2 0 0 3 – 2 0 0 5 C ATA L O G
THE CASPERSEN SCHOOL
O F G R A D U AT E S T U D I E S
DREW UNIVERSITY
Madison, New Jersey 07940 U.S.A.
CONTENTS
5
A LETTER
FROM THE
DEAN
7
THE CASPERSEN SCHOOL
OF
GRADUATE STUDIES
15
ADMISSIONS
19
COSTS
AND
FINANCIAL ASSISTANCE
33
STUDENT LIFE
39
COURSE LISTINGS
141
THE UNIVERSITY
149
THE REGISTER
161
ACADEMIC CALENDAR
166
INDEX
A Letter from the Dean
From the perspective of philology, the title “catalog” is a curious one. At one level (reflected
in Latin and French usage) it has the root meaning of “register” or “list.” This conveys the
Greek katalogos rather clearly. Digging more deeply, however, one comes to katalegein,
which implies picking and choosing. And so it is with the catalog you have at hand.
This is the register of faculty and programs of the Caspersen School of Graduate Studies at
Drew University. Herein are listed our course offerings. Yet graduate education at Drew is
very largely a matter of picking and choosing. Each student elects a pattern of experiences
for credit and examination that is distinctive. Chosen courses interact together in ways no
register can anticipate.
Even the course descriptions should be read as dynamic, for it is unlikely that the same
subject matter would be taught or learned in an identical fashion year after year.
The old Sears-Roebuck mail-order catalog was sometimes called a “dream book.” So in a
way is our catalog a book to stir the imagination and inspire the elective capacity of the
intellect. Our work is interdisciplinary. The divisions between the disciplines are porous.
These texts are dry bone details to be fleshed out anew by every incoming degree candidate in
vital interaction with faculty and other students.
James H. Pain
Dean,
Caspersen School of Graduate Studies
T H E C A S P E R S E N S C H O O L O F G R A D U AT E S T U D I E S
8 The Caspersen School of Graduate Studies
THE CASPERSEN SCHOOL
OF GRADUATE STUDIES
T
he Caspersen School is devoted to advanced study in the humanities. In particular, it has
developed scholarly traditions in English literature, modern history and literature, religion
and literature, religion and society, liturgical studies, theological and religious studies, Wesley
and Methodist studies, women’s studies, arts and letters, and medical humanities. Its programs
leading to the M.A., M.Litt., M.M.H., M.Phil., D.Litt., D.M.H., and Ph.D. degrees are all designed
to encourage a high concern for disciplinary interaction. Its faculty and student body represent
a wide variety of points of view, a diversity of ethnic and cultural identities, and many different
vocational pursuits.
Students who form the highly select student body are most often persons possessed of a strong
sense of the value of well-disciplined scholarly pursuit. They are sufficiently secure in their own
self-consciousness that they are able to enter into colloquy without feeling intimidated. In research,
they are able to employ diverse methods as they are appropriate to distinct academic tasks. They
are capable of doing their research without constant direction from others. In general, they are a
serious but happy lot who like their work and enjoy the camaraderie of student and faculty life.
Since 1912 graduate study has had a distinguished history at Drew. A significant part of the national and international reputation of the Theological School derived first, in fact, from the lives and
work of those who earned degrees at Drew and who later taught in graduate programs. In 1955
the Graduate School was established to take responsibility for graduate studies in religion and in
new graduate programs based upon recognized strengths of the College of Liberal Arts and
Theological School faculties, and resources of the University Library. In 1999, to honor the generous gift made by Dr. Barbara Caspersen (G’86, ’90) and Finn Caspersen, the school was renamed
the Caspersen School of Graduate Studies.
The Caspersen School of Graduate Studies 9
The founding of the Graduate School was seen as a very particular, purposeful blending of a strong
commitment to education in the humanities along with a realistic recognition that our resources
would enable us to carry on high quality work in a sharply limited number of areas. There are tasks
that we do not undertake. What we do offer is cast in an uncompromising dedication to excellence.
Students attend the Caspersen School for many reasons. Some are primarily concerned with their
own cultural enrichment. Far more see their work here as preparation for careers in teaching, ministry,
public service, human relations, or writing.
Major characteristics of the Caspersen School are its size and style. From the beginning it has determined to remain small. A small number of programs, a small faculty, and a small student body
make possible the development of close personal and scholarly ties. Style is not easy to define. The
style of the Caspersen School grows out of its patterns of tutorial and seminar instruction, its small
classes, the spirit of the Thompson Graduate Commons Room, and the vitality of the Graduate
Student Association.
The Caspersen School’s interdisciplinary rather than departmental emphasis appears at every level,
formally and informally. While in most graduate programs students concentrate their course work
and research in narrow areas of study to develop expertise in highly specialized fields, Drew’s goal
is to produce broadly educated people who have expertise in a field of thought but who are also
articulate in a range of disciplines. Thus, students from one discipline are conversant with students
and faculty from other areas.
The Graduate Student Association, with a steering committee composed of representatives from all
program areas, schedules events that are socially and intellectually interdisciplinary. Similarly, students are encouraged to cross-register for classes outside of their own areas, and it is not unusual for
a student to take a comprehensive examination in a field outside of his or her major field.
Accreditation
The Middle States Association of Colleges and Schools has accorded Drew University full accreditation, and the Theological School is accredited additionally by the Association of Theological
Schools in the United States and Canada. All University programs are accredited by the University
Senate of the United Methodist Church.
The University is a member of the American Council on Education, the Council of Graduate
Schools, the National Association of Schools and Colleges of the United Methodist Church,
Association of American Colleges, Middle States Association, National and New Jersey Associations
of Independent Colleges and Universities, Council for Advancement and Support of Education,
Association of Governing Boards of Universities and Colleges, Research and Development Council
of New Jersey, Phi Beta Kappa, and other regional and national organizations.
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, instruction in use of the library, and individual guidance
to students. The library employs an open-stack system, which permits users direct access to the collection. An online catalog is accessible to all users of the campus intranet.
10 The Caspersen School of Graduate Studies
The collection includes some 473,000 bound volumes, more than 363,000 microforms, and about
2,700 periodical subscriptions in paper form. The library also provides a wide range of electronic
resources including full-text sources and access to more than 10,000 periodical titles by way of 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 specializes in bibliographies that enables users to tap the library
resources of the whole New York-New Jersey region. Periodical holdings—American and international—span numerous subject fields. A special collection of chemistry reference materials and
periodicals, for use in conjunction with laboratories and research, is housed in the Hall of Sciences.
The library houses numerous special collections, including the University archives and the
Methodist Center. The University archives maintains selective files which document the history of
the University and its three schools. An extensive photograph collection provides researchers with
historical and current images of the University. The Methodist Center contains one of the largest
and most comprehensive collections of Methodist materials in the world and is a rich repository for
primary source documents and artifacts on religious and cultural history of England and America
in the eighteenth and nineteenth centuries.
Academic Program
The course of study in the Caspersen School includes seminars, lecture courses, tutorial work, special
lectures, colloquia, foreign language use, comprehensive examinations (Ph.D.), and a thesis or
dissertation with an oral defense. The student’s program is under the joint supervision of an
appointed faculty adviser and the dean of the Caspersen School.
As scholars-in-training, students in the Caspersen School are expected to maintain the highest
standards of academic honesty and scholarly integrity. Students are strongly advised to consult the
statements concerning academic standards and responsibilities set forth in the Regulations of the
Caspersen School which are available in the Caspersen School Dean’s Office.
Degrees Awarded 11
DEGREES AWARDED
The Master of Arts Degree
Course Requirements
Six courses (18 credits) are required for the Master of Arts degree. The normal course load for fulltime study is three courses per semester. Up to two courses of master’s degree work taken at another
institution may be counted toward the course requirements at Drew on recommendation by the
area concerned and approval by the Committee on Academic Standing and Curriculum. All
requirements for the M.A. degree must be completed within a period of five years.
Students accepted into an M.A. program on the basis of their general ability, but whose prior preparation in their fields of study is deficient, may be required to complete additional course work
preparatory to or beyond the one full year of course work at the master’s level normally required.
Language Requirements
One foreign language is required for all M.A. programs.
Thesis and Oral Examination
A thesis demonstrating the ability to organize and creatively interpret material in the major field is
required of all M.A. candidates. In all areas, an oral examination over the thesis and the student’s
program of study as a whole is required. The completed thesis must be deposited with the registrar
no later than May 1.
Translation to Ph.D. Candidacy
Students admitted to candidacy for the M.A. degree may petition their area for translation to
candidacy for the Ph.D. degree in the same area. However, this translation is neither automatic nor
guaranteed. All areas require the petitioner to be considered as a new applicant along with other
applicants. Students petitioning for the translation must have satisfied the M.A. language requirement and demonstrated superior academic ability by at least one semester of full-time course work.
12 The Caspersen School of Graduate Studies
The Terminal Master of Arts (M.A.) from Ph.D. Candidacy
A Terminal Master of Arts degree may be conferred in all areas if, in the judgment of the
Committee on Academic Standing, a student’s doctoral candidacy is no longer sustainable.
1. The student’s area may recommend to the Committee on Academic Standing and Curriculum
that the student be given terminal M.A. status.
2. The Committee on Academic Standing and Curriculum may initiate the action itself in
consultation with the area and student involved.
3. The student may request the area to recommend the action.
4. The requirements for the terminal M.A. shall be:
1) Completion of six courses with a grade point average of 3.0 or better. The thesis tutorial
(3 credits) may be included as one of these courses.
2) A successful demonstration of a scholar’s reading competence in an approved foreign
language. This condition may be modified at the discretion of the area and with the
approval of the Committee on Academic Standing and Curriculum.
3) A thesis of 50–100 pages of scholarly research.
5. Students given terminal M.A. status and/or receiving a terminal M.A. shall not be eligible
to apply for admission to a Ph.D. program in the Caspersen School.
The Master of Philosophy Degree
The degree Master of Philosophy (M.Phil.) is awarded, upon application, to candidates for the
Doctor of Philosophy degree who have completed all of the degree requirements except those relating
directly to the dissertation and have been judged qualified to proceed to the dissertation.
The Master of Philosophy degree is not a distinct degree in course. There is no candidacy for this
degree apart from matriculation in the Ph.D. program.
The Master of Letters Degree
See Master of Letters (M.Litt.), pages 116–126.
The Doctor of Letters Degree
See Doctor of Letters (D.Litt.), pages 116–126.
The Master of Medical Humanities Degree
See Master of Medical Humanities (M.M.H.), pages 127–135.
The Doctor of Medical Humanities Degree
See Doctor of Medical Humanities (D.M.H.), pages 127–135.
Degrees Awarded 13
The Doctor of Philosophy Degree
Residence Requirements
The residence requirement for the Ph.D. degree is defined as at least three years of full-time study
of which two or two-and-one-half are normally spent in course work and the third in preparation
of the dissertation. During the dissertation year, the student registers for Dissertation Research
(course number 999). Students may petition to have work taken at other institutions, accepted for
advanced standing toward the residence requirements, in accordance with the Regulations of the
Caspersen School.
Language Requirements
Two foreign languages are required in all areas except the American religion and culture track in
the theological and religious studies area.
Comprehensive Examinations
Resident study in the doctoral program leads to a series of intensive examinations in several aspects
of the field of concentration. Areas of examination vary according to the field of study. The examination subjects, chosen by the student in consultation with the faculty adviser, must be submitted,
with the endorsement of the area, through the Caspersen School office, for approval by the
Committee on Academic Standing and Curriculum well in advance of the anticipated time of writing.
Examinations are administered three times during the year—August, January, and April—and are
normally taken at the completion of the two years of residence course work.
Prospectus
Although a student may begin informal exploration of possible dissertation subjects at any time, the
prospectus is not submitted until the student has completed all the comprehensive examinations.
The student must have a constituted dissertation committee before seeking approval of the prospectus.
Dissertation
A dissertation demonstrating the student’s ability to perform and creatively interpret advanced
research is an essential requirement of the doctorate and ordinarily is done in the third full year of
residence. The student should allow at least a year of full-time work for his/her dissertation.
Dissertation Committee
A dissertation committee of three is selected by the student and the professor most likely to be the
dissertation chair. If the area approves the committee, it is sent to the dean of the Caspersen School
for final approval. The student prepares the prospectus and the dissertation in consultation with
the committee.
Final Reading and Oral Examination
The student submits three copies of the dissertation in final form to the administrative assistant, who
forwards the copies to the dissertation committee for the final reading. If the three members of the
dissertation committee agree that the dissertation is ready for examination, the administrative
assistant proceeds to make arrangements for an oral defense. If the committee does not agree that
the dissertation is ready for defense, it gives the student directions for changes. For May commencement, the deadline for submission to the committee is the last Friday of April; for October graduation,
September 15.
14 The Caspersen School of Graduate Studies
After the oral defense, the committee, by majority vote, judges the dissertation and defense as Pass
with distinction, Pass, Pass with major revisions, Fail, or final Fail.
A 350-word abstract of the dissertation is to be submitted in three copies no later than the time of
the oral defense.
Degree Conferral Requirements
For the degree to be conferred, the student must 1) submit to the Caspersen School office two
copies of the dissertation, which fully comply with the Regulations of the Caspersen School and
the “Dissertation Guidelines”; 2) sign the contract with University Microfilms for microfilming the
dissertation and including the abstract in Dissertation Abstracts; 3) pay all fees. At present, the microfilming charge is $55; the optional copyright service is $45.
Time Limits
All requirements for the Ph.D. degree must be completed within a period of seven years.
ADMISSIONS
16 The Caspersen School of Graduate Studies
ADMISSIONS
Admission Criteria for M.A., Ph.D.
A
pplication is open to those who hold a Bachelor of Arts degree or its equivalent from an
accredited institution, whose previous academic achievement has been high in quality and
broad in content, and who can furnish evidence of originality, perseverance, character,
maturity, and promise of scholarly and personal leadership. The Caspersen School welcomes applications from all qualified students.
Evaluation of an applicant’s qualifications for admission is based upon previous course work and
grade point average (determined by official transcript of all previous college and post-baccalaureate
study); a brief academic paper, essay, or written report; letters of recommendation (which comment
on the critical thinking and writing skills, the research ability, and the general suitability of the
applicant for graduate study); and a personal statement (describing the applicant’s personal and
intellectual interests that have led him/her to the proposed field of study, and what directions those
interests will take at Drew). The Graduate Record Examination (GRE) general test is required for
all applicants who are U.S. or Canadian citizens and is strongly recommended for all applicants.
Scores no older than five years are accepted.
For students whose native language is not English, recent satisfactory Test of English as a Foreign
Language (TOEFL) and Test of Written English (TWE) scores must be submitted. Scores no older
than two years are accepted. In addition, Drew will administer further testing once a student has
arrived on campus, as a diagnostic tool to determine if a student needs additional study in writing,
in speaking English, or in academic study skills.
To present a competitive application, a student should have a grade point average of 3.3 or better
overall. Students cannot be enrolled simultaneously in more than one school of the University, or
in more than one program in the Caspersen School.
Admissions 17
Admission Procedures
For the fall semester, completed applications must be received by the Office of Graduate Admissions
before the Admissions Committee deadline (February 1). Please note that the Caspersen School
uses a self-managed application that requires the applicant to gather and send in all required materials. After applications are reviewed by the Committee on Graduate Admissions in each area and
the deans, decision letters are mailed in March.
Each admitted student who intends to enroll in the Caspersen School must return a statement of Intent
to Enroll and payment of the enrollment deposit, normally within four weeks after notification of admission.
Upon receipt of a completed application, the Office of Graduate Admissions sends the appropriate
financial aid forms. A medical report made within four months preceding enrollment is required also.
To be complete, the following credentials must be submitted to the Office of Graduate Admissions
before the deadline (February 1):
1. An application for admission and a nonrefundable application fee of $45.
2. Official transcripts of all academic study beyond high school level, which should include
an indication of rank in class. These must be sent to the Office of Graduate Admissions
by institutions at which the work was completed. A final transcript must be furnished
before a student is permitted to register for courses. Records submitted in application for
admission are not returned.
3. Three letters of recommendation from academic professors or persons familiar with the
student’s academic ability and with the academic rigors of a graduate degree.
4. A personal statement in which the applicant describes his or her personal and intellectual
interests as they relate to the proposed field of study and to vocational aims. To present
a competitive application, a student should have a minimum score of 500 on both the
quantitative and verbal sections and a minimum score of 4 on the analytical writing section. For tests taken before October 2002, a student should have a minimum score of 500
on each of the three test sections.
5. An academic writing sample.
6. All students who are U.S. or Canadian citizens must submit GRE general test scores.
7. International students whose native language is not English must submit a TOEFL score
of at least 585 (paper score) or a minimum of 240 (computer exam) and a TWE score of 4.
International Applicants
International students are welcome to degree candidacy in the Caspersen School. After admission,
proof of all financial resources must be sent, because stringent financial reporting is a prerequisite
to the granting of a visa, for an entering student and family.
Applications from international students are reviewed by the Admissions Committee in the same
way as those from American students, with the additional consideration of the applicant’s ability
to use English at the graduate level, and prospects of remunerative appointment (normally in the
home country) upon completion of the degree.
International students should not plan on providing for the cost of their education through employment in the United States, other than through campus employment (which has definite limits on
amount of time and monies allowable for student employees). The Bureau of Citizenship and
Immigration Services (BCIS, formerly known as the INS) assumes that students have sufficient
resources to support themselves without off-campus employment. International students must have
the specific approval of the BCIS or the International Student Services Office, to work off campus.
18 The Caspersen School of Graduate Studies
It is the policy of Drew University that all international students in the Caspersen School are
brought into the United States under the F-1 or J-1 program. Please note that degree seeking students
are not legally allowed to study with tourist visas or F-2 status and will need to change to F-1 before
they can begin study. The choice should be made very carefully, for once the visa type has been
chosen, it is extremely difficult to change.
Students whose native language is not English must submit TOEFL and TWE scores with their
applications. Except in unusual circumstances, a TOEFL score of 585 (paper score) or 240 (computer
exam) or more is required for admission. Following diagnostic testing at Drew admitted students
may also be required to take additional English instruction (writing, speaking, study skills) during
their initial year of study, if testing at entry indicates significant deficiencies. This instruction is
administered through Drew’s English for Speakers of Other Languages (ESOL) Program, at additional cost to the student.
C O S T S A N D F I N A N C I A L A S S I S TA N C E
20 The Caspersen School of Graduate Studies
COSTS AND FINANCIAL ASSISTANCE
Tuition pays only a portion of the cost of a Drew education. Every Drew student is the beneficiary of
gifts from three major sources: endowment funds from gifts and bequests; gifts for capital investment
in land, buildings, and equipment; and annual contributions from alumni, parents, friends, businesses,
and churches.
Costs
For Medical Humanities Program (C.M.H., M.M.H., D.M.H.) costs see page 129; for Arts and Letters
Program (M.Litt., D.Litt.) costs see page 117.
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 CASPERSEN SCHOOL
2003–2004
M.A./Ph.D.
TUITION (Full Time)
(9 credit hours @ $1,437)
RESIDENTS
First
Academic
Semester
Year
$12,933
$25,866
ROOM (Double)
2,407
4,814
BOARD (Optional)
1,402
2,804
GENERAL FEE
265
NETWORK FEE
TOTAL
COMMUTERS
First
Academic
Semester
Year
$12,933
$25,866
530
265
530
80
160
80
160
$17,087
$34,174
$13,278
$26,556
Costs and Financial Assistance 21
Other Fees, Deposits and Charges
The following 2003–2004 costs are figured on an annual basis unless noted otherwise:
Enrollment deposit (all entering students) ......................................................................................$150
Housing reservation deposit (new resident students) ........................................................................250
Orientation fee (new students, fall) ..................................................................................................125
(new students, spring) ................................................................................................25
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*) ..............................................................................890
Student Health/Accident Insurance—International Students* ....................................................915
Tuition Refund Insurance (optional) (per semester) ............................................................................60
Parking permit ..................................................................................................................................75
Transcripts (new students) ..................................................................................................................25
One-day or same-day service, $10 extra per transcript
*2002/2003 rate; expect 2003/2004 costs to be higher
Explanation of Deposits, Fees, and Other Charges (2003–2004)
Tuition. Students pay $1,437 for each credit hour.
Audits. Degree candidates taking courses for credit, with the approval of the adviser and the
instructor, may audit one or more courses each semester without additional charge, provided these
audits are not entered on the student’s record (the student should not register for these unofficial
audits). When entered as a part of the student’s registration and when participation is certified by
the instructor, audited courses will be recorded on the student’s permanent record. In this instance,
students are charged at one half the normal per credit tuition rate.
Candidates not enrolled in courses for credit may informally audit courses relevant to their preparation
for the comprehensive examinations or the dissertation, in consultation with their advisers and
with the approval of the instructor. A charge of one half the normal per credit tuition rate is made
if such audits are to be recorded on the permanent record. If the student registers to audit a course,
they will be charged the audit rate and the course will be entered on their record.
Spouses of full-time graduate students, with the approval of the instructor, may audit two Graduate
School courses per semester as unofficial auditors without tuition charge (the spouse should not register
for these unofficial audits). 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.
Thesis Supervision. M.A. candidates (part or full time) pay regular tuition charges for all courses
required to earn the master’s degree. The three credit thesis tutorial, which covers the supervision
of the master’s thesis, is a required course. M.A. candidates who do not complete the thesis during
the resident year pay a “maintaining matriculation” fee of $350 per semester until they graduate,
and all students must be maintaining matriculation at the time they graduate.
Dissertation Supervision. For Ph.D. candidates, a minimum charge of one year’s tuition is made
for the supervision of the dissertation program, chargeable in the year following the student’s
completion of course and comprehensive examination requirements. Prior to the completion of
comprehensive examinations, a $350 per semester “maintaining matriculation” fee is charged for
each semester the student is not enrolled in course work. Students who do not complete the
dissertation during the dissertation year are charged $350 per semester in the program.
22 The Caspersen School of Graduate Studies
Apartment Rentals
Family-Style Housing. As available, on- and off-campus apartments are assigned for graduate
students who are married and/or who have dependent children under the age of 18 living with
them; occasionally, single students occupy family-housing units. Apartments are unfurnished.
Housing fees for the 2003–2004 academic year range from $3,066 per semester for a small
efficiency apartment to $6,518 per semester for a three-bedroom townhouse. The months of June, July,
and August are billed separately. Rates for on-campus apartments include electricity, gas, water, and
campus telephone service. Students may arrange for monthly payments with the Business Office.
Occupancy agreements for family-style housing generally begin late August and terminate June 30.
Students who expect to graduate after a fall semester may request occupancy agreements that
expire January 15.
