our voices and resources to participate in the upbuilding of God’s kin-dom .

Abundance & Grace: A Blueprint for Flourishing in Faith and Hope

Strategic Directions & Prioritized Goals2023-2027

Abundance & Grace: A Blueprint for Flourishing in Faith & Hope is an incremental plan for the Seminary’s next chapter of excellence based on extensive consultation with Seminary partners, including students, faculty, trustees, administrative staff, and alums. The Blueprint highlights strategic directions and prioritized goals focused on our vision statement in four areas of institutional life: Academic Pedagogy, Campus Culture, Administration, and Governance. Our strategic directions and prioritized goals over the next four years will guide and organize the Seminary’s efforts to build upon our strengths, create opportunities for growth, and support student flourishing as expressions of our Core Values and commitment to forming pastors and servant-leaders who will impact the Church and the public square.

With broad conversations across the Seminary, a Strategic Blueprint Implementation Team will assist faculty, student government, administration, staff, and the board of trustees in prioritizing the goals for each academic/fiscal year while developing assessment guidelines.

Strategic Directions

ACADEMIC PEDAGOGY

Building on Columbia Seminary’s excellence in theological inquiry, critical thinking, and innovation, we will provide theological leadership for the Church and the world by educating and equipping faithful, imaginative, and effective pastoral leaders through degree and non-degree programs, contextual education, research, and lifelong learning.

CAMPUS CULTURE

Expanding on Columbia Theological Seminary’s residential campus, we will develop and implement the framework for a campus culture of Christian worship, hospitality, and belonging that exists on our campus and extends translocally and globally.

ADMINISTRATION

Enriching Columbia Theological Seminary’s exemplary workplace culture, we will pursue excellence in our policies, procedures, and practices, stewarding the resources of the seminary and building mutually beneficial relationships with external partners at the local, regional, and global levels.

Governance

Strengthening Columbia Theological Seminary’s vision of inclusion and commitment to diversity, we will engage, explore, and facilitate the highest levels of institutional leadership and effectiveness, organizational justice, and future-oriented planning within an environment of transparent, shared governance as we join boldly in the new thing God is already doing among us.

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). People from all denominations are eligible to apply for any of Columbia’s degrees.

Master of Divinity

Aims of the Program

THE MASTER OF DIVINITY DEGREE IS OFFERED AS A FIRST-LEVEL MASTER'S DEGREE FOR THOSE WHO SEEK TO SERVE AS PASTORS, CHURCH LEADERS, CHAPLAINS, EVANGELISTS, TEACHERS, AND LEADERS IN NONPROFIT AGENCIES.

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.

Claiming hope, Columbia finds its identity in the promises of God, in the world that God will bring about, and in the opportunities still ahead for the work of the Church in the midst of the work of God.

In all this, the MDiv curriculum draws upon the rich resources of the Church’s memory to nurture students’ hope and engage their imaginations for mission in the Church and world.

The Church needs persons who are possessed with a deep, informed, and personal faith and who are equipped with skills and imagination to lead the people of God in acts of compassion, proclamation, praise, confession, celebration, justice, reconciliation, and healing. Columbia prepares and forms people to equip the saints to engage in the work of ministry.

Student Learning Outcomes for the MDiv Curriculum

ONCE A STUDENT HAS COMPLETED THE DEGREE PROGRAM, THE STUDENT IS EXPECTED TO BE ABLE TO:

• Provide effective leadership in corporate worship and the public arena.

• 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.

Calendar and Credit System

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. The calendar also includes an intensive term in January and a summer term designed primarily for supervised ministry experiences and electives. 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. 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.

Components of the Curriculum

REQUIRED COURSES (11 COURSES/33 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)

• Intercultural Intelligence (1 course/3 credits)

• Contextual Immersions (1 course/3 credits)

• Supervised Ministry (1 course/6 credits)

• Cross/Roads (1 course/3 credits)

• Scripture Reading Practicum (1 course/0 credits)

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)

• Biblical exegesis using Greek or Hebrew (3 credits)

• American Religious History (3 credits)

• Christian ethics (3 credits)

• History of Christianities (3 credits)

• World Christianities (3 credits)

• Christian education (3 credits)

• Christian leadership (3 credits)

• Preaching (3 credits)

• Worship (3 credits)

• Advanced Supervised Ministry or Practica courses (courses with significant practice components) (6 credits)

GENERAL ELECTIVES (21 CREDITS)

TOTAL OF 90 CREDITS

Length of Program

The MDiv curriculum is designed so that a fulltime student can complete the requirements for the degree in three full years and is comprised of 90 credit hours. A student’s program may be lengthened by a variety of factors, including participation in internships or taking a reduced load in any given semester. All students must complete their work within four and a half years from the date of matriculation. If students need longer than the allotted four and a half years, they can petition for a Degree Program Extension through the Office of Academic Affairs. Degree program extensions cost $350.

Advising

In theological education, students integrate their studies with their own lives. Advising happens in a variety of ways. Students are assigned an advisor from the Office of Academic Affairs for their first year of study and assigned a faculty advisors in their second year of study. Faculty also serve on Candidacy Discernment Consultation teams which meet with each student midway through their degree program giving feedback on the student’s progress and encouraging the student in areas of growth. Early in the first year of studies, students undergo an individual supervised ministry assessment with the director of contextual education who makes a recommendation to the student about ways to optimize the student’s contextual education experience while at CTS. Faculty office hours and their involvement with student groups create additional opportunities for advising and mentoring.

Candidacy Discernment Consultation

A student’s admission to candidacy for the degree emerges from the Candidacy Discernment

Consultation (CDC) and must be approved by the

faculty. The CDC is a major review of the student’s work in the MDiv degree and the student’s potential for ministry and includes conversation with a small group of selected faculty and fellow students. It occurs after the student has completed at least thirty-nine credit hours of the degree requirements and three hours of a contextual education experience. At the CDC, questions of spiritual and vocational growth and other issues are addressed. Any recommendations or stipulations that arise from the consultation are reviewed by the faculty before they award the MDiv degree.

Requirements For the Master of Divinity 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, 45 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 2024-2025 or later);

• 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 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.

Further Theological Study beyond the Master’s Degree

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 on a rolling basis between November 15 and May 15. Applications that are completed by November 15 will receive an admissions decision by December 31. To be considered for the Seminary’s merit-based scholarships, applications need to be completed by January 15. Applications received after January 15 will be considered for scholarships as funds are available. To enroll at the Seminary in the fall semester, applications must be completed by April 15. All international applications must be completed by December 1.

Students who are unable to matriculate during the semester for which they were admitted may defer their admissions decision for up to two academic years. Deferral requests must be submitted in writing to admissions@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 is entirely online. Applicants can apply by visiting https://ctsnet.edu/apply.

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

• Online application for admission

• $50 nonrefundable application fee

• Resume / CV

applicants should seek to answer, “Why seminary? Why Columbia Seminary? Why now?” This statement is also an opportunity to address any challenges in the applicant’s academic journey, such as academic performance, dismissals, and incomplete programs.

• Academic Writing Sample: an 8-10 page academic writing sample as follows: If an applicant graduated within the last 5 years and studied the humanities, i.e. religious studies, history, social sciences, or English, then CTS invites applicants to submit an academic paper they submitted for a course they took for credit and indicate the course title and the year they took the course (or indicate the course as listed on the transcript). If an applicant graduated more than 5 years ago or didn’t study the humanities, i.e. religious studies, history, social sciences, or English, then CTS offers an alternative writing sample from one of our faculty along with three reflection prompts from which to choose.

• Short Answers: CTS requires all applicants to submit three short answers (250-500 words): one that explores theological curiosity, another that engages Columbia faculty, and a final one about serving the Church. 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: CTS accepts recommendations from the following sources:

• Academic references: professors who can speak about an applicant’s educational background, academic skillset, and level of preparedness for graduate or doctoral level theological studies (note: since academic preparedness is so

important, applicants are strongly encouraged to include at least one academic reference)

• Professional references: supervisors who can provide insight regarding your work ethic, maturity, collegiality, and professional skillset

• Pastoral/Vocational references: pastors, campus ministers, or spiritual counselors who can provide insight into your character, calling, and motivations for pursuing theological education

Note: CTS does not permit recommendations from family members under any circumstances.

Applicants must list at least three recommenders and may add a fourth if they choose. No more than four recommendations will be considered for admission.

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

required form I-20/DS-2019 will not be issued until this financial information has been received and verified. Upon receiving an I-20 or DS-2019, admitted students enrolling in degree programs that require U.S. residency shall be eligible to apply for F or J Visa support.

INTERNATIONAL STUDENTS | HEALTH INSURANCE REQUIREMENT

International students must enroll in a health insurance that meets the minimum standards set by Columbia Theological Seminary. More information is available through the Office of Enrollment Management and Vocational Outreach.

TRANSFER STUDENTS | LETTER OF GOOD STANDING

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.

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 thirdparty. All admissions decisions are contingent upon the successful completion of the criminal background check.

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.

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 June 1, in order to confirm the student’s place in the program.

GRE TEST SCORES

Columbia Seminary’s Enrollment Management and Vocational Outreach 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 MAPT and MA(TS) programs, or as special students at Columbia Seminary, may also apply for admission to the Master of Divinity program. An online reclassification application with supporting materials must be submitted to the Enrollment Management and Vocational Outreach Office. If the applicant is admitted to the program, satisfactory coursework from the student’s prior degree program will be considered toward the MDiv program. Staff members from the Office of Academic Affairs will work with the student to determine which credits may be applied to the MDiv program.

Transfer Credit

Students in the MDiv degree program may receive no more than 45 credit hours for work completed at another Association of Theological Schools (ATS) accredited institution within the past five years. Transfer credit will only be given for courses passed with a grade of B or higher. A student who has completed a Master of Arts (MA) degree from an ATS accredited institution may transfer up to half of the MA degree toward Columbia’s MDiv degree. The determination of whether or not particular courses taken at other institutions 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 must be made by the end of the student’s first academic year.

Master of Arts in Practical Theology

Aims of the Program

THE PURPOSE OF THE MASTER OF ARTS IN PRACTICAL THEOLOGY DEGREE IS TO EQUIP PERSONS FOR A BROAD ARRAY OF MINISTRIES WITH RIGOROUS, CREATIVE, INTERDISCIPLINARY COURSEWORK.

The Masters of Arts in Practical Theology integrates a core curriculum of theological studies with particular focus in practical theology through three areas of concentration: Educational Ministries, Pastoral Care/Pastoral Theology, or Worship, Preaching, and the Arts.

EDUCATIONAL MINISTRIES focuses on the teaching, learning, and spiritual formation of people and communities through liberative forms of education.

PASTORAL CARE/PASTORAL THEOLOGY integrates therapeutic practices of care with attention to intercultural and global structures that affect and inform suffering and healing.

WORSHIP, PREACHING, AND THE ARTS focuses on how arts and aesthetics support transformational practices of worship and preaching.

The degree may be appropriate for ordination in traditions that do not require a three-year Master of Divinity degree, or for lay people who desire theological education in order to carry out their professional or volunteer ministries in congregational or non-profit settings and beyond.

Student Learning Outcomes for the MAPT Curriculum

ONCE A STUDENT HAS CONCLUDED THE MAPT DEGREE PROGRAM, THE STUDENT IS EXPECTED TO BE ABLE TO:

• Understand the nature and task of practical theology by using different frameworks, methods, metaphors and issues of concern within the field of practical theology to understand congregations, faith communities, and the wider world.

• Engage in theological action and reflection by experiencing and reflecting on actual ministry settings, practicing public theology, and completing integrative theory and practice assignments within their concentration.

• Develop the habitus of Christian identity for service in the Church and world. “Habitus” involves the habits, movements, and dispositions of daily life that often go unnoticed but that inform and ascribe meaning to persons and communities. Students demonstrate this learning goal in a professional portfolio that includes a statement of faith, grounding spiritual practices, vocational discernment, working metaphor for practical theology, and self-understanding as a practical theologian.

Calendar and Credit System

Academic work for the MAPT is offered throughout the year. The degree starts off with the introductory course in Practical Theology that takes places in August. Two semester-length terms, in the fall and in the spring, anchor the academic year. The calendar also includes an intensive term in January and a summer term designed primarily for

supervised ministry experiences and electives. 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. 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.

Components of Curriculum

Over the course of the 48 credit hours in this program, all students will complete the Introduction to Practical Theology and Capstone Course in Practical Theology (6 credit hours total) and a supervised ministry course (6 credit hours). In addition, students will complete a core set of general courses in biblical studies, history, and doctrine totaling 15 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.

REQUIRED COURSES (21 CREDITS):

• Introduction to Practical Theology (3 credits; please note this course typically meets as a 1-week August intensive before the student’s first Fall semester, with further assignments due throughout the Fall semester)

• Old Testament Interpretation I (3 credits)

• New Testament Interpretation (3 credits)

• Christian Theology I (3 credits)

• Supervised Ministry (6 credits)

• Capstone Course in Practical Theology (3 credits)

GENERAL DISTRIBUTION REQUIREMENTS (6 CREDITS):

One course from among a specified set of required distribution courses in each of the following areas must be successfully completed to earn the MAPT degree:

• Christian Ethics (3 credits)

• 1 course in History of Christianities, American Religious History, or World Religions (3 credits)

AREA OF CONCENTRATION (12 CREDITS):

• Introductory course in Area of Concentration (3 credits)

• Three additional courses in the Area of Concentration (9 credits)

GENERAL ELECTIVES (9 CREDITS)

TOTAL OF 48 CREDITS

Details of the program are available in the MAPT Handbook.

