20092010
Theological School Archived
Catalog
Office of the Registrar
Drew University
2009-2010
Theological School Catalog
THEOLOGICAL SCHOOL 2009-2010 ACADEMIC CALENDAR
**********SUMMER SCHOOL 2009***********
Mon. May 18
Summer Term, Session I
Mon. May 25
Memorial Day, no summer classes
Mon. June 15
Summer Term, Session II
M-M June 15-July 13
Doctor of Ministry Program
Fri. July 3
Independence Day Observed, no summer classes
************FALL SEMESTER 2009************
Tue. Aug 25
New students arrive, orientation begins, 4pm
Wed. Aug 26
Registration for new students
Mon. Aug. 31
Classes begin
Fri. Sept 4
Last day to add a semester long class without the instructor’s signature
Mon. Sept 7
Labor day, no classes
Thur. Sept 10
Matriculation Service
Mon. Sept 14
Mon. Sept 28
Last day to add a semester long class with instructor’s signature, to change P/U option, Enroll from
Wait List or drop a semester long class without a “W” (Note: No reduction in charges for any
reduced load after this date)
Yom Kippur, no classes
Mon. Oct. 12-Fri. Oct.16
Reading Week, no classes
Tues.-Thur. Oct 20-22
Tipple Vosburgh Lectures
Fri . Nov. 6
Wed. Nov 25
Last day to drop semester long course with a “W.” (Courses discontinued after this date earn a
grade of “U”).
Registration for Jan Term and Spring 2010 semester (Materials available 1 week before, clear
accounts required to register.)
Thanksgiving recess begins, no classes.
Mon. Nov. 30
Classes resume.
Wed. Dec. 9
Last Classes Meet
Th.-Fri. Dec 10-11
Reading days, no classes.
Sat. Dec 12
Final Examinations begin.
Fri. Dec. 18
All examinations and semester end
Mon-Thurs. Nov. 16-19
THEOLOGICAL SCHOOL 2009-2010 ACADEMIC CALENDAR
**********JANUARY TERM 2010**********
Mon. Jan 4
January Term 2010 begins
Fri. Jan 22
Jan Term Courses end
* * * * *SPRING SEMESTER 2010* * * * *
Thurs. Jan 21
Orientation for New Students begins 4pm
Fri. Jan 22
Registration/Orientation for new students, returning students not pre-registered
Mon. Jan 25
Fri. Jan. 29
Classes Begin
Application due for May commencement
Last day to add a semester long class without instructor’s signature
Thurs. Feb 4
Matriculation Service
Fri. Feb 5
Fri.-Fri March 5-12
Last day to add a semester long class with instructor’s signature, to change P/U option,
Enroll from Wait List or drop a semester long class without a “W” (Note: No
reduction in charges for any reduced load after this date).
Spring recess begins at 5:00 p.m.
Mon. March 15
Classes resume
Mon. March 29-Fri.
April 2
Mon. April 5
Holy week, no classes
Mon-Thurs Apr. 19-22
Fri. April 30
Registration for the Fall 2010 term. Materials ready one week before. Clear financial
accounts required to register.
Last classes meet
M-W May 3-5
Reading days, no classes
Th. May 6
Final Examinations begin.
Wed. May 12
Last day of final examination, semester ends. Last to submit an approved STM Thesis.
Fri. May 14
Baccalaureate Service
Sat. May 15
Commencement 10:30 a.m.
Last day to withdraw from a semester long class with a grade of “W”
(courses discontinued after this date earn the grade of “U”) All outstanding work
from previous semesters due for May candidates for
Graduation
Admissions
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Admissions
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Deadlines and Procedures
Degree Program Changes
Admission Options
Transfer Students/Advanced Standing
Orientation
Inclusive Language Policy
Advising
International Students
Concurrent B.A./M.Div. Study
Admissions
Candidates for admission to the Theological School must hold a bachelor's degree or its
equivalent from an accredited (or, outside the United States, government-approved) college or
university. Specific admissions criteria for each Theological School program are listed under the
programs to which they apply. The Theological School of Drew University considers candidates
for admission in terms of their overall qualifications for the degree in question. The school does
not consider gender, race, ethnic background, national origin, sexual orientation, age, class,
financial need or handicapping conditions in its admissions decisions.
Deadlines and Procedures
Applicants for masters programs who plan to begin classes in the fall semester must complete
their applications by July 1 to clear all housing and financial aid procedures and to allow for
participation in orientation activities. Applicants who plan to begin classes in the spring semester
must complete their applications by December 1. International student deadlines may be found in
the International Student section.
Please note that the Theological School uses a self-managed application that requires the
applicant to gather and send in all required materials. All application documents (except
TOEFL/TWE scores) should be mailed together in one envelope to the Office of Theological
Admissions.
Applicants to all Theological School degree programs must submit the following credentials to
the Office of Theological Admissions:
1. A completed application form, accompanied by a nonrefundable $35 application fee (check or
money order made payable to "Drew University"). The application fee is waived for on-line
applications.
2. Official transcripts (in sealed envelopes) of all academic study done beyond the high school
(12th year) level. Transcripts must be submitted by the institution at which the work was
completed. Persons who apply while still enrolled at another institution may submit a transcript
of work completed to date, but a final transcript showing the award of the degree must be
furnished before registration at Drew. Records submitted as part of an application cannot be
returned.
3. Four letters of reference from persons qualified to evaluate the applicant's intellectual
competence and suitability for the degree. (See application for specific criteria.)
4. A personal statement from the applicant.
5. A TOEFL/TWE score from students whose first language is not English. The Theological School
will gladly accept your paper-based (PBT), computer-based (CBT) or internet-based (IBT)
TOEFL scores! The University of Cambridge language examinations may be submitted as an
alternative to the TOEFL examinations.
If a candidate is admitted, the following are also required:
1. A signed copy of the Intent to Accept Form and payment of the $300 enrollment deposit, $150
for non-degree seeking applicants. The deposit is nonrefundable after July 1 for the fall semester
and after December 2 for the spring semester.
2. A health history report, due prior to registration. Registration will be blocked until this form is
completed and filed with Drew's Health Services.
Degree Program Changes
Students wishing to make program changes between the Master of Divinity and the Master
of Arts or Master of Arts in Ministry programs must complete the first page of the application
form, provide an updated personal statement, and provide a reference from a Drew professor.
The student's credits will automatically transfer from the previous degree program to the new
degree program unless the student has completed the first degree program and received the
degree.
Admission Options
Students seeking admission to the following degree programs apply using the Degree
Application.
Master of Divinity (M.Div.)
The M.Div. degree is for people who expect to seek ordination as ministers or who anticipate
engaging in religious professions. This degree may be completed in three years and requires 84
credit hours.
The M. Div./M.S.W. dual degree
Drew offers a dual degree program with Monmouth University School of Social Work. This
program allows students to complete the M.Div. and M.S.W. in four years of full-time study.
Prospective students should apply for the M.Div. to Drew indicating their interest in the program.
During the second year of the M.Div. program, the student applies to Monmouth University for
admissions to the M.S.W. program. For more details, contact the Admissions Office and the
Associate Academic Dean.
Master of Arts (M.A.)
The Master of Arts program is a two-year master's degree designed for students who wish to
attain a foundation for further studies in religion at the doctoral level, to explore the religious
disciplines for personal interests or to acquire a bcackground for teaching at the secondary
level. This degree is not designed to lead to ordination and does not presuppose any particular
faith stance.
Master of Arts in Ministry (M.A. in Min.)
The Master of Arts in Ministry degree is a two-year, 45-credit, professional master's degree for
students preparing for leadership in congregations,non-profit agencies, or other organizations. It
may also be used by those who are preparing for ordination as a deacon in the United Methodist
church.
Master of Sacred Theology (S.T.M.)
The S.T.M. degree is a one-year academic program requiring 18 credit hours of course work and
an extended research paper (30-40 pages) in conjunction with one course. This degree is
designed for those who have completed their basic theological education with the M.Div. degree
(or first graduate theological degree providing equivalent theological background, or its
educational equivalent) and wish to pursue further study through the curriculum of the
Theological School.
Doctor of Ministry (D.Min.)
The D.Min. degree is the highest professional degree in the Theological School at Drew. It is
designed to move pastors to the next level of competence in the practice of ministry and
contribute to the field of Christian ministry. It is a team-based, peer model, six-semester program
for experienced pastors who wish to continue their education with a systematic program of study.
This degree is offered in both a traditional, regional, group format and in an online format.
Requirements include either a) the Master of Divinity degree, b) an M.Div. equivalent (3 years of
graduate theological education), or c) a master's degree in a related field plus the Master of
Theological Studies degree or 24 credit hours of Basic Graduate Theological Studies. The D.Min.
also requires 3 years of full-time ministerial experience following the first theological degree.
Doctor of Ministry Special (D.S.)
This student status is not on Drew's application form. Admission to this status is offered at the
request of the D.Min. Director or Dean to allow a student in the application process to take a
D.Min. course. This status offers students who do not seek matriculation into a D.Min. program
the chance to take doctoral level courses. These persons must complete a one-time application;
registration is on a space-available basis. D.Min. Special students are ineligible for financial aid.
Students seeking the following statuses apply using the Non-Degree Application
Theological Unclassified (T.U.)
A limited number of persons wishing to take one course per semester, up to three courses (9
credits), but who do not wish to matriculate as degree candidates, may be admitted as
unclassified students. A limited application process must be followed for this status. Registration
for courses is on a space-available basis. Students in this category are ineligible for financial aid.
Theological Online/Offsite (T.O.)
A limited number of persons wishing to take one course per semester, up to three courses (9
credits), of online or offsite work but who do not wish to matriculate as degree candidates, may
be admitted as online/offsite students. A limited application process must be followed for this
status. Registration for courses is on a space-available basis. Students in this category are
ineligible for financial aid.
Theological Visitor (T.V.)
This classification is used for persons enrolled in another seminary or theological institution who
wish to take classes at Drew, generally summer classes, for academic credit. A letter from the
Academic Dean or Registrar from the applicant's home institution approving the course work is
required to complete the application. Students in this category are ineligible for financial aid.
Theological Special (T.S.)
Persons who wish to take courses but do not wish to matriculate as candidates for degrees may
be accepted as special students. The complete application process must be followed for this
status. Registration for courses is on a space-available basis. Students in this category are
ineligible for financial aid.
Theological Audit (T.A.)
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Official Audit: Matriculating students may receive permission to officially audit from the
Associate Academic Dean's office and register for the class. They are charged the full audit rate.
Spouses of students and alumni/ae may be permitted to officially audit courses as space is
available as official auditors, with audit credit being entered into a permanent transcript record.
After completing the admissions process they receive permission to audit from the Academic
Associate Dean's office and register for the class. They are charged the full audit rate.
Unofficial Audit: Matriculating students may receive permission to unofficially audit from the
Associate Academic Dean's office. They DO NOT register for the class. There is no tuition
charged for unofficial audit. Spouses of students and alumni/ae may be permitted to unofficially
audit courses as space is available as unofficial auditors without audit credit and without entry
into a permanent transcript record. After completing the admissions process, they receive
permission to audit from the Academic Associate Dean's office. They DO NOT register for the
class. There is no tuition charged for an unofficial audit.
Community Fellows (C.F.)
Members of the community who wish to explore new subjects in a non-credit setting can apply
to be Community Fellows. This program offers selected courses which include matriculated
students. The aim of this program is personal enrichment, not credit towards a degree.
Community Fellows are non-matriculated students. Students, spouses of students and alumni/ae
are ineligible for this status and must apply as a Theological Auditor. Students in this category
are ineligible for financial aid. An on-campus interview is required.
Certification Studies (C.S.)
This status is assigned to students in United Methodist Certification programs who will receive
their certificates from the United Methodist Church, but who take Drew course(s) to meet these
programs' academic requirements. These courses are entered into a permanent transcript record.
A separate application is required for each U.M. certification. Students in this category are
ineligible for financial aid from Drew.
Students receiving an offer of admission will be awarded one of the following admission
statuses:
Full Admission: This status signifies that the student has met all admission requirements and is
a matriculated candidate for a degree.
Conditional Admission: This status is awarded to students who have met all requirements in
principle but from whom one or more official documents are still required. When the materials
required are provided to the Office of Theological Admissions, the status is changed to Full
Admission. The fulfillment of the condition is the responsibility of the student. When the
condition is met, proper documentation must be presented to the Office of the Associate
Academic Dean. Any work completed prior to meeting conditions outlined on the Intent to
Accept cannot be guaranteed to be applied to a degree program. It shall be the student's
responsibility to petition the Academic Standing Committee for consideration of all such work.
Probationary Admission: In rare cases a student with outstanding credentials in all other areas
but whose previous academic record is ambiguous may be admitted on a probationary basis.
Students may remain in probationary status for up to one year and are limited to nine (9) credit
hours of instruction per semester. Continuation of financial aid is contingent upon satisfactory
progress and the removal of probationary status. Persons whose academic performance while on
probationary status does not show clear ability to meet required standards are disqualified from
continuing enrollment. The Academic Standing Committee reviews the records of students on
probation at the end of each semester.
Transfer Students/Advanced Standing
Transfer and Advanced Standing
Applicants who meet the requirements for admission and have completed courses at another
theological school accredited by the A.T.S. (Association of Theological Schools) may be
considered for transfer admission. Applicants who wish to be considered for transfer or
“advanced standing” should notify the Admissions office during the application process. A
written transfer assessment will be produced for the applicant upon request to the Office of the
Associate Academic Dean. All transferable credit can be applied to the student’s permanent
record after successful completion of 10 credit hours at Drew Theological School. At such time,
the student must request the transfer using a petition form available in the Office of the Registrar.
Previous academic credit will be considered for transfer if it meets the following criteria:
1. The credit is from a graduate theological school accredited by the A.T.S. in the United States and
Canada. Credit from unaccredited seminaries will be considered on a case by case basis with
appropriate documentation provided by the student.
2. The grade is no lower than “C“ graded on a conventional grading scale. “Pass” grades are not
considered for transfer unless the student has documentation to indicate that the work was at
least C level.
3. The course was completed within ten years prior to matriculation at Drew.
No more than one-half of the credit hours (42) of the M.Div. program at Drew nor one quarter
(12) of the M.A. or M.A. in Min. programs may be fulfilled by transfer credit. No credit may be
transferred into the S.T.M. program. Every candidate for the degree programs must complete all
degree requirements, including Drew’s supervised ministry requirement.
Applicants who have previously earned a theologically oriented degree may be considered for
advanced standing credit provided their cumulative Grade Point Average for that degree was 3.0
or higher. Advanced standing credit transfer from a previous degree is limited to not more than
fifteen hours for the M.Div. degree and nine hours for the M.A. or M.A. in Min.; not more than
one-half of the credits required for the previous degree may be transferred. The courses may not
be used to replace required courses.
Applicants who have earned graduate credit hours in a non-theological degree with a cumulative
G.P.A. of 3.0 or higher may be considered for not more than twelve hours of transfer credit,
provided that the courses are related to studies at Drew. Requests for such transfer should include
a written explanation of how the courses related to the degree pursued at Drew.
Orientation
All new degree-seeking students are required to participate in the Theological School orientation
program prior to registering for classes. The program is designed to introduce students to the
academic regulations and community life of the school. It also serves to begin to build
community within the entering class and introduces new students to returning students. An
important element of the program is the introduction of students to the spiritual life of the school.
Families of students are invited to participate in portions of the program. A language skills
diagnostic test is required of all students. Failure to participate in the orientation program may
result in students not being permitted to register for the semester.
Inclusive Language Policy
It is Drew's policy to require in term papers and doctoral theses the fair use of inclusive language
in reference to human gender and divinity. Any theological or cultural objection to the use of
inclusive language related to divinity must be justified by the author in text or footnote. See
Daniel's Dictionary and D.Min. Handbook for further information.
Advising
Each Theological School student is assigned a faculty adviser, who ordinarily remains with the
student throughout his/her entire academic career at Drew. The adviser exercises an academic
and a mentor responsibility. Each student, however, retains full responsibility for his/her own
satisfactory performance as a student and as a community member, and for meeting all degree
requirements.
International Students
Students from outside the United States are a vital part of the life of the Theological School. We
therefore welcome applications from women and men throughout the world who would like to
engage in theological studies at Drew Theological School. The deadline for completed
international applications is April 1 for enrollment in the fall semester and October 1 for
enrollment in the spring semester.
Records of international applicants are evaluated by American university standards: the
educational level of requirements, the course of studies completed, the quality of the student's
work, and the rating of the institution by agencies and persons acquainted with it. At least onehalf of any program submitted as the equivalent of an American undergraduate degree must be
college-level subject matter in the liberal arts.
Apart from exceptional circumstances, applicants whose native (first) language is not English
must submit a TOEFL (Test of English as a Foreign Language) score and a TWE (Test of
Written English) score when applying for admission. TOEFL scores can be submitted to Drew
Theological School, Code 2193, Dept. 21.
Applicants that have completed a previous degree at an accredited English-speaking institution
may request a waiver from the Office of Theological Admissions. The TOEFL waiver form can
be found on our website.
The Theological School reserves the right to admit outstanding students with slightly lower
TOEFL scores if the application overall indicates that the student is able to succeed in this
environment.
The University of Cambridge language examinations may be submitted as an alternative to the
TOEFL examination. In such instances, a passing grade in the Cambridge CPE (Certificate of
Proficiency in English) is required.
After admission, and before matriculation for the first semester of course work in the
Theological School, the English language proficiency of non-native English-speaking students is
evaluated by means of a written examination and an oral interview. Based on the results, the
student may be required to participate in Drew's ESOL program prior to and during the first
semester of study.
International students and non-native English speakers will spend approximately three weeks
prior to their first semester in an intensive language program, in which they will be trained in
American English and culture, as well as English for theological students. The intensive
language course is a requirement for most international and non-native English speaking students.
Financial aid awards for eligible international applicants are announced when the candidate is
notified of an admissions decision. The Theological School's financial aid resources do not
permit full coverage of student expenses; thus, like other Theological School students,
international students should seek additional financial support to underwrite the cost of Drew
studies. International agencies related to major denominations are often a source for additional
financial aid.
Additional resource opportunities can be found on our website:
www.drew.edu/moneyforseminary.
International students should not plan to pay for their education through employment in the
United States, other than through limited campus employment. While occasional remunerative
field education positions may become available, a student cannot rely in advance on such
opportunities, especially not during the first year. International students and their spouses require
the specific approval of the Bureau of Citizenship and Immigration services (BCIS) or the
International Student Services Office to work off campus, and the BCIS expects that there will
be sufficient resources without employment to see a student through at least the first full year of
his or her program in the United States.
International students, whose statements of resources indicate they will contribute toward their
own support, from sources other than Drew financial assistance, are required to submit
irrevocable letters of credit or official letters of commitment from sponsors covering the
expected amounts, before the University issues the immigration form necessary for obtaining a
student visa (DS 2019 or I-20). Students must meet all BCIS standards before documents will be
issued.
Concurrent B.A./M.Div. Study
Using standards approved by the Association of Theological Schools (A.T.S.), Drew may admit
a very limited number of students into the Master of Divinity degree program while they are
completing a few remaining academic requirements for their baccalaureate degree. Such students
are eligible for admission on conditional status, when they have completed two-thirds or more of
their undergraduate degree.
Students in this category are not considered fully matriculated until all baccalaureate work is
satisfactorily completed.
Concurrent course work is limited to a maximum of 28 credits prior to being fully matriculated.
Students in this category are ineligible for financial aid until they fully matriculate into the
M.Div. program.
Persons interested in the concurrent B.A./M.Div. opportunity should contact the Admissions
office for more information.
Costs
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Costs
Master Level Courses and Degrees
Other Fees, Deposits and Charges
Explanation of Deposits, Fees, and Other Charges
Payments
Refund Policies
Separation From the School
Costs
Annual support by the United Methodist Church and income from designated endowments allow
a substantial reduction of Theological School tuition for full-time degree candidates. Since it is
the mission of the Theological School to prepare students for professional careers, much of the
tuition structure is designed to encourage students to complete the program in a timely fashion
and begin their professional service.
Master Level Courses and Degrees
(2009–2010 Tuition Rates)
10 credits or
less
$681 Students who register for less than 11 credits in a semester are charged tuition
at the per-credit rate.
11–15 credits $7,286 Students registered for 11–15 credits in a semester pay the full-time tuition
rate.
January courses are calculated in spring registration and are normally limited to three credits.
Students may not exceed 15 credits in the fall or spring semester without permission from the
Committee on Academic Standing. Given the rigor of the academic programs, overloads are
discouraged. If a student's combined January and spring course load exceeds 15 credits, the
additional credits are billed on a per-credit basis. The student's scholarship continues to apply to
those credits.
While all tuition and fees are set by the University trustees in the spring when they meet to
approve the next annual budget, the University reserves the right to adjust charges and
regulations at the beginning of each semester. The University makes every effort to hold
increases at a minimum; however, recent experience indicates that students should plan on cost
increases at least equal to the inflation rate for higher education.
The Theological School (Excludes D.Min.)
2009–2010
First Semester
Academic Year
Tuition (11-15 credits per semester)
$7,286
$14,572
Room (Double)
3,332
6,664
Board (Optional)
1,833
3,666
General Fee
270
540
Network Fee
80
160
Computer Initiative (Full Time M.Div.)
300
600
Total
$13,101
$26,202
Other Fees, Deposits and Charges
The following 2009–2010 costs are figured on an annual basis unless noted otherwise:
Enrollment deposit (all entering students)
Non-Matriculated, $150
Matriculated, $300
Housing reservation deposit (new resident students)
250
Orientation fee
(new students, fall)
(new students, spring)
125
75
Security deposit (all full-time students; payable first semester of attendance)
400
Late registration fee (per semester)
125
Late payment fee (per semester)
500
Student Health/Accident Insurance (optional)*
1,415
Student Health/Accident Insurance (optional - International Students)*
1,448
Tuition Refund Insurance (optional) (per semester)
Parking permit
98
200
Transcripts (new students)
25
One-day or same-day service (per transcript)
10
During the three-week summer residence program, housing for families and single or double
rooms are available on campus at prevailing student rates. Exact costs for housing and meals are
announced well in advance.
Explanation of Deposits, Fees, and Other Charges (2009–2010)
Tuition. Students pay $681 for each credit hour up to 11 credits. Students registered for 11 to 15
credits pay the full-time tuition fee of $7,286 per semester.
Audits. Full-time degree candidates paying full tuition for the current semester may audit
additional courses free, provided these audits are not entered on the student's record (the student
should not register for these unofficial audits). Auditors who are part-time students are charged
at one-half of the per-credit-hour equivalent. Audits by full-time students, when the student
registers to audit the course, will be reflected on the student's record and are charged at the audit
rate. Spouses of full-time students may audit two courses a semester in the Theological School as
outlined below.
Spouses of Students. Spouses of regular, full-time students may be admitted to two Theological
School courses a semester as unofficial auditors without tuition charge (the spouse should not
register for these unofficial audits). No fees are charged unless spouses take meals on campus or
unless they are registered for credit courses or for auditor's privileges beyond the two courtesy
courses available each semester. The approval of the instructors must be obtained in advance and
attendance must be regular. Spouses who wish to have audits entered on the academic record or
take courses for credit are charged at the regular audit or tuition rate and must register in the
usual manner.
Room and Board. Reflects the cost of campus residency (and meals in the University dining
hall, if contracted) on a full-week basis. Except as noted below, the rates listed are for the 2008–
2009 academic year and do not include Thanksgiving, Christmas, spring, or other recesses.
A limited number of double and triple rooms are available for commuting students who need a
room two or three nights each week during the semester. Commuters are not included in the
regular meal plan, but may purchase a "debit card" plan.
The University reserves the right to increase room and board rates during the academic year if
necessary. Rates have been adjusted to allow for the normal number of meals missed by students
and are not subject to further revision for meals missed because of work or personal
appointments.
Apartment Rentals, Married Students. On- and off-campus apartments are available to rent
for the academic year. On-campus rentals include electricity, gas, telephone, and water. Students
are responsible for utilities' expenses in off-campus apartments. Additional information for onand off-campus units is available from the Housing Office.
Although charges for apartment rentals are billed by the semester, upon application to the
Business Office, students may schedule payments on a monthly basis.
General Fee. The General fee is used to support the operation of the University Center and
student activities under the jurisdiction of the Theological School student government
organization. The General fee also entitles the student to diagnosis and treatment of minor
illnesses. The Health Center has services for internal medicine, allergy, and gynecology. Parttime students are charged per credit-hour for the general fee.
Network Fee. The Network fee supports the University's campus-wide network; which enables
students to 1) send and receive electronic messages, reports, and assignments from professors
and fellow students; 2) access the University library's online catalog system to retrieve reference
and bibliographic information; 3) access the Internet; 4) register and access student information
online.
Computer Initiative. All faculty, students, and staff on campus are linked through computer,
phone, and Internet to each other, to the Library and Archives, and to hundreds of sites off
campus. Participation of full-time M.Div. students is required so that all students receive the
same services and training from the Computer Center. The total cost of the computer package,
standard programs, and service is prorated over six semesters.
Health Services, Family-in-Residence Plan. The basic general fee covers the enrolled student
only. Students with spouses and/or children living with them on campus may obtain family
coverage for an additional fee. International Students who have spouses and/or children living
with them must obtain family coverage through the University. In 2008-2009, the approximate
cost for this insurance was $2,530 for the spouse and $1,496 for each child in addition to the
student health insurance cost of $1,415. Expect 2009-2010 costs to be higher.
Student Health/Accident Insurance. Full time students are automatically billed for this basic
medical insurance plan. Students may waive out of the student plan online by the deadline if they
are enrolled in a comparable insurance plan.
Tuition Refund Insurance. A per-semester fee that provides for a pro-rata refund in the event of
student withdrawal/leave of absence due to physical, mental or nervous disability in accord with
the University's refund policy as described below. All students are automatically billed for
tuition refund insurance. Students may waive this insurance by submitting an online waiver form
available on campusweb.
Enrollment Deposit. A deposit paid upon acceptance of admission verifies the student's
acceptance of the offer of admission and reserves a place in the class. The deposit is refunded at
graduation or upon withdrawal from the University after outstanding fines, penalties, and/or
miscellaneous charges have been cleared. In the case of withdrawals, the deposit is
nonrefundable after July 1 for the fall semester and after December 15 for the spring semester.
Housing Reservation Deposit. This deposit for new resident students is payable with the
Application for Housing. The deposit is nonrefundable except in cases where the University is
unable to provide housing. In case of withdrawals prior to enrollment, the deposit is
nonrefundable after July 1 for the fall semester and after December 15 for the spring semester.
Security Deposit. This fee is a one-time deposit and is payable with first tuition payment. The
deposit is refunded at graduation or upon withdrawal from the University after any outstanding
fines, penalties, and/or miscellaneous charges have been cleared.
Orientation Fee. All new M.Div. and M.T.S. candidates (and other students at the discretion of
the school) pay an orientation fee. The fee covers all orientation costs, including several meals
on campus during the first week of the semester. Students entering in the spring semester pay an
adjusted fee.
Maintaining Matriculation. S.T.M. candidates and D.Min. candidates who are not registered
for courses must maintain matriculation in the school through the payment of the Matriculation
Fee. The fee must be paid at the beginning of each semester. Matriculation can only be
maintained if all previous financial obligations to the University have been met.
Telephone Service. Campus telephone service is a part of on-campus housing for resident
students. There is no charge for initial installation; however, a fee is charged for subsequent
moves or changes. Students may receive an authorization code for toll/long distance calls by
signing a payment agreement.
Microfilming Fee. D.Min. candidates are charged a $50 fee for microfilming professional
projects. Copyrights may be obtained for an added fee of $35.
Transcripts of Record. Students may have official transcripts mailed to other institutions,
prospective employers, or other agencies by completing a transcript request form available at the
Registrar's office or by notifying the office by mail. All requests for transcripts must be in
writing and bear 1) the signature of the record's subject, 2) the date of the request, 3) the dates of
attendance, 4) the current address and telephone number of the record's subject, 5) the subject's
name at the time of enrollment at Drew, and 6) the subject's Social Security number.
All transcripts must be requested at least seven working days in advance of the date they are to
be issued. Students enrolled prior to fall 1994 receive the first transcript for normal processing
free of charge, there is a $5 per copy transcript processing fee for all subsequent requests.
Students enrolled in fall 1994, and thereafter have paid a one time, $25 transcript processing fee
in their first year's tuition. Transcripts requested for same-day or one-day processing carry a
charge of $10 per copy regardless of start term.
Issuance of a transcript or other form of grade report must be cleared by the Business office. The
University withholds transcripts or grade reports if a student has an outstanding balance on a
student account or if repayment of a loan granted by or through the University is in arrears. In
addition, any necessary transcript fees must be paid before release of the record.
The University does not usually release official transcripts directly to the subject of a record.
When such a direct release is required by a graduate school or scholarship agency, the University
shall do so only in a secured envelope whose seal must remain intact for the transcript to remain
valid.
Payments
Bills are payable in advance, in the first week of August for the fall semester and the first week
of January for the spring semester. Accounts not paid by the scheduled dates are subject to a late
payment fee. Students who have delinquent accounts at the time of registration may not be
permitted to register.
Checks should be made payable to "Drew University" and should be mailed to the address
printed on the bill.
Deferred payment plans are available as additional payment options. The Drew University
Tuition Loan Plan allows payment of up to $3,000 of the semester charges over the first four
months of the semester. The current interest rate on this loan is 8%. Details on the Tuition Loan
Plan will be provided with your semester bill in July. Students may also utilize the Drew
University Monthly Payment Plan, administered by Tuition Management Systems (1-800-7224867), which allows you to spread your payments over ten monthly payments, beginning in June
prior to the Fall semester.
Refund Policies
Tuition and General Fee Add/Drop Policy
Students wishing to adjust their schedules may do so without penalty during the first two weeks
of classes. They may add or drop classes only with the approval of their advisers. Any charges
made for tuition for courses officially dropped or added during this period are adjusted in full. A
reduction in the number of courses carried may result in a reduction in the level of financial aid.
Please consult with the Office of Financial Assistance if you have questions. No financial
adjustment is made for courses dropped after the first two weeks of the semester. This policy
does not apply to withdrawals or leaves of absence (students are not permitted to drop all courses
without withdrawing or taking a leave of absence).
Students in intensive courses wishing to adjust their schedules must do so prior to the first day of
class in consultation with the Associate Academic Dean or the Director of the Doctor of Ministry
program.
Refund Policy for Withdrawal/Leave of Absence
The University's refund policies for students withdrawing or taking a leave of absence are
described in the paragraphs below. The policy applicable to an individual student is determined
by the particular circumstances of the student, including the timing of the withdrawal/leave of
absence, whether or not the student is a participant in a federal or state financial assistance
program, and whether or not the student will receive a refund under the Tuition Refund Plan. No
refund is paid to any student who is suspended or required to withdraw or who leaves without
first securing the written consent of the Associate Academic Dean.
Students Not Receiving Federal or State Aid
Students who take a leave of absence or withdraw for any reason during the first three weeks of
the semester and are not eligible to receive a refund under the Tuition Refund Plan are entitled to
a prorated refund of certain Institutional Charges (see list of refundable institutional charges
below). Prorated charges are based upon the date of actual withdrawal (as determined by the
University in accordance with the withdrawal/leave of absence procedure) according to the
following schedule:
Withdrawal Date
Percentage Refund
First week of semester
90%
Second week of semester
70%
Third week of semester
50%
Fourth week or more
0%
Any refunds calculated under this formula will first be used to refund any institutional aid to the
University, with any amount left over refunded to the student.
Students Receiving Federal or State Aid
Students receiving Federal or State aid and who take a leave of absence or withdraw for any
reason and who are not eligible to receive a refund under the Tuition Refund Plan will receive a
prorated refund as described above. In the event the University is required to return federal
and/or state funds (see Refunds of Federal and State Aid below) in excess of the refund of
charges as calculated above, then the student will receive a refund in institutional charges
equivalent to the amount that is returned in federal and/or state funds. However, if total financial
aid exceeds the amount of institutional charges, a refund will be made of a percentage of
institutional charges less non-federal aid equal to the percentage of federal aid returned plus an
amount equivalent to any state aid returned.
Students Covered by the Tuition Refund Plan
Students who are enrolled in the Tuition Refund Plan and are eligible to receive a refund under
the Tuition Refund Plan will receive a refund from the insurance company as described in the
plan materials. The Tuition Refund Plan provides prorated refunds to students who withdraw or
take a leave of absence due to physical, mental or nervous disabilities. All students are billed for
the Tuition Refund Plan with their Fall semester bill. Students who decline this coverage must
sign a waiver form and are not enrolled for the academic year. Please consult the plan brochure
or the University Business office for additional details. In the event this refund is less than the
amount that would be provided under the refund policies above, the University will refund the
difference. Any refunds calculated under this policy will first be used to refund federal and state
aid and any institutional aid to the University, with any amount left over refunded to the student.
Refundable Institutional Charges
Tuition
General Fee
Board
The housing charge and all other fees are nonrefundable.
Refunds of Federal and State Aid
When a student takes a leave of absence or withdraws from the University, federal and state
regulations may require the University and/or the student to return a portion of the aid received
as described below.
Refunds of Federal Aid
When a student takes a leave of absence or withdraws before completing 60 percent of the
enrollment period, federal regulations require the University and/or the student to return that
portion of federal aid funds which has not been earned. This is calculated as follows:
The percentage of federal aid earned is calculated by dividing the number of days of the
enrollment period completed by the total number of days in the enrollment period.
The amount of federal aid earned is calculated by multiplying the percentage of federal aid
earned by the amount of federal aid that was disbursed plus the amount of federal aid that could
have been disbursed. (Please note that funds that have not met the requirements for disbursement
will not be disbursed to the student.)
The student is entitled to keep all earned federal aid which has been disbursed and is entitled to
receive a post-withdrawal disbursement of all earned federal aid which could have been
disbursed.
All other federal aid will be returned or canceled.
Refunds of State Aid
When a student withdraws and receives a refund of Institutional Charges, state regulations
require the return of a percentage of state aid received. This is calculated as follows:
Determine the percentage of total aid that is state aid by dividing the amount of state aid
(excluding work earnings) awarded by the total amount of financial aid (excluding work earnings)
awarded.
Calculate the amount of state aid to be returned by multiplying the percentage of total aid that is
state aid by the amount of institutional charges refunded.
If a student utilizes any part of an award, it will be treated the same as a full semester payment in
calculating the number of semesters of eligibility. Therefore the student may decline the state
award and repay the award for the payment period.
Separation From the School
Drew Theological School reserves the right, upon recommendation of the deans, to separate from
the school any student who fails to meet the standards of academic or community life; or whose
character, or personal maturity raises reasonable doubts about the student's fitness for ministry or
theological education.
Students may also be separated from the school for failure to meet their financial obligations.
Financial Assistance
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Financial Assistance
Drew Awards
Application Procedures
Theological School Scholarships
Theological School Prizes
Outside Scholarships and Grants
Other
Part-Time Employment
Loans
Financial Assistance
Theological education may initially appear expensive, but the Theological School helps bring
costs well within reach through financial assistance.
Drew structures financial assistance using two principles: 1) avoid unduly increasing any
accumulated indebtedness; and 2) give maximum assistance to students in the Master of Divinity
program. Most students qualify for both merit- and need-based aid.
Very limited federal or state aid is available to graduate or professional-level students, so most
aid comes from the University or from outside, nongovernmental sources. While University aid
is calculated automatically, students need ingenuity and resourcefulness to discover other
assistance. Local library reference departments or church officials are good starting points.
Students should contact the Office of Student Assistance (or its equivalent) in their state to
inquire about state financial aid programs.
Drew Awards
Drew's Office of Financial Assistance creates a financial aid "package" for each eligible student.
This package usually consists of several aid components (any of which a student may choose to
decline). Every effort is made to create a package that minimizes a student's debt burden, thus the
typical package contains scholarships and grants, work-study, and low-interest loans, in that
order.
Merit-based scholarships can cover up to 100 percent of tuition. Grants generally cover from 20
to 75 percent of annual tuition charges and are based on a student's academic record. Drew
financial assistance awards are given as a percentage of tuition and the percentage remains
constant throughout the degree program, relative to academic load and satisfactory academic
progress. A student must be enrolled in a minimum of 6 credits per semester to be eligible.
One-half of a student's annual grant award and loan amount is credited to the student's account
each semester. Those with federal work-study jobs or other campus employment receive regular
paychecks for time worked. Work-study is NOT credited to the student accounts.
In accordance with standards adopted by the Association of Theological Schools (A.T.S.),
students are expected to furnish a reasonable portion of their own educational expenses. This
contribution may come from savings, summer work, an employed spouse, part-time jobs, or a
loan.
Application Procedures
Students seeking federal financial assistance must file the Free Application for Federal Student
Aid (FAFSA) and the Drew University Supplemental Aid Form as directed at the time of their
application for admission. There are two deadlines: a priority deadline for consideration for
merit-based scholarships and a guaranteed award deadline, after which the school cannot
guarantee that students can be awarded the full financial aid for which they may be eligible. The
priority deadline for new students is April 30; the deadline for guaranteed awards for fall
applicants is June 30. Every effort is made to provide full financial assistance to applications
received after the guaranteed award deadlines, and appropriate adjustments will be made in
future semesters. Aid is awarded on an annual basis, except for new students admitted in the
spring semester. Registered students must submit renewal financial aid forms annually by April 1.
Consequences of Noncompliance with Verification Deadlines
Federal regulations require aid administrators to verify selected financial aid applications by
comparing reported data with income tax returns and other documentation. Federal aid awards
cannot be credited to student accounts until verification is completed.
Failure to provide the requested documentation within the specific time period may thus result in
the following:
1. Denial of financial aid for a semester or academic year;
2. Drew's inability to process your future financial aid applications.
International Students
Because of the stringent financial reporting prerequisite to the granting of visa documents,
international students are required to submit financial documentation to certify all funds needed
to cover the cost of attendance for one calendar year. Drew scholarship assistance and oncampus employment can be applied in partial satisfaction of this requirement.
Theological School Scholarships
Named Awards: Funding for many Drew Scholarships comes from the earnings of endowed
scholarships created by trustees, alumni/ae, and friends of the University. All admitted students
are considered for Theological Named Scholarships. Students are not required to apply for these
awards under separate cover.
Franklin E. and Bertha E. Allison Scholarship. Endowed by the estate of Franklin E. and
Bertha E. Allison in 1979. Awarded to assist a student or students in training for the ministry or
Christian education.
Henry G. Appenzeller Scholarship. Endowed in 1988 in memory of Henry G. Appenzeller,
1885 graduate of the Theological School, by friends. Awarded to a second- or third-year student
who displays commitment to service in the spirit of Henry G. Appenzeller, the first Methodist
missionary to Korea.
Lawrence Athey Scholarship. Endowed by the estate of Lawrence H. Athey T'31. Awarded to
deserving theological students.
Cathrine C. Baxter Scholarship. Endowed in the year 2000 by this lifelong United Methodist
churchwoman from Summitville, N.Y. Awarded as a two-year scholarship to one or more United
Methodist students contemplating parish ministry - with standing as either a junior in the College
or a second-year M.Div. student in the Theological School - with a preference for young men
and for students from New York State.
Frank C. and Ethel S. Benitz Memorial Scholarship. Endowed in 1969 by Frank R. Benitz to
honor his parents. Awarded to a young man preparing for United Methodist ministry.
Richard and Marian Berkefeldt Student Help Fund. Established in 1968 by Richard N.
Berkefeldt, a generous Methodist layman, and his wife, Marian Berkefeldt, to help needy and
worthy students.
Bockoven-Arnold Scholarship. Endowed in 2008 by the estate of Betty B. Arnold, a long-time
Drew employee. To be awarded to needy and worthy students in the Theological School.
Barbara W. Bostleman Scholarship. Endowed by a bequest from Barbara W. Bostelman in
2006. Awarded to deserving theological students.
G. Roy and Olive Scott Bragg Scholarship. Endowed in 1992 by Mrs. Bragg in memory of G.
Roy Bragg T'39. Awarded to a second- or third-year student preparing for the ministry who
excels in the study of theology.
C. Maxwell Brown Scholarship. Endowed in 1977 by Evelyn Berger Brown in honor of her
husband, C. Maxwell Brown T'32. Awarded to second- or third-year M.Div. students with
demonstrated need.
Paul Burt Scholarship. Awarded annually since 1975 by the Wesley United Methodist Church
in Urbana, Ill. Awarded to a student preparing for campus ministry or to an international student.
Gladys Capron Memorial Scholarship. Endowed in 1990 by the Reverend Richard W. Capron
T'73, G'86 in memory of his grandmother, Gladys Capron. Awarded to a second- or third-year
student who professes a vocation in urban ministry.
Henry J. and Georgetta Cassard Memorial Scholarship. Endowed in 1968 by Georgetta
Cassard, Marcella Cassard Chapman, and Georgetta Cassard Webbe. Awarded to deserving
theological students.
Darwin R. and Yen M. Chang Scholarship. Endowed by Darwin R. and Yen M. Chang of
Madison. Awarded annually to a student of Chinese descent who demonstrates good character.
Chatham United Methodist Women's Scholarship. An award to a woman in the M.Div.
program, usually given to an entering student, but renewable if need continues. Made available
by the Chatham, N.J., United Methodist Women and awarded through the Drew Theological
School Financial Assistance Committee.
Andrew Cheng Scholarship. Endowed in 2002 by Andrew Cheng T'41. Awarded to Chinese
students training for the ministry, with preference for nationals of the People's Republic of China
who would not otherwise be able to come to the United States for such training.
Reverend Helen Gulick Clement Memorial Scholarship. Endowed in 2002 by a bequest from
this 1991 alumna. Awarded annually to one or more students who demonstrate both financial
need and high academic achievement. Renewable.
Mildred Moody Eakin Scholarship. Endowed in 1987 by bequest from this assistant professor
emeritus of religious education who taught at Drew from 1932 to 1955. Awarded with preference
to students preparing for work in religious education, especially with children.
James Fleming Scholarship. Endowed in 1969 by a bequest from the estate of James Fleming.
Awarded annually to students with promise for ministry.
R. Benjamin Garrison Scholarship. Established in 1995 by Mrs. Raymond Vogel. Awarded
annually to a third-year seminary student, selected by the faculty, who has excelled in preaching.
Grace Charity Foundation Scholarship. Awarded to a Korean student with financial need,
currently enrolled in the Master of Sacred Theology program.
William H. Gray Jr. Memorial Scholarship. Endowed in 1998 by friends and William H. Gray
III, Class of 1966-former university trustee, former U.S. Congressman, and president of the
United Negro College Fund-in honor of his father. Awarded annually to an ethnic minority
student preparing for parish ministry who shows potential for exceptional leadership.
Frank W. Grippin Memorial Scholarship. Endowed in 1989 by Helen Grippin in memory of
her husband, Frank W. Grippin T'30. Awarded to a student, preferably Asian, in need.
Haller-Wire Scholarship. For a deserving student preparing for the ministry.
Harris Memorial Trust Scholarship. Established in 1966 by the Harris Memorial Trust.
Awarded to outstanding students at the seminary level who are devoting themselves to training
for the pastoral ministry.
Haverstraw United Methodist Church Scholarship. Awarded annually since 1988 from the
Goldsmith bequest to the Haverstraw Methodist Church. Awarded to a student who attended the
Haverstraw United Methodist Church, who resides in Rockland County, N.Y., or who is a
member of the Greater New Jersey Annual Conference of the United Methodist Church.
William Randolph Hearst Endowed Scholarship. Endowed by the Hearst Foundation in 1992
and awarded to minority students seeking teaching careers in the United States.
Fred Herrigel Jr. Memorial Scholarship. Endowed by the Herrigel family and friends in
memory of Fred Herrigel Jr. and Fred Herrigel III, Drew trustees, and Fred Herrigel IV.
Awarded to a deserving Theological School student who demonstrates financial need.
Lynn Harold Hough Scholarship. Endowed in 1984 to honor this Class of 1905 alumnus, longtime professor of homiletics, and dean of the school (1934-1947). Awarded annually to a student
who can unite Christian action with homiletic inspiration.
Clarice M. and Herbert E. Howe Scholarship. Established in 2004 by Herbert E. Howe Jr.,
Wesley Howe, and Clarice Howe Johnson, in memory of their mother and father. The
scholarship honors Clarice M. Howe's accomplishments as a lifelong active Methodist
churchwoman. Awarded to students whose goal is the Methodist ministry, with preference for
first-year women students over the age of 35.
International Friends Scholarship. Established by Garnett and Martha (C'84) Keith for
deserving undergraduate or graduate students from outside the United States who wish to
augment their European education with an American educational experience.
Korean Theological Scholarship. For Korean and Korean-American students.
Henry L. Lambdin Scholarship. Named for Dr. Henry L. Lambdin T'14, T'35, long-time
professor of homiletics. Awarded annually to one or more candidates in the M.Div. program.
Edwin Lewis Scholarship. Endowed in 1974 by Kenneth B. Grady T'30, a former trustee, and
his wife, Velva T'27, in memory of her father, Edwin Lewis, former professor in the Theological
School. Awarded to students who have completed the second year of theological study and who
show outstanding promise in the study of theology.
Magee Christian Education Scholarship. Awarded since 1980 by the Magee Christian
Education Foundation to students preparing for full-time, church-related vocations.
Gertrude S. Mallalieu Scholarship. Awarded to deserving students preparing for the ministry.
Mary Louise Jarden Maser and Frederick E. Maser Scholarship. Endowed in 2003 by the
estate of Frederick E. Maser. Awarded to deserving theological students.
John McClintock Association Scholarship. Endowed in 1917 by friends, family and colleagues
to honor the first president of Drew Theological School. Awarded to outstanding students
preparing for the ministry.
Delaplaine McDaniel Fellowship. Endowed in 1914. Awarded to an M.Div. candidate in the
next year's graduating class based on outstanding accomplishment and promise for ministry.
Stanley J. and Betty Menking Scholarship. Endowed in 1985 by Stanley J. Menking G'56,
T'57, and former associate dean of the Theological School, and his wife, Betty. Awarded to a
second year theological student who is preparing for ministry in the United Methodist Church
and who shows promise of integrating theological understanding with the practice of ministry.
Merrill Trust Scholarship. For United Methodist students.
Carl Michalson Scholarship. Endowed in 1988 by the Carl Michalson Society in memory of Dr.
Michalson T'39, the Henry Anson Buttz professor of systematic theology at Drew. Awarded in
the spring to a first-year M.Div. student who has shown outstanding scholarship and unusual
promise as a preacher and pastor.
Mickel Scholarship in Town and Country Ministry. Established in 2000 by Christopher
Mickel, Class of 1988. Awarded annually to one or more second- or third-year students who
demonstrate an abiding interest in rural or small-town ministry, with preference for students with
financial need.
Morrow Memorial Scholarship. Endowed in 1939 by the Morrow Memorial Church in
Maplewood, N.J. Awarded to the rising third-year M.Div. candidate who has shown high
scholarship and promise as a preacher and pastor.
David and Joan Myers Scholarship. Established in 2003 by David M. (T'60) and Joan H.
Myers. To be awarded to a Theological School student who excels in preaching. Renewable.
Leslie J. Nevins Scholarship. Endowed in 1972 by Dora E. Nevins in memory of her husband,
Leslie J. Nevins T'23. For a student preparing for the ministry.
John P. Newman Scholarship. Endowed in 1903 to honor this bishop of the Methodist Church.
Awarded to deserving students with financial need who are preparing for Christian ministry.
Ockershausen Scholarship. Endowed in 1981 in memory of John Ockershausen, one of Drew's
first trustees, and his wife, by their granddaughter, Julia Huffington T'33. Awarded to a
deserving theological student.
Judge and Mrs. Lindsay O'Connor Scholarship. Awarded to students preparing for the
ministry.
John Paterson Memorial Scholarship. Endowed by his daughter, Anne, and her husband,
Chester B. Dugdale C'39, in memory of her father, who was a professor of Hebrew and Old
Testament at Drew from 1931 to 1957. Awarded to a deserving student of Old Testament studies.
William and Mary Jane Pennington Scholarship. Established in 1997 by bequest and named
for lifelong supporters of the church. Awarded annually to one or more students on the basis of
financial need or merit who demonstrate promise for lay, ordained, or non-parish ministry.
Renewable annually as long as the recipient maintains good academic standing.