Single-Student Housing. As available, housing for single students is assigned in Green Villa Suites
or Loantaka Houses. A single bed (35” x 80” mattress), dresser, desk, lighted carrel, and desk chair
are provided for each single student. Common areas are furnished with a dining table and chairs
and lounge furniture.
Rates for single students for the 2003–2004 academic year are $2,544 per semester for a single
room, $2,407 per semester for a double room, and $1,311 per semester for a commuter room
(access three nights per week). The months of June, July, and August are billed separately.
Students may arrange for monthly payments with the Business Office. Electricity, gas, and water
are included in the fee; students make their own arrangements for telephone service.
Occupancy agreements for single-student housing usually begin late August and end May 31.
For additional information, please see Student Life: Campus Housing, pages 35–36, or contact the
housing office at 973/408-3037.
Other Costs
Food Services. Students may establish credit for campus meals with the Business Office.
General Fee. The general fee is used to support the operation of the University Center and student
activities, including the student government, social activities, and other university-wide projects.
The fee covers the cost to each student of most student publications, admission to home athletic
contests, and most social and cultural events. The general fee also entitles the student to diagnosis
and treatment of minor illnesses at the Health Center.
Network Fee. The network fee supports 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.
Health Services, Family-in-Residence Plan. The basic General Fee covers the enrolled student
only. Students who are U.S. citizens or permanent resident aliens and who have spouses and/or
children living with them may obtain family coverage at the Health Services for an additional
annual fee. International students who have spouses and/or children living with them must obtain
family coverage through the University. In 2002–2003, the approximate cost for this insurance was
$2,500 in addition to the student health insurance cost of $915.
Student Health/Accident Insurance Plan. All full-time Drew students, excluding their families,
are automatically billed for this comprehensive medical expense insurance plan. Students may
waive this insurance by verifying other coverage with their approved insurance plan.
Costs and Financial Assistance 23
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 a waiver card.
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 students 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.
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.
Microfilm and Copyright. Under an arrangement with University Microfilms, all Ph.D. dissertations
are published in microform and the abstract is published in Dissertation Abstracts. The microfilming
and publication charge is $55. At the option of the candidate, University Microfilms will secure a
copyright on the dissertation on the candidate’s behalf for an additional charge of $45.
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.
Requests sent by facsimile machine are not usually accepted, and all transcripts must be requested at
least seven working days in advance of the date they are to be issued. There is no charge for transcripts
requested for normal processing. Transcripts requested for same-day or one-day processing carry a
charge. During a two-week period when grades are being recorded at the conclusion of a semester,
transcripts cannot be issued for currently enrolled students. Students may have unofficial transcripts
upon request, with the same regulations and fees applying.
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.
24 The Caspersen School of Graduate Studies
Payment
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 carried or mailed to the Business
Office. For the convenience of students, the university accepts Visa, MasterCard, and American Express.
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 Key Education Resources (1-800-KEY-LEND), which allows you to
spread your payments over ten monthly payments, beginning in June prior to the Fall semester.
Institutional 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).
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 dean of student life.
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 for the fall and spring semesters:
Withdrawal Date
Percentage Refund
First Week of Semester
90%
Second Week of Semester
70%
Third Week of Semester
50%
Fourth Week or more
0%
Summer semester refunds are available only during the first week of classes. 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.
Costs and Financial Assistance 25
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 are not eligible to receive a refund under the Tuition
Refund Plan will receive a prorated refunds 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.
Refund Policy for Withdrawal/Leave of Absence 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% 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:
1. 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.
2. 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)
3. 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.
4. 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:
1. 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.
2. 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.
3. 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.
26 The Caspersen School of Graduate Studies
FINANCIAL ASSISTANCE
T
he intent of Drew University’s financial assistance program is to provide assistance to eligible
full- and part-time students on the basis of demonstrated financial need and academic
achievement. Financial need is defined as the difference between the comprehensive cost of
attending Drew and the student’s ability to pay. Ability to pay is determined annually by using a
nationally applied needs analysis system. Drew’s comprehensive cost includes tuition, fees, room
and board, textbooks, travel, and personal expenses.
Students seeking financial assistance should file for aid at the time of their application for admission.
Students must fill out and submit the Free Application for Federal Student Aid (FAFSA) to the
federal student aid processor no later than February 15. The application may be filled out on-line
at www.fafsa.ed.gov. A Drew Supplemental Form must also be completed and returned to the
Office of Financial Assistance. The Committee on Financial Assistance meets monthly beginning in
mid-March to review completed applications for new students, and the FAFSA form and Drew
Supplemental Form must have been filed before any aid can be awarded.
Financial aid is offered in a combination of grants (scholarships and other nonrepayable awards),
loans (usually at lower than prevailing interest rates), and part-time employment (on and off campus).
Each financial aid package is tailored to meet the specific needs of the recipient. The grant portion
of the package can range from 35 to 100 percent of tuition. In 2002–2003 more than 80 percent
of Caspersen School students in course work received some type of grant. Loans generally range
from $1,500 to $8,500 per year, while earnings from part-time employment, both on campus
(clerical and career-related work) and off campus, may account for $1,000 to $2,500 of the total
financial aid package.
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’s account.
Costs and Financial Assistance 27
State Financial Assistance: In this catalog, only New Jersey state grant graduate student financial
aid programs are discussed. Residents of other states should inquire at their state’s Office of Student
Assistance (or its equivalent).
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
specified 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;
3. Delay in forwarding of your financial aid application materials to the U.S. Department of
Education for review.
Financial Assistance for Study Abroad Programs. Students who are interested in using state
and federal aid to cover study abroad educational expenses should contact the Office of Financial
Assistance at 973/408-3112.
International Students
International students who qualify for financial aid will find resources limited. If a student is not
an American citizen or permanent resident alien, he or she is not eligible to receive aid under any
federal program. This includes the federally funded on-campus work study program. The need-based
grants made are restricted to assisting with tuition only. All other expenses associated with study
at Drew, including room and board, books, fees, and personal expenses, must be borne by the student.
Because of the stringent financial reporting prerequisite by the Bureau of Citizenship and
Immigration Services (BCIS) (formerly the U.S. Immigration and Naturalization Service [INS]) to
the granting of a visa for prospective students and their families, students are required to submit
financial documentation, such as sponsor support forms, bank statements, or certifications from
other outside funding sources to verify all funds are available to cover the cost of attendance at
Drew for one calendar year. Part of these funds can include Drew scholarship assistance and oncampus employment if the student has been appointed to a job prior to arrival.
International students must file an International Student’s Financial Aid Application and
Declaration with the Office of Financial Assistance, as well as the Drew Supplemental Form.
Scholarships and Awards
Drew graduate scholarships are available to a number of students. The student’s academic record
determines the amount of scholarship awarded. Scholarship awards range from 35 percent of
tuition to full tuition plus stipend for full-time students. Please be aware that not all scholarships listed below are available to students in all programs.
Graduate Academic Merit Scholarships. These scholarships range from 35 to 85 percent of
first year tuition and are offered to incoming graduate students. Recipients for the scholarships are
nominated by the area faculty in consultation with the Office of Financial Assistance and the dean
of the Caspersen School. To retain the scholarship, students must be enrolled full time and shall
display meritorious progress toward the degree.
Named Merit Scholarships. Several full-tuition (with stipend at the discretion of the dean)
scholarships—the Will Herberg, Robert G. Smith, John W. Bicknell, Shirley Sugerman, Bard
Thompson, President’s, and Alumni Awards—are given to entering Caspersen School students.
Recipients for the scholarships are nominated by the area faculty in consultation with the Office of
Financial Assistance and the dean of the Caspersen School. To retain the scholarship, students must
be enrolled full time and shall display meritorious progress toward the degree.
28 The Caspersen School of Graduate Studies
Dean’s Awards. Several merit awards of 85 percent of tuition are provided to entering students,
selected by the dean for academic excellence. To retain the scholarship, students must be enrolled
full time and shall display meritorious progress toward the degree.
Outstanding International Student Awards. Two full-tuition scholarships are awarded annually to entering international students to recognize past academic performance and promise for
continued achievement in the Caspersen School. To retain the scholarship, the student must be
enrolled full time and shall display meritorious progress toward the degree.
Association of Independent Colleges and Universities in New Jersey Award (AICUNJ).
This award provides a 50 percent scholarship to all full-time employees of the member institutions
of this state-wide association of colleges. Interested applicants should contact the Office of Graduate
Admissions for the required certification form.
Outside Awards/Resources. Any funds received from sources such as civic organizations or
foundations, and other benefits, must be reported to the Office of Financial Assistance. Federal
regulations require that these awards be treated as educational resources meeting the financial aid
applicant’s need. Drew University’s policy is that such resources are used first to reduce unmet
need, then loan eligibility, the work eligibility and, only if necessary, scholarships and grants.
Teaching Assistantships, in the traditional sense, are limited at Drew. The College of Liberal Arts
has always prided itself on its small student-faculty ratio, and the need for student instructors is,
therefore, not acute. The Caspersen School does make provisions for a few teaching and research
fellowships in each program of study. Those selected for these fellowships assist professors in the
Caspersen School, Theological School, or College and serve as scholar apprentices. Fellows are
compensated modestly, and the honor of their selection is included in their papers and credentials.
Named Awards: Funding for many Drew Scholarships comes from the earnings of endowed
scholarships created by trustees, alumni/ae, and friends of the University.
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.
The Caspersen Scholarship Fund. Established in 1999 by Finn and Barbara (G’83, ’86, ’90)
Caspersen. Awarded to students in the Caspersen School of Graduate Studies who demonstrate
academic promise and financial need.
Darwin R. and Yen M. Chang Scholarship. Established in 1999 by these friends of the university
and residents of Madison, N.J. Awarded annually to a student of Chinese descent who demonstrates
good character.
Thomas H. Denman Scholarship. Established by Thomas H. Denman (C’40, T’44) to assist students
who demonstrate exceptional academic promise and have financial need.
Drew/Nepal Scholarship. Established by Robert and Marilyn (G’85, ’87) Callander and awarded
annually to a qualified student in the graduate English department as part of the continuing Drew
in Nepal program.
William Randolph Hearst Endowed Scholarship. Endowed by the Hearst Foundation in 1992
and awarded to minority doctoral candidates seeking teaching careers in higher education in the
United States.
Dr. Stanley R. Hopper Scholarship. Endowed by family, friends, and colleagues to honor the
first dean of the Graduate School. Awarded annually to a candidate in biblical studies.
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.
Costs and Financial Assistance 29
Korean Society of Caspersen School Alumni/ae Scholarship. Established by the Korean
alumni/ae of the Caspersen School of Graduate Studies in honor of James Pain. Awarded to assist
students who demonstrate exceptional academic promise and have financial need, with a preference
for Korean students.
Merrill Trust Scholarship. For United Methodist students.
Schering-Plough Scholarship in Medical Humanities. Established by the Schering-Plough
Corp. and awarded to qualified students in the medical humanities certificate, master’s and
doctoral programs.
George L. Shinn Scholarship. Endowed in 1997 by this doctoral alumnus of the class of 1992.
Awarded annually for one year to one or more students who demonstrate financial need and
outstanding promise, with preference for master’s and doctoral candidates in the medical
humanities program.
Dr. Shirley Sugerman Scholarship. Established by Dr. Sugerman G’70, affiliate associate
professor of religion, university trustee, and academic director of the Aquinas Seminar, and by
interested alumni and friends of the Caspersen School to provide scholarship assistance for students
in the Graduate School on the basis of need and ability.
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
selected Taiwanese students in any Drew school who are in good academic standing and with
financial need.
Bishop Prince A. Taylor, Jr., Scholarship in the Liturgical Studies Program. Endowed in
1997 by United Methodist Bishop Prince A. Taylor, Jr., trustee emeritus of the university. Awarded
to a deserving student in the liturgical studies program who, through commitment to ecumenical
scholarship and homiletics, demonstrates an interest in preparing pastors to engage in
Christian/non-Christian dialogue in preaching, public speaking, and teaching.
Carol and Douglas Wingeier Scholarship. Established in 1999 by Carol and Douglas Wingeier.
Awarded annually to a Ph.D. student in a religious discipline, with preference for students from
Western Samoa.
Sponsored Scholarships and Grants
Black and Hispanic North American doctoral candidates in religion who show financial need may
be eligible for scholarship support from the Fund for Theological Education, Inc. This same fund
also sponsors dissertation year fellowships for black and Hispanic North Americans. For more information, write directly to the fund at Suite 832, 475 Riverside Drive, New York, NY, 10115-0008.
The deadline for nominations is November 20 for the following academic year.
Educational Opportunity Scholar (EOS) grants are administered by the state of New Jersey
to New Jersey residents. Students who were eligible for/or participated in the EOS program as undergraduates may be awarded EOS scholarships of $2,500 per year for graduate level study and should
contact Drew’s Educational Opportunity Scholars Program.
30 The Caspersen School of Graduate Studies
Honors and Prizes
Helen LePage and William Hale Chamberlain Prize. Awarded annually by Dr. Joan
Engelsman G’77 for the Ph.D. dissertation that is singularly distinguished by creative thought and
excellent prose style.
The Robert B. Chapman Prize. Established by friends and former students in honor of former
English Professor Chapman’s significant contributions to the development and success of the
Caspersen School’s Arts and Letters program. The prize is given to the D.Litt. dissertation that is
singularly distinguished by creative thought and excellent prose style.
Edwards-Mercer Award. Established in 1998 by Juanita Edwards-Mercer in memory of
Mrs. Edwards-Mercer’s mother, Alpha Duncan Edwards. Awarded annually on the basis of need to
a deserving doctoral student in the Caspersen School to support travel for Ph.D. dissertation
research in the areas of religious studies.
Michael Ellis Prize. Endowed by Michael Ellis in 1991, awarded for the best M.A. thesis in the
field of English literature.
Paul and Yasuko Grosjean Prize. Awarded to an international student whose native language
is not English and who has excelled in achieving his or her degree.
Ralph R. and Ruth K. Johnson Shakespeare Prize. Endowed in 1998 by the family, friends,
colleagues, and former students of this beloved professor emeritus of speech and dramatics and his
wife, in celebration of their lifelong nurture of esteem for Shakespeare’s work. Awarded annually
to an undergraduate or graduate student demonstrating appreciation for and outstanding achievement in the study of Shakespeare’s plays.
Mary Pennywitt Lester Dissertation Prize. Endowed in 2001 by Mary Pennywitt Lester
(G’78). Awarded to an outstanding dissertation written in English literature or modern history and
literature.
John R. Mulder Prize. Established in 1992 by Geraldine Horowitz (G’91, ’92). Awarded annually
to the student who writes the best comprehensive examinations of the past year. The award allows
the student to order books to be used for his/her dissertation research and then added to the library
collection.
Evelyn Jacobs Ortner Prize. Awarded annually by Evelyn Ortner to a family woman who is
excelling in the Caspersen School program.
Rabbi Dr. Sheldon J. Weltman Prize for Excellence in Biblical Studies. Endowed in 1992
by the estate of Rabbi Weltman (G’80, ’90). Awarded for the best thesis or dissertation in biblical studies.
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.
Loans
United Methodist loans frequently are available to students through the United Methodist
Conferences and the Board of Education of the United Methodist Church. Applications to the
United Methodist Church are made through the Office of Financial Assistance, after the student is
in residence and has demonstrated a high quality of academic work.
The Federal Family Education Loan Program and the Federal Perkins Loan Program provide need-based federal student loans that require repayment and have favorable interest rates and
a generous repayment period, beginning after enrollment ends. Additional information is available
in the Office of Financial Assistance.
Costs and Financial Assistance 31
The Federal Perkins Loan is offered to students who have significant need on a funds-available
basis. The interest rate during repayment is 5 percent, and aggregate borrowing is limited to a total
of $18,000 for graduate/professional study (including all undergraduate loans). This loan is awarded as part of a financial aid package by the Office of Financial Assistance.
The Federal Subsidized Stafford Loan is up to the amount of need, but not more than $8,500
per year for graduate/professional students. Cumulative borrowing limits are $65,500 for graduate/ professional study (including all undergraduate loans). Interest is paid by the federal government until six months after the student graduates, withdraws, or drops below half-time status.
Unsubsidized Federal Stafford Loans for Middle-Income Borrowers are available for the
first time. Loan amounts are minus any loan amount received under the Subsidized Federal
Stafford Loan program, and the annual loan limit is $10,000.
Part-Time Employment
Graduate 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 Work-Study and Community Service 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.
A number of other campus-based, part-time employment opportunities are available to graduate
students through the Office of Student Employment. In addition, a variety of off-campus employment
opportunities may be available through the Career Center.
The Federal Immigration and Control Act of 1986 requires Drew to certify identity and determine
eligibility of every employee, including students who work at Drew or in a Drew-referred job.
Therefore, all students who work at Drew (and/or their spouses who work) must file in advance
of their employment an I-9 form with the Student Employment Office.
Financial Assistance Academic Progress Policy
Students must be making qualitative and quantitative academic progress to maintain financial
assistance eligibility.
Qualitative Progress: Students who are subject to academic review (see Academic Standards) are
also subject to financial assistance review. Students must maintain at least a 3.0 grade point average
in master’s programs and a 3.1 G.P.A. in doctoral programs to remain in good academic standing.
Failure to maintain this average will result in a letter of warning in the first semester after the average
fails to meet the standard. Continued failure to attain the minimum G.P.A. can result in academic
probation, awarding of a terminal M.A. in the case of doctoral students, or termination from the
program.
Quantitative Progress: Students must maintain full-time status to be eligible for financial assistance.
Students carrying two courses per semester are eligible for reduced financial assistance. Students
carrying one course per semester are not eligible for financial assistance. For a detailed description
of the Caspersen School’s Quantitative Progress policy, please refer to the Regulations of the
Caspersen School, which are available in the Caspersen School Dean’s Office.
Appeals: Appeals of decisions made by the Committee on Academic Standing and Curriculum
must be made in writing by the student to the committee or to the dean of the Caspersen School.
STUDENT LIFE
34 The Caspersen School of Graduate Studies
STUDENT LIFE
D
rew’s campus offers tranquillity and intellectual excitement. Its location in the New York
metropolitan area offers almost unlimited intellectual, cultural, and social resources.
Formally, students express their interests through the Graduate Student Association, which
is chaired by an elected convener and has as representatives members of each major Caspersen
School area, plus at-large elected representatives. Additionally, students hold membership on
virtually every Caspersen School and many university committees.
The interdisciplinary character of the Caspersen School carries over into the life of the community.
Students have common intellectual ground, and proximity enables them to maintain a society of
conviviality and mutual interest, which extends to members of the faculty. Caspersen School students
in all disciplines know each other socially, with intellectual exchange as the basis of campus life.
The Caspersen School does not offer a highly organized program of social life, but there are planned
occasions when students and spouses get together. Separate areas hold parties, colloquia, and
discussion forums throughout the year. Because so many Caspersen School faculty and students
live either on campus or close by, many occasions for shared meals and discussions happen on a
less formal basis at faculty and student homes.
Finally, Caspersen School students are invited to participate fully in the broader life of the university.
The Drew calendar annually includes nearly 400 events open to students and the public, including
social affairs, concerts, movies, plays, athletic events, chapel services, and lectures.
Lectures, Colloquia, and Seminars
Lectures
All students are expected to attend the Caspersen School lectures and seminars as part of the
graduate program.
1. Special lectures.
2. University lectures, presented by a member of the University faculty or by visiting faculty.
3. Public lecture series.
Student Life 35
Seminars
1. Subjects related to the special lectures listed above.
2. Faculty colloquia, conducted by various members of the Caspersen School faculty and others.
3. Graduate seminars in particular departments.
Public Lectures and Symposia
Each year the Caspersen School sponsors lectures open to the general community on themes of
academic interest.
Arlo Ayres Brown Graduate Lectureship. A series endowed in memory of the sixth president
of Drew University, who served from 1929 to 1948. A scholar of major renown is invited to deliver
lectures that may subsequently be published. Past Brown lecturers include Fr. Owen Carroll,
Edmund Pellegrino, Fr. Louis Bouyer, William J. Buckley, Sui Gang, James White, Alan Binkley,
and Diane B. Obenchain.
William C. Campbell Colloquium. The Caspersen School sponsors the William C. Campbell
Colloquium in Science and Culture. This colloquium was endowed by William C. Campbell, of the
Merck Institute for Therapeutic Research, out of his concern to bridge the gap between the sciences
and the humanities. William C. Campbell is a member of the Caspersen School faculty.
Graduate Student Conference. Each year graduate students organize at least one conference for
graduate students from across the country. Recent topics have included, “Revenge, Vengeance, and
Divine Retribution,” “Utopias,” “The Inklings,” “Eugenics,” “Willa Cather’s New York,”
“Shakespeare in Performance,” “Ireland and America,” and “Book History: The Next Generation.”
Abraham Lincoln Symposium. This one-day event is held each February and focuses on topics
related to the 16th president of the United States. Recent symposia have had “Lincoln and
Washington” and “Lincoln and Women” as subjects.
Visiting Professors. From time to time the Caspersen School faculty are complemented by the
presence of visiting professors from various parts of the world. Among those who have served in
this capacity are, Neil Alexander, James White, Fr. Owen Carroll, Fr. Louis Bouyer, Russell Richey,
Jean Miller Schmidt, Steven O’Malley, Tim Macquiban, Manfred Marquardt, Christine Kinealy,
Lawrence McIntosh, and Donnchadh Ó Conaín.
Campus Housing
Graduate students are housed in several apartment complexes and houses on or bordering the campus.
On-campus housing is available to graduate students at a cost less than that of comparable
accommodations in the Madison area.
All apartment and residence hall applications are made to the housing office.
Campus housing is reserved for full-time students. The university reserves the right to limit the
length of occupancy to five years.
Incoming students receive priority in housing assignments. Married students or single parents
receive priority for being housed in one-bedroom apartments in either Wendel or Tipple Halls
(some singles may wait list for one-bedroom apartments). For families with two or more children
(families of four or more), some two- and three-bedroom apartments are available. The University
cannot guarantee the availability of such accommodations.
36 The Caspersen School of Graduate Studies
Married student housing on campus is limited to members of the immediate family only (couples,
couples with children, single parents). Relatives of students may stay on campus no more than 72
hours. Campus apartments have baths and kitchenettes; most have a living room and one bedroom; a few have two bedrooms. Please note that all on-campus apartments are unfurnished.
Additionally, residents provide their own kitchen utensils, dishes, silverware, rugs, lamps, bed
linens, blankets, towels, curtains, and other incidental furnishings.
Single student housing is furnished with a single bed (35” x 80” mattress), dresser, desk, lighted
carrel, and desk chair for each single student. Common areas for these residences are furnished
with a dining table and chairs and lounge furniture.