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.

Length 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. A full-time Dual Degree student can complete the 114 credit hours of the Dual Degree program in four years. A student’s program may be lengthened by a variety of factors, including participation in internships or taking a reduced load in any given semester. All MAPT students must complete their work within three years from the date of matriculation, and all Dual Degree students must complete their work within six years from the date of matriculation. If students need longer than the allotted three years (MAPT) or six (MDiv/MAPT) years,they can petition for a Degree Program Extension through the Office of Academic Affairs. Degree program extensions cost $350.

Advising

In theological education, students integrate their studies with their own lives. Advising happens in a variety of ways. Students are assigned an advisor from the Office of Academic Affairs for their first year of study and assigned a faculty advisors in their second year of study. Faculty also serve on Mid-Course Conversation teams which meet with each student midway through their degree program giving feedback on the student’s progress and encouraging the student in areas of growth. Early in the first year of studies, students undergo an individual supervised ministry assessment with the director of contextual education who makes a recommendation to the student about ways to optimize the student’s contextual education experience while at Columbia. Faculty office hours and their involvement with student groups create additional opportunities for advising and mentoring.

Mid-Course Conversation

All MAPT students complete a Mid-Course Conversation (MCC) at or near the halfway point in their degree program. For MAPT/MDiv Dual Degree students complete an MCC/CDC process which is integrated with the MDiv Candidacy Consultation (CDC) mid-program review. The MCC (and integrated MCC/CDC) offers a rare opportunity to join with peers and faculty to look back and ahead, to name formative influence and experience, to celebrate and reflect on their progress in the respective degree program, to discern and assess vocational possibilities and to discuss best next steps in formation for ministry.

Requirements for the Master of Arts in Practical Theology Degree

To be eligible for graduation with the Master of Practical Theology 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, a completed health form, and standardized test results;

• Be tested for and achieve competency in English writing skills;

• Satisfactorily complete all the requirements of the degree with a total of 48 credit hours within five years of the date of matriculation, 30 of which must be completed at Columbia (excluding cross-registration courses);

• Maintain a minimum overall grade point average of 2.30;

• Be in residence for at least three long terms (residency is defined as enrollment as a degree-seeking student and registered for classes), unless having already attained a Master of Divinity or Master of Arts degree;

• Demonstrate to the faculty that they have sustained a sound moral and religious character in seminary life and give promise of useful service in 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.

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 on a rolling basis between November 15 and May 15. Applications that are completed by November 15 will receive an admissions decision by December 31. To be considered for the Seminary’s merit-based

scholarships, applications need to be completed by January 15. Applications received after January 15 will be considered for scholarships as funds are available. To enroll at the Seminary in the fall semester, applications must be completed by April 15. All international applications must be completed by December 1.

Application Requirements

Applicants should apply online at ctsnet.edu. For additional information, contact the Columbia Admissions Office at admissions@ctsnet.edu. To be considered for admission to the 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 3-4 page personal introduction to the admissions team. Ordinarily, applicants write about their personal life, sense of call/vocation, academic interests, and their reason for applying. In this essay, applicants should seek to answer, “Why seminary? Why Columbia Seminary? Why now?” This statement is also an opportunity to address any challenges in the applicant’s academic journey, such as academic performance, dismissals, and incomplete programs.

• Concentration Reflection: a 250-500 word reflection essay that identifies the applicant’s

area of concentration, i.e. (i.e., Worship, Preaching and the Arts; Educational Ministries; or Pastoral Care/Pastoral Theology) and why they chose it.

• Academic Writing Sample: an 8-10 page academic writing sample as follows:

• If an applicant graduated within the last 5 years and studied the humanities, i.e. religious studies, history, social sciences, or English, then Columbia invites applicants to submit an academic paper they submitted for a course they took for credit and indicate the course title and the year they took the course (or indicate the course as listed on the transcript).

• If an applicant graduated more than 5 years ago or did not study the humanities, i.e. religious studies, history, social sciences, or English, then CTS offers an alternative writing sample from one of our faculty along with three reflection prompts from which to choose.

• Short Answers: submit three short answers (250-500 words): one that explores theological curiosity, another that engages CTS faculty, and a final one about serving the Church.

• Official 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. Students are strongly encouraged to submit at least one academic and one pastoral reference.

Additional Requirements

INTERNATIONAL STUDENTS | TOEFL REQUIREMENT

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 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 Theological Seminary (Institutional Code: 5118). All test fees are the responsibility of the applicant.

INTERNATIONAL STUDENTS | I-20S AND FINANCIAL CERTIFICATION

Upon admission, as a part of the visa application process, incoming students must complete a financial certification process to show proof of adequate financial resources to cover costs which include, but are not limited to: tuition, fees (e.g., activity, program, and graduation fees), textbooks, health insurance, travel, and living expenses for the entire period of study in the United States. The required form I-20/DS-2019 will not be issued until this financial information has been received and verified. Upon receiving an I-20 or DS-2019, admitted students enrolling in degree programs that require U.S. residency shall be eligible to apply for F or J Visa support.

INTERNATIONAL STUDENTS | HEALTH INSURANCE REQUIREMENT

TRANSFER STUDENTS | LETTER OF GOOD STANDING

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 academic, financial, etc. standing with the institution.

CRIMINAL BACKGROUND CHECK

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

TITLE IX TRAINING BY EVERFI

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 June 1, in order to confirm the student’s place in the program.

GRE TEST SCORES

Columbia Theological Seminary’s Enrollment Management and Vocational Outreach 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 Practical Theology program. An online

reclassification application with supporting materials must be submitted to the Enrollment Management and Vocational Outreach Office. If the applicant is admitted to the program, satisfactory coursework from the student’s prior degree program will be considered toward the Master of Arts in Practical Theology program. The faculty advisor, lead professors for the degree programs, and academic affairs staff will work with the student to determine which credits may be applied to the MAPT program.

Dual Degree Option

A student may apply to the MAPT/MDiv dual degree option. In addition, some students who apply to the MAPT or MDiv degrees later decide to apply for the dual degree program. Students submit an online reclassification application to move into the dual degree program. Some students who enroll in the dual degree program discern a call to reclassify into only one program. This does not require a new application but is a process administered thorough the Office of Academic Affairs, and the lead professors for the degree programs.

Transfer Credit

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. 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, 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.

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 credit hours) toward Columbia’s MAPT degree. A student who has completed an MDiv at Columbia or at another ATS accredited institution, may also 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 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 THEOLOGICAL DEGREE PROGRAM FOR THOSE WHO ARE PREPARING FOR DOCTORAL STUDIES, CHURCH OR NON-PROFIT 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 full-time study but may take longer if pursued on a part-time basis.

Student Learning Outcomes for the MATS Curriculum

ONCE A STUDENT HAS COMPLETED THE DEGREE PROGRAM, THE STUDENT IS EXPECTED TO BE ABLE TO:

• Articulate an intersectional understanding of their cultural context, theological convictions, and vocation in response to the needs of God’s changing world.

• Critically engage contemporary issues in church and society with biblical and theological acuity.

• Demonstrate competence in an area of theological study (New Testament, Old

• Testament/Hebrew Bible, Theology, Ethics, or Church History) to support the flourishing of the Church and the world.

Calendar and Credit System

Academic work for the MA(TS) is offered throughout the year. The degree begins with the MA(TS) Seminar that takes place in August. Two semester-length terms, in the fall and in the spring, anchor the academic year. The calendar also includes an intensive term in January and a summer term designed primarily for electives. 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.

All credits are awarded in standard semester hours. Courses that meet for the whole term are assigned 3 credit hours. Those meeting for half the term are awarded 1.5 credit hours.

Components of the Curriculum 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. Please note that this course typically meets as a 1-week August intensive before the student’s first Fall semester, with further assignments due throughout the fall semester. 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.

MA(TS) students must choose one of five disciplines as a concentration: Old Testament, New Testament, Theology, Church History, or Ethics and take 12 credit hours in it. In addition to their primary area of specialization, residential MA(TS) students must choose a secondary discipline other than their area of specialization and take any 9 credit hours in it. Additionally, they must take at least 3 credit hours in yet a third discipline. Beyond these requirements, students are invited to take any courses offered, including courses in Practical Theology. Courses that are either Interdisciplinary or in Supervised Ministry may be allowed with the prior approval of the lead professor of the MA(TS) degree program.

Near the end of their degree work, typically in their final semester, students will complete an additional 3 credit hours in the MA(TS) Independent Study, which is 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) lead professor and a faculty member in their primary area of specialization who will serve as the thesis/ project advisor. 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, MA(TS) students cannot take additional independent study courses beyond the MA[TS] Independent Study.

Note: Students specializing in Old Testament must take Hebrew; likewise, students specializing in New Testament must take Greek—either through coursework at Columbia or through coursework prior to matriculation.

Please note that admission to the online modality is no longer available.

Students previously admitted in the Online MA(TS)

Program have the flexibility to take courses in any MA(TS) discipline area (Old Testament, New Testament, Theology, Church History, or Ethics), as well as courses in the Practical Theology area. Near the end of their degree work, typically in their final semester, online students will complete 3 credit hours in the MA(TS) Independent Study. The Independent Study must be in an MA(TS) discipline area in which the online student has taken at least 9 credits and will be done under the supervision of a faculty member in that discipline. The MA(TS) Independent Study requires the production of a 25-35 page thesis. Students will choose to complete a thesis in consultation with the MA(TS) lead professor 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. Courses that are either Interdisciplinary or in Supervised Ministry may be allowed with the prior approval of the MA(TS) lead professor. Ordinarily, online MA(TS) students cannot take additional independent study courses beyond the MA(TS) Independent Study.

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 Columbia or prior to matriculation. Details of the program are available in the MA(TS) Handbook.

Length of Program

The MA(TS) curriculum is designed so that a full-time student can complete the requirements for the degree in two full years and is comprised of 48 credit hours. A student’s program may be lengthened by a variety of factors, including taking a reduced load in any given semester. All students must complete their work within three years from the date of matriculation. If students need longer

than three years they can petition for a Degree Program Extension through the Office of Academic Affairs. Degree program extensions cost $350.

Advising

Requirements for the Master of Arts (Theological Studies) Degree

To be eligible for graduation with the Master of Arts (Theological Studies) 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, a completed health form, and any required standardized test results;

• Be tested for and achieve competency in English writing skills (see TOEFL requirements below);

• Maintain a minimum overall grade point average of 2.30;

• Be enrolled 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 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.

Admission to the Master of Arts (Theological Studies) Program

Admission to the Master of Arts (Theological Studies) (MA{TS}) program requires a bachelor’s degree from a regionally accredited college or university with a recommended 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.

Offers of admission to the MA(TS) program are made on a rolling basis between November 15 and May 15. Applications that are completed by November 15 will receive an admissions decision by December 31. To be considered for the Seminary’s merit-based scholarships, applications need to be completed by January 15. Applications received after January 15 will be considered for scholarships as funds are available. To enroll at the Seminary in the fall semester, applications must be completed by April 15. All international applications must be complete by December 1.

Application Requirements

The application process is entirely online. Applicants can apply by visiting https://ctsnet.edu/apply.

To be considered for admission to the MA(TS) program, an applicant must submit to the Enrollment Management and Vocational Outreach Office the following materials:

• Online application for admission

• $50 nonrefundable application fee

• Resume / CV

• Plan of Study: a 250-500 word statement that identifies their area of concentration and clearly outlines the applicant’s plan for achieving their research goals within the MA(TS) program.

• Academic Writing Sample: an 8-10 page academic writing sample as follows:

• If an applicant graduated more than 5 years ago or did not study the humanities, i.e. religious studies, history, social sciences, or English, then Columbia offers an alternative writing sample from one of our faculty along with three reflection prompts from which to choose.

• Short Answers: submit three short answers (250-500 words): one that explores theological curiosity, another that engages Columbia

faculty, and a final one about serving the Church.

• 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, if possible.

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 Theological Seminary (Institutional Code: 5118). All test fees are the responsibility of the applicant.

INTERNATIONAL STUDENTS | I-20S AND FINANCIAL CERTIFICATION

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

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.

TITLE IX TRAINING BY EVERFI

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.

GRE TEST SCORES

Columbia ’s Enrollment Management and Vocational Outreach Office welcomes the submission of the 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 MAPT programs, or as special students at Columbia, may also apply for admission to the Master of Arts (Theological Studies) program. An online reclassification application with supporting materials must be submitted to the Enrollment Management and Vocational Outreach Office. 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, lead professors for the degree programs, and academic 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 THEOLOGICAL SEMINARY OFFERS THREE PROGRAMS LEADING TO AN ADVANCED DEGREE.

They include the Master of Theology, Doctor of Ministry, and Doctor of Educational Ministry. Each of these advanced degrees builds on the work completed in the MDiv or MAPT in the case of the Doctor of Educational Ministry.

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. 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.

The distinctive element of Columbia’s ThM program is the opportunity to work closely with faculty mentors in research of mutual interest. Students may pursue the degree in one of two formats: either in a one-year full time residential version or a two-year, part-time, online version. Note: the two-year, part-time, online version of the degree does require an initial one-week orientation and research methods seminar held on campus in August. In either format, the degree 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.

Student Learning Outcomes for the ThM Curriculum

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.

Calendar and Credit System

Academic work for the ThM is offered throughout the year. Two semester-length terms, in the fall and in the spring, anchor the academic year. The calendar also includes an intensive course in late summer (which counts as a Fall semester course), along with January and Summer (intensive) electives. 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.

All credit is awarded in standard semester hours. All courses, except a few that meet for only half the term, and the research seminar, which is assigned 6 credit hours, are assigned 3 credit hours.