William S. Pilling Traveling Fellowship. Endowed in 1929. Awarded to select students who
are involved in cross-cultural educational experiences and are matriculated in the M.Div.
program.
Dan M. Potter Scholarship. Endowed in 2000 in memory of this ecumenical leader and
pioneering religious broadcaster. Awarded annually to one or more students preparing for the
ministry and enduring financial hardship.
Joseph H. Rainear Scholarship. Established in 2001 by the estate of Elizabeth H. Rainear, in
memory of her husband, the Reverend Joseph H. Rainear C'40, T'42. For a worthy student or
students in the Theological School.
William M. Reider Scholarship. Endowed by Mr. Reider. Awarded to students from New
Jersey.
Raymond Rhoads Scholarship. Endowed in 2006 by Raymond Rhoads T'59. Awarded to
students in their second year of theological study who have shown interest and promise in New
Testament studies. Renewable.
William F. D. Rodda Scholarship. Endowed in 1985 by Mr. and Mrs. Raymond Walden in
gratitude for Dr. Rodda's ministry in the United Methodist Church. Dr. Rodda was also a Drew
trustee. Awarded to a deserving theological student with promise for ministry and in need of
financial support.
Bertha A. and Emma L. Schur and Arthur C. and Matilde Mundle Memorial Scholarship.
Endowed in 1978 by bequest of Bertha A. Schur. Awarded annually to students with financial
need.
Warren P. Sheen Scholarship. Established in 2008 by the bequest of Roger Sheen. Awarded to
a deserving Theological student.
Marjorie M. Simons Scholarship. Endowed by the estate of Christian C. Simons in memory of
his wife, Marjorie M. Simons, in 1983. Awarded to deserving theological students.
Dr. Robert Drew Simpson and Dr. Megan Demarest Simpson Scholarship. Established in
2005 by Edward R. and Helen Hintz, to honor the Reverend Dr. Robert Drew Simpson C'45,
T'48, T'54 and Dr. Megan Demarest Simpson C'46, G'80, and their contributions to the United
Methodist Church and to Drew University. Awarded to students in the third year of the Master of
Divinity program who plan to pursue a career in pastoral ministry in the United Methodist
Church and who demonstrate financial need.
Robert Drew Simpson Scholarship. Endowed in 1990 by Mr. and Mrs. Raymond Walden in
honor of Dr. Simpson's retirement as pastor of the Chatham United Methodist Church. Dr.
Simpson C'45, T'48, T'54 is also a Drew trustee emeritus. Awarded to a deserving theological
student.
Charles F. Sitterly Scholarship. Endowed in 1979 via bequest from Bancroft Walker Sitterly to
honor his father, an 1886 alumnus and longtime professor of Greek, New Testament, and biblical
literature. Awarded annually to one or more Theological School students with financial need.
Harold Paul Sloan Scholarship. Endowed in 1983 from a fund established by Dr. Harold Paul
Sloan T'07, a former Drew trustee, and his family. Awarded to theological students, with
preference given to students from the southern area of the New Jersey Annual Conference, where
Dr. Sloan served his ministry.
Joseph M. Sloane Scholarship. Endowed in 1986 by Mr. and Mrs. Joseph M. Sloane and
awarded to a student preparing for parish ministry, with preference for a current or former
member of the Union United Methodist Church of East Northport, N.Y. The award is renewable
if need persists.
George E. Sovereign Scholarship. Endowed in 1989 by the estate of this Methodist layman.
Awarded annually to assist students in securing their theological training.
Geoffrey and Helene Stafford Diversity Scholarships. Endowed by the estate of Mrs. Helene
Stafford in memory of her husband, Geoffrey, a former Drew professor. Awarded to entering
M.Div. students with outstanding promise for ministry.
Geoffrey and Helene Stafford International Scholarships. Endowed by the estate of Mrs.
Helene Stafford in memory of her husband, Geoffrey, a former Drew professor. Awarded to
second-year M.Div. students in seminaries outside the United States for one year of study at
Drew and to international candidates for the S.T.M. degree.
Geoffrey and Helene Stafford Regional Scholarships. Endowed by the estate of Mrs. Helene
Stafford in memory of her husband, Geoffrey, a former Drew professor. Awarded to entering
students with strong academic records and outstanding promise for ministry who reside outside
the primary recruitment region of the Theological School.
Helen L. Sterrett Scholarship. Endowed in 2006 by a bequest from Helen L. Sterrett. Awarded
to worthy ministerial students, and students studying in any of the fields of Christian education,
congregational care, youth ministry, and parish nursing.
Taiwanese Student Scholarship. Awarded annually by Mr. and Mrs. Shing-Long Lin in honor
of fellow Taiwanese who are seeking a quality education. Mr. Lin is a former member of the
Drew community who appreciates the value of the University in our global community. Awarded
to Taiwanese students with need at Drew who are in good academic standing.
Tipple Scholarship. Named in honor of former Drew president, Ezra Squier Tipple and his wife,
Edna White Tipple, these merit scholarships are offered each year to two entering M.Div.
students with distinguished academic records and unusual promise for ministry. Merit-based.
Leslie and Emma Uphoff Scholarship. Endowed in 1961 by Delta Uphoff in memory of her
parents, Leslie and Emma Uphoff, completing their gift. Awarded to a second- or third-year
seminary student, preferably in the M.Div. program, preparing for full-time Christian service.
Alfred Morgan Waller Jr. Memorial Scholarship. Endowed in 2000 by family, friends,
students, staff, faculty, and Mrs. Bernita S. Waller, to honor her late husband, Alfred M. Waller
Jr., a graduate of Drew's Theological and Graduate schools. Awarded to one or more Master of
Divinity students during their second year of study who demonstrate financial need.
Reverend Dr. Howard B. Warren Scholarship Fund. Endowed by the Reverend Dr. Howard
B. Warren T'40 in 1985. Awarded to students in need who are preparing for the United
Methodist parish ministry.
Edward L. Wegst Scholarship. Endowed in 1993 by the estate of Edward L. Wegst. Awarded
to a theological student who shows promise for the ministry with preference given for a student
who is preparing for missionary work.
Betty H. Welsh Scholarship. Endowed in 1997 by this noted churchwoman. Awarded annually
to one or more students on the basis of financial need or merit who demonstrate promise for
ordained ministry in the church. Renewable annually as long as the recipient maintains good
academic standing.
Bishop Lloyd C. Wicke and Family Scholarship. Endowed in 1981 by United Methodist
Bishop Lloyd C. Wicke, Class of 1926 and trustee emeritus, and his family. Awarded annually to
one or more students entering the M.Div. program who intend to pursue parish ministry, with
preference for United Methodists from the West Virginia, New Jersey, Western Pennsylvania,
New York, or Troy Conferences who plan to return to their conference for ministerial service.
Emerson and Helen Willson Scholarship. Endowed in 1956 by the Emerson Willson family.
Awarded to an entering student with exceptional promise for ministry, with preference for
United Methodist students from the Wyoming Conference. Renewable annually.
Theological School Prizes
American Bible Society Award-New Testament. Sponsored by the American Bible Society.
Awarded to the student of outstanding achievement in biblical studies..
Annin Memorial Prize in Theology. Endowed in 2005 by Anne V. Annin T'00, in memory of
William E. and David E. Annin. Awarded to graduating students in the Master of Divinity
program who have displayed both interest and excellence in theology.
Robert Jehu Bull Prize. For the graduating student with the best record in church history.
Class of 1956 Dr. Franz Hildebrandt Award. Established in 2006 by the Theological School
Class of 1956, and endowed in 2008, to honor the inspired teaching of Franz Hildebrandt,
visiting professor of Christian theology from 1953 to 1967. Awarded to outstanding students
who have exemplified Dr. Hildebrandt's qualities by combining deep faith and excellence in
theological studies with effective ministry as an intern or pastor in a field education assignment
leading to the Master of Divinity degree.
Clarence Tucker Craig Prize in Biblical Studies. Established by the Class of 1955 to honor the
former dean and awarded to the graduating M.Div. candidate who has excelled in this field.
George R. Crooks Prize. Originated in 1914. For excellence in hymn and scripture reading.
Open to graduating M.Div. candidates.
J. Newton Davies Greek New Testament Prize. Established in honor of the late professor of
New Testament, J. Newton Davies. Presented to the first-year student who has excelled in New
Testament studies.
Dorr Diefendorf Award. For excellence in homiletics.
Robert J. Duncan Prize. Awarded to a Global/Online Doctor of Ministry student for creativity
and innovative use of technology in a project thesis.
Fellowship Seminarian Award. Presented annually by the Fellowship to a student who displays
outstanding leadership in music and/or worship arts.
David Graybeal Prize. For use in a ministry that will enhance community life.
Alfred B. Haas Prize. Established in 2006 by the Theological School Class of 1957, and
endowed in 2008, to honor the inspired teaching of Alfred B. Haas T'36, G'46, associate
professor of practical theology from 1944 to 1968. Awarded to students in the Master of Divinity
degree program who have made a significant contribution to the worship life of the Theological
School and pursued advanced coursework in the area of liturgics.
Daniel P. Kidder Prize. For the best academic record in the department of practical theology.
Henry L. Lambdin Prize for Excellence in Pastoral Leadership. Endowed in 1989 by friends
and colleagues to honor former faculty member Henry Lambdin T'14, T'35. Awarded for
excellence in pastoral leadership.
Mead Hall Study Circle Prize. Originated in 1926. For the woman student who achieves the
best academic record in her first year of study.
Order of St. Luke-Hoyt Hickman Award. For excellence in liturgical studies.
John Paterson Old Testament Studies Prize. Endowed by family and friends in memory of
John Paterson, professor of Hebrew and Old Testament from 1931 to 1957. Awarded to the firstyear student of greatest promise in Old Testament studies.
Alton Raynor Prize. Established in 1998. Awarded annually to a second-year student with
financial need who shows great promise for success in town and country ministry.
Reverend Florence Spearing-Randolph Prize. Awarded to a graduating African-American
woman student who demonstrates powerful preaching skills and potential for outstanding
pastoral leadership.
Jasper and Ann Steele Prize. Endowed by Jasper and Ann Steele in 1994. For a student who
demonstrates potential for ministry in a multicultural community.
Lawrence E. Toombs Prize in Old Testament History. For a student who has excelled in this
area.
Alfred M. Waller, Jr. Memorial Prize. Established in 2001 by family, friends, and Mrs.
Bernita S. Waller in memory of her late husband, Alfred M. Waller Jr. Awarded annually for
excellence in the practice of Christian ministry to a second-year M.Div. student with exceptional
promise and an interest in urban ministry.
George R. Warren Memorial Prize. Endowed in 1985 by family in memory of George R.
Warren T'28. Awarded for outstanding New Testament scholarship.
Patricia Wickham Prize in Feminist Scholarship. Endowed in 1992 by family and friends in
memory of Patricia Wickham T'89. Awarded for overall academic excellence and creativity in
feminist scholarship to a woman student who has completed two-thirds of the M.Div. or threequarters of the M.T.S. curriculum.
John Heston Willey Prize. Originated in 1920. Presented to the student who excels in pulpit
oratory and manner.
F. J. Yetter Prize Fund. Awarded to a seminary student of the Old Testament of the Bible as
selected by the appropriate faculty.
Edward D. Zinbarg Prize. Established in 1999 by Barbara Zinbarg to honor her husband upon
the completion of his Doctor of Letters degree at Drew. Awarded annually to a student in any of
the University's schools who has creatively linked Jewish studies and the study of other religious
traditions.
Outside Scholarships and Grants
United Methodist Church. United Methodist students should contact the Office of Loans and
Scholarships, P.O. Box 340007, Nashville, TN 37203-0007, or visit their website at
http://www.gbhem.org , for more information on funds available through the denomination.
Presbyterian Church. The Presbyterian Church (U.S.A.) offers a limited number of grants and
loans to inquirers or candidates under the care of a presbytery.
The Georgia Harkness Scholarship Award. This annual award, which covers tuition and
demonstrated additional need up to a total of $4,000 a year, is available to women over 35 who
are planning second careers in the United Methodist ministry. The award is made by the Division
of the Ordained Ministry of the United Methodist Church in honor of Georgia Harkness (18911974), outstanding teacher and theologian. Students must apply for this award by requesting a
form from the Office of Financial Assistance at Drew or by writing to the Division of Ordained
Ministry, Box 871, Nashville, TN, 37202. Deadline for application is early spring.
The Reverend Charles W. Tadlock Scholarship. A maximum of $3,000 a year is available to a
United Methodist student preparing for the parish ministry. The student must be a probationary
member of a United Methodist Annual Conference; preference is given to persons from Missouri.
Applications are available from the Drew Office of Financial Assistance or from conference
boards of ministry. All applications are processed by the section of loans and scholarships of the
Board of Higher Education and Ministry of the United Methodist Church.
United Methodist Scholarships. Each year the Board of Higher Education and Ministry of the
United Methodist Church awards scholarships to members of the first- and second-year class
who show promise of becoming outstanding Methodist ministers. In addition, the Annual
Conferences of the United Methodist Church provide financial assistance through the Ministerial
Education Fund, monies which are administered through the boards of ministry in each
conference. Most awards require that the student be in candidacy status and file an application
with a proposed budget and a demonstration of financial need. United Methodist candidates
should contact the registrars of their Annual Conference boards of ministry early in the spring to
be considered for aid in the following year. The Theological School works closely with the
boards of ministry to help meet each student's financial need.
Other
Drew students have been successful in obtaining scholarships and grants to meet school expenses
from such agencies as Rotary International, the Women's Club, the World Council of Churches,
and the United Nations. Students are encouraged to pursue such possibilities.
Ecumenical Scholarship Exchange Program. Drew periodically provides one full-expense
scholarship for an exchange student in theology. Direct inquiries to The National Council of
Churches of Christ, Department of Church World Service, Ecumenical Scholarship Exchange,
475 Riverside Drive, New York, NY 10115-0008.
Part-Time Employment
Theological students may participate in any of several part-time employment programs of the
University. The federal government appropriates funds for post-secondary institutions under the
Federal College Community Service Work/Study Program. Under the FWSP students are hired
on campus in part-time jobs that range from clerical positions to career-related work. Eligibility
is determined through the filing of the FAFSA . Students must demonstrate financial need.
Regular employment opportunities are available on campus, on a part-time basis, to Theological
School students. The Office of Career Planning and Placement maintains lists of part-time
employment openings in the surrounding area for students and their spouses.
The Federal Immigration and Control Act of 1986 requires Drew to certify identity and
determine the eligibility of every employee, including students who work in a Drew or Drewreferred job. Therefore, all students who work at Drew must file an I-9 form with the Student
Employment Office.
Loans
United Methodist Loans. Several of the United Methodist conferences have loan or scholarship
funds for their students, who are encouraged to investigate these sources through their home
churches. The Board of Higher Education and Ministry of the United Methodist Church makes
available loans for full-time theological students who demonstrate need. Details are available
from Drew's Office of Financial Assistance.
Federal Family Educational Loan Program.Federally guaranteed Stafford Loans are available
for students who are enrolled at least half-time each semester and have demonstrated federal
financial need. Federal need is defined as the difference between the total cost of Theological
School study (tuition, fees, room, board, books, supplies, and miscellaneous expenses) and the
student's personal and family resources. Students must file the Free Application for Federal
Student Aid (FAFSA) and the Drew University Supplemental Form, which are used to assess
need. Loans are offered up to the amount of a student's need, but for no more than $8,500 per
year for Theological School students without consultation with the dean's office and the Office
of Financial Assistance. For subsidized Stafford Loans, interest is paid by the federal
government until six months after the student graduates or withdraws or drops below half-time
status.
Unsubsidized Federal Stafford Loans are also available. These loans are not based on financial
need and are not to exceed $10,000.
Cumulative borrowing limits are $138,500 for graduate/professional study (including all
undergraduate loans). The interest on these loans cannot exceed 8.25 percent. Additional
information, including current interest rates, is available in the Office of Financial Assistance.
General Information
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Academic Life
Community Life
The University
Academic Life
Each year, the Drew Theological School reenacts an academic ritual that dates from its first day
as a seminary, October 16, 1867. Following a Matriculation address by a member of the faculty,
newly enrolled students sign their name in a book that contains the signatures of the first students
of Drew and of subsequent classes. On the first page of the Matriculation book are the following
words:
I hereby solemnly promise to obey all the laws of Drew Theological Seminary, as prescribed by
the trustees and faculty; and to apply myself diligently, and in the fear of God, to my studies, so
long as I remain a student in said Seminary.
Drew Theological School provides an environment of learning, reflection, and practice, and
theological scholarship marked by intellectual rigor, spiritual discipline, and practical skills for
leadership. The following descriptions of its degrees, policies, and procedures reflect its
academic life and its history as a graduate institution of scholarship and spiritual discipline.
Academic Advising
Faculty advisers are assigned to students when they matriculate into a degree program. Students
have an opportunity to meet their advisor at orientation and work with that advisor throughout
their program. Advisors aid students in selecting courses in line with their interests and/or career
objectives. If you do not have an adviser, please call the office of the Associate Academic Dean
at x3419.
Doctor of Ministry Students should contact the Doctor of Ministry Office for assignments of
advisers: x3630.
Academic Integrity
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Academic Integrity
Standards of Academic Honesty
Categories of Academic Dishonesty
Basic Requirements for Acknowledging Sources
How to Avoid Unintentional Plagiarism
Procedures for Hearing Cases of Academic Dishonesty
Appeal Process
Academic Integrity
In an effort to standardize practice, the Theological School (along with the College of Liberal
Arts and the Caspersen School of Graduate Studies) has adopted an academic integrity policy.
The following Standards of Academic Honesty Policy has been approved by the Theological
School faculty.
Standards of Academic Honesty
Standards of honesty in the academic world derive from the nature of the academic enterprise
itself. Scholars use writing both to create knowledge and to record knowledge, and students are
invited into the academic enterprise through an intellectual conversation that occurs primarily in
writing. Through the exchange of written texts, students contribute to the academic conversation
and develop their intellectual skills. Since academic dishonesty necessarily hinders such
development, it cannot be tolerated under any circumstances. Accordingly, Drew University has
established standards of academic integrity and procedures governing violations of them. These
basic standards apply to all work done at Drew. Students are expected to study and comply with
these principles as stated below.
Categories of Academic Dishonesty
The standards of academic integrity apply to information that is presented orally, in writing, or
via the computer, in any format ranging from the most informal comment to a formal research
paper or a dissertation. These standards apply to source material gathered from other people,
from written texts, from computer programs, from the Internet, or from any other location.
Plagiarism
Plagiarism is the act of appropriating or imitating the language, ideas, or thoughts of another and
presenting them as one's own or without proper acknowledgment. This includes submitting as
one's own a thesis, a paper, or part of a paper written by another person, whether that material
was stolen, purchased, or shared freely. It also includes submitting a paper containing
insufficient citation or misuse of source material.
Duplicate Submission
Submitting one work in identical or similar form to fulfill more than one requirement without
prior approval of the relevant faculty members is a breach of academic integrity. This includes
using a paper for more than one course or submitting material previously used to meet another
requirement.
Cheating on Examinations
Cheating on examinations by copying material from another person or source or by gaining any
advance knowledge of the content or topic of an examination without the permission of the
instructor is another breach of academic integrity. In the case of take-home examinations, the
guidelines under Collaboration (below) apply; failure to follow those guidelines constitutes
academic dishonesty.
False Citation
Listing an author, title, or page reference as the source for obtained material, when the material
actually came from another source or from another location within that source, is a breach of
academic integrity. This includes attributing fabricated material to a real or fictitious source.
Basic Requirements for Acknowledging Sources
Quotation
All quotations, however short, must be identified as such. In written texts they must be placed in
quotation marks or be clearly indented, and the complete source must be cited either in the text
or in a footnote or endnote.
Paraphrase
Any borrowed material that is summarized, restated, or reworked must be cited as such, whether
it is used in written or oral form. The paraphrased material must be clearly indicated by a signal
phrase (including the author's name) at the beginning and a page citation or footnote/endnote
marker at the end. Students should take careful notes when reading and researching so that they
can properly acknowledge sources and produce them upon request. Lapse of time or substantial
reworking of researched material does not eliminate the obligation to give due recognition.
Collaboration
If a student has collaborated with another person or group of people and used research data
gathered by others or significant ideas developed in collaboration (via notes, conferences,
conversations, e-mail communications, etc.) as part of a paper or assignment, the extent and
nature of the contribution must be clearly indicated. Students collaborating on an assignment
must give proper acknowledgment both to the extent of the collaboration and to any team
member whose specific ideas or words played a significant role in the development of the thesis,
the argument, or the structure of the finished work. Unless a paper or assignment is
collaboratively authored (and acknowledged as such), the presentation of the ideas, the
interpretation of the data, and the organization of sentences and paragraphs should be original
and should differ significantly from those in the papers or assignments of others who have
collaborated on the research.
Material in the Public Domain
While facts and concepts borrowed from a source should be properly acknowledged, certain
well- known facts, proverbs, and famous quotations are regarded as in the public domain, so their
source need not be cited. That the First World War started in 1914 does not require citation, nor
does "to be or not to be" call for citation of its exact whereabouts in Hamlet . What constitutes
public domain varies according to discipline; if in doubt, students should consult the instructor.
Bibliography/Works Cited
All sources consulted in preparing a paper or assignment are to be listed in the bibliography or
works cited list, unless other instructions are given. While in some disciplines, works listed in the
bibliography may not necessarily be directly referred to in the paper or notes, all sources
included in the works cited list must appear in the paper. Simply listing a work in the
bibliography or works cited list does not remove the obligation to give due recognition for
specific use in the body of the paper.
Forms of Reference
If individual departments or instructors require that a particular style be used for quotations,
footnotes, endnotes, bibliographies, etc., students should be made aware of that requirement. For
most theses and dissertations, students will be asked to follow the guidelines to be found in The
Chicago Manual of Style (CMS), 15th ed. (University of Chicago Press, 2003) or the version of
CMS in A Manual for Writers of Term Papers, Theses, and Dissertations , 5th ed. by Kate
Turabian (University of Chicago Press, 1987). Otherwise, for standard forms students may
consult: The MLA Handbook for Writers of Research Papers (MLA), 6th ed. (New York:
Modern Language Association of America, 1995) in the humanities; or the Publication Manual
of the American Psychological Association (APA), 4th ed. (New York: American Psychological
Association, 1994) in the social sciences.
Examples of Plagiarism
The following examples, from Rebecca Moore Howard's "A Plagiarism Pentimento" ( Journal of
Teaching Writing , Summary 1993), are provided to help prevent any misunderstanding. Please
read and analyze them carefully.
Source
Davidson, Robert. Genesis 1-11 . Cambridge: Cambridge UP, 1973.
Original Wording
"Such 'story myths' are not told for their entertainment value. They provide answers to questions
people ask about life, about society and about the world in which they live" (10).
Misuse of Source (1)
"Specifically, story myths serve as answers to questions people ask about life, about society and
about the world in which they live, not for entertainment purposes."
Comment: This is an example of plagiarism as defined in this booklet. The student copied words
and phrases from the original without acknowledging their source. Although the student has
rearranged some phrases and made minor stylistic changes, this version still follows the basic
wording and structure of the original while the student repeats ideas as if they were his or her
own.
Misuse of Source (2)
"Davidson explains that story myths answer questions people ask about life, about society, and
about the world that we live in (10)."
Comment: Less obviously, this example is also classified as plagiarism. Although the student
cites the source of the ideas, he or she presents Davidson's exact words as if he or she authored
them. As is often the case in such plagiarism, where the words are changed, the changes render
the material less clear (shifting from "people" to "we," for example).
How to Avoid Unintentional Plagiarism
Unintentional plagiarism is also a breach of academic integrity and may be punished accordingly.
Also known as patch writing, unintentional plagiarism occurs when students depend too heavily
on textual material to make a point rather than on making the point themselves and using the text
to support it. The second example of plagiarism above is an example of patch writing: it may be
rewritten in several different ways:
Misuse of Source (2)
"Davidson explains that story myths answer questions people ask about life, about society and
about the world that we live in (10)."
(A) Rewritten with Correct Citation
"Davidson explains that 'story myths' answer 'questions people ask about life, about society and
about the world in which they live' (10)."
(B) Paraphrased
"As Davidson explains, the importance of story myths is in their relevance to the everyday lives
of their readers (10)."
(C) Use of Paraphrase and Quotation in a Paragraph
"'Story myths' are powerful because they deal with phenomena that people cannot understand in
any other way. As Davidson explains, story myths have direct relevance in the everyday lives of
their readers by 'providing answers to questions' (10)."
Comment: In the rewritten version of the plagiarized sentence (A), the student has quoted all of
the words that came directly from Davidson. Although this is an acceptable sentence, obviously
such extensive quotation would not be acceptable throughout a research paper. In the sample
paraphrase (B), the writer has maintained and correctly cited the essential idea in Davidson's
sentence, but the articulation of that idea is original, very different from the source. This is an
example of an appropriate use of source material. In the final example (C), the writer has used
Davidson's analysis to support a point he or she is making about the role of "story myths" and
combined paraphrase and quotation to show how Davidson supports the assertion. This is the
most common way to use source material in academic papers.
Notice that in all three examples the writer introduces the source material with a signal phrase
naming the author and marks the end of the use of that source material with a parenthetical page
reference. Although the exact method of citation varies across the disciplines, the purpose to
mark the beginning and end of material drawn from another source remains the same.
Procedures for Hearing Cases of Academic Dishonesty
This procedure applies retroactively for theses and dissertations accepted in good faith by the
Drew University Theological School toward completion of a degree, but later suspected of being
plagiarized in part or in full.
1. Instructors or others suspecting plagiarism shall report alleged cases of academic dishonesty to
the Associate Academic Dean of the Theological School. Students should help to maintain the
standards of the University by reporting all cases of academic dishonesty they observe. The
usual response to an allegation that the Academic Integrity Policy has been violated is for the
Associate Academic Dean to convene an Academic Integrity Committee as described below.
When the allegation is the first one made against a student, and the alleged offense seems
minor or even unintentional, an Alternative Resolution Procedure may be attempted. This
procedure applies only when the student, the instructor, and the Associate Academic Dean
agree that it is appropriate. All of the steps described below under Alternative Resolution
2.
3.
4.
5.
6.
Procedure must be completed for the matter to be resolved without a full hearing by an
Academic Integrity Committee.
When a charge of academic dishonesty is brought, the Associate Academic Dean will notify the
student, convene, and chair an Academic Integrity committee made up of one faculty member,
the reporting instructor, the student's adviser, and, should the student desire it, one other
person of the accused student's choosing, usually a member of the University community. When
any member of this committee believes that he or she should not hear a case because of a
possible conflict of interest, that member should excuse him or herself.
The student may request, and will be granted, up to a week to prepare his or her response
before being called before the committee. In the first stage of the hearing, both the faculty
member bringing the charge and the accused student will be present and each will make an oral
statement to the committee and answer any questions. At this stage, either may ask to address
the committee without the other's being present and will be granted the right to do so.
The student, the reporting faculty member, and the student's advocate will be asked to wait
outside the room while the committee discusses the case, and either may be called back into
the room to answer questions. At the end of their deliberations on the case, the Associate
Academic Dean, the one faculty member, and the student's adviser will vote on the matter.
A decision of guilt or innocence will be based on a preponderance of the evidence in the case;
however, other factors, such as any prior accusations or any mitigating circumstances, may be
taken into account in the determination of penalty.
In all cases, both the student and the faculty member bringing the charge may appeal the
decision as described below. All documents relating to the case will be placed on file in the
office of the Associate Academic Dean, where they will remain until the student's file is
destroyed three years after graduation.
Penalties
The individual merits of each case are weighed by the committee, which determines the penalty
accordingly. The committee considers the purpose both of the hearing and the penalty to be
educational; penalties are determined with that in mind.
First Offense: The maximum penalty is a failing grade for the course and a suspension for one
semester from the Theological School. Other penalties may include, but are not limited to, denial
of some or all honors conferred by the University, and loss of credit for the assignment or the
course. When the committee finds that a violation has occurred, a letter stating the committee's
ruling will be placed in the student's permanent file in the registrar's office. Any such letters will
be a part of the record in subsequent cases and appeals.
Second Offense: The maximum penalty is expulsion from Drew and/or the revocation of a
degree issued by Drew.
Alternative Resolution Procedure
1. The student (with a support person of his/her choosing if desired), the instructor, and the
Associate Academic Dean meet to look over the alleged violation.
2. The student admits misusing sources and violating the Academic Integrity Policy and agrees
to correct the work in a manner satisfactory to the course instructor.
3. The student completes and signs a form that describes the violation and the corrective
measures to be undertaken and includes a promise that the problem will not occur again.
4. The instructor completes and signs a form that describes the incident and certifies that it has
been resolved satisfactorily. That form, together with all documentary material from the case,
will be placed on file in the office of the Associate Academic Dean, where it will remain until
the student's file is destroyed three years after the student graduates.
5. If the student is later found to have committed another violation of the standards of academic
integrity, the documentary material on file from any prior invocation of the Alternative
Resolution Procedure will be used as evidence of a first offense in the penalty phase of the
hearing and the penalty will be more severe than it would be for a first offense.
Appeal Process
1. Decisions of the Academic Integrity committee may be appealed only if new evidence has been
found, or if the original hearing overlooked specific evidence, or committed procedural errors.
2. The Dean's Council is the final appeals board for cases of academic dishonesty. The appeal,
whether sought by the faculty member who brought the charge or by the student, must be
submitted in writing. On the basis of the written appeal, the committee may decide to hear the
case or to uphold the original decision if no new evidence has been presented, if no evidence
has been shown to have been overlooked, an/or if no procedural errors have been shown to
have occurred. Whatever its decision, the Dean's Council must provide reasons in writing to
both parties. If the committee agrees to hear the case, it has the right to reverse the decision of
an earlier hearing.
3. When any member of the committee believes he or she should not hear the matter under
appeal because of a possible conflict of interest, that member may be excused.
4. During the hearing of the appeal, the faculty member who brought the original charge will
provide information and answer questions. The student may be accompanied and advised by a
member of the faculty of his or her choice and will also provide information and answer
questions.
5. Decisions will be based on a preponderance of the evidence and will be provided in writing to
both parties.
Academic Progress Policy
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Master of Divinity Program
Master of Theological Studies Program
Master of Sacred Theology Program
Categories of Academic Probation
Doctor of Ministry Program
Master of Divinity Program
Qualitative Progress: M.Div. degree students must maintain a minimum 2.0 G.P.A. each
semester and a cumulative minimum 2.0 G.P.A., based upon completion of a minimum of nine
credit hours per academic term. A student who fails to achieve this G.P.A. minimum is placed on
academic probation for one semester. Students who remain on academic probation for a second
semester may lose their scholarship eligibility.
Quantitative Progress: Students who wish to complete the degree in six semesters must earn at
least 28 credits per year and not fewer than 12 credits in any semester. Full-time students who
will complete the degree in eight semesters must earn 21 semester hours per year and not fewer
than nine hours in any academic term. Drew's financial awards are limited to a total of eight
semesters. Full-time students who have completed fewer than 42 credits at the end of their fourth
semester or who have registered for fewer than nine credits in any academic term may be
required to file a plan of studies approved by the Academic Standing Committee showing how
they plan to complete the degree within eight semesters. All academic requirements for the
degree must be completed within seven years from the date of initial matriculation.
Extended track students are expected to earn at least 15-18 credits per year. Students who have
completed fewer than 42 credits at the end of their third year in the program may be required to
file a plan of studies with the Academic Standing Committee. All academic requirements for the
degree must be completed within seven years from the date of initial matriculation. Financial aid
awards for extended track students are limited to a total of twelve semester.
Master of Arts Program
Qualitative Progress: M.A. degree students must maintain a minimum 3.0 G.P.A. each semester
and a cumulative minimum 3.00 G.P.A., based upon completion of at least nine credit hours per
academic term. A student who fails to achieve this G.P.A. minimum is placed on academic
probation for one semester. If the student is placed on strict academic probation for the following
semester, she/he may be ineligible for financial assistance.
Quantitative Progress: Full-time students are expected to complete the degree in four semesters.
Full-time students must register for a minimum of nine hours per academic term and a maximum
of fifteen. Drew’s financial aid awards are limited to a total of six semesters. All academic
requirements for the degree must be completed within five years from the date of initial
matriculation.
Master of Arts in Ministry Program
Qualitative Progress: M.A. in Min. degree students must maintain a minimum 2.0 G.P.A. each
semester and a cumulative minimum 2.00 G.P.A., based upon completion of at least nine credit
hours per academic term. A student who fails to achieve this G.P.A. minimum is placed on
academic probation for one semester. If the student is placed on strict academic probation for the
following semester, she/he may be ineligible for financial assistance.
Quantitative Progress: Full-time students are expected to complete the degree in four semesters.
Full-time students must register for a minimum of nine hours per academic term and a maximum
of fifteen. Drew’s financial aid awards are limited to a total of six semesters. All academic
requirements for the degree must be completed within five years from the date of initial
matriculation.
Master of Theological Studies Program
The Drew University Theological School no longer accepts applicants to the Master of
Theological Studies Program.
Qualitative Progress: M.T.S. degree students must maintain a minimum 2.0 G.P.A. each
semester and a cumulative minimum 2.0 G.P.A., based upon completion of a minimum of nine
hours per academic term. A student who fails to achieve this G.P.A. minimum is placed on
academic probation for one semester. Students who remain on academic probation for a second
semester may lose their scholarship eligibility.
Quantitative Progress: Full-time students complete the degree in four semesters. This requires
students to earn at least 24 credits per year and not fewer than 12 hours in any semester. Drew's
financial awards are limited to a total of six semesters. Students who have completed fewer than
24 credits at the end of their third semester or who have registered for fewer than nine credit
hours in any academic term may be required to file a plan of studies approved by the Academic
Standing Committee showing how they plan to complete the degree within three years. All
academic requirements for the degree must be completed within five years from the date of
initial matriculation.
Master of Sacred Theology Program
Qualitative Progress: S.T.M. degree students must maintain a minimum 3.00 G.P.A. each
semester and a cumulative minimum 3.00 G.P.A., based upon completion of at least nine credit
hours per academic term. A student who fails to achieve this G.P.A. minimum is placed on
academic probation for one semester. If the student is placed on strict academic probation for the
following semester, she/he may be ineligible for financial assistance.
Quantitative Progress: Full-time students are expected to complete the degree in no more
than two semesters. Full-time students must register for a minimum of nine hours per academic
term. Exceptions to this policy require the written permission of the Associate Academic Dean.
Drew's financial awards are limited to a total of three semesters. All academic requirements for
the degree must be completed within four years from the date of initial matriculation.
Categories of Academic Probation
Probation
M.Div. and M.T.S. students with a semester or cumulative G.P.A. between 1.40 and 1.99. S.T.M.
students with a semester or cumulative G.P.A. between 2.75 and 2.99. During the probationary
semester the student would be restricted to 10 credit hours.
Strict Academic Probation
M.Div. and M.T.S. students with a semester or cumulative G.P.A. between 1.00 and 1.39. S.T.M.
students with a semester or cumulative G.P.A. between 2.00 and 2.74. Students with two
consecutive semesters on Probation.
Students on this status are restricted to 10 credit hours during the probationary semester and must
complete at least 9 credit hours. M.Div. and M.T.S. students must maintain a minimum 2.0 for
the probationary semester and S.T.M. students must maintain a minimum 3.00 for the
probationary semester. Students who do not attain these minimums may be recommended for
academic leave or withdrawal. Extended track M. Div. students must complete at least 3 credit
hours during the probationary semester.
Terminal Academic Probation
M.Div. and M.T.S. students with a semester or cumulative G.P.A. below 1.00. S.T.M. students
with a semester or cumulative G.P.A. below 2.00. Students with two semesters on strict
academic probation.
Students on this status are restricted to 10 credit hours during the probationary semester and must
complete at least 6 credit hours. M.Div. and M.T.S. students must maintain a minimum 2.00 for
the probationary semester and S.T.M. students must maintain a minimum 3.00 for the
probationary semester. Students who do not attain these minimums may be recommended for
withdrawal without appeal.
( Students who receive all "U" grades in any one semester may be recommended for withdrawal .)
Doctor of Ministry Program
Qualitative Progress: D.Min. degree students must maintain a cumulative minimum 3.2 G.P.A.
in the first three units and in the summer intensive courses. Students who fail to achieve this
minimum may be withdrawn from the program or, in extenuating circumstances, be permitted by
the D.Min. Committee to repeat course(s) in an attempt to achieve the minimum G.P.A. Students
granted such permission who still fail to achieve the minimum G.P.A. will be withdrawn from
the program.
Quantitative Progress: The normal time for completion of this less than full-time in-ministry
advanced professional degree program is six semesters and a total of 30 credits distributed as
follows: nine credits in the first year, nine credits in the first summer and third semester, and 12
credits for the satisfactory completion of the professional project. All requirements for the degree
must be completed within five years from the date of initial matriculation. D.Min. students are
normally not eligible for full-time student status.
Any student who fails to maintain satisfactory academic progress is ineligible to receive financial
assistance until she/he has regained good standing according to the division's published standards.
Doctor of Ministry (D.Min.)
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The Doctor of Ministry Programs
General Admission Requirements
Language Requirements
Program Requirements
Length of Program
Concentrations and Curricula
Tuition and Refund Policy
Financing the Program
Registration
Attendance Requirements and Extension Policy
Academic Performance Policy
Certificate of Completion in Advanced Ministerial Studies
Writing Style and Annotations
Inclusive Language Policy
State of North Carolina Exemption from Licensure
D.Min Required Courses
The Doctor of Ministry Program (D.Min.)
The Doctor of Ministry degree is the highest professional degree offered by a theological school.
It presupposes the Master of Divinity degree, which, according to the written standards of the
Association of Theological Schools (A.T.S.), "represents the acquisition of the knowledge and
proficiencies required for effective ministries of church and synagogue" and constitutes an
advanced professional degree at the doctoral level available to those seeking to enhance their
ministry. "Thus, it is the purpose of the D.Min. degree to provide that level of knowledge,
theoretical clarity, and competence of practice commensurate with the highest earned degree for
the profession and practice of ministry" (Standards for Individual Degrees, A.T.S.).
It is offered at Drew University in several program concentrations, utilizing a mobile core and
adjunct faculty prepared to teach practical theology and organize contextualized learning. The
focus is on the practical issues of ministry in the church and community setting. The program
relies on the traditional disciplines of academic research as well as on fresh theological reflection.
All concentrations rely on computer technology and require students to use e-mail and web based
classroom applications. The online concentration further utilizes video conferencing software.
General Admission Requirements
1 . M.Div. or M.Div. equivalence totaling approximately 84 semester credits of graduate
theological education. The Doctor of Ministry Committee typically determines an M.Div.
equivalency by calculating total graduate credits and assessing their distribution across the
theoretical and practical fields of study (e.g., three years of graduate theological education or
two-year master's in a professional field related to ministry, plus at least 24 credits of Basic
Graduate Theological Studies with a distribution in New Testament, Old Testament, Church
History, Theology, Mission of the Church in the World, Worship and Liturgy, and
Denominational History and Polity).
2. At least three years of full-time ministry experience after one's first theological degree.
3. Recognized ministry assignment at time of admission.
4. Evidence of advanced competence in the practice of ministry program is recommended.
5. Evidence of academic ability (a 3.2 G.P.A. in a graduate degree program is recommended).
6. Capacity for critical theological reflection and writing.
7. TOEFL scores must be submitted by those for whom English is not their first language (see
Language Requirements below).
8. For Pastoral Care and Counseling Program-an entrance interview.
9. For Global/Online Leadership Program-demonstration of competence with online technology
in English.
Applications are considered monthly by the Doctor of Ministry Committee. The application
deadlines are April 1 for summer and July 15 for fall.
Language Requirements
For Regional and Specialty Programs: All non-native speakers of English are required to submit
a TOEFL (Test of English as a Foreign Language) minimum composite computer-based score of
230 or internet-based score of 88 for admission. The University of Cambridge language
examinations may be submitted as an alternative to the TOEFL examination. In such instances, a
passing grade in the Cambridge CPE (Certificate of Proficiency in English) is required, or a
grade of 6 is required on the IELTS (International English Language Testing System)
examination.
For Bilingual D.Min. Program (Spanish): All applicants are required to submit composite
TOEFL (Test of English as a Foreign Language) scores for purposes of language assessment. On
Test 3 (Reading Comprehension) a score of 55 (213 computer-based form) is expected.
Program Requirements
Programs require the successful completion of 18 credits of multidisciplinary study prior to
advancing to the project phase (12 credits). See the individual program descriptions for the
required courses.
Upon completion of course work, candidates in all concentrations work with their assigned
faculty advisers to develop a project proposal, design and execute their approved project, have it
independently evaluated, and then integrate the results, learnings, and contributions in a doctoral
thesis or professional paper.
Beyond group concentration, individual specialties are determined by professional project and
doctoral thesis in that phase of the program.
Most programs begin in the fall, come together after the first year for the summer intensive, and
culminate in a professional project and publishable paper of one's findings. The project phase
consists of four semesters of project development and thesis writing in Colloquium groups (12
credits). The purpose of this phase is to support the two-year team process of proposing,
designing, implementing, evaluating, and reporting on a professional project. There are no letter
grades for the project colloquia, simply "pass" or "not pass" based on attendance, participation,
and progress. The project proposal must be approved by the faculty adviser and assigned reader
before the execution of the project and final write-up as a doctoral thesis. Doctoral candidacy is
conferred upon those who have maintained a G.P.A. of 3.2 or above in course work and have an
approved prospectus on file in the D.Min. office, signed and dated by their faculty adviser.
Length of Program
The degree requires at least six semesters for completion. After three years, continuing students
may maintain their matriculation for an additional four semesters before being withdrawn from
the program.
Drew Doctor of Ministry study is considered the equivalent of a half-time, in-ministry, advanced
professional degree program.
The Drew D.Min. program is designed to be completed within three years and all degrees must
be completed within five years of starting. For demonstrated reasons students may petition for a
Leave of Absence, which is granted for one term (semester) at a time for up to one academic
year. (If there is a need to extend the leave for a second semester, the student must fill out an
additional Leave of Absence form.) Time on leave will not be subtracted from the five-year limit
for completing the program. Students may apply for a Leave of Absence at any time during their
matriculation in the program. To obtain a leave of absence from the program without penaltywhether for medical, financial, or personal reasons-students must request a "Leave of Absence
form" from the D.Min. office, fill it out, and return it to the D.Min. office in a timely manner.
The information will then also be recorded with the Registrar, Financial Aid office, and the
Business office. Any notice of leave of absence becomes official as of the date it is received by
the D.Min. office, regardless of the date on the form. Students who opt to take the leave during a
semester should be guided by the grading and refund policies of the University.
Concentrations and Curricula
All programs require at least 12 admitted participants to the concentration in order for the group
to start. Currently, five program concentrations are offered.
Congregational and Community Development Concentration. A biblically-based and
theologically-informed praxis for congregational growth and development with integrity.
Carefully designed to assist pastors in strategic thinking and planning for growth and
development in their congregations by grounding their theology in biblical and historical models
for church growth, gaining skills in using a systems approach to leadership, conducting an indepth analysis of their community and congregation, and then creating a plan for growth and
development with the leadership of their congregations. Requires classroom attendance at six
courses in various formats. The three first year core courses focus on: Developing a theological
and systems approach to congregational growth; Analyzing your community and congregation to
prepare for congregational growth; and Creating a strategic plan for your congregation's growth
and development. Course work is completed by a Theological Methods for Ministry seminar
DMIN 980, an elective from among those offered at the Summer Instensive in biblical studies,
theology, or church history (listed in the summer catalog as DMIN 93x, 94x, 95x, or 96x or
LOGON 930) and a themes in ministry seminar such as DMIN 971 or DMIN 972, for a total of
18 credits. Four semesters of project development and thesis writing in Colloquium groups
complete the degree concentration: DMIN 990, 991, 992, 993 (12 credits).
Global/Online Concentration in Ministerial Leadership. Open to ministerial leaders
anywhere in the world who meet qualifications for admission, have access to the Internet, and
are proficient in online work. Consists of 30 credit hours of multi-disciplinary study. A futuristoriented concentration designed for ministerial leaders with a distinguished record of innovative
ministry, the online curriculum includes re-imaging faith and ministry, ministerial leadership in
postmodern culture, Christian futuring, and models of a future church. Requires three online
courses, a three-week summer session at Drew, and a one week practical theology intensive at a
Drew extension site. The first year of this concentration consists of 6 courses: LOGON 901 or
902, LOGON 911 or 912, LOGON 921 or 922, a Theological Methods for Ministry seminar
LOGON 980, an elective from among those offered at the Summer Instensive in biblical studies,
theology, or church history (listed in the summer catalog as DMIN 93x, 94x, 95x, or 96x or
LOGON 930) and a themes in ministry seminar such as DMIN 971 or DMIN 972, for a total of
18 credits. Four semesters of project development and thesis writing in Colloquium groups
complete the degree concentration: LOGON 990, 991, 992, 993 (12 credits). Offered annually.
Environmental Ministries and Ecological Spirituality is a three-year, 30 credit hour, multidisciplinary, concentration in the doctoral program of Drew Theological School intended for
those involved in church or interfaith ministry, camp/retreat programs, outdoor/ecological
ministries, and ecological and economic sustainability dialogue and action. Open to interfaith
and ministerial leaders from any denomination or faith tradition who have an interest in the
area.The program is team-taught and requires preparatory reading, travel-study, a practical
project and doctoral thesis. The courses will be held as intensive classes at Drew and at other
sites. Students who have taken courses in the Common Ground program may transfer up to nine
credits into the program upon approval of the Doctor of Ministry committee. The next group is
scheduled to start in fall 2010.
Worship, Spirituality and Preaching Concentration. The Worship, Spirituality and Preaching
DMIN concentration is offered to those specializing in ministries of liturgy, music, preaching
and spiritual formation, and who are sensitive to the spirituality of geography, sacred space and
seasonal emphasis. It features team-teaching, travel-study, intensive sessions and active learning.
The curriculum consists of thirty (30) semester credits of multi-disciplinary studies, a three-week
summer term on the Drew campus, followed by an additional one-week practical theology
intensive at an extension site. During the second and third years of the program concentration,
candidates work with their faculty advisers to develop a project proposal, design and execute
their approved project, have it independently evaluated, and then compile the results, learnings,
and contributions in a project thesis. Offered to those specializing in ministries of music, liturgy,
preaching, spiritual formation and spiritual direction. The first year of this concentration consists
of three foundational courses (WSP 900, 910, and 920. Course work is completed by a
Theological Methods for Ministry seminar DMIN 980, an elective from among those offered at
the Summer Intensive in biblical studies, theology, or church history (listed in the summer
catalog as DMIN 93x, 94x, 95x, or 96x or LOGON 930) and a themes in ministry seminar such
as DMIN 971 or DMIN 972, for a total of 18 credits. Four semesters of project development and
thesis writing in Colloquium groups complete the degree concentration: DMIN 990, 991, 992,
993 (12 credits). Initiated in 2002, groups form periodically. The next group is scheduled to start
in Fall 2009.
Practicing Mind-Body-Spirit-Healing for Congregations and Clergy
The approach in the in Practicing Mind-Body-Spirit-Healing for Congregations and Clergy
concentration begins with the idea that health is a process not a state of non-illness or disease. It
presumes, therefore, that a healthy community considers conflict a normal part of existence, and
that healthy community teaches people both how to forgive and to be reconciled with differences
and loss. The approach found within this concentration also understands that communities must
develop symbols and structures of meaning making that sustain them during times of crisis and
trauma, including rituals for losing and incorporating new members. These and other skills will
be taught in this exciting new Doctor of Ministry Concentration.
The costs of supervision are borne by the student and any professional liability issues remain
with the student and supervisor and not with Drew University
Tuition and Refund Policy
The current tuition for the D.Min. program is billable by the credit hour ($433/credit hour) and
payable upon registration. A candidate who continues in the program after six semesters must
maintain matriculation, requiring an additional $250 per semester charge. A student unable to
complete the project and thesis with his or her group and who requires a new, individual adviser
is charged an additional one-time fee of $500. Maintaining matriculation fees must be paid at the
beginning of each semester: September 1 and February 1. The new adviser fee must be paid
before work with the new adviser begins.
In addition to tuition, periodic venue fees are charged to each student to cover any regional costs
for educational facilities. Students may also incur travel costs to scheduled Advances and to
summer term.
Failure to make timely tuition payments results in a business hold on the student's account. A
past due balance may preclude the student from registering for the next term and, after two
semesters, result in the student being withdrawn from the program.
Financing the Program
A percentage of the projected tuition in the program is set aside to award limited financial aid to