Coin-operated laundry facilities are available in the basements of each apartment building. Water,
gas, and electricity are provided by the University. Heavy appliances such as freezers and portable
washers and dryers may not be installed.
Apartment occupancy begins in late August and terminates June 30. Apartment rentals are available during the summer to continuing enrolled students who make appropriate arrangements with
the housing office.
No pets are permitted in any residence hall or apartment.
The University is not responsible for the property of students living in residence halls or apartments
or for property placed in the storage rooms of residence halls or apartments.
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, racquetball 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 tennis center with eight lighted courts and spectators’
gazebo. The campus itself and the Drew forest preserve are ideal places to jog or hike.
Religious Life
Because the Drew community is religiously diverse, religious activities are frequent and varied to
meet the needs and interests of the faiths represented on campus. The university chaplain, along
with campus ministers and religious advisers, oversees a variety of worship experiences and
encourages personal faith development.
Interfaith chapel services offer an opportunity to participate in worship celebrations that bring people
of differing perspectives together. The Religious Life Council is an interfaith body that includes students,
faculty, and campus ministers from several religious organizations. The council provides an opportunity
for people to get to know each other and discuss common concerns.
The following worship, study, service, and fellowship opportunities are available through the chaplain’s
office: Hillel, the Catholic Student Association, Spirituality and Social Justice Group, Habitat for
Humanity, Lutheran Campus Ministry, Muslim Gathering, Quaker Gathering, Pan-African Spirituality
Group, Canterbury Club, Inter-Varsity Christian Fellowship, and the Orthodox Christian Fellowship.
Guidance and oversight of religious life on campus is the responsibility of the Office of the University
Chaplain. The chaplain seeks to educate through spiritual leadership, community service opportunities,
and cooperative work with deans. The chaplain’s office is located in the President’s House annex.
COURSE LISTINGS
38 The Caspersen School of Graduate Studies
BIBLICAL STUDIES AREA, M.A., PH.D.
Subfields:
• Hebrew Bible: Critical Issues in Biblical Literature, or Religion in Ancient Israel: Popular and Official
• New Testament and Early Christianity
Program Description
T
he Biblical Studies programs seek to critically address a “postmodern” context, cultivating a
complex and rigorous interdisciplinarity characterized by methodological multiplicity and
theoretical eclecticism. Each program allows for a variety of critical approaches, both textual
and contextual.
The Hebrew Bible program offers two concentrations: The first is a study of critical issues in the
discipline. The focus is both on historical-critical treatments of the Bible and on more recent
theoretical and methodological developments. The second focuses on the totality of the religious
life of ancient Israel—the official and popular religious life reflected in the Bible and in the archaeological and epigraphic sources for Israel and its neighboring cultures viewed from sociological and
anthropological perspectives.
The program in New Testament and Early Christianity investigates the social and religious formation
of early Christianity in the Mediterranean world, from Christian beginnings in the first century to
the church’s institutional establishment in the fourth century. Attention is given to such issues as
religious traditions and intertextuality, religious syncretism, power and authority, gender and
sexuality, martyrdom and asceticism, diversity and identity, heterodoxy, heresiology and the
formation of normative Christianity, utilizing both historical methods and literary approaches.
Biblical Studies Area 39
Both programs affirm that the wider understanding of ancient religious practice and belief is pertinent
to a comprehension of the pluralistic religious world of the present. Thus, a historical analysis of
ancient religious pluralism is appropriately combined with explorations of contemporary literary
interpretive practices that, likewise, seek to uncover traces of difference, expose contestations of
power, and surface suppressed voices within the ancient texts. Postcolonial theory dialogues with
the political history of empire and colonialism. The history of sexuality informs readings of ancient
texts. Gender, class, race, and ethnicity are explored through the lenses of anthropology and sociology
as well as ideology critique and discourse analysis. Histories of culture dialogue with cultural studies.
Histories of literature are wedded to literary theories, and literary theories incite innovative
literary practices.
Summary of Degree Requirements
M.A.
One year of full-time course work (6 courses; 18 credits) with a G.P.A. of at least 3.0, proficiency
(determined by examination) in one research language (in addition to English), a thesis with an
oral examination, deposit of one copy of the thesis with the Caspersen School office, payment of
all University bills and fees. All requirements for the M.A. degree must be completed within a period
of five years.
Ph.D.
Two years of full-time course work (12 courses; 36 credits) with a G.P.A. of at least 3.1, proficiency
(determined by examination) in two research languages (in addition to English), comprehensive
examinations, and a dissertation and oral defense, deposit of two copies of the dissertation with the
Caspersen School office, payment of all University bills and fees. All requirements for the Ph.D.
degree must be completed within a period of seven years.
Students in the Hebrew Bible program must demonstrate competency in biblical Hebrew, determined
by examination, before beginning the second year of course work. For the program in New
Testament and early Christianity, a working knowledge of New Testament Greek is required for
entrance, and broader competency in Hellenistic Greek must be demonstrated by examination
before completion of the program. Additional languages (e.g., Coptic, Latin) may be necessary for
advanced research.
Course Offerings
Student course selection will be guided in part by the concentration selected, though all courses are
open to graduate students in Biblical Studies. For the courses listed, some are offered in alternate
years (as noted); others are offered on a three-year cycle. Credit hours granted for successful completion of a course are listed in parentheses following the course titles. For instance, (3) indicates
three credits per semester. Courses intended more for Theological School students may be elected
by Caspersen School students, with supplemental requirements.
BIBST 180/Gender and Sexuality in the Bible (3)
Study of gender and sexuality in selected texts from the Old and/or New Testaments. Engages with
the interdisciplinary field of gender studies, including such areas as feminist theory and criticism,
masculinity studies, lesbian and gay studies, and the history of sexuality. Special attention is given
to such topics as gendered representations of God, male and female roles and relationships, and
homoeroticism. Signature of instructor required for registration. Same as: COMFE 180.
40 The Caspersen School of Graduate Studies
BIBST 718/The Bible and Postmodernism (3)
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.
BIBST 719/Methods of Biblical Interpretation (3)
An advanced introduction to some of the principal methodologies that have been employed in the
critical study of biblical literature, especially biblical narrative, ranging from traditional methodologies,
such as source criticism, form criticism and redaction criticism, to new methodologies, such as feminist criticism and poststructuralist criticism. Signature of instructor required for registration.
BIBST 725/Late Ancient Judaism (3)
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. Same as: CHIST 298.
BIBST 727/The Bible and the Body (3)
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.
BIBST 737/The Bible, Colonialism, and Postcolonialism (3)
Using the resources of postcolonial theory, 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.
Hebrew Bible and Ancient Israel
BIBST 165/Topics in Old Testament Theology (3)
Studies in the theological themes and paradigms of the Old Testament and in issues involved in
theological interpretation. Subjects vary. Course may be repeated.
BIBST 167/Archaeological Perspectives on Religion in Ancient Israel (3)
Study of the religious practices in Palestine, as presented by architecture, artifacts, and texts.
Emphasis is on the archaeological evidence primary to understanding the variety and actuality of
religion and cult in ancient Israel. Signature of instructor required for registration.
BIBST 701/Critical Problems in the Study of the Old Testament (3)
A study of critical issues in contemporary research. Topics vary. Course may be repeated. Signature
of instructor required for registration.
BIBST 705/Hebrew Syntax (3)
This course is designed to expand the student’s ability to read Heberw in context, with a focus on
the syntax of the language. Reading knowledge of Hebrew required. Signature of instructor required
for registration.
Biblical Studies Area 41
BIBST 710/Law and Ethics in Ancient Israel (3)
A study of Israelite faith and its expression in the legal collections of the Pentateuch; the Josianic
and post-exile reforms. Signature of instructor required for registration. Same as: COMFE 710.
BIBST 711/Hebrew Prophets (3)
A study of the authority, role, and message of the Hebrew prophets. Topics vary. Signature of instructor required for registration.
BIBST 712/Kings, Priests, Families, Women: Official and Popular Religion in Ancient Israel (3)
Taken together, Biblical, archaeological, and inscriptional sources allow us to study the full range
of religious practice in ancient Israel. This practice includes both that officially supported by the
court (Yahweh, Baal, and, probably, Asherah) and the temple priesthoods (Yahweh and Baal), and
the popular practices engaged in by all, especially those focused on the family and the particular
practices of women. Course may be repeated. Signature of instructor required for registration.
BIBST 726/Gender, Difference, and Election in Israel’s Primary Story (3)
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.
BIBST 728/The Books of Samuel and the Politics of Representation (3)
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. Signature of instructor required for registration.
BIBST 735/Judging Judges (3)
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. Same as: BIBST 184.
BIBST 739/Religions of the Ancient Near East (3)
Study of the religions of Mesopotamia (Sumeria, Babylonia, Assyria), Egypt, Anatolia, and SyriaPalestine (Canaan, Aram) through analysis of literature and archaeological remains. Special attention is given to general religious questions and to the interrelationship of Israel and other ancient
Near Eastern cultures. Signature of instructor required for registration. Same as: REL 169.
New Testament and Early Christianity
BIBST 185/New Testament Theology (3)
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.
BIBST 189/The Historical Jesus (3)
The problems of the historical Jesus; representative lives of Jesus; evaluation of Synoptic material
as a source for historical knowledge of Jesus; the proclamation of Jesus in the parables and the
Sermon on the Mount. Same as: COMFE 189.
BIBST 702/Seminar in New Testament Problems (3)
A study of critical issues in contemporary research. Topics vary. Knowledge of Greek required.
Course may be repeated. Signature of instructor required for registration.
42 The Caspersen School of Graduate Studies
BIBST 703/Readings in Hellenistic Texts: Ancient Novels—Jewish, Christian, Pagan (3)
A study of the historical emergence of the novel in the pluralistic cultural context of ancient
Mediterranean peoples, double colonized by the culture of Hellenism and the empire of Rome.
Considering the effects of linguistic stylization and hybridization, irony and appropriation, the
course tracks the novel’s tendency to disrupt stable boundaries between places, times, and literary
genres and explores how perceptions of difference—measured across ethnicity, class, gender, cultic
affiliation—are sharpened even as identity is made more complex, malleable, and permeable.
Signature of instructor required for registration.
BIBST 706/Readings in Hellenistic Religious Texts (3)
The focus of this course is on key religious texts from the Hellenistic Era. Reading knowledge of
Greek required.
BIBST 709/Religions of the Hellenistic World (3)
This course explores the major religious trends, movements and factions of the Hellenistic period.
Signature of instructor required for registration.
BIBST 714/Persecution and Martyrdom in the Early Church (3)
Does anyone really know why early Christians were persecuted? We will critically evaluate the evidence
from early Christian Martyr Acts and other ancient sources.
BIBST 715/The Synoptic Gospels (3)
Form-critical and redaction-critical investigations of the Synoptic Gospels and their sources. Topics
vary. Signature of instructor required for registration. Same as: BIBST 175.
BIBST 716/Problems in Pauline Theology (3)
Exegetical investigations of problems in the interpretation of the Pauline writings. Topics vary.
Course may be repeated. Signature of instructor required for registration.
BIBST 717/Studies in the Gospel of John (3)
Exegetical investigation of the fourth Gospel and Johannine Epistles. Topics vary. Course may be
repeated. Signature of instructor required for registration.
BIBST 729/Interpretation of New Testament Writings (3)
Exegetical study of the Greek text of selected New Testament writings. Selections vary from year
to year. Course may be repeated. Signature of instructor required for registration. Prerequisite: Knowledge
of Greek required. Offering to be determined.
BIBST 731/Unveiling Revelation (3)
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 733/Christian Origins (3)
What do we know about Christian origins and how do we know it? A study of the diversity of Christian
origins, the relationship between orthodoxy and heresy, and famous figures in early Christianity.
BIBST 736/Feminist Interpretations of the Gospels(3)
Surveys critical readings of the Gospels 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 Gospels.
Biblical Studies Area 43
BIBST 738/Earliest Christianities: History and Culture (3)
A historical study fo first-and second-century Christianity in cultural context, for New Testament doctoral students and others interested. Topics covered include: Jesus and Christian origins, Christian difference and diversity, Christianity and Roman Empire, Hellenistic culture(s), Christianity and Judaism.
Signature of instructor required for registration. Prerequisite: BIBST 111 and CHIST 202 or their equivalents.
BIBST 740/James (3)
This seminar advances critical readings of The Letter of James within its socio-historical, literary and
theological context, as well as a review and critique of some of the traditional readings of James in the
history of Christianity. The letter will be studied through the lenses of liberation theologies, postcolonial perspectives, and cultural Studies.
BIBST 741/The New Testament through Non-Western Eyes (Spring 2005–Ph.D.) (3)
The focus of the seminar is global hermeneutics, via the study and critique of particular interpretations
for the New Testament coming from African, Asian and Latin American perspectives. Attention will be
given to critical approaches, issues of identity, colonialism and resistance, and the ideological contrast
with the Western world.
BIBST 742/Old Testament Exegesis (2–3)
An introduction to exegesis and interpretation of related texts: focus varies. Amount of credit established at time of registration. Course may be repeated.
CHIST 212/Theology Before Nicaea (3)
Readings of six pre-Nicene theologians (Justin, Irenaeus, Clement of Alexandria, Origen, Tertullian,
Cyprian). Major theological themes and emergent strategies of Christian self-definition are traced
throughout the readings, with attention given to local variations in the traditions of Rome, Lyons,
Alexandria, and Carthage. Signature of instructor required for registration. Prerequisite: CHIST 202 or
its equivalent.
CHIST 215/Studies in Gnosticism (3)
An exploration of an elusive, diverse, and eclectic ancient religious phenomenon, through a reading
of the heresiological sources and the Nag Hammadi corpus, in conjunction with recent scholarly
discussions that call into question not only the definition but even the usefulness of the category
of “Gnosticism.” The relation of Gnosticism to Christianity, Judaism, Platonism and their
“Scriptures” and the interpretation of Gnosticism as a culture product of “hellenism” will be among
the issues considered. Course may be repeated. Signature of instructor required for registration.
Prerequisite: CHIST 202 or its equivalent.
CHIST 230/Jews and Christians in Antiquity (3)
A study of the complex historical processes by which Christianity and Judaism were established as two
separate “religions” in the period of late antiquity. The course explores zones of conflict and dialogue,
imitation, identification, and differentiation among Jews, Christian Jews, Jewish Christians, Christians,
and others, through select readings of ancient sources and current scholarship. Signature of instructor required for registration. Prerequisite: CHIST 202.
CHIST 231/Gender and Sexuality in Ancient Christianity (3)
Readings of New Testament and other Christian texts of Mediterranean antiquity, in combination
with recent works of critical scholarship, will engage both women’s history and the history of cultural constructions of gender and sexuality, while at the same time raising broader theoretical and
theological questions regarding gender roles, sexual identities, and textual authority. Signature of
instructor required for registration. Prerequisite: BIBST 111 and CHIST 202.
44 The Caspersen School of Graduate Studies
CHIST 294/Martyrdom and Asceticism in the Early Church (3)
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 references also to Jewish an pagan literatures. Signature of instructor required for
registration. Prerequisite: CHIST 202 or its equivalent.
THRST 786/Ancient Christologies (3)
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. Same as: CHIST 292.
Cross-Disciplinary Method and Theory
BKHIS 808/Texts and Textualities: The History of Hermeneutics (3)
This course examines the history of texts for the formation of different textualities or communities
of interpretation with a double focus on an investigation of patterns of textual interpretations and
the history of hermeneutics. Participants consider the various ways texts have been formed and
informed by interpreters and by their contexts. This investigation involves, but is not limited to, the
historical study of philosophical, theological, and literary patterns of interpretations.
ENGLG 826/Literary Criticism (3)
Topics include contemporary criticism, feminist criticism, and history of literary criticism. Course may
be repeated. Signature of instructor required for registration. Offering to be determined.
HISTG 800/Historiography (3)
Concentrating on European and American intellectual historiography, this deals with the main
trends and methods in modern intellectual history as the development of intellectual history from
the 19th century to the present. Students are expected to read extensively in major works by intellectual cultural historians and give written and oral reports on their reading. Signature of instructor
required for registration. Offered first semester annually.
RLSOC 705/Introduction to Sociological Method (3)
A critique of a series of studies to understand the fundamental components of the the research process.
Looks at studies that illustrate how one develops an appropriate question for study, how one selects
a viable method for data collection and for obtaining a sample, and options for data analysis. Intended
to give students a framework for evaluating social science research, as well as for guiding the analysis
of empirical studies related to a subject that each student may want to pursue for a dissertation.
Signature of instructor required for registration.
RLSOC 729/Feminist Sociology of Religion (3)
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 contributions 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.
Biblical Studies Area 45
RLSOC 740/Psychoanalytic Process and Literary Criticism (3)
A seminar in which the proposition that all philosophical endeavors intersect in the plane of language
(Ricoeur) is examined at the point of intersection of literature and psychoanalysis. The process of
psychoanalysis, as distinguished from the body of psychoanalytic knowledge, is presented as a
hermeneutical discipline applicable to all discourse, followed by the application of this hermeneutics
in literary criticism. Signature of instructor required for registration.
RLSOC 771/Major Thinkers and Major Themes in the Sociology and Anthropology of
Religion (3)
A seminar focusing on one particular thinker or one important theme in the history of the social
scientific study of religion. Required for sociology of religion concentration. Signature of instructor
required for registration.
RLSOC 772/Anthropology of Religion (3)
An introduction to major thinkers and theories in the anthropology of religion, including, but not
limited to, the works of Smith, Tylor, Malinowski, Evans-Pritchard, Geertz, Douglas, Turner, and
Levi-Strauss. Primarily for graduate students. Signature of instructor required for registration.
RLSOC 776/Ritual Theory (3)
The history of anthropological and psychological thought concerning the structure, process, and
function of particular rituals and of ritualizing in general, including attention to the important parallels
between ritual theory and liturgical studies. Students are expected to do a limited amount of participatory observation in preparation for the final paper. Signature of instructor required for registration.
RLSOC 779/Classical Theories in the Sociology of Religion (3)
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.
RLSOC 781/Contemporary Theories in the Sociology of Religion (3)
This course aims to provide students with the background necessary to understand, a) the emergence of new sociological theories of religion in the North Atlantic countries after World War II;
b) the links between these theories and the so-called classical theories in the sociology of religion;
c) the connections between these theories and the larger field of the social-scientific study of religion;
and d) the scope and limits of such theories for the analysis of religious phenomena. Signature of
instructor required for registration.
WMSTG 710/Theory and Methodology in Women’s Studies (3)
Same as WMST 112 (see CLA catalog for description). Signature of instructor required for registration.
WMSTG 711/History of Feminist Thought (3)
Same as WMST 111 (see CLA catalog for description). Signature of instructor required for registration.
46 The Caspersen School of Graduate Studies
Internship
INTRG 900/Internship (1)
This course allows students to supplement their academic knowledge with hands-on experience
through work in their field of study. Students will put their newly acquired skill into practice to
gauge its 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 Caspersen School programs,
it is advised that students begin internships soon after arriving at Drew to obtain the maximum benefit. Successful completion of 3 credits of internship allows the student to receive Internship
Certification, which is placed on the student’s official transcript. This course can be repeated with a
new project. Signature of instructor required for registration.
Tutorial and Dissertation Year Courses
BIBST 900/Tutorial (3)
Signature of instructor required for registration. Offered in fall and spring semesters annually.
BIBST 901/Tutorial (3)
Students register for this course when BIBST 900 is taken in the same semester. Signature of instructor
required for registration. Offered in fall and spring semesters annually.
BIBST 990/M.A. Thesis Tutorial (3)
Signature of instructor required for registration. Offered in fall and spring semesters annually.
BIBST 999/Dissertation Research (9)
Offered in fall and spring semesters annually
Affiliated Courses
Many courses listed with another area are pertinent to the programs in Biblical Studies.
Note particularly the following:
ANTH 130/Folk Religion (3)
RLSOC 729/Feminist Sociology of Religion (3)
RLSOC 752/Sociology of Religion (3)
RLSOC 772/Anthropology of Religion (3)
Language Requirements
Modern foreign language preparation is expected of all applicants to the Caspersen School. All
candidates for the M.A. and Ph.D. degrees must demonstrate their competence by examination.
Language Choices
• M.A.: Either French or German.
• Ph.D.: German and one other modern language of biblical scholarship, such as French, Dutch,
Spanish, Italian, Swedish, and modern Hebrew, all of which are recognized without petition.
If another language is deemed relevant to the student’s program, the student may petition for a
substitution, which requires the recommendation of the student’s area and the approval of the
Committee on Academic Standing and Curriculum. This approval is contingent upon the availability of appropriate testing and grading resources. Basic competency in biblical Hebrew must be
shown by departmental examination, prior to beginning the second year of course work; participation in four one-hour reading tutorials is also presumed.
Biblical Studies Area 47
Language Requirement Deadlines
M.A. candidates must satisfy the language requirement as a prerequisite to the approval of a
thesis proposal.
Ph.D. candidates must pass one of the language examinations before beginning a second year of fulltime study. All language requirements must be satisfied before sitting for comprehensive examinations.
Language Testing Procedure
The student’s reading knowledge is tested by a 180-minute examination in which the student
translates a passage of approximately 400 words into English (dictionaries are permitted). A selection
of books from which the examination is taken is on reserve in the library for review by students.
Language examinations are given in September, October, January, and May. Students who are prepared should take one examination in the September in which they enter. Doctoral students should
take the other as soon as possible. Doctoral students who have passed a language examination at
another institution may petition the area to have that language satisfy the second language
requirement once they have passed the first exam at Drew. Details concerning the language
examinations and their administration are available from the Office of the Dean.
For those needing assistance in developing language competence, the Caspersen School provides a
non-credit Language Instruction Program. French and German are regularly offered. Other languages,
such as Latin and Spanish, may be offered according to demand and funding availability.
M.A. Thesis and Oral Examination
The student is to prepare a thesis demonstrating the ability to organize and interpret material creatively. The dean, upon consultation with the student and the area, appoints a thesis committee
consisting of three members of the Caspersen School faculty, one of whom is from outside the student’s area. The thesis committee receives the thesis proposal; directs, reads, and judges the thesis;
and conducts an oral examination over the thesis and the student’s program of study. The completed thesis must be deposited with the Caspersen School office no later than May 1.
All requirements for the M.A. degree must be completed within a period of five years.
Ph.D. Comprehensive Examinations
The specific content of comprehensive examinations is determined for individual students through
consultation with faculty persons in the related programs and areas.
Hebrew Bible
Four comprehensive examinations are required, one major examination (6 hours) chosen from the
first two, and three minor examinations (3 hours each):
1. Religion and culture in ancient Israel (6 hours or 3 hours)
2. The literature of the Hebrew Bible (6 hours or 3 hours)
3. Religion and culture of the ancient Near East (3 hours)
4. A topic in methodology: either (a) sociological/anthropological study of religion, as related to ancient Israel, or (b) contemporary interpretive theories and practices, related to the
Hebrew Bible (3 hours).