Components of the Curriculum

Students must earn 12 credit hours, in addition to the 18 credit hours for the ThM thesis preparation (reading and writing) in the area of specialization.

ThM students participate in an intensive one-week Research Seminar in the late summer and a one semester writing 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 12 semester hours of credit, 3 credit hours for focused reading and research, 3 credit hours for writing a literature review and 6 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 Lead Professor in consultation with the Office of Academic Affairs.

FULL TIME RESIDENTIAL FORMAT:

FALL TERM

• ThM Research Seminar (one week, on campus, in mid-August, 3 credits)

• Thesis research (3 credits)

• Literature review (3 credits)

• 2 electives (6 credits)

JANUARY TERM

• 1 elective (3 credits)

SPRING TERM

• Thesis writing (6 credits)

• 1 elective (3 credits)

• ThM colloquium (3-5 days, held in late April, 3 credits)

PART TIME ONLINE FORMAT:

FALL TERM, YEAR ONE

• ThM Research Seminar (one week, on campus, in mid-August, 3 credits)

• Thesis research (3 credits)

• One elective (3 credits)

JANUARY TERM, YEAR ONE

• One elective (3 credits)optional

SPRING TERM, YEAR ONE

• Thesis research (3 credits)

• One elective (3 credits)

FALL TERM, YEAR TWO

• Literature Review (3 credits)

• One elective (3 credits)

JANUARY TERM, YEAR TWO

• One elective (3 credits) optional if a course wasn’t taken the previous year. Note: This elective could also be taken in the summer between the first and second year or even during the spring semester of the first year or the fall semester of the second.

SPRING TERM, YEAR TWO

• Thesis writing (3 credits)

• ThM Colloquium (3-5 days, held in late April, 3 credits)

Length of Program

The 30-credit-hour ThM curriculum is designed so that a full-time student can complete the requirements for the degree in one year, and an online part-time student can complete it in two years. A student’s program may be lengthened by a variety of factors, including participation in internships or taking a reduced load in any given semester. All students must complete their work within two years from the date of matriculation. If students need longer than the allotted two years, they can petition for a degree program extension through the Office of Academic Affairs. Degree program extensions cost $350.

Advising

In theological education, students integrate their studies with their own lives. Advising happens in a variety of ways. Students are advised by the ThM lead professor along with the primary advisor for their thesis. Students can also seek advice from the Office of Academic Affairs on school policies as they relate to the ThM program. Faculty office hours and their involvement with student groups create additional opportunities for advising and mentoring.

Requirements for the Master of Theology 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 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 ministry or other church vocations; and

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 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. The priority deadline for admission to the ThM program is January 15. Applications that are completed by January 15 will receive an admission and financial aid decision by March 15. Applications received after January 15 will be considered for scholarships as funds are available. To enroll at the Seminary in the fall semester, applications must be completed by April 15. All international applications have a December 1st deadline.

Application Requirements

The application process is 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 Enrollment Management and Vocational Outreach 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 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 admissions@ctsnet.edu.

• 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

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 Theological Seminary (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.

INTERNATIONAL STUDENTS | HEALTH INSURANCE REQUIREMENT

International students on F or J visas must enroll in a health insurance policy that meets the minimum

standards set by the United States Citizenship and Immigration Services and/or Columbia Theological Seminary as required by their visa type. More information is available through the Office of Enrollment Management and Vocational Outreach.

TRANSFER STUDENTS | LETTER OF GOOD STANDING

TITLE IX TRAINING BY EVERFI

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.

GRE TEST SCORES

Transfer of Credit

In planning the student’s program with their advisor or the ThM lead professor, 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 elective course at Columbia. The work must have been done at a comparable graduate level within the last five years. A grade of B or better must have been earned for the course. The student must be able to show that the work is relevant to the ThM degree program, and that the coursework was not credited toward a degree which was received. Final approval regarding transfer of credit resides with the Office of Academic Affairs.

Doctor of Ministry

Aims of the Program

THE DOCTOR OF MINISTRY DEGREE PROGRAM IS AN ADVANCED PROFESSIONAL DOCTORATE THAT BUILDS UPON AN ACCREDITED MASTER’S DEGREE IN A MINISTRY RELATED AREA AND UPON SIGNIFICANT MINSTRY EXPERIENCE.

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.

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.

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.

Students pursue the DMin degree in one of two concentrations:

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 areas 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 focus on leadership in ministries such as congregations, non-profit agencies, and social entrepreneurial enterprises.

Student Learning Outcomes for the DMin Curriculum

ONCE A STUDENT HAS CONCLUDED THE DMIN DEGREE PROGRAM, THE STUDENT IS EXPECTED TO BE ABLE TO: Design and implement a final project that demonstrates theologically informed interdisciplinary integration with evidence of critical awareness of cultural context(s) and employs a social scientific methodology.

Develop an informed plan of identifying, framing, and responding to a crucial ministry issue in the student’s context that identifies sources and resources.

Embody personal and spiritual maturity to reinvigorate and deepen their vocational calling by relating their ministry to clearly identified communities of support and accountability.

LEADERSHIP CONCENTRATION GOAL

Demonstrate capacity to articulate biblically informed theologies and theories of inclusive leadership 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.

Calendar and Credit System

Academic work for the DMin is offered periodically throughout the year in Summer, Fall, January, and Spring terms. Students often take courses in hybrid format, meeting for one week of in person classes and completing the remainder of the work (asynchronously) online. Some courses are also offered in a completely online format. All credit is awarded in standard semester hours. Most courses are assigned 3 credit hours, though the final project takes up 6 credit hours.

Components of the Program

The thirty-six-hour credit hours of the program are distributed as follows:

CORE COURSES (9 CREDITS):

• Biblical Perspectives Core Course

• BL74xx Leadership Core Course: Biblical

• Perspectives (titles vary) OR

• BJ74xx Justice Core Course: Biblical Perspectives (titles vary)

• Theological Perspectives Core Course

• HL74xx Leadership Core Course: Theological Perspecrive (titles vary) OR

• HJ74xx Justice Core Course: Theological Perspective (titles vary)

• Theories of Practice Core Course

• PL74xx Leadership Core Course: Theories of Practice (titles vary) OR

• PJ74xx Justice Core Course: Theories of Practice (titles vary)

REQUIRED COURSES (18 CREDITS)

• Introduction to Research Methodologies

• Practicum

• Project Proposal Workshop

• Literature Review

• Final Project (6 credits)

ELECTIVES (9 CREDITS)

TOTAL OF 36 CREDITS

A brief description of each of the main courses follows below:

Core Concentration Courses (9 credit hours).

Students take three core concentration courses in their selected concentration: one in the biblical area, one in the historical doctrinal area, and one in the practical theology area. In this way, the three core concentration courses offer different perspectives, angles, and approaches which involve integration of three dimensions: the biblical and theological norms of Christian faith; critical attention to the history of Christian faith and the contemporary human situation; and the practices of ministry and mission.

Elective Courses (9 credit hours).

A variety of courses are offered each year which are related to the various concentrations. In consultation with their advisor, the student selects three electives. These electives may be selected to enhance students’ present praxis of ministry, to expand and deepen students’ theological understanding, and/or to enhance student preparation for their final DMin project.

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, for their DMin practicum as well as for extensive research in their final projects.

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, provided that this credit was not used for another degree program.

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 seminar offered near the beginning of the students’ program, prepares the students to meet the following aims: to articulate well-designed project proposals, to design data collection instruments, and to enhance their preparation for the research and writing related to executing their final projects.

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 a 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 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 are required to 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.

Length of Program

The DMin curriculum is designed so that a student can complete the requirements for the degree in four full years and is comprised of 36 credit hours. A student’s program may be lengthened by a variety of factors. All students must complete their work within six years from the date of matriculation. If students need longer than six years, they can petition for a degree program extension through the Office of Academic Affairs. Degree program extensions cost $350.

Though there is no time limit for completing the DMin degree, all credits applied toward the degree must be earned within 10 years of earning the degree.

Advising

For students matriculating in 2024 and beyond, the associate dean for academic programs will serve as the initial advisor. The student is responsible for consulting with the advisor to develop a plan of study. When the student is ready to submit a proposal for the student’s project, first and second readers are chosen. The first reader will become the new advisor of record. The first and second readers assist the student in developing a project proposal and evaluate the student’s written DMin research project.

Requirements for the Doctor of Ministry Degree

To be eligible for graduation with the DMin degree, students are expected 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 ATS-accredited institution

• Satisfactorily complete all the requirements of the degree with a total of 36 credit hours, 30 of which must be completed at Columbia Theological Seminary

• Complete the three core concentration courses, three elective courses, Introduction to Research Methodologies course, Practicum, the Project Proposal Workshop, and DMin Literature Review

• Complete the DMin project requirements;

• 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 ministry or other church vocations

• Pay all bills to Columbia Theological Seminary and give assurance that all open accounts have been satisfied. Students with education loans must agree to make prompt and regular payments

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, if applicant meets each of these criteria:

• The ability to thoughtfully interpret scripture and the theological tradition of one’s ministry context

• The capacity to understand and adapt one’s ministry to the cultural context

• Basic self-understanding of one’s ministerial identity and vocational calling

• A readiness to engage in ongoing personal and spiritual formation for one’s ministry

• An accredited master’s degree (or its educational equivalent) in an area related to one’s ministry setting or vocational calling

• Significant ministerial experience that enables the applicant to engage as a ministry peer with other students in this advanced professional doctorate.

As a basis of evaluating these entry level competencies, the applicant must demonstrate through their transcripts of graduate theological study a minimum demonstration of credit hours earned in the following areas:

• New Testament—at least 3 semester hours, which includes New Testament interpretation in Greek or in English;

• Old Testament—at least 3 semester hours, which includes Old Testament interpretation in Hebrew or in English;

• Church History—at least 3 semester hours;

• Theology and Ethics—at least 9 semester hours;

• Practical Theology—at least 12 semester hours; Contextual Education/Supervised Ministry—at least 6 semester hours.

In addition, applicants must have documented substantive ordained or lay ministry experience of a minimum of 3 years.

Applicants must have a minimum cumulative grade point average of 2.75 or higher on a 4.0 scale to be considered for admission. Prospective students who have completed an MDiv with high academic standing, who have also served in a congregation or para-church ministry setting for at least three years, are strongly encouraged to apply. All prospective students, regardless of their GPA, are encouraged to apply; all applications will be thoroughly reviewed and considered for admission.

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:

APPLICATION

ADMISSIONS DEADLINE DECISION

October 15

April 15

January Term

Summer Term

November 15

June 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 admissions@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 is 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, double-spaced 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 five 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 admissions@ctsnet.edu.

• 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 | I-20S AND FINANCIAL CERTIFICATION

Since international students must have an F-1 or J-1 VISA, which requires students to be full-time, international students are ineligible to apply for Columbia’s’ doctoral degree programs since these programs are part-time and hybrid.

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.

TITLE

ADMISSIONS DEPOSIT

GRE TEST SCORES

Columbia Theological Seminary’s Enrollment Management and Vocational Outreach Officewelcomes 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 be a faculty member 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.

These are the student learning outcomes for the Doctor of Educational Ministry degree program.

DEdMin Program Administration

The DEdMin program operates under the supervision of Columbia’s Advanced Degrees Committee and is administered in coordination with the lead professor for the DEdMin degree program and the Office of Academic Affairs. Students may also take courses in other schools of the Atlanta Theological Association.

Advising

Each student is guided by an advisor who is one of the professors of educational ministry. Advisor assignments take place after the introductory seminar. The advisor works with the student to develop a plan of study. When the student is ready to submit a proposal for the student’s project, the advisor becomes the first reader, and a second reader is chosen. The first and second readers comprise the doctoral committee that administers the literature review, assists the student in developing a project proposal, and evaluates the student’s written project report.

Components of the Program

The forty-two-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:

• Advanced Study in Human Development (6 credits)

• Advanced Study in Teaching, Learning, and Curriculum Theory, and Practice. (3 credits)

• Development of a Curriculum Design (3 credits)

• Educational Care Resources (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 elective courses from the broader offering of Advanced Professional Studies electives. Only one elective may be from the practical theology area or an independent study with topical literature review.

• Doctor of Educational Ministry Practicum (3 credit hours). The practicum is a 200-hour supervised activity in educational ministry and can either take place either in the student’s ministry context or at Columbia Theological Seminary as a Teaching Internship. The goal of the practicum is to provide new perspectives on self, theology, profession, and the needs and challenges of other persons and institutions. Ministry contexts and settings can mean businesses, governmental, community, or church agencies where appropriate supervision and learning opportunities with peers are available. The Practicum as Teaching Internship is a one long semester term or one short semester term equivalent to 200 hours. The Practicum as Teaching Internship takes place in partnership with a Columbia faculty person who agrees to

undertake a Supervising role.

• Project Proposal Workshop (3 credit hours). After completion of the practicum, each student participates in a project development and design seminar to clearly articulate the topic and design of the student’s final DEdMin project. This seminar is offered to prepare the students 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 detailed, expanded 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.

Students enrolled in the Doctor of Educational Ministry degree program are required to request an extension if they have not completed the degree requirements within four years of the date of matriculation. The extension request must be sent to the registrar, indicating in the request an expected graduation date. If the request is approved, an extension fee will be charged by the Business Office.

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 42 credit hours, 39 of which must be completed at Columbia, within at least 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 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. Ministerial experience cannot be considered an alternative to or a substitute for the master’s degree in educational ministry, nor can other master’s degrees in education that do not have a comprehensive exposure to the theological disciplines. Applicants with appropriate coursework may be considered eligible for advanced standing.