students in great financial need. To apply, contact the Drew University Office of Financial Aid,
request and complete the federal Free Application for Federal Student Aid (FAFSA) form for
determination of need. A new FAFSA form must be completed for each year of financial need.
For further information, please contact Drew's Office of Financial Aid (973/408-3112).
Military Financial Assistance and Veterans Educational Benefits may be available to some. For
eligibility, contact the Department of Veterans Affairs at 1-888-442-4551.
Since the D.Min. degree requires lay participation in the ministry project, directly benefits the
church congregation or community agency, and has intrinsic programmatic value, many church
or organizational boards support their ministerial leader financially and professionally. Be sure to
explore congregational and denominational resources. Some denominational boards and agencies
provide special scholarships and loans for continuing education.
Registration
Students are required to register for courses prior to attending them. Those who are not properly
registered are not permitted to attend classes and will not receive a grade.
Students who wish to transfer or substitute an alternative course in the program must petition the
D.Min. committee in advance for approval.
Online registration is the preferred way of program registration. Regular tuition payments are
due at the beginning of each unit of learning. Forms received after the Registrar's deadlines are
subject to a $200 late registration fee.
Attendance Requirements and Extension Policy
Students are expected to attend all class sessions and complete the course assignments within the
specified time. A full day's absence amounts to a significant loss of the contact hours. A student
should not expect to pass the course with an "A" grade if absent from a scheduled class. In
extenuating circumstances, a student may request and be granted an extension of time in which
to complete an assignment. Such extensions must be negotiated with, and approved by, the
instructor of the course. When an extension is granted, a new date for the submission of the
assignment must be specified by the student and approved by the instructor and the D.Min.
director.
Academic Performance Policy
Doctoral students are expected to do excellent work ("B" level). Exceptional work ("A" level) is
achieved by only a small percentage of candidates and represents superior work. The successful
D.Min. candidate should complete the course work with an overall average grade of B (3.20
G.P.A. or better), and a professional doctoral project approved by his or her faculty adviser and
assigned reader. The director of the program reviews each student's academic performance after
each semester of the first year of course work, following the Summer Term, and again before
graduation.
Students admitted or placed on academic probation are cleared from probation if they achieve an
overall 3.2 G.P.A. or better at the time of review.
Students who achieve less than a B (3.2 G.P.A.) at the end of the first year are not permitted to
proceed into the second year of the program. Depending on the circumstances that caused
someone to perform inadequately and the perceived capability of that student, the committee
may recommend and grant opportunity to the student to improve his or her performance by
retaking a particular course on probation.
Semester grades are forwarded to all students by the Registrar's office as soon as they are
received from the faculty, usually after the end of the semester.
Writing Style and Annotations
Because written work in a strong doctoral program must be of the highest standard, the judicial
use of the following is recommended:
1. A Manual for Writers of Term Papers, Theses and Dissertations , latest edition, by Kate L.
Turabian. Your written work should be in conformity with this manual, unless decided otherwise
with an instructor;
2. The Elements of Style , by William Strunk and E.B. White. If you assess yourself as needing
help with your writing style, this book may suffice.
Inclusive Language Policy
It is Drew's policy to require in term papers and doctoral theses the fair use of inclusive language
in reference to human gender and divinity. Any theological or cultural objection to the use of
inclusive language related to divinity must be justified by the author in text or footnote. A copy
of the D.Min. program's inclusive language guidelines are found in the D.Min. Student
Handbook.
D.Min. Required Courses
Congregational and Community Development Concentration
Required courses for Congregational and Community Development Concentration:
Regional Groups
(12 credits core courses, 6 credits electives, 12 credits project colloquium)
CONCD 900/Pastoral Leadership in Historical and Theological Perspective (3)
CONCD 902/Spiritual Formation for Congregational Vitality (3)
CONCD 910/Ministerial Leadership and Congregational Dynamics (3)
CONCD 913/Change Leadership an d Congregational Growth (3)
CONCD 920/The Church in Social Context (3)
CONCD 921/A Systems Approach to Leading Congregations: Understanding the
Congregation and Context (3)
CONCD 980/Theological Methods for Ministry (3)
The 21st Century Leadership Global/Online Concentration
Required core courses for 21st Century Global/Online Concentration
(12 credits core courses, 6 credits electives, 12 credits project colloquium) . The courses in this
concentration are offered in cycles. Students take the course offered in each unit.
Re-imagining Faith and Ministry
A study of historical and theological foundations of ministry by means of particular
interpretative frameworks.
LOGON 900/Topics in Re-imagining Faith and Ministry (3)
LOGON 901/Apocalyptic Theology and New Millennialism (3)
LOGON 902/American Jesus: Representing Christ in U.S. Cultures (3)
LOGON 903/Sound Theology: Music as a Marker of Congregational Identity (3)
Ministerial Leadership in Postmodern Culture
Exploration of new means of envisioning, planning and carrying out ministry in the
contemporary setting.
LOGON 910/Ministerial Leadership in Postmodern Culture (3)
LOGON 911/Christian Futuring: An Operator's Manual for the Future (3)
LOGON 912/Preaching in a Postmodern Culture: Communicating with Contemporary
Audiences (3)
Models of a Future Church
A study of contemporary issues in theology, ecclesiology and ministry.
LOGON 920/Models of a Future Church (3)
LOGON 921/Readings in Postmodern Ecclesiology (3)
LOGON 922/The Next Church: Ministry in the New World (3)
LOGON 980/Theological Methods and Practice (3)
Elective Courses for Global Online Concentration
LOGON 930/Topics in Practical Theology and Postmodern Ministry (3)
LOGON 931/Practical Theology: Virtual Faith and Postmodern Ministry (3)
LOGON 932/Thriving in a Digital Age through Collaborative Leadership (3)
Worship and Spirituality Concentration
Required core courses for Worship and Spirituality Concentration
(12 credits core courses, 6 credits electives, 12 credits project colloquium)
WSP 900/Foundations in Worship and Spirituality (3)
WSP 901/Theology of Sacrament and Story (3)
WSP 902/The Preaching Life (3)
WSP 910/Leading in Worship and Spiritual Formation (3)
WSP 912/Writing for Worship (3)
WSP 920/Spirituality and Community (3)
WSP 980/Theological Methods and Practice (2)
Elective Courses for Worship and Spirituality Concentration
DMIN 960/Topics in Spirituality
WSP 961/The Varieties of Spiritual Experience (3)
WSP 962/Figures in Contemporary Spirituality: The Life and Work of Henri J. M.
Nouwen (3)
WSP 972/Pilgrimage: Exploring Celtic Sites with Christian Faith (3)
Environmental Ministries and Ecological Spirituality Concentration
Required courses for Environmental Ministries and Ecological Spirituality Concentration
(12 credits core courses, 6 credits electives, 12 credits project colloquium)
GRC 900/The Theology and Ecology of Common Ground (3)
GRC 910/Ministerial Leadership and Faith Formation (3)
GRC 920/Greening the Church: Christianity and Ecology (3)
GRC 930/Biblical Foundations of Camp/Retreat Ministry (2)
GRC 950/Practical Theology: Ministry of Camp/Retreat Center Management (2)
GRC 980/Theological Methods for Ministry (3)
Pastoral Care and Counseling Concentration
General Electives
DMIN 930/Topics in Biblical Studies (3)
DMIN 931/Preaching with the Old Testament (3)
DMIN 932/Priest, Prophet, Sage (3)
DMIN 940/Topics in Theological Studies (3)
DMIN 950/Topics in Pastoral Theology (3)
DMIN 960/Topics on Spirituality (3)
DMIN 961/The Varieties of Spiritual Experience (3)
DMIN 962/Figures in Spirituality (3)
DMIN 970/Themes in Ministry Intensive Options (3)
DMIN 972/Drew@St. Deiniol's (Wales) Pilgrimage (3)
DMIN 973/Drew@Lake Junaluska Seminar (3)
DMIN 981/Topics in the Mission of the Church in the World (3)
Project Colloquia
(12 credit hours total)
DMIN 990/Project Colloquium (3)
DMIN 991/D.Min. Professional Project (3)
DMIN 992/Project and Thesis Research and Writing (3)
DMIN 993/Project Thesis Completion and Exit Interview (3)
LOGON 990/Project Colloquium (3)
LOGON 991/D.Min. Professional Project (3)
LOGON 992/Project Thesis Research and Writing (3)
LOGON 993/Project Thesis Completion and Exit Interview (3)
Maintaining Matriculation
Students may register for Maintaining Matriculation at any time during the course of the program,
but each semester of Maintaining Matriculation will be counted in the total time allowed for the
completion of the program. Students who are not taking courses must be Maintaining
Matriculation or must have officially filed the Leave of Absence form. A Maintaining
Matriculation fee of $250 per semester is charged for the following:
DMIN MD1H/Maintaining Matriculation Prior to Completion of Course Work
DMIN MD2H/Maintaining Matriculation, Course Work Complete
DMIN MD3H/Maintaining Matriculation During Professional Project
DMIN MD4H/Maintaining Matriculation, After Professional Project
DMIN MD5L/Maintaining Matriculation (less than half time)
Grading and Honors
Credits are recorded in semester hours. Evaluation of course work is on a graded basis as follows:
A (work of unusual excellence), B (work of superior quality), C (work of satisfactory quality), D
(work of less than satisfactory quality, but passing), U (unsatisfactory). Pluses and minuses may
qualify all letter grades except U. All required courses in the M.Div. and M.A. in Min.
curriculum must be passed with grades of C- or better.
Except for required courses, a student may arrange, with the consent of the instructor, prior to the
end of the second week of the semester, to take a course on a pass/unsatisfactory basis. The
notation P is used to indicate the student's successful completion of the course at the grade level
of C- or better.
The pass/unsatisfactory option is not available to S.T.M. or D.Min. students except in the case of
D.Min. courses when an entire regional group mutually arranges with an instructor for that
option. In such a case, a pass represents a grade of B or better.
When a student has valid reason, approved by the instructor and the Associate Academic Dean,
for not completing assigned course work by the end of the semester, a petition for a temporary
extension must be filed with the registrar's office in advance of the close of the semester. The
date of course work completion must be stated. The student whose work will be delayed, by
illness or other sufficient reason longer than one semester can also petition the instructor and the
Associate Academic Dean in advance of the close of the semester for an Incomplete. Unless the
late privilege is on file and granted, a failing grade is given for work outstanding, and the grade
point average is lowered accordingly. All work for courses taken in the fall semester is due by
April 1of that academic year. All work for courses taken in the January term and the spring
semester is due by October 1 of the following academic year. Incompletes not satisfied by the
published deadline will be converted to the grade of “U”. Students desiring additional time to
submit outstanding work beyond the deadline must petition the Committee on Academic
Standing. If the petition is granted, the student will be assigned the grade of “EI” (extended
incomplete). This extension shall not exceed the date of January 2 for “EI” grades from the
Spring or January semesters. The extension shall not exceed June 1 for “EI” grades from the Fall
and Summer terms.
Grade averages in the Theological School are computed on the following basis: 0 grade points
are assigned for each credit-hour graded U, .67 point for each credit-hour graded D-, 1.00 point
for each credit-hour graded D, 1.33 points for each credit-hour graded D+, 1.67 points for each
credit-hour graded C-, 2.00 points for each credit-hour graded C, 2.33 points for each credit-hour
graded C+, 2.67 points for each credit-hour graded B-, 3.00 points for each credit-hour graded B,
3.33 points for each credit-hour graded B+, 3.67 points for each credit-hour graded A-, 4.00
points for each credit-hour graded A, and 4.33 points for each credit-hour graded A+.
The grade point average is determined by dividing the total number of grade points earned by the
total number of credits attempted in courses having grades assigned. No grade points are
assigned grades of P, and these grades are not included in the grade average. In the granting of
special scholarships, honors, awards, and prizes based on overall academic performance, the
proportion of pass/unsatisfactory work to graded work is taken into account; in general,
preference in standing is given to the students with the higher percentage of graded work. Drew
Theological School has discontinued the giving of general academic honors at graduation
beginning with the entering class of Fall 2006. Students who matriculated before that time will
continue to be governed by the standards published in previous catalogs.
Master of Divinity (M.Div.)
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The Master of Divinity
Admission Requirements
Length of Program
Academic Calendar
Curriculum
Distribution of Courses
Cross Cultural Study at Drew Theological School
Sequence of Courses
Contextual Learning: Ministerial Practice
Alternative Service
Ministerial Internship INTRT 690
Study Abroad
The English Language Program
The Hispanic Summer Program
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Ordination
Requirements for United Methodist Candidates
Ordination Requirements for Other Denominations
Cross Registration
The Master of Divinity/Master of Social Work
The Master of Divinity (M.Div.)
The Master of Divinity is the most widely recognized and accepted degree for religious
professionals. The M.Div. emphasizes foundational principles necessary in the practice of
ministry. Candidates are expected to gain understanding in the Christian faith and in the capacity
to interpret that faith to the contemporary world; to grow as persons of faith while exercising the
responsibilities of the pastoral office; to become aware of social processes that bear upon
pastoral leaders and the interactions of the church and society; and to develop professional
competencies important to an effective ministry.
The M.Div. is awarded at the satisfactory completion of 84 credits, 51 required and 33 elective.
Students are encouraged to use elective credits to shape the curriculum to their own professional
goals, to fulfill specific denominational requirements for ordination, and to become more
proficient in areas where future ministry needs may have been identified.
Admission Requirements
1. Applicants must have a bachelor's degree from an accredited college or university, or from an
equivalent international institution. Academic work should have been rich in the liberal arts,
offering general knowledge of human culture through studies in the humanities, including
religion, languages, and the natural and social sciences. Applicants must be able to write clearly
and effectively and have skills in public speaking.
Students whose undergraduate preparation contains little or no work in the humanities may be
conditionally admitted to the Theological School with the requirement that they take one or
more undergraduate courses at Drew.
2. Applicants should demonstrate the capacity to do above average academic work, with a
cumulative grade point average of 3.0 or above (on a 4.0 scale) in a previous degree program.
This capacity may also be indicated by "B" work in a selected group of courses pertinent to
theological study. Those whose previous academic performance falls below this level, but who
demonstrate compensating strengths, may be admitted on academic probation and limited to
nine credit hours per semester until the probation is removed.
3. Applicants should demonstrate capacity for leadership and, when appropriate, the potential for
ordination. Applicants are normally requested to furnish evidence of relationships with their
judicatory bodies and statements detailing their reasons for seeking this degree.
4. Personal interviews with an admissions representative are strongly encouraged.
Length of Program
The M.Div. program may be completed in three years of full-time study. Students who carry
heavy employment or other responsibilities may extend this an additional year by carrying a
lighter but still full-time load. Financial assistance may be awarded for no more than eight
semesters (four years) and all requirements for the degree must be completed within 14
semesters (seven years) of the date of initial matriculation. Students may not take more than 15
credits in the fall or spring semester or 3 credits in the January term without approval of the
Academic Standing Committee.
Students who cannot attend seminary full time may apply for the Extended Track Program of the
Theological School. In this program, students take 15-18 credits per year including fall and
spring semesters, January term, and summer terms. The program takes 5-6 years to complete on
this track. Scholarships apply to all courses (even if the student is enrolled in only three credits)
up to a total of 12 semesters (6 years). There are a limited number of spaces available for
Extended Track students. Students should indicate an interest in this program on their application
form. Contact the Associate Academic Dean for more information on this program.
Academic Calendar
Courses are offered in the fall semester, January term, spring semester, and summer term. Many
required courses are offered only in the fall and spring semesters. January term and spring
semester courses are added together in considering a student's scholarship and full-time status.
Curriculum
Theological study rests upon faith in God. Through processes of critical inquiry it moves to
deeper, broader, more coherent and mature expressions of faith. The curriculum focuses on the
formative traditions of Christian existence, on the mediation of these traditions to successive
generations, and on the articulation of the Christian faith in personal, communal, and institutional
settings. While there is no specific language requirement for the M.Div. degree, knowledge of
Hebrew, Greek, and Latin are important aids to biblical study and the study of classical Christian
authors. Knowledge of a second language is considered a valuable preparation for exploring
contemporary theological literature and preparing for the global context of ministry.
Offerings in the curriculum are grouped into five divisions: biblical studies, church history,
theology and philosophy, church and society, and pastoral theology.
Division 1. Biblical Studies build upon two contrasting yet complementary emphases. The first
treats the Bible as literature produced in particular life situations. Students read biblical texts in
light of the social and cultural realities of ancient Israel, early Judaism, and the emergent
Christian movement. The second treats the Bible as the faith witness to the presence of God.
Students clarify the role of that witness for their own faith and to guide the life and thought of
contemporary communities of faith.
Division 2. Church History recognizes that our conditions are historically formed. We never
begin at the beginning but always in settings marked by long periods of development. Historical
studies heighten awareness of intellectual and social influences shaping the current situation of
church and world, and provide analyses of faith in action that illuminate theological formation,
identifying directions to emulate and tendencies to avoid.
Division 3. Theology and Philosophy have their center in the contemporary appropriation of the
riches of the biblical and historical experience of the church. Some courses stress obedient
listening to received traditions, others, the unique challenge presented by the emergence of the
modern world. Yet others examine the wisdom and insight of the great world religions, their
contrasts and opposition; others pursue the effects and scope of what individuals perceive as
revelation. In all cases students take responsibility for mediating and reformulating the concepts
in a manner that engages the contemporary world. The aim is to present a vital and authentic
Christian faith incorporating the richness and diversity of the global church.
Division 4. Church and Society courses direct attention to the social and cultural forces that
shape and condition communities, their internal development and mission. They aggressively
confront social and institutional oppression, so often systemic in human society, with a
commitment to liberating praxis nourished by liberated and liberating communities. Students
look at the ways in which Christian faith and ministry use the resources and approaches
necessary to understand the implications of such actions and counteractions. Global awareness
highlights the worldwide context of the church's life and thought.
Division 5. Pastoral Theology courses help candidates become more attentive to their own
experiences as growing, maturing persons of faith. Students are challenged to examine their
experiences of the Christian heritage and their calling in ministry. This culminates in a theology
of ministry that embraces personal experiences, the realities of the pastoral office, practical
understanding stemming from direct involvement in ministry, and a coherent and pertinent
appropriation of Christian faith.
Theological study ultimately leads to the enactment of Christian faith in the practice of ministry,
a teamwork of the whole people of God, lay and ordained. It flourishes best with competent
leadership. Such leadership requires not only a mature and thoughtful spirituality, but also a
substantial range of skills and competencies. Especially important are those that span all aspects
of ministerial practice: listening, interpreting, communicating; building groups and communities,
enabling collective decisions and commitments, providing a challenge to lay leadership, mission,
and service; offering care, support, nurture, and guidance. Courses in pastoral theology assist
candidates in developing such competencies through worship and preaching, teaching, pastoral
care, church music, communications, pastoral leadership, and administration. Supervised
ministerial practice is central in the program's commitment to pastoral effectiveness.
The following learning outcomes are anticipated for Master of Divinity students:
1. the ability to see the holy in all life –in the entirety of creation
2. the ability to read and interpret scripture and other sacred texts with cultural sensitivity, ethical
awareness, and a critical understanding of their histories, interpretations, and applications in
church and society
3. the ability to think theologically with imagination, openness, and analytical insight
4. the ability to interpret histories of Christian thought and practice critically and creatively,
engaging the otherness of the past while also rendering it relevant to current contexts and
emerging possibilities
5. the ability to hear God’s call to recognize and address injustice and inequality in the social
structuring of gender, ethnicity, race, class, disabilities, and sexual identity
6. the capacity to exercise effective leadership in both ecclesial and public contexts through, for
example, preaching, teaching, pastoral care, worship, and justice ministries
7. the development of communal and personal practices that nourish spiritual and moral wellbeing.
8. transformative engagement during the seminary years with religious pluralism and cultural
difference in the classroom, on cross cultural trips, and in community life
Distribution of Courses
In each of the five divisions there are basic (required) and advanced (elective) courses.
Candidates with a solid background in religious studies may be exempted from some basic
courses and encouraged to move directly into advanced courses.
Basic (required) credits are distributed as follows:
Biblical Studies (BIBST). Two basic courses, three credits each: BIBST 101/Biblical Literature
1 and BIBST 111/Biblical Literature 2.
Church History (CHIST). Two basic courses, three credits each: CHIST 202/Church History 1
and CHIST 203/Church History 2.
Theology and Philosophy (THEPH). One basic course, one advanced seminar, and a third
prerequisite course for students without prior course work in philosophy (all three credits each):
THEPH 301/Systematic Theology; any advanced seminar in the division; and, for those students
without prior work in philosophy, THEPH 300/Philosophical Resources for Theology.
Church and Society (CHSOC). Two basic courses, three credits each: CHSOC 400/Christian
Ethics; and CHSOC 401/Religion and the Social Process. CHSOC 401 shoud be taken before
CHSOC 400.
Pastoral Theology (PASTH). One basic course of three credits: PASTH 501a-b/Pastoral
Formation; six credits of supervised ministry (PASTH 521, 522); four three-credit basic courses:
PASTH 503/Introduction to Educational Ministries; PASTH 504/Introduction to Pastoral Care;
PASTH 505: The Church @ Worship: Worship and PASTH 506 The Church @ Worship:
Preaching.
World Religions Requirement. Students are required to take one course in world religions.
THEPH 308/Challenge of World Religions to Christian Practice meets this requirement as do
several other courses.
Cross-Cultural Study at Drew Theological School
The mission of the Theological School is to "empower leadership for a global Christianity of
justice, ecumenism, and the integrity of creation. Its pastoral, spiritual, and conceptual
disciplines grow within an intimate liturgical and communal context, one that sustains multiple
relations of difference."
Formation of students as religious leaders that are capable of ministering within a complex and
diverse society requires those students to have encounters with the other that are transformative
and result in a greater ability to move between and among people of many different backgrounds,
values, and belief systems. In the classroom and in the community life of the school, students are
encouraged to wrestle with difference in a global context and to think about its impact on their
developing understandings of ministry. Cross-cultural study-required of all Master of Divinity
students-takes students out of their familiar, everyday existence and introduces them to other
cultures in the United States and beyond its borders.
The cross-cultural requirement consists of a total of three credits and is met through the
following:
A ten-hour, one credit pre-departure course that introduces students to the religious, political,
historical, economic, and social life of the culture chosen. A two credit immersion experience of
two to three weeks in the chosen culture. In most cases students travel abroad for this course.
With prior permission of the faculty committee that oversees the requirement, students may
fulfill the requirements by participating in a domestic program approved by the faculty of the
school.
Sequence of Courses
To avoid serious scheduling conflicts and to assure the necessary prerequisites for continuing
study, full-time students should complete the following courses in the first year: both courses in
biblical studies; both courses in church history; Public Practice of Theology; and Religion and
the Social Process. Students are also encouraged to take Philosophical Resources for Theology
(if required), Systematic Theology, and some of the requirements in Pastoral Theology. Students
should complete the following courses by the end of the second year of study: at least one course
in Theology and Philosophy; one course in Church and Society; nine credits in Pastoral
Theology; and both sections of Supervised Ministerial Practice.
Online courses are being developed for some elective courses. The United Methodist History,
Doctrine, and Polity course (6 credits), required by the United Methodist Church for ordination,
is offered each year in both an online and regular classroom format. Chist 244 (Logon 244)
Evangelism in the United Methodist Tradition is also offered regularly. Summer Session course
offerings will include a certain number of required courses as well as electives each year.
Scholarships are not available for summer term courses due to the reduced tuition rate for these
courses.
Contextual Learning: Ministerial Practice
Master of Divinity students are required to take Supervised Ministerial Practice in their second
year of study. Designed to prepare religious leaders for the 21st century, the program teaches
students how to be ministers, by offering the guidance of those who already are experienced
ministers. Through exposure to recognized ministerial leaders, work in field settings, and
enrollment in a yearlong seminar, students are assisted to develop disciplined ways of attending
critically to the practice of ministry, informed by theological understanding.
Students immediately out of college discover that the experience develops confidence, and they
learn basic leadership skills; second-career students who come with considerable life experience
are helped to adapt previously gained competencies to the work of ministry.
Drew's location in a suburban New Jersey setting within the New York metropolitan area
provides unlimited secular and ecclesiastical opportunities for ministerial practice. Urban,
exurban, suburban, and rural settings are all nearby.
Admission to the M.Div. program does not, in itself, imply a right to a supervised placement.
Students must demonstrate individual readiness for the responsibilities supervised ministry
assignments require. The supervised ministry staff assesses readiness through a variety of
preparatory steps, including psychological testing, counseling, and/or completion of a
preliminary supervised task.All students must complete a required workshop on issues of clergy
sexual ethics prior to enrolling in this course.
Students may seek assignment in either churches or agencies. The school helps students obtain
such placement. Students who serve as student pastors are responsible for a parish and serve
under the supervision of a judicatory official. While the school ordinarily cannot place students
in full-charge positions, since that responsibility belongs to denominational authorities, we can
direct students to proper denominational contacts. Student pastors are ordinarily advised to take a
limited academic load and to plan to take at least four years to complete the degree.
Supervised ministry students also participate in weekly peer reflection groups, led by
experienced pastors, to analyze and discuss their experiences and to interpret them in terms of
basic theological understanding. Learning-serving covenants-negotiated with the program
director, the student's supervisor, and a teaching committee made up of lay people in the
ministerial setting-help set priorities for the year and define guiding activities. Supervisors and
teaching committees meet regularly with students and twice yearly provide an overall
performance evaluation. Students also prepare a report of their activities and a self-assessment of
their work, taking special account of theological interpretations.
Supervised ministry assignments are an integral part of the student's academic progress and,
therefore, the requirements of conduct as a member of the Drew University community apply, as
well as accepted standards of ethics in pastoral office. Academic dishonesty, sexual harassment,
or other injurious behavior in a supervised ministry placement subject the student to University
disciplinary action.
Alternative Service
Students are encouraged to determine whether their judicatory officials recommend or require
Clinical Pastoral Education (C.P.E.) for ordination. In some cases, with approval of the director
of supervised ministry, students may apply three credits of PASTH 595/C.P.E. toward the
required six credits in Supervised Ministerial Practice. The Theological School is a member of
the Association for Clinical Pastoral Education, composed of accredited clinical pastoral training
organizations for seminary students and clergy, whose 400 U.S. institutional members annually
offer 12-week summer programs in various clinical settings. Equivalent programs are also
offered on a part-time basis during the academic year, enabling students to include clinical
training in their regular academic programs. Six credits are granted for the successful completion
of a full C.P.E. program.
Students may also meet the requirement in Supervised Ministerial Practice by taking PASTH
647/Intern Year, usually after two years of on-campus study. Those in approved assignments are
expected to participate in preparatory and post-intern year conferences. They must maintain a
journal, reflecting issues of ministry arising in their intern year, which provides a basis for
supervisory conferences with the school. In addition, the intern must write a faculty-supervised
paper reflecting on his or her ministerial practice. The Office of Supervised Ministry assists
students in securing intern-year assignments. Six academic credits are given for satisfactory
completion.
Ministerial Internship/INTRT 690
This internship allows students to supplement their academic knowledge with hands-on
experience through employment in their field of study. Students will put theory into practice to
gauge its effectiveness in real-life settings. The internship will be for one credit per year,
renewable for up to six years, but the credit will not apply toward academic programs.
Study Abroad
The Theological School encourages study abroad and makes several opportunities available.
Such studies are most appropriate to the M.Div. program, and students generally plan to take
advantage of these during their second year of studies after approval by the Committee on
Academic Standing.
A petition to study abroad should include a prospectus of the student's entire curriculum for the
degree sought, describing how all requirements will be met between courses taken at Drew and
those taken abroad. Applications must be submitted to the committee no later than March 1 of
the year preceding the one to be taken abroad.
The English Language Program
The English Language program offered to non-native English-speaking students is a non-credit
academic support program staffed by the Office of English for Speakers of Other Languages
(ESOL). The program is designed to assist students in all aspects of their English language
development while studying at the Theological School. Since it is assumed that students
matriculating in the Theological School have developed their English language skills to the level
of proficiency required for admission, its primary objective is to provide students with
supplementary developmental language instruction that enables them to engage both actively and
productively in their academic experience at Drew. Participation in the program is open to all
students matriculated in the Theological School whose first language is not English.
The program comprises the following: content-based courses, which complement various
required courses, are designed to further develop speaking and writing skills, particularly in the
Master of Divinity program; simulated seminars for S.T.M. and M.T.S. students, which provide
the opportunity to develop skills and techniques to engage with greater ease in regularly
scheduled seminars; mini-courses, which are offered to target specific skills, such as
pronunciation, listening comprehension, and interviewing techniques; a conversation partners
program, which enhances proficiency in informal English; individual consultations, by
appointment, for purposes of reviewing the organization, content, and appropriate documentation
of research papers and reports; and a Spring Workshop Series, specifically offered for graduating
students to assist them as they prepare to enter their careers in ministry or more advanced
graduate programs of study.
Specific options are available to first-year students, including regularly scheduled weekly
meetings with the ESOL Director.
The Hispanic Summer Program
Drew is one of nearly 40 A.T.S. seminaries sponsoring the Hispanic Summer Program (H.S.P.).
Offered every summer for two weeks of intensive study, the H.S.P. is an ecumenical and
itinerant theological school (held every year in a different seminary and region of the U.S.)
accredited by the Association of Theological Schools. Drew students interested in Hispanic
ministry can take up to two 2-credit courses each summer from among a choice of eight (usually
6 in Spanish, 2 in English). Credits from the program are transferred as Pass/Fail to the Drew
degree through petition to the Committee on Academic Standing . Students are advised to apply
in January for the following summer. Fees for Drew students (comprising air fare, room, board,
tuition and credits' fees) are usually under $400.
Ordination
Ordination, a separate process from academic preparation, is the responsibility of a church or
denomination. Since the ordination process may require as much as three years, many students
begin the process as early as the first year at Drew. Each student should contact denominational
officials before enrolling in the Theological School, although in some cases the student may
enroll before determining the appropriate denomination in which to minister.
Requirements for United Methodist Candidates
Drew Theological School works in cooperation with United Methodist district and conference
Boards of Ordained Ministry to prepare students for their ministries. Students seeking ordination
as elder should enroll in the M.Div. program. Students seeking ordination as deacon working in
specialized ministries can enroll in the M.Div. program, or the M.A. in Min. program, or enroll
as a non-matriculated student in Intensive Basic Theological Graduate Studies courses. Students
seeking certification in camp/retreat ministries can complete educational requirements in either
an M.Div. or M.A. in Min. program, or January and summer specialized intensive courses.
The United Methodist Church requires all candidates for ordination to meet educational
requirements, specifically including History, Doctrine, and Polity. This requirement is met by the
two-semester sequence in CHIST 260-261/United Methodist History, Doctrine, and Polity I & II
(six credits total). Drew's online course LOGON 260/261 meets the requirements for the Book of
Discipline. United Methodist students meeting ordination requirements should take the required
two-course sequence in the second or third year.
UM students must also fulfill the requirement in evangelism. CHIST 244/Evangelism in the
Methodist Tradition is specifically designed to meet that requirement.
Ordination Requirements for Other Denominations
Some denominations require knowledge of their polity, competence in biblical languages, or
proficiency in certain courses or subjects. Students should ascertain the specific requirements of
the denomination. Drew provides a variety of denominational history, doctrine, and polity
courses (PASTH 632). Students may also take those courses at other seminaries with prior
approval of the Academic Standing Committee for transfer of credit to Drew.
Cross Registration
Drew students may cross-register for courses at Union Theological School (interdenominational),
New York Theological Seminary (interdenominational), and General Theological Seminary
(Episcopal) through Drew University's Office of the Registrar. These courses are billed at Drew's
tuition rate and student scholarships apply.
The Master of Divinity/Master of Social Work
The combination M.Div./M.S.W. degree is particularly attractive to students interested in
ministries of counseling or community development. Drew Theological School and Monmouth
University Department of Social Work offer a dual degree program that allows students to
complete the M.Div. and M.S.W. in four years of full time study. Students interested in the
M.Div./M.S.W. combination should consult with the Admissions office and the Associate
Academic Dean.
Master of Sacred Theology (S.T.M.)
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The Master of Sacred Theology
Admission Requirements
Academic Calendar
Curriculum
Length of Program
The Master of Sacred Theology (S.T.M.)
The Theological School has changed the requirements for the Master of Sacred Theology degree
beginning with students admitted in Spring 2008 and later. Students who were admitted
previously should consult the prior catalogue for requirements. The Master of Sacred Theology
is a one-year program (18 credits) for those who have completed their basic theological
education with the M.Div. or its equivalent and who wish to pursue further study in a particular
field within the curriculum of the Theological School.
Admission Requirements
Students must have met the following requirements for admission to the S.T.M. program:
1. Applicants must hold the M.Div. (or first graduate theological degree providing equivalent
theological background, or its educational equivalent) from an accredited theological school and
must have maintained at least a 3.33 (B+) grade point average. Additional academic work
beyond the M.Div. may also satisfy the 3.33 grade point average requirement.
2. If an applicant's academic record indicates deficiencies in certain areas prescribed by the
Association of Theological Schools (A.T.S.) in the United States and Canada, that person may be
required to take prerequisite courses that will not be credited toward the S.T.M. degree.
3. No advanced standing is granted toward the S.T.M. degree.
4. Applicants must submit an academic paper in English as part of their application. International
students who have not done previous academic work in English may submit their own English
translation of another paper.
5. All applications for the fall semester must be complete by February 1 of that year. Applications
for the spring semester must be complete by October 1 of the previous fall.
Academic Calendar
Courses are offered in the fall semester, January term, spring semester, and summer term.
January term and spring semester courses are added together in considering a student's
scholarship and full-time status. Credit loads exceeding 15 credits in one semester or 3 credits in
the January term must be approved by petition to the Academic Standing Committee.
Curriculum
Each student is expected to develop a coherent program of study in consultation with the director
of the S.T.M. program upon initial registration. The coherence of the program may be exhibited
by 1) the concentration of courses and seminars in a single division of the Theological School
curriculum, or 2) by focus on a major aspect of theological study that is approached from an
interdisciplinary perspective. In either case, 12 credits must be taken in a specific field of
concentration, with the remaining six credits in other fields that support the student's designated
field of study. Proficiency in a foreign language is not required for the degree but certain
programs of study may require such proficiency.
The satisfactory completion of an extended research paper in conjunction with a class is required.
The candidate’s paper should demonstrate mastery of the basic perspectives of that field. No
additional credits are given for the paper. Students are encouraged to write the extended paper in
conjunction with a course taken in their first semester of coursework.
Length of Program
The program is generally completed in one year or three academic terms. All requirements for
the S.T.M. degree must be completed within four years from the date of initial matriculation.
Visas are issued for a maximum of two semesters.
Master of Theological Studies (M.T.S.)
(The Drew University Theological School no
longer accepts applicants into this program.)
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The Master of Theological Studies
Admission Requirements
Academic Calendar
Curriculum
Length of Program
The Master of Theological Studies (M.T.S.)
The Master of Theological Studies is normally a two-year program of advanced theological
studies (48 credits) with a wide range of possible purposes: preparation for research and teaching,
preparation for service as a United Methodist deacon or a resource for persons in other vocations
who wish to be theologically informed.
United Methodist students pursuing the Order of Deacon according to the Basic Graduate
Theological Studies (B.G.T.S.) prescribed program may do so within the Master of Theological
Studies program.
Students in the M.Div. program who wish to transfer to the M.T.S. degree may apply for transfer
to the M.T.S. program through the admissions office.
The Theological School is no longer accepting applications to this program.
Admission Requirements
1. The applicant must have earned a bachelor's degree from an accredited college or university or
an approved international institution and must have maintained a grade point average of 3.0 or
better (on a 4.0 scale) in a previous degree program. Students whose previous work is below
this level but who demonstrate compensating strengths may be admitted on academic
probation and limited to nine credit hours per semester until the probation is removed.
2. The applicant must present transcripts for all academic study beyond secondary school showing
high academic performance.
3. The completed application form must be accompanied by a statement of purpose by the
applicant, explaining the reasons and goals for pursuing the M.T.S. degree, and by letters of
reference from persons qualified to evaluate the applicant's intellectual competence and
promise as well as personal character and potential.
Students with credits earned elsewhere at the graduate professional level and not applied toward
another earned degree may apply for a maximum of 12 credits of advanced standing. Transfer
credit is not granted for credits earned earlier than 10 years prior.
Academic Calendar
Courses are offered in the fall semester, January term, spring semester, and summer term.
January term and spring semester courses are added together in considering a student's
scholarship and full-time status. Credit loads exceeding 15 credits in one semester or 3 credits in
the January term must be approved by petition to the Academic Standing Committee.
Curriculum
The M.T.S. program is very flexible and requires careful planning in relation to the student's
objectives. The program of study is developed by the student, in consultation with the M.T.S.
adviser. A preliminary statement of objectives must be submitted to the M.T.S. faculty adviser
following registration. Students must meet all stated course prerequisites.
All M.T.S. students must complete MTS 675/ M.T.S. Captsone Project in their last year of
studies. This project can take a variety of forms depending on the student's interest and focus in
the program. Each student plans for the project with the assistance of an adviser.
Length of Program
The program is designed to be completed in two years or four semesters. All requirements must
be completed within five years from the date of initial matriculation.
Master of Arts
Master of Arts
Master of Arts Program Purpose
The Master of Arts in program is a two-year master’s degree designed for students who wish to
acquire a background for teaching at the secondary level, to attain a foundation for further
studies in religion at the doctoral level, or to explore the religious disciplines for personal
interests. This degree is not designed to lead to ordination and does not presuppose any particular
faith stance.
MA Program Objectives
The specific goals of the Master of Arts degree will be worked out in consultation between the
student and the academic advisor. Students will generally opt either to attain a broad knowledge
of various theological disciplines or to develop a focused knowledge in a specific discipline. It is
expected that all students in the MA program will develop:
The ability to reflect critically on both primary and secondary source materials
The ability to use research methods and resources appropriately to the task at hand
The ability to formulate productive scholarly questions
MA Program Admission Requirements
Applicants must have a bachelor’s degree from an accredited college or university, or from an
equivalent international institution. Academic work should have been rich in the liberal arts,
offering general knowledge of human culture through studies in the humanities, including
religion, languages, and the natural and social sciences. Applicants must be able to write clearly
and effectively.
Applicants should have demonstrated the capacity to do above average academic work, with a
cumulative grade point average of 3.2 or above (on a 4.0 scale) in a previous degree program.
The student may choose to submit GRE scores to further indicate academic capabilities.
The applicant must present transcripts for all academic study beyond secondary school.
The completed application form must be accompanied by a statement of purpose by the applicant
explaining the reasons and goals for pursuing the MA degree and by three letters of reference
from persons qualified to evaluate the applicant’s intellectual competence and promise.
MA Program Curriculum
The Master of Arts program shall consist of 44 academic credits. Further requirements for the
MA include proficiency in one foreign language, determined by examination. (Students may
petition to substitute an additional six credits of course work for the language exam. Students in
the social sciences may petition to substitute a statistical methods course for the foreign language
requirement).
Each student will work out an appropriate course of study in consultation with the academic
advisor, which will culminate in an integrative project. For this project, students will elect to
write either an extended paper linked to a course, or a traditional academic thesis of some 60-70
pages. The thesis option earns 6 credits in the final semester of study, and is strongly
recommended for those who expect to undertake doctoral work. All MA students are required to
take two one-credit courses that are intended to prepare them for academic research and writing,
Research Skills 1 in their first semester and Research Skills 2 in their third semester.
Program Duration and Location
The program is designed to be completed in two years or four semesters of full time study. All
requirements must be completed within five years from the date of initial matriculation. Students
must complete a minimum of 24 credits at Drew Theological School. Students with credits
earned elsewhere at the graduate professional level and not applied toward another earned degree
may apply for a maximum of 12 credits of advanced standing. Transfer credit is not granted for
credits earned earlier than 10 years prior to the date of matriculation.
Master of Arts in Ministry
Master of Arts in Ministry
Master of Arts in Ministry Program Purpose
The Master of Arts in Ministry program is a two-year professional master’s degree for students
preparing for leadership in congregations, non-profit agencies, or other organizations. It may also
be used by those who are preparing for ordination as a deacon in the United Methodist church. It
is not designed either for those seeking ordination in most denominations (see the M. Div.
program) or for those intending to pursue doctoral work (see the Master of Arts program).
Within the program students may choose to focus on a specific area of specialization including
but not limited to social justice ministries, church music, ecological ministries, camp and retreat
ministries, Christian education, and pastoral care.
MA in Ministry Program Objectives
The MA in Ministry program seeks to develop the following abilities in students:
The ability to read and interpret scripture and other sacred texts with cultural sensitivity, ethical
awareness, and a critical understanding of their histories, interpretations, and applications in
church and society
The ability to think critically and constructively regarding the area of ministry specialization
The ability to work effectively in ministry as evidenced by the successful completion of a field
education component
The development of communal and personal practices that nourish spiritual and moral well-being
MA in Ministry Program Admission Requirements
Applicants must have a bachelor’s degree from an accredited college or university, or from an
equivalent international institution. Academic work should have been rich in the liberal arts,
offering general knowledge of human culture through studies in the humanities, including
religion, languages, and the natural and social sciences. Applicants must be able to write clearly
and effectively.
Applicants should have demonstrated the capacity to do above average academic work, typically
with a cumulative grade point average of 3.0 or above (on a 4.0 scale) in a previous degree
program. This capacity may also be indicated by “b” work in a selected group of courses
pertinent to theological study. Those whose previous academic performance falls below this
level, but who demonstrated compensating strengths, may be admitted on academic probation
and limited to 9 credit hours per semester until the probation is removed.
The applicant must present transcripts for all academic study beyond secondary school.
The completed application form must be accompanied by a statement of purpose by the applicant
explaining the reasons and goals for pursuing the MA in Ministry degree and by three letters of
reference from persons qualified to evaluate the applicant’s intellectual competence and promise
as well as personal character and potential for ministry.
MA in Ministry Program Curriculum
Each student in the MA in Ministry program must complete 45 credits of course work including
the following:
Required courses: (15 credits)
There are 4 broad areas from which course requirements must be selected
1) Religious heritage (9 credits from the following courses):
Bibst 101 Biblical Literature 1,
Bibst 111 Biblical Literature 2,
Chist 202 Church History 1,
Chist 203 Church History 2,
Theph 301 Systematic Theology.
2) Cultural Context (3 credits from the following courses):
Chsoc 401 Religion and the Social Process
Chsoc 400 Christian Ethics
Or any of the world religion or cross-cultural courses
3) Personal and spiritual formation (3 credits from the following courses)
Pasth 501a/b Pastoral Formation
Pasth 503 Introduction to Educational Ministries
Pasth 504 Intro to Pastoral Care
4) Practicum (6 credits)
Each student will complete six credits in field education in an appropriate ministry field. This
requirement may be fulfilled through internships or through the supervised ministry class.
Optional Area of specialization (12 credits)
Each student, in consultation with an academic advisor, may elect to choose a particular
specialization, with 12 credits of course work designated as applying specifically to the area of
specialization.
Elective credits (12 credits)
The remaining 12 credits will be electives.
Program Duration and Location
The program is designed to be completed in two years or four semesters of full time study. All
requirements must be completed within five years from the date of initial matriculation. Students
must complete a minimum of 30 credits at Drew Theological School. Students with credits
earned elsewhere at the graduate professional level and not applied toward another earned degree
may apply for a maximum of 15 credits of advanced standing. Transfer credit is not granted for
credits earned earlier than 10 years prior to the date of matriculation.
MA in Ministry – United Methodist Deacon Track
Students who wish to pursue ordination in the United Methodist Church through the MA in
Ministry degree can do so with the following courses:
27 credits of “Basic Graduate Theological Education”
Old Testament (3 credits) Bibst 101 Biblical Literature 1
New Testament (3 credits) Bibst 111 Biblical Literature 2
Church History (3 credits) Chist 202 or 203 Church History 1 or 2
Systematic Theology (3 credits) Theph 301 Systematic Theology
Worship (3 credits) Pasth 505, Pasth 506, Logon 735 or course on UM Worship
Mission of the Church (3 credits) Chsoc 401 Religion and the Social Process
or another course on mission
Evangelism (3 credits) Chist 244 Evangelism in the Methodist Tradition
or another evangelism course
UM History, Doctrine and Polity (6 credits) Chist 260/261 or Logon 260/261
3 credits in personal and spiritual formation (see above)
6 credits in field education/internships
Each UM Deacon candidate will designate an area of specialty as a deacon and take at least six
credits of additional course work as well as completing the field education requirement in that
area.
Minimum Degree Requirements
M.Div.:
M.A. in
Min.
84 credit hours with a grade average no less than a C (2.00).
45 credit hours with a grade average no less than a C (2.00).
M.A.
44 credit hours with a grade average no less than a B (3.00).
M.T.S.:
48 credit hours with a grade average no less than a C (2.00).
S.T.M.:
18 credit hours with a grade average no less than a B (3.00).
D.Min.:
18 credit hours with a grade average no less than a B (3.20) and the satisfactory
completion of a professional project for 12 credit hours.
Community Life
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Community Life
Housing
Employment (student/spouse)
Worship
Spiritual Formation
Covenant Groups
Diversity and Inclusiveness
Learning Differences
Physical and Emotional Illnesses and Family Crises
Profile of the Student Body
Counseling
Student Organizations and Initiatives
Seminary Governance
Theological Students Association
Black Ministerial Caucus
The Hispanic Caucus
The International Student Organization
The Korean Caucus
The Order of Saint Luke
Alumni/ae Association
The Seminary Choir
Food Services
Health Services
Child Care/Day Care
Recreation
Accessibility
Community Lunch
Human Rights Policy
Separation from the School
Community Life
Theological education is not simply an educational or professional activity. Preparation for
ministry and theological reflection inevitably involve the student's full personal identity and
relationships. A supportive and challenging community for worship, reflection, and service is an
essential component of learning. Drew seeks to create a community of openness, mutual regard,
patience, and care among people of diverse backgrounds. This community building takes place
in small-group interactions in regular courses, daily worship, community meals, all school
retreats, and life in campus residences.
Housing
Campus residential life is an important feature of community in the Theological School. It
provides a context in which students share their common experiences and support one another
through the life changes accompanying seminary enrollment. Since community living enters so
naturally into the processes of theological education, students are encouraged to seek ways of
residing on campus during at least a part of their studies, preferably during the first year.
Much sharing is informal: the spontaneous late-night conversations, the readiness of a neighbor
or roommate to listen and remain present through a time of crisis. Some is intentional: potluck
dinners, parties and celebrations, study breaks, the formation of groups for prayer, faith sharing,
and mutual encouragement.
Lasting friendships develop among individuals and families. There are opportunities for all
members of the family to be exposed to a multicultural community where racial and linguistic
diversity is taken for granted. Families are helped in their adjustment to the decision of a parent
or spouse to engage in theological education and ministry.
Drew offers a variety of different housing options available to single and married students. Units
include singles and doubles, one-, two-, and three-bedroom apartments; and "commuter" rooms
for persons who live a short distance away and need housing for only two or three nights per
week. A campus playground is provided for the children of student families, and a day-care
center offers professional supervision at a competitive cost. Campus housing is more economical
than comparable accommodations in the neighborhood of the campus.
Campus housing cannot, however, be guaranteed to all applicants and is reserved for full-time
students and their immediate families, including children under the age of 18. All housing is
available on a first-come, first-served basis, so applicants are encouraged to apply early. The