48 The Caspersen School of Graduate Studies
New Testament and Early Christianity
Four comprehensive examinations are required, one major examination (6 hours) chosen from the
first two, and three minor examinations (3 hours each):
1. History and formation of early Christianity (6 hours or 3 hours)
2. The New Testament writings (6 hours or 3 hours)
3. Religion and culture of the Hellenistic world (3 hours)
4. A special topic in New Testament interpretation, or in early Christianity (3 hours).
Ph.D. Dissertation
Prospectus. Although a student may begin informal exploration of possible dissertation subjects
at any time, the prospectus is not submitted until the student has completed all the comprehensive
examinations. The student must have a constituted dissertation committee before seeking approval
of the prospectus.
Dissertation Preparation. A dissertation, demonstrating the student’s ability to perform and creatively interpret advanced research, is an essential requirement of the doctorate and ordinarily is
done in the third full year of residence. The student should allow at least a year of full-time work
for his/her dissertation.
Dissertation Committee. A dissertation committee of three is selected by the student and the
professor likely to be the dissertation chair. If the area approves the committee, it is sent to the dean
of the Caspersen School for final approval. The student prepares the prospectus and the dissertation in consultation with the committee.
Final Reading and Oral Examination. The student submits three copies of the dissertation in
final form to the administrative assistant, who forwards the copies to the dissertation committee
for the final reading. If the three members of the dissertation committee agree that the dissertation
is ready for examination, the administrative assistant proceeds to make arrangements for an oral
defense. If the committee does not agree that the dissertation is ready for defense, it gives the student directions for changes.
After the oral defense, the committee, by majority vote, judges the dissertation and defense as Pass
with distinction, Pass, Pass with major revisions, Fail, or final Fail.
A 350-word abstract of the dissertation is to be submitted in three copies no later than the time of
the oral defense.
Time Limits. All requirements for the Doctor of Philosophy degree must be completed within a
period of seven years.
Degree Conferral Requirements
For May commencement, the deadline for submission of the dissertation to the administrative
assistant is the last Friday of April; for October graduation, September 15.
For the degree to be conferred, the student must 1) submit to the Caspersen School office after the
oral defense two corrected copies of the dissertation that fully comply with the “Regulations of the
Caspersen School” and the “Dissertation Guidelines”; 2) sign the contract with University
Microfilms for microfilming the dissertation and including the abstract in Dissertation Abstracts; 3)
pay all fees. At present, the microfilming charge is $55; the copyright service is $45.
English Literature Area 49
ENGLISH LITERATURE AREA, M.A., PH.D.
Program Description
G
reat literature has always existed at the heart of humanistic studies. Literary culture is one
of humanity’s most comprehensive and accessible illuminations of life. It also has ties to
many other disciplines and thus offers itself as a means of intellectual synthesis. The English
Literature program allows for both broad and specialized studies. To nurture interdisciplinary interests, the faculty encourages students to take courses in other areas of the Caspersen School; Ph.D.
candidates must write one of their comprehensive examinations in a related field.
The English Literature faculty covers most fields and periods of English and American literature,
from Middle English to 20th-century literature. The program emphasizes, however, work from the
18th through the 20th centuries. In addition, the program includes current areas of interest, such
as feminist literary studies, contemporary literary theory, and the teaching of composition.
Summary of Degree Requirements
Participation in the English Literature Colloquium, which deals with methodological and theoretical
subjects, is required of all degree candidates. Schedule to be announced.
M.A.
One year of full-time course work (6 courses; 18 credits) with a G.P.A. of at least 3.0, one foreign
language (proficiency determined by a translation test), a thesis with an oral examination, deposit
of one copy of the thesis with the Caspersen School office, payment of all University bills and fees.
All requirements for the M.A. degree must be completed within a period of five years.
50 The Caspersen School of Graduate Studies
Ph.D.
Two years of full-time course work (12 courses; 36 credits) with a G.P.A. of at least 3.1, two foreign
languages (proficiency determined by a translation test), comprehensive examinations, and a
dissertation and oral defense, deposit of two copies of the dissertation with the Caspersen School
office, payment of all University bills and fees. All requirements for the Ph.D. degree must be
completed within a period of seven years.
Course Offerings
Most of the student’s course work is done in seminars. Registration requires the instructor’s approval.
Credit hours granted for successful completion of a course are listed in parentheses following the
course titles. For instance, (3) indicates three credits per semester. Some courses are offered annually,
others over a two- or three-year period. The particular offerings for each semester are determined
by the needs of the students, the available faculty, and the requirements of the program. Frequency
is noted, whenever possible, in the course description. An updated schedule of courses is published
in advance of registration each semester.
Graduate credit is given for selected advanced courses offered in the Theological School and in the
College of Liberal Arts. Other courses in both schools can be accepted for graduate credit with the
approval of the instructor of the course, the student’s adviser, and the Committee on Academic
Standing and Curriculum.
Courses numbered 1–199 prefaced with a department designation, e.g., ENGL 127, are offered in
the College of Liberal Arts. Courses numbered in the 700s and 800s are offered in the Caspersen
School and are primarily for graduate students. Qualified students in the College of Liberal Arts or
the Theological School may take these courses under certain conditions.
The University reserves the right to cancel scheduled courses for which, in its judgment, there is
insufficient enrollment.
These courses are open to both M.A. and Ph.D. students.
ENGLG 818/Middle English Literature (3)
A study of the major genres of English literature from 1100 to 1500, including drama, allegory, and
lyric poetry. Offering to be determined. Signature of instructor required for registration.
ENGLG 819/Special Topics in Middle English Literature (3)
Intensive readings in a specific author (Chaucer, Langland), topic (Arthurian romance, Celtic legend),
or genre (drama, lyric poetry). Offering to be determined. Course may be repeated. Signature of
instructor required for registration.
ENGLG 820/17th-Century Studies (3)
Writers or topics studied vary from year to year. Offering to be determined. Course may be repeated.
Signature of instructor required for registration.
ENGLG 821/17th-Century Studies (3)
Second semester course in 17th-Century Studies. Writers or topics studied vary from year to year.
Offering to be determined. Course may be repeated. Signature of instructor required for registration.
ENGLG 822/Major American Authors (3)
A thorough reading of the work of two or three major American authors. Writers studied vary from
year to year. Offering to be determined. Signature of instructor required for registration.
English Literature Area 51
ENGLG 823/Topics in American Literature (3)
Topics vary and are announced before registration. Offering to be determined. Course may be
repeated. Signature of instructor required for registration.
ENGLG 826/Literary Criticism (3)
Topics include contemporary criticism, feminist criticism, and history of literary criticism. Offering
to be determined. Course may be repeated. Signature of instructor required for registration.
ENGLG 827/Milton Studies (3)
Topics vary and are announced before registration. Offering to be determined. Signature of instructor required for registration.
ENGLG 829/18th-Century Studies (3)
Topics vary and are announced before registration. Offering to be determined. Course may be repeated.
Signature of instructor required for registration.
ENGLG 831/19th-Century Studies (3)
Topics vary to include Romantic and Victorian authors. Offering to be determined. Signature of instructor
required for registration.
ENGLG 832/19th-Century Studies (3)
Topics vary to include Romantic and Victorian authors. Course may be repeated. Signature of instructor
required for registration.
ENGLG 834/Shakespeare (3)
An examination of about six major plays—comedy, tragedy, history, romance—accompanied by
some discussion of various critical approaches to Shakespeare. Signature of instructor required for registration.
ENGLG 837/Renaissance Studies (3)
Topics vary and are announced before registration. Offering to be determined. Signature of instructor
required for registration.
ENGLG 841/20th-Century Studies (3)
Writers or topics studied vary from year to year. Course may be repeated. Offering to be determined.
Signature of instructor required for registration.
ENGLG 842/20th-Century Studies (3)
Writers or topics studied vary from year to year. Course may be repeated. Signature of instructor
required for registration.
ENGLG 850/Theory and Practice of Teaching Composition (3)
A systematic review of research in and theories of composition, designed to provide experienced
writing teachers with the tools to analyze and strengthen their pedagogies and new teachers with
a variety of frameworks within which to locate themselves and develop effective pedagogies.
Surveys the history of composition theory and reviews the major theoretical movements in the
field today. Explores the practice of composition in light of the various composition theories.
Practices examined include textbook selection, syllabus preparation, classroom strategies, assignment design, drafts and revisions, responses to writing, peer-group editing sessions, one-to-one
conferences, computers and computer networks, and methods of evaluation. Signature of instructor
required for registration.
52 The Caspersen School of Graduate Studies
Courses Cross-Listed From
The College of Liberal Arts
The following cognate courses, offered in the College of Liberal Arts, are open to M.A. candidates only and
require supplemental work for graduate credit.
ENGLG 168/Comparative Critical Theory and Practice (3)
Various theories and critical approaches to literature, such as formalist, psychological, archetypal,
feminist, Marxist, structuralist, deconstructive, and reader-response criticism. By applying these
approaches to literary texts, students acquire a variety of critical tools and a background in critical
theory. Signature of instructor required for registration. Prerequisite: Nine credits in literature courses.
Same as: ENGL 168.
ENGLG 172/Studies in Fiction (3)
A study of selected major works of fiction, determined by the department. Course may be repeated.
Enrollment limit: Open to a maximum of 15 students. Signature of instructor required for registration.
Offered annually. Same as: ENGL 172.
ENGLG 173/Studies in Poetry or Drama (3)
Topics vary from year to year as the department may direct. Course may be repeated. Enrollment
limit: Open to a maximum of 15 students. Signature of instructor required for registration. Offered
annually. Same as: ENGL 173.
ENGLG 174/Advanced Literary Studies: Seminar (3)
An intensive study of a major figure, theme, problem, or literary genre. The topic varies from year
to year. Open for graduate credit to M.A. candidates only. Course may be repeated. Enrollment
limit: Open to a maximum of 15 students. Signature of instructor required for registration. Offered
annually. Same as: ENGL 174.
ENGLG 176/Shakespeare Seminar (3)
An intensive study of about five major plays. Designed primarily for students majoring in English
and others approved by the instructor. Open for graduate credit to M.A. candidates only.
Enrollment limit: Open to a maximum of 15 students. Signature of instructor required for registration.
Prerequisite: ENGL 133 or permission of the instructor. Offered second semester annually. Same
as: ENGL 176.
Internship
INTRG 900/Internship (1)
This course allows students to supplement their academic knowledge with hands-on experience
through work in their field of study. Students will put theory into practice to gauge its 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 Caspersen School programs, it is advised that students
begin internships soon after arriving at Drew to obtain the maximum benefit. Successful completion
of 3 credits of internship allows the student to receive Internship Certification, which is placed on
the student’s official transcript. This course can be repeated with a new project. Signature of instructor
required for registration.
English Literature Area 53
Tutorial and Dissertation Year Courses
ENGLG 900/Tutorial (3)
Signature of instructor required for registration. Offered in fall and spring semesters annually.
ENGLG 901/Tutorial (3)
Signature of instructor required for registration. Offered in fall and spring semesters annually.
ENGLG 990/M.A. Thesis Tutorial (3)
Signature of instructor required for registration. Offered in fall and spring semesters annually.
ENGLG 999/Dissertation Research (9)
Offered in fall and spring semesters annually
Tutorials
In addition to the courses and seminars listed above, tutorials may be arranged with individual
faculty members in their fields of special competence: James Hala (medieval literature, English language); Sandra Jamieson (composition, American literature, ethnic literature); Wendy Kolmar
(women’s literature, feminist theory); Cassandra Laity (modernism, British literature); Neil Levi
(20th-century British and comparative literature, critical theory, Holocaust literature); Frank
Occhiogrosso (Shakespeare, American drama, Renaissance literature); Nadine Ollman (18th-century literature, women’s literature); Robert Ready (19th-century literature, literary theory); Peggy
Samuels (Milton, 17th-century British literature); Merrill M. Skaggs (American literature);
Geraldine Smith-Wright (American literature, ethnic literature).
Language Requirements
Modern foreign language preparation is expected of all applicants to the Caspersen School. All
candidates for the M.A. and Ph.D. degrees must demonstrate their competence by examination.
Language Choices
• M.A.: One of the following: French, German, Italian, Spanish, classical Greek, or classical
Latin.
• Ph.D.: Two of the following with at least one of the choices a modern language: French,
German, Italian, Spanish, classical Latin, or classical Greek.
If another language is deemed relevant to the student’s program, the student may petition for
a substitution, which requires the recommendation of the student’s area and the approval of the
Committee on Academic Standing and Curriculum. This approval is contingent upon the availability
of appropriate testing and grading resources.
Language Requirement Deadlines
M.A. candidates must satisfy the language requirement as a prerequisite to the approval of a
thesis proposal.
Ph.D. candidates must pass one of the language examinations before beginning a second year
of full-time study. All language requirements must be satisfied before sitting for comprehensive
examinations.
54 The Caspersen School of Graduate Studies
Language Testing Procedure
The student’s reading knowledge is tested by a 180-minute examination in which the student
translates a passage of approximately 400 words into English (dictionaries are permitted). The
books from which the examination is taken are on reserve in the library for review by students.
Language examinations are given in August, September, October, January, and May. Students who
are prepared should take one examination in the September in which they enter. Doctoral students
should take the other as soon as possible. Details concerning the language examinations and their
administration are available from the Office of the Dean. Doctoral students who have passed a language examination at another graduate institution may petition the area for that language to satisfy
the second language requirement once they have passed the first exam at Drew.
For those needing assistance in developing language competence, the Caspersen School provides a
non-credit Language Instruction Program. French and German are regularly offered. Other languages,
such as Latin and Spanish, may be offered according to demand and funding availability.
M.A. Thesis and Oral Examination
The student is to prepare a thesis demonstrating the ability to organize and interpret material creatively.
The dean, upon consultation with the student and the area, appoints a thesis committee consisting
of three members of the Caspersen School faculty, one of whom is from outside the student’s area.
The thesis committee receives the thesis proposal; directs, reads, and judges the thesis; and conducts
an oral examination over the thesis and the student’s program of study. The completed thesis must
be deposited with the Caspersen School office no later than May 1. All requirements for the M.A.
degree must be completed within a period of five years.
Ph.D. Comprehensive Examinations
One four-hour and four three-hour examinations are required as follows:
1. A major field.
2. A minor field. Both the major and the minor fields are chosen from such periods of
English and/or American literary history as, the 17th century, the Romantic, the 18th
century, contemporary English or American literature, the Victorian.
3. A major writer: e.g., Chaucer, Shakespeare, Milton.
4. A genre, mode, concept, or literary theory: A topic such as prose fiction, drama, satire,
comedy, irony, folklore, myth and ritual.
5. A related area: The relationship between literature in English and some other field of
study, such as art, psychology, philosophy, history, political theory, religion, and science.
Ph.D. Dissertation
Prospectus. Although a student may begin informal exploration of possible dissertation subjects
at any time, the prospectus is not submitted until the student has completed all the comprehensive
examinations. The student must have a constituted dissertation committee before seeking
approval of the prospectus.
Dissertation Preparation. A dissertation demonstrating the student’s ability to perform and creatively interpret advanced research is an essential requirement of the doctorate and ordinarily is
done in the third year of residence. The student should allow at least a year of full-time work for
his/her dissertation.
English Literature Area 55
Dissertation Committee. A dissertation committee of three is selected by the student and the
professor likely to be the dissertation chair. If the area approves the committee, it is sent to the dean
of the Caspersen School for final approval. The student prepares the prospectus and the dissertation in consultation with the committee.
Final Reading and Oral Examination. The student submits three copies of the dissertation in
final form to the administrative assistant, who forwards the copies to the dissertation committee
for the final reading. If the three members of the dissertation committee agree that the dissertation
is ready for examination, the administrative assistant proceeds to make arrangements for an oral
defense. If the committee does not agree that the dissertation is ready for defense, it gives the student directions for changes.
After the oral defense, the committee, by majority vote, judges the dissertation and defense as Pass
with distinction, Pass, Pass with major revisions, Fail, or final Fail.
A 350-word abstract of the dissertation is to be submitted in three copies no later than the time of
the oral defense.
Degree Conferral Requirements
For May commencement, the deadline for submission to the administrative assistant is the last
Friday of April; for October graduation, September 15.
For the degree to be conferred, the student must 1) submit to the Caspersen School office after the
oral defense two corrected copies of the dissertation that fully comply with the “Regulations of the
Caspersen School” and the “Dissertation Guidelines”, 2) sign the contract with University
Microfilms for microfilming the dissertation and including the abstract in Dissertation Abstracts, 3)
pay all fees. At present, the microfilming charge is $55; the copyright service is $45.
56 The Caspersen School of Graduate Studies
LITURGICAL STUDIES AREA, M.A., PH.D.
Program Description
W
orship constitutes the vital rhythm of Word and Sacrament, which, from the beginning,
has been the very pulse of the Christian church. It is in worship that faithful hearing
occurs and that doctrine takes on life. Liturgical studies have been pursued for centuries
within the Anglican, Lutheran, Orthodox, and Roman Catholic churches. The Liturgical Studies
program at Drew offers similar opportunities to Protestants of the “non-liturgical” denominations.
Rites and ceremonies of the Christian traditions are studied from theological, historical, and aesthetic
perspectives. The program is historical and theological in focus and ecumenical and pastoral in spirit
and treats homiletics as a discipline organic to worship.
The Liturgical Studies program is taught by an ecumenical faculty of liturgical scholars, composed
of members of the Drew University faculty as well as liturgical scholars in the New York metropolitan
area. The Thompson Visiting Professorship program brings a distinguished liturgical scholar to the
campus each academic year.
Summary of Degree Requirements
M.A.
One year of full-time course work (6 courses; 18 credits) with a G.P.A. of at least 3.0, one foreign
language (proficiency determined by a translation test), a thesis with an oral examination, deposit
of one copy of the thesis with the Caspersen School office, payment of all University bills and fees.
All requirements for the M.A. degree must be completed within a period of five years.
Ph.D.
Two years of full-time course work (12 courses; 36 credits) with a G.P.A. of at least 3.1, two foreign
languages (proficiency determined by a translation test), comprehensive examinations, and a dissertation
and oral defense, deposit of two copies of the dissertation with the Caspersen School office, payment
of all University bills and fees. All requirements for the Ph.D. degree must be completed within a
period of seven years.
Liturgical Studies Area 57
Course Offerings
At least half of the student’s courses must be seminars. Registration for seminars requires the
instructor’s approval.
Credit hours granted for successful completion of a course are listed in parentheses following the
course titles. For instance, (3) indicates three credits per semester. Some courses are offered annually,
others over a two- or three-year period. The particular offerings for each semester are determined
by the needs of the students, the available faculty, and the requirements of the program. Frequency
is noted, whenever possible, in the course description. An updated schedule of courses is published
in advance of registration each semester.
Graduate credit is given for selected advanced courses offered in the Theological School and in the
College of Liberal Arts. Other courses in both schools may be accepted for graduate credit with the
approval of the instructor of the course, the student’s adviser, and the Committee on Academic
Standing and Curriculum.
Courses numbered 1–199 prefaced with a department designation, e.g., ENGL 127, are offered in
the College of Liberal Arts. Courses numbered 100–699 prefaced with BIBST, CHIST, THETH,
CHSOC, or PASTH are offered in the Theological School. Courses numbered in the 700s and 800s
are offered in the Caspersen School and are primarily for graduate students. Qualified students in
the College of Liberal Arts or the Theological School may take these courses under certain conditions.
The University reserves the right to cancel scheduled courses for which, in its judgment, there is
insufficient enrollment.
Liturgical Foundation Courses
Students are required to take at least two of these courses, including LITST 700. Open only to liturgical
studies students in the M.A. and Ph.D. programs.
LITST 700/Foundations of Liturgical Studies (3)
An introduction to graduate study of liturgy, surveying all major aspects of the field, including
methods and materials. Reference and source materials and bibliography have a particular emphasis.
Required for incoming M.A. and Ph.D. students in liturgical studies. Signature of instructor required
for registration. Offered fall semester annually.
LITST 704/Liturgical Musicology (3)
An exploration of the nature and function of worship music in biblical, historical, and contemporary
contexts. Congregational, cantoral, and choral aspects of psalmody, hymnody, and service music,
together with their theological and practical implications, are the primary areas of study and
discussion. Signature of instructor required for registration.
LITST 706/Liturgical Space (3)
An intensive study of environment, art and architecture, the function of liturgical space, and the
historical development of liturgical architecture. Signature of instructor required for registration.
Offering to be determined.
LITST 708/Liturgical Time (3)
An intensive study of the liturgical articulation of time, the origin and development of feasts, fasts,
and seasons, and their pastoral implementation in calendar and lectionary. Signature of instructor
required for registration.
58 The Caspersen School of Graduate Studies
Liturgical Theology Courses
Students are required to take LITST 712 and LITST 716.
LITST 710/Theology of Liturgy (3)
This seminar explores, 1) liturgy as a theological expression of the Christian faith, and 2) theological
interpretation of the liturgical rites by churches, theologians, and that found in popular piety.
Signature of instructor required for registration. Offering to be determined.
LITST 712/Initiation (3)
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. Same as: COMFE 712.
LITST 716/Eucharist (3)
The origins of the Eucharist liturgy and its historical development in both the East and West, doctrinal
perspectives and evaluation of contemporary reformed rites and pastoral practice. Signature of
instructor required for registration.
LITST 720/Proclamation (3)
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 724/Ordination (3)
An intensive study of the development of rites of ordination of deacons, presbyters/elders in historical,
theological, and ecumenical perspective. Includes at least one field trip. Signature of instructor required
for registration. Offering to be determined.
LITST 728/Pastoral Rites (3)
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.
Liturgical History Courses
Students are required to take two of these courses, one of which must be LITST 730.
LITST 730/Early Christian Liturgies (3)
A study of the early church orders and related documents as sources for Christian worship through
the fourth century. Signature of instructor required for registration.
LITST 732/Liturgical Reformers and Movements (3)
This topics course will focus on leading liturgical reformers an the movements of which they were
a part. Course may be repeated.
LITST 734/Medieval Liturgies (3)
An introduction to the Roman rite and its source from the time of Gregory the Great (590-604
C.E.) to the end of the 15th century. Also introduces the non-Roman rites of the West and the rites
of the major religious orders, traces the significant liturgical developments within the cultural history
of the Middle Ages, and studies in detail the rites contained in the medieval liturgical sources.
Signature of instructor required for registration.
