20072009
Theological School Archived
Catalog
Office of the Registrar
Drew University
2007-2009
Theological School Catalog
Student Resources
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Admissions
Academic Calendar
Costs
Financial Assistance
Academic Calendar
Summer School 2009
Mon. May 18
Mon. May 25
Mon. June 15
M.-M. June 15-July 13
Summer Term, Session I
Memorial Day, no summer classes
Summer Term, Session II
Doctor of Ministry Program
Fall Semester 2009
New students arrive, orientation begins, 4pm
Registration for new students
Classes begin
Labor day, no classes
Matriculation Service
Last day to add a semester long class without the instructor's signature.
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
Mon. Sept. 14
without a “W” (Note: No reduction in charges for any reduced load
after this date)
Tue. Aug 25
Wed. Aug 26
Mon. Aug. 31
Mon. Sept 7
Thur. Sept 10
Fri. Sept. 4
Mon. Sept. 28 Yom Kippur, no classes
M.-F. Oct. 12Reading Week, no classes
16
T.-TH. Oct.
Tipple Vosburgh Lectures
20-22
Last day to drop semester long course with a “W.” (Courses
discontinued after this date earn a grade of “U”).
Wed. Nov 25 Thanksgiving recess begins, no classes.
Mon. Nov. 30 Classes resume.
Fri . Nov. 6
Tue. Aug 25
Mon-Thurs.
Nov. 30-Dec. 3
Mon. Dec. 7
T.-F. Dec. 811
Sat. Dec. 12
Fri. Dec. 18
New students arrive, orientation begins, 4pm
Registration for Jan Term and Spring 2010 semester (Materials available
2 weeks before, clear accounts required to register.)
Last Classes Meet
Reading days, no classes.
Final Examinations begin.
All examinations and semester end
January Term 2010
Mon. Jan 4
Fri. Jan 22
January Term 2010 begins
Jan Term Courses end
Spring Semester 2010
Thurs. Jan. 21 Orientation for New Students begins 4pm
Registration/Orientation for new students, returning students not preFri. Jan. 22
registered
Classes Begin
Mon. Jan. 25
Application due for May commencement
Fri. Jan. 30 Last day to add a semester long class without instructor’s signature
Thurs. Feb. 4 Matriculation Service
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
Fri. Feb. 5
without a “W” (Note: No reduction in charges for any reduced load
after this date).
F.-F. March
Spring recess begins at 5:00 p.m.
5-12
Mon. March
Classes resume
15
Mon. March
29-Fri. April Holy week, no classes
2
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
Mon. April 5
outstanding work from previous semesters due for May candidates for
Graduation
Mon.-Thurs. Registration for the Fall 2010 term. Materials ready one week before.
Apr. 19-22 Clear financial accounts required to register.
Fri. April 30 Last classes meet
M.-W. May 3Reading days, no classes
5
Thurs. Jan. 21 Orientation for New Students begins 4pm
Th. May 6 Final Examinations begin.
Last day of final examination, semester ends. Last to submit an approved
Wed. May 12
STM Thesis.
Fri. May 14 Baccalaureate Service
Sat. May 15 Commencement 10:30 a.m.
Admissions
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Admissions
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), computerbased (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 fulltime 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 Theological Studies (M.T.S.)
The M.T.S. is a flexible degree designed to accommodate the learning objectives of the
individual student. This degree will meet the educational requirements for individuals
who hold a master's degree in a related field or professional identity who are seeking
ordination as a U.M. deacon. The M.T.S. degree requires 48 credit hours, including the
completion of a Capstone Project Seminar.
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, sixsemester 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 one-half 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
(2008–2009 Tuition Rates)
10 credits or
less
11–15
credits
$649 Students who register for less than 11 credits in a semester are
charged tuition at the per-credit rate.
$6,939 Students registered for 11–15 credits in a semester pay the fulltime 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.)
2008–2009
First Semester
Academic Year
Tuition (11-15 credits per semester)
$6,939
$13,878
Room (Double)
3,207
6,414
Board (Optional)
1,764
3,528
General Fee
270
540
Network Fee
80
160
Computer Initiative (Full Time M.Div.)
300
600
Total
$12,560
$25,120
Other Fees, Deposits and Charges
The following 2008–2009 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
90
150
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.
*(2008-2009 rate; expect 2009/2010 cost to be higher)
Explanation of Deposits, Fees, and Other Charges (2008–2009)
Tuition. Students pay $649 for each credit hour up to 11 credits. Students registered for
11 to 15 credits pay the full-time tuition fee of $6,939 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 on- and 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. Part-time 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 20092010 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 sameday 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 (1-800-722-4867), 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, workstudy, 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 on-campus 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 secondor 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 secondor 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, long-time 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, longtime 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 thirdyear 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 first-year 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 AfricanAmerican 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 three-quarters 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 (1891-1974), 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 secondyear 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 fullexpense 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
Drew-referred 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
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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 takehome 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 Procedure must be completed for the matter
to be resolved without a full hearing by an Academic Integrity Committee.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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
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 inministry 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 computerbased 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 penalty-whether 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 in-depth 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 futurist-oriented 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,
multi-disciplinary, 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.
Pastoral Care and Counseling Concentration.
Supervision Requirement. Students are required to complete 52 hours of professional
clinical supervision of their pastoral care and counseling work, spread over twenty
months of the second and third years of the program. This is to be contracted for
independently by the student and chosen supervisor. Supervisors must be qualified and
approved by the Pastoral Care and Counseling Subcommittee. (They must be supervisory
level counseling or psychotherapy professionals who have held appropriate licenses
and/or certifications for a minimum of three years. Professionals with equivalent
credentials will be considered on a case-to-case basis.)
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 $12,000 over the three-year term ($14,400
for the Pastoral Care and Counseling concentration), billable by the credit hour
($400/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. Balances exceeding $300 owed 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. To register online go to
www.drew.edu/depts/registrar.aspx?id=1811.
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
See page 119 for course descriptions.
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
Ordination
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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 fulltime 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 well-being.
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 noncredit 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.)
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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.:
84 credit hours with a grade average no less than a C (2.00).
M.A. in
Min.
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 fulltime 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. Coinoperated 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.
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 oncampus 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. Universityoperated 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 oncampus 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, synthetic-surfaced 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
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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 welldeveloped 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. Transdisciplinary 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 nonMethodist. 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 AfricanAmerican 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.
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.

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.

BIBST 169 / Religions of the Ancient Near East (3) - (view)
Study of the religions of Mesopotamia (Sumeria, Babylonia, Assyria), Egypt,
Anatolia, and Syria-Palestine (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.

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.

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 religioushistorical 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: deuteroPauline 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 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 readerresponse 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.
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 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 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 twentiethcentury 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 twentiethcentury 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 post- or extraimperial 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 self-disclosure 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 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
Daoist-Christian 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 Euro-American
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 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 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
political-religious 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 religioustheological 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, NativeAmerican, 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 African-based 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 50minute 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 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 (for-profitcenters, 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 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 self-direction.

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 postgraduation 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 post-secondary
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 cross-cultural 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 8-week (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 handson 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 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.

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 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 socialtheological 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 dataoriented. 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 onsite 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.
Pastoral Care and Counseling Concentration

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 mind-body-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), Symbolic-Experiential (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 welldefined 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 3days sessions in mid-September 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 "cyber-chats" 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.