University reserves the right to limit the length of occupancy and assign housing to families if
appropriately-sized housing units are available. Married student housing is limited to members of
the immediate family only. Relatives of students may visit in campus housing no more than 72
hours. No pets are permitted in any residence hall or apartment.
Adjustment to campus residency may not be easy for those who have owned their own homes or
lived in spacious apartments. Campus apartments may seem small and storage space is very
limited. Single students will be sharing common space with other students. Even so we believe
the personal gains made possible by the fellowship found in University housing ore than
outweighs any inconveniences.
Single students live in apartments or suites with a common living area that includes a kitchen and
bathroom and usually a dining/living room area. During the academic year, cleaning assistance
for the bathrooms and kitchens is provided in the single student residence halls. Bedrooms are
furnished with a single bed, dresser, chair, and a desk. Students provide their own bed linens,
blankets, pillows, towels, curtains, lamps, rugs, and other incidental furnishings. Common living
areas are usually furnished.
Apartments for families have bathrooms, kitchenettes, and a living room with one or more
bedrooms. All apartments are equipped with a refrigerator, stove and oven but are otherwise
unfurnished. Residents provide their own furniture, kitchen utensils, dishes, tableware, rugs,
lamps, bed linens, pillows, blankets, towels, curtains, and other furnishings.
The University supplies heat, water, gas, and electricity for all students in housing. Heavy
appliances, such as freezers and portable washers and dryers may not be installed. Coin-operated
laundry facilities are conveniently located in all residence halls. There is also a large lounge in
Tipple Hall for community and social activities.
Occupancy of rooms and apartments begins the day before Orientation and terminates on May 31
for students in single-student housing and on June 30 for students in family housing. In March,
students who qualify for housing, may request to continue their stay in University housing for the
upcoming academic year. Although housing is not guaranteed, the University makes every effort
to allow our students to continue in housing.
The Housing Office is available to assist you with any questions regarding housing. Also, the
Director of Residence Life is available to current students to help make community living more
productive and comfortable for everyone.
Further details are available in Daniel's Dictionary.
Employment (student/spouse)
The region around Drew is consistently high in employment. This generally ensures that there is
a steady supply of well-paid part-time and full-time jobs for students or their spouses. While
many of these jobs are entry level, there are also abundant positions for persons with skill and
experience. These opportunities also include student in non-student jobs for those with special
skills needed at the University offering increased hours, compensation, and benefits. Theological
School students are in high demand for all types of positions. International students are usually
eligible only for on-campus employment.
Regular employment opportunities are available on campus, usually on a part-time basis.
Students who qualify for the Federal College Community Service Work/Study Program, as noted
in their financial aid eligibility award notices, receive priority in campus employment (see
Financial Information).
Worship
Community worship opportunities are frequent and varied in the Theological School.
Every Tuesday, Wednesday, and Thursday during the academic term, midday services are held
in the university worship center, Craig Chapel. Thursday services generally include communion
and musical leadership by the Seminary Choir. The chapel is described as a place of both
worship and learning. Chapel services offer the possibility of experimentation with various
worship practices, an opportunity for students to share their historic faith practices as well as
engaging with new and challenging concepts. Worship experiences reflect the diversity of
denominational traditions, theological perspectives, and cultural influences represented in the
international and ecumenical student body, staff and faculty of the Theological School. Guest
preachers, off-campus guests, student leaders, alumni/ae and faculty members often preach in
chapel sharing their wisdom and experience.
The Chapel Practicum, a one-credit course, encourages students to enhance their skills or
introduce themselves to a specific aspect of worship leadership, design and implementation by
joining the worship staff to create the midday worship experience.
Several alternatives to midday chapel are led by student groups, including morning and evening
prayer services, Taize worship, twilight communion, revivals, liturgical drama, dance, and music.
Spiritual Formation
Ministry that successfully addresses the complexities and ambiguities of life in the 21st century
must be grounded in a deep and lively spiritual life. The Theological School is acutely aware of
its responsibility toward each student's spiritual formation. Beginning with the orientation
program, students are introduced to influences and events that contribute to spiritual
development and maturity. Spiritual disciplines and values are presented in both individual piety
and social service models and reflect the many traditions and faith communities present in the
seminary. Retreats take students and faculty off campus to retreat centers for extended times of
reflection and community building. Community lunches held on campus provide times of
fellowship and dialog between students and faculty. Cross-cultural study offers further
opportunities for spiritual growth. No student is required to change; all students are offered
opportunities to develop.
Diversity and Inclusiveness
Following its mission to represent the full range of Christian thinking, the Theological School
makes constant efforts to ensure that both the student body and the faculty include persons from
a wide variety of backgrounds and traditions. We seek individuals of every ethnic heritage, every
geographical region, every vocation and social group, and every segment of the larger Christian
family. Diversity is sought not simply for its own sake, but because of our conviction that it is
theologically valuable and a communal mandate. We are convinced that the experience of being
part of such an inclusive community contributes necessary insights to individuals preparing for
Christian service while offering opportunities for spiritual growth necessary for effective
religious leadership.
Learning Differences
Drew University, in accord with the policies underlying Section 504 of the Rehabilitation Act of
1973, the Americans Disability Act of 1990, and in compliance with the Association of Higher
Education and Disability guidelines, works to ensure that reasonable accommodations are
implemented for enrolled students with documented disability to function in the academic
environment. All admitted students are judged by the appropriate admissions officer to have the
ability to succeed academically, and all students are required to meet the same academic
standards. At the same time, the University recognizes that documented disability and potential
learning differences may require accommodations. We are committed to helping all students
develop fully and complete successfully their degree requirements. If a candidate wishes to
inquire about disability services offered by the University, a confidential meeting with the Office
of Educational Affairs may be arranged by contacting the office at 973/408-3327.
Physical and Emotional Illnesses and Family Crises
A student who is unable to complete work or attend class due to a physical or emotional illness
or family crisis should notify the Associate Academic Dean's office and provide appropriate
corroboration from a physician or other qualified professional. At the request of the student, the
Associate Academic Dean will notify the student's professors and work with the professors and
student to negotiate appropriate deadlines for completion of course work.
Profile of the Student Body
The seminary student body is stable at about 250 regular degree-seeking students in on-campus
programs. About 80 percent of these are M.Div. candidates. In any particular term, students
come from at least 20 states and more than 20 denominations. About 18 percent are from other
countries. Students range in age from 22 to 70. Males and females each make up about 50
percent of the student population. Approximately 60 percent of the student body consists of
African-American, Asian, Asian-American, and Hispanic students. Students have had
experiences as lawyers, accountants, dentists, medical doctors, computer professionals, law
enforcement officers, musicians, actors, educators, plumbers, carpenters, welders, missionaries,
broadcasters, homemakers, farmers, and engineers.
Counseling
The University maintains a professional staff of counselors for students. The campus services are
free for a limited number of sessions, and some off-campus services may be available to students
at a reduced fee.
Student Organizations and Initiatives
Students, through student organizations and initiatives, play a central role in shaping theological
education at Drew. Student organizations are formed and remain active in response to student
interest and need.
Seminary Governance
Student representatives attend regular faculty meetings and have the right to speak, but without
vote. They play an advisory role in faculty appointments and contract renewals and in promotion
and tenure recommendations. They are full participants on school and university committees,
including admissions, curriculum, academic standing, chapel, and community life.
Theological Students Association
This body represents the entire theological student community. It manages an activities budget
and seeks to identify and articulate student concerns in seminary and university policy-making.
Officers are elected annually.
Black Ministerial Caucus
This group provides support and representation for African-American students in all aspects of
the school's life. It is especially active and involved in curricular matters and sponsors various
chapel services and the Martin Luther King Jr. Lecture.
The Hispanic Caucus
This caucus is a gathering of students and faculty from both the Theological and Graduate
schools and is instrumental in recruiting and supporting the growing number of Hispanic
students. Special chapel services, festive meals, and lectures are among its activities.
The International Student Organization
This group includes all international students and their families but is open to American citizens
as well. It assists new students at the time of their arrival in the United States and helps them
settle in to a new culture. It sponsors social events and sightseeing excursions, providing
opportunities for developing close associations and friendships with persons from around the
world.
The Korean Caucus
One of the most active groups on campus, the Korean Caucus serves the needs of Korean and
Korean-American students. It holds regular early morning worship services in Craig Chapel and
sponsors an annual Korean lecture and cultural festival in the spring.
The Order of Saint Luke
This United Methodist religious order is dedicated to sacramental and liturgical scholarship,
education, and practice. It includes interested students and faculty.
Alumni/ae Association
Every degree recipient from the seminary automatically becomes a lifetime member of the
Theological School Alumni/ae Association of Drew University. The association exists to
establish and maintain mutually beneficial relations between the alumni/ae and the Theological
School, to encourage efforts to provide lifelong learning, and to support the University in its
pursuit of excellence in teaching, research, and public service.
Membership in the Theological School Alumni/ae Association offers numerous benefits and
opportunities. Alumni/ae receive a free subscription to the quarterly Drew Magazine and the
Drew Alumni/ae online community. Alumni/ae receive invitations to educational, professional
and social events both on and off campus, including the Tipple-Vosburgh Lectures, and
receptions at United Methodist, American Academy of Religion, and Society of Biblical
Literature conferences.
Each year the Theological School Alumni/ae Association recognizes an alumnus/a for exemplary
leadership in the church or ministry, and acknowledges Drew Theological School as the
foundational preparation for this individual's leadership, through the Distinguished Service
Award which is presented at the annual meeting of the association.
Alumni/ae help to further the mission of the association through volunteer work with the
Theological School Alumni/ae Association Executive Board and its committees. For example,
alumni/ae assist the Admissions office in representing Drew Theological School at annual
conferences; Gift Chairs encourage their classmates to provide philanthropic support for current
operations and the endowment; and alumni/ae volunteer as mentors to current students in their
transition into ministry.
For further information about the Drew Theological School Alumni/ae Association contact the
Office of Alumni/ae & Parent Relations at 973/408-3229 or [email protected] , or visit the
Alumni/ae House Web site at www.drew.edu/alumni.
The Seminary Choir
The choir provides opportunities for students to develop skills in vocal music and to gain
appreciation of choral music from a variety of cultures and traditions. The choir offers choral
leadership for chapel services and represents the Theological School in public concerts and
conferences.
Food Services
Several types of food service are available on campus. Students have, of course, the option of
preparing their own meals in community kitchens in the dormitory and in the apartment
kitchenettes. The University Commons offers nutritious and hearty meals, and meal tickets can
be purchased for a variety of different plans (see Room and Board). A campus snack bar features
fast foods and quick meals at modest prices.
The Madison community has a range of restaurants and diners with many different styles of
meals. Food delivery services bring fast foods to campus rooms and apartments, if contacted.
Health Services
Drew University Health Service is a nationally accredited ambulatory health center that serves
all Drew students. The Health Service operates seven days a week during regular semesters with
limited clinical hours during January and the summer. Board certified nurse practitioners are
available during all open hours, and board certified primary care physicians are available on-site
nine hours per week. Students are asked to make an appointment for all office visits by calling
973- 408-3414.
There is no charge for routine office visits and all lab tests, vaccines and medications are
discounted. Services include assessment of health problems, treatment of common illnesses and
injuries, support to students with chronic disease or disability, health education, and crisis
intervention. Well Woman Care and International Travel Advisory are also available.
To comply with New Jersey law, all full-time students are automatically enrolled in and billed
for a student medical insurance plan carried by the University. Students who have proof of
comparable insurance coverage can waive out of the student plan, but must do so online by the
deadline set by the business office. Part-time matriculated students who are interested in
enrolling in the student insurance plan must do so online or arrange through the Business Office.
Students wanting additional coverage for family members will be charged an additional amount.
Information about insurance enrollment / waiver and other services can be found at the Health
Service Web site www.depts.drew.edu/health
Should a student require more specialized medical care, physicians of every specialty are nearby.
Drew is located near a medical center should hospitalization or emergency services be necessary.
Expenses associated with hospitalization and specialized care are the student's responsibility.
Admitted students are required to return a completed health history, including immunization
information, in order to maintain registration and housing.
Child Care/Day Care
Children in families who live on campus are the responsibility of their parents. Standards of
parental care in this type of setting are prescribed by N.J. state law, a copy of which is available
through the Office of the Dean of Student Life. The University provides a playground
conveniently near the family apartments, and the University child care center is located at the
edge of the campus in a safe and comfortable setting. University-operated child care is
competitively priced. Young children are required to be under supervision at all times.
Recreation
North-central New Jersey offers a generous menu of recreational selections. Bike trails crisscross
the forested countryside. Revolutionary War historic sites dot the region. The area is a center for
bird-watching as it is situated on a major migratory route. Ski slopes are a 45-minute drive away,
and canoeing, river rafting, hunting, and fishing are popular area activities. Cultural opportunities
include, in New York City, the Metropolitan Opera, Broadway theaters, Carnegie Hall, the New
York Philharmonic, and, on campus, the Shakespeare Theater of New Jersey. Restaurants
featuring the foods of many nations of the world are locally available, including Indian, Italian,
Japanese, Korean, Portuguese, and Jewish. Major league sports of all types are readily reached
by public transportation, as well as by car. Festivals of all sorts, from Macy's Thanksgiving Day
Parade and Renaissance fairs to Scottish Highland Days and Holocaust memorials, are handy for
students.
Accessibility
Every effort is being made to bring Drew's historic buildings to full accessibility. Many campus
buildings are fully accessible, but a few barriers still exist. As of Fall 2005, Seminary Hall is
wheel-chair accessible on all levels. The Theological School is committed to making its
educational programs accessible to all students, regardless of handicap, and accommodations are
made according to the handicapping condition. Students with special needs must notify the
Theological School and the University Dean of Educational and Student Affairs, well in advance,
of any courses they wish to take to allow time for adjustments to be made to accommodate them.
Community Lunch
Several times each semester in Seminary Hall, a community lunch is offered at no charge. The
community lunch provides time for fellowship and for special programs, including informal
presentations, reports, and community forums. Commuters who bring their own lunches often
gather for lunch and conversation in the common spaces of Seminary Hall.
Human Rights Policy
The purpose of Human Rights Policy is to guarantee to all members of the university community
and their guests and visitors equal educational and employment opportunity, access and benefits
in an environment free from harassment, assault, intimidation, and discrimination of all kinds.
The policy seeks to protect the atmosphere of trust and collegiality in the university community,
to educate the community, and to provide students, faculty and staff who believe that they have
been subject to harassment, discrimination or sexual assault with an effective and reliable
process for seeking a remedy, while affording those accused of violations a fair opportunity to be
heard. Discrimination in education or employment on the basis of any dimension of diversity as
defined in the University Diversity Statement is prohibited. The full policy is available in the
office of the Associate Dean for Contextual Learning and in Daniel's Dictionary.
Separation from the School
Drew Theological School reserves the right, upon recommendation of the deans, to separate from
the school any student who fails to meet the standards of academic or community life; or whose
character, or personal maturity raises reasonable doubts about the student's fitness for ministry or
theological education. Students may also be separated from the school for failure to meet their
financial obligations.
The University
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The University
University History
University Services and Policies
University-Wide Policies
The University
Drew University's highest priority is academic excellence. With that priority as its mission, Drew
has focused on three aspects of learning to promote academic excellence in its students and
faculty. Under the leadership of President Robert Weisbuch, the University has devoted itself to
maintaining the highest quality of teaching and learning, to the use of technology in gaining
access to knowledge and interpreting it, and to an awareness of the global contexts of knowledge.
In these areas, Drew seeks to be a national leader.
Drew faculty, administrators, students, staff, and alumni are committed to creating the special
conditions that make Drew's mission attainable. They realize that the University must foster a
genuine community of learners who challenge and support each other for growth and responsible
citizenship. Thus, the University is dedicated to sustaining an on-campus community that is
characterized by diversity, respect for differences, and a lively engagement with contemporary
issues and concerns.
University History
Drew was founded in 1867 by the General (nationwide) Conference of the Methodist Episcopal
Church as a "national" seminary. In part this was an attempt to heal wounds remaining from the
division between north and south. Drew's mission was to reflect the full range and depth of
thought and faith experience of one of the largest and most diverse Protestant denominations,
and to train church leaders of many denominations, clergy and lay, to minister to people of all
backgrounds and needs.
Drew has continued as a seminary of the United Methodist Church and, in keeping with its
original mission, has also become one of the world's foremost ecumenical institutions, drawing
on Catholic, reformed, evangelical, and liberal strands of Christian thought.
Location
The school enjoys a setting that is conducive both to study and research, and presents
unparalleled supervised ministry opportunities. North-central New Jersey is lavish with
woodlands, wildlife, and lakes that provide scenery and recreation. The campus is spacious,
forested, and secure. Madison, a pleasant town of 15,000 people, has services and stores typical
of a much larger community. New York City, Newark, and Philadelphia are all easy to reach and
offer not only rich cultural and historical resources but also an amazing variety of opportunities
to practice ministry.
The University Setting
Drew established two other schools as it grew into a university-the College of Liberal Arts and
the Caspersen School of Graduate Studies. This university environment makes possible an
abundant and enjoyable campus life, with cultural, social, entertainment, and recreational
possibilities that could not exist in a more limited institution.
Accreditation
The University is fully accredited by the Middle States Association of Schools and Colleges, and
the Theological School is further accredited by the Association of Theological Schools in the
United States and Canada.
University Services and Policies
The Writing Center
The ability to write effectively is important in today's communications-conscious world.
Therefore, Drew maintains The Writing Center to give students in its three schools (College,
Graduate, Theological) special assistance with writing problems and questions. Not only does its
staff answer questions about grammar, but instructors and tutors also aid students in getting
papers started, developing content, organizing ideas, and revising. The assistance is based
primarily on one-to-one tutorial help, but the center offers some group workshops and maintains
a resource library of writing manuals and computer software. The Writing Center is located in
Brother's College.
Center for Counseling and Psychological Services
The center offers a variety of services free to all Drew students. Students with personal, social,
academic, vocational, or other concerns may meet individually with a counselor or take
advantage of several group programs offered by the center.
Psychiatric consultation and referral to private and community resources are available. In
addition, the center coordinates a reading and study skills program for undergraduates.
Psychological and vocational referrals to off-campus specialists also are available through the
center. The staff operates under a policy of strict confidentiality, adhering to the ethics of the
American Psychological Association.
English for Speakers of Other Languages
Drew University is committed to assisting its non-native English-speaking members in the
development of their English language proficiency. Reflecting that objective, the Department of
English for Speakers of Other Languages (ESOL) serves the community as a language support
service for students in all three schools.
Its purpose is to coordinate testing and to provide instruction and activities that help students
enhance their English language skills. The ESOL staff also provides individual assistance to
students, by appointment, as requested or recommended, in language-related tasks. English
language instruction is also available to non-native English-speaking spouses of students. The
ESOL office is located in 12 Campus Dr..
International Student Services
The coordinator for International Student Services works with international students in the three
schools of the University, assisting them with BCIS regulations and cultural adjustment issues.
International students are required to participate in an orientation designed specifically for them.
Other programs are offered throughout the academic year. The office is located in Brothers
College 119.
Recreation
Drew's athletic fields, tennis courts, and indoor recreational and athletic facilities are available
for use by all students, faculty, administrators, and staff when the facilities are not otherwise
scheduled. This includes the Simon Forum and Athletic Center with its eight-lane swimming
pool, six-lane 200-meter indoor track, racquet courts, free weight and machine-weight exercise
rooms, dance studio, performance basketball court, four multisport indoor courts, syntheticsurfaced indoor practice area for field sports, and a forum seating 3,800 for special events. The
center is the premier facility of its kind in northern New Jersey and complements Drew's outdoor
stadium with its synthetic playing field and the tennis center with eight lighted courts and
spectators' gazebo.
The campus itself and the Drew forest preserve are ideal places to jog or hike, while the two
ponds in the beautiful Zuck Arboretum attract ice skaters.
University-Wide Policies
Academic Honesty
Drew University holds academic honesty and scholarly integrity to be indispensable to genuine
learning and true scholarship. Breaches of academic honesty and integrity, such as cheating on
examinations or papers, offering work done by others as one's own, plagiarism, improperly
providing information, papers, or projects to others, or falsifying the nature or results of one's
research, are inimical to the learner or scholar personally and are infringements of the mutual
faith and trust essential to the academic enterprise.
Sanctions are incurred for demonstrated breaches of academic honesty or scholarly integrity. In
the case of students, the faculty regulations of each school of the University provide procedures
whereby instances of alleged academic dishonesty are dealt with in an orderly way with due
attention to the rights of the student(s) involved.
Where dishonesty has been determined, sanctions may range from requiring an assignment to be
redone to automatic failure for a course to dismissal from the University. (Details are published
annually in the student handbook and/or faculty regulations of each school.) All members of the
academic community are obliged, by that membership, to report observed instances of presumed
academic dishonesty to appropriate officials.
Student Education Records: Access and Privacy
Drew students have the right of access to, and the assurance of privacy for, their Drew
educational records. Students are also afforded the opportunity to challenge these official records.
These rights are in keeping with Public Law 93-380, Family Educational Rights and Privacy Act
of 1974, as amended (also known as the Buckley Amendment), and university policy. The full
text of Public Law 93-380 and a full statement of Drew University policy and procedures with
respect to student education records are on file and may be consulted in the offices of the
Registrar and Dean of Student Life and in the Office of Financial Assistance.
Equal Access to Education for the Disabled
Drew University has a long history of successfully accommodating individuals whose special
needs have ranged from mild to severely limiting. As with all students, those with special needs
are accommodated with personal attention, and the University guarantees that each special-needs
student shall have equal access to a Drew University education. This policy is in keeping with
Section 504 of the Rehabilitation Act of 1973 and with the Americans with Disabilities Act.
Student Conduct
A student's voluntary act of registration is considered an acceptance by the student of the rules
and regulations of Drew University. It is a pledge to respect the University's standards of
individual responsibility and conduct at all times. Since Drew is an integral part of the larger
community, a Drew student is responsible for observing all state and local ordinances governing
the behavior of all citizens.
An individual, by nature of his or her status as a student, is a member of a community, the very
existence of which is contingent upon the responsible behavior of the individual members,
namely, that the exercise of freedom takes full cognizance of the rights of others.
The University reserves the right to take action, including suspension or required withdrawal,
without refunding fees, for conduct it considers undesirable. Neither Drew University nor any of
its officers shall be under any liability for such required withdrawal. Off-campus violations of
University regulations or state and local ordinances may subject a student to University
disciplinary action.
The University views the following as among the most serious conduct violations: academic
dishonesty; acts of racial, religious, or ethnic intolerance or incivility; intimidation of a witness;
sexual harassment; the illegal use, possession, or distribution of controlled dangerous substances;
possession of a weapon; use or possession of alcoholic beverages by those under the legal
drinking age; theft; vandalism; and direct disobedience of a University official in relation to a
University regulation.
Drew University reserves the right to require a student to withdraw when competent medical
advice dictates that not to do so endangers the welfare of the student or institution.
Damage to Property
Damage beyond ordinary wear to University property, including residence hall rooms and
furnishings, is charged to the student's account. In cases where damage is not assignable to an
individual, costs may be prorated to accounts of students within the responsible group.
Breakage of materials in science laboratories is charged to the student's account and is payable in
full with the next University bill issued.
About the School
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History
Location
The University Setting
Our Mission
Our Theological Position
The Distinctiveness of Drew
Programs
Accreditation
The University Library
The United Methodist Archives
Centers
Bookstore
Lecture Series
History
Drew was founded in 1867 by the General (nationwide) Conference of the Methodist Episcopal
Church as a "national" seminary. In part this was an attempt to heal wounds remaining from the
division between north and south. Drew's mission was to reflect the full range and depth of
thought and faith experience of one of the largest and most diverse Protestant denominations,
and to train church leaders of many denominations, clergy and lay, to minister to people of all
backgrounds and needs.
Drew has continued as a seminary of the United Methodist Church and, in keeping with its
original mission, has also become one of the world's foremost ecumenical institutions, drawing
on Catholic, reformed, evangelical, and liberal strands of Christian thought.
While other seminaries of that day usually functioned as alternatives to college, Drew, from the
beginning, required a baccalaureate degree for admission-a pattern now followed by most
seminaries. This scholarly commitment continues to be a hallmark of Drew Theological School.
Theological study at Drew is unapologetically rigorous and intellectually demanding. We believe
that enduring faithfulness in ministry requires well-developed disciplines of study and reflection,
a solid knowledge of the Bible and the history of Christianity, and skill in the analysis of
personal problems, social situations, and human nature.
As a "national" seminary, Drew remains committed to a thoroughly diverse faculty and student
body. African-Americans, Asian-Americans, and Latino/a-Americans contribute to a sense of the
many cultures and heritages the church must serve. Drew likewise recognizes the centrality of
women's experiences in theological understanding and liturgical practice and takes for granted
the full equality of women in ministry. Our student body and faculty have been drawn from
every state and many countries.
Drew Theological School is a living, working, worshiping community. We believe that authentic
theology arises out of life experiences and, in turn, deepens and enriches those experiences.
Students, faculty, and staff share in decision making, in planning, and in the communal bonds
that foster growth and transformation. Approximately one-half of our students live on campus,
many with spouses and children.
Location
The school enjoys a setting that is conducive both to study and research, and presents
unparalleled supervised ministry opportunities. North-central New Jersey is lavish with
woodlands, wildlife, and lakes that provide scenery and recreation. The campus is spacious,
forested, and secure. Madison, a pleasant town of 15,000 people, has services and stores typical
of a much larger community. New York City, Newark, and Philadelphia are all easy to reach and
offer not only rich cultural and historical resources but also an amazing variety of opportunities
to practice ministry.
The University Setting
The Theological School established two other schools as it grew into a university-the College of
Liberal Arts and the Caspersen Graduate School. This university environment makes possible an
abundant and enjoyable campus life, with cultural, social, entertainment, and recreational
possibilities that could not exist in a more limited institution.
Our Mission
Drew Theological School empowers leadership for a global Christianity of justice, ecumenism,
and the integrity of creation. Its pastoral, spiritual, and conceptual disciplines grow within an
intimate liturgical and communal context, one that sustains multiple relations of difference.
Through its particular historical commitments to African, Asian, African-American, Hispanic,
and women's ministries, the Theological School remains faithfully rooted in its Methodist
heritage. Drew nurtures Christian practices through vital partnership with local churches and
international networks of education. Trans-disciplinary interpretation of text, tradition, and
experience energizes its scholarly rigor. Drew engenders theologies responsible to the complex
social realities of an interconnected world. Into that world Drew sends pastors, preachers and
prophets, deacons, activists, and teachers.
Our Theological Position
Drew Theological School is rooted in the Wesleyan heritage and celebrates the centrality of
Christ to our faith. The school does not require students to adopt a particular position or creed,
but expects that students will remain in touch with and develop their own distinct faith tradition.
Students take responsibility for articulating their own convictions, yet remain in dialogue with
those of other faiths and with Christians who may think and believe differently. Students find
many persons who share their faith experience and learn from persons who challenge them with
their differences. In a world where diversity is often an excuse for hatred and a trigger for
violence, Drew students learn to use diversity as a key to unlock the mysteries of a God beyond
individual understanding, who is revealed more fully through our shared faith and experience.
The Distinctiveness of Drew
Drew Theological School represents a unique combination of church ties and university setting,
faithfulness in ministry and cultural relevance, classical Christian convictions and creative
reinterpretations, regard for diversity and protection of personal integrity, global awareness and
local effectiveness, intellectual rigor, and vital community life.
Programs
The Theological School offers five degree programs, three entry-level and two advanced. The
Master of Divinity (M.Div.) is the three-year basic program providing preparation for ordained
ministry. The Master of Sacred Theology (S.T.M.) is a one-year advanced degree that
presupposes the M.Div. degree and offers further academic study in one or more of the
theological disciplines. The Doctor of Ministry (D.Min.) is a six-semester "in-ministry" program
for ordained or recognized, practicing ministers in parish or recognized ministry settings.
TheTheological School also offers a dual M. Div./MSW degree program in partnership with
Monmouth University.
The Graduate Division of Religion, located within the Theological School, offers PhD degrees in
several areas. Please see the separate Graduate Division of Religion Catalogue for more
information on these programs.
Accreditation
The University is fully accredited by the Middle States Association of Schools and Colleges, and
the Theological School is further accredited by the Association of Theological Schools in the
United States and Canada (ATS). Students who have any questions about the accreditation status
of the Theological School or who believe that the school is not in compliance with ATS
standards may direct questions to the Associate Academic Dean or directly to ATS at 10 Summit
Park Dr., Pittsburgh, PA 15275-1110.
The University Library
Library collections and services are housed in a spacious complex that includes the Rose
Memorial building and the Learning Center, which also houses the Lena C. Coburn Media
Resource Center. Across the courtyard is the national United Methodist Archives and History
Center administered by the United Methodist Commission on Archives and History.
The library provides reference assistance and instruction in research methods. The library Web
page serves as a portal to the online catalog, many electronic reference and research resources,
and the library catalogs of other New Jersey, national, and international institutions.
The collection includes some 558,000 bound volumes, more than 375,000 microforms, and about
1,500 periodical subscriptions in paper form. The library also provides a wide and growing range
of electronic resources including online full-text of both books and journal articles and access to
more than 35,000 periodical titles by way of 130 electronic database subscriptions. Since 1939
the library has been a selective depository for U.S. government publications, and it also collects
the official documents of the United Nations and the state of New Jersey. There are over 400,000
documents in the collection.
A substantial reference collection in electronic and print format features bibliographies and the
most recent encyclopedic sources in numerous subject areas. Periodical holdings span the
academic spectrum in support of the Drew curricular and research needs.
The holdings of the Drew Library, coupled with the Archives of the United Methodist Church,
form a world renowned collection of global Methodism. This collection is a rich repository of
primary documents and artifacts on the religious, cultural, and social history of England and
America in the eighteenth and nineteenth centuries. The library's holdings have been enriched by
the libraries and papers of Professors Carl Michalson, Will Herberg, George D. Kelsey, and
James White. The Hymnology Collection numbers over 7,000 volumes of which some 4,000 are
Methodist and related works; 3,000 are non-Methodist. More than 25 countries and 20 languages
are represented. The Maser and Prinster Prayer Book collections contain numerous editions of
the Book of Common Prayer, many from the period of early printing, which complement the
library's considerable holdings in prayer book history and criticism.
The Archives of the Society of Biblical Literature (SBL) is also located in the library complex.
Founded in 1880, SBL is one of the oldest learned societies in the world. The archive includes
the extensive publications of the SBL and records of its executive office and its publication and
program units.
The University Archives is located in the library and maintains selective records that document
the history of the University. An extensive photograph collection provides researchers with
historical and current images of the University.
The United Methodist Archives
Drew University is home to the United Methodist Archives and History Center, the official
repository for historical documents and artifacts of that church. This comprehensive collection
attracts scholars from all over the world who wish to study Methodism and related
denominations. The Archives are largely computerized and the collection can be accessed by
computer modem.
Centers
The Florence Ellen Bell Center for Methodist Studies uses Drew's unique archival and
theological resources to develop programs on Methodist history and theology for scholars,
pastors, church leaders, and the general public.
The Hispanic Institute of Theology (HIT) is a multi-denominational center founded in 1992.
The HIT works for the recruitment, education, networking, and support of Hispanic ministers
and scholars in religion and theology at Drew and beyond. Services, lectures, meetings, seminars,
courses, workshops, scholarships and special travel opportunities are among the many initiatives
sponsored by the HIT to enhance the presence of Latina/o theologies in our midst.
The Black Scholars Project. The high number of Black scholars currently teaching in
theological schools and enrolled as students in seminaries is unprecedented. This intellectual
boom in the academy comes at a time in history when the Black church is struggling to meet the
ever-changing and challenging needs of a diverse Black people. Additionally, Black theological
scholars are, increasingly, being tapped/pursued for their views concerning majority culture
issues. This interdisciplinary series of courses is designed to put Drew seminarians and graduate
students in dialogue with some of the best theological minds of the 21st century. The series of
courses holds in creative tension our seminary's mission both to educate our students for
practical leadership within the local church as well as educate our students to be theologians in
residence with their local church and to the world.
The Center for Christianities in Global Contexts. Funded by the Luce Foundation, the Center
studies and models the place of Christianity in a global society in modes that affirm the
irreducible plurality of both historical and contemporary Christianities; the opening of Christian
theologies and ministries to other faith traditions; the need to attend to the colonial legacies and
neocolonial investments of Christianity; and the articulation of theological visions of social
justice, peace, and non-violence in such interdependent domains as economics, the environment,
ethnicity, gender, and sexuality.
The Lena C. Coburn Media Resource Center contains a variety of state-of-the-art media
equipment and offers hands-on lab experiences to enhance communication abilities.
Drew is a participating partner in the Harold Brock Media Resource Center of the Greater N.J.
United Methodist Conference.
Bookstore
The Drew University Bookstore maintains an impressive selection of books of interest to
ministers, teachers, and scholars in many areas, in addition to texts and supplies. Special orders
are welcomed.
Lecture Series
The Theological School offers a number of regular lectures and lecture series, featuring
prominent authorities in the topic of the lecture. Traditionally alumni/ae class reunions are held
during the Tipple/Vosburgh national conference and lecture series each October.
The Tipple/Vosburgh Lecture series was established by the fifth Drew president and his wife,
Edna White Tipple. The topic for the Frances Youngker Vosburgh presentation focuses on a
modern aspect of Christian faith and communication.
The Frederick A. Shippey Lecture was established in memory of Professor Frederick A.
Shippey to further scholarly contributions in the discipline of sociology of religion.
The Nelle K. Morton Lecture, dedicated to Drew's early feminist educator and theologian Nelle
Morton, highlights women's issues in society, theology, and religious communities.
The Martin Luther King Jr., Lecture is hosted by the Black Ministerial Caucus; speakers
address theological and ethical issues from the perspective of the African-American experience.
The Korean Theological Studies Lecture is hosted by the Korean Caucus.
The Hispanic/Latino/a Theology and Religion Lecture is hosted by the Hispanic Institute of
Theology.
Message from the Dean
Drew began as a dream of faithful men and women who cared deeply for the world. Their desire
to prepare appropriate leadership for the church led them to call forth the first class of
theologians in 1867. We are still very much like we were then!
We still demand excellence in academic pursuit with a faculty that is as fine as any in the world.
We still share our life on a beautiful campus that is a short trip into New York City. We still
graduate those who lead in all areas of the church and the world. We still worship as a
community and honor the prophetic spirit. We still celebrate justice-making ministries that
transform our world.
But as much as we have stayed the same we have also changed. We now study with a faculty of
men and women from around the world. Our student body is now very diverse. We come from
dozens of denominations while we maintain our strong United Methodist connection. We
continue to prepare for ordination but also for lay ministries and advanced degrees for teaching
and research. We have become a center for theology that preaches liberation of all people.
We are very connected to the dream that founded this great school and are confident that we can
continue to translate that dream for this third millennium of Jesus' followers.
This catalog gives you a glimpse of who we are. But if you want to know us we invite you to
come and stay awhile. The Drew spirit is vital and will catch you. If you resonate with our spirit,
we will do all that we can to make you part of
us.
Maxine Clarke Beach
Dean of the Theological School
Vice President of Drew University
Theological School Catalog - Course Listings
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About Theological School Courses
Divisions
Other Offerings
Programs
About Theological School Courses
Theological School courses are arranged according to the five divisions of study in the
curriculum.
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Division 1. Biblical Studies (BIBST)
Division 2. Church History (CHIST)
Division 3. Theology and Philosophy (THEPH)
Division 4. Church and Society (CHSOC)
Division 5. Pastoral Theology (PASTH)
Courses bearing numbers from 100 to 699 and prefaced with abbreviations for one of the
Theological School’s five divisions BIBST, CHIST, THEPH, CHSOC, or PASTH are offered
primarily for the Theological School’s degree programs. Courses offered in the Doctor of
Ministry program require the approval of the Committee on Academic Standing unless they
carry one of the five Division’s classifications.
Courses numbered in the 700s and 800s are offered primarily for M.A. and Ph.D. students, but
are open to Theological School students with the approval of the instructor. Enrollment in some
courses is limited. When the number of students interested in a course exceeds this limit, priority
is given on the basis of academic requirements and/or class standing.
Some courses are offered in several sections. Individual preferences are accommodated
whenever possible, but students are not guaranteed an assignment to a particular course section.
The University reserves the right to cancel scheduled courses for which, in its judgment, there is
insufficient enrollment.
Credits
Credit hours are listed in parentheses following the course titles. For instance, (3) indicates three
credits per semester; (3, 3) indicates three credits per semester for a course running through two
semesters.
Class Schedule
Classes normally meet in the period from Monday evening through Friday morning. Some of the
basic courses meet two or three days per week and most seminars normally meet for one 2.5 hour
session each week. Some classes may be assigned to a late afternoon or evening period. January
term courses and summer term courses are usually listed in separate publication materials.
Frequency of Course Offerings
Courses are offered with varying frequencies. Some are offered annually; others are offered over
a two- or three-year cycle. The particular offerings for each semester, January and summer term
are determined by the needs of students and the requirements of the curriculum. Frequency is
noted, whenever possible, in the course description. An updated catalog supplement and course
list are published in advance of registration each semester or term. Online course listings are
available on the Drew Web site.
SUGGESTED COURSE SEQUENCE FOR REQUIRED COURSES: FULL-TIME
STUDENT
Fall Semester First Year
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BIBST 101/Introduction to the Old Testament
PASTH 501/The Public Practice of Theology
CHIST 202/Church History 1
THEPH 300/Philosophical Resources for Theology (when required)
PASTH 503/Introduction to Educational Ministries (first or second year)
THEPH 308/Challenge of World Religions to Christian Practice (first or second year)
Spring Semester
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BIBST 111/Introduction to the New Testament
CHSOC 401/Religion and the Social Process
CHIST 203/Church History 2
THEPH 301/Systematic Theology
Fall Semester Second Year
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CHSOC 400/Christian Ethics
PASTH 505/The Church @ Worship: Worship
PASTH 521/Supervised Ministry Practice
PASTH 504/Introduction to Pastoral Care
Spring Semester
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PASTH 506/The Church @ Worship: Preaching
PASTH 522/Supervised Ministry Practice
PASTH 503/Introduction to Educational Ministry
Divisions
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Division 1. Biblical Studies (BIBST)
Division 2. Church History (CHIST)
Division 3. Theology and Philosophy (THEPH)
Division 4. Church and Society (CHSOC)
Division 5. Pastoral Theology (PASTH)
Other Offerings
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Interdisciplinary and Cross-cultural Courses
Non-Divisional Courses
Programs
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Doctor of Ministry Program
Certification Program
Biblical Studies Courses
Basic and Introductory Bible Classes
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BIBST 101 / Biblical Literature I: Torah, Prophets, Writings (3) - (view)
An introduction to the first testament as a source for understanding and appropriating the
religious experiences, insights, commitments, and expectations of the various communities of
ancient Israel. The focus is on learning to interpret biblical texts with theological and ethical
sensitivity, using the tools and skills of historical-critical, social-scientific, and literary-critical
research. Offered fall semester annually.
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BIBST 107 / Biblical Foundations of Camp/Retreat Ministry (3) - (view)
See CERT 310 for course description. Same as: CERT 310.
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BIBST 111 / Biblical Literature 2: Gospels, Epistles, Apocalypse (3) - (view)
An introduction to the history, literature, and religion of earliest Christianity; study of selected
passages illustrating historical and theological interpretation; collateral readings in scholarly
literature. Required of students in the M.Div. program during the first year of study. Offered
spring semester annually.
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BIBST 115 / Exegetical Skills I (1) - (view)
This course is designed as a companion course to Bibst 101 Biblical Literature I. Course content
will include 1) an introduction of the rudimentary features of Hebrew 2) training sessions in the
use of biblical studies research tool such as Bible Works 3) guidance in the practices of
exegetical analysis. (e.g. comparing and contrasting various translations, exploring the semantic
ranges of words and grammatical constructions, formulating critical questions, exploring literary
and socio-historical context, learning how to do basic research in the field of biblical studies.
Offered Pass/Fail only. Graded Pass/Unsatisfactory. Corequisite: BIBST 101.
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BIBST 116 / Exegetical Skills II (1) - (view)
This course is designed as a companion course to Bibst 111 Biblical Literature 2. Course content
will include 1) an introduction of the rudimentary features of Greek 2) training sessions in the
use of biblical studies research tool such as Bible Works 3) guidance in the practices of
exegetical analysis. (e.g. comparing and contrasting various translations, exploring the semantic
ranges of words and grammatical constructions, formulating critical questions, exploring literary
and socio-historical context, learning how to do basic research in the field of biblical studies.
Offered Pass/Fail only. Graded Pass/Unsatisfactory. Corequisite: BIBST 111.
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BIBST 120 / Sacred Conversations: Teaching the Bible (3) - (view)
What does one need to know/to do to better study the sacred text so that the mind is engaged
and the soul is freed? What does it mean to teach bible study in a way that both the exterior
and the interior life might be nurtured and fed? What are the ways of study that cultivate
mature faith and generate communal insight and transformation? Through discussion and
hands-on skill development, we will explore approaches and practices for teaching the bible as a
spiritual practice.
Intermediate Courses
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BIBST 103 / Hebrew Biblical Exegesis (3) - (view)
An introduction to exegesis and interpretation of related texts: focus varies. Course may be
repeated. Same as: BIBST 742.
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BIBST 106 / Biblical Models for Ministry: Priest, Prophet, and Sage (3) - (view)
Survey of the distinctive roles within ancient Israel of the priests, the prophets, and wise persons,
with reference to their types of authority, their functions, and their ideologies, with continual
reference to these roles as they relate to leadership within the church community. Prerequisite:
BIBST 101.
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BIBST 108 / Preaching with the Hebrew Bible (3) - (view)
A study of the various genres of texts (e.g., Prophecy, Psalms, Narratives, and Wisdom texts) in
the Old Testament and the appropriate ways to utilize these texts in Christian preaching.
Enrollment priority given to D.Min. students. Open to M.Div. and M.T.S. students. Prerequisite:
BIBST 101.
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BIBST 113 / New Testament Exegesis (3) - (view)
An introduction to exegesis and interpretation of related texts: focus varies. Course may be
repeated. Same as: BIBST 743.
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BIBST 149 / Contemporary Hermeneutics for Preaching the New Testament (3) - (view)
An overview of the main critical paradigms in New Testament hermeneutics: historical, literary,
social-scientific, and ideological criticisms and their application for preaching the New
Testament to a postmodern world. Particular emphasis will be given to contextual perspectives.
Prerequisite: BIBST 111.
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BIBST 150 / Women in the New Testament (3) - (view)
A socio-historical study of the role of women in the world of early Christianity through the
writings of the New Testament. Feminist methods of interpretation will be studied to help in the
analysis and appropriation of selected women's stories from the Gospels and texts dealing with
women in the Pauline letters. Amount of credit established at time of registration. Prerequisite:
BIBST 111.
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BIBST 151 / Texts and Topics in the Pentateuch (3) - (view)
Literary and historical problems in the interpretation of the Pentateuch; subjects vary. Course
may be repeated. Prerequisite: BIBST 101.
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BIBST 152 / Texts and Topics in the Historical Books of the Hebrew Bible (3) - (view)
Studies of historical and literary issues in the books of Joshua, Judges, Samuel, Kings, Chronicles,
Ezra, and Nehemiah. Subjects vary. Course may be repeated. Prerequisite: BIBST 101. Same as:
COMFE 152.
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BIBST 153 / Texts and Topics in the Poetic Literature of the Hebrew Bible (3) - (view)
Studies in Hebrew poetic style, wisdom, literature, Psalms, Lamentations, and Song of Songs.
Subjects vary. Course may be repeated. Prerequisite: BIBST 101. Same as: BIBST 741.
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BIBST 154 / Texts and Topics: Jeremiah (3) - (view)
Studies in social roles, the theological messages, the political concerns, the literary artistry, and
the historical contexts of the writing prophets. Subjects vary. Course may be repeated.
Prerequisite: BIBST 101. Same as: BIBST 48 BIBST 748.
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BIBST 155 / Children, Trauma, and the Bible (3) - (view)
Statisticians tell us that millions of children around the globe are suffering physical and
psychological traumas. Psychologists tell us that what constitutes "healing" for a child who has
undergone trauma is still a mystery. How are religious communities to respond to these children
in crisis? How do we create awareness? How do we minister to children and their families? For
the church, the Bible has been the book most often turned to for guidance in times of trouble.
But does the Bible really address the needs of children? In this course we attempt to explore
various dimensions of childhood trauma and how the Bible can be both a weapon and a tool
when it comes to the care of children. Prerequisite: BIBST 101 and BIBST 111 and PASTH 504.
Same as: PASTH 613.
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BIBST 165 / Topics in Hebrew Bible (3) - (view)
Studies in the theological themes and paradigms of the Old Testament and in issues involved in
theological interpretation. Subjects vary. Course may be repeated. Prerequisite: BIBST 101.
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BIBST 169 / Religions of the Ancient Near East (3) - (view)
Study of the religions of Mesopotamia (Sumeria, Babylonia, Assyria), Egypt, Anatolia, and SyriaPalestine (Canaan, Aram) through analysis of literature and archaeological remains. Special
attention is given to general religious questions and to the interrelationship of Israel and other
ancient Near Eastern cultures. Signature of instructor required for registration. Prerequisite:
BIBST 101. Same as: REL 169 BIBST 739.
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BIBST 170 / Biblical Conceptions of Afterlife (3) - (view)
Study of such topics as Sheol, heaven, Gehenna, and Hades, together with other related topics,
such as divine reward and punishment, resurrection, and Satan. Emphasis on isolating the
origins of each of these concepts and tracing their development through both the Old and New
Testaments and other relevant ancient literature. Course may be repeated. Prerequisite:
Prerequisite: BIBST 101 and BIBST 111.
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BIBST 175 / The Synoptic Gospels (3) - (view)
Historical, literary, and theological analysis of one or more of the synoptic gospels. Course may
be repeated. Prerequisite: BIBST 111. Same as: BIBST 715.