Liturgical Studies Area 59
LITST 737/Liturgies of the Western Church (3)
An introductory study of the text and cultural context of several classic liturgies from the early
church period to the 20th century. Signature of instructor required for registration. Offered in alternate
years during summer sessions. Same as: CHIST 252.
LITST 738/Reformation Liturgies (3)
An intensive study of liturgical orders produced by the various strands of the 16th-century Reformation.
Emphasizes Lutheran orders in Germany and Denmark, Reformed orders in Switzerland,
Germany, and England, and Anglican orders of the Edwardian reform and Marian exile. Features
the respective roles and influence of such leaders as Luther, Bucer, Calvin, a Lasco, and Cranmer.
Signature of instructor required for registration.
LITST 739/Modern Liturgies (3)
A study of liturgical developments in the churches of the West from the Enlightenment to the present.
Signature of instructor required for registration.
Tradition Courses
Students are required to take two of these courses.
LITST 741/Liturgical Traditions (3)
Intensive studies of the major liturgical traditions, normally offered as tutorials, chosen from the
following: African-American, Asian-American, Anglican, Hispanic, Lutheran, Jewish, Orthodox,
Reformed, Pentecostal, and Roman Catholic. Signature of instructor required for registration. Offering
to be determined.
LITST 746/Modern Roman Catholic Rites (3)
An intensive study of the Constitution on the Sacred Liturgy of Vatican II (1963) and the reformed
rites that flowed from it. Signature of instructor required for registration.
LITST 747/Eastern Liturgies (3)
A study of the origins, history, and liturgical spirit of the liturgical families of the Christian East,
with special emphasis on the methods of structural analysis and comparative liturgiology as applied
to the evolution of the eucharistic liturgy in Byzantine and other traditions. Signature of instructor
required for registration. Offering to be determined.
LITST 752/Public Worship in the Methodist Tradition (3)
An intensive study of Methodist hymnals and liturgical texts and their commentaries from Wesley’s
Sunday Service (1784) to The United Methodist Book of Worship (1992). Signature of instructor
required for registration. Offering to be determined.
Elective Courses
Additional elective courses are available in the theological and religious studies area. Courses are
selected in consultation with adviser.
LITST 722/Major Figures in Liturgical Theology (3)
A seminar focusing on one particular liturgical figure in the history of liturgical studies.
LITST 731/Liturgical Music of the Middle Ages and Renaissance (3)
This seminar explores the liturgical music of the Middle Ages and Renaissance with an emphasis
on liturgical context and analytical techniques. Students must have a background in music and be
able to analyze melodic and harmonic intervals. Signature of instructor required for registration.
60 The Caspersen School of Graduate Studies
LITST 735/Hymnology (3)
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.
LITST 749/Topics in Preaching (3)
Topics vary and are announced before registration.
LITST 750/Eastern Christianity (3)
First semester: History of the four Ancient Patriarchates and the seven separated churches of the
East until the time of the Roman Schism. Second semester: The Orthodox Church from 11th century to the present; late history of the separated churches; the uniates, Eastern dissenters, and
Protestant Oriental communities. This course is offered in conjunction with College of Liberal Arts
courses REL 27, 28. Signature of instructor required for registration.
LITST 762/Studies in Ritual and Liturgy (3)
A topics course that will examine the functions and structures of particular established Christian
rites, such as baptism, as well as emerging forms of ritual, from the perspective of anthropology,
psychology, and liturgical theology. Signature of instructor required for registration.
LITST 766/Women and Worship (3)
An examination of experiential, theological, cultural, and scriptural issues of women and worship.
Preaching, public prayer, sacramental presence, authority are explored in various traditions and
historical periods. Signature of instructor required for registration.
LOGON 735/Hymnology (3)
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 and is offered online.
PASTH 557/Music of the Judeo-Christian Tradition (3)
A study of the music of the synagogue and of the Eastern Orthodox, Roman Catholic, Anglican, Lutheran,
Reformed, and Methodist churches. No prior musical training required. Same as: MUS 39.
PASTH 566/The Arts and Liturgy (2)
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 (theatre, cinema, the visual arts, contemporary literature)
and various liturgies. Signature of instructor required for registration.
RLSOC 717/Liturgy and Ethics (3)
An exploration of the values and normative messages that are embedded in and transmitted by the
liturgical rituals of the community. The selected texts and contexts studied are drawn from the
multiform experiences of religious life and language in a multicultural world. Signature of instructor
required for registration.
Liturgical Studies Area 61
RLSOC 776/Ritual Theory (3)
The history of anthropological and psychological thought concerning the structure, process, and
function of particular rituals and of ritualizing in general, including attention to the important parallels
between ritual theory and liturgical studies. Students are expected to do a limited amount of participatory observation in preparation for the final paper. Signature of instructor required for registration.
Internship
INTRG 900/Internship (1)
This course allows students to supplement their academic knowledge with hands-on experience
through work in their field of study. Students will put theory into practice to gauge its 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 Caspersen School programs, it is advised that students
begin internships soon after arriving at Drew to obtain the maximum benefit. Successful completion of 3 credits of internship allows the student to receive Internship Certification, which is placed
on the student’s official transcript. This course can be repeated with a new project. Signature of
instructor required for registration.
Tutorial and Dissertation Year Courses
LITST 900/Tutorial (1–3)
Amount of credit established at time of registration. Signature of instructor required for registration.
Offered in fall and spring semesters annually.
LITST 901/Tutorial (1–3)
Students register for this course when LITST 900 is taken in the same semester. Amount of credit
established at time of registration. Signature of instructor required for registration. Offered in fall and
spring semesters annually.
LITST 990/M.A. Thesis Tutorial (3)
Signature of instructor required for registration. Offered in fall and spring semesters annually.
LITST 999/Dissertation Research (9)
Offered in fall and spring semesters annually.
Language Requirements
Modern foreign language preparation is expected of all applicants to the Caspersen School. All
candidates for the M.A. and Ph.D. degrees must demonstrate their competence by examination.
Language Choices
• M.A.: Either French, German, Latin, or Koine Greek.
• Ph.D.: Two of the following: French, German, Latin, or Koine Greek.
If another language is deemed relevant to the student’s program, the student may petition for a
substitution, which requires the recommendation of the student’s area and the approval of the
Committee on Academic Standing and Curriculum. This approval is contingent upon the availability of appropriate testing and grading resources.
Language Requirement Deadlines
M.A. candidates must satisfy the language requirement as a prerequisite to the approval of a
thesis proposal.
62 The Caspersen School of Graduate Studies
Ph.D. candidates must pass one of the language examinations before beginning a second year
of full-time study. All language requirements must be satisfied before sitting for comprehensive
examinations.
Language Testing Procedure
The student’s reading knowledge is tested by a 180-minute examination in which the student
translates a passage of approximately 400 words into English (dictionaries are permitted). A selection
of books from which the examination is taken is on reserve in the library for review by students.
Language examinations are given in September, October, January, and May. Students who are prepared should take one examination in the September in which they enter. Doctoral students
should take the other exam as soon as possible. Doctoral students who have passed a language
exam at another institution may petition the area to count that as qualifying for the second language
examination once they have passed the first exam at Drew. Details concerning the language
examinations and their administration are available from the Office of the Dean.
For those needing assistance in developing language competence, the Caspersen School provides a
non-credit Language Instruction Program. French and German are regularly offered. Other languages,
such as Latin and Spanish, may be offered according to demand and funding availability.
M.A. Thesis and Oral Examination
The student is to prepare a thesis demonstrating the ability to organize and interpret material
creatively. The dean, upon consultation with the student and the area, appoints a thesis committee
consisting of three members of the Caspersen School faculty, one of whom is from outside the
student’s area. The thesis committee receives the thesis proposal; directs, reads, and judges the thesis;
and conducts an oral examination over the thesis and the student’s program of study. The
completed thesis must be deposited with the Caspersen School office no later than May 1.
All requirements for the M.A. degree must be completed within a period of five years.
Ph.D. Comprehensive Examinations
Four comprehensive examinations are required, two six-hour exams and two three-hour exams:
1. Tradition: An examination of one liturgical tradition and its relationship to one other
tradition, chosen from among Anglican, Lutheran, Methodist, Orthodox, Reformed, and
Roman Catholic traditions. Six hours.
2. Problem: An examination showing critical and systematic analysis of one problem or
doctrine of current importance in liturgical studies. Six hours.
3. Period: An examination of liturgical developments in one of the following historical periods:
early Christian, Medieval, Reformation, or Modern (Enlightenment to the present). Three
hours.
4. Figure or Movement: An examination of one figure or movement of importance to liturgical
development chosen from options outside the period examination. Three hours.
Liturgical Studies Area 63
Ph.D. Dissertation
Prospectus. Although a student may begin informal exploration of possible dissertation subjects
at any time, the prospectus is not submitted until the student has completed all the comprehensive
examinations. The student must have a constituted dissertation committee before seeking approval
of the prospectus.
Dissertation Preparation. A dissertation demonstrating the student’s ability to perform and
creatively interpret advanced research is an essential requirement of the doctorate and ordinarily
is begun in the third year of residence. The student should allow at least a year of full-time work
for his/her dissertation.
Dissertation Committee. A dissertation committee of three is selected by the student and the
professor likely to be the dissertation chair. If the area approves the committee, it is sent to the dean
of the Caspersen School for final approval. The student prepares the prospectus and the dissertation
in consultation with the committee.
Final Reading and Oral Examination. The student submits three copies of the dissertation in
final form to the administrative assistant, who forwards the copies to the dissertation committee
for the final reading. If the three members of the dissertation committee agree that the dissertation
is ready for examination, the administrative assistant, proceeds to make arrangements for an oral
defense. If the committee does not agree that the dissertation is ready for defense, it gives the student
directions for changes.
After the oral defense, the committee, by majority vote, judges the dissertation and defense as Pass
with distinction, Pass, Pass with major revisions, Fail, or final Fail.
A 350-word abstract of the dissertation is to be submitted in three copies no later than the time of
the oral defense.
Degree Conferral Requirements
For May commencement, the deadline for submission to the administrative assistant is the last
Friday of April; for October graduation, September 15.
For the degree to be conferred, the student must, 1) submit to the Caspersen School office after the
oral defense two corrected copies of the dissertation that fully comply with the “Regulations of the
Caspersen School” and the “Dissertation Guidelines”, 2) sign the contract with University
Microfilms for microfilming the dissertation and including the abstract in Dissertation Abstracts, 3)
pay all fees. At present, the microfilming charge is $55; the copyright service is $45.
64 The Caspersen School of Graduate Studies
MODERN HISTORY AND LITERATURE AREA,
M.A., PH.D.
Subfields:
• Modern Intellectual and
Cultural History
• Modern English and
American Literature
• Book History
Program
Description
T
he Modern History and
Literature program offers
M.A. and Ph.D. degrees
in a shared framework of two
interdisciplinary tracks. The
modern intellectual and cultural
history program focuses on
European and American history;
the modern English and
American literature program
offers students an interdisciplinary degree in literature
with a background in cultural
and historical studies. All tracks
include courses in 18th-, 19th-,
and 20th-century history and
literature; cognate courses in
related humanities disciplines;
and cross-disciplinary joint seminars in history and English.
The program also offers an M.A. degree and a Ph.D. concentration in book history. Defined broadly,
the history of the book is the history of written communication, the creation, diffusion, and uses
of script and print. It is concerned not only with books per se, but with all kinds of documents,
including newspapers, periodicals, manuscripts, and ephemera. It encompasses the social and economic
history of authorship, publishing, printing, the book arts, copyright, censorship, bookselling and
distribution, libraries, literacy, literary education, literary criticism, reading habits, and reader response.
It attracts academics from departments of history, literature, library science, sociology, economics,
art history, education, classics, communications, journalism, religion, and even anthropology. The
field also has a large following outside the University among publishing professionals, book collectors,
bibliographers, authors, and librarians.
Modern History and Literature Area 65
Summary of Degree Requirements
M.A. in Modern History and Literature
One year of full-time course work (6 courses; 18 credits) with a G.P.A. of at least 3.0, one foreign
language (proficiency determined by a translation test), a thesis with an oral examination, deposit
of one copy of the thesis with the Caspersen School office, payment of all University bills and fees.
All requirements for the M.A. degree must be completed within a period of five years.
The M.A. student is required to take 6 courses. These should be selected to fit into the following
pattern: historiography, an offering in American intellectual history, an offering in European intellectual history, an offering in either the history of science or book history, and two electives.
M.A. in Book History
One year of full-time course work (6 courses; 18 credits) with a G.P.A. of at least 3.0, one foreign
language (proficiency determined by a translation test), and a thesis with oral examination. One of
the courses may be a cognate course from history, literature, or other appropriate fields.
Ph.D.
An M.A. in modern history and literature or an equivalent M.A. in English or history for candidacy
(the equivalency of a degree is determined by the area faculty), 9 courses (27 credits) beyond the
M.A., for a total of 15 courses (45 credits) with a G.P.A. of 3.1, two foreign languages (proficiency
determined by a translation test), comprehensive examinations, and a dissertation and oral
defense, deposit of two copies of the dissertation with the Caspersen School office, and payment of
all University bills and fees are required. All requirements for the Ph.D. degree must be completed
within a period of seven years.
The Ph.D. student is required to take 15 courses. These should be selected to fit into the following
pattern: two are devoted to humanities theory, eight form a disciplinary core in English or history,
and five are devoted to intensive interdisciplinary seminars and to cognate courses in adjacent
fields. The two programs have parallel and integrated, yet distinct, curricular structures. Each doctoral
candidate is required to take one joint English-history team-taught interdisciplinary research
seminar on a focused topic, such as Images of the Other in the 20th Century, Visions of Nature in
19th-Century Britain, or Modernism and Postmodernism. The student must develop a coherent
interdisciplinary-related field based on four courses drawn from the graduate offerings in English,
history, history of science, book history, philosophy, American religion, and designated graduate
and advanced undergraduate cognate courses in the following fields of inquiry in the modern period:
anthropology, art history, European literature, film, music, philosophy, psychology, religion, sociology,
theology, and women’s studies. This field can have a variety of coherent designs.
Course Offerings
At least half of the student’s courses must be seminars. Registration requires the instructor’s approval.
Credit hours are listed in parentheses following the course titles. For instance, (3) indicates three
credits per semester. Some courses are offered annually, others over a two- or three-year period.
The particular offerings for each semester are determined by the needs of the students, the available
faculty, and the requirements of the course. Frequency is noted, whenever possible, in the course
description. An updated schedule of courses is published in advance of registration each semester.
66 The Caspersen School of Graduate Studies
Graduate credit is given for selected advanced courses offered in the Theological School and in the
College of Liberal Arts. Other courses in both schools may be accepted for graduate credit with the
approval of the instructor of the course, the student’s adviser, and the Committee on Academic
Standing and Curriculum.
Courses numbered 1–199 prefaced with a department designation, e.g., ENGL 127, are offered in
the College of Liberal Arts. Courses numbered 100–699 prefaced with BIBST, CHIST, THETH,
CHSOC, or PASTH are offered in the Theological School. Courses numbered in the 700s and 800s
are offered in the Caspersen School and are primarily for graduate students. Qualified students in
the College of Liberal Arts or the Theological School may take these courses under certain conditions.
The University reserves the right to cancel scheduled courses for which, in its judgment, there is
insufficient enrollment.
BKHIS 800/The History of the Book in America (3)
This is a survey course in the history of the book and reading in the United States, from the colonial
period to the present. We will explore the core issues that define the field of book history framed
by historical chronology, technological developments, changing literacies, and ways in which
scholars have developed an historical understanding of the place of print cultures in the United
States. Signature of instructor required for registration. Same as: HISTG 825.
BKHIS 801/Propaganda and Censorship in America (3)
This course will examine the historical uses of both propaganda and censorship as tools of political
and cultural authority and protest. It will explore diverse forms of political propaganda employed
to reinforce and challenge authority and will examine how censorship has been employed to
ensure political and cultural control by studying the use of alien and sedition laws in the early
republic, to controls over the abolitionist press, to the Comstock laws, Hollywood production codes,
obscenity trials over literary matters, to the political trials stemming from the growth of the national
security state in the 20th century. In developing these themes the course will also examine the
developments in First Amendment law and theory. Signature of instructor required for registration.
Same as: HISTG 829.
BKHIS 802/The American Mass Media (3)
Though often denigrated, American popular culture has achieved tremendous influence throughout
the world. This course examines the development of the American mass media, including minstrel
shows, dime novels, romance fiction, westerns, jazz, Hollywood films, television, rock-and-roll, and
the Internet. Drawing on a long history of critiques of mass culture as well as more contemporary
scholarship in cultural studies, the course explores the relationship of popular culture to historical
memory, political consciousness, group identity, and mass consumption.
BKHIS 803/The History of the Book in Britain (3)
An overview of the social, economic, and political history of print in Britain, from the first presses
to the present day. Topics include the history of printing, literacy, publishing, reading, censorship,
information, intellectual property, the profession of letters, academic literary studies, canon formation,
lexicography, libraries, journalism, and the mass media. The course is designed to bring together
students of English literature, intellectual history, and book history. Offered annually.
BKHIS 805/The History of the Book in Europe (3)
Proceeds from the development of the codex up to the advent of the electronic book. Although the
medieval manuscript book will be discussed, the course emphasizes the impact of printing and the
book on political, social, economic, and cultural changes in Europe from the introduction of movable
type in the West to the present day.
Modern History and Literature Area 67
BKHIS 806/The History of Libraries, Museums, and Information (3)
Exploring the thesis that the cultural record has been shaped by “information” institutions with
identifiable social agendas, participants focus on the histories, activities, values, and circumstances
of specific libraries and museums. The course introduces major players, organizations, institutions,
and literatures. Field trips and visiting practitioners provide insights into the realities of institutional
operations and decision-making.
BKHIS 807/Archives: History and Methods (3)
An intensive study of the development of archives and documents in Europe and the United States
including the theory and practice of archives. Students develop research and archival skills through
work in the United Methodist Archives on the Drew University campus.
BKHIS 808/Texts and Textualities: The History of Hermeneutics (3)
This course examines the history of texts for the formation of different textualities or communities
of interpretation with a double focus on an investigation of patterns of textual interpretations and
the history of hermeneutics. Participants consider the various ways texts have been formed and
informed by interpreters and by their contexts. This investigation involves, but is not limited to the
historical study of philosophical, theological, and literary patterns of interpretations.
BKHIS 809/The History of Religious Publishing and Communications (3)
This course examines how religious denominations have used print and other mass media to define
and spread their faith. It considers how evangelicals pioneered mass-market publishing in the 19th
century and made equally innovative use of film, radio, television, and the Internet in the 20th
century. Participants also explore the reciprocal influences of the religious media and popular culture
on each other.
BKHIS 810/Sociology of Mass Communication (3)
An overview of how the mass media and American cultural, political, and economic institutions
mutually affect each other. Systems of mass communication examined include books, the Internet,
magazines, movies, newspapers, and television. Emphasis is given to the control of information in
the mass media and cross-cultural examination of the uses of the mass media. Offered annually.
Same as: SOC 110.
BKHIS 811/The Early Book 1350–1550 (3)
This course considers script, text, and illustration of 14th- and 15-century manuscripts made in
England and on the European continent, then examines the transition from manuscript to print.
It concludes by comparing the effect of print media on late medieval culture and religion with the
impact of computer technology in our own day. Students learn the basics of paleography, manuscript description, iconography, binding, woodcuts, and print types. They are also encouraged to do
primary research using the Internet and rare book libraries in New York City.
BKHIS 812/The History of Literacy in America (3)
An examination of the evolving meanings of reading and writing in America from the colonial period
to the present day. The course focuses on the relationships among literacy and religion, enslavement and freedom, gender and race, family and schooling, the public realm and the private self.
BKHIS 813/The History of Dictionaries (3)
This course studies dictionaries as historical, cultural, and social artifacts. The history of linguistics
is also addressed as it relates to lexicography. American and British monolingual dictionaries are
the main focus, however, other lexicographic traditions (especially Russian, French, and Italian)
are discussed, as are bilingual dictionaries. The course emphasizes the close analysis of dictionary
structures and texts, the evolution of a dictionary through editions, and printed rather than electronic dictionaries. Issues of politics, gender, race, ethnicity, and class in lexicography are also discussed.
68 The Caspersen School of Graduate Studies
BKHIS 814/Books for Children and Children’s Literature (3)
This course explores several related themes: mixed (child and adult) readerships in the 17th century;
the emergence of a book-buying middle class in England in the 18th century and the consequent
development of a trade in books for children; the relationship of class to content in children’s
books; the slow development of gender distinctions in children’s literature.
BKHIS 815/The Electronic Text (3)
This course focuses on the theory and practical applications of electronic text. Students learn to create
and mark up historical and literary texts in SGML (Standard Generalized Markup Language), the
basics of DTD writing and parsing, and how to publish texts in HTML (HyperText Markup
Language) and PDG (Portable Document Format) on the World Wide Web.
BKHIS 816/Book Design, Typography and Illustration (3)
This seminar explores book design in its cultural context from the invention of printing to the introduction of digital composition systems. It relates political and social developments to innovations
in typography from the Renaissance to the present, with special reference to changes in the printing
industry during the Enlightenment and the 1890s. It is taught in the Princeton University Library,
using its collections. Students learn to recognize basic letter forms, binding styles, illustration
techniques, and layout methods. Readings include early printing manuals and contemporary critical
treatises by typographers such as Daniel Berkeley Updike, William Morris, Eric Gill, and Jan Tschichold.
BKHIS 817/The History of Printing (3)
This course offers an immersion in the history of the printing press from Gutenberg through the
19th century, exploring its impact on all aspects of society. Students gain a hands-on understanding
of early print technology by working with a hand press.
BKHIS 818/The Social History of Collecting (3)
This seminar focuses on collecting, especially book collecting past, present, and future. The readings
include recent studies in social history, psychology, popular culture, gender, and anthropology, as
well as narratives by collectors. Participants consider the agents, artifacts, and tools of the collecting
process, including modern electronic communications; the life cycles of collections, both personal
and institutional; and the dark side of collecting (thievery). The seminar meets at and uses the
collections of the Firestone Library at Princeton University and/or the Grolier Club in New York.
BKHIS 819/The History of the Print (3)
A survey of the art and technology of the print in the context of European cultural history. This
course uses the collections of the Metropolitan Museum of Art.
BKHIS 820/The African-American Press (3)
A survey from the earliest abolitionist journals to the advent of mass-circulation magazines for a black
audience. It focuses on literacy, publishing, bookselling and distribution, authorship, journalism,
bibliophily, and the role of the African-American press in the struggle for racial equality. This course
uses the resources of the Schomburg Center for Research in Black Culture in Manhattan.