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 April 15th. 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 cohort). Deferral requests must be submitted in writing to admissions@ctsnet.edu. Deferral requests must be submitted in writing to admissions@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 DEdMin 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/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 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 admissions@ctsnet.edu.

• Three Letters of Recommendation: recommendations may be academic, pastoral, or professional. DEdMin applicants should submit at least one academic and one pastoral/religious education recommendation.

Additional Requirements

INTERNATIONAL STUDENTS | TOEFL REQUIREMENT

(Institutional Code: 5118). All test fees are the responsibility of the applicant.

INTERNATIONAL STUDENTS | I-20S AND FINANCIAL CERTIFICATION

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 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 complete no less than ninety (90) days prior to the program start date.

INTERNATIONAL STUDENTS | DEDMIN PROJECT REQUIREMENT

AND CREDIT HOURS

Due to credit hour limitations and SEVIS requirements, international students must design and implement their project in their home country beginning in the fourth year of the program.

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

TITLE IX TRAINING BY EVERFI

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.

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

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.

Application Information for International Students and Exchange Visitors

In order to matriculate and receive credit for coursework, internationals students enrolling in degree programs that require residency must hold either a valid F or J non-immigrant student visa.

English Language Learners (ELL) and students for whom English is not their first language are required to submit recent test scores, ordinarily taken 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 internetbased TOEFL (iBT, iBT Home Edition, or Paperdelivered) with a minimum score of 21 in each of the skill sections. Students 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.

SCHOLARSHIP AND AID FOR INTERNATIONAL STUDENTS

International students are eligible for institutional scholarship awards and financial aid. Students must be prepared to cover the expenses involved while engaged in study at Columbia. Therefore, upon admission, as a part of the visa application process, incoming students must complete a financial certification process to show proof of adequate financial resources to cover costs which include, but are not limited to, tuition, fees (e.g., activity, program, and graduation fees), textbooks, health

insurance, travel, and living expenses for the entire period of study in the United States. The required form I-20/DS-2019, and other visa documents will not be issued until this financial information has been received and verified. Only students enrolling in degree programs that require U.S. residency shall be eligible to apply for F or J Visa support.

All international students and accompanying family members are required to carry health insurance which meets the standards of Columbia Theological Seminary and/or the U. S. Citizenship and Immigration Service as required by their visa type. No applicant should come to Atlanta until they have 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 (internationalstudentservices@ctsnet.edu).

Prospective international applicants should contact the Office of Enrollment Management and Vocational Outreach for application assistance and additional information.

Special Students and Auditors

Special Students

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. 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.

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

• Plan of Study: two – three pages, typed, doublespaced 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.

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. Students whose home institutions have cross-registration agreements with Columbia should work directly with the registrars at their home institution regarding taking courses at Columbia.

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

• 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 Business Office and Enrollment Management and Vocational Outreach distribute 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-first-served 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.

Residential Facilities

FLORIDA HALL

This residence hall offers efficiencies, suites, and individual rooms, all with private baths. Single rooms are furnished. Furnished suites consist of two rooms and a private bath. Efficiency apartments are unfurnished.

MARCIA

Y. RIGGS COMMONS

Riggs Commons contains studio apartments, suites, one-bedroom apartments for individuals, or two-

and 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.

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 who desire roommates. The Friendship House is located in the Village Apartment community. Friendship House residents may also access the Village playscape and picnic areas for communal activities. Generally, apartments come with refrigerators and access to laundry facilities. If a student opts to furnish their own refrigerator, the student should email reslife@ ctsnet.edu for more information. Currently Friendship House is reserved for students at Candler School of Theology.

Housing License and Rental Rates

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.

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

• A deductible not greater than $2,500 per policy year. If the annual deductible exceeds $2,500, the insured student must have an approved Healthcare Savings Account (HSA) that will allow the student to seek needed medical and mental health care when recommended by a healthcare provider and will cover all deductible expenses over $2,500

• The insurance policy must be provided by an insurance company based in the United States

International Students and Scholars

International students who hold an F visa, and all their dependents who live with them in the United States, must obtain in a health insurance program that meets the minimum standard set by Columbia Theological Seminary. The insurance

policy must be purchased before arriving on campus and will effective the date that the student and accompanying dependents arrive in the United States.

International students who hold a J visa, and all their dependents who live with them in the United States, must obtain in a health insurance program that meets the minimum standard set by the United States Citizenship and Immigration Services. The insurance policy must be purchased before arriving on campus and will effective the date that the student and accompanying dependents arrive in the United States.

Columbia Theological Seminary has negotiated an acceptable plan with an insurance provider that meets the specifications of both the Seminary and the United States Citizenship and Immigration Services. Through a link provided by the Office of Enrollment Management and Vocational Outreach, students are able to purchase the necessary insurance policies. The student is responsible for enrolling and maintaining their coverage while attending CTS and assumes all costs associated with their plan.

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.

Financial Aid

Columbia Theological Seminary administers an expansive institutional aid program to help make seminary affordable for full-time and part-time students. Columbia institutional aid includes scholarship awards and grants for full and part-time students; scholarship awards are made considering a wide range of factors, including both merit and need (for our part-time program).

There is not a separate application for institutional aid. The application for admission also serves as the application for institutional aid. In order to receive any institutional aid, students must complete the Federal Application for Student Aid (FAFSA). Financial assistance is provided through the generous gifts of donors and income from endowed scholarship funds.

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 using a moderate, adequate lifestyle and do not take into account individual circumstances or discretionary expenses. The cost of attendance is used to calculate a student’s financial need. Students may supplement their Columbia financial aid award with external scholarships, grants, and loans. Institutional aid shall not be reduced due to external aid unless the sum of the student’s institutional aid and external aid exceed the cost of attendance. Part-time students shall only be eligible for aid up to the amount that is appropriate for their total number of credit hours.

Withdrawing from Seminary

Students who withdraw from the seminary while a semester or term is in progress forfeit their right

to financial aid for the semester/term in which such action is taken. Student loans will be returned according to the Department of Education R2T4 rules.

Completing the FAFSA

All new students who are U.S. citizens or permanent residents who intend to receive aid must complete the FAFSA upon admission. All returning students who receive institutional aid must submit the FAFSA by April 30th of each year. All students should submit applications as early as possible since awards are made as applications are received. Awards are contingent upon the availability of funds. Persons interested in more detailed information about Columbia’s financial aid program should contact financialaid@ctsnet.edu.

Federal Family Education 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.

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.

Students enrolled in five hours or fewer are not eligible to receive Direct Unsubsidized Loans. The unsubsidized loans offered under the DL program provide a preferable interest rate and delays

repayment of loans until after the student graduates or enters less than half-time status. Columbia assists students with the application process by determining and certifying student loan eligibility, including certification of a student’s satisfactory academic progress as it relates to the course of study for which the monies are borrowed. Funds for DL loans are provided by the federal government.

Applications for Direct Unsubsidized Loans at Columbia may be obtained by emailing financialaid@ctsnet.edu.

To maintain eligibility for loans and deferment of prior loans, a student must continue enrollment in an eligible degree program, classified as at least halftime and be making satisfactory academic progress as determined by the seminary’s Satisfactory Academic Progress Policy. The full text of this policy is available in the Student Handbook.

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.

Students must have an application in the Financial Services office, a Master Promissory Note and Entrance counseling form complete on the www. studentaid.gov site for student loans to be available. As of 2021, students must also have notice on file that they are aware of how much they have borrowed and must repay.

Scholarships & Awards for Master Degrees Students

THE PRESIDENTIAL SCHOLARSHIP is awarded

to an incoming Master of Divinity or Master of Divinity/Master of Arts in Practical Theology (i.e., dual degree) student who has a demonstrated record of academic success and shows outstanding promise for pastoral ministry. The Award consists of full tuition, student activity fees, a housing stipend, a meal stipend, and a$5,000 annual stipend. The scholarship requires full-time enrollment in the Master of Divinity or dual degree program, a 3.5 GPA minimum; and US Citizenship or Permanent Residence.

THE COLUMBIA SCHOLARSHIP is awarded to three incoming students who show outstanding potential for ministry. The scholarship will be renewed if the recipient maintains full-time status and a cumulative GPA of 3.30 or higher. The scholarship covers tuition, student activity fees, a housing stipend, and a meal stipend. Renewal will not be granted to students with incompletes on their transcripts after June 1. The award will not be continued for students who add another degree program unless approved by the admissions and financial services departments.

THE DR. WINONA JONES-DUCILLE

SCHOLARSHIP is awarded to two incoming African American students in honor of the first woman of color to graduate from Columbia Seminary. This scholarship will be renewed if the recipient maintains full-time status and a cumulative GPA of 3.30 or higher. The scholarship covers tuition, student activity fees, a housing stipend, and a meal stipend. Renewal will not be granted to students with incompletes on their transcripts after June 1. The award will not be continued for students who add another degree program unless approved by the admissions and financial services departments.

THE INTERNATIONAL SCHOLARSHIP is awarded to an incoming international student who shows outstanding promise for ministry. This scholarship will be renewed if the recipient maintains full-time status and a cumulative GPA of 3.30 or higher. The scholarship covers tuition, student activity fees, a housing stipend, and a meal stipend. Renewal will

not be granted to students with incompletes on their transcripts after June 1. The award will not be continued for students who add another degree program unless approved by the admissions and financial services departments.

THE COLUMBIA FRIENDSHIP CIRCLE SCHOLARSHIP is awarded to an incoming PC(USA) student with dependents accompanying them during their studies. This scholarship will be renewed if the recipient maintains full-time status and a cumulative GPA of 3.30 or higher. The scholarship covers tuition, student activity fees, a housing stipend, and a meal stipend. Renewal will not be granted to students with incompletes on their transcripts after June 1. The award will not be continued for students who add another degree program unless approved by the admissions and financial services departments.

THE WILLIAM THOMAS CATTO AWARD was created as a faithful response to Columbia’s Repairing the Breach commitment for the flourishing of African American people at the Seminary. The scholarship is named in honor of the first African American Presbyterian minister to attend Columbia Theological Seminary and is awarded to incoming master’s degree students who are African American U.S. Citizens or permanent residents and show promise for ministry. The award consists of full tuition and student activity fees. The award requires full-time enrollment in a master’s program; ordinarily, the student must maintain a 2.70 GPA or higher for the duration of their degree program.

THE PROMISE FOR MINISTRY AWARD covers tuition for Presbyterian students who are qualified applicants for a master’s degree program after the 2020 academic year. This award will automatically renew each year provided students are enrolled full-time in a degree program (a minimum of nine credit hours in both the Fall and Spring semesters or three credit hours in the January term) and are in good standing with the Seminary. If students continue to meet those requirements, this award will

cover all tuition needed to earn the degree (including any courses taken in the January and Summer terms), provided all courses earn credit the first time the student takes the course. This award does not cover the retaking of failed courses. A student must maintain satisfactory academic progress. The student is responsible for fees.

THE COMMUNITY AWARD covers tuition for non-Presbyterian students who are qualified applicants for a master’s degree program after the 2020 academic year. This award will automatically renew each year provided students are enrolled full-time in a master’s degree program (a minimum of nine credit hours in both the Fall and Spring semesters or three credit hours in the January term) and are in good standing with the Seminary. If students continue to meet those requirements, this award will cover all tuition needed to earn the degree (including any courses taken in the January and Summer terms), provided all courses earn credit the first time the student take the course. This award does not cover the retaking of failed courses. A student must maintain satisfactory academic progress. The student is responsible for fees.

THE DOUG AND PAT HIX STIPENDS are stipends awarded to three incoming students enrolled in either the Doctor of Ministry or Doctor of Educational Ministry programs who demonstrate financial need.

Part-time Scholarships

THE WORKING SCHOLARS PROGRAM is a Student Financial Services grant for master’s level students at Columbia Theological Seminary. The intent of the program is:

• to enable students with demonstrated need to pursue part-time studies when the student does not qualify for other scholarship programs

• to serve as a safety net for those students who may have been previously awarded a scholarship and are no longer able to maintain full-time studies (9 credit hours in a semester) or have not met the renewability threshold to continue with their scholarship.

The Working Scholars Program offers assistance to students based on the number of credit hours which they are taking. The more courses that are taken, the more aid that is provided. Students taking:

• Six to eight credits: up to 90% of tuition is covered, given demonstrated need.

• Three to five credits: up to 75% of tuition is

• covered, given demonstrated need.

To qualify for the Working Scholars Program, a student must submit a FAFSA to the Student Financial Services office no later than two weeks before starting classes. Demonstrated need will be determined based on the information submitted. Once need is determined, the student’s eligibility for the program is certified. The student must submit materials annually. A student need only be making Satisfactory Academic Progress to remain eligible for this program.

If a student who had a scholarship which requires a full-time load (9 or more credit hours) and the student wants or needs to drop to part-time status for the next semester, the student may consult with the Student Financial Services Office regarding the student’s eligibility for the Working Scholars

Program. If the student has demonstrated need, the student will be able to receive Student Financial Services through the program. Once a student can return to full-time studies and has a GPA that meets the threshold of renewability, the student may regain their original scholarship. A student will be eligible to reclaim their scholarship in any term in which they are full-time, and need not wait until the next academic year, provided that the student’s GPA meets the threshold of renewability.

Any student who has not submitted materials to the Student Financial Services Office or is unable to be certified by that office as having unmet need will not receive Student Financial Services and therefore will be responsible for their tuition. This would apply to a student who does not qualify for a previously awarded scholarship due to not being able to sustain a full-time load and/or does not meet the renewability threshold for the scholarship.