BIBST 176 / The Johannine Literature (3) - (view)
Historical, literary, and theological problems in the interpretation of the fourth Gospel and the
Johannine epistles; particular attention is given to the religious-historical background of
Johannine theology. Prerequisite: BIBST 111.

BIBST 177 / Studies in Pauline Literature (3) - (view)
Historical problems in the interpretation of the letters of Paul. Special attention is given to the
theology of Paul and the meaning of Paul's theology for the church today. Course may be
repeated. Prerequisite: BIBST 111.

BIBST 178 / The Literature of the Emerging Church (3) - (view)
Historical and theological study of the writings of the emerging church: deutero-Pauline Epistles,
Pastoral Epistles, Hebrews, Revelation, Apostolic Fathers. Prerequisite: BIBST 111.

BIBST 181 / The Bible and Homosexuality (3) - (view)
This course will center on an in-depth exegesis of all the verses in the Bible that deal with or
relate to homosexuality, both in the Hebrew Bible/Old Testament and the New Testament. The
goal throughout will be to situate this material in relation both to the ancient cultural contexts
in which it was produced and the present ecclesiastical contexts in which it is interpreted, and to
bring these two sets of contexts into creative and productive dialogue. Prerequisite: (BIBST 101
or BIBST 111).

BIBST 183 / The New Testament and Christian Ethics (3) - (view)
The New Testament understanding of human relationships and historical responsibility; New
Testament models for ethical existence evaluated as possibilities for contemporary life.
Signature of instructor required for registration. Prerequisite: BIBST 111.

BIBST 184 / Judging Judges (3) - (view)
Study of what has been a troubling book for many Christians, primarily on account of its violence
and God's seeming sanction of, even participation in, that violence. Special attention is given to
the book's narrative complexity and moral ambiguity; the ways in which its images continue to
permeate contemporary society; and the problem posed by its existence in the biblical canon.
Prerequisite: Prerequisite BIBST 101.

BIBST 185 / New Testament Theology (3) - (view)
Theological themes in the New Testament; problems of unity and diversity in the New
Testament; evaluation of alternative approaches to theological interpretation of New Testament
writings. Signature of instructor required for registration. Prerequisite: BIBST 111.

BIBST 187 / Topics in Biblical Studies (3) - (view)
The topic for this course changes and will be announced at the time of registration. This course
may be repeated for credit. May be repeated for credit.

BIBST 188 / Cross-Cultural Representations of Jesus (3) - (view)
Christianity around the world has produced a myriad of Jesus images. This course explores some
of the theological, ideological, pictorial and mass media representations of Jesus that have
emerged from the cultural appropriations of the gospels. Special attention will be given to the
hermeneutics behind the images as well as their ethical ramifications. Prerequisite: BIBST 111.

BIBST 189 / The Historical Jesus Quest(ion) (3) - (view)
A study of the problems of the historical Jesus;, representative lives of Jesus, and the evaluation
of synoptic material as a source for historical knowledge of Jesus, as well as the methods,
theoretical underpinnings, and ethical-theological interests of the modern quest for Jesus.
Prerequisite: BIBST 111.

BIBST 190 / Dream Interpretation & Healing Dreams in the Biblical World - (view)
Dreams play an important role in divine communication and involve also the divine gift of dream
interpretation. One class of dreams of particular interest is Healing Dreams, rare in the Bible but
prominent in the ancient world and the early Christian world. The course will survey the dreams
and their interpretation in the ancient world, with special attention to healing dreams, as
featured in the tradition of Aesculapius and parallel healing in the early Christian world.

BIBST 191 / Struggling with Justice Alongside the Bible (3) - (view)
This course will examine texts throughout the Bible that provide systems for procedural and
distributive justice, retributive responses to lack of justice, and hoped for restoration of the
community through acts of reconciliation in response to violence. Beyond the Biblical text the
course will examine the contemporary works of restorative justice, truth and reconciliation
commissions, Jubilee and debt reduction and other forms of attempts to use the Bible in
relationship to contemporary justice issues. Same as: BIBST 747.
Advanced Courses

BIBST 158 / Proverbs in the Bible and African Literature (3) - (view)
Proverbial wisdom as a part of the larger corpus of wisdom Literature, with its concern with
issues of ethical and savoire-faire, practical know-how, plays an important role in the creation,
critique, and maintenance of social, religious, and political structures in Africa and in the Bible.
The course will explore how theoretical issues about the nature, content, and function of
proverbial wisdom in African literature can impact and contribute to the interpretation of
biblical proverbs. Accordingly, the course will combine rhetorical criticism and reader-response
analyses in exploring these issues. A central focus will be on Proverb Performance: the
purposeful transmission of a proverbial saying in a particular context in order to provoke and
evaluate responses in both oral and literary contexts. Prerequisite: BIBST 101. Same as: BIBST
750.

BIBST 159 / Women, Wives, and Wenches in the Bible (3) - (view)
Reading women's stories, demographics, and activities as portrayed in ancient sacred, historical,
classics, and novels. We will compare these with classical and contemporary discourses that
contained the ideological framework by which classical womanhood is constructed.

BIBST 710 / Law and Ethics in and Beyond the Biblical Traditions (3) - (view)
A study of the legal materials of the Hebrew Bible and the ethical issues that emerge in the
narratives and discourses of both testaments. The course includes attention to the ethics of
biblical interpretation and the issues surrounding the use of the Bible as a resource for reflection
on contemporary ethical issues. Signature of instructor required for registration.

BIBST 718 / The Bible After Postmodernism (3) - (view)
Explores the outer limits of contemporary biblical scholarship through immersion in some of the
more innovative and challenging developments in the neighboring field of literacy studies, a
field that, more than any other, has shown what postmodernism might mean in academic terms
and through attempting, creatively and imaginatively, to bring these developments into
dialogue with biblical studies. Signature of instructor required for registration. Prerequisite:
(BIBST 101 or BIBST 111).

BIBST 725 / Late Ancient Judaism (3) - (view)
This course will cover the history of Judaism from the Maccabean revolt through Late Antiquity,
with emphasis on historiographic issues, e.g., strategies of periodizations, the usefulness of
concepts such as "sectarianism" or "hellenization," the emergence of Rabbinism, and the
"parting of the ways" between Christianity and Judaism. Signature of instructor required for
registration. Prerequisite: (BIBST 101 or BIBST 111). Same as: COMFE 790.

BIBST 726 / Gender, Difference, and Election in Israel's Primary Story (3) - (view)
Re-examination of the primary story of Israel with attention to the concerns of "others" (women,
children, aliens, slaves, the physically challenged, et al.), and exploration of how such a shift in
emphasis might invite revisions of commonly held notions of covenant, salvation history, and
election. Signature of instructor required for registration. Prerequisite: BIBST 101.

BIBST 727 / The Bible and the Body (3) - (view)
Examines biblical understandings and depictions of bodies, both human and divine, and explores
how these representations have shaped, and might shape differently, theological and ethical
responses to embodied existence. Special attention is given to such topics as gender, sexuality,
violence, disease, infertility, physical challenge, and the problems involved in representing the
body of God. Signature of instructor required for registration. Prerequisite: (BIBST 101 or BIBST
111).

BIBST 728 / The Books of Samuel and the Politics of Representation (3) - (view)
A study of how the stories of Samuel, Saul, and David are told in the books of Samuel, with
attention to the possible political and theological drives that may have shaped their narration in
the Bible, and their subsequent representations in Western literature and art.

BIBST 731 / Unveiling Revelation (3) - (view)
Brings the book of Revelation into dialogue with a variety of critical discourses, notably historical
criticism, gender studies, postcolonial studies, and ecocriticism. Signature of instructor required
for registration.

BIBST 736 / Feminist Interpretations of the Gospels (3) - (view)
Surveys critical readings of the biblical texts proposed by feminist biblical scholars from around
the world, paying special attention to the methodology they use, the role of their social location
and ideological agendas, and the challenge they post to traditional readings of the Bible.

BIBST 737 / The Bible, Colonialism, and Postcolonialism (3) - (view)
Using the resources of postcolonial studies, this course will examine selected texts from the
Hebrew Bible and New Testament in relation to the perennial theme of empire, and the
complex patterns of resistance and collusion that empire invariably elicits. Signature of
instructor required for registration. Prerequisite: (BIBST 101 or BIBST 111).

BIBST 738 / Earliest Christianities (3) - (view)
This course explores the diversity of early Christian beginnings primarily through the writings of
early Christians beyond the New Testament canon. Attention is given to diverse interpretations
of Jesus and Judaism, the emergence of church structures and rituals, and the construction of
the categories "orthodoxy" and "heresy" in the context of the struggle for authority and identity
in the Roman Empire as well as at the intersections between historiography and contemporary
religious and political debates. Signature of instructor required for registration.

BIBST 740 / Studies in Gnosticism (3) - (view)
An exploration of an elusive and eclectic ancient religious phenomenon through a reading of the
heresiological sources and the Nag Hammadi corpus, in conjunction with recent scholarly
literature. Signature of instructor required for registration. Prerequisite: CHIST 202.

BIBST 741 / Texts an Topics in the Poetic Lit. of the Old Testament (3) - (view)
Studies in hebrew poetic style, wisdom, literature, Psalms, Lamentations, and Song of Songs.
Subjects vary. Prerequisite: BIBST 101. Same as: BIBST 153.

BIBST 744 / Gender and Sexuality in Ancient Christianity (3) - (view)
A seminar engaging both women's history and the history of cultural constructions of gender
and sexuality through the readings of the New Testament and other Christian texts of
Mediterranean antiquity, in combination with recent works of critical scholarship. Signature of
instructor required for registration. Prerequisite: (CHIST 202 or BIBST 111).

BIBST 751 / Wisdom in the Biblical World (3) - (view)
This course shall examine questions of the origin, development, and use of wisdom (as a theme
and as personified) in the ancient world. The course shall briefly survey the history of
scholarship on the wisdom tradition in three major periods (ancient Israelite, the Second Temple
period, and the NT period, with focus on the Gospels). Greater attention will be given to the
forms of wisdom (proverbial wisdom and parabolic narratives), and their relevance and
contribution to the social, religious and political institutions (Family, Temple, Palace, Court,
Prophecy) of the ancient world. Signature of instructor required for registration.

BIBST 753 / Topics in Hebrew Bible (3) - (view)
Studies in the theological themes and paradigms of the Old Testament and in issues involved in
theological interpretation. Subjects vary. Course may be repeated.
 BIBST 756 / The Exodus Tradition (3) - (view)
Through the lens of cultural memory, ethnic identity, and migration studies, the course
examines the biblical narrative of Exodus and its re-uses in biblical and extra-biblical texts.
Significant focus shall be on portions of the narrative that touch on issues pertinent to the life of
a multiethnic community. There will be close readings and exegesis of portions of the exodus
narrative, some history of interpretation, and discussions on the literary and social construction
of identity in the narrative."
 BIBST 757 / Lit.of the Hebrew Bible: A Teaching & Learning Practicum (3) - (view)
This practicum, to be conducted in conjunction with Biblical Studies 101, is designed exclusively
for GDR students in Biblical Studies who are in their second year of course work. The GDR
students will attend all meetings of BibSt 101 (approximately 3 hrs, 45 minutes each week) and
also meet for an additional hour weekly with the instructor to discuss both the course content
and strategies for teaching the subject matter. The students will also have an orientation session
prior to the beginning of the semester, as well as a processing session after grades are turned in.
Students will do all the assigned reading for the course (on average 50 pages per class session,
or approximately 150 pages per week), as well as any collaborative reading needed to fill gaps in
their own knowledge (see the description of the annotated bibliography below). The course
goals are two: 1) to help students develop their teaching skills; and 2) to provide a structured
experience for students to deepen their
 BIBST 758 / Cultural Identity and the Book of Ruth (3) - (view)
The course will examine how theories on cultural identity (including discussions on literature,
history, and ethnicity) are assumed, constructed, challenged, and re-imagined in the book of
Ruth. With particular emphasis on ethnogenesis in ancient Israel, the course will interpret the
book of Ruth as a product of the Persian period, but also expand the discussion to include
contemporary interpretations of Ruth. Knowledge of Hebrew is encouraged but not required.
Signature of instructor required for registration.
Advanced Courses on Biblical and Post-Biblical Religion and Literature

BIBST 140 / Coptic: (3) - (view)
An intensive study of the basic elements of Coptic grammar, followed by reading the full Coptic
text of the Gospel of Thomas. Prerequisite: Knowledge of Koine Greek.

BIBST 752 / Myth and Society in the Acts of the Apostles (3) - (view)
If Acts is empirical historiography does creating a sub-category of religious history bring the
reader any closer to understanding the identity formation and socio-political issues attendant on
the role of angels, auditions, and visions. Angels, auditions, and visions are non-empirical events.
This class explores the engagement of a mythic worldview with those characters and events in
the Acts of the Apostles. Can a mythic worldview shed further light on non-empirical and
empirical passages in Acts and on the relationship between communities of story teller in an
ancient empire? In this class we will read selected passages in the Acts of the Apostles in order
to begin answering these questions."
Courses on Biblical Languages

BIBST 141 / Beginning Hebrew (3) - (view)
Basic elements of biblical Hebrew.

BIBST 142 / Hebrew Exegesis (3) - (view)
Exegesis of selected passages from the Hebrew Bible. Prerequisite: BIBST 141 or the equivalent.

BIBST 144 / Basic Elements of Egyptian Hie roglyphics (3) - (view)
Offerings dependent upon student interest. Prerequisite: BIBST 141 or 142 or the equivalent.

BIBST 145 / Beginning Greek (3) - (view)
Basic elements of biblical Greek.

BIBST 146 / Greek Exegesis (3) - (view)
Exegesis of selected passages from the Greek New Testament. Prerequisite: BIBST 145 or the
equivalent.

BIBST 147 / Readings in the Hebrew Bible (1-3) - (view)
Readings of selected passages in the Hebrew Bible with emphasis on facility in the language.
Amount of credit established at time of registration. Course may be repeated. Signature of
instructor required for registration. Prerequisite: BIBST 141 or 142 or the equivalent. Offerings
dependent upon student interest. This course is normally offered as a tutorial.

BIBST 148 / Readings in the Greek New Testament (1-3) - (view)
Readings of selected passages in the Greek New Testament with emphasis on facility in the
language. Amount of credit established at time of registration. Course may be repeated.
Signature of instructor required for registration. Prerequisite: BIBST 145 or 146 or the equivalent.
Offerings dependent upon student interest. This course is normally offered as a tutorial.
Church History Courses
Basic Courses

CHIST 202 / Church History 1 (3) - (view)
The history of Christianity, emphasizing its social and theological development, from the first
century to the end of the 15th century. Offered fall semester annually.

CHIST 203 / Church History 2 (3) - (view)
A continuation of CHIST 202, beginning with the backgrounds to the Protestant Reformation and
continuing to the 21st century, emphasizing social and institutional developments and
theological traditions. Offered spring semester annually.

CHIST 239 / Topics in Church History (3) - (view)
Topics vary and are announced at registration. May be repeated for credit.

CHIST 260 / United Methodist History, Doctrine, and Polity I (3) - (view)
A study of origins, organization, outreach, religious life and key ideas, issues, events, and figures
in the development of United Methodism. Aims at enabling the student 1) to understand and
evaluate United Methodism in the light of its antecedent organizations and the broader context
of those traditions historically related to the Methodist movement; and 2) to engage in
responsible participation in the life and leadership of the United Methodist Church, to
communicate effectively the tradition, and to participate perceptively in the ecumenical
dialogue. Prerequisite: CHIST 203. Fall semester annually.

LOGON 240 / A Short Course in United Meth. History, Doctrine & Polity (3) - (view)
A one semester course that provides an understanding of the origins, history, and key issues and
figures in the development of United Methodism in addition to enabling the student to
understand the current polity of the course. This course is intended to fill the denominational
requirements for deaconesses, and certification candidates. It does not fulfill the requirement
for the M Div degree. Students in that track should take the two semester CHIST 260-261
sequence.

LOGON 260 / United Methodist History, Doctrine, and Polity I (3) - (view)
This is a year long online course that meets in full the United Methodist studies requirements
for ordination. Prerequisite: CHIST 203 OR EQUIVALENT.

LOGON 261 / United Methodist History, Doctrine, and Polity II (3) - (view)
This is a year long online course that meets in full the United Methodist studies requirements
for ordination.
Advanced Courses

CHIST 214 / Poverty and Sanctity in Medieval Society (3) - (view)
High Medieval Europe witnessed two simultaneous revolutions: the birth of a commercial,
proto-capitalist economy, and a popular religious awakening that drew on Biblical texts to
mount a wide-ranging social critique of the emerging profit economy as well as established
religious institutions. In this course students will read both modern historical accounts and also
medieval documents about heretics, saints, lepers, and moneylenders in order to trace the
origins of an urban commercial culture and to examine its critical observers, the voices of both
the "orthodox" and "heretical" evangelical poverty movements of the eleventh through the
fourteenth centuries. In considering both heretical and orthodox figures and beliefs as well as
the changing conditions of profit-making and poverty, we shall explore medieval Europeans'
notions of a rightly ordered society and the legacy left to us by their ideas about wealth and
charity.Texts include biographies of such figures as Saints Francis, Prerequisite: CHIST 202 or its
equivalent.

CHIST 215 / Studies in Gnosticism (3) - (view)
An exploration of an elusive and eclectic ancient religious phenomenon through a reading of the
heresiological sources and the Nag Hammadi corpus, in conjunction with recent scholarly
literature. Course may be repeated. Signature of instructor required for registration.
Prerequisite: CHIST 202 or its equivalent.

CHIST 218 / The Thought of Augustine (3) - (view)
The thought of Augustine of Hippo based upon extensive readings in his major works. Signature
of instructor required for registration.

CHIST 219 / Seminar in Medieval Studies (3) - (view)
Topics vary and are announced before registration. Course may be repeated. Signature of
instructor required for registration.

CHIST 220 / The Thought of Thomas Aquinas (3) - (view)
A study of historical theology in pursuit of a Thomistic synthesis of medieval philosophy and
theology, based upon selected readings in the Summa Theologiae and the Summa Contra
Gentiles. Signature of instructor required for registration.

CHIST 222 / Early Medieval Theology (3) - (view)
Lectures, readings, assigned papers, and discussions tracing the main currents of theological
development from the ninth century to the beginning of the high scholastic period: John Scotus
Eriguena and early scholasticism; Anselm of Canterbury and "fides quaerens intellectum"; Peter
Abelard and dialectical theology; Bernard of Clairvaux and monastic theology; Hugh of Saint
Victor and the Agustinian tradition; Peter Lombard and the Sentences. Signature of instructor
required for registration.

CHIST 223 / Late Medieval Theology (3) - (view)
A study of some of the dominant themes of religious thought as reflected by the writings of
outstanding figures from the late 13th century to the eve of Reformation. Duns Scotus and the
via antigua; Meister Eckhart and the mystics; William Ockham and the via moderna<; Gabriel
Biel and late medieval nominalism; Nicholas of Cusa and "learned ignorance"; Wyclif, Hus, and
reform. Signature of instructor required for registration.

CHIST 225 / Approaching the Celtic Christian Tradition - (view)
This course offers students an introduction to the scholarly debates framing a Celtic past, and
then studies the lived historical context of the early medieval period, the sacred literature (both
prose and poetry), and the distinctive spiritual themes and the modern interpretation of the
lived practice of Christianity among the Celtic-speaking peoples of medieval Europe (located in
South-West Britain, Ireland, Scotland, Wales, and Breton France). We shall consider the
identifying category of the term Celtic, and we shall examine medieval texts, images, and the
archaeology of the religious culture that emerged from the region, as well as modern
scholarship and contemporary spiritual commentary on Celtic Christianity, in order to explore
the origins and the relevance of this tradition for modern religious life.

CHIST 227 / Eastern Christianity (3) - (view)
History of the four Ancient Patriarchates and the seven separated churches of the East until the
time of the Roman Schism. This course is offered in conjunction with the College of Liberal Arts
course REL 27. Prerequisite: BIBST 111 and CHIST 202 or their equivalents. Same as: REL 27.

CHIST 228 / Eastern Christianity (3) - (view)
The Orthodox Church from the 11th century to the present; later history of the separated
churches; the uniates, Eastern dissenters, and Protestant Oriental communities. This course is
offered in conjunction with the College of Liberal Arts course REL 28. Prerequisite: BIBST 111
and CHIST 202 or their equivalents. Same as: REL 28.

CHIST 231 / Gender and Sexuality in Ancient Christianity (3) - (view)
A seminar engaging both women's history and the history of cultural constructions of gender
and sexuality through the readings of the New Testament and other Christian texts of
Mediterranean antiquity, in combination with recent works of critical scholarship. Signature of
instructor required for registration. Prerequisite: BIBST 111 and CHIST 202 or their equivalents.

CHIST 234 / Readings in John Wesley (3) - (view)
An intensive study of Wesley's theology based on readings of his major works. Course may be
repeated. Signature of instructor required for registration.

CHIST 240 / A Short Course in United Methodist History, Doctrine and Polity (3) - (view)
A one-semester course that provides an understanding of the origins, history, and key issues and
figures in the development of United Methodism in addition to enabling the student to
understand the current polity of the course. This course is intended to fill the denominational
requirements for deaconesses, deacons, and certification candidates. It does not fulfill the
requirements for the M.Div. degree. Students in that track should take the two-semester CHIST
260--261 sequence.