BKHIS 821/The History of the Jewish Book (3)
A survey of Jewish manuscripts and books, religious and secular, from the biblical era to the 20th
century. The course focuses on special topics, such as sacred texts and Nazi book burnings. Students
are not expected to have mastery of Hebrew, Yiddish, or Ladino, though the course studies books
printed in each of these languages. The course uses the resources of the YIVO Institute for Jewish
Research in Manhattan.
Modern History and Literature Area 69
BKHIS 822/The Contemporary Book Trade (3)
An exploration of all aspects of today’s book industry, including publishing, acquisitions, editing,
production, marketing, retailing, publicity, copyright, and interaction with other mass media. There
are presentations by working publishing professionals, and possible field trips to publishing companies.
For students who plan to pursue a career in publishing, this course is a useful introduction.
BKHIS 823/Special Topics in Book History (3)
An intensive study of a specialized topic chosen by the instructor and announced at the time of
registration. Course may be repeated.
BKHIS 824/Internship in Book History (3)
With the approval of the area, students can earn academic credit for bibliographical or research
projects undertaken at libraries, museums, archives, or publishing firms. The student must produce
a substantial written report (such as an annotated catalog) documenting the project.
CHIST 255/Sexuality and Family Life in American Religious History (3)
A historical study of how religious ideas and practices contributed to shifts in patterns of gender,
sexuality and family life in the United States. Themes include ideologies of domesticity, slavery and
sexual shame, the family systems of marginalized religious movements in 19th-century America,
and religious responses to the emergence of modern sexual economies. Prerequisite: CHIST 203 or
equivalent.
CHIST 262/Studies in American Methodism (3)
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 735/Archives: History and Methods (3)
A study of the theory and practice of religious archives, arranging, describing, evaluating, and using
primary source documents in the collections of the United Methodist Archives and History Center.
Focuses on preservation, micrographics, scholarly editing, and oral history. Guest lecturers. Each student
develops a project based on a collection in the Archives. Same as: ARLET 233. Signature of instructor
required for registration.
ENGLG 820/17th-Century Studies (3)
Writers or topics studied vary from year to year. Offering to be determined. Course may be repeated.
Signature of instructor required for registration.
ENGLG 821/17th-Century Studies (3)
Writers or topics studied vary from year to year. Offering to be determined. Course may be repeated.
Signature of instructor required for registration.
ENGLG 822/Major American Authors (3)
A thorough reading of the work of two or three major American authors. Writers studied vary from
year to year. Signature of instructor required for registration. Offering to be determined.
ENGLG 823/Topics in American Literature (3)
Topics vary and are announced before registration. Course may be repeated. Signature of instructor
required for registration. Offering to be determined.
ENGLG 826/Literary Criticism (3)
Topics include contemporary criticism, feminist criticism, and history of literary criticism. Offering
to be determined. Course may be repeated. Signature of instructor required for registration.
70 The Caspersen School of Graduate Studies
ENGLG 829/18th-Century Studies (3)
Topics vary and are announced before registration. Offering to be determined. Course may be
repeated. Signature of instructor required for registration.
ENGLG 831/19th-Century Studies (3)
Course may be repeated. Topics vary to include Romantic and Victorian authors. Signature of instructor
required for registration. Offering to be determined.
ENGLG 832/19th-Century Studies (3)
Topics vary to include Romantic and Victorian authors. Course may be repeated. Signature of instructor
required for registration.
ENGLG 841/20th-Century Studies (3)
Writers or topics studied vary from year to year. Course may be repeated. Signature of instructor
required for registration. Offering to be determined.
ENGLG 842/20th-Century Studies (3)
Second semester course in 20th-Century Studies. Writers or topics studied vary from year to year.
Course may be repeated. Signature of instructor required for registration.
HISTG 800/Historiography (3)
Concentrating on European and American intellectual historiography, this deals with the main
trends and methods in modern intellectual history as the development of intellectual history from
the 19th century to the present. Students are expected to read extensively in major works by intellectual
cultural historians and give written and oral reports on their reading. Signature of instructor required
for registration. Offered first semester annually.
HISTG 803/European Intellectual History I: 18th Century (3)
An introduction to the major ideas of the 18th century through the study of selected primary
sources and interpretive texts. Signature of instructor required for registration. Offering to be determined.
HISTG 804/European Intellectual History II: 19th Century (3)
An introduction to the major ideas of the 19th century through the study of selected primary
sources and interpretive texts. Concentrates on the Romantic reaction to the Enlightenment, the
development of liberalism and socialism, historicism, positivism, and the revolt against positivism
during the fin de siécle. Signature of instructor required for registration.
HISTG 805/European Intellectual History III: 20th Century (3)
An introduction to the major ideas of the 20th century through the study of selected primary sources
and interpretive texts. Concentrates on neo-Marxian thought, the Frankfurt School, existentialism,
structuralism, and post-structuralist thought. Signature of instructor required for registration. Offered annually.
HISTG 806/Topics in European Cultural History (3)
Topics in European cultural history vary with instructor interest and expertise. Course may be repeated.
Offering to be determined. Signature of instructor required for registration.
HISTG 807/The Classical Tradition in the 19th and 20th Centuries (3)
This course traces the influence and transformation of the classical Greek and Roman traditions
through some of the seminal social movements and thinkers of modern times. It considers how
even the most innovative and radical trends in modern politics, literature, philosophy, psychology,
and anthropology have engaged in an extended conversation with the past. No prior knowledge
of classical antiquity is required. Signature of instructor required for registration. Offering to be determined.
Modern History and Literature Area 71
HISTG 810/History of Science I: 19th Century (3)
An examination of the cultural relations of science in the 19th century. The emphasis is on the interactions between science and literature, philosophy, and religion in European, British, and American
contexts. Surveys the development of Romantic science, Victorian evolutionary naturalism, and
classical physics as well as developments in medicine and technology. Attention is paid to contemporary
social constructivist and feminist analyses of science. Signature of instructor required for registration.
HISTG 812/History of Science II: 20th Century (3)
A 20th-century continuation of HISTG 810 that examines the cultural relations of science in the
century. Emphasizes the interactions between science and literature, philosophy, and religion in
European, British, and American contexts. Gives attention to contemporary social constructivist
and feminist analyses of science. Signature of instructor required for registration.
HISTG 813/Science in Victorian Culture (3)
An examination of the cultural relationship of science in Victorian Britain. The theories, personalities,
and institutions of Victorian science form the touchstone for studying the connections between
1) science and Victorian belief systems, 2) science and Victorian social theory, and 3) science and
Victorian feminism. Signature of instructor required for registration. Offering to be determined.
HISTG 814/Topics in the History of Science (3)
Topics in the history of science vary with instructor interest and expertise and are announced prior
to registration. Course may be repeated. Signature of instructor required for registration. Offering to be
determined.
HISTG 815/19th-Century Russian Thought (3)
An introduction to the major movements in 19th-century Russian thought through the study of
primary sources and interpretive texts. Concentrates on romanticism, socialism, scientific materialism, nihilism, and anarchism, as well as on the roles of science and art in society. Signature of
instructor required for registration.
HISTG 817/British Intellectual History I: 19th Century (3)
An introduction to the most influential British thinkers of the 19th century, concentrating mainly
on primary texts. Treats such themes as the response to industrialism, liberalism and socialism, the
philosophy of education, and the roles of science and art in society. Signature of instructor required for
registration.
HISTG 818/British Intellectual History II: 20th Century (3)
A continuation of HISTG 817, focusing on the Fabian socialists, the Bloomsbury group, the rise of
literary modernism, the intellectual consequences of the two world wars, the “Red” thirties, science
and culture, and the theater of ideas. Signature of instructor required for registration.
HISTG 819/Topics in British Intellectual History (3)
Topics in British intellectual history vary with instructor interest and expertise and are announced
prior to registration. Course may be repeated. Signature of instructor required for registration. Offering
to be determined.
HISTG 820/American Intellectual History I: 17th- to Mid 19th-Century
“God’s New Israel” (3)
An introduction to major figures in American thought from Jonathan Edwards to John Dewey.
Includes attention to shifting theological and philosophical currents as related to changes in
American social ethos. Signature of instructor required for registration.
72 The Caspersen School of Graduate Studies
HISTG 821/American Intellectual History II: Late 19th to Late 20th Century (3)
This readings based seminar focuses on main currents of American intellectual thought and culture,
with an emphasis on pragmatism and its legacies, literary radicalism, social science history, cultural
criticism, and American modernist and postmodernist preoccupations. Signature of instructor required
for registration.
HISTG 822/The Liberal Tradition in American Thought and Culture (3)
This course is an intellectual and political history of American liberal thought, from the late 19th
century to the present. Examining questions about the public and its capacities, the state and its
responsibilities, the relationship between the left and the center, the role of experts, the rise of mass
society, the national security state, and liberalism’s relationship to civil rights, it considers how key
historical actors, as well as contemporary historians and theorists, have transformed liberalism as
an ideology and a set of beliefs that have dominated American political and cultural thought in the
20th century. Signature of instructor required for registration.
HISTG 823/Topics in American Intellectual History (3)
Topics in American intellectual history vary with instructor interest and expertise. Course may be
repeated. Signature of instructor required for registration. Offering to be determined.
HISTG 824/The History of the Book (3)
A survey of the social, economic, and political history of print in Britain, continental Europe, and
America. Topics include the history of printing, literacy, publishing, reading, censorship, intellectual
property, the profession of letters, academic literary studies, canon formation, lexicography,
libraries, and journalism. Signature of instructor required for registration. Offered annually.
HISTG 825/The History of the Book in America (3)
This is a survey course in the history of the book and reading in the United States, from the colonial period to the present. We will explore the core issues that define the field of book history,
framed by historical chronology, technological developments, changing literacies, and ways in
which scholars have developed a historical understanding of the place of print cultures in the
United States. Same as: BKHIS 800.
HISTG 826/Popular Culture and Its Critics (3)
Designed as a collective exploration of the intellectual history of American popular culture criticism,
this course will depend on close readings and intensive student involvement. We will examine
different literatures about popular or “mass” culture and its supposed effects, its production, and its
patterns of consumption, drawing on historical critiques as well as recent analyses of particular
genres. The purpose will be to understand the categories of analysis intellectuals have traditionally
employed, to examine how those categories have changed over time, and to consider what we
have gained intellectually (or politically, or culturally) from the recent expansion of popular culture
studies and cultural history, within the humanities and social sciences. Signature of instructor required
for registration.
HISTG 827/Topics in Intellectual History (3)
Topics in intellectual history vary with instructor interest and expertise. Course may be repeated.
HISTG 828/America in the 1940s and 1950s: Culture, Politics, and Society (3)
This course explores the major themes and developments in United States society during the postWorld War II era. Particular attention is paid to mass culture and those voices speaking out in
opposition to it. Offering to be determined. Signature of instructor required for registration.
Modern History and Literature Area 73
HISTG 829/Propaganda and Censorship in America (3)
This course will examine the historical uses of both propaganda and censorship as tools of political
and cultural authority and protest. It will explore diverse forms of political propaganda employed
to reinforce and challenge authority and it will examine how censorship has been employed to
ensure political and cultural control by studying the use of alien and sedition laws in the early
republic, controls over the abolitionist press, the Comstock laws, Hollywood production codes,
obscenity trials over literary matters, and the political trials stemming from the growth of the
national security state in the 20th- century. In developing these themes it will also examine the
developments in First Amendment law and theory. Signature of instructor required for registration.
Same as: BKHIS 801.
HISTG 835/African-American Social and Intellectual History (3)
A study of the intellectual arguments and social institutions that have empowered AfricanAmerican leaders and the masses to assert and maintain their humanity within a world of oppression.
Focuses on how gender, race, and class have created diverse ideas and opinions among AfricanAmericans and the methods used by African-American intellectuals to analyze these ideas and
opinions. Signature of instructor required for registration.
HISTG 839/History and Memory in Modern Western Society (3)
This seminar explores the burgeoning historical field of memory studies, with a focus on both the
substantive and theoretical issues raised in the literature. What is collective memory? Are history
and memory separate entities? Does memory offer a fix to the historiographical Gordian Knot, or is
the fix an illusion? Does memory provide subaltern groups the means to resist mainstream culture?
Topics to be covered include the American revolutionary era, the American Civil War, Modern France,
the Holocaust and postwar Germany, with readings by Halbwachs, Nora, Yerushalmi, Schudson, Bodnar,
and more. And what ideological purposes does collective memory serve in mainstream culture?
HISTG 840/Modern Jewish History (3)
A study of the development of modern consciousness throughout the social and cultural experiences
of Jews and Jewish communities from the Enlightenment to the present. Surveys major developments
in European and American history that have shaped Jewish identities; explores the diversity of Jewish
experience in the West and the Middle East. Emphasizes the shaping of modern consciousness in
Jewish psychocultural and spiritual responses to acculturation and secularization. Themes include
orthodoxy and reform, assimilation, nationalism, identity, anti-Semitism and self-hatred, genocide and
Zionism Signature of instructor required for registration. Offered spring semester annually. Same as: HIST 40.
HISTG 850/Interdisciplinary Research Seminar (3)
A joint seminar, team-taught by history and English faculty, that focuses each year on a different
topic in modern cultural history. Course may be repeated. Signature of instructor required for registration.
RLSOC 703/Freud and Religion (3)
A consideration of Freud’s writings on religion as found in The Collected Works of Sigmund Freud;
Freud’s correspondence with Jung and Pfister, 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. Signature of instructor required for registration. Offering to be determined.
RLSOC 704/Autobiography and the Religious Life (3)
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.
74 The Caspersen School of Graduate Studies
RLSOC 715/The “Self” in Transformation (3)
A consideration of psychoanalytic clinical studies in cross-disciplinary conversation with religious
writings, literary criticism, fiction, and feminist thought to provide provocative insight and perspective on the “self” in transformation. Topics include the patient as heroine, the talking cure, the
nature of clinical evidence, silence, shame and awareness, and the terror of good fortune. Signature
of instructor required for registration. Offering to be determined.
RLSOC 735/Personality Theory and Psychopathology (3)
The role of personality theory in the practice of psychology and its usefulness for understanding
abnormal religiosity. The perspectives of Freud, Adler, Jung, Allport, Rogers, Oates, Erikson, and
others are presented, as well as learning models of abnormal behavior. Signature of instructor required
for registration.
RLSOC 740/Psychoanalytic Process and Literary Criticism (3)
A seminar in which the proposition that all philosophical endeavors intersect in the plane of language
(Ricoeur) is examined at the point of intersection of literature and psychoanalysis. The process of
psychoanalysis, as distinguished from the body of psychoanalytic knowledge, is presented as a
hermeneutical discipline applicable to all discourse, followed by the application of this hermeneutics
in literary criticism. Signature of instructor required for registration.
RLSOC 742/Freud: Clinician and Philosopher (3)
Readings from the works of Freud in chronological order to convey the evolution of his thought:
the progression from clinical description to clinical conceptualization to metapsychology, his models
of the mind, the interpretation of art, morality, and religion deriving from his application of
metapsychological concepts to culture; his philosophy of humanity. Attention to the location of
Freud in contemporary theology. Signature of instructor required for registration.
RLSOC 743/Object Relations in Psychoanalytic Theory (3)
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 772/Anthropology of Religion (3)
An introduction to major thinkers and theories in the anthropology of religion, including, but not
limited to, the works of Smith, Tylor, Malinowski, Evans-Pritchard, Geertz, Douglas, Turner, and
Levi-Strauss. Primarily for graduate students. Signature of instructor required for registration.
RLSOC 776/Ritual Theory (3)
The history of anthropological and psychological thought concerning the structure, process, and
function of particular rituals and of ritualizing in general, including attention to the important parallels
between ritual theory and liturgical studies. Students are expected to do a limited amount of participatory observation in preparation for the final paper. Signature of instructor required for registration.
THEPH 334/Process Theology (3)
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.
Modern History and Literature Area 75
THEPH 335/Schleiermacher and Tillich (3)
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, “Systematic Theology, Vols. I, II, III,” will be the focus of the
course’s reflections. Signature of instructor required for registration.
THEPH 361/Kant and Hegel (3)
A concentrated study of selected texts, with special, but not exclusive, emphasis on philosophy of religion.
THEPH 362/American Philosophy (3)
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.
THEPH 363/Phenomenology (3)
Readings in Husserl and others, such as Schuetz, Merleau-Ponty, and Ricoeur.
THRST 761/Thought of C. G. Jung (3)
An examination of Jung’s many contributions to psychology, philosophy, and theology. The approach
is chronological, moving through the more significant essays and books from the Collected Works.
Focuses on his archetype theory, his theory of types, his theory of the collective unconscious, his
theory of the history of religions, and his theory of synchronicity. His work is compared to that of
Freud, and recent feminist critiques of his framework are detailed, with particular attention to his
theory of the anima/animus. Signature of instructor required for registration. Offering to be determined.
THRST 784/The Theology of John Wesley (3)
A consideration of the development of Wesley’s thought in historical context. Emphasis on Wesley’s
relation to the Anglican tradition, his theological method and contributions, his churchmanship, and
his participation generally in the affairs of the 18th century. The historiography of Wesley and the issues
he confronted are examined critically. Signature of instructor required for registration. Same as: CHIST 233.
Internship
INTRG 900/Internship (1)
This course allows students to supplement their academic knowledge with hands-on experience
through work in their field of study. Students will put theory into practice to gauge its 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 Caspersen School programs, it is advised that students
begin internships soon after arriving at Drew to obtain the maximum benefit. Successful completion
of 3 credits of internship allows the student to receive Internship Certification, which is placed on
the student’s official transcript. This course can be repeated with a new project. Signature of instructor
required for registration.
76 The Caspersen School of Graduate Studies
Tutorial and Dissertation Year Courses
BKHIS 900/Independent Study in Book History (3)
A tutorial course built around an independent research project. The topic is to be selected in conference with the instructor and approved by the area. Signature of instructor required for registration.
BKHIS 990/M.A. Thesis Tutorial in Book History (3)
Signature of instructor required for registration.
HISTG 900/Tutorial (3)
Tutorial in Modern European Intellectual History. Signature of instructor required for registration.
HISTG 901/Tutorial (3)
Signature of instructor required for registration.
HISTG 990/M.A. Thesis Tutorial (3)
Students are expected to undertake significant research in some area of modern European intellectual
history. The thesis can be an interpretive or historiographical essay rather than original research into
new material. Each thesis shall be supervised by a thesis adviser to be chosen on the basis of student
interest and faculty expertise. Offered second semester annually. Approval of the Dean is required
for registration.
HISTG 999/Dissertation Research (9)
Courses Cross-Listed From
The College of Liberal Arts
The following cognate courses are offered in conjunction with the College of Liberal Arts. To earn credit in these
courses, graduate students must perform additional, graduate-level assignments.
FREN 170/Francophone Literatures: North and West Africa, and the Caribbean (4)
A critical reading of representative works drawn from West African, Maghrebian, and Caribbean
literatures written in French. Offered in 2004–2005.
HISTG 104/Baroque and Rococo Art (3)
A study of Italian, Spanish, and Lowlands art of the 17th century, as seen developing in response
to the Protestant Reformation and Catholic Counter-Reformation, in a marketplace with a powerful rising middle class. Examines the arts of the 18th century in France, England, and Germany in
the service of monarchy’s swan song even as those arts are recruited into revolution. One credit for
additional museum study is available through ART 142. Signature of instructor required for registration.
Offered spring semester annually.
HISTG 105/19th-Century Art (3)
A study of European painting, circa 1790–1900, as it evolves through a dialectic of tradition and
modernism, propelled by social and political revolution and the challenges of modern science to
traditional beliefs. Considers subject and style transformations as they constitute meaning. One
credit for additional museum study is available through ART 142. Signature of instructor required for
registration. Same as: ART 105.
HISTG 106/Early 20th-Century Art (3)
A study of painting and sculpture of the first half of the 20th century with links to contemporary
issues since World War II. The revolutionary modern style languages are seen within the broader
Signature of instructor required for registration.
Modern History and Literature Area 77
HISTG 107/American Art (3)
An examination of architecture, painting, sculpture, and decorative arts from the early colonial
period to the 1940s. Considers questions about the construction of national identity. One credit for
additional museum study is available through ART 142. Signature of instructor required for registration.
Offering to be determined.
HISTG 110/Existentialism (3)
A study of the classics of, and major influences upon, existentialist thought. Emphasizes
Kierkegaard, Heidegger, Camus, and Sartre. Some attention is given to Husserl’s phenomenology
and its influence outside philosophy proper. Signature of instructor required for registration.
HISTG 111/Analytic Philosophy (3)
A study of the influential work of 20th-century philosophers who developed and practiced methods
of analysis. Discussions center on problems in the philosophy of language and on problems of
epistemology concerning the grounds for our knowledge of the external world, of the past, and of
ourselves and others. Readings are drawn from the works of Russell, Moore, Ayer, Ryle, Strawson,
and Quine. Signature of instructor required for registration.
HISTG 112/Theory and Methodology in Women’s Studies (3)
An interdisciplinary course designed as the capstone for the women’s studies minor. The objectives
are, first, to explore the broad range of theories that make up the body of scholarship referred to
as “feminist theory”; second, to examine feminist critiques of and innovations in methodologies in
many fields; and third, to consider some of the fundamental questions these theories raise about
the origins of gender difference, the nature and origins of patriarchy, the intersections between
gender, race, class, sexuality, and nationality as categories of analysis and bases of oppression or
empowerment. Signature of instructor required for registration. Prerequisite: WMST 12. Offered fall
semester annually.
HISTG 113/Psychological Anthropology (3)
A study of the interrelationships of biological, cultural, and psychological factors affecting personality
and behavior, with emphasis on states of consciousness from the perspectives of ethnopsychology.
Signature of instructor required for registration. Offered annually.
HISTG 116/Advanced Studies in Film (3)
An intensive study of a single topic or problem in film history, theory, or criticism, or an analysis
of works by a single filmmaker. Course may be repeated.
HISTG 117/History of 19th-Century Philosophy (3)
A study of post-Kantian continental philosophical systems from Hegel through Nietzsche. Other
major figures studied are Fichte, Schopenhauer, Feuerbach, and Marx.
HISTG 118/Special Topics in Art History (3)
A study of a topic or period of art history not covered by regular offerings. May be repeated for
credit as topic changes. Course may be repeated. Signature of instructor required for registration.
Offering to be determined.
HISTG 119/Problems of Metaphysics (3)
A critical examination of the following topics: the problem of time, of mind and body, of the self,
of determinism and fatalism, and of the issue between idealism, materialism, and psychophysical
dualism. The readings are taken from classical and contemporary primary sources. Signature of
instructor required for registration. Offered spring semester annually.
78 The Caspersen School of Graduate Studies
HISTG 121/Philosophy of Science (3)
A study of the theory of scientific explanation. Other topics include the logic of confirmation and
of disconfirmation, the nature of scientific laws, and the marks of pseudo-science. Signature of
instructor required for registration.