A Student Financial Services recipient must report to the Office of Student Financial Services changes in financial status (e.g., an unanticipated increase in financial resources) and receipt of unanticipated gifts of $100 or more, which may impact eligibility for financial assistance. If the student’s income has changed since filing the FAFSA, they may submit documentation to receive a professional judgement which will change their eligibility.

All returning students must submit their enrollment forms before the start of each academic year, and all returning international students must submit verification of financial support that allows them to maintain full-time status in accordance with their visa.

Additional information about specifics for receiving institutional aid through Student Financial Services can be found in the Student Handbook.

Tuition, Fees, and Other Charges

Effective Summer Term 2024

Tuition and fees listed are for the 2024-2025 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

$698 Per credit hour (for matriculating students)

OTHER FEES

$690 Student Fee: Full-time students (9 hours or more per term), charged per Fall and Spring semesters

$345 Student Fee: Part-time students (less than 9 hours per term), charged per Fall and Spring terms

$400 15200 Contextual Immersions, Atlanta (plus 3 credit hour course fee)

$1,100 I5200 Contextual Immersions, Other U.S. (plus 3 credit hour course fee)

$2,200 I5200 Contextual Immersions, International (plus 3 credit hour course fee)

Advanced Degree and Non-Degree Students

TUITION

$654 Per credit hour

$178 Advanced Degree Student Fee (annual)

$350 ThM, DMin, and DEdMin extension fee

$35 Thesis binding (per copy)

PROGRAM COSTS

$ 17,768 Total cost for DMin and DEdMin programs for those matriculating in academic year 2023-2024 (includes all fees and tuition)

For Non-Degree Seeking Students

TUITION

$698 Per Credit Hour

OTHER FEES

$349 Audit per credit hour

$105 Annual Non-Degree Student Fee

Florida Hall

Marcia Y. Riggs Commons

$50 Application fee

$50 Late registration fee (does not apply to doctoral practicum and doctoral projects or to ThM thesis registration)

$200 Commencement fee

$250 Entering Student fee

$75 Certificate Fee (Advanced Degree Programs, Chaplaincy)

Housing Costs

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.

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%

JANUARY TERM COURSES AND OTHER INTENSIVE COURSES:

By the end of the:

First day of class 100%

Third day of class 50%

After third day of class 0%

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 Cultural Immersion program fees will be made after the third day of class.

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 Business Office 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 (when available), 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 Business Office 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 academic year 2023-2024 meal plans are not available.

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

The library, which is named for John Bulow Campbell, an Atlanta businessman and member of Columbia’s Board of Trustees during the 1930s, serves a vital role at the Seminary. The library offers resources and spaces for student and faculty to engage in research, and to explore theological topics and concerns beyond the typical classroom experience. As a primary function of the library is to support the curriculum, the library operates as an extension of the classroom and is well prepared to engage users in a variety of ways and with a variety of resources.

The library’s collection includes over 181,571 books (electronic and print), current print periodical subscriptions and numerous electronic subscriptions, thousands of church records, over 6,000 Presbyterian Women’s Histories and archival collections, and many media resources and databases selected to serve the changing landscape of theological education. The library participates in GALILEO (Georgia Library Learning Online), allowing access to over 170 additional databases for students and faculty.

The library seeks to meet the needs of all students with services designed for both on- campus and online learning environments. On-campus library services include a continuously and professionally staffed central reference/circulation desk, computer

workstations installed with Word, Adobe Pro and Accordance, scanner/copier, , and a wireless environment throughout the facility. The library space is designed with the current theological user in mind and offers a large quiet reading room, small and large study spaces, natural lighting, individual study carrels. Online library services include an “Ask Emily” reference portal (including email and Zoom options for library assistance), quick tips and guides, one-minute instruction videos, research tutorials, and electronic course reserves.

The library’s membership in one primary consortia, the Atlanta Regional Council for Higher Education (ARCHE), gives Columbia’s faculty and students free access to the libraries of twenty-seven other academic institutions in the Atlanta area, including five major research libraries and six other theological collections.

The Center for Academic Literacy

The Center for Academic Literacy (CAL) offers free one-on-one coaching, resources, workshops, classroom instruction, and special programming to support students in the development of their graduate-level academic competencies. CAL seeks to empower students from all educational and linguistic backgrounds in skills such as analytical writing, critical reading and thinking, theological research, and study skills.

Related Academic Programs

In addition to the master’s and advanced degree programs, Columbia offers a wide variety of academic opportunities. Some of these are offered in relationship with other educational institutions; others are special emphases of Columbia.

ATLANTA THEOLOGICAL ASSOCIATION

Through the Atlanta Theological Association (ATA), Columbia enjoys academic and professional affiliations with Candler School of Theology (Emory University), Erskine Theological Seminary, Interdenominational Theological Center, Lutheran Theological Southern Seminary and McAfee School of Theology (Mercer University). The association develops and coordinates educational programs and resources of these member institutions, which include approximately sixteen hundred students, two hundred faculty, and a combined library collection 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

COMPASS POINTS CERTIFICATE PROGRAM

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 the Office of Academic Affairs.

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 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 .

CERTIFICATION IN CHRISTIAN EDUCATION

Students can take courses leading to the certification in Christian education. Students interested should inquire with the Christian education professors.

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 SCHOLARS PROGRAM

Columbia is a founding and ongoing co-sponsor of the Hispanic Scholars Program (HSP), formerly known as the Hispanic Summer Program, which provides theological training to Hispanic and Latino/a seminarians and allies from schools across the United States and Puerto Rico since its founding 1989 under the leadership of Dr. Justo González. HSP offers two-week three-credit elective summer intensive courses at rotating sites 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

Columbia Theological Seminary’s renowned Center for Lifelong Learning hosts a variety of continuing education programs and courses, on and off campus serving over 700 participants a year. These programs, single day to week-long classes and online courses, are designed to support participants’ spiritual, academic, professional, and personal growth, and the enrichment of the various ministries in which they serve. Among its many offerings are the Certificate in Spiritual Formation, the Certificate in Spiritual Direction, the Certificate in Older Adult Ministry, the Coaching Institute, its Pastoral Excellence Programs and the reKindle congregational development grant program. Check the Lifelong Learning section of the seminary website for a full listing of program current programs and courses.

International Theological Education

Columbia is committed to the task of preparing students for ministry in a world that is expanding rapidly and where preoccupation with parochial concerns is no longer an option. A varied program of international education has emerged from serious, cross-cultural dialogue with church leaders in other parts of the world. Historically, more than sixty-five percent of second year MDiv students have participated in one of Columbia’s international programs.

These programs include:

• An international component for the second year MDiv course, “Contextual Immersions: Alternative Context for Ministry.” Students may apply to take this course in an international setting. International placements are offered in rotation and may include Kenya, Central Europe, Cuba, Ghana, India, Jamaica, and Korea.

• Supervised ministry placements for Columbia students in Caribbean, Ghanaian, Indian, Kenyan, South Korean, and South African churches under the supervision of experienced local pastors.

• Educational exchange programs and internships in the Czech Republic, England, Ghana, India, Jamaica, Korea, and South Africa.

• International students, faculty, and pastors working and studying on the Columbia campus.

For further information, write to the Contextual Education and International Programs Office (CEIP@ctsnet.edu).

Community Life

Many networks of relationships and organizations, both formal and informal, shape community life at Columbia. The life of the seminary is as easily celebrated over a cup of coffee as it is in the ceremony of graduation. The following paragraphs briefly describe some of the structured events and organizations in which students participate during the academic year.

Yearly Schedule

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 a few days into the new year. During the Summer term, the Seminary offers supervised ministry experiences, a limited number of courses, and a four-week summer session designed primarily for advanced professional degree students and ministers interested in continuing education.

NEW STUDENT ORIENTATION

All new students are required to participate in New Student Orientation. Each year, the Office of Student Formation and Campus Culture staff create an engaging New Student Orientation experience. 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.

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 internationalstudentservices@ctsnet.edu .

Community Events

During the year, a number of community events bring together the whole of the community for celebration, interaction, and fellowship. The Office of Student Formation and Campus Culture creates culturally adaptive, student-centered programs that contribute to every student’s sense of belonging while challenging and empowering students to constructively engage across difference.

Vocational Support and Development

Columbia’s students seeking a call find a wide range of ministry options available to them at graduation. While some 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 study in the art and science of pastoral care; work in international missions; service in a social ministry agency; chaplaincy in hospitals, schools, or the military services; campus ministry; teaching; and ministry in denominational staff positions.

Housed within the Office of Student Formation and Campus Culture, Vocational Services seeks to integrate vocational discernment and placement services. Partnering with the entire community in creating a culture of discernment, the office provides opportunities for growth and practice, and

guiding students with practical job search skills. Programming includes workshops on discernment, resume and cover letter writing, interview skills, networking, and negotiating a call. Individual advising includes guidance on discernment, the ordination process, preparation for exams, and review of job search materials.

Columbia maintains close ties with congregations seeking pastors and other calling agencies. Announcements are posted regarding a wide variety of ministry opportunities. While Columbia can provide the resources and consultation, responsibility for placement after graduation lies with the student.

Community Worship and Convocations

The Seminary community gathers for worship each week, ordinarily on Tuesday and Friday, 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. Typically, 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 engaged in the shared life of the community.

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.

JAMES T. AND CELESTE M. BOYD BOOK FUND AWARD

Eligibility: First-level Master’s Degrees Graduating Students

A cash award given each year to a first-level master’s degrees graduating student who in the judgment of the faculty would be a good steward of a theological library and has demonstrated a desire through studies to build a personal theological library.

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 at 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 continuing education or graduate study in evangelism and church growth at Columbia Theological Seminary. Faculty members may nominate students to the First-level Master’s Degrees Committee who will nominate two persons for recommendation to the faculty.

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

Eligibility: DMin or DEdMin Graduating Students

This cash award is for the best Doctor of Ministry or Doctor of Educational Ministry project focusing on scripture in aiding the transformation of the student’s congregation into a missional church. The award is given by Dan Winn, Jr. in honor of his friend and counselor, John Nelsen, who for over 40 years devoted his ministry to challenging, sustaining, and transforming congregations, with a missional church focus.

GEORGE AND SALLY TELFORD AWARD

Eligibility: DMin Graduating Students

This cash award recognizes each year an outstanding graduate in the Doctor of Ministry program. The award is presented to the graduating DMin student who shows exceptional ability for congregational leadership with an emphasis on social justice issues and vision for the church.

INDIANTOWN COUNTRY CHURCH AWARD

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.

WILLIAM RIVERS WADDEY AWARD

Eligibility: MDiv Graduating Students

A cash award established by Walter and Cecilia Waddey in memory of their son, William, who was an active and vital part of the youth program and ministry at Peachtree Presbyterian Church. The fund is to support an award given to a graduating MDiv student who possesses extraordinary gifts for youth ministry and an intent to pursue such a call in the church.

BUECHNER AWARD IN PREACHING

Eligibility: First-level Master’s Degrees Graduating Students

A cash award presented annually to the first-level master’s degrees graduating student who has done outstanding work in chapel leadership and preaching courses throughout their entire seminary program. Nominations are made by faculty members in homiletics and worship to the First-level Master’s Degrees Committee.

BUECHNER AWARD IN WRITING

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 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).

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.

Curriculum and Courses

The teaching program at Columbia is arranged in four areas: Biblical, History Theology and Ethics, 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 (B) 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.

HISTORY, THEOLOGY, and ETHICS AREA (H) studies help students 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 addition, 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 (P) 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 draw upon their biblical and theological understanding and deal with whatever issues they face during their ministry.

SUPERVISED MINISTRY (SM) 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, 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 student.

Courses of Instruction

The following pages provide representative illustrations of the courses taught by the faculty of Columbia. The registrar publishes the specific course offerings in the preceding spring each year. Copies are available in the Office of Academic Affairs and on the web.

The faculty reserves the right to modify individual course requirements within a degree program. Such changes will be effective the next time such courses 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.

The letter in the course designation is determined by the area in which it is offered: B for Biblical; H for History, Theology and Ethics; P for Practical Theology; I for Interdisciplinary; and SM for Supervised Ministry.

For Columbia courses, the thousand’s digit refers to whether the course is a required course for a degree program or whether it is an elective course.

5000s are required courses in the master’s degree programs

6000s are elective courses for master’s degree students, those numbered 6500 and above typically requiring prior work in the area

7000s are required courses for advanced degree programs

8000s are elective courses for advanced degree programs

A current list of courses can be found at www.ctsnet.edu .

Biblical Area

Faculty:

Brennan Breed, William P. Brown, Raj Nadella, Mitzi J. Smith, Christine Roy Yoder

B5010 Essentials of Greek

Nadella

Provides intensive study of the essentials of Koine Greek grammar, syntax, and vocabulary preparatory to reading the Greek New Testament.

3 credits

B5050 Introductory Biblical Hebrew

Breed

Introduces the essentials of Hebrew grammar, syntax, and vocabulary preparatory to study of the Hebrew Old Testament.

3 credits

B5200, B5210 Old Testament Interpretation I & II

Breed, Brown

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

B5300 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.

3 credits

B5400 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

B5450 Major Genres: Hebrew-based Exegesis

Breed

This course is an introduction to Hebrew exegesis through analysis of representative selections from biblical texts including narratives, psalms, prophets, law, and wisdom literature. Attention will be given to various scholarly methods as well as modes of theological appropriation and proclamation.

3 credits

B5470 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

B5490 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

B5510 Creation Texts: Hebrew-based Exegesis

Brown

Students will translate and interpret various Hebrew texts that focus on creation in one way or another, from Genesis to Psalms and the Wisdom literature.