CHIST 244 / Evangelism in the United Methodist Tradition (3) - (view)
This course will focus on an articulation of a definition of evangelism, a biblical basis for
evangelism and a theology of evangelism. It will provide students with a familiarity and practical
tools for helping both individuals and congregations engage in evangelism. This course fulfills
the Division of Ordained Ministry requirement in evangelism for United Methodist students.

CHIST 250 / America: One Nation, One God? (3) - (view)
Weaving historical insights and perspectives into current concerns about religion and national
identity, this class focuses on major religious movements, personalities, and topics in the United
States. It foregrounds the study of American Christian traditions, due to their historical influence,
yet also gives some attention to non-Christian religions as well. Signature of instructor required
for registration. Prerequisite: Prerequisite: CHIST 203 or its equivalent.

CHIST 253 / American Mystics (3) - (view)
This course examines the mystical writings of Americans from a time span of over two centuries,
including Thomas Merton, John Muir, Rachel Carson, William James, Mother Ann Lee, Jemima
Wilkinson, Rufus Jones, Howard Thurman, Henry David Thoreau, and others. Some of the
questions that motivate our inquiry are: Who counts as a mystic, and why? And who gets to
decide? What is the relationship between mystical contemplation and social action? Between
mysticism and religious orthodoxies? How do we understand mystics in relation to their
particular contexts? What spiritual and intellectual insights for our own time can we glean from
reading mystics from another moment in time?

CHIST 255 / God, Sex, and the Making of American Families (3) - (view)
This course examines how religious ideas and practices - particularly forms of Christianity - have
influenced both private and public understandings of sex and family in the United States.
Themes include the regulation of sex practices within and outside of marriage; the conflation of
monogamous marriage with virtue and republican ideology; the meanings of domesticity;
domesticity's shadows, including slavery and polygamy; and same-sex love and the emergence
of modern sexual identities and practices. Prerequisite: CHIST 203 or equivalent.


 CHIST 256 / Jesus as Mother: The Medieval Spirituality of Maternality (3) - (view)
How is Christian religious life affected by perceiving Jesus as the mother of the faithful, and how
did this portrayal of Jesus come into being? Medieval writers, both male and female, conceived
of the maternality of Jesus as embodying feminine nurture in his spiritual and sacramental
relationship with humankind. As historian Carolyn Bynum observes, "What writers in the high
middle ages wished to say about Christ the savior who feeds the individual soul with his own
blood was precisely and concisely said in the image of the nursing mother whose milk is her
blood, offered to the child." This course will examine spiritual, theological, and devotional texts
and images from the high and later middle ages that cast Jesus as a divine mother in order to
explore the sources, the logic and the power of this understanding of God. Students may choose
to write either a formal historical research paper or to develop tools based in medieval sources
to support contemporary worship in order to Prerequisite: CHIST+202.

CHIST 262 / Topics in American Methodism (3) - (view)
An intensive study, based on original sources, of selected topics in the rise and development of
American Methodism with a view toward defining the nature of the Methodist tradition. Course
may be repeated. Signature of instructor required for registration.

CHIST 265 / Orthodoxy and Heresy in Late Antiquity (3) - (view)
Title: Orthodoxy and Heresy in Late Antiquity This doctoral seminar has three broad goals: to
examine the development of discourses of orthodoxy and heresy and genres of heresiology as a
means of negotiating unity and difference among ancient Christians; to explore diversities of
belief and practice within ancient Christianity; and to analyze trends in contemporary
historiography with regard to issues of orthodoxy and heresy, unity and difference. We will give
particular attention to (constructions of) Gnosticism and Arianism and their orthodox
counterparts, while also attending to other controversies such as the Origenist, Priscillianist,
Pelagian, and Nestorian.

CHIST 266 / The Minister in the Mirror (3) - (view)
Description pending.

CHIST 268 / Race and American Christianity (3) - (view)
An intensive consideration of the power of race in American Christian cultures, with an
emphasis on recent critical theories of race. Same as: COMFE 268.

CHIST 269 / History of Missions from the Reform Era to the Twentieth Century (3) - (view)
Beginning with the emergence of mission energy within Roman Catholic religious societies in the
sixteenth century, this course will follow the spread of Christianity from Europe and then
England and North America, finishing with the twentieth-century mission impulse from the
"missionized" Christian world. Prerequisite: CHIST 203 or its equivalent.

CHIST 270 / Prayer,God,& the Body:Hist.& Cross Cultural Perspectives (3) - (view)
What are the historical origins of Christian practices and theories of prayer? How are these
origins entwined with the histories of prayer in other ancient Mediterranean religious traditions?
In our own time, how do Christians, Jews, Muslims, Buddhists (among others) pray, and how do
they understand their practices? What are the implications of particular kinds of prayer for
theology, or of particular kinds of theology for prayer? To what extent and in what ways is
prayer an embodied practice? How does prayer draw on material objects, and what is the role
of sensory perception in prayer? Such questions will be considered in an exploratory seminar
designed primarily for MDiv and MTS students, but open to others. Practice as well as theory
will be incorporated into the class sessions: students may be asked not only to observe but also
to try new things. Signature of instructor required for registration. Prerequisite: CHIST 202 OR
EQUIVALENT.

CHIST 271 / Evangelism and Social Justice: The Social Gospel Movement in Global Perspective:
1880-2000. (3) - (view)
This course explores the various modalities of the Social Gospel movement (Romantic, Scientific
Modernist, Evangelical, Socialist, etc.) and its ramifying influence in contemporary theology and
church life. Of particular focus is the continuing global outreach and manifestation of the "social
gospel" approach to evangelism vis a vis "personal gospel" strategies.

CHIST 276 / History of Evangelism in US America (3) - (view)
This seminar explores the historical patterns of "great awakenings" in North America and their
cultural and social impact on USAmerican Christianity. Particular attention will be given to the
fluctuating relationship between religion and reform. Various contemporary "movements of the
Spirit" will be examined and explored (e.g. charismatic and "third wave" evangelism, media
religion and cyberchurch, seeker-sensitive churches, alternative worship, "The New
Reformation/Reformission"), and contemporary practices of evangelism will be investigated in
terms of their impact on postmodern cultures and emerging churches.

CHIST 278 / Santa Christ: Ministry of Mission and Evangelism in Advent and Christmastide (3) (view)
Over 10 percent of a pastor's time is spent in liturgical preparations and celebrations relating to
Christmas. This course explores Christmas as a festival of memory, a festival of birth, an
exchange ritual and a civil religious ritual. Particular emphasis given to the diverse expressions of
Christmas in global Christianity, and the creative possibilities of missions and evangelism that
can be generated from Advent to Christmastide.

CHIST 279 / Revivalism and American Christianity (3) - (view)
This course will explore the ways in which scholars have understood the religious phenomenon
known as "revival." Using both primary and secondary sources and moving from the early 18th
century to the 20th, we will investigate this topic as a historiographical problem and look for
new ways to talk about the elements of religious experience that have conventionally been
marked as the framework for revivals.

CHIST 282 / Is God On Our Side? Religion and U.S. Politics (3) - (view)
A study of the influences of religion, particularly Christian traditions, on political developments
in the U.S from the early national period up to the present. Themes include the First
Amendment and its litigation, Protestant projections of American manifest destiny, religious
interventions in contested matters such as family life, the twentieth-century invention of the
Judeo-Christian tradition, and the continuing quest to create a Christian America. Course may be
repeated. Signature of instructor required for registration. Prerequisite: CHIST 203 or its
equivalent.

CHIST 286 / History of U.S. Wesleyan/ Methodist Missions (3) - (view)
Beginning with the emergence of mission energy within Roman Catholic religious societies in the
sixteenth century, this course will follow the spread of Christianity from Europe and then
England and North America, finishing with the twentieth-century mission impulse from the
missionized Christian world.

CHIST 287 / Readings in Late Antiquity: Creation,Creativity,and Beauty (3) - (view)
This doctoral seminar will explore late ancient Jewish, Christian, Gnostic, and Platonic texts that
interpret creation in the wake of Genesis 1-3 and Plato's "Timaeus." Of particular interest will be
the status of materiality and embodiment; gender and the erotic; beauty, art, and divine/human
creativity. Where possible, we will work directly with the ancient languages. Enrollment limit: 10.

CHIST 288 / Histories of Christianization in the Ancient and Med.World (3) - (view)
This graduate-oriented seminar is designed to explore a given of most medieval history: that
between 300 and 1400 CE. Christianity grew from its status as the belief-system of a persecuted
minority to become the dominant and majoritarian religion of medieval Europeans. This course
will take as its subject the problematic notions of conversion and christianization in late ancient
and medieval Europe and will try to understand both historically and historiographically the
processes by which Christianity expanded. The inquiry is organized around on-going debates
concerning three historical moments: 1) the transformation of the late-antique church and the
emergence of an organized, episcopally based hierarchy; 2) the dark-age 'conversion' of postor extra-imperial Europeans (the 'barbarians') with the paradoxical conversion of Christianity to
'barbarian' religious idioms; and 3) the emergence of an apparatus to enforce an exclusionary
ideal of an (orthodox, Latin) Christendom. Signature of instructor required, CHIST202 or its
equivalent required. Prerequisite: CHIST 202 or its equivalent.

CHIST 292 / Ancient Christologies (3) - (view)
A contextual exploration of varied ideas about Christ in the critical formative period from the
first through the fifth centuries, ending with the "definitive" Christological formulations of the
Council of Chalcedon (451). For students with particular interest in ancient Christianity and/or
historical theology. Signature of instructor required for registration. Prerequisite: CHIST 202 or
its equivalent.

CHIST 298 / Late Ancient Judaism (3) - (view)
A seminar exploring the history of Judaism from the hellenistic to the early rabbinic periods,
with particular attention to the place of Christianity in that history. Attention is given to selected
historiographic issues as encountered in the reading of recent scholarly literature,
complemented by readings of ancient texts. Signature of instructor required for registration.
Prerequisite: BIBST 111 and CHIST 202 or their equivalents. Same as: BIBST 725. Same as: BIBST
725.

CHIST 734 / American Religion through Literature (3) - (view)
This seminar, intended for doctoral students, is a study of literary and popular works that
illumine American religious life in various historical periods. Novels and short stories that
criticize and/or satirize the role of clergy and the church will be a particular focus, but we will
also take a look at literature that seeks to present new or alternative visions of spirituality. In
addition to works of high literary value, such as Nathaniel Hawthornes A Scarlet Letter, we also
study 19th century popular novels such as like Elizabeth Phelps The Gates Ajar and the recent
bestseller Left Behind by Tim LaHaye and Jerry Jenkins.

CHIST 739 / Martyrdom and Asceticism in the Early Church (3) - (view)
An examination of martyrdom and asceticism, particularly at their points of intersection and
overlap, that focuses on the production of the self as sufferer in ancient Christian martyrology
and hagiography, with reference also to Jewish and pagan literatures. Signature of instructor
required for registration. Prerequisite: CHIST 202. Same as: CHIST 294.

CHIST 750 / Confessions and Confession (3) - (view)
This seminar centers on Augustine's Confessions while also using the text to explore more
broadly the character of confessional language, literature, ritual. The approach is
interdisciplinary and readings potentially include not only Augustine's but also Rousseau's
Confessions, as well as selections from the works of such theorists as Peter Brooks, Paul DeMan,
Jacques Derrida. Enrollment priority: Open to doctoral and advanced masters students.
Signature of instructor required for registration.

CHIST 751 / Empire, Race, and Place: Theorizing Religious Identity in Context (3) - (view)
A cross-disciplinary doctoral seminar examining the formation and contestation of religious and
ethnic identities in the context of empire. The questions pursued are broadly theoretical and the
readings are interdisciplinary, including postcolonial theory, materialist analysis, critical race
theory, and critical geography. Signature of the Instructor required for registration.

LOGON 244 / Evangelism in the Methodist Tradition (3) - (view)
See the description for CHIST 244.
Theology & Philosophy Courses

THEPH 347 / Theo.of Spirit:A Panentheistic Exploration of the World - (view)
This course will offer a comparative-theological exploration of Christian/Western thought and
North East Asian thought around the notion of spirit. It will include a cross-cultural exploration
of some of the metaphysical and anti-metaphysical construals of the phenomenon of creaturely
creativity, transcendent freedom, relationality, polycentricity, and solidarity. It will examine the
dialogue between Neo-Confucianism and process theology, some Neo-Taoist thinkers, Tonghak
thought, Hegel, Tillich, Moltmann, and poststructuralists like Levinas and Derrida.
Basic Courses

THEPH 300 / Philosophical Resources for Theology (3) - (view)
An examination of philosophy as a distinctive way of thinking and as an influence on and
resource for theology. Students read primary texts of such figures as Plato, Aristotle, Descartes,
Spinoza, and Kant, as well as current thinkers. (Required only for those students in the M.Div.
program with no previous work in philosophy.) Fall semester annually.

THEPH 301 / Systematic Theology (3) - (view)
Systematic and constructive interpretations of central themes of Christian faith: God, Creation,
Providence, Jesus Christ, humanity, evil, discipleship, Holy Spirit, church, eschatology. To be
taken by M.Div. students in the first year of study.

THEPH 308 / Challenge of World Religions to Christian Practice (3) - (view)
An examination of the ways in which the reality of other religions and their teachings poses
questions for the church's self-understanding, faith, and mission. The focus of the study is on
enabling Christian congregations to deal creatively with religious plurality, Same as: THEPH 371.

THEPH 384 / Theological Research and Writing Skills (2) - (view)
This course intends to teach the research and writing skills needed for academic and
professional progress in ministry. Students will develop proficiency in the planning of research
and in finding and using information sources in theological and related areas; they will also
develop written communication skills. Weekly assignments will be hands-on exercises involving
the use of these skills. The course is team-taught by a theological librarian and a professional
writing instructor.
Advanced Courses

THEPH 310 / Topics in Theology (3) - (view)
An intermediate-level course for Theological School students. Course may be repeated.
Prerequisite: THEPH 301.

THEPH 311 / Reformed Theology (3) - (view)
Reformed theology is a conversation carried on by a global family of churches who claim to
some degree today the inheritance of the 16th- century Reformation in Switzerland. Important
to Reformed faith and practice are a body of historical confessions that have helped give shape
to the tradition. What makes it Reformed, however, is a commitment to a way of doing things
theologically in the church and in life. Ecclesia reformata semper reformanda--the church
reformed and always reforming--is the motto of the movement. This course will provide an
opportunity to explore the contours of Reformed theology, paying attention to its historical
formations, contemporary expressions, and pastoral implications for church and community.
The course is designed to be particularly relevant to those in Presbyterian, Reformed, and
United Church of Christ communions who are seeking ordination. Everyone, however, is invited.
After all, who doesn't believe the church ought to be always reforming? Prerequisite: THEPH 301.

THEPH 312 / Twentieth-Century Theologies (3) - (view)
A study of several of the most important theological thinkers of the near and recent past. Likely
to appear on the syllabus are Barth, Tillich, Moltmann, and representatives from the
existentialist, process, feminist, and liberation strands.

THEPH 320 / Constructive Theology (3) - (view)
A cycle of seminars, each examining biblical, historical, and current contributions to a specific
Christian doctrine--its implications, deformations and transformations as a contextual practice
of theological reconstruction. Course may be repeated. Signature of instructor required for
registration.

THEPH 321 / Philosophical Theology (3) - (view)
A cycle of seminars probing into foundational issues in the domain where philosophical inquiry
intersects with theological reflection.

THEPH 324 / Theology of Mission (3) - (view)
A historical overview of the theology of mission that has undergirded the missionary task of the
church with special emphasis on the challenges facing mission theology in our day. Prerequisite:
THEPH 301.

THEPH 326 / Authority of Scripture and Tradition: Ecumenical Advances (3) - (view)
Understanding of the "teaching authority of the church" has been one of the most divisive
issues in the life of the church. The seminar seeks to study the advances made within the
ecumenical movement on the question of the authority of scripture and tradition. Signature of
instructor required for registration.

THEPH 329 / The Theology and Ecology of Common Ground (3) - (view)
See CERT 302 for course description. Same as: CERT 302.

THEPH 334 / Process Theology (3) - (view)
An in-depth study of the sources and development of process theology, moving from
Whitehead's Process and Reality to representative works by recent thinkers, such as Hartshome,
Cobb, Griffin, Brock, and Suchocki.

THEPH 335 / Schleiermacher and Tillich (3) - (view)
An examination of writings of two theologians of the liberal tradition. Schleiermacher (1768-1834) inaugurated the liberal strain in Protestantism with his revolutionary 1799 Speeches in
which he shaped the emergent contours of a universal religion. In his 1822 Christian Faith he
unfolded a phenomenology of consciousness that fulfilled the Kantian project for religion. Tillich
(1886--1965), referring to Schleiermacher as his spiritual grandfather, developed an existential
theology in dialogue with contemporary culture and in some respects brought the grand liberal
tradition to a high water mark. His major work of 1951-1963, Sytematic Theology Vols. I, II, III,
will be the focus of the course's reflections. Signature of instructor required for registration.

THEPH 336 / The Theology of Karl Barth (3) - (view)
Consists of two units: 1) Barth's break with liberal theology, and 2) structure and development
in the Church Dogmatics. Readings are concentrated in the commentary on Romans and Church
Dogmatics I & II. Throughout, historical context and later criticisms and appropriations are
considered. Signature of instructor required for registration.

THEPH 337 / Feminist Theology (3) - (view)
Violations, confrontations, redemptions: studies the unprecedented challenge of the women's
movement to Christian discourse, symbolism and practice, through readings in feminist,
womanist, mujerista, Asian and other theologies. Prerequisite: THEPH 301.

THEPH 339 / Seminar in Contemporary Theology (3) - (view)
Key current themes and texts in Protestant, Catholic, and Jewish theology. Course may be
repeated. Prerequisite: THEPH 301.

THEPH 340 / Liberation Theology (3) - (view)
A critical examination of three major strands of liberation thought: black, feminist, and Third
World (Latin American), with attention to common features and notable differences. Focuses on
the implications of liberation thought for the transformation of the theological disciplines. Note:
This course may be offered in conjunction with the Black Scholars Project and cross-listed with
courses in the "God-Talk with Black Thinkers" interdisciplinary series. Signature of instructor
required for registration.

THEPH 341 / Interpretation of Christ in Traditions and Cultures (3) - (view)
Who is he, and what do his life, death, and resurrection mean to us? This Christological question
is answered in many ways within the New Testament and in the early church, leading to the
development of many Christological interpretations in the Church. Other contextual and cultural
interpretations of Christ emerged when Christianity moved into Asia, Africa and Latin America .
This course attempts to map and critically evaluate these developments.

THEPH 348 / Topics in Spirituality (3) - (view)
This course covers variable topics in the field of spirituality. Course may be repeated.

THEPH 350 / Doctrines of Revelation:How do We Know What We Know About God (3) - (view)
A study of different formulations of the doctrine of revelation by modern and contemporary
theologians, formulations that are a part of a larger systematics as well as free-standing
contextual, constructive formulations. What are the different ways theologians - modern and
postmodern, neo-orthodox to feminist - have interpreted this traditional doctrine of God's selfdisclosure as the source of our knowledge of and language for God? And what are the reasons
for, and consequences of, those differences, both theologically and ethically? Prerequisite:
THEPH 301.

THEPH 351 / Asian Theologies (3) - (view)
A seminar dealing with major themes and figures in Asian theology.

THEPH 353 / Hindu Theologies and Philosophies (3) - (view)
A study of the basic theological and philosophical schools of Hinduism with primary emphasis on
Hindu Scriptures.
 THEPH 354 / Asian Theologies of Liberation and Indigenization (3) - (view)
This course is an introduction to the major themes and figures of Asian Christian theologies,
particularly focusing on the two predominant themes of liberation and indigenization. During
the last several decades, as the younger churches in the Asian continent came into their own,
theologies have emerged there responding to the task of socio-political liberation from both the
internal and the external colonial domination on the one hand and cultural liberation
(indigenization) from the Western cultural hegemony on the other. This course examines some
of the most renowned examples of Asian liberation theologies, such as Minjung theology and
Dalit theology, and the various intercultural and interreligious attempts at theologies of
indigenization represented by figures such as Aloysius Pieris, Heup Young Kim, and M. Thomas
Thangaraj Prerequisite: THEPH+301 Systematic Theology.

THEPH 355 / Tao and Logos: A Confucian/ Taoist-Christian Dialogue (3) - (view)
This course consists of an introduction to the basic texts and motifs of the major North East
Asian traditions of Confucianism and Daoism, followed by an attempt to bring specific texts,
themes, and thinkers into dialogue with Christian theology in order to answer the question:
What can Christian theologians learn from Confucianism/Daoism? Students will first read
selected primary sources, focusing on the classical figures of Confucius, Mencius, Xunzi, Laozi,
and Zhuangzi, and the central themes of Tao, Heaven, ren, ritual, self-cultivation, ziran, and
wuwei, and then proceed to examine some examples of Confucian-Christian and/or DaoistChristian dialogue. Students will also be introduced to methods for the emerging field of
comparative theology, notably Robert. C. Neville, Francis X. Clooney, and James Fredericks.
Same as: THEPH 762.

THEPH 361 / Kant and Hegel (3) - (view)
A concentrated study of selected texts, with special, but not exclusive, emphasis on philosophy
of religion.

THEPH 362 / American Philosophy (3) - (view)
Details the rise of a distinctive American philosophy in the 19th and 20th centuries. Figures
covered include Emerson, Peirce, James, Royce, Dewey, Santayana, and Buchler. The focus is on
the development of pragmatism, idealism, semiotics, naturalism, and systematic metaphysics.
Conceptual analyses are correlated with contextual and social studies of the place of EuroAmerican thought in the larger culture of North America. Same as: COMFE 362.

THEPH 363 / Phenomenology (3) - (view)
Readings in Husserl and others, such as Schuetz, Merleau-Ponty, and Ricoeur.

THEPH 364 / The Spiritual Quest (3) - (view)
This course considers visions of the Divine/Ultimate/Absolute as they are lived out in different
traditions and various contexts. Turning to the past as well as the present, we will explore
experiences relating to higher consciousness, personal transcendence, and social transformation.
We approach these experiences by examining a number of historical and contemporary spiritual
writers, ways of being "spiritual," and particular faith communities in their social and religious
contexts.

THEPH 368 / Theology of Gi: An East Asian Perspective on God (3) - (view)
This advanced seminar attempts to explore an alternative philosophical framework in which to
articulate the Christian doctrine of God. To this end, the course will examine the East Asian
philosophical concept of Gi (Qi), translated "material force" or "vital energy." The focus will be
on whether the concept of Gi can point beyond the metacosmic/cosmic distinction -- that is, the
ontological/cosmological distinction -- that has characterized the classical theism of Christian
doctrine of God. The work undertaken in this course will be complementary to the
contemporary movements within Christian theology which question the asymmetrically binary
constructions of classical Western thought, i.e., of transcendence and immanence, spirit and
nature, mind and body, ideal and material, eternity and time, permanence and change etc., with
the accompanying political and ecological ramifications. The nature of this course will be
comparative theology and comparative philosophy of religion, with Signature of instructor
required for registration. Prerequisite: THEPH 301.

THEPH 370 / Topics in World Religions: (3) - (view)
This course offers changing topics related to the study of world religions. May be repeated.
 THEPH 374 / Ecstatic Naturalism (3) - (view)
This class will involve an in-depth study of the various ways nature has been presented in world
thinking with particular focus on South Asian and Euro-American traditions. Specific topics: the
sacred, the spirit, naturalism (especially in its ecstatic form), grace, art via-a-vis religion, and a
new theory of nature's self.

THEPH 379 / Ecumenical Theology/Modern Liturgies (3) - (view)
A cycle of seminars, each examining vital ecumenical concerns. The seminars include Theology
of Religions in the Ecumenical Movement; Ecclesiology and Ethics; Justice, Peace, and the
Integrity of Creation; Dialogue and Mission; The "Ecumenical" and the "Evangelical"; and History,
Development, and Prospects of the Ecumenical Movement. Course may be repeated.
Prerequisite: THEPH 301.

THEPH 380 / Studies in the Philosophy of Religion (3) - (view)
Descriptions for each offering are available at the time of registration. Course may be repeated.
Signature of instructor required for registration.

THEPH 391 / Major Figures in Philosophical Theology (3) - (view)
A seminar focusing on one major figure from the Western or Eastern traditions. Examples
include, but are not limited to, Martin Heidegger, Charles Sanders Peirce, Helena Blavatsky, Sri
Aurobindo, Ludwig Wittgenstein, and William James. Signature of instructor required for
registration.

THEPH 392 / Nature, God, and the New Cosmology (3) - (view)
An examination of some of the implications of the new cosmology for traditional ideas. The first
part of this course looks at several conceptions of nature as they illuminate science and theology.
The second part of the course probes into the new sciences of complexity and chaos theory
insofar as they, too, illuminate the relationship between God and nature. The final part of the
course examines current cosmological theories, with particular attention to those of Hawking.
Topics include creation and the Big Bang, the origin of time, the no-boundary proposal, the
Anthropic principle, the status of eschatology, and the problem of teleology. Signature of
instructor required for registration.

THEPH 393 / Theory for Theology: Postmodern Options (3) - (view)
Postmodern philosophical resources for theology; radical orthodoxy; poststructuralism and
negative theology; postcolonial and feminist theology. MDiv students must have signature of
the instructor. Same as: THRST 755S.

THEPH 394 / Interfaith Dialogue (3) - (view)
A study of the emergence and development of Interfaith Dialogue, its principles, methods, and
theological assumptions as a response to religious plurality within the Ecumenical Movement.
The course involves the study of the documents of Vatican II, Word Council of Churches, and
Ecumenical Considerations in Christian-Muslim, Christian-Jewish and other relationships.
Prerequisite: THEPH 301.
Church & Society Courses
Basic Courses

CHSOC 400 / Christian Ethics (3) - (view)
A systematic treatment of the central themes and issues of Christian ethics, with particular
attention to the life of the Christian community and its place in the social order. Preferably to be
taken by M.Div. students in the second year of study, and after CHSOC 401 and THEPH 301.
Prerequisite: THEPH 301 and CHSOC 401. Same as: COMFE 400.

CHSOC 401 / Religion and the Social Process (3) - (view)
An introduction to sociological thinking that combines conceptual and experiential content.
Students become more sensitive to and informed about current social problems. Focuses on
situations of oppression and uses "the view from below" as a key to the entire social process
and, specifically, the role of the church in that process. To be taken by students in the M.Div.
program in the first year of study. Offered second semester annually.
Advanced Courses

CHSOC 402 / Church and Community (3) - (view)
An exploration of the relationship between the congregation and the social environment
through off-campus site visits and other direct experiential learning projects. Explores the
nature of community in its multicultural variations through discussions of the mission and
ministry of the congregation. The work of the pastor and empowered laity is at the center of the
discussion. Recommended for M.Div. students in the second or third year of study.

CHSOC 403 / Sociology of Religion (3) - (view)
This course is designed to acquaint students with the sociological approach and methodology
used in the study of religion and to give students a general sense of the immense variety of
religious practice both locally and globally. The ultimate goal of the course is to encourage
students to recognize and respect the diversity of ways in which people make religious sense of
their worlds.

CHSOC 404 / Religion and Social Conflicts (3) - (view)
Assuming that the major social tensions and conflicts marking our lives deeply shape our
religious choices, interpretations and behavior--and vice-versa: our religious heritage is a key
resource in our dealing with the tensions and conflicts of our social environment--this course
seeks to enhance our capacity for grasping, analyzing, and dealing with the interplay of religion
and social conflicts in today's society from the perspective of the social sciences of religion,
while bearing in mind key theological and pastoral concerns involved therein.

CHSOC 416 / Ministries in Non-Parish Settings (3) - (view)
An investigation of the possibilities and constraints of ministries in specialized settings
(chaplaincies in the armed services, in hospitals, and nursing homes, in prisons, and on
campuses; ministries in church boards and agencies, in overseas missions, and in administration
of church-related institutions) and the role of the ordained person in "secular" settings, such as
poverty programs, community agencies, journalism, and teaching.

CHSOC 417 / Women and Religion (3) - (view)
A review of anthropological, sociological, and psychological theory relating to women and,
specifically, to women and religion. Combines theoretical readings with cross-cultural case
studies designed to put social-scientific theory in conversation with the concrete life situations
of specific women. Topics include women's spirituality and religious leadership; the social,
political, and economic forces that shape their lives; as well as the relationship between
religious imagery about women and the positions they, in fact, occupy in their larger societies.
Interdisciplinary Course. Signature of instructor required for registration.

CHSOC 419 / The Search for the Good Community (3) - (view)
The vision of the good community in England and America in the 19th and 20th centuries as that
vision has emerged in utopias, cooperative movements, theocracies, and intentional
communities. A review of various perspectives that bear upon the establishment of goals for
human communities today.

CHSOC 428 / Topics in Church and Society (3) - (view)
An intensive study of selected problems and themes in contemporary sociology of religion
having special significance for the church and its ministry. Course may be repeated. Same as:
GRC 101.

CHSOC 437 / Ethics for Religious Professionals (3) - (view)
Emphasizes ethical dilemmas that arise for religious professionals. Explores issues related to
confidentiality, sexual misconduct, personal boundaries, and accountability by religious
professionals.
 CHSOC 442 / Race,Ethics,and Women's Lives (3) - (view)
This course will explore women's ideas and strategies for addressing racism, health care, poverty,
and other social problems. We will read short essays, including excerpts from biographies about
Christian historical figures (U.S.), short stories with female protagonists, as well as articles by
feminist and womanist Christian ethics scholars. In class discussions, we will compare the authors'
varied discussions of the ethical visions, competing community loyalties, and complex moral choices
of women with African American, Latina, Asian American, and Native American cultural backgrounds.

CHSOC 444 / Ethically Responding to Violence Against Women (3) - (view)
This course investigates the social and moral dimensions of intimate violence against women in
the United States. The sources include biblical and theological literature, narrative accounts, and
feminist social science analysis. This course examines the interwoven personal and political
dimensions of intimate violence against women, and identifies practical, constructive responses
for church leaders who work in local contexts. Same as: RLSOC 783.

CHSOC 445 / Community Economic Realities and Ministry (3) - (view)
An examination of a range of economic crises that ministers often face in local communities and
an exploration of useful church responses to those problems. This course examines the ethical
role of the minister in interpreting economic realities to congregations, advocating specific
policy solutions, and addressing some of the survival needs of members of the church and
community. Signature of instructor required for registration.

CHSOC 447 / Religion and the American Empire (3) - (view)
After 9/11/01, the U.S. official reaction has been one of reviving the problematic politicalreligious traditions of American Exceptionalism and Manifest Destiny--assuming the U.S. as
having a godly-given imperial mission to/above all nations on earth. This course examines the
historical background and religious-theological implications of such orientation.

CHSOC 450 / Religion and the Earth: (3) - (view)
Readings in spiritual, philosophical, feminist, scientific, and sociopolitical responses around the
globe to the ecological crisis.

CHSOC 451 / Christianity and Ecology (3) - (view)
Examines what sociological and theological factors shape various Christian responses to
ecological concerns. Surveys some of the historical, philosophical, socio-political and theological
influences that have shaped the current planetary context and looks at an array of
contemporary global religious ecological voices and emerging eco-theologies.

CHSOC 473 / Emerging Theologies in World Christianity (3) - (view)
An introduction to a representative sample of the many new theologies currently blossoming
throughout Christian churches all over the world. Using intriguing, exemplary articles (most of
them collected in edited "readers"), participants explore the way in which certain themes of the
Christian tradition are elaborated in some of these theologies. Signature of instructor required
for registration. Same as: RLSOC 788.

CHSOC 476 / Hispanic Religion and Culture: Church, State, and Immigration (3) - (view)
Introduction to history, culture, economics, and politics of the Hispanic presence in the United
States. In addition to lectures, this course uses feature films, novels, and short stories by and
about U.S. Hispanics and Latinas/os to stimulate reflection, discussion, and research on its
subject matter. The religious dimension of the U.S. Latina/o experience is highlighted. Same as:
RLSOC 722.

CHSOC 479 / Developing Environmental Education and Resources (3) - (view)
See CERT 313 for course description. Same as: CERT 313.

CHSOC 480 / Developing Social Justice Programs and Partnering with Ethnic Leaders and
Communities (3) - (view)
See CERT 314 for course description. Same as: CERT 314.

CHSOC 481 / Political Elections and Church Ministry (3) - (view)
This course will examine the role of Christian churches and faith in electoral politics. What role
do they play? What role should they play? Resources for our discussion will range from ideas
about church-state relations in western Christian ethics to the 2004 U.S. presidential election
process. Topics include: values expressed in the media, preaching about politics, Christian
politicians.

CHSOC 482 / Leadership Skills For Community Organization (3) - (view)
This course will assist participants to develop their power and leadership skills. Students will
learn how to develop any congregation or voluntary organization through engaging in the
fundamentals of community organizing.

RLSOC 703 / Freud and Religion (3) - (view)
A consideration of Freud's writings on religion as found in The Collected Works of Sigmund Freud;
Freud's correspondence with Jung and Phister, and others; and a consideration of important
secondary literature and interpretative readings of Freud, including writings by Erikson, Bakan,
Rieff, Van Herik, Homans, Ricoeur, Mitchell, Gay, and Rubenstein; a constructivist reading of
Freud in psychology and religion. Offering to be determined. Signature of instructor required for
registration.

RLSOC 704 / Autobiography and the Religious Life (3) - (view)
A consideration of autobiographical writings, including journals, diaries, essays, and
autobiographical novels, with particular attention to stories, accounts, depictions of religious life
as pilgrimage, chosen path, visitation, ordeal, and ordinary life. Sources include a wide range of
readings, including a consideration of figures of interest to students. Signature of instructor
required for registration. Offering to be determined.

RLSOC 721 / Contemporary Ethical Issues (3) - (view)
An exploration of contemporary issues, such as sexuality, economics, and globalization; their
importance; and the contributions of Christian ethics to understanding and dealing with them.

RLSOC 725 / History of Western Christian Ethics (3) - (view)
A study of selected themes and formative figures in Christian ethics, with attention to their
contributions to contemporary reflection.

RLSOC 727 / Latin American Liberation Theology and Ethics (3) - (view)
An examination of the foundational texts and themes of one of the most influential
contemporary theological movements. Signature of instructor required for registration.

RLSOC 728 / Gay and Lesbian Liberation Theologies in World Christianity (3) - (view)
This doctoral seminar strives to collectively explore through research, presentations, discussions,
films, etc., some of the ways in which emerging lesbian and gay struggles for liberation intersect
with the diverse religious traditions present in world Christianity. Interdisciplinary Course.
Signature of instructor required for registration.

RLSOC 729 / Feminist Sociology of Religion (3) - (view)
An exploration of ways in which a feminist perspective is emerging today in the social-scientific
study of religions and the ways in which it might challenge and enrich assumptions about
religion. Examines theoretical essays and field-research materials expressing that standpoint
within the socio-biology of religions, as well as contibutions emerging from such areas as
feminist theologies. The seminar's approach and method attempt to embody traits central to
the feminist perspective itself. Signature of instructor required for registration.

RLSOC 730 / Religion and Social Change (3) - (view)
Selected problems and themes in the sociology of religion regarding issues of religion and social
change. For example: religious involvement in social movements, disruptive religion, global
Pentecostalism and social change, gender issues, colonialism. Signature of instructor required
for registration.

RLSOC 743 / Object Relations in Psychoanalytic Theory (3) - (view)
A consideration of the basic papers of British psychoanalyst Donald Winnicott to gain an initial
literacy in object relations theory; to understand and gain a facility for the metaphorical
language of psychoanalytic thought and the metaphorical nature of symbolization theory and
the language of the self: the dual and subtle constructions of "self," "other," "God," and "world."
Additional papers using object relations theory as a basis for interpretive work are considered
from the disciplines of religious studies, literary criticism, feminist thought, anthropology, and
music. Signature of instructor required for registration.

RLSOC 745 / Selected Thinkers and Themes in Psychology and Religion (3) - (view)
An introduction to thinkers and themes in the modern West in psychology and religion,
including Freud, Jung, Eliade, James, Tillich, Rubenstein, Gilligan, Lifton, and Daly. Themes
include anxiety and courage, faith and identity, symbolic immorality; the psychology of the
survivor; feminist consciousness and cultural mourning; theology after the Holocaust. Course
may be repeated. Signature of instructor required for registration.

RLSOC 746 / United States Women's Ethics (3) - (view)
An examination of contemporary theological, philosophical, and ethical issues pertinent to
women's liberation from the perspective of various racial and ethnic women's experiences.
Interdisciplinary Course. Signature of instructor required for registration.

RLSOC 748 / Ethical and Religious Themes in Women's Literature (3) - (view)
An analysis of the religious and ethical understanding of Asian-American, Native-American,
African-American, European-American, and Latina women as exemplified in contemporary
novels written by women from these different communities. Primarily for graduate students.
Signature of instructor required for registration.

RLSOC 756 / Religions of Resistance (3) - (view)
Religions of Resistance is designed to investigate the tactics and strategies religious bodies (and
religious persons) use to support their values and worldviews. We will be looking at acts of
resistance emanating from religious institutions, as well as resistance directed toward religious
institutions. Beginning with an historical investigation of religious resistance to colonial powers,
we will move to acts and/or theories of resistance related to central issues of our time, e.g. war,
heterosexism, racism, capitalism, imperialism. Post-Colonial and Cultural theory will shape this
course. Interdisciplinary Course.

RLSOC 757 / Illness of Body, Mind, and Spirit (3) - (view)
An examination of basic concepts of psychiatry. Describes their philosophical underpinnings.
More concretely, addresses such issues as health and illness in body, mind, and spirit. Signature
of instructor required for registration.

RLSOC 760 / Methods in the Study of Urban Life, Culture, and Religion (3) - (view)
This course focuses on various kinds of urban ethnography: participant observation, collecting
basic demographic data, doing oral histories, and compiling case studies of social service
agencies and other institutions. Field research required for this course and runs in combination
with work in the seminar. Signature of instructor required for registration.

RLSOC 773 / African Religions (3) - (view)
Major themes in traditional African religions: the nature of person, male and female, the social
sources of dignity and power, the understanding of life and death, the nature of the divine and
the relation of the gods to the natural and social orders; forms of religious authority.
Consideration of the interaction of Christianity and traditional African religions both in the
mission efforts of established religious denominations and in the independent African-Christian
churches appearing throughout the continent. Signature of instructor required for registration.

RLSOC 774 / Healing in Cross-Cultural Perspective (3) - (view)
An examination of views of the self, God, society, and cosmos in interaction with notions of
well-being, pathology, healing, and wholeness in the West, Asia, and Africa, and in thje Africanbased cultures of the Caribbean and Latin America. Primarily for graduate students.
Interdisciplinary Course. Signature of instructor required for registration.

RLSOC 779 / Classical Theories in the Sociology of Religion (3) - (view)
An introduction to some of the main theories and theorists in the sociological study of religion,
developed in the North Atlantic urban centers from the last half of the 19th century to the first
decades of the 20th century. Karl Marx's (and his colleague and often co-author, Friedrich
Engels'), Max Weber's, and Emile Durkheim's contributions to the sociology of religion are often
the focus of this course. Signature of instructor required for registration. Offered fall semester in
alternate years.

RLSOC 780 / Deconstructing Racism (3) - (view)
An examination of interdisciplinary approaches that describe how racial superiority and
inferiority are socially constructed in the U.S. culture. Investigates some of the ways that social
norms about race are translated into moral norms and upheld by institutional and individual
behavior. Interdisciplinary Course. Signature of instructor required for registration.

RLSOC 785 / Critical Approaches in Epistemology (3) - (view)
This is a course on the subject of human knowledge as a problematic issue, examined from an
interdisciplinary perspective. Thus, this course will concentrate on some crucial issues
interrelating, on the one hand, the sociology, psychology, and biology of knowledge, the history
of science and philosophical theories of knowledge, with, on the other hand, human action and
religious thought. In particular, we will privilege analytical and critical perspectives on gender,
race, culture, and class as cognitive contexts including for theology, ethics, and ministry.
Signature of instructor required for registration.
Pastoral Theology Courses
Basic Courses

PASTH 501A / Pastoral Formation (1.5) - (view)
This two-semester class course is required for all first-year MDiv students and is a prerequisite
for PASTH 521. This course is taught in an interactive small-group format and focuses on
pastoral formation through an introduction to the theology and practice of spiritual formation
and the vocational ministry.

PASTH 503 / Introduction to Educational Ministry (3) - (view)
This first-level course is intended to provide the learner with an introduction to theory and
methodology of Christian Education from a liberation perspective. Christian education, for the
purposes of this course, is the theory and practice (praxis or art) of nurturing faith. This course
leans heavily upon the development of critical thinking skills. With the permission of the
professor, one elective course may be taken before the Introduction to Educational Ministry.
The elective course cannot be substituted for the introductory course. Offered in fall and spring
semesters annually.

PASTH 504 / Introduction to Pastoral Care (3) - (view)
This course is an introduction to the ministry of pastoral care and counseling, with an emphasis
on the helping relationship, theological understandings of pastoral care, pastoral uses of
psychotherapeutic theories and strategies for change, various forms of pastoral care and
counseling, and various cultural contexts.

PASTH 505 / The Church at Worship: Worship (3) - (view)
This course is a required, semester-long course for M.Div. and an elective for MA in Min
candidates normally offered during the second year of study at Drew. This course is part of an
interdisciplinary approach to worship, ritual, prayer, and music. Its primary goal is to provide
historical, theological, and practical resources for leading public worship. It will include a brief
history of hymnody as well as the role of music in emerging forms of worship. Students will gain
new perspectives on their own worship tradition by gaining a broader understanding of
historical traditions and contemporary expressions of Christian worship in an ecumenical
context. Enrollment priority: Course is limited to students who are presently enrolled in or have
completed Supervised Ministry.

PASTH 506 / The Church at Worship: Preaching (3) - (view)
This course is a required course for M. Div. students and an elective for MTS. The course is
designed to be an introductory examination of the place of preaching in the liturgical life of the
church and a prerequisite for other Homiletics offerings. Students will explore both the person
and the practice of preaching. Students will learn, listen, and practice the task of preaching in
peer groups for engagement and feedback. Sermons will be presented in required preaching
precept groups. Students will explore the relationship of preaching to both liturgy and music.
Prerequisite: The prerequisites are BIBST 101 and BIBST 111. It is strongly recommended that
students take PASTH 548 prior to taking this course. Offered every semester.