HISTG 125/Classical Sociological Theory (3)
An examination of classical sociological theory, including the works of such theorists as Durkheim,
Marx, and Weber. Objectives of the course include 1) assessment of how social and intellectual
forces influenced the development of these theories; 2) the examination of the construction and
testing of specific theories; and 3) demonstration of how classical theory has contributed to the
development of modern sociological theory. Signature of instructor required for registration. Prerequisite:
SOC 1. Offered fall semester annually.
HISTG 126/Human Sociobiology (3)
A study of the basic principles of sociobiological theory and how they have been applied to the
study of the behavior of primates, especially humans. Examines critiques and competing views.
Does this theory help us understand human behavior? Or are humans a special case to which
sociobiology doesn’t apply? Signature of instructor required for registration.
HISTG 127/Modern Sociological Theory (3)
A comprehensive examination of the theory construction and testing in contemporary sociology.
First examines the general principles, procedures, and criteria used in the construction and the testing
of contemporary sociological theories. Then systematically assesses how various contemporary theories,
such as conflict, exchange, feminist theory, functionalism, neo-Marxist theory, and symbolic interactionism, have been constructed and tested. Signature of instructor required for registration. Prerequisite:
SOC 1 or permission of instructor. Offered spring semester in alternate years.
HISTG 128/History of Anthropological Thought (3)
An examination of the development of anthropological approaches to the study of culture. Investigates
critical individuals, schools, and events in terms of their implications for our understanding of
human nature and nurture. Signature of instructor required for registration. Prerequisite: Permission of
instructor required.
HISTG 129/Contemporary Issues in Anthropological Theory (3)
Critical investigations of specific topics of concern to anthropology and related disciplines today. Topics
vary in accordance with student interests, faculty expertise, and current concerns in the discipline.
Signature of instructor required for registration.
HISTG 134/Aesthetics (3)
A study of a variety of questions centered upon philosophical aspects of art. Of primary concern
are the notions of beauty, formalism, emotivism, criticism, expression, creation, and evaluation.
Throughout, careful attention is paid to specific works of art as they serve to illuminate philosophical
concerns. Signature of instructor required for registration.
HISTG 135/Selected Topics in Cultural Anthropology (3)
An investigation of one or more major subject areas in cultural anthropology with an emphasis
on those areas most useful to graduate students in anthropology. Topics vary in accordance with
student interest and faculty expertise, and may include visual anthropology, structural theory, and
postmodernism. Variable credit may be offered in a given semester. May be repeated for credit as
subjects change. Signature of instructor required for registration. Offering to be determined.
Modern History and Literature Area 79
HISTG 136/Seminar in Contemporary Philosophy (3)
An examination of issues at the center of philosophical controversy today, such as the controversy
over free will and determinism, the possibility of artificial intelligence, and the Gettier problem.
Discussions range over epistemology, metaphysics, and the philosophy of language. Readings are
selected from works written in the second half of the 20th century by philosophers such as Ayer,
Foot, Strawson, Frankfurt, Putnam, Boden, Searle, Gettier, Chisholm, and Nagel. Course may be
repeated. Signature of instructor required for registration.
HISTG 140/Reading and Writing French Poetry (3)
An examination of the nature of poetic creativity through numerous examples from 20th-century
French and Francophone poets, such as Apollinaire, Breton, Eluard, Chedid, Desnos, Michaux,
Reverdy, Senghor, Césaire. Students are encouraged to write their own poetry, which is published
in a French literary journal. Signature of instructor required for registration.
HISTG 142/French Poetry and Culture (3)
An examination of the changing relations between poetry and political, sexual, cultural, and social identities
in the works of recent French and Francophone poets. Signature of instructor required for registration.
HISTG 143/Spanish Literature: The 20th Century (3)
A study of selected works of the most important writers of the generations of 1898 and 1927, with
a focus on the relationship between literary art and the intellectual history of the period. Authors
may include Unamuno, Azorin, Machado, Ortega y Gasset, and Garcia Lorca. Proceeds to the most
important author and trends in Spanish literature of today. Authors may include Cela, Laforet,
Matute, Aleixandre, Martin Gaite, and others.
HISTG 144/Symbolist Poetry (3)
A close study of the works of Baudelaire, Verlaine, Rimbaud, and Mallarmé and their relationship to
Impressionism in painting and music. Staged poetic readings, recordings, and intensive phonetic practice.
HISTG 145/Spanish Literature: Enlightenment to Naturalism (3)
Selected close readings in prose and poetry that show literary styles and prevailing themes from 18thcentury neoclassicism to Romanticism and realism/naturalism of the 19th century. Authors may
include Moratin, Larra, Pérez Galdis, Pardo Bazin. Signature of instructor required for registration.
HISTG 152/Philosophy of Language (3)
A study of problems of meaning, truth, and reference. Discussions focus on some of the following
topics: the nature of names and descriptions, identity statements and their analysis, necessary
truths, the semantic theory of truth, the thesis of the interdeterminacy of translation, and the problem
of propositional attitudes. Readings include selections from Frege, Russell, Strawson, Quine, Tarski,
Austin, Searle, Wittgenstein, and Kripke. Signature of instructor required for registration. Same as: PHIL 152.
HISTG 153/Seminar in the History of Philosophy (3)
A study of a major historical figure, such as Plato, Aristotle, or Kant, or an influential movement,
such as pragmatism, logical positivism, or process philosophy. Topic determined each year. May be
repeated for credit as topic changes. Signature of instructor required for registration. Offered annually.
HISTG 154/Theatre and Social Change (3)
An examination of the relation between theatre and social change in the 20th century in works
drawn from French and Francophone societies. Signature of instructor required for registration.
HISTG 160/Love, Money, and Food in the 19th-Century Novel (3)
A study of the cultural and literary significance of these themes in representative novels of Stendhal,
Balzac, Flaubert, Hugo, Zola, and Maupassant. Discussion and lecture. Signature of instructor required for
registration. Offering to be determined.
80 The Caspersen School of Graduate Studies
HISTG 162/The Modern Psychological Novel (3)
A study of introspection in the 20th-century French novel. Representative works from novelists
such as Proust, Gide, Breton, Colette, Simone de Beauvoir, Sarraute, Yourcenar, and Butor.
Signature of instructor required for registration.
HISTG 164/The Novel and Society in France Since 1960 (3)
A study of cultural, social, economic, and political changes in France and their impact on fiction.
Discussion, lecture, films. Signature of instructor required for registration.
HISTG 190/Writing and Subversion in the 18th Century (3)
The 18th century in France was a period of major political, cultural, and ideological transformations, culminating in the French Revolution. The course examines how the printed word itself
becomes a major weapon in the hands of the philosophers, women, and others to challenge the
legitimacy of the established political and ideological order of the ancient regime. Signature of
instructor required for registration.
LING 105/History and Structure of the English Language (4)
A study of the development of English from Anglo-Saxon to its present status as a global language.
Examines the historical development of theories attempting to explain English, its styles, dialects,
and literatures. Recommended: LING 10.
MUS 111/Music of the 19th and 20th Centuries (4)
An intensive study of musical styles and influences during the 19th and 20th centuries, beginning
with late Beethoven and including representative works and writings by such composers as
Schubert, Brahms, Schumann, Chopin, Liszt, Verdi, Wagner, Stravinsky, Schoenberg, Bartok, Ives.
Explores later 20th-century compositional techniques (serial, aleatoric, electronic, and extended
use, among others) through analysis of works by Cage, Stockhausen, Berio, Crumb, and others. Primary
source research and/or attendance at end-analysis of a live performance of 19th- and 20th-century
music is required.
RUSS 116/Seminar in Russian Literature and Culture (4)
An investigation of a major figure, movement, theme, or genre in Russian literary and cultural history.
Topic varies from year to year. All reading, writing, and discussion in Russian. May be repeated for
credit with the approval of the department. Prerequisite: Twelve upper-level credits in Russian or
permission of instructor. Offered annually.
RUSS 120/Selected Topics in Russian Literature (2)
A study of modern Russian literature from its beginnings in the early 19th century through
Dostoevsky and the Golden Age of Russian poetry and prose. Readings include works by Pushkin,
Lermontov, Gogol, Turgenev, and Dostoevsky. All readings and discussions in English. Course may
be repeated.
RUSS 121/Selected Topics in Russian Literature (2)
A study of Russian literature from Tolstoy to the 1917 revolution. Readings reflect the turn from
realism to impressionism and symbolism. Readings include works by Tolstoy, Chekhov, Bely, and
Blok. All readings and discussions in English. Course may be repeated.
Language Requirements
Modern foreign language preparation is expected of all applicants to the Caspersen School. All
candidates for the M.A. and Ph.D. degrees must demonstrate their competence by examination.
Modern History and Literature Area 81
Language Choices
• M.A.: Either French or German.
• Ph.D.: Both French and German.
If another language is deemed relevant to the student’s program, the student may petition for a
substitution, which requires the recommendation of the student’s area and the approval of the
Committee on Academic Standing and Curriculum. This approval is contingent upon the availability of appropriate testing and grading resources.
Language Requirement Deadlines
M.A. candidates must satisfy the language requirement as a prerequisite to the approval of a
thesis proposal.
Ph.D. candidates must pass one of the language examinations before beginning a second year of fulltime study. All language requirements must be satisfied before sitting for comprehensive examinations.
Language Testing Procedure
The student’s reading knowledge is tested by a 180-minute examination in which the student
translates a passage of approximately 400 words into English (dictionaries are permitted). A selection
of books from which the examination is taken is on reserve in the library for review by students.
Language examinations are given in September, October, January, and May. Students who are prepared should take one examination in the September in which they enter. Doctoral students should
take the other as soon as possible. A doctoral student who has passed a language examination at
another institution may petition the area to have that language satisfy as the second language
requirement once they have passed the first exam at Drew. Details concerning the language examinations and their administration are available from the Office of the Dean.
For those needing assistance in developing language competence, the Caspersen School provides a
non-credit Language Instruction Program. French and German are regularly offered. Other languages,
such as Latin and Spanish, may be offered according to demand and funding availability.
M.A. Thesis and Oral Examination
The student is to prepare a thesis demonstrating the ability to organize and interpret material
creatively. The dean, upon consultation with the student and the area, appoints a thesis committee
consisting of three members of the Caspersen School faculty, one of whom is from outside the
student’s area. The thesis committee receives the thesis proposal; directs, reads, and judges the
thesis; and conducts an oral examination over the thesis and the student’s program of study. The
completed thesis must be deposited with the Caspersen School office no later than May 1.
All requirements for the M.A. degree must be completed within a period of five years.
Ph.D. Comprehensive Examinations (Two Tracks)
MODERN INTELLECTUAL AND CULTURAL HISTORY EMPHASIS
Four comprehensive examinations are required.
1. American intellectual and cultural history
American history emphasis students: 4 hours
European history emphasis students: 3 hours
82 The Caspersen School of Graduate Studies
2. Modern European intellectual and cultural history
European history emphasis students: 4 hours
American history emphasis students: 3 hours
3. Interdisciplinary related field: 4 hours
Students in the Book History concentration are required to do one exam in this area.
4. Field related to dissertation topic: 3 hours
MODERN ENGLISH AND AMERICAN LITERATURE EMPHASIS
Four comprehensive examinations are required.
1. American literature
American literature emphasis students: 4 hours
British literature emphasis students: 3 hours
2. British literature
British literature emphasis students: 4 hours
American literature emphasis students: 3 hours
3. Interdisciplinary related field: 4 hours
4. Major figure: 3 hours
Ph.D. Dissertation
Prospectus. Although a student may begin informal exploration of possible dissertation subjects at
any time, the prospectus is not submitted until the student has completed all the comprehensive
examinations. The student must have a constituted dissertation committee before seeking approval
of the prospectus.
Dissertation Preparation. A dissertation demonstrating the student’s ability to perform and creatively
interpret advanced research is an essential requirement of the doctorate and ordinarily is done in the
third year of residence. The student should allow at least a year of full-time work for his/her dissertation.
Dissertation Committee. A dissertation committee of three is selected by the student and the
professor likely to be the dissertation chair. If the area approves the committee, it is sent to the dean
of the Caspersen School for final approval. The student prepares the prospectus and the dissertation
in consultation with the committee.
Final Reading and Oral Examination. The student submits three copies of the dissertation in
final form to the administrative assistant, who forwards the copies to the dissertation committee
for the final reading. If the three members of the dissertation committee agree that the dissertation
is ready for examination, the administrative assistant proceeds to make arrangements for an oral
defense. If the committee does not agree that the dissertation is ready for defense, it gives the
student directions for changes. After the oral defense, the committee, by majority vote, judges the
dissertation and defense as Pass with distinction, Pass, Pass with major revisions, Fail, or final Fail.
A 350-word abstract of the dissertation is to be submitted in three copies no later than the time of
the oral defense.
Degree Conferral Requirements
For May commencement, the deadline for submission to the administrative assistant is the last
Friday of April; for October graduation, September 15.
For the degree to be conferred, the student must 1) submit to the Caspersen School office after the
oral defense two corrected copies of the dissertation that fully comply with the “Regulations of the
Caspersen School” and the “Dissertation Guidelines”; 2) sign the contract with University
Microfilms for microfilming the dissertation and including the abstract in Dissertation Abstracts; 3)
pay all fees. At present, the microfilming charge is $55; the copyright service is $45.
Religion and Society Area 83
RELIGION AND SOCIETY AREA, M.A., PH.D.
Subfields:
• Psychology and Religion
• Social Ethics
• Sociology of Religion
• Anthropology of Religion
Program Description
R
acism, women’s concerns, poverty, Hispanic issues, ecological issues, communal as well
as personal healing, and Third World perspectives on the First World are among the issues
students address in Drew’s M.A. and Ph.D. programs in religion and society. Two of the
strengths of this program are the variety of graduate students it gathers from Asia, Africa, and Latin
America, as well as from different racial/ethnic groups in the United States and the diversity of
interests, involvements, and expertise of its faculty. The faculty is diverse in academic training,
coming from the fields of psychology, sociology, anthropology, theology, and ethics. Yet they are
united around their focus on race, class, and gender issues; their belief that theory should be
responsible to human experience; and their shared commitment to scholarship that addresses
pressing contemporary issues.
Summary of Degree Requirements
M.A.
One year of full-time course work (6 courses; 18 credits) with a G.P.A. of at least 3.0, one foreign
language (proficiency determined by a translation test), a thesis with an oral examination, deposit
of one copy of the thesis with the Caspersen School office, payment of all University bills and fees.
All requirements for the M.A. degree must be completed within a period of five years.
84 The Caspersen School of Graduate Studies
Ph.D.
Two years of full-time course work (12 courses; 36 credits) with a G.P.A. of at least 3.1, two foreign
languages (proficiency determined by a translation test), comprehensive examinations, and a
dissertation and oral defense, deposit of two copies of the dissertation with the Caspersen School
office, payment of all university bills and fees. All requirements for the Ph.D. degree must be
completed within a period of seven years.
An M.A. or equivalent degree in a relevant field is ordinarily required for admission to the Ph.D.
program in religion and society. At the discretion of the faculty, M.A. candidates in Drew’s religion
and society program, who apply and are accepted into the religion and society Ph.D. program, may
have the master’s thesis requirement waived.
Course Offerings
At least half of the student’s courses must be seminars. Registration requires the instructor’s signature.
Credit hours are listed in parentheses following the course titles. For instance, (3) indicates three
credits per semester. Some courses are offered annually, others over a two- or three-year period.
The particular offerings for each semester are determined by the needs of the students, the available
faculty, and the requirements of the course. Frequency is noted, whenever possible, in the course
description. An updated schedule of courses is published in advance of registration each semester.
Graduate credit is given for selected advanced courses offered in the Theological School and in the
College of Liberal Arts. Other courses in both schools may be accepted for graduate credit with the
approval of the instructor of the course, the student’s adviser, and the Committee on Academic
Standing and Curriculum.
Courses numbered 100–699 prefaced with BIBST, CHIST, THEPH, CHSOC, or PASTH are offered
in the Theological School. Courses numbered in the 700s and 800s are offered in the Caspersen
School and are primarily for graduate students. Qualified students in the College of Liberal Arts or
the Theological School may take these courses under certain conditions.
The university reserves the right to cancel scheduled courses for which, in its judgment, there is
insufficient enrollment.
CHSOC 417/Women and Religion (3)
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. Signature of instructor required for registration.
CHSOC 443/The Changing Religious Landscape of the United States (3)
This course is designed to acquaint the theological student with the general and particular landscape of contemporary American religion. Students read in-depth sociological portraits and broad
overviews. Liberal and conservative Christianity is covered. In addition, students look at “sects and
cults” in new religious movements and old religious movements such as Mormonism and
Jehovah’s Witnesses. Primarily for theological students. Signature of instructor required for registration.
Offering to be determined.
Religion and Society Area 85
RLSOC 701/Spiritual Discipline and Contemplative Practice (3)
A course in engaged spiritual discipline and contemplative practice: an opportunity to listen, read,
study, and practice. Considers selected texts, ancient and modern, from the literature of spiritual
discipline in Christianity and Buddhism. Focuses on considerations of the virtuous life, the impediments
to virtue, the meaning and practice of a spiritual path, and the fruits of spiritual practice. In addition
to the readings, there are guest lectures and an optional weekend retreat at a lay monastery.
Signature of instructor required for registration.
RLSOC 703/Freud and Religion (3)
A consideration of Freud’s writings on religion as found in The Collected Works of Sigmund Freud;
Freud’s correspondence with Jung and Pfister, 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. Signature of instructor required for registration. Offering to be determined.
RLSOC 704/Autobiography and the Religious Life (3)
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. Offering to be determined. Signature of instructor
required for registration. Offering to be determined.
RLSOC 705/Introduction to Sociological Method (3)
A critique of a series of studies to understand the fundamental components of the the research
process. Looks at studies that illustrate how one develops an appropriate question for study, how
one selects a viable method for data collection and for obtaining a sample, and options for data
analysis. Intended to give students a framework for evaluating social science research, as well as
for guiding the analysis of empirical studies related to a subject that each student may want to pursue
for a dissertation. Signature of instructor required for registration.
RLSOC 711/Ain’t I a Woman?: African-American Women and Teaching (3)
The course is designed to help students broaden and deepen their understanding of ways in which
African-American women have been, and continue to be resilient, resistant to oppression, and
hopeful about their own future. This course will make the case that the lives of many AfricanAmerican women can be used as models to continue to teach resilience, resistance, and hope.
Signature of instructor required for registration. Same as: WMSTG 717.
RLSOC 713S/The Theory and Practice of Ecosocial Justice (3)
Readings in spiritual, philosophical, feminist, scientific, and socio-political responses around the
globe to the ecological crisis. Course has a flexible field-based component designed to involve
students in some way in local eco-justice issues. Signature of instructor required for registration.
RLSOC 714/Strategies of Social Protest (3)
An examination of the lives and social justice leadership choices of the U.S. 1960s civil rights
figures, including Martin Luther King, Jr., Septima Clark, Fannie Lou Hamer, Malcolm X. Delves
into some of the historical circumstances that surrounded these leaders and compares their
strategies. Signature of instructor required for registration.
RLSOC 715/The “Self” in Transformation (3)
A consideration of psychoanalytic clinical studies in cross-disciplinary conversation with religious
writings, literary criticism, fiction, and feminist thought to provide provocative insight and perspective
on the “self” in transformation. Topics include the patient as heroine, the talking cure, the nature of
clinical evidence, silence, shame and awareness, and the terror of good fortune. Signature of instructor
required for registration. Offering to be determined.
86 The Caspersen School of Graduate Studies
RLSOC 716/Christianity and Ecology (3)
Examines what sociological and theological factors shape various Christian responses to ecological
concerns. Surveys some of the historical, philosophical, sociopolitical, and theological influences
that have shaped the current planetary context and looks at the array of contemporary global religious
ecological voices and emerging eco-theologies. Signature of instructor required for registration. Same as:
REL 147.
RLSOC 717/Liturgy and Ethics (3)
An exploration of the values and normative messages that are embedded in and transmitted by
the liturgical rituals of the community. The selected texts and contexts studied are drawn from the
multiform experiences of religious life and language in a multicultural world. Signature of instructor
required for registration.
RLSOC 721/Contemporary Ethical Issues (3)
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 722/Hispanic Culture and Religion in the United States (3)
An introduction to the history, culture, economics, and politics of the Hispanic presence in the
United States. This course uses other media besides lectures (feature films, novels, and short stories
by and about U.S. Hispanics and Latino/Latina) to stimulate reflection, discussion, and research on its
subject matter. This course highlights the religious dimension of the U.S. Latino/Latina experience.
Signature of instructor required for registration. Same as: CHSOC 476.
RLSOC 723/Hispanic Theology in the United States (3)
A study of the main Hispanic theologians, key themes, and methods of this new theological articulation
that emerges from the religious life of Latinas and Latinos. Signature of instructor required for registration.
RLSOC 724/Applied Social Ethics (3)
Different perspectives and methodologies applied to ethical issues in various life spheres, e.g., the
professions, bureaucracy, war and peace, medicine, business, and the environment. Signature of
instructor required for registration.
RLSOC 725/History of Western Christian Ethics (3)
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)
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)
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. Signature of instructor required for registration.
RLSOC 729/Feminist Sociology of Religion (3)
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 contributions 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. Same as: COMFE 729.
Religion and Society Area 87
RLSOC 730/Religion and Social Change (3)
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 731/Sources of Self (3)
A study of the philosophical, psychological, and psychoanalytical sources of the self. Examines the
conceptual history of the self with particular emphasis upon three recent sources of self: Freud’s
metapsychology, psychoanalytic object relations theory, and narrative theories of the self. Seeks to
develop a context for a critical, constructive hermeneutic for the interpretation of modern and
postmodern sources of self. Signature of instructor required for registration.
RLSOC 735/Personality Theory and Psychopathology (3)
The role of personality theory in the practice of psychology and its usefulness for understanding
abnormal religiosity. The perspectives of Freud, Adler, Jung, Allport, Rogers, Oates, Erikson, and
others are presented, as well as learning models of abnormal behavior. Signature of instructor required
for registration.
RLSOC 740/Psychoanalytic Process and Literary Criticism (3)
A seminar in which the proposition that all philosophical endeavors intersect in the plane of
language (Ricoeur) is examined at the point of intersection of literature and psychoanalysis. The
process of psychoanalysis, as distinguished from the body of psychoanalytic knowledge, is presented
as a hermeneutical discipline applicable to all discourse, followed by the application of this
hermeneutics in literary criticism. Signature of instructor required for registration.