3 credits

B5530 Eighth Century Prophets: Hebrew-based Exegesis

Breed

This Hebrew-based exegesis course explores the books of Amos, Hosea, Micah, and First Isaiah by situating them in the historical and social contexts of eighth-century Israel and Judah. Compares the different prophetic understandings of YHWH as well as theological concepts such as faith, justice, and the role of the prophet. Prerequisite: B505

Introductory Biblical Hebrew or equivalent.

3 credits

B5550 The Book of Daniel and Biblical Aramaic: Hebrew-based Exegesis

Breed

This Hebrew-based course introduces exegetical methods through study of the book of Daniel and provides an overview of Biblical Aramaic grammar, syntax and vocabulary. Attention will be given to the ancient literary, historical, apocalyptic, and theological dimensions of Daniel, and to its place in traditional and recent eschatological interpretation. Prerequisite: B505 Introductory Biblical Hebrew or equivalent.

3 credits

B5580 The Psalms: Hebrew-based Exegesis

Brown

This Hebrew-based exegetical course guides participants through the variety of genres featured in the book of Psalms, from lament to praise. Participants will refine their translation skills as well as broaden their exegetical toolbox by exploring various methods of interpreting the Psalms. Prerequisite B505 Introductory Biblical Hebrew or equivalent.

3 credits

B5600 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

B5620 Mark and Method: Greek-based Exegesis

Nadella

An introduction to the art and practice of exegesis through the study of Mark's gospel. Students will engage in close reading of the text by means of a variety of critical methods, drawing from: historical, literary, social, and cultural criticisms. Prerequisite B501 Essentials of Greek or equivalent.

3 credits

B5660 Luke-Acts: Greek-Based Exegesis

Nadella

This course will explicate linguistic, theological, historical and political aspects of select texts from 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

B5700 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

B5710 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

B5730 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

B5740 Hebrews: Greek-based Exegesis

Holmes, adjunct

In this course, students will engage in a close reading of the book of Hebrews using the Greek text.

3 credits

B6050 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

B6070 The Little Bible: The Book of Psalms in Dialogue

Brown

Considers how the book of Psalms engages God and the community dialogically, liturgically, and pastorally.

3 credits

B6080 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

B6011 The Bible and Ecology

Brown

Participants will explore the ecological implications of various biblical texts, from Genesis to Revelation, and develop their own ecological hermeneutics. (Hebrew translation and exegesis work is available for those who desire.)

3 credits

B6100 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

B6111` Introduction to the Wisdom Literature

Brown

Participants will explore how "wisdom" is profiled in the remarkably divergent books of Proverbs, Job, and Ecclesiastes, as well as wisdom's relevance today in God's changing world.

3 credits

B6120 Lamentations and 2-Isaiah

Yoder

Explores Lamentations and Second-Isaiah (Isa 40-55) 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

B6140 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

B6160 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

B6191 The Aesthetic Word: Discovering Creativity and Beauty in the Old Testament

Brown

Participants will explore the ever shifting contours of "beauty" and "creativity" in the Old Testament by bringing various biblical texts into conversation with various artistic media, from ancient iconography to modern visual arts, music, poetry, etc. In so doing, participants will develop their own critical creativity in interpreting texts.

3 credits

B6211 Exploring the Gospel of John Nadella

This course will explicate linguistic, theological, political, and historical aspects of select texts from John's gospel. It will offer tools for interpreting gospel texts in light of current socio-political contexts for the purposes of preaching and teaching in congregations. English-based with optional Greek exegetical work.

3 credits

B6280 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

B6300 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

B6311 Family in the New Testament: Women, Children, and Slaves

Lim, adjunct

This course critically examines the discourse of family within the New Testament writings. Covering various topics such as marriage, divorce, women, children, and slaves, the New Testament provides a rich source for exploring different family dynamics. Through a careful analysis of early Christian texts, the course sheds new light on the diverse models of family presented therein, highlighting the absence of a singular prescribed model. These fresh interpretations contribute to the growing scholarship on biblical families, aiming to empower Christian families, with their diverse compositions, to reimagine contemporary understandings of family across different contexts and time periods. This renewed perspective opens up possibilities for harnessing the enduring strength of family to address and overcome the challenges faced by diverse families in today's world.

3 credits

B6320 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

B6350 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

B6370 Paul as Local Theologian

Holmes, adjunct

Considers the letters of Paul as examples and resources for local theology. Explores the nature of local theology as the intersection of cultural context, tradition, and the church. Applies theory and practice of local theology to reading Paul’s letters and thinking of him as a theologian. English based. 3 credits

B6380 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 Lukan texts within their literary contexts, with some attention to historical context. This course will also host a few guests who experienced homelessness, minister to persons who are homeless, and/or are activists.

3 credits

B6730 Gospel Parables

Nadella

This course explores the parables of Jesus a) within their settings in the Gospels, b) as the vehicles for Jesus' evocation and depiction of the empire of God, and c) as they might be used in the life of the church today. This course will focus especially on the problems and possibilities for preaching and teaching posed by the parables that occur in the Revised Common Lectionary, most of which come from Matthew and Luke. We will also give attention to related Jewish and Greco-Roman story forms.

3 credits

B6990 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

BJ7410 DMin Justice Core Course: Womanist and Feminist Interpretation and Justice

Smith

We will examine womanist and feminist interpretations' engagement with contemporary issues of social justice in conversation with critical readings of biblical texts. Particular attention is given to biodiversity, environmental justice and medical ethics using intersectional analysis (gender, class, race, sexuality).

3 credits

BL7400 DMin Leadership Core Course: Dialogue, Diversity, and the Ministry of Conflict

Transformation

Brown

As participants explore the rich theological diversity of the Hebrew Scriptures, they will discover and practice ways to model genuine dialogue amid conflict and division within their respective contexts.

3 credits

BL7410 DMin Leadership Core Course: Transformative Leadership: Biblical Paradigms of Leadership for the 21st Century

Nadella

The course will analyze biblical models of leadership that positively impacted faith communities in the first century context of the Roman empire and explore their relevance for engaging faith communities and the public square in current contexts.

3 credits

B8080 The Book of Job Breed

This course explores the book of Job within its ancient Near Eastern cultural setting, carefully examines the text with comparison to various biblical approaches to the problems of suffering and divine justice, traces its history of interpretation in Jewish and Christian communities, and contemplates the theological and ethical dimensions of human suffering in our contemporary world.

3 credits

B8270 Wisdom's Wonder: Proverbs, Job, and Ecclesiastes

Brown

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

B8320 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.

3 credits

B8550 Ecclesiastes and Its Consequences

Breed

3 credits

History, Theology, and Ethics Area

Faculty: Mark Douglas, Tim Hartman, Martha Moore-Keish, Nicole Symmonds, and William Yoo

H5430 History of Christianities: Beginnings through 1700 CE McCashen, adjunct

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

H5440 History of Christianity 1492 to the Present MCashen, adjunct

The course traces global movements of Christianities from 1492 to present, 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. Hybrid.

3 credits

H5500 Christian Theology I 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.

3 credits

H5510 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.

3 credits

H5601 Love and Justice

Douglas

This course explores how Christian ideas about love (principally agape) have intersected with the ways the church has talked about justice. This online intensive course will build from a number of case-studies, including several related to the current Coronavirus pandemic, and will satisfy the MDiv Christian Ethics distributional requirement.

3 credits

H5602 Tracing the Color Purple: Womanism’s Past, Present, and Future Symmonds

Womanism has gone through several movements, each wave deepening the commitments of womanists within religious studies and theology who center the experience, knowledge, and liberation of Black people. This course explores the core theological commitments, values, and ethical implications of global womanism by engaging key scholarship, literature, and cultures.

3 credits

H5610 Environmental Ethics

Douglas

Between climate change, the loss of biodiversity, and the growth of extractive industries and pollutants, the consequences of recent human activity are reshaping creaturely existence. This class asks two fundamental questions: How to do theology in the Anthropocene? And what patterns of moral behavior should guide us during these times?

3 credits

H561S Black Embodied Culture, Theology, and Ethics Symmonds

This course explores how the Black body materializes through theology and the cultural production of embodied Blackness and how it becomes a site for doing liberative ethical work. The project of Black liberation theologians and ethicists is to free the Black body from the constraints of colonized Christianity, yet few theorize the Black body and blackness as site of religion and site of morality through which our constructive ethics arise. We will study the literature, music, and theories of Black embodiment and ground our study in the normative concerns of Christian liberative theology and ethics. Our goal is to use the cultural production of Black embodiment as a moral source to craft a constructive ethical response that centers Black people's resistance, healing, and liberation.

3 credits

H5620 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

H5631 Liberative Approaches to Christian Ethics Symmonds

This course explores Christian ethics from a liberative perspective, emphasizing the importance of justice, equality, and freedom. Students will examine the historical and contemporary contexts that have shaped Christian ethics and how these contexts have influenced various ethical frameworks within Christianity. Additionally, the course will consider the intersectionality of race, gender, sexuality, class, and ability and how these identities affect ethical decision-making. The course will also examine the contributions of feminist and womanist theologians, black liberation theologians, and queer theologians to Christian ethics. We will study their critiques of traditional Christian ethics and their proposals for a liberative ethical framework. Throughout the course, we will analyze case studies and current events to apply the theories and frameworks we have studied to real-world situations. We will consider questions such as: What does it mean to love our neighbor as ourselves in a diverse and unequal world? How can Christians work towards justice and liberation for marginalized communities? What role do Christian ethics play in shaping public policy?

3 credits

H5650 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

H5660 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

H5680

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. Online. Meets the Ethics Distribution Requirement.

3 credits

H5700 Presbyterian History and Polity

Yoo, Tucker-Marek, adjunct

Examines Presbyterian history and polity from the colonial period to the present across diversities of age, ethnicity, gender, geography, and race through careful study of a myriad of source materials ranging from historical texts to the Book of Order. Meets the American Religious History Distribution Requirement.

3 credits

H5711 Settler Colonialism, Slavery, and the Making of American Christianity

Yoo

This course examines the histories and legacies of settler colonialism and slavery within Christianity in the United States. Students will analyze the religious experiences and insights of Indigenous peoples, enslaved and free persons of African descent, European colonists, and white Americans across the colonial period and antebellum United States.

3 credits

H5730 History of Race, Racism, and Reconciliation in American Christianity

Yoo

This course focuses on the ways in which a diverse array of Christian individuals, congregations, and institutions across U.S. history understood race and privilege, perpetuated or opposed racial discrimination, and pursued reconciliation through careful study of primary sources, scholarly interpretations of American religion, and the work of critical race theorists. Meets the American Religious History Distribution Requirement. 3 credits

H5740 Histories of American Christianity

Yoo

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. 3 credits

H5820 Doing Theology amid Religious Pluralism

Moore-Keish

This course will examine Christian constructive theological responses to the situation of religious pluralism, from the early church to the present, with an emphasis on contemporary voices, such as Jacques Dupuis, Mark Heim, and Paul Knitter. The class will enable students to see that religious pluralism is not a new situation, but one that Christians have been addressing since the writing of the New Testament. Students will read and engage a variety of perspectives on religious pluralism, with the goal of developing their own theological interpretations. Meets World Christianity Distribution Requirement.

3 credits

H5840 Jesus Christ in Global Perspective

Hartman

Investigates the unity and diversity of perspectives on Jesus Christ from a variety of social, political, and cultural contexts around the world. The challenges and opportunities of cross-cultural theological conversations are explored in light of the mixed legacy of colonial missions. Connections between Christological models and contextual religious practices are highlighted. Fulfills the MDiv World Christianities Distribution Requirement.

3 credits

H6010 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

H6100 Reformed Theology: Its Shape and Development

Moore-Keish

This class provides an introduction to Reformed theology through the lens of an order of worship. Using the “Service for the Lord’s Day” as an organizing structure, the course will explore major themes, thinkers, and texts from the Reformed tradition. Throughout the term, the question of continuity and diversity within the Reformed family will be addressed.

3 credits

H6110 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

H6120 Theologies of Baptism and Eucharist

Moore-Keish

Surveys the development of baptismal and eucharistic theologies through history and explores some of the various debates concerning baptism and Eucharist in churches around the world today.

3 credits

H6140 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 against Rwandan genocide (Emmanuel Katongole) asking: How do ideas about God shape the way communities and individuals engage the social order?

3 credits

H6150 Theology, Ethics, and Human Sexuality

Douglas, Moore-Keish

This course explores the theologies that underlie 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

H6151 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 relationship of the Holy Spirit and the church? Is the church “necessary for salvation”? How does the triune God work in and through—and in spite of—the church to accomplish God’s purposes?

3 credits

H6180 Thinking Theologically with other Religions

Moore-Keish

How do Christians today explore faith in a world of many religions? This course will introduce students to one way of navigating that question: the field of comparative theology. Comparative theology as it has emerged in the past 25 years represents “faith seeking understanding” in which persons rooted in one faith tradition venture into deep learning from one or more other faith traditions. Students will encounter a variety of contemporary comparative theologians who are exploring how we can learn theology with and from one another. This course has the particular aim of equipping Christian leaders to do this work in their own ministry contexts. Online.

3 credits

H6201 Vulnerability, Moral Injury, and Flourishing Symmonds

This virtue ethics-focused course introduces students to vulnerability and moral injury as psychospiritual/theological concepts. It will explore the history of the phenomena, the experiences that amplify vulnerability and create moral injury, and consider theo-ethical responses that enable flourishing.