PASTH 521 / Supervised Ministry Practice (3) - (view)
Normally taken by full time M.Div. candidates in the second year. Related to a setting of ministry
throughout the year. Weekly seminars on campus focusing on issues and problems of ministry,
particularly the relationship between one's own theological understanding and style of ministry.
An evaluation session in the ministry setting at the end of each semester provides students with
feedback and general evaluation of their work in ministry. Students are expected to have
completed 24 credits before enrolling in this course. Prerequisite: PASTH 521.

PASTH 548 / Speech and Oral Interpretation (2) - (view)
Re-animate and inhabit texts for more effective and enriched vocal presentation. The goal of
this class is to improve each participant's vocal instrument through exercises and practical work
on specific texts thereby opening and expanding the abilities of the speaker to interpret the
word. To present a chosen text effectively, you must inhabit it. "The Lively Word" is re-animated
through your stance, breath, understanding, and vocal release. The end result enables the
speaker to present material in a way that helps a congregation hear, understand, and feel the
truth behind the words.

PASTH 549A / Communication Skills for Liturgical Settings: Reading of the Word (1) - (view)
Focus of instruction is on clarity of expression and effective delivery of the Scriptural text.
Emphasis placed on the mastery of English pronunciation, intonation, and rhythm. Students
meet with instructor, individually, for a 50-minute class period, once per week. Student readings
are videotaped for purposes of analysis and assessment. Note: PASTH 549 A, B, C, D, are offered
every semester for non-native speakers of English only. Signature of instructor required for
registration.

PASTH 549B / Communication Skills for Liturgical Settings: Presentation of the Liturgical Text (1)
- (view)
Through the creation of their own liturgical text in the form of homilies, meditations, or sermons,
students develop skills and strategies for effective oral presentation. Student presentations are
videotaped for purposes of analysis and assessment. Students meet with instructor, individually,
for a 50-minute class period, once per week. Note: PASTH 549 A, B, C are offered every semester
for non-native speakers of English only. Signature of instructor required for registration.

PASTH 549C / Communication Skills for Liturgical Settings: Advanced Presentation of the
Liturgical Text (1) - (view)
Through the creation of various forms of liturgical texts to be used for a variety of liturgical tasks,
students develop skills and strategies for effective oral presentation with minimal reliance on
the written text. Student presentations are videotaped for purposes of analysis and assessment.
Students meet with instructor, individually, for a 60-minute class period, once per week. Note:
PASTH 549 A, B, C are offered every semester for non-native speakers of English only. Signature
of instructor required for registration.

PASTH 549D / Communication Skills for Liturgical Settings: Leadership Dynamics (1) - (view)
The focus of this class is the development of skills and strategies that enable students to
effectively deliver power point presentations as well as facilitate panel presentations, group
meetings, and question and answer sessions that demand discussion and debate. Students will
be expected to lead simulated group sessions as well as participate in the sessions. Meets: Once
per week for a 75 minute period.
Advanced Courses
 PASTH 528 / Festivals of Preaching (2) - (view)
These intensive off-site courses are primarily designed for STM, and MAM students interested in
preaching as their concentration. Each course will be designed around the key conferences in
preaching, with the readings of the keynote preachers/speakers forming the core of the
curriculum. Drew faculty will be the faculty of record in these courses.
 PASTH 638 / Shame&Grace:A Landscape of Healing&Reconcil.in the 21Cent (3) - (view)
This course explores biblical experiences of shame, examines various psychological theories on
shame, and works toward constructing a shame-based theology of reconciliation to address the
ineffectiveness of the current theology of atonement that are predominantly guilt-oriented. The
examination of psychological theories on shame informs the need for a more holistic approach
to theology of grace that can complement the weakness of the guilt-based theology of
atonement to attend to pervasively shame-based culture in the 21st Century. Same as:
RLSOC+738.
 PASTH 682 / United Methodist Women's Studies: Assembly (2) - (view)
This course is offered every four years in conjunction with the United Methodist Womens
Assembly of the United Methodist Church. Students participate in a pre-departure seminar at
Drew to prepare for the three day conference. Course materials will include UMW mission
studies as well as texts on women and Methodism. Signature of instructor required for
registration.
Advanced Courses on Preaching

BIBST 108 / Preaching with the Hebrew Bible (3) - (view)
A study of the various genres of texts (e.g., Prophecy, Psalms, Narratives, and Wisdom texts) in
the Old Testament and the appropriate ways to utilize these texts in Christian preaching.
Enrollment priority given to D.Min. students. Open to M.Div. and M.T.S. students. Prerequisite:
BIBST 101.

BIBST 182 / The Book of Genesis: Interpretation, Proclamation, and Moral Reflection (3) - (view)
Exegetical study of Genesis, with emphasis on how this ancient text might be considered a
resource for theological and ethical reflection in contemporary society, and how exegetical work
might be used to enhance ministry in church and community.

LITST 720 / Proclamation (3) - (view)
The origin and aim of preaching are found in the assembled community, especially in its
sacramental life in the context of liturgical time. This course reflects theologically and
historically on the liturgical situation of preaching and exegete texts for preaching in Lent, Holy
Week, and Eastertide. Signature of instructor required for registration. Same as: PASTH 537.

LITST 751 / Sacramental Preaching (3) - (view)
This seminar will address two major aspects of preaching: 1) the theology of preaching as
sacramental and 2) preaching on the sacraments. Ancient through post-modern preaching texts
will be used to develop a genre of preaching understood as mystagogy, preaching that
communicates the mysteries of Christian faith, and the means of grace through which believers
encounter the real presence of Christ. Just as a pulpit/ambo is located between the font and the
table, this course will focus on preaching as the intersection where "commonplace things are
lifted up for holy use". Sermon preparation and evaluation is required as part of the course
assignment.

PASTH 534 / Advanced Preaching: A Matter of Life and Death (3) - (view)
This course will be a preaching intensive course designed for students who will have regular
preaching responsibilities. . Students will be expected to preach and present sermons weekly.
Students planning to preach a Senior Sermon are especially encouraged to enroll. Prerequisite:
PASTH 506.

PASTH 536 / Imaginative Biblical Preaching (3) - (view)
A seminar-practicum on the role of the imagination in the exegesis of Scripture and the
proclamation of the Gospel. Attention to the parables of Jesus and to the place in preaching of
image and narrative.

PASTH 537 / Proclamation: The Word in Liturgy (3) - (view)
The origin and aim of preaching are found in the assembled community, especially in its
sacramental life in the context of liturgical time. This course will reflect theologically on the
liturgical situation of preaching and exegete texts for preaching in Lent, Holy Week, and
Eastertide. Prerequisite: PASTH 505. Offered in spring of odd-numbered years. Signature of
instructor required for registration. Prerequisite: PASTH 505. A graduate course open to
seminarians. Same as: LITST 720.

PASTH 538 / Preaching the Synoptic Gospels (3) - (view)
A seminar-practicum on preaching the synoptic gospels. This course will focus especially on
exegetical approaches to the gospels and the relationships of exegesis to preaching. Prerequisite:
(BIBST 111 or PASTH 505 or PASTH 506).

PASTH 540 / Contemporary Preaching (3) - (view)
New directions, leading issues, and viable models in today's pulpit. Readings in the most recent
literature and listening session on outstanding preachers. Signature of instructor required for
registration. Prerequisite: PASTH 505 and PASTH 506.

PASTH 542 / Topics in Preaching and Worship (3) - (view)
This course will examine various topics in the field of preaching/homiletics. Specific topics will
be described as they are offered. Course may be repeated.

PASTH 543 / Seminar in American Theology and Preaching (3) - (view)
A study of representative figures in American religious history. Consideration is given to the
person and work of the theologian as preacher and the preacher as theologian. Signature of
instructor required for registration.

PASTH 544 / Narrative Preaching (3) - (view)
This seminar will engage in the study of the stories and structures of narrative preaching. The
major emphases of narrative theology (life story, canonical stories, and community story) will be
explored through the work of key scholars/preachers in the field. The course will also include
consideration of the role of testimony in forming individual and communal identify in faith
communities strongly shaped by oral tradition. Biblical narrative, story telling, and sermon
construction will be part of the course assignments.

PASTH 550 / American Fiction and Drama in Preaching (3) - (view)
Seeks an understanding of the nature and power of literature and explores ways to bring literary
texts to sermons to achieve mutual illumination of Scripture and literature. Students read novels,
short stories, and plays. Practice preaching and a field trip to the theater. Enrollment limit: 12
students. Signature of instructor required for registration.

PASTH 555 / Black Preaching (3) - (view)
This course will examine the rich tradition of Black Preaching in America, tracing its history and
development from the invisible church of antebellum south, through the berthing of historically
Black Denominations to the present. Special attention will be given to how Black preaching and
preachers have made significant contributions to the shaping of both the American religious
identity and socio-political life.

PASTH 646 / Exegesis for Preaching (3) - (view)
This intensive seminar will relate methods of biblical interpretations to styles of preaching.
Prerequisite: PASTH 506.
Advanced Studies on Liturgics

LITST 712 / Christian Initiation (3) - (view)
A study of the rites of Christian initiation in their origins and historical development in both East
and West, with theological reflection and discussion of pastoral practice in ecumenical
perspective. Signature of instructor required for registration. Prerequisite: PASTH 505.

LITST 716 / Sacred Meals in the Household of Christ (3) - (view)
A study of the origins of Christianity's sacred meals, and the historical development, doctrinal
perspectives, relationship of word and table, and contemporary rites and pastoral practice.
Prerequisite: PASTH 505.

LITST 728 / Pastoral Rites (3) - (view)
The rites of marriage, burial, reconciliation and anointing, and ministry to the sick and the dying
in their origins and historical development, with theological reflection and discussion of pastoral
practice in ecumenical perspective. Signature of instructor required for registration. Prerequisite:
PASTH 505.

LITST 745 / Inculturation of the Gospel in Liturgy and Worship (3) - (view)
The Gospel transcends all culture. However, it is clothed with a cultural garb and expresses itself
with cultural idioms. From the Early Church to the 21st century, there has been ongoing
dialogue between faith and culture or cultures. Inculturation theology is an attempt to interpret
the gospel through the lens of cultural and religious traditions. This course aims to provide
theological and liturgical resources for the mutual conversation between the gospel and culture
in the history of Christianity focusing on liturgy and worship. Fundamentals and historical
development of inculturation will be discussed along with experiments with models of
inculturation in local churches. Prerequisite: PASTH 505.

PASTH 566 / The Arts and Liturgy (3) - (view)
A seminar-practicum aimed at bringing the arts to the church's worship, including preaching.
Readings comprise theology of culture, homiletics, and the history, theology, and practice of
liturgy. Field trips include experiences of the arts (theater, cinema, the visual arts, contemporary
liturature) and various liturgies. Signature of instructor required for registration. Same as: LITST
736.

PASTH 570 / Practicum on the Pastoral Offices (3) - (view)
Hands-on instruction for officiating at baptism, Holy Communion, marriage, and burial.
Prerequisite: PASTH 505.

PASTH 607 / Children and Worship (3) - (view)
A seminar practicum on the theology and methods that enhance the spiritual and educational
development of children in an environment of worship.

PASTH 620 / United Methodist Worship: Form and Freedom (3) - (view)
This course is designed to enable those in the Methodist tradition to evaluate, plan, and lead
worship with theological integrity and creativity. The tradition of Methodist worship is one of
form and freedom, involving texts and free prayer, ordained elders and lay preaching, liturgical
arts. The goal is to prepare worship leaders of congregations to do their work with theological
insight, ecumenical imagination, and an evangelist's "warm heart." This course meets the
requirement for UMC Basic Graduate Theological Studies.

PASTH 628 / Writing for WOR(d)SHIP (3) - (view)
The word "worship" is from Old English and means, "to honor or esteem the being of another."
Through the holy, human art of language, communities can be created and individual lives
enriched. The discipline of writing builds confidence, clarity and creativity in speech as well as
the written word. This course will concentrate on writing for public worship, and focus on
creating, revising, and leading original prayers, liturgies, hymns, and meditations.

PASTH 650 / Ministry and the Imagination (3) - (view)
This variable topic course focuses on some aspect of creative expression in ministry and worship.
Graded Pass/Unsatisfactory. Course may be repeated.

PASTH 674 / Topics in Prayer (3) - (view)
An intensive course that will feature various topics on prayer in a retreat context during January.
Course may be repeated.

PASTH 691 / Chapel Practicum (1) - (view)
The Chapel Practicum offers second and third year students the opportunity to engage their
interest in a particular aspect of the development and performance of worship: writing liturgy,
music leadership, liturgical dance, liturgical art, etc. The primary requirement is a biweekly
meeting with the chapel director to determine the ways in which the student will contribute to
worship development during the chapel season. The student must also attend chapel at least
two times a week and support the presentation of worship those two times. Graded
Pass/Unsatisfactory. Course may be repeated.
Advanced Courses on Church Music

LITST 735 / Hymnology (3) - (view)
A study of the hymn in Christian worship, with emphasis on great hymn writers of the past,
contemporary writers, and the composers of hymn tunes. Emphasizes the hymn traditions of
America and Europe, but gives attention to the congregational music of African and Asian
Christianity. Designed for graduate students and advanced theological students. Signature of
instructor required for registration.

LOGON 735 / Hymnology (3) - (view)
A study of the hymn in Christian worship with emphasis on great hymn writers of the past,
contemporary writers, and the composers of hymn tunes. Although the course emphasizes the
hymn traditions of America and Europe, attention is given to the congregational music of African
and Asian Christianity as well. The course is designed for graduate students and advanced
theological students.

PASTH 556 / Church Music of the USA (3) - (view)
This course will examine both historical and current practices in church music in the United
States. The course will place a special emphasis on the contrasting musical cultures of rural and
urban churches, European and indigenous styles, and African American blends of African and
Euro-American musical styles. Each student will create a profile of the music ministry of one
particular church, examining church records and bulletins to establish a history of music
ministers and organists, hymnals, choirs, and other aspects of church music programs.

PASTH 558 / The History of African American Church Music (3) - (view)
The History of African American Church Music is an elective, three credit course designed to
understand the historical and socio-political context of the African American Church, learn and
appreciate the music of the Black Church experience, and gain insight in came into how this
music has been used to resist oppression and empower African Americans.

PASTH 559 / Worship and Music in the Emerging Church (3) - (view)
Worship & Music in the Emerging Church is an elective, three credit-one semester course which
provides an historical and theological framework for understanding the emerging church
phenomenon and offers practical resources for the leading of emerging worship experiences.

PASTH 569 / Worship & Music in the Emerging Church (3) - (view)
Worship & Music in the Emerging Church is an elective, three credit-one semester course which
provides an historical and theological framework for understanding the emerging church
phenomenon and offers practical resources for the leading of emerging worship experiences.

PASTH 575 / Seminary Choir (1) - (view)
The study and performance of a wide variety of music from the Baroque, Renaissance, and
classical periods to avant-garde works, including jazz and contemporary folk-rock. An
opportunity for voice training and the development of musical abilities. Graded
Pass/Unsatisfactory. May be repeated for credit up to four credits. Offered every fall and spring
semester.

PASTH 663 / A Musical Study (1) - (view)
A practicum/performance of original sacred music/text designed for intergenerational
participation and multicultural settings. In addition to preparing the piece for public
performance, students will discuss issues surrounding the theological aspects of the experience.

PASTH 668 / Topics in Church Music (3) - (view)
A course that will examine various topics in church music. May be repeated for credit.

PASTH 669 / Music of the World's Religions (3) - (view)
This course looks at several world religions and examines the interrelationship between ritual
and music with a particular emphasis on the musical repertoires. Religious traditions studied
include Islam, Hinduism, Buddhism, Judaism, and and Native American.. This course fulfills the
M.Div. requirement for a course on world religions. Same as: MUS 35.
Advanced Courses on Pastoral Theology

PASTH 508 / The Theology of Church and Mission: Gospel and Culture (3) - (view)
This course examines the current problems and possibilities of forming/reforming churches as
effective witnesses to Christ in the post-Christian context. Particular attention is directed to the
identity of Jesus Christ for mission/evangelism in new forms of ministry within the Protestant
faith tradition in a post-Christian culture. This course meets the United Methodist requirement
for Basic Graduate Theological Studies.

PASTH 525 / Ordination (3) - (view)
A study of the aspects of the office of ministry. Integral to this course will be reflection on
vocation and theology in preparation for ordination to traditional and new forms of ministry.
The course is designed to enhance the student's skills in oral presentation and theological
expression.

PASTH 551 / Fundraising and Financing of Camp/Retreat Ministries (3) - (view)
See CERT 315 for course description. Same as: CERT 315.

PASTH 554 / Volunteer and Staff Hiring, Training and Supervision for Nonprofit Organizations (3)
- (view)
See CERT 316 for course description. Same as: CERT 316.

PASTH 560 / Parish Administration (3) - (view)
Covers the wide range of issues confronting pastors administering parish life: time management
and setting priorities, taking charge and facilitating, fiscal responsibility and understanding
budgets, keeping records, ethical concerns, and a host of other facets of church life. Emphasis is
on helping each participant develop his/her own style of leadership, on developing with lay
leaders and other staff a sense of team ministry, on dealing productively with conflict, and on
developing the discipline necessary for successful self-direction.

PASTH 561 / General Conference of the United Methodist Church (3) - (view)
This course is held every four years in conjunction with the General Conference of the United
Methodist Church. Students meet a few times at Drew to prepare for the conference and then
attend the full two-week conference, meeting with students from other United Methodist
seminaries for class each day. Signature of instructor required for registration.

PASTH 574 / Topics in Evangelism (3) - (view)
Topics will be varied and will be determined before registration. Course may be repeated.

PASTH 579 / Advanced Studies in Evangelism : Economics, the Local Church, and the Emerging
Global Culture (3) - (view)
What politics was to the modern world, economics is to the postmodern world. This course
looks into the church as a global, economic entity, and explores how various economic
strategies can help and hinder the communication of the gospel. Particular notice is given to the
emergence of a global consciousness, and the role of the Web in this planetary perception. How
economic issues vary from culture to culture is of particular importance. New understandings of
stewardship and trusteeship and alternative methods of fund raising in the local church (forprofit-centers, community development corporations, faith-based initiatives, etc.) will be
explored. Signature of instructor required for registration.

PASTH 581 / Topics in Spirituality (3) - (view)
An introduction to Christian spirituality and its biblical/historical roots. Students seek to develop
a critical assessment of spiritual formation in different Christian traditions. Encourages students
to integrate their intellectual analysis of spiritual traditions with a personal involvement in the
spiritual practices and disciplines appropriate to their needs and vocations. Course topics in the
area of spirituality will be announced at registration. May be repeated.

PASTH 601 / Christology, Art, and the Formation of Faith (3) - (view)
This course will explore the use of art, graphics, music, and visual media in faith formation and
worship. The key doctrines of Christian identity, such as incarnation, will provide the integrating
themes for the exploration of the faith of the community and its worship leaders.

PASTH 634 / Topics in Pastoral Theology (3) - (view)
A study of theological reflection on the culture and practices of Christian communities. Explores
theology as a practical discipline. Course may be repeated.
 PASTH 637 / Spiritual Disc.For Personal, Parish, & Ecological Renewal (3) - (view)
An orientation to the history and practice of Christian prayer forms and spiritual disciplines as
they may be applied for personal, parish and ecological renewal. Exploration of the relationship
of prayer to other spiritual disciplines, such as corporate worship, prophetic witness, hospitable
social service, processes of discernment, spiritual healing and care of creation.

PASTH 642 / God-Talk with Black Thinkers (3) - (view)
This interdisciplinary series highlights Black scholars from across the United States and from
around the world. Visiting Black scholars, from a variety of theological disciplines, will offer
courses based upon their own theological discipline and religious expertise. An unique aspect of
the series will be courses co-taught by spouses who are in the same or complementary
theological disciplines. Course may be repeated.

PASTH 653 / Topics in Postmodern Theology (3) - (view)
A cutting edge seminar series on telling the Story in the foreign land of postmodern culture, the
course features recent materials from Leonard Sweet's writings and insights as he engages
postmodern culture.

PASTH 675 / Topics in Ministry of Administration (3) - (view)
Covers the wide range of issues confronting leaders of centers: time management and setting
priorities, taking charge and facilitating staff and volunteers, fiscal responsibility and
understanding budgets, keeping records, ethical concerns. Emphasis is on helping each
participant develop his/her own style of leadership, on developing a sense of team ministry, on
dealing productively with conflict, and on developing the discipline necessary for successful selfdirection.

PASTH 677 / The Art of Theological Reflection (3) - (view)
There is a vital connection between faith and daily living. The ability to make this connection can
be taught as a skill and nurtured as an art. This course will assist students in developing the
artful discipline of putting their experience into conversation with the heritage of the Christian
tradition. Through practical experience and reflection we will learn to experience greater
meaning in life and a more tangible sense of God's creative presence.

PASTH 773 / Introduction to Acting and Public Performance (3) - (view)
A study of the fundamentals of acting and how performance skills can be applied to other forms
of public expression, such as giving speeches or impromptu talks, doing church readings or other
oral interpretations. Includes various techniques in preparing a role and developing such skills as
relaxation, concentration, rehearsal, and performance practices, building a character, and
working with a director. Practical application of these skills may include readings, storytelling,
scenes and monologues. Open to those with no theatrical experience, as well as those who have
acted before.
Advanced Courses on Pastoral Care

LOGON 527 / Family Stories and Ministry (3) - (view)
This course explores family loss and major tragedies (accidental death, suicide, alcoholism,
mental health, homicide, adoption, sexual identity disclosure, and physical disability) as
interpreted by a family member through personal (autobiographical) account. This course will
engage in issues related to the experiences of the suffering endured by the author and other
family members, their efforts in alleviating such suffering, the role of religious convictions in
their coping with the suffering, and implications for pastoral care of families in pain.

PASTH 527 / Family Stories and History (3) - (view)
This course explores family loss and major tragedies (accidental death, suicide, alcoholism,
mental illness, homicide, adoption, sexual identity disclosure, and physical disability) as
interpreted by a family member through personal (autobiographical) account. The course will
engage in issues related to the experiences of the suffering endured by the author and other
family members, their efforts in alleviating such suffering, the role of religious convictions in
their coping with the suffering, and implications for pastoral care of families in pain.

PASTH 539 / Topics in Institutional Chaplaincy (3) - (view)
This series will explore the nature of ministry in specialized settings with a particular focus on
issues of authority, identity, and pluralism in institutional chaplaincy. Course may be repeated.

PASTH 583 / Counseling with Black Families (3) - (view)
Discusses contemporary theories of black families and identifies the major parameters affecting
the quality of interpersonal relationships. Application of this viewpoint is made to understand
the implications for counceling relationships with black families. Signature of instructor required
for registration.

PASTH 584 / Pastoral Counseling and Psychotherapy (3) - (view)
Clinical case studies in pastoral counseling are presented and examined within a
psychotherapeutic framework with particular attention to clinical evaluation, the therapeutic
relationship and process, religious issues, and the resources of religion in the practice of pastoral
counseling. Signature of instructor required for registration.

PASTH 585 / Marriage and Family Counseling (3) - (view)
An emphasis on family life, as conceptualized by the various schools of family therapy that have
come into existence in the past two decades. In addition to reviewing the field, the course will
rely largely on clinical material to illustrate pastoral and therapeutic intervention. This
experience may increase the pastor's understanding and involvement in his or her own family.
Signature of instructor required for registration.

PASTH 586 / Trauma and Crisis Intervention (3) - (view)
Crisis ministry is compassionate Christian response to individuals and communities in critical
situations (stress, trauma, abuse, addiction, homelessness, AIDS, sickness, and death).
Appropriate pastoral care includes crisis intervention and recovery and empowerment
strategies. This course seeks to apply biblical values and psychological principles to at least three
critical situations: responding to 1) inner city/urban problems, 2) people with AIDS and the
terminally ill, 3) survivors of trauma and abuse. Signature of instructor required for registration.

PASTH 587 / The Landscape of Loss: Pastoral Care in Situations of Death, Dying, and Grief (3) (view)
Through readings, lectures, films, interviews, and discussion, students study psychological,
cultural, and religious dimensions of the experiences of death, dying, and grief. The focus is on
understanding these dimensions in order to minister effectively to persons in need. Emphasis is
on group discussions, since effective ministry requires that the minister be open to different
ways of experiencing these realities. Signature of instructor required for registration.
Prerequisite: PASTH 504 or successful completion of Clinical Pastoral Education. Same as:
COMFE 587.

PASTH 588 / Erikson, Human Development, and Religion (3) - (view)
This course explores Erik H. Erikson's work and the implications of his life cycle theory for
religion. It further engages in the dialogue with the work of James Fowler exploring a
developmental approach to religion. Additional thinkers included are Robert C. Fuller, Donald
Capps, Daniel J. Levinson, and Mary Belenky. Same as: RLSOC 768.

PASTH 589 / Topics in Pastoral Care (3) - (view)
This course will focus on a specific approach or aspect of pastoral care. Topics vary with each
offering. Course may be repeated.

PASTH 590 / Suffering,Hope,and the Book of Job (3) - (view)
This course examines the Book of Job and its implications for pastoral care and such issues as
shame, depression, grief, and hope. The course will involve pastoral counseling method based
on Heinz Kohut's psychology of the self and ethical understanding of Diana Fritz Cates.

PASTH 591 / Ministry in the Black Church (3) - (view)
An examination of the major issues in providing pastoral care and ministerial service to black
congregations. The first part of the course is devoted to discussing the major
social/psychological issues confronting African-Americans and the ways that ministers can
facilitate personal growth. The second part of the course focuses on how congregations function
as a group and on styles of leadership that contribute to congregational development. Signature
of instructor required for registration.

PASTH 595A / Clinical Pastoral Education (6) - (view)
The accredited training of the Association of Clinical Pastoral Education can be taken at a
general hospital, mental hospital, or correctional institution. Requires 12 weeks of residence.
The student undertakes directed interviewing and counseling under supervision of the chaplain
of the institution where the training takes place. By arrangement. Normally taken during the
summer session. With approval of the director of supervised ministry, up to three credits are
applicable toward the requirement in Supervised Ministry (PASTH 521, 522).

PASTH 595B / Clinical Pastoral Education (6) - (view)
Normally offered on a full-time basis, although special arrangements allow offering this course
on a part-time basis over the academic year. Students are expected to spend two full days per
week throughout the academic year at the training center. One of the two days involves group
meetings for all student participants; the other day is arranged on an individual basis with each
student. Credit is given for the course only after completion of the full academic year; no credit
is given on a single semester basis. With approval of the director of supervised ministry, up to
three credits are applicable toward the requirement in Supervised Ministry (PASTH 521, 522).

PASTH 597 / Ministry, Sexuality and Professional Ethics (3) - (view)
A study of the theological and psychological foundations of healthy sexuality and ministry. The
course will address the following issues: How does the minister engage in nurturing and healing?
What are the dynamics of sexual brokenness and destructiveness? How do these dynamics
erode ethical sensitivity and professional boundaries in the practice of ministry? Signature of
instructor required for registration.

PASTH 611 / Ministry Among the Disabled Community (3) - (view)
This course will examine ministry among the disabled and will include site visits to communities
of the disabled and a practical component.

PASTH 613 / Children, Trauma, and the Bible (3) - (view)
Statisticians tell us that millions of children around the globe are suffering physical and
psychological traumas. Psychologists tell us that what constitutes "healing" for a child who has
undergone trauma is still a mystery. How are religious communities to respond to these children
in crisis? How do we create awareness? How do we minister to children and their families? For
the church, the Bible has been the book most often turned to for guidance in times of trouble.
But does the Bible really address the needs of children? In this course we attempt to explore
various dimensions of childhood trauma and how the Bible can be both a weapon and a tool
when it comes to the care of children. Prerequisite: BIBST 101 and BIBST 111 and PASTH 504.
Same as: BIBST 155.

PASTH 633 / Spirituality of Joy (3) - (view)
This course explores the theological and psychological analysis of joy and develops a spirituality
of joy. It surveys biblical understandings of joy, examines the theological insights on joy of John
Wesley, Karl Barth, and Jurgen Moltmann, and investigates the psychological conception of joy
by Heinz Kohut. In addition, the course engages in self-reflections demonstrating a practice of a
spirituality of joy.

PASTH 680 / Pastoral Care in the Culture of Narcissism (3) - (view)
Description Pending.

RLSOC 731 / Major Thinkers: Heinz Kohut and the Psychology of the Self (3) - (view)
This course surveys the progress of the theory of the psychology of the self developed by Heinz
Kohut. It engages in a psychological understanding of narcissistic phenomena and their healing
based on Heinz Kohut's psychology of the self. It examines the psychology of the self in light of
other theories such as Freudian and Object Relations theories. It also explores its theoretical
implications on the lives of historical figures. Signature of instructor required for registration.

RLSOC 745 / Selected Thinkers and Themes in Psychology and Religion (3) - (view)
An introduction to thinkers and themes in the modern West in psychology and religion,
including Freud, Jung, Eliade, James, Tillich, Rubenstein, Gilligan, Lifton, and Daly. Themes
include anxiety and courage, faith and identity, symbolic immorality; the psychology of the
survivor; feminist consciousness and cultural mourning; theology after the Holocaust. Course
may be repeated. Signature of instructor required for registration.
Advanced Courses on Teaching Ministry

PASTH 533 / Ritual of Our Lives:Learning for Everyday Struggles of Fait (3) - (view)
We learn faith by doing. Participation in the rituals of faith mark and give meaning to the
transitions and passages of our life cycle, e.g., baptisms, weddings, funerals, birthday parties,
bachelor parties, family reunions, etc. This course aims to provide theological and religious
education resources for deeper understanding of the ways rituals, rites of passage, ritualized
behaviors, and religious experience shape, form, inform and transform who we are. This
interdisciplinary course gives attention to the conversations of ritual theory and practice in
religious education and liturgical studies.

PASTH 596 / Reel to Real: Race, Sex, and Class at the Movies (3) - (view)
Movies, though designed for entertainment, are vehicles for learning. Movies make us think,
feel, and at times, they have the power to transform our thinking. Film is a superb cultural text
for talking about the convergence of race, sex, and class. This course will examine ways in which
film teaches its audience. As cultural critics, (not film critics), we will look at the way movies
depict issues of race, sex, and class. Same as: RLSOC 767.

PASTH 608 / Ministry to/for/with Youth (3) - (view)
This course addresses the basic theories and concepts to develop or improve youth ministry
with a sound pedagogical framework and from a liberative, theological perspective. While
primary focus will be on the church's ministry with, to, and for youth, some consideration will be
given to youth social agencies. Attention will be given to resourcing ministries for adolescents of
culturally diverse backgrounds and the relevance of these cultural worlds for the building of the
realm of God.

PASTH 610 / Faith Formation and Christian Living (3) - (view)
See CERT 301 for course description. Same as: CERT 301.

PASTH 612 / Equipping Disciples for Leadership (3) - (view)
This intensive course, designed for laity and clergy, will address the following questions: What is
leadership? What is discipleship? For times like these, what does it mean to be a leader in the
church (clergy or lay) who follows, and a disciple (clergy or lay) who leads? The course is 10%
lecture, 60% discussion, 30% experiential learning.

PASTH 616 / Topics in Teaching Ministries (3) - (view)
This variable topics course will consider aspects of teaching ministries in churches.

PASTH 621 / Exploring Theological Imagination: A Spirituality of Education (3) - (view)
This course is built on the notion that God is in everyone, every act, every element of creation.
Consequently, the activity of God can be known, witnessed, obeyed. This course will develop the
skill of theological reflection with emphasis on intuition and wonderment. The class will, by
reading literature of the mystics, doing personal reflection, and critical analysis, explore ways of
doing theological reflection.

PASTH 623 / Theology, Education, and Media (3) - (view)
This course explores the culture of media in ministry and Christian education. Today, together
with the traditional media such as radio, television, and video, the new media, which include the
Internet and multimedia, are rapidly advancing through the development of computer
technology and creating a new culture of communication. Students examine those forms of
media that include representative state-of-the-art forms, focusing on their advantages and
disadvantages, as well as their possibilities and limitations for ministry and Christian education.

PASTH 624 / Soul Pedagogy: Teaching For Spiritual Experience (3) - (view)
We are spirits that matter. (source unknown) Classrooms are a primary context for teaching
Christian faith in theological education and the local church. As such, many schools and
churches struggle with the predominance of theory over practice even for those aware of the
necessity for germane experiences of spirituality in preparation for effective ministry. In this
course, we will explore what it means to bring the experience of spirituality into classrooms for
the enabling of liberative learning. The aim of the course is to assist teachers and church leaders
to become a community of interpretation to expand our collective literacy concerning issues of
Christian spirituality and teaching. A primary resource for this course will be spiritual experience.
Our primary questions are: How do we nurture teachers who are smart at their own discipline as
well as skilled in discernment, intuition, and wisdom? What does it mean to create classrooms
that honor the necessity of both interior and exterior life?

PASTH 635 / Developing Christian Camp/Re treat Curriculum and Events (3) - (view)
See CERT 311 for course description. Same as: CERT 311.

PASTH 671 / Urban Ministry: Critical Pedagogical Issues (3) - (view)
The city is a place of great cultural expression as well as a place of devastating poverty. What
does it mean to "do" ministry with race and culture in mind? What does it mean to create a
teaching church in the rich cultural context of urban settings? What does it mean to nurture
faith in the face of pluralism and particularity? How can a church leader be an effective pastor in
the city? Issues of race (specifically, white, black, Korean, and Hispanic), class and sexual
orientation will be emphasized.

PASTH 673 / Sabbath as a Spiritual Practice (3) - (view)
The notion of "Sabbath" is an ancient one that centers on the necessity of rest for wholeness
and healing. Church leaders who are intentional and conscientious about the spiritual journey
must include care for body, mind, and spirit. At times, this care is "Sabbath rest." This course, in
the context of aresort, cruise ship, or retreat center, will focus on assisting leaders and scholars
in incorporating practices of Sabbath into their wellness regimen.

PASTH 676 / American Academy of Religion: travel seminar (1) - (view)
The American Academy of Religion (AAR) is the professional organization for scholars and
researchers in religion. This course is to encourage seminary and graduate students to attend
this annual gathering.

PASTH 678 / Dean's Seminar in Ministerial Formation (1) - (view)
This seminar for M.Div. students in their last year, will examine the impact of our curriculum on
our ministerial formation, discuss the students' intentions for post-graduation ministry, and
create a five-year plan for continuing education. The seminar will be led by the Dean of the
Theological School and will include guest presentations by faculty from the various divisions and
practitioners. Prerequisite: 50 credits toward the M.Div.

PASTH 679 / Christian Education Practices in the Local Church (3) - (view)
This course is designed to prepare seminarians as well as persons with the responsibility for the
Christian Education Ministries in the Local Church to: administer (plan, implement resources,
and evaluate) the multifaceted educational ministries from nursery school to senior centers. We
will explore strategies to nurture disciples via the Sunday School, Bible studies, koinonia groups,
special interest groups, etc. The "Role of the Pastor" in a teaching church will also be
emphasized.

PASTH 695 / Emancipatory Teaching (3) - (view)
This advanced course will consider teaching as a tool for dismantling oppression. It will address
theoretical and practical issues that confront pastors/educators engaged in the challenge of
social justice ministry. The class will seek to understand and critically analyze theories and
practices of teaching/learning which have liberation at their core. The role of spirituality in
emancipatory teaching will be emphasized.

PASTH 696 / What's Love Got to Do With It?: Womanist Teaching for the Beloved Community (3)
- (view)
Teaching at its most powerful liberates. This course is an examination of theories and methods
of creating and sustaining a sense of community for teaching and learning that resists
oppression and fosters justice. This course will examine the role oppression plays in maintaining
structures of alienation and fragmentation.
Advanced Courses on Polity

PASTH 632 / Polity, Doctrine, and History (2-3) - (view)
A study of the polity and history of the various denominations: Presbyterian, Episcopal, United
Church of Christ, Baptist, and others. (For United Methodist polity see CHIST 260, 261.) Offered
by special arrangement. Amount of credit established at time of registration.
Advanced Courses on Supervised Ministerial Practice

PASTH 647 / Intern Year (6) - (view)
M.Div. students engaged in an approved Intern Year Program register for this course. (Consult
Office of Supervised Ministry for further details.) Students engaged in such a program
participate in preparatory and post-intern year conferences and maintain a journal that includes
reflection upon issues of ministry arising in the intern-year setting that are the basis for
supervisory conferences with Theological School personnel. In addition, the student writes a
paper involving theological reflection upon the field situation under the supervision of a
member of the Theological School faculty. Six academic credits are given for satisfactory
completion of an approved intern year; a fee is charged for enrollment in the intern-year
program. Approval and signature of the director of supervised ministry required for registration.
Satisfies requirement in Supervised Ministerial Practice (PASTH 521, 522).

PASTH 681 / Langauge and Learning in Theological Education (3) - (view)
This course is an intensive English language course designed to develop advanced English
language skills for successful academic achievement in theological education, familiarity with
American academic culture, the diversity of worship experiences in American Christianity, and
select cultural opportunities in the metro New York Area. Intended specifically for students
whose primary language is not English or for those students who have not had previous postsecondary instruction in English, the course focuses on the development of critical thinking in all
aspects of language expression and interactive learning opportunities for the advanced
development of listening, speaking, writing, and pronunciation skills. Offered annually comprises
two parts: daily instruction (M-F) during the month of August and one class meeting weekly
during the fall semester.
Interdisciplinary And Cross-cultural Area
Courses

CRCUL 724 / Cross-Cultural Pre-Departure Course - (view)
This course, together with CRCUL 725, fulfills the Master of Divinity requirement of a crosscultural immersion experience. This ten-hour course introduces students to the religious,
political, historical, economic, and social life of the culture chosen. Course may be repeated.
Signature of instructor required for registration.

CRCUL 725 / Cross-Cultural Immersion Trip - (view)
This two-credit course involves a two or three week trip abroad or to an appropriate domestic
site for an immersion experience. Course may be repeated. Prerequisite: CRCUL 724.

PASTH 642 / God-Talk with Black Thinkers - (view)
This interdisciplinary series highlights Black scholars from across the United States and from
around the world. Visiting Black scholars, from a variety of theological disciplines, will offer
courses based upon their own theological discipline and religious expertise. An unique aspect of
the series will be courses co-taught by spouses who are in the same or complementary
theological disciplines. Course may be repeated.
Non-divisional Courses

INTER 690 / Research Skills I - (view)
This course introduces MA students to advanced research skills in the areas of theology and
religion. Students learn to identify appropriate on-line and printed resources for their research.
They work on formulating scholarly questions appropriate for advanced work. Required of MA
students in the first year of course work. Offered fall semester annually.

INTER 691 / Research Skills II - (view)
This course helps students further hone their ability to formulate productive scholarly questions,
leading to the design of a topic for their MA thesis. Having identified a question, students then
work to construct an appropriate bibliography for their thesis work.

INTRT 680 / Summer Internship - (view)
Summer Internship. This course allows students to participate in either a 4-week (3 credits) or 8week (6 credits) internship experience during the summer. Initial class meetings will be held in
the late spring. During the summer there will be preparatory reading, site supervision, weekly
blogging, online discussion, case study, and a ministry project. There will be a final class meeting
in the fall. Interns will be expected to work 35 hours per week, including discussion time with
site supervisor/mentor and in online class sessions with instructor who will do a site visit during
the placement. Signature of instructor required. Amount of credit established at time of
registration. Signature of instructor required for registration.

INTRT 690 / Internship - (view)
This course allows students to supplement their academic knowledge with hands-on experience
through work in their field of study. Students will put theory into practice to gauge it
effectiveness in real life settings. Students will be monitored by an adviser and complete a
project relating to their internship. Given the intense nature of the Theological School programs,
it is advised that students begin internships soon after arriving at Drew to obtain the maximum
benefit. This course can be repeated with a new project. Successful completion of 3 credits of
internship allows the student to receive Internship Certification, which is placed on the student's
official transcript. Signature of the Associate Dean of Contextual Learning Required for
Registration. Course may be repeated. Signature of instructor required for registration.

MTS 675 / M.T.S. Capstone Project - (view)
All M.T.S. students are required to complete a Capstone Project in their last (or next to last)
semester of residence. Each M.T.S. student will consult with his/her advisor during the fall
semester to choose a topic/project that would be summative in nature. Guidelines for the
project are available from the student's adviser. Signature of the Associate Dean of Contextual
Learning is required for registration.

MTS MSTP / MAINTAINING MATRICULATION - (view)
No description is available for this course. Course may be repeated. Signature of Academic Dean
Required for Registration.

STM 675 / S.T.M. Thesis Tutorial - (view)
Open to students engaged in the writing of a thesis for the Master of Sacred Theology program.
Amount of credit established at time of registration. Signature of instructor required for
registration.

TUT 690 / Tutorial - (view)
Available only with special permission. Permission includes agreement of a faculty instructor to
supervise the tutorial project and approval of the arrangement by the Committee on Academic
Standing. Tutorials are normally not available as a regular option. Amount of credit established
at time of registration. Course may be repeated. Signature of instructor required for registration.
Doctor Of Ministry Program Courses
CONCD 902 / Spiritual Formation For Congregational Vitality - (view)
Leading congregations is demanding especially in the third millennium. As a result,
congregational leaders need firm grounding in spirituality and leadership skills and the
opportunity to network with others. This course will offer strategies to enhance pastoral
directions, skills, and ways to engage the church community as "life-long learning" disciples.
Bring your experience and ideas!

CONCD 903 / Church Growth Shaped By Community Outreach and Mission - (view)
This course will explore the role of community and mission in church growth while taking the
premise that we must first build community before we can build congregations. In what ways
must the church build community and perform necessary outreach? What must the church do
to sustain outreach into sustained church growth? Approaches for developing community and
implementing mission outreach will be theologically and critically analyzed.
CONCD 914 / PREACHING IN THE POSTMODERN AGE - (view)
No description is available for this course.

CONCD 914 / PREACHING IN THE POSTMODERN AGE - (view)
No description is available for this course.

CONCD 923 / Practical Theory in Context - (view)
This course will examine the contexts, methods and purposes of practical theology which can be
defined as theology "of the People, by the People, and for the People" of God. Through an
examination of the recent cultural history of theology in America, an interpretation and criticism
of Don Browning's classic Fundamental Practical Theology, and an exploration of other recent
models of practical theology (including the student's own), participants will gain an
understanding of the methodology. In class application of this methodology will help students
shape and form projects that build-up "the people of God". The students will employ theological
and ministerial skills to identify a problem, analyze it, and, in conjunction with an increased
awareness of his/her context, use these skills to imagine possible and justifiable solutions to
problems of how to be the people of God in an increasingly problematic world.