3 credits

H6202 Wisdom of the Flesh: Ethics of Black Embodiment in Black and African Traditions Symmonds

This course delves into ethical theories and frameworks that focus on the lived experience— religious and otherwise—of Black and African diasporic communities. Specifically, it focuses on theological-ethical frameworks that center embodiment as a practice of liberation on the road to freedom. Embodiment practices of Black and African diasporic people, provide insight into the movements that lead to liberation.

3 credits

H6610 Feminist Theologies Moore-Keish

An examination of the roots of the feminist theological movement in earlier Christian history, the significant voices from the 1960`s and 1970`s, 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

H6640 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

H6990 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

H8010 Race, Migration and the Making of the American Church

Yoo

This course investigates the history of Christians from Africa, Asia, Latin America, and Europe as they created new churches in the United States with particular attention to pastoral ministry, multicultural congregations, and practical implications for Christian leaders moving forward. Hybrid.

3 credits

H8110 Antiracist Theologies

Hartman

In this course, students will explore antiracist theological positions and practices for their ministry contexts. The course will investigate the history of racism in general, the connection between colonialism and racial constructs, the role of Christian theology and churches in supporting racial divisions, and how Biblical and theological resources can be use to counter racism rather than perpetuate it. Students will reflect upon life experiences that have shaped their understanding of race, especially as connected to God and the Christian faith. The majority of readings will be from authors who are black, indigenous, and persons of color.

3 credits

H8140 Theology and Community: A Lived Theology Approach

Hartman

3 credits

H8720 Ethnographies of Church, Ministry, and Religious Communities

Symmonds

This course offers an overview of ethnographic approaches to studying religious communities, focusing on the practices and beliefs of Christian churches and ministries. Students will learn the basics of ethnographic research and be introduced to the challenges and opportunities of studying religious communities through our engagement with key and current literature. Throughout the course, we will consider the ethical implications of conducting ethnographic research, including issues of informed consent, participant observation, and confidentiality. We will also explore the challenges of maintaining objectivity and avoiding bias in the research process. By the end of the course, students will have a thorough understanding of ethnographic approaches to studying religious communities and be able to evaluate ethnographic research on Christian churches and ministries critically.

3 credits

H878 Public Speaking: Shaping Theological Voices for Public Discourse

Douglas

Considers how Christians should think theologically about politics and the public and how Christians might speak in, as, and toward that public. Students will develop their own theologies of public engagement through an examination of the work of several prominent "public" theologians, including Dorothy Day, Reinhold Niebuhr, Martin Luther King, Jr., and Stanley Hauerwas.

3 credits

H882 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

HJ7410 DMin Justice Core Course: Theologies of Sexuality and Gender

XXXXXXX

Recent decades have witnessed a surge of interest in and controversies over sexuality and gender in Christian churches. In this class, we will explore ancient and contemporary theological resources for interpreting gender and sexuality, to empower church leaders to engage these sensitive questions in their ministry settings.

3 credits

HL7410DMin Leadership Core Course: Ethics of Christian Non-Profit Organizations Symmonds

This course focuses on the ethical considerations and challenges faced by Christian non-profit organizations. It will explore biblical and theological foundations for ethical leadership and decision-making in the non-profit sector as well as contemporary ethical frameworks and case studies. There will be particular focus on moral leadership that prioritizes cultural competency, equity and inclusion.

3 credits

Practical Theology Area

Faculty: Kathy Dawson, Anna Carter Florence, Christine Hong, Sue Kim Park, Melinda McGarrah Sharp, Jacob Myers, Rebecca Spurrier, Jeffery Tribble, Chanequa Walker-Barnes, Ralph Watkins

P1500 Scripture Reading Practicum

Florence, Myers

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

P5000 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

P5010 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

P5020 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

P6030 The Arts in Christian Teaching and Learning

Dawson

This course looks historically at how the arts have been used in educational ministry within Christian faith communities. It also allows students the opportunity to learn these art forms through hands-on activities, culminating in a blessing of artistic gifts and a festival to share what has been produced for the larger community.

3 credits

P5040 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. Online. Meets the Christian Education Distribution Requirement. 3 credits

P5060 Teaching Bible Through Liberative

Pedagogy

Dawson

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 of 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

P5081

Educating for Social Change

Robinson, adjunct

This course examines historical and contemporary social problems through a theological lens to learn ways individuals and organizations have engaged faith and education to bring about social change. Students will feel empowered and equipped to educate faith communities they are accountable to about a social problem they are passionate about.

3 credits

P5100

Introduction to Christian Leadership

Watkins

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

P5101 Leading the Church in the Visual Age: Social Justice & Social Media

Watkins

We are living in the visual age, where we take more photos in one day then we did in the last one-hundred years combined. How do we lead in this age? How do we lead the using visual and social media to make the world a more just place? In this course we engage these questions while developing a leadership model to serve in the visual age.

3 credits

P5120 Congregational Leadership and Church Administration

Tribble

Addresses time management in ministry, financial planning, spiritual development, organizational dynamics, power and authority, communication, problem-solving, conflict and negotiation, coordinating personnel and members in mission and ministry, and stewardship.

3 credits

P5130 Leading Change in the Church

Watkins

One of if not the hardest things to do in ministry is lead change. In this course students are invited to think about how change occurs, how to navigate the obstacles to change and how to manage the leadership demands of leading change. The course covers congregational dynamics and those things that lead to thriving in the midst of change.

3 credits

P5190 The Inclusive Congregation: The Church and the LGBTQIA Community

Watkins

In this course we define what a radically inclusive church is and should be. Moreover the course explores what it takes to develop and lead a radically inclusive congregation that includes all of God’s children to include our LGBTQIA siblings as full active out and open members.

3 credits

P5200 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

P5300 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

P6381 High Definition Proclamation: Online and Hybrid Preaching

Myers

This course equips students with theoretical and practical skills to preach in online and hybrid contexts. The course attends to technical aspects of preaching in high definition, including audio/ visual set-up and execution, mastering editing and livestreaming software, creating thumbnails and motion graphics, and engaging sermon listeners online.

3 credits

P5400 Introduction to Christian Worship

McNeill, Spurrier

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

P5450 Sacred Space, Time, and Liturgical Imagination Spurrier

While the Holy Spirit is never confined to the walls of a church building or a particular hour during the week, Christian worship assumes the possibility of a space and time set apart for the people of God to gather. In this course, we consider theologies of space and time that help to shape liturgical imagination. We discuss practical challenges and implications of leading Christian communities, where time is often experienced as scarce and spaces are contested. These questions are explored through texts, discussions, and ethnographic explorations of worshiping communities in the Atlanta area.

3 credits

P5451 Just(ice) Worship: Planning, Leading, and Formation

McNeill, adjunct

This course offers theological reflection and praxis on the social and formational implications of corporate worship for persons who plan and lead worship. Emphasis is placed on the role and character of the worship leader and presenting a theological lens for seeing corporate worship as a vehicle for spiritual formation and catalyst for social change.

3 credits

P5460 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 worshipping 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

P5500 MAPT Capstone Course in Practical Theology

McGarrah Sharp

This required course is designed for MAPT degree students in their final spring semester. Building on formative understandings developed in P500 Introduction to Practical Theology and drawing on students’ studies throughout the MAPT program, 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. Students work collaboratively to organize and host a panel presentation of practical theology vocations which is shared with the wider CTS community. 3 credits

P6011 Teaching Love, Rage, and Freedom Through the Eyes of bell hooks

Robinson, adjunct

This course invites students to survey bell hooks’s theories on love, rage, and freedom through a creative, theological and pedagogical lens. Students will constructively engage in course materials, personal reflection, and faith-based conversations to attain knowledge(s) needed to courageously teach in response to national and global crisis.

3 credits

P6020 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

P6030 The Arts in Christian Teaching and Learning

Dawson

3 credits

P6040 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

P6041 Youth Ministry: Companioning Youth on their Spiritual Journeys

Robinson, adjunct

This course will examine human development and culture(s) of the current adolescent generation, the context necessary for spiritual development to take place, and various ministry strategies and pedagogical models that can be used to companion youth in their spiritual passage from adolescence to young adulthood.

3 credits

P6050 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

P6060 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

P6061 Engaged Compassion as Educational Model Park

Introduces theories and practices of compassion and compassion practices and creates space for students to form their own understanding of compassion. Using ecclesial communities and non-profit organizations as texts, students will learn about engaged compassion through interviews, site visits, and participation.

3 credits

P6071 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

P6080 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

P6091 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

P6092 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

P6101 The Recasting of Caste: An Afrocentric Theology of Freedom

Watkins

This course interrogates the thesis of caste as presented in the work of Isabel Wilkerson, Bryan Stevenson and Michelle Alexander from a theological perspective. The theological lens that will be used to interrogate the caste system of America will be an Afrocentric theology, a theology rooted in the biblical foundation of the African rootedness of Black theology.

3 credits

P6102 Black Theology, Black Creativity, and Black Genius

Watkins

3 credits

P6120 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

P6140 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

P6150 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

P6151 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

P6160 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

P6170 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

P6200 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

P6210 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

P6220 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

P6230 Postmodern Spirituality and the Black Church

Walker-Barnes

Explores evolutions in spiritual identities, beliefs, and practices among contemporary Black Americans. Examines how post-soul generations combine womanist and Black liberationist theologies, personal healing, social activism, sex and body-positive theologies, non-Christian spiritualities, and digital technologies to form alternative religious spaces.

3 credits

P6241 Listening Practicum

McGarrah Sharp

This listening practicum deepens skills of self-awareness 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

P6250 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

P6251 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

P6270 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

P6290 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

P6301 The Preacher and the Poet

Florence

This course explores preaching as an act of poetic and prophetic imagination. Participants will consider the poet’s art and craft as a resource, a hermeneutic, and a set of Christian practices for preaching in a postmodern world.

3 credits

P6310 Post-Christian Proclamation: Seeking Resilience in God's Changing World

Myers

3 credits

P6321 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

P6322 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

P6350

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

P6360 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 by not required as a prerequisite. Hybrid.

3 credits

P6370 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

P6371 Stand-up Preaching Myers

This online course provides students with a deep dive into the essential aspects of effective preaching through critical engagement with stand-up comedy. Together we examine the many points of overlap between a successful stand-up routine and an effective sermon. These include voice and embodiment, pacing, use of personal experience, storytelling, and engagement with politics.

3 credits

P6390 Back to the Text: The Book of Acts:Preaching into New Spaces

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 from the Book of Acts. Students will read widely in biblical studies pertaining to these stories, see how artists have interpreted the 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. No prerequisites

3 credits

P6401 Music as Ministry

McNeill

A survey of the biblical, historical, theological, practical, and justice implications of music in corporate worship. The course will emphasize the content of church music and various functions music has in the life of the Christian Church. Students in the course will be exposed to methods of planning, presiding, performing, and reflecting on music ministry as a vital tool of spiritual formation and community building.

3 credits

P6402 Worship Arts in the 21st Century

McNeill

The primary audience for this course is students who are called to parish ministry but have little or no experience in music, worship leading, planning, and reflection. This course will also benefit students who would like exposure to diverse (contemporary) philosophies concerning problems and possibilities of music and the arts in the local church; models of organization and structure of worship arts ministries; and helping to develop a toolkit of embodied practices and leadership principles to foster spiritual formation.

3 credits

P6420 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

PC6700, PC6701Topics in Chaplaincy Studies

Lahronda Welch Little, adjunct Explores current issues and pertinent themes in chaplaincy studies and chaplaincy education. Taught by chaplaincy practitioner-scholars and required of students in the Intercultural Chaplaincy Certificate program, this course informs students about the roles and functions of chaplains in diverse settings and equips them with the knowledge, skills, and abilities necessary to offer spiritual care and support to people from various religious and cultural backgrounds. As a special topics course, the focus varies by section. Each section might focus upon a setting (e.g., campus, military, hospital, hospice, prison, community, movement), a population (e.g., veterans, African Americans, LGBTQIA persons, healthcare staff), or pertinent topics (e.g., rituals, theological reflection, emotional intelligence). Special care should be taken to addresses issues of cultural diversity and intercultural intelligence within each course. (1.5 credits for each) 0 credits

PJ7400 DMin Justice Core Course: Christian

Worship, Human Difference, and Divine Justice

Spurrier

God-given and culturally inscribed human differences contest the possibility of a unity of persons and communities gathered before God in worship. Attending to embodied marks of gender, sexuality, ability, race, class, and nationality, this course investigates understandings of divine justice in relationship to human differences and desires in Christian worship.

3 credits

PL7401 DMin Leadership Core Course: Change & Its Agents: Leadership in the Third Millennium Campbell

An exploration of the definitions and dynamics of leadership and how to attend to them in the third millenia. Topics include, but are not limited to, the nature of change, the catalysts of change, the impact of change, and the pastorally and psycho-emotionally healthy responses to stewarding change in self, others, and institutions.

3 credits

PL7410 DMin Leadership Core Course: Liturgy, Leadership, and Justice: Worship As Spiritual Formation

McNeill, adjunct

This course offers theological reflection and praxis for persons who plan and lead worship. Emphasis is placed on the role and character of the worship leader and corporate worship as a vehicle for spiritual formation and catalyst for social change. Possible models of leadership, planning, and evaluation are explored.

3 credits

P7700 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

P7720 Advance Studies in Teaching, Learning and Curriculum

Dawson

A core course in the DEdMin degree. This course provides advanced study in teaching and learning theory with the goal of students honing their teaching skills for their ministry context. In addition, students will think beyond curriculum as lesson plan or resource and explore contextual curriculum theory for the church and world. The end goal of this exploration is for students to prepare a formal curriculum project proposal that will meet the requirements of the DEdMin curriculum project design requirement.