DMIN 951 / Topics in Preaching - (view)
Deals with the diversity in patterns of preaching.

GRC 901 / Topics in Church and Society: - (view)
An intensive study of selected problems and themes in contemporary sociology of religion
having special significance for the church and its ministry. Course may be repeated.
Sustainability / the ethics of sustainability have been selected for this term.

LOGON 932 / Thriving in the Digital Age through Collaborative Leader - (view)
Recent cultural transitions are affecting not only how we work, learn, and socialize; they are
affecting how we do ministry and nurture congregational community. Many congregations
today consist not only of five generations, but three worldviews that reflect the influence of
three major communication eras. This course addresses what is happening in today's
congregations and why as we explore what it means when we have three worldviews, three sets
of expectations, and three perspectives on what it means to belong and to participate. As we
look at the collaborative approaches being introduced by the digital age, we will explore
opportunities for congregational leaders to take advantage of these opportunities for leading
their congregations in ministry. This course will give students the opportunity to develop: a) an
understanding of the affects of the three communication eras on congregational life, and b) a
leadership approach that will facilitate a shared vision among congregational sense of hope,
purpose, and mission in the lives of congregational members.
 MBS 910 / Clergy Health and Its Relationship with Congreg.Life - (view)
The course will introduce students to methods of spiritual, and psychological self-care; and offer
information and opportunity to discuss and apply the ramifications of clergy wellness to
congregational life. The goals of the course are: To provide a summary introduction to the
important issues involved in a consideration of "clergy self-care". To explore the relationship
between our spiritual health and our mental and physical health. To discover and discuss the
implications that the personal (i.e., psychological, physical, spiritual) functioning of the clergy
has for her or his parish To introduce, explore and practice methods of spiritual formation
practiced within traditions outside of Protestantism.
 MBS 920 / Conflict,Anger,& Forgiveness: Working Through Loss & Diff. - (view)
Christian community can be a powerful source of healing and wholeness or a destructive experience
of brokenness. This course will explore the communal dynamics of conflict, anger and forgiveness as
integral to Christian faith and spiritual growth. How does the pastor help the community of faith to
transform experiences of loss and difference into occasions of redemption? Using insights from
biblical and theological readings on community, readings from family systems theory and
psychoanalysis, and group experiences in class, this course seeks to create a theology of conflict and
forgiveness as well as to understand pastoral skills for the creation of healing community.

WSP 902 / The Preaching Life - (view)
This foundational course will examine the life of the sermon and preaching with specific
attention given to centering the sermon in the church's liturgy and centering the preacher in a
life of spiritual discipline. This course will be taught in New York City with particular attention
given to the history of preaching in this urban context.

WSP 912 / Writing for Worship - (view)
Focused on practical skills used in writing for contemporary worship and ritual.
Congregation and Community Development Concentration: Regional Groups

CONCD 901 / A Systems Approach to Leading Congregations: Understanding the Congregation (3)
- (view)
Promotes an articulation of the Biblical and theological rationale for congregational growth in
the contemporary post-modern context. It uses family systems theory as a means to understand
congregational dynamics as well as a systems approach to change. In addition to examining
several change strategies, the participants will develop an audit of their congregation using the
resources of Bill Easum's congregational audit. This audit will then be used by the participant to
chart out a set of priorities based on the strengths, needs, and readiness of the congregation for
change. Participants reflect critically on pastoral leadership and congregational context, offer
professional feedback to one another, and give attention to a systems approach as a basis for
planning and implementing parish ministry

CONCD 910 / Ministerial Leadership and Congregational Dynamics (3) - (view)
Explores the challenge to leadership by unhealthy triangles found in pastoral relationships and
congregational conflicts. In two three-day retreat sessions, students are exposed to Bowen
Family Systems Theory as interpreted by Edwin Friedman and others. The course is taught by a
qualified family therapy practitioner and/or pastoral psychotherapist. Students reflect on their
personal dynamics of pastoral leadership through recollections from their "family of origin
emotional process" and ways of relating in their current families and congregations. Case
studies, brought to class by students, are discussed and interpreted.

CONCD 911 / Contextual Models of Church and Paradigms of Ministry (3) - (view)
Examines insights from secular and church sources in order to scrutinize the dynamics and
leadership requirements to accomplish change. The course will involve two field trips to an
urban and suburban church site, require an in-depth examination of a healthy effective church
in the candidate's ministry area, and review the results of a congregational survey taken in each
candidates setting of ministry. The focus for this session will be to assist the participant in
beginning to formulate a strategy and approach to leading a congregation through change.
Offered as a week long intensive.

CONCD 921 / A Systems Approach to Leading Congregations: Understanding the Context (3) (view)
Explores the ministry context of the participant by a critical analysis of the demographics of the
ministry area based on a Ministry Area Profile created by Percept. It will integrate the
information from the congregational survey and congregation ministry audit together with the
area demographics in order to begin the development of a strategy and plan for leading the
congregation into the future. Each participant will carry out a Future Search Conference in his or
her ministry context in order to develop five major goals for the future. The student will then
begin to work through how, who, when, and what will be needed to accomplish these goals.
Building on previous work in CONCD 901 and CONCD 911, each candidate will develop an 18
month timeline for their ministry that sets the focus for their project-thesis phase of their DMIN
program.
 CONCD 971 / Theology and the Practice of Shalom (3) - (view)
This Doctor of Ministry intensive course focuses on the many nuances and facets of the inspiring
Judeo-Christian-Muslim concept of Shalom/Salaam/Peace which can mean community well-being,
health, harmony, wholeness, welfare, prosperity and peace as used by interpreters of Jeremiah 29: 7
in the Bible: Seek the shalom of the city where I have sent you into exile, and pray to the Lord on its
behalf, for in its shalom you will find your shalom. Together, we will develop a practical theology of
asset-base community development through 1) an overview of the prophetic tradition in scripture; 2)
reflecting on our own experience in community ministry, and 3) deep reading, discussion and
applied learning of the topic.

CONCD 980 / Theological Methods for Minist ry (3) - (view)
Prepares students for the Professional Project and Thesis. Introduces research tools and
methodologies appropriate for D.Min. projects. Assist sstudents in developing an initial Topic
Outline for the professional project.
Global/Online Concentration in Ministerial Leadership

LOGON 900 / Topics in Re-imagining Faith and Ministry (3) - (view)
A study of historical and theological foundations of ministry by means of particular
interpretative frameworks. Topics vary; description to be determined by D.Min. faculty. Course
may be repeated.

LOGON 901 / Apocalyptic Theology and New Millennialism (3) - (view)
A survey of historic paradigm shifts, cultural turning points and major theological transitions in
religion and society that can be interpreted eschatologically and epoch-alyptically as the end
and/or beginning of an era (e.g., the shift from scroll to codex, from codex to printed page, and
from word to sound/image). Requires critical and creative weekly online reflections on the
theological implications of the present paradigm shift (technological revolution) for ministry in
the Third Millennium. Promotes critical reflection on the ways in which technology and ministry
intersect using historical and theological methods related to eschatology.

LOGON 902 / Sound Theology: Music a Marker of Congregational Identity (3) - (view)
This course is a study of how Jesus appears in literature, art, and film, and other popular media
in America, examining how those representations have shifted and changed over the course of
time. The course will give students an understanding of how books, film, and other media
convey representations of the sacred. D.Min. students are expected to use insights from the
course to produce a social-theological study of how people in their own congregations
understand and imagine the figure of Jesus. Course may be repeated.

LOGON 910 / Ministerial Leadership in Postmodern Culture (3) - (view)
Exploration of new means of envisioning, planning and carrying out ministry in the
contemporary setting. Topics vary, description to be determined by DMIN faculty.

LOGON 911 / Christian Futuring: An Operator's Manual for the Future (3) - (view)
Provides a theological basis for pointing churches toward the future and provides an alternative
model to church planning as strategic planning. Explores common stumbling blocks ministers
and churches face as they move into the future. Provides an optimistic, postmodern "birthing"
theology that requires church transformation rather than mere stylistic tinkering, and a practical
"operator's" manual to the future.

LOGON 912 / Preaching in a Postmodern Culture: Communicating with Contemporary Audiences
(3) - (view)
Postmoderns do not "know" life like moderns "knew" the world. In postmodern culture,
knowing proceeds through imaginative leaps, loops, and lurches that come to life almost
holographically around performative metaphors. This course explores the abductive
hermeneutic that all communicators to contemporary audiences need to claim and clarify. This
abductive epistemology moves worship beyond the discussion over induction or deduction, over
theory-based or data-oriented. Knowing is not linear movement either from (deduction) or
towards (induction) propositions. We will review the multiple modes of cognition, and propose
an EPIC methodology that moves preaching into more experiential, participatory, image-rich,
and connective directions and dimensions.

LOGON 920 / Models of a Future Church (3) - (view)
A study of contemporary issues in theology, ecclesiology and ministry. Topics vary; descriptions
to be determined by D.Min. faculty. Course may be repeated.

LOGON 921 / Readings in Postmodern Ecclesiology (3) - (view)
A theological and sociological exploration of church leadership in the face of ambiguity and
adversity. Confronts the challenge of "getting engaged" in high and low context societies, as well
as the economies of design in modern vs. postmodern cultures. Includes an advance at a
selected "new paradigm" teaching church with national profile that provides on-site learning in
postmodern ecclesiology.

LOGON 922 / The Next Church: Ministry in the New World (3) - (view)
A theological and sociological exploration of new models for ministry in the contemporary
context. Students will explore how one meets the challenge of envisioning ministry in a
contemporary mix of modern and postmodern cultures without succumbing to co-optation by
those cultures. Includes an advance at a selected "new paradigm" teaching church with national
profile that provides on-site learning in postmodern ecclesiology.

LOGON 930 / Topics in Practical Theology and Postmodern Ministry (3) - (view)
A study of contemporary issues in theology and ministry. Topics vary; description to be
determined by D.Min. office. Course may be repeated.

LOGON 931 / Practical Theology: Virtual Faith and Postmodern Ministry (3) - (view)
This course aims to explore the nature of virtualization as a feature of postmodern culture with
regard to its implications on faith formation and Christian ministry in the new millennium.
Students will be introduced to the recent discussions on virtualization, including a theory that
the virtual is not the opposite of the real but a fecund and powerful mode of being that expands
the process of creation and opens up the future. Understanding the virtual as a legitimate mode
of being (along with the possible, the real, the actual), and virtualization as a change of identity
displacing the center of ontological gravity of the object, this course seeks to develop ways of
expressing and nurturing Christian formation in postmodern ministry.

LOGON 980 / Theological Methods and Practice (3) - (view)
Building on the understanding of ministry in the postmodern context, the course will introduce
students to relevant research methodologies and tools that may be employed in the Doctor of
Ministry project. Students will engage in formulating their D.Min. project using their ministerial
context. Framing the project theologically, students will begin to conceptualize the components
of the project that will enable them to address the project focus.
Worship and Spirituality Concentration

WSP 900 / Foundations in Worship and Spirituality (3) - (view)
Promotes critical reflection on ministerial leadership in the congregation through preaching,
teaching, and theological reflection. Includes a 3-day retreat/advance at teaching church or
extension site, and a follow-up session on historical and theological foundations for ministry.
Course objective: to understand the role of worship and spiritual formation in one's particular
denominational tradition and congregational history. Term project includes a written theological
portrait of one's congregational ethos.

WSP 901 / Theology of Sacrament & Story (3) - (view)
Draws on historical and theological foundations for worship and spirituality through critical
reflection on the acts of preaching, teaching, story-telling and imaginative interpretation of
Scripture. Ministerial leaders live and breathe at the intersection of stories that are secular and
sacred, human and holy. Communities of faith construct narratives that signify the traditions
that shape their ministries in healing or wounding ways. This course will explore the use of
narrative in personal identity and congregational development. Course objective: to understand
the role of worship and spiritual formation in one's particular denominational tradition and
congregational history. Term project includes a written spiritual-theological portrait of one's
"parish" (congregational or ministry context). Offered at Drew during fall term 2004.

WSP 910 / Leading in Worship and Spiritual Formation (3) - (view)
An active learning event and planning retreat for contemporary worship and ritual, focused on
practical skills and ministerial leadership development. Offered at Drew Extension Sites.

WSP 911 / Ministerial Leadership and Congregational Dynamics (3) - (view)
Explores the use of family systems theory in the analysis of the inner dynamics of the
congregation and the pastor's leadership style.

WSP 920 / Spirituality and Community (3) - (view)
Explores the classical Christian contemplative tradition in light of spiritual experience and trends
in the modern and postmodern eras, and considers new ways to appropriate ancient wisdom for
the contemporary church and community.

WSP 961 / The Varieties of Spiritual Experience (3) - (view)
In contemporary American culture, the term "spirituality" can be applied to anything and
everything: addiction recovery therapies, alternative medicine regimens, diet plans, and
financial investment strategies are labeled and marketed as spirituality options. The cultural
ethos that sustains the spirituality movement and is reflected in the phenomenon offers
opportunities and hazards for the church. This course examines the development, spread and
varieties of spirtuality in the context of postmodernity, and its import for constructive theology.
Same as: DMIN 961.

WSP 962 / Figures in Contemporary Spirituality: The Life and Work of Henri J. M. Nouwen (3) (view)
As a Dutch psychologist, contemplative theologian and Roman Catholic priest, Henri Nouwen's
shaping influence on contemporary Christian spirituality is unsurpassed. This introductory
course traces his extraordinary life---from his birth and childhood in the Netherlands, through
his academic career at Notre Dame, Yale and Harvard, to his final days at L'Arche Daybreak
Community near Toronto---and reviews many of his 40 books on spiritual life. Same as: DMIN
962.

WSP 972 / Pilgrimage: Exploring Celtic Sites with Christian Faith (3) - (view)
Celtic Christianity flourished from the fifth to the twelfth centuries in Ireland, Scotland, Wales,
Brittany and northern France. Emerging from the mists of time, Celtic spirituality continues to
resonate with many interests and concerns of contemporary Christians and seekers of faith. This
travel-study seminar will explore the rich Celtic traditions by visiting historic sites in Wales and
hearing presentations from a variety of international scholars at St. Deiniol's Library, Wales.
Celtic themes include: divine immanence, intimacy with God, soul friendship, solitude and
community, communion of the saints, and "thin places in the universe." Preparatory reading and
integrative term paper required. Same as: DMIN 972.

WSP 980 / Theological Methods and Practice (2) - (view)
Building on the understanding of ministry in the postmodern context, the course will introduce
students to relevant research methodologies and tools that may be employed in the Doctor of
Ministry project. Framing the project theologically and contextually, students begin to
conceptualize the components of the project that will enable them to address the project focus.
Worship and Spirituality Concentration

WSP 900 / Foundations in Worship and Spirituality (3) - (view)
Promotes critical reflection on ministerial leadership in the congregation through preaching,
teaching, and theological reflection. Includes a 3-day retreat/advance at teaching church or
extension site, and a follow-up session on historical and theological foundations for ministry.
Course objective: to understand the role of worship and spiritual formation in one's particular
denominational tradition and congregational history. Term project includes a written theological
portrait of one's congregational ethos.

WSP 901 / Theology of Sacrament & Story (3) - (view)
Draws on historical and theological foundations for worship and spirituality through critical
reflection on the acts of preaching, teaching, story-telling and imaginative interpretation of
Scripture. Ministerial leaders live and breathe at the intersection of stories that are secular and
sacred, human and holy. Communities of faith construct narratives that signify the traditions
that shape their ministries in healing or wounding ways. This course will explore the use of
narrative in personal identity and congregational development. Course objective: to understand
the role of worship and spiritual formation in one's particular denominational tradition and
congregational history. Term project includes a written spiritual-theological portrait of one's
"parish" (congregational or ministry context). Offered at Drew during fall term 2004.

WSP 910 / Leading in Worship and Spiritual Formation (3) - (view)
An active learning event and planning retreat for contemporary worship and ritual, focused on
practical skills and ministerial leadership development. Offered at Drew Extension Sites.

WSP 911 / Ministerial Leadership and Congregational Dynamics (3) - (view)
Explores the use of family systems theory in the analysis of the inner dynamics of the
congregation and the pastor's leadership style.

WSP 920 / Spirituality and Community (3) - (view)
Explores the classical Christian contemplative tradition in light of spiritual experience and trends
in the modern and postmodern eras, and considers new ways to appropriate ancient wisdom for
the contemporary church and community.

WSP 961 / The Varieties of Spiritual Experience (3) - (view)
In contemporary American culture, the term "spirituality" can be applied to anything and
everything: addiction recovery therapies, alternative medicine regimens, diet plans, and
financial investment strategies are labeled and marketed as spirituality options. The cultural
ethos that sustains the spirituality movement and is reflected in the phenomenon offers
opportunities and hazards for the church. This course examines the development, spread and
varieties of spirtuality in the context of postmodernity, and its import for constructive theology.
Same as: DMIN 961.

WSP 962 / Figures in Contemporary Spirituality: The Life and Work of Henri J. M. Nouwen (3) (view)
As a Dutch psychologist, contemplative theologian and Roman Catholic priest, Henri Nouwen's
shaping influence on contemporary Christian spirituality is unsurpassed. This introductory
course traces his extraordinary life---from his birth and childhood in the Netherlands, through
his academic career at Notre Dame, Yale and Harvard, to his final days at L'Arche Daybreak
Community near Toronto---and reviews many of his 40 books on spiritual life. Same as: DMIN
962.

WSP 972 / Pilgrimage: Exploring Celtic Sites with Christian Faith (3) - (view)
Celtic Christianity flourished from the fifth to the twelfth centuries in Ireland, Scotland, Wales,
Brittany and northern France. Emerging from the mists of time, Celtic spirituality continues to
resonate with many interests and concerns of contemporary Christians and seekers of faith. This
travel-study seminar will explore the rich Celtic traditions by visiting historic sites in Wales and
hearing presentations from a variety of international scholars at St. Deiniol's Library, Wales.
Celtic themes include: divine immanence, intimacy with God, soul friendship, solitude and
community, communion of the saints, and "thin places in the universe." Preparatory reading and
integrative term paper required. Same as: DMIN 972.

WSP 980 / Theological Methods and Practice (2) - (view)
Building on the understanding of ministry in the postmodern context, the course will introduce
students to relevant research methodologies and tools that may be employed in the Doctor of
Ministry project. Framing the project theologically and contextually, students begin to
conceptualize the components of the project that will enable them to address the project focus.
Environmental Ministries and Ecological Spirituality Concentration

GRC 900 / The Theology and Ecology of Common Ground (3) - (view)
Focuses on the role of camp/retreat ministry in inspiring leaders who shape society by engaging
communities and congregations in ministries of earth care and social justice as expressions of
holy common ground. Students will study biblical and theological perspectives on the link
between faith in God and loving interdependence among people and all of creation.

GRC 910 / Ministerial Leadership and Faith Formation (3) - (view)
Focuses on the role of the minister in inspiring and enabling faith formation. Students will study
biblical and theological perspectives on the role of the clergy as model, guide and director of
faith formation.

GRC 912 / SPIRITUAL FOUND.FOR SUSTAINAB AND ECOLOGICAL INITIATIVES (2) - (view)
No description is available for this course.

GRC 914 / Themes in Ministry: Pilgrimage (3) - (view)
In 2004, the ecological pilgrimage was to Guatemala Theme and location for 2007: TBA.

GRC 920 / Greening the Church: Christianity and Ecology (3) - (view)
An overview of the earth crisis and a critique of Christianity's historical relationship to the earth.
Surveys biblical and theological resources for constructive responses to this crisis.

GRC 921 / ECOLOGY AND THEOLOGY OF COMMON GROUND (3) - (view)
No description is available for this course.

GRC 930 / Biblical Foundations of Camp/Retreat Ministry (2) - (view)
An overview of the historical development and contemporary theological foundations of
camp/retreat ministry. Surveys the historical, biblical and theological development of
camp/retreat ministry.

GRC 950 / Practical Theology: Ministry of Camp/Retreat Center Management (2) - (view)
Focuses on the role of the camp/retreat leader as manager of camp program and resources in
engaging communities and congregations in ministries at camp/retreat centers. Students will
study biblical and theological perspectives on the link between faith in God, camp/retreat
ministry and administration.

GRC 980 / Theological Methods for Ministry (2) - (view)
Prepares students for the Professional Project and Thesis. Introduces research tools and
methodologies appropriate for D.Min. projects. Assists students in developing an initial topic
outline for the professional project.
Hispanic Ministry and Leadership Development Concentration

HISP 900 / Hispanic Theology, Ethics, and Ministry in the U.S.A. (3) - (view)
Explores resources for ministry in the Hispanic North American context.

HISP 901 / Ministerial Leadership and Congregational Dynamics (3) - (view)
Explores the use of family systems theory in the analysis of the inner dynamics of the
congregation and the pastor's leadership style.

HISP 902 / The Church in Social Context (3) - (view)
The Hispanic congregation as a social system in relation to the larger community and global
context is explored.

HISP 981 / Topics in the Mission of the Hispanic Church (1) - (view)
A study of contemporary issues in ministry and the larger social context that effect the Hispanic
congregation. Topics vary; description to be determined by the D.Min. office. Course may be
repeated.
PRACTICING MIND-BODY-SPIRIT HEALING FOR CONGREGATIONS AND CLERGY

MBS 951 / Biblical Faith and Family Systems Theory (3) - (view)
Builds on the potential of the counseling relationship to bring together real life human stories
with the redemptive stories of biblical faith. Engages students to develop skills in recognizing the
repetitive, "stuck" intergenerational ingredients in family systems dynamics and congruencies
with biblical concepts of sin and evil, obligation and legacy, captivity, and injustice. Encourages
students to theologize as they build models for counseling practice. Challenges students to focus
on strengths and resources of families and individuals and the facilitation of growth in mindbody-spirit wholeness. Stresses the sacramental nature of relationships and how counselors can
facilitate empowerment in counselees through growth in self-understanding and liberation from
oppressive social projections.

MBS 952 / Theories of Psychology (3) - (view)
Psychological theory is introduced through an in-depth presentation of Object Relations Theory.
The origin and development of Object Relations Theory and its clinical applications to individual,
couple, and family counseling will be covered. Other useful theories of counseling psychology,
such as Erikson Ego-Psychology, Narrative, and Internal Family Systems psychologies, will be
introduced and contrasted in an effort to better understand the relationship of the self to self,
others, and the created world. Course addresses the emerging critique of psychology as "mere
science" and the need to recognize and validate other sources of truth and explores the ways in
which gender, race, socio-economic, and other features of the social context impact pastoral
care and counseling.

MBS 953 / Theories of Family Therapy (3) - (view)
Details in depth Bowen Family Systems Theory and its applications to individual, couple, family
counseling and institutional consultation as an introduction to theories of family therapy. Covers
other family systems theories such as Structural (Minuchin), Strategic (Madanes), SymbolicExperiential (Whitaker), Contextual (Bosormenyi-Nagy), and Narrative (Freedman and Combs).
Notes common origins and suggested clinical applications and integrations of the theories.
Encourages theological critique and integrative thinking.

MBS 954 / Ethnicity in Family Therapy Assessment (3) - (view)
Details in depth Bowen Family Systems Theory and its applications to individual, couple, family
counseling and institutional consultation as an introduction to theories of family therapy. Covers
other family systems theories such as Structural (Minuchin), Strategic (Madanes), SymbolicExperiential (Whitaker), Contextual (Bosormenyi-Nagy), and Narrative (Freedman and Combs).
Notes common origins and suggested clinical applications and integrations of the theories.
Encourages theological critique and integrative thinking.

MBS 955 / Counseling Skills in Clinical Practice (3) - (view)
Engages students in learning and application of counseling skills to actual counseling cases from
their work settings and experiencing team case consultation under professional supervision
aimed at sharpening skills in establishing rapport, listening, interviewing, handling transference
and countertransference, assessment, diagnosis, clinical reasoning, intervention, and case
management within a well-defined theological and theoretical framework. Explores how to
recognize severe mental illness, use protocols for referral and evaluation, and collaborate with
physicians and clinical consultants for a multidisciplinary approach.

MBS 956 / Family Systems Interventions with Couples, Families, Groups, and Social Institutions
(3) - (view)
Develops skills in systems assessment of the relationship functioning of families, groups, and
social institutions. Introduces methods for data-gathering through charting, genograms, and
interviewing. Presents tools for assessing relationship functioning, tracking issues, recognizing
triangles, cutoffs, power imbalances and injustices, etc., and planning appropriate interventions.
Identifies intergenerational transmission, myths and legacies, recursive patterns, script
construction, and rituals and rites of passage. Structures counseling and consultation skill
practices through training films, role play, and case development.

MBS 957 / Family Crisis (3) - (view)
Presents a spectrum of literature on personal, couple, and family crisis and models for crisis
intervention. Investigates the utility of personal life crises as a vehicle for understanding the
emotional dynamics of crisis and enhancing crisis intervention skills. Employs casework on crisis
counseling.

MBS 958 / Gender, Sexuality and Wholeness (3) - (view)
Explores sexuality as a metaphor that unites physical, psychological, social, religious and political
aspects of human life in contrast to the traditional perspective that understood the five aspects
of sexuality as separate and distinct modes of analysis. Examines sexuality as a fluid layering of
interaction between those elements for each individual within their social context. Course
explores gender, sexuality, and wholeness from the perspective of object relations theory,
cultural psychoanalysis, and process theology.

MBS 959 / Use of Self and Countertransference (3) - (view)
Illustrates that counseling depends not only on knowledge of theory but also the counselor's
ability to use her or his own psyche and spirit to understand the psychological, spiritual, and
systemic dynamics involving another person or group. Explores different perspectives on using
the couselor's reactions to the dynamics in a given situation as a tool for effective interventions.

MBS 960 / Addiction and Recovery Counseling (3) - (view)
Using substance abuse as the primary clinical example of addiction, examines the nature of
addiction as a disease and how recovery from the disease is and must be a spiritual, as well as a
psychological process. Studies in-depth the 12 Steps of Alcoholics Anonymous as a spiritual
growth process and how these steps are compatible with traditional Christian spirituality.
Employs didactic presentations, group discussions, and clinical presentations, group discussions,
and clinical experiences with recovering persons who share the spirituality of their experience,
strength, and hope. Explores family/systemic dimensions of addiction.

MBS 980 / Theories and Methods for Evaluating Change in Pastoral Care and Counseling (3) (view)
This course on social science research methodologies is designed to help students plan for their
final projects. It introduces theories and methods for evaluating change that occurs as a result of
pastoral care and counseling interventions. Quasi-experimental design and unobtrusive
methods are utilized to measure this change. Students learn to enable people in their ministry
setting to become more reflective of psychosocial and spiritual dynamics, understanding how
values and history shape immediate decisions.
Pastoral Care and Counseling Concentration

MBS 901 / Psych.and Biblical Metaphors of Personal & Congregational.. (3) - (view)
This course will introduce, and explore theories that engender healthy self-care practices in both
clergy and congregation. Biblical interpretation is a concomitant to that effort; we will explore
dialogical methods of interpretation that are commensurate with the development of
wholesome community mores.

PCC 951 / Biblical Faith and Family Systems Theory (3) - (view)
Builds on the potential of the counseling relationship to bring together real life human stories
with the redemptive stories of biblical faith. Engages students to develop skills in recognizing the
repetitive, "stuck" intergenerational ingredients in family systems dynamics and congruencies
with biblical concepts of sin and evil, obligation and legacy, captivity, and injustice. Encourages
students to theologize as they build models for counseling practice. Challenges students to focus
on strengths and resources of families and individuals and the facilitation of growth in mindbody-spirit wholeness. Stresses the sacramental nature of relationships and how counselors can
facilitate empowerment in counselees through growth in self-understanding and liberation from
oppressive social projections.

PCC 952 / Theories of Psychology (3) - (view)
Psychological theory is introduced through an in-depth presentation of Object Relations Theory.
The origin and development of Object Relations Theory and its clinical applications to individual,
couple, and family counseling will be covered. Other useful theories of counseling psychology,
such as Erikson Ego-Psychology, Narrative, and Internal Family Systems psychologies, will be
introduced and contrasted in an effort to better understand the relationship of the self to self,
others, and the created world. Course addresses the emerging critique of psychology as "mere
science" and the need to recognize and validate other sources of truth and explores the ways in
which gender, race, socio-economic, and other features of the social context impact pastoral
care and counseling.

PCC 953 / Theories of Family Therapy (3) - (view)
Details in depth Bowen Family Systems Theory and its applications to individual, couple, family
counseling and institutional consultation as an introduction to theories of family therapy. Covers
other family systems theories such as Structural (Minuchin), Strategic (Madanes), SymbolicExperiential (Whitaker), Contextual (Bosormenyi-Nagy), and Narrative (Freedman and Combs).
Notes common origins and suggested clinical applications and integrations of the theories.
Encourages theological critique and integrative thinking.

PCC 954 / Ethnicity in Family Therapy Assessment (3) - (view)
Guides students in assessing the functioning of families through the lens of ethnic and cultural
awareness and familiarizes them with a variety of useful assessment tools. Develops
consciousness of how inherited cultural norms and values shape the individual's development
and affect the relationship dynamics of the family. Highlights the importance of the counselor's
own culturally conditioned biases and preferences in assessing family health and functioning,
and the need to compensate for these in planning interventions. Reviews relevant cross-cultural
literature and identifies such issues as racism, ethnocentrism, the social projection process, and
the damaging effects of the introjections of negative social norms and perceptions. Encourages
a counseling and family education approach which is inclusive, respectful of ethnic heritage, and
open to the positive learning of shared diversity.

PCC 955 / Counseling Skills in Clinical Practice (3) - (view)
Engages students in learning and application of counseling skills to actual counseling cases from
their work settings and experiencing team case consultation under professional supervision
aimed at sharpening skills in establishing rapport, listening, interviewing, handling transference
and countertransference, assessment, diagnosis, clinical reasoning, intervention, and case
management within a well-defined theological and theoretical framework. Explores how to
recognize severe mental illness, use protocols for referral and evaluation, and collaborate with
physicians and clinical consultants for a multidisciplinary approach.

PCC 956 / Family Systems Interventions with Couples, Families, Groups, and Social Institutions (3)
- (view)
Develops skills in systems assessment of the relationship functioning of families, groups, and
social institutions. Introduces methods for data-gathering through charting, genograms, and
interviewing. Presents tools for assessing relationship functioning, tracking issues, recognizing
triangles, cutoffs, power imbalances and injustices, etc., and planning appropriate interventions.
Identifies intergenerational transmission, myths and legacies, recursive patterns, script
construction, and rituals and rites of passage. Structures counseling and consultation skill
practices through training films, role play, and case development.

PCC 957 / Family Crisis (3) - (view)
Presents a spectrum of literature on personal, couple, and family crisis and models for crisis
intervention. Investigates the utility of personal life crises as a vehicle for understanding the
emotional dynamics of crisis and enhancing crisis intervention skills. Employs casework on crisis
counseling.

PCC 958 / Gender, Sexuality and Wholeness (3) - (view)
Explores sexuality as a metaphor that unites physical, psychological, social, religious and political
aspects of human life in contrast to the traditional perspective that understood the five aspects
of sexuality as separate and distinct modes of analysis. Examines sexuality as a fluid layering of
interaction between those elements for each individual within their social context. Course
explores gender, sexuality, and wholeness from the perspective of object relations theory,
cultural psychoanalysis, and process theology.

PCC 959 / Use of Self and Countertransference (3) - (view)
Illustrates that counseling depends not only on knowledge of theory but also the counselor's
ability to use her or his own psyche and spirit to understand the psychological, spiritual, and
systemic dynamics involving another person or group. Explores different perspectives on using
the couselor's reactions to the dynamics in a given situation as a tool for effective interventions.

PCC 960 / Addiction and Recovery Counseling (3) - (view)
Using substance abuse as the primary clinical example of addiction, examines the nature of
addiction as a disease and how recovery from the disease is and must be a spiritual, as well as a
psychological process. Studies in-depth the 12 Steps of Alcoholics Anonymous as a spiritual
growth process and how these steps are compatible with traditional Christian spirituality.
Employs didactic presentations, group discussions, and clinical presentations, group discussions,
and clinical experiences with recovering persons who share the spirituality of their experience,
strength, and hope. Explores family/systemic dimensions of addiction.

PCC 980 / Theories and Methods for Evaluating Change in Pastoral Care and Counseling (3) (view)
This course on social science research methodologies is designed to help students plan for their
final projects. It introduces theories and methods for evaluating change that occurs as a result of
pastoral care and counseling interventions. Quasi-experimental design and unobtrusive
methods are utilized to measure this change. Students learn to enable people in their ministry
setting to become more reflective of psychosocial and spiritual dynamics, understanding how
values and history shape immediate decisions.
General Electives

DMIN 930 / Topics in Biblical Studies (3) - (view)
A study of issues in biblical studies and ministry. Topics vary; description to be determined by
D.Min. office. Course may be repeated.

DMIN 931 / Preaching with the Old Testament (3) - (view)
A study of the various genres of texts (e.g., Prophecy, Psalms, Narratives, and Wisdom texts) in
the Old Testament and the appropriate way to utilize these texts in Christian preaching. Limited
to 15 students.

DMIN 932 / Priest, Prophet, Sage (3) - (view)
A survey of the distinctive roles within ancient Israel of the priests, the prophets, and wise
persons, with reference to their types of authority, their functions, and their ideologies; with
continual reference to these roles as they relate to leadership within the church community.

DMIN 940 / Topics in Theological Studies (3) - (view)
A study of contemporary issues in theology and ministry. Topics vary; description to be
determined by the D.Min. office. Course may be repeated.

DMIN 950 / Topics in Pastoral Theology (3) - (view)
A study of contemporary issues in pastoral theology and ministry. Topics vary; description to be
determined by D.Min. office. Course may be repeated.

DMIN 960 / Topics on Spirituality (3) - (view)
A study of contemporary issues in spirituality and ministry. Topics vary; description to be
determined by D.Min. office. Course may be repeated.

DMIN 961 / The Varieties of Spiritual Experience (3) - (view)
See Worship and Spirituality Concentration for course description. Same as: WSP 961.

DMIN 962 / Figures in Spirituality (3) - (view)
See Worship and Spirituality Concentration for course description. Same as: WSP 962.

DMIN 970 / Themes in Ministry Intensive Options (3) - (view)
A study of contemporary issues in ministry in an intensive week-long seminar setting. Topics
vary; description to be determined by D.Min. office. Course may be repeated.

DMIN 971 / Drew@Ocean Grove (3) - (view)
A theological theme will be selected annually. Offered during Summer term. Course may be
repeated.

DMIN 972 / Drew@St. Deiniol's (Wales) Pilgrimage (3) - (view)
See Worship and Spirituality Concentration for course description. Same as: WSP 972.

DMIN 973 / Drew@Lake Junaluska Seminar (3) - (view)
This course explores the understanding of the church as being on a mission where evangelism is
the lifeblood of the church. Offered during JanTerm.

DMIN 980 / Theological Methods for Ministry (3) - (view)
Prepares the student for the Professional Project and Thesis. Introduces research tools and
methodologies appropriate for D.Min. projects. Assists students in developing an initial Topic
Outline for the professional project.

DMIN 981 / Topics in the Mission of the Church in the World (3) - (view)
A study of contemporary issues in ministry and the larger social context. Topics vary; description
to be determined by D.Min. office. Course may be repeated.
Project Colloquia

DMIN 990 / Project Colloquium (3) - (view)
Fall colloquium for processing project proposals with the goal of getting the prospectus
approved before the end of the semester. It usually occurs in two 3-days sessions in midSeptember and mid-October, and usually requires revisions in November/December Graded
Pass/Unsatisfactory.

DMIN 991 / DMin Professional Project (3) - (view)
Provides academic credit for project execution and requires a one-day "report back" session in
the spring semester. Graded Pass/Unsatisfactory.

DMIN 992 / Project and Thesis Research and Writing (3) - (view)
Continuation of work on project and thesis research and writing. "Report back" sessions are
scheduled leading to approval of the first draft of the thesis. Graded Pass/Unsatisfactory.

DMIN 993 / Project Thesis Completion and Exit Interview (3) - (view)
Work on writing the final draft of the paper and exit interview. "Report back" sessions are
scheduled leading to approval of the thesis. Exit interviews are required for all students. Graded
Pass/Unsatisfactory.

LOGON 990 / Project Colloquium (3) - (view)
Colloquium work on approval for the topic outline, then prospectus (which includes plans for
the project and thesis). Development of topic outline for doctoral proposal online (September)
followed by a two-day workshop on proposal development with faculty advisers (October),
leading to a professional project and doctoral thesis. Online "report back" sessions and "cyberchats" are scheduled each semester until graduation in May of third year. Graded
Pass/Unsatisfactory.

LOGON 991 / DMin Professional Project (3) - (view)
Online Colloquium to aid in implementing and evaluating the project. Online "report back"
sessions and "cyber-chats" are scheduled during the semester. Graded Pass/Unsatisfactory.

LOGON 992 / Project Thesis Research and Writing (3) - (view)
Continuation of work on project and thesis research and writing. Online "report back" sessions
and "cyber-chats" are scheduled leading to approval of the first draft of the thesis. Graded
Pass/Unsatisfactory.

LOGON 993 / Project Thesis Completion and Exit Interview (3) - (view)
Work on writing the final draft of the paper and exit interview Online "report back" sessions and
"cyber-chats" are scheduled leading to approval of the thesis. Exit interviews are required for
Online students. Students may meet with faculty via ISDN videoconferencing compatible with
TANDBERG equipment or have the exit interview on campus. Graded Pass/Unsatisfactory.
Certification Course Courses

CERT 301 / Faith Formation and Christian Living - (view)
This course explores the biblical foundations of camp/retreat ministry and faith formation. It
includes creative strategies for reaching out and welcoming persons of the twenty-first century
into faith formation experiences; preparing intentional pathways for people to connect and
deepen their relationship with God; effective methods for teaching core elements of Christian
faith and discipleship; and providing participants and guests with opportunities to actively
practice Christian discipleship with one another and all of God's creation. Strengthening the
partnership between camp/retreat ministry, local congregations and conference ministries for
long-term faith formation and developing spiritual leaders are important aspects of this course.
The course will also cover the unique dynamics of Christian hospitality and faith formation when
hosting culturally-diverse guests and groups and those that are not church-related. Same as:
PASTH 610.

CERT 302 / The Theology and Ecology of Common Ground - (view)
This course focuses on the role of camp/retreat ministry in inspiring and training spiritual
leaders who shape society by engaging communities and congregations in ministries of earth
care and social justice as an expression of holy common ground. Students will study biblical and
theological perspectives on the link between faith in God and loving interdependence among
people and of all creation. The course further gives a basic overview of key ecological principles
and environmental concerns facing contemporary societies; studies the global social justice
aspects of the ecological crisis; explores site operational practices that establish
camp/retreat/conference centers and communities as Common Ground Centers where people
practice Christian stewardship of creation, justice and mercy; and discusses strategies for
training and involving both urban and rural leaders for Common Ground Ministries that reach
out beyond the camp/retreat site or local congregation. Same as: THEPH 329.

CERT 303 / The Ministry of Camp/Retreat Center Management - (view)
This course provides an overview of Christian camp/retreat/conference center administration
that includes: leading a mission-driven ministry; discerning shared visions and implementation;
offering Christian hospitality and hosting guest groups; selecting and developing volunteer and
paid staff; partnering with local churches, judicatory entities and other organizations; managing
food service; maintaining grounds and facilities; providing risk management and health care;
assuring the safety of children, youth, and vulnerable adults; creating and managing budgets;
marketing and public relations; office management; establishing operational standards,
procedures, and guidelines; strengthening boards and committees; spiritual nurture and
renewal of resident staff; continuing education opportunities and more.

CERT 310 / Biblical Foundations of Camp/Retreat Ministry - (view)
A survey course of the Bible with emphasis on its use as the foundation for ministry through
camps and retreats. Concepts of Christians as caretakers, the stewardship of resources and
global sustainability will inform the exploration of texts on creation, justice, covenant, and
community. Same as: BIBST 107.

CERT 311 / Developing Christian Camp/Re treat Curriculum and Events - (view)
This course will include hands-on experiences in creating and using activities, programs and
curriculum for weekend retreats and overnight and day summer camping experiences.
Participants will spend the first weekend in an adult retreat setting, focusing on retreat
leadership and then spend three days in a summer camp/retreat setting focusing on children,
youth and multi-age programs. It will also include educational theory for faith formation for all
ages. Same as: PASTH 635.

CERT 313 / Developing Environmental Education and Resources - (view)
No description is available for this course. Same as: CHSOC 479.

CERT 314 / Developing Social Justice Programs and Partnering with Ethnic Leaders and
Communities - (view)
No description is available for this course. Same as: CHSOC 480.

CERT 315 / Fundraising and Financing of Camp/Retreat Ministries - (view)
Charitable fundraising in support of the outdoor ministry programs of the various
denominations is facing increasing challenges to the previous "routine" processes by which the
extra-congregational services are funded and maintained. As congregational/parish allotments
are reduced to provide funding for more and more local interests/needs, the amounts left to
support broader service ministries are diminished. These ministries, then, are forced to develop
their own support bases and "asking techniques" in order to provide both basic services and
new initiatives. This course will offer a presentation of the basic tenets and concepts for
charitable fundraising, an investigation of the requisite elements for a successful program and
the specific techniques used in the design of a fundraising program for specific initiatives, the
"asking" process, and the specific "ask." Since the course will provide several opportunities for
the application of concepts to a specific case situation, students should come prepared with the
descriptive details (financial, population, and program descriptions) of an independent ministry
program to be used in these exercises. Same as: PASTH 551.

CERT 316 / Volunteer and Staff Hiring, Training and Supervision for Non-Profit Organizations (view)
This course will focus on the recruitment, interviewing, hiring, supervision, disciplining,
evaluating and dismissal of paid and volunteer staff. In this interactive course, students will use
their past experiences and present policies to develop new skills for their ministry of personnel
management. The theological underpinnings of Christian leadership and role modeling will be
woven into the course curriculum and classroom discussion. Amount of credit established at
time of registration. Same as: PASTH 554.