3 credits

P7710 Advanced Studies 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 and the exploration of best practices for presenting the gospel at different ages.

6 credits

P7730 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

P7740 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

P7750 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

P7790 DEdMin Doctoral Project

Dawson, Hong

Required of all DEdMin students.

6 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

P8140 Leading the Digital Congregation

Watkins

In this course students will develop a theology and practice for doing digital ministry. Digital ministry includes everything from streaming, to the use of social media, the use of hashtags, video and still images to build community, do congregational formation and stimulate church growth.

3 credits

P8201 Accountabilities in Intercultural Spiritual Care

McGarrah Sharp

Intercultural spiritual care involves skilled practices of navigating differences well and with accountabilities. This course examines practices and processes of accountability for spiritual care leaders around well-being, intergenerational mentoring networks, and between theologies, theories, and practices. Coursework weaves accountabilities into project design.

3 credits

P8220 Pastoral Imagination in a Violent World

McGarrah Sharp

3 credits

P8350 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

P8370 Stand-Up Preaching Myers

3 credits

P8820 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

P8850 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

PJ7410 DMin Justice Core Course: Advocacy for Social Justice

Taylor, adjunct Explores what it means for every Christian, whether in a ministry context or a secular setting, to observe God’s call ‘to act justly, love mercy, and walk humbly with your God.’

3 credits

Interdisciplinary Courses

I5000 MA(TS) Seminar

Hartman

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 and face to face section.

3 credits

15100 Intercultural Intelligence

Hartman, Hong

Focuses on building intercultural and interreligious intelligence for vocation and professionalization in the Church and beyond. Explores the intersection of interreligious and intercultural life. Seeks to develop the dialogical and leadership skills and capacities needed to co-create understanding between people of different identities, social locations, cultures, and religious traditions. Taken in conjunction with I520 in January term.

3 credits

I5200 Contextual Immersions

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

I5300 Cross/Roads

Brown, 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

I6090 Readings in Spiritual Classics

Galindo

In this course students will read selected passages in classic Christian literature in spirituality. Through guided online discussion students will engage in critical and reflective study of the historical contexts out of which Christian spirituality has developed and will interpret their own personal spiritual formation in light of historical Christian thought.

3 credits

I6270 Race, Racisms, and Reconciliation

Walker-Barnes

Examines the construction of race, the functions of white supremacy, and the impact of intersectional racism in modern society. Special attention is given to the role of Christianity in the history of US racism, the theology of racial reconciliation, and strategies for racial justice advocacy and activism in churches, denominations, and organizations.

3 credits

I6340 Israel/Palestine: Understanding the Holy Land

Breed

Surveys the history of the southern Levant from the Bronze age to the present day, examining scriptural texts, archaeology, inscriptions, historical memories and lived experiences. Covers aspects of geography, culture, religious histories, political, economic and civil transformations, and prospects for peace. Prerequisite for JA-24 I520 Contextual Immersions Israel/Palestine.

3 credits

I7010

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

I7020 ThM Thesis Research

Douglas, Staff

This course focuses on the research and initial writing stage for the student’s thesis project, supervised by the advisor and in conjunction with the ThM program lead faculty.

3 credits

17030 ThM Literature Review

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

I7040 ThM Thesis Writing

Douglas, Staff

Required of all ThM students, leading to the completion of the ThM thesis.

3 credits

I7050 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

I7300 DMin Introduction to Research Methodologies Seminar

Campbell, Tribble

DMin 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.

0 credits

I7310 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.

0 credits

I7320 DMin 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

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

17800 DMin Practicum Tribble

The Doctor of Ministry practicum provides students with an opportunity to expand and refine their skills for ministry while under the supervision of an approved supervisor and working with a group of peers. In consultation with the advisor and DMin lead professor, the student designs a practicum, obtains approval for the practicum proposal and begins the practicum, which is to be completed within six (6) months.

3 credits

Supervised Ministry

SM5050 MAPT Contextual Education

Park

The required course in Contextual Education for the Master of Arts in Practical Theology. In this 400-hour, 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.

3 or 6 credits

SM5100 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 .

3 or 6 credits

SM5200 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

SM5300 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

SM5400 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)

3 or 6 credits

SM6100

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

SM6110 Clinical Pastoral Education (Advanced Unit)

Staff

An additional, advanced unit of CPE that builds upon the learning of the first unit and provides further pastoral education. Prerequisite: Basic unit of CPE. 6 credits

SM6200 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

SM6300 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 context may be congregational or non-congregational. Prerequisites: SM510 and at least 60 credits. This course is 400 hours, taken full-time in the summer or part-time over concurrent semesters, 3 credits per semester.

3 or 6 credits

SM6400 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 or 6 credits

SM6500 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

SM6600 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

SM6900 Supervised Ministry: Independent Study Park

A 400 hour (minimum) internship for students who seek to gain experience of ministry under supervision in specialized areas not designated in other internships. Summer (full time) 6 credits. Fall and/or Spring (part-time), 3 credits per semester 3 or 6 credits

SM7870 Practicum in Educational Ministry

Carlier

Designed by the DEdMin student and approved supervisor. The student engages in a ministry of the church, often outside the student's normal setting for ministry, and utilizes an action-reflection learning process with a peer group and approved supervisor. 3 or 6 credits

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.

First-level Master Degree Students

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.

HONORS PROJECT

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.

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, 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 six 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 non-concentration 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.

The grade designations are as follows:

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.

Any course for which a grade of F or U was earned must be repeated. If a passing grade is earned when the course is taken again, it does not replace the grade of the failed 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 FIRST-LEVEL

MASTER’S DEGREE STUDENTS

An entering first-level master’s degree student whose prior academic work is below the Seminary’s admissions standards 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;

• Be expected to schedule and attend monthly meetings with their advisor;

• Not be permitted to register for courses on a satisfactory/unsatisfactory (S/U) basis, excluding Scripture Reading practicum;

• Be reviewed by the Academic Standing Commission upon the completion of twelve (12) semester credit hours, to determine if the student may be (1) removed from admit-academic probation status, (2) placed on further academic probation, or (3) dismissed from their academic program.

Advanced Degree Students

GRADING FOR ADVANCED DEGREE STUDENTS

The grading scale for ThM, DMin, and DEdMin students is as follows:

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

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 or two core courses, the student is expected to consult with their advisor to review their progress. The registrar shall report the grade point average to the 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.

All Degree Students

ADDING AND DROPPING COURSES

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. 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 emergency circumstances in which the student is no longer able to attend class.

CREDIT HOUR AND VALUATION POLICY

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-of-class 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 small groups, online discussion forums, and pre- and post-course assignments, for a minimum of 36 hours of guided instruction for a 3-credit course.

For supervised ministry courses 200 hours of engagement is awarded 3 credit hours and 400 hours of engagement is awarded 6 credit hours. This correlates with the time and credit level of the Association of Clinical Pastoral Education which awards CPE credit.

Satisfactory completion of a course, however, is determined finally not by time invested but by learning goals and objectives achieved by the student.

Students are allowed one independent study per degree program. Petitions for proposed independent studies must be submitted in writing to the dean of faculty for approval prior to registration. The full procedure for receiving approval for an independent study is outlined in the student handbook.

ACADEMIC

PROBATION

Academic probation reflects unsatisfactory academic progress by a continuing student. Therefore, students are automatically placed on academic probation when:

• A continuing MA(TS), MAPT, or MDiv student whose cumulative grade point average falls below 2.30

• A continuing ThM, DMin, or DEdMin student whose cumulative grade point average falls below 3.00.

A student on academic probation:

• Shall be reviewed by the Academic Standing Commission,

• Shall be expected to consult monthly with their advisor, and

• Shall not be permitted to elect to take graded courses on a satisfactory/unsatisfactory (S/U) basis

At the end of every term in which grades are recorded, the Office of Academic Affairs shall review the academic progress of all degree-seeking students and provide the Academic Standing Commission six lists of students:

• Students on admit-academic probation who have successfully attained the required cumulative grade-point average,

• Students on admit-academic probation who are to be placed on academic probation,

• Continuing students whose cumulative grade point average places them on academic probation,

• Students who are to be considered for academic dismissal,

• Students who failed one or more courses,

• Students who are to be dismissed according to the CTS drop out policy.

After reviewing these lists, the Academic Standing Commission informs the student(s) in writing of their status, and report to the financial aid officer and vice president for enrollment and student affairs any changes in status that might have a bearing on financial aid. The student’s advisor may also be informed.

ACADEMIC DISMISSAL

A MA(TS), MAPT, MDiv or MDiv/Dual student is dismissed when they:

• Do not raise their cumulative grade point average to or above a 2.30 by the next semester after being placed on academic probation, or

• Shall have failed in the aggregate any 9 credit hours of coursework (e.g., receiving F or U grades).

A ThM, DMin, or DEdMin is dismissed when they:

• Fail to raise their cumulative grade point average to or above a 3.00 with the next course after being placed on academic probation, or

• Fail any course at any time during the degree 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.

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.

APPEALS

Any decision of the Academic Standing Commission may be appealed to the Executive Committee of the Faculty (ECF) by filing a written notice of appeal with the dean of faculty within two weeks after the student receives the decision of the Academic Standing Commission. If the student has been dismissed for lack of satisfactory progress in

their program, that appeal must include a plan of completion. The ECF will consider the appeal and, as part of their deliberations, meet with the student as necessary. The decision of the ECF is final.

After the appeals process has concluded, the dean of faculty shall inform the student(s) in writing of their status and report to the financial aid officer any changes in status that might have a bearing on financial aid. The student’s advisor may also be informed.

MORAL CONDUCT

The faculty and the Board of Trustees of Columbia reserve the right to refuse to grant a degree to any individual in any degree program whose moral conduct raises serious questions about that person’s personal integrity or fitness for service in the 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 proceedings and their outcomes to the Judicial Commission of the faculty. The determination of when not to award a degree based upon moral failings of the candidate is the sole and exclusive province of the institution, represented by its faculty and Board of Trustees.

DISCIPLINARY CASES

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 concerning student and community conduct as the faculty shall deem necessary, the provisions of which shall be administered by the faculty under the supervision of the president” (2013, Article V, section 3).

When a member of the seminary community becomes personally aware of a circumstance which could potentially lead to disciplinary action against a student the matter may be brought to the Judicial Commission by a written complaint filed with the dean of faculty. The complaint shall include all relevant information, including the names of any witnesses. Prior to filing the complaint, the complainant may, but shall not be required to, 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.

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 the student's 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.

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

• 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 the student's 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 the student's 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).

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.

Continual Enrollment, Leave of Absence, and Withdrawal from Seminary

All students who are enrolled in a master’s degree program at Columbia Theological Seminary are required to be enrolled continuously (taking at least

3 credit hours) every fall and spring semester after matriculation. Continuous enrollment does not apply to January and Summer terms. For doctoral programs, continuous enrollment is defined as taking at least three credit hours in an academic year. A student may take a leave of absence for one semester if the student experiences conditions that severely interfere or interrupt the student’s ability to succeed in their courses. A leave of absence provides a mechanism for students experiencing such unusual circumstances to be exempt temporarily from the continuous enrollment policy.

A leave of absence requires approval by the Senior Vice President and Dean of Faculty. A leave of absence will be granted only for good cause such as serious medical and health-related issues; major financial and employment issues; pregnancy, childbirth, false pregnancy, termination of pregnancy and recovery therefrom; adoption or fostering of a child; childcare, elder care; other significant family issues; and other major personal circumstances that interfere with the ability to undertake graduate study. A leave of absence is granted for one semester but may be extended to a second semester if the student’s petition for an extension is approved. A student who fails to enroll in classes at the end of the leave of absence shall be withdrawn administratively from the Seminary. Should the student wish to resume their studies, they must reapply through the regular admission process.

WITHDRAWAL

A student considering withdrawal is treated with special concern. The dean of students and the advisor will help in thinking through personal and vocational implications. The associate dean for academic administration 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.

PERMANENT WITHDRAWAL

To withdraw in good standing, the student must:

• Discuss the situation with the dean of students, their advisor, or an associate dean in the Office of Academic Affairs;

• Complete a withdrawal form;

• Clear all accounts with the Business Office, Library, and the Office of Student Financial Services.

Readmission is through the Academic Standing Commission for a period of one year; beyond that, the student must reapply through the admission process. The forms for leave of absence and permanent withdrawal can be found on Student eCampus in the academic forms section or by contacting the registrar.

INACTIVITY AND DISMISSAL

A student enrolled in the MDiv, MAPT, MA(TS), or ThM programs who does not register for classes in a semester, will be contacted and urged to initiate a leave of absence. If the student fails to register or initiate a leave of absence the student will be administrately withdrawn at the next meeting of the Academic Standing Commission. If the student left in good standing, the student 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.

A DMin or DEdMin student who does not register for classes for 12 months will be contacted by the Office of Academic Affairs and encouraged to register for additional courses. If the student indicates that they do not intend to continue in the program, the student will be requested to initiate a permanent withdrawal. If the student does not then register for classes or initiate a withdrawal, they will

be automatically considered inactive and will be dismissed administratively from the program at the next meeting of Academic Standing Commission. If the student left in good standing, they 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.

Academic Calendar

SUMMER 2024

Supervised Ministry Summer Term…. .............. June 1-August 10

Advanced Degrees 1st Term. .

.July 8-19 Advanced Degrees 2nd Term July 22-August 2

MAPT Introductory Seminar ....... .August 19-23

MA(TS) Introductory Seminar………….August 19-23

ThM Introductory Seminar ..........August 19-23