RLSOC 742/Freud: Clinician and Philosopher (3)
Readings from the works of Freud in chronological order to convey the evolution of his thought:
the progression from clinical description to clinical conceptualization to metapsychology, his
models of the mind, the interpretation of art, morality, and religion deriving from his application
of metapsychological concepts to culture; his philosophy of humanity. Attention to the location of
Freud in contemporary theology. Signature of instructor required for registration.
RLSOC 743/Object Relations in Psychoanalytic Theory (3)
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)
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/U.S.A. Women’s Ethics (3)
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. Signature of
instructor required for registration.
88 The Caspersen School of Graduate Studies
RLSOC 747/Culture and Personality (3)
An examination of some of the major issues in the interrelationship between culture and personality.
Interprets cultural roles and their effect on personality by discussing cross-cultural aspects of personality
theory. Presents psychodynamic theories and social-systems viewpoints as the basis for integrating
social-psychological concepts of person/situation interaction. Signature of instructor required for registration.
RLSOC 748/Ethical and Religious Themes in Women’s Literature (3)
An analysis of the religious and ethical understanding of Asian-American, Native American,
African-American, European-American, and Latina women as exemplified in contemporary novels
written by women from these different communities. Primarily for graduate students. Signature of
instructor required for registration.
RLSOC 749/Sexual Ethics (3)
This course will introduce students to a range of approaches to sexual ethics by Christian social
ethicists as well as contemporary debates about morality. It will emphasize the interplay between
issues of race/ethnicity and sexuality in public moral discourse. Topics will include: heterosexuality,
“queer” sexuality, adultery, sexual harassment, prostitution.
RLSOC 750/Doing Ethics: Methods and Beyond (3)
An exploration of the elements needed for ethical considerations and different approaches to decisionmaking, character development, and values formation. Primarily for graduate students. Signature of
instructor required for registration.
RLSOC 751/The Ethics of Power (3)
An investigation into the nature of power and its multifaceted manifestations and usages in different
areas of interest, as determined by the students. Primarily for graduate students. Signature of instructor
required for registration. Offering to be determined.
RLSOC 757/Illness of Body, Mind, and Spirit (3)
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 and Religion (3)
Intended primarily for those students participating in The Newark Project. 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 carried out in the city of Newark is required for this course and runs in combination with
work in the seminar. Signature of instructor required for registration. Offered spring semester annually.
RLSOC 763/Black Feminist/Womanist Resources for Ethics (3)
An exploration of the varying forms of social and religious thought that contribute to the construction
of Christian social ethics offered by womanist theologians, ethicists, and black feminist scholars
from diverse disciplines. Sources include Dolores Williams, bell hooks, Katie Cannon, and Angela
Davis. Signature of instructor required for registration.
RLSOC 767/Reel to Real: Race, Sex, and Class at the Movies (3)
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 dialogue about the 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. Signature of instructor required for registration. Same as: PASTH 596.
Religion and Society Area 89
RLSOC 768/Erikson, Human Development, and Religion (3)
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 development
approach to religion. Additional thinkers included are Robert C. Fuller, Donald Capps, Daniel J.
Levinson, and Mary Belenky. Same as: PASTH 588.
RLSOC 771/Major Thinkers and Major Themes in the Sociology and Anthropology of
Religion (3)
A seminar focusing on one particular thinker or one important theme in the history of the social
scientific study of religion. Required for sociology of religion concentration. Signature of instructor
required for registration.
RLSOC 772/Anthropology of Religion (3)
An introduction to major thinkers and theories in the anthropology of religion, including, but not
limited to, the works of Smith, Tylor, Malinowski, Evans-Pritchard, Geertz, Douglas, Turner, and
Levi-Strauss. Primarily for graduate students. Signature of instructor required for registration.
RLSOC 773/African Religions (3)
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)
An examination of views of the self, God, society, and cosmos in interaction with notions of wellbeing, pathology, healing, and wholeness in the West, Asia, and Africa, and in the African-based
cultures of the Caribbean and Latin America. Primarily for graduate students. Signature of instructor
required for registration.
RLSOC 775/Moral Constructions of Afro-American Intellectuals (3)
An examination of the writing of selected black intellectuals of the 19th and early 20th centuries,
such as Maria Stewart, W.E.B. DuBois, Chieke Diop, E. Franklin Frazier. Examines the moral claims
and norms that underlie the social vision of these thinkers, to gain insight into some of the
complexities of American moral discourse. Primarily for graduate students. Signature of instructor
required for registration.
RLSOC 776/Ritual Theory (3)
The history of anthropological and psychological thought concerning the structure, process, and
function of particular rituals and of ritualizing in general, including attention to the important parallels
between ritual theory and liturgical studies. Students are expected to do a limited amount of participatory observation in preparation for the final paper. Signature of instructor required for registration.
RLSOC 777/The Study of African-American Religion (3)
A study of the variety of methods scholars have used to explore the dimensions of AfricanAmerican religion. Focuses on the historical, sociological, theological, and anthropological
approaches. Readings come from the selected works of Albert Robateau, C. Eric Lincoln, Cheryl
Townsend Gilkes, James Deotis Roberts, Gatraud Wilmore, Katie Cannon, John Gwaltney, and
others. Signature of instructor required for registration. Offering to be determined.
90 The Caspersen School of Graduate Studies
RLSOC 778/Psychology of Violence (3)
Psychological and social systems theories are presented as a basis for understanding individual and
social systems of oppression. The research and theories of Freud, Fanon, Kohut, Doi, Memmi,
Lambly, Bion, and others serve to analyze situations in which groups are dominated for reasons of
race, gender, religion, or nationality. Signature of instructor required for registration.
RLSOC 779/Classical Theories in the Sociology of Religion (3)
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.
RLSOC 780/Deconstructing Racism (3)
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. Signature
of instructor required for registration.
RLSOC 781/Contemporary Theories in the Sociology of Religion (3)
This course aims to provide students with the background necessary to understand, a) the emergence
of new sociological theories of religion in the North Atlantic countries after World War II; b) the
links between these theories and the so-called classical theories in the sociology of religion; c) the
connections between these theories and the larger field of the social-scientific study of religion; and
d) the scope and limits of such theories for the analysis of religious phenomena. Signature of instructor
required for registration.
RLSOC 782/Theories of Justice and Social Ethics (3)
A critical analysis of contemporary theological and philosophical understandings of justice and
their implication for social ethics. Signature of instructor required for registration.
RLSOC 783/Ethically Responding to Violence Against Women (3)
This course investigates the social and moral dimensions of intimate violence against women in
the United States. The course includes 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 context. Signature of instructor required for registration. Same as: CHSOC 444.
RLSOC 784/African-Based Religions of the Caribbean and Latin America (3)
The structure and development of the African-based religions that grew on the slave plantations of
the New World, including attention to the relation between African traditional religions and their
New World conglomerate forms, as well as the parallel relation between these New World religions
and the various forms of colonial Christianity that they selectively absorbed and reinterpreted.
Signature of instructor required for registration.
RLSOC 785/Critical Approaches in Epistemology (3)
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 theology, ethics, and ministry. Signature of instructor required for registration.
Religion and Society Area 91
RLSOC 788/Emerging Theologies in World Christianity (3)
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 ways in which certain themes of the Christian
tradition are elaborated in some of these theologies. Signature of instructor required for registration.
Same as: CHSOC 473.
RLSOC 795/Topics in Religion and Society (3)
An intensive study of selected problems and themes in religion and society.
RLSOC 798/God-Talk With Black Thinkers (3)
This interdiscplinary 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. A unique aspect of the series will be courses cotaught by spouses who are in the same or complimentary theological disciplines. Same as PASTH 642.
RLSOC 799/Freud and Jung (3)
This course explores the interaction of these two pioneering psychologists, their similarities and differences, and how their lives and work afftected each other.
Internship
INTRG 900/Internship (1)
This course allows students to supplement their academic knowledge with hands-on experience
through work in their field of study. Students will put theory into practice to gauge its 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 Caspersen School programs, it is advised that students begin internships soon after arriving at Drew to obtain the maximum benefit. Successful completion of 3 credits
of internship allows the student to receive Internship Certification, which is placed on the student’s official
transcript. This course can be repeated with a new project. Signature of instructor required for registration.
Tutorial and Dissertation Year Courses
RLSOC 900/Tutorial (3)
Signature of instructor required for registration. Offered in fall and spring semesters annually.
RLSOC 901/Tutorial (3)
Students register for this course when RLSOC 900 is taken in the same semester. Signature of instructor required for registration. Offered in fall and spring semesters annually.
RLSOC 990/M.A. Thesis Tutorial (3)
Signature of instructor required for registration. Offered in fall and spring semesters annually.
RLSOC 999/Dissertation Research (9)
Offered in fall and spring semesters annually.
92 The Caspersen School of Graduate Studies
Courses Cross-Listed From
The College of Liberal Arts
The following cognate courses are offered in conjunction with the College of Liberal Arts. To earn credit in these
courses, graduate students must perform additional, graduate-level assignments.
RLSOC 103/Societies and Cultures of Latin America (3)
Lectures and discussions borrow heavily from other disciplines, especially anthropology, economics,
history, and political science. A study of the evolution of Latin America as part of an expanding world
economic system. Seeks to understand the current situation of Latin America through a survey of its
historical development. Three major sections: the pre-Columbian and colonial periods, independence
and national development, and contemporary Latin American societies and problems. In seeking
an understanding of the social consequences of Latin America’s position in the evolving world system, it focuses on how this position affects such social institutions as family and religion, social relations such as race relations, and international relations. Signature of instructor required for registration.
RLSOC 105/Social Change (3)
A sociological, historical, and cross-cultural examination of social change. Covers theories of
change and explores its many forms. Topics include the relationships of ideology and consciousness,
technology, and demography to social change, and the making of societal change through social
movements and revolutions. Examines change in both industrialized and Third World nations.
Focuses on change in gender systems and the efforts of a variety of marginalized groups to transform
the status quo. Signature of instructor required for registration. Offered annually.
RLSOC 106/Urban Sociology (3)
A sociological and historical examination of urban issues, theory, and research. Covers both macroand micro-sociological perspectives. Topics include stratification, urban politics, ethnic communities,
and urban change. Signature of instructor required for registration.
RLSOC 109/Sociology of Inequality (3)
An analysis of the social and psychological causes, manifestations, and consequences of inequality.
Examines stratification systems in the United States and other countries. Signature of instructor
required for registration.
RLSOC 115/Political Sociology (3)
A presentation of the main themes and the dominant theoretical perspectives involved in the study
of political processes and political institutions. Topics include community politics, elections, nation
building, national elites and public policy making, political parties, and social movements. Signature
of instructor required for registration. Offered fall semester annually.
RLSOC 116/Sociology of National Development (3)
Seeks the understanding of socioeconomic and political changes in contemporary societies from a
historical and comparative perspective. Deals with two major issues: the rise (development) of the
Western world and the underdevelopment of Third World societies. Covers the major theories of
development, e.g., modernization, dependency, and world-system theories, as well as discussions
of empirical issues, e.g., starvation, illiteracy, the destruction of the environment. Addresses topics
such as peasant revolts, revolutions, liberation movements, alternative paths to national development
(e.g., socialism, capitalism) and how these events, social processes, and alternatives affect the
domestic situation of each society and the international community. Signature of instructor required for
registration. Offered fall semester annually.
Religion and Society Area 93
RLSOC 122/New Religious Movements in America (3)
A study of sects, cults, and various spiritual movements that have emerged within the last 150
years. Covers various expressions of theosophical religion, freemasonry, UFO cults, Gurdjieff
groups, Scientology, the Hare Krishna movement, the Divine Light Mission, and the Unification
Church. Signature of instructor required for registration.
RLSOC 127/Business Ethics and the Changing Society (3)
A study of those ethical and social issues that intersect with normal business techniques and goals.
Focuses on practical ethical problems arising out of the functional areas of management (marketing,
accounting, purchasing, employee relations) and the wider areas of business and social responsibility
in relation to ecology, minorities, the role of multinationals, public safety. Employs the case study
method. Signature of instructor required for registration. Offered spring semester annually. Same as: REL 127.
RLSOC 128/History of Anthropological Thought (3)
An examination of the development of anthropological approaches to the study of culture. Investigates
critical individuals, schools, and events in terms of their implications for our understanding of
human nature and nurture. Signature of instructor required for registration.
RLSOC 129/Contemporary Issues in Anthropological Theory (3)
Critical investigations of specific topics of concern to anthropology and related disciplines today.
Topics vary in accordance with student interests, faculty expertise, and current concerns in the discipline.
Signature of instructor required for registration.
RLSOC 130/Folk Religion (3)
A study of various aspects of religious beliefs and practices among small-scale societies and folk
communities within larger human systems.
RLSOC 131/Bio-Medical Ethics (3)
An examination of the issues from religious and ethical perspectives. The following problem areas
are included: death and dying, abortion, medical care, human experimentation, genetic control,
organ transplantation, and behavioral control. Limited to 50 students. Seniors have priority.
Signature of instructor required for registration. Offered fall semester annually.
RLSOC 135/Selected Topics in Cultural Anthropology (3)
An investigation of one or more major subject areas in cultural anthropology with an emphasis on
those areas most useful to graduate students in anthropology. Topics vary in accordance with student
interest and faculty expertise and may include visual anthropology, structural theory, and postmodernism. Variable credit may be offered in a given semester. Signature of instructor required for registration. Offering to be determined.
Language Requirements
Modern foreign language preparation is expected of all applicants to the Caspersen School. All candidates for the M.A. and Ph.D. degrees must demonstrate their competence by examination.
Language Choices
• M.A.: Either French, German, or Spanish. International students whose native language is
other than English may use English as a research language to meet M.A. requirements.
• Ph.D.: Two of the following: French, German, Spanish. International students whose native
language is other than English may use English as their second research language. They
must, however, pass French, German, or Spanish before they take their second year of classes.
94 The Caspersen School of Graduate Studies
If another language is deemed relevant to the student’s program, the student may petition for a
substitution, which requires the recommendation of the student’s area and the approval of the
Committee on Academic Standing and Curriculum. This approval is contingent upon the availability of appropriate testing and grading resources.
Language Requirement Deadlines
M.A. candidates must satisfy the language requirement as a prerequisite to the approval of a
thesis proposal.
Ph.D. candidates must pass one of the language examinations before beginning a second year of fulltime study. All language requirements must be satisfied before sitting for comprehensive examinations.
Language Testing Procedure
The student’s reading knowledge is tested by a 180-minute examination in which the student
translates a passage of approximately 400 words into English (dictionaries are permitted). The
books from which the examination is taken are on reserve in the library for review by students.
Language examinations are given in August, September, October, January, and May. Students who
are prepared should take one examination in the September in which they enter. Doctoral students
should take the other as soon as possible. Details concerning the language examinations and their
administration are available from the Office of the Dean.
For those needing assistance in developing language competence, the Caspersen School provides a
non-credit Language Instruction Program. French and German are regularly offered. Other languages,
such as Latin and Spanish, may be offered according to demand and funding availability.
M.A. Thesis and Oral Examination
The student is to prepare a thesis demonstrating the ability to organize and interpret material
creatively. The dean, upon consultation with the student and the area, appoints a thesis committee
consisting of three members of the Caspersen School faculty, one of whom is from outside the
student’s area. The thesis committee receives the thesis proposal; directs, reads, and judges the thesis;
and conducts an oral examination over the thesis and the student’s program of study. The completed
thesis must be deposited with the Caspersen School office no later than May 1.
All requirements for the M.A. degree must be completed within a period of five years.
Ph.D. Comprehensive Examinations
Four comprehensive examinations are required:
1. History and theory of the student’s area of concentration: anthropology of religion; sociology
of religion; psychology and religion; Christian social ethics.
2. Major figure(s) in the student’s area of concentration. This figure is considered within
social and intellectual history. If the student chooses two figures, the exam is comparative.
3. Particular area exam. Designed to focus on a significant theoretical issue or school of
thought in the student’s area of concentration.
4. Issue in the student’s area of concentration. This exam is an interdisciplinary approach to
a contemporary issue. Here the focus is on bringing the insights from a variety of disciplines
to bear on the interpretation of an issue.
Religion and Society Area 95
The student may choose from four possible formats (with certain limitations):
1. Six-hour closed-book exam
2. Footnoted essay of 30–35 pages
3. Three-hour oral exam
4. 48-hour take-home exam.
Only one of the exams can be an oral exam and the history and theory comprehensive exam can
only be a six-hour closed-book exam.
Students should keep in mind that since the formats are so different, the evaluation process on the
part of the professors is different (i.e., in the closed-book exam one cannot be as strict with facts as
one can be when correcting a take-home exam or a footnoted essay).
Students with special needs may petition the faculty of the area for exceptions to these rules.
Ph.D. Dissertation
Prospectus. Although a student may begin informal exploration of possible dissertation subjects
at any time, the prospectus is not submitted until the student has completed all the comprehensive
examinations. The student must have a constituted dissertation committee before seeking approval
of the prospectus.
Dissertation Preparation. A dissertation demonstrating the student’s ability to perform and
creatively interpret advanced research is an essential requirement of the doctorate and ordinarily
is done in the third year of residence. The student should allow at least a year of full-time work for
his/her dissertation.
Dissertation Committee. A dissertation committee of three is selected by the student and the
professor likely to be the dissertation chair. If the area approves the committee, it is sent to the dean
of the Caspersen School for final approval. The student prepares the prospectus and the dissertation
in consultation with the committee.
Final Reading and Oral Examination. The student submits three copies of the dissertation in
final form to the administrative assistant, who forwards the copies to the dissertation committee
for the final reading. If the three members of the dissertation committee agree that the dissertation
is ready for examination, the administrative assistant proceeds to make arrangements for an oral
defense. If the committee does not agree that the dissertation is ready for defense, it gives the student
directions for changes.
After the oral defense, the committee, by majority vote, judges the dissertation and defense as Pass
with distinction, Pass, Pass with major revisions, Fail, or final Fail.
A 350-word abstract of the dissertation is to be submitted in three copies no later than the time of
the oral defense.
Degree Conferral Requirements
For May commencement, the deadline for submission to the administrative assistant is the last
Friday of April; for October graduation, September 15.
For the degree to be conferred, the student must 1) submit to the Caspersen School office after the
oral defense two corrected copies of the dissertation that fully comply with the “Regulations of the
Caspersen School” and the “Dissertation Guidelines”; 2) sign the contract with University
Microfilms for microfilming the dissertation and including the abstract in Dissertation Abstracts; 3)
pay all fees. At present, the microfilming charge is $55; the copyright service is $45.
96 The Caspersen School of Graduate Studies
THEOLOGICAL AND
RELIGIOUS STUDIES AREA, M.A., PH.D.
Concentrations
• Historical Studies
• Theological Studies
• Philosophical Studies
Special Programs
• American Religion and Culture (available through Historical Studies)
• Women’s Studies (available in all concentrations)
Program Description
T
he area of Theological and Religious Studies fosters a transdisciplinary community of inquiry
among students of historical, contextual, systematic, constructive, and postmodern theologies and studies of religion.
Incoming students are expected to choose one of three concentrations—Historical, Theological,
Philosophical. This choice will determine the structure of the comprehensive examinations.
Historical Studies allows for further specialization in American Religion and Culture. A secondary
concentration in Women’s Studies may be pursued within the context of any of the three primary
Theological and Religious Studies area concentrations.
Summary of Degree Requirements
M.A.
One year of full-time course work (6 courses; 18 credits) with a G.P.A. of at least 3.0, one foreign
language (proficiency determined by a translation test), a thesis with an oral examination, deposit
of one copy of the thesis with the Caspersen School office, payment of all University bills and fees.
All requirements for the M.A. degree must be completed within a period of five years.
Theological and Religious Studies Area 97
Ph.D.
Two years of full-time course work (12 courses; 36 credits) with a G.P.A. of at least 3.1, two foreign
languages (proficiency determined by a translation test), comprehensive examinations, and a dissertation and oral defense, deposit of two copies of the dissertation with the Caspersen School
office, payment of all University bills and fees. All requirements for the Ph.D. degree must be completed within a period of seven years.
Required Course: All students are required to take “Theories and Methods in Theological and
Religious Studies” (THRST 741S) in their first semester. The function of the course is twofold: 1) to
acquaint the student with the academic field of theological and religious studies, and 2) to serve as
a diagnostic tool of the student’s readiness for further study. The course is graded either Satisfactory
or Unsatisfactory. If a student receives an Unsatisfactory grade, the Area evaluates the student’s
total performance at Drew, and may then recommend to the Committee on Academic Standing
and Curriculum that the student be reclassified as a terminal M.A. candidate.
Comprehensive Examination Prospectus: After the completion of course work and the two
language exams, three written examinations and a research essay are required (see details under
each concentration.) Working in consultation with his/her adviser, a student develops a prospectus for the first three exams. That proposal should include a rationale and bibliography for each
exam, and should be no lengthier than ten pages. The document is then submitted to the Area for
approval by the faculty. The research essay may be proposed at the same time, or at any time up
until one month following the completion of the third exam.
Concentrations
Historical Studies
Historical studies offers a course of study in the history of Christianity and historical theology, with
special emphasis on antiquity and modernity. Students are encouraged to develop competence in
a variety of historical methodologies—intellectual, doctrinal, social, cultural, and other—that
allows them to contextualize their topics of study in theology and religion.
The concentration requires three four-hour examinations and a research essay, distributed as follows:
Two period examinations from the following:
Early Antiquity: From Christ to Constantine
Late Antiquity: From Constantine to Chalcedon
Early Medieval: From Augustine to 1054 C.E.
High Medieval: From 1054 C.E. to 1500 C.E.
Reformation and Post-Reformation: 16th and 17th Centuries
Modern Period: 18th and 19th Centuries
American: 17th and 18th Centuries*
American: 19th and 20th Centuries*
The 20th Century
*Required for American Religion and Culture
Interdisciplinary Exam: A figure, a topic, or a movement to be approached in terms of one of
the other disciplines of the area—namely, theology or philosophy—or in terms of one of the other
disciplines of the Caspersen School—e.g., biblical studies, liturgical studies, ethics, anthropology,
sociology, psychology, literary criticism, feminist theory.
98 The Caspersen School of Graduate Studies
Research Paper: A 30- to 35-page essay on the contemporary scholarly discussion that underlies
a central issue in the student’s prospective dissertation, including a survey of the historical antecedents
of this discussion. The essay should not so much argue a thesis as define a field of discourse
(although the definition of such a field of discourse may itself constitute a kind of argument, or set
of arguments). The scholarly discussion or field of discourse mapped by the essay may be confined
largely to one traditional academic discipline; it may engage an ongoing interdisciplinary exchange;
or it may seek to open up new exchanges across disciplines. Overlap between the essay and the
other three comprehensive examinations should be minimal. As in the case of the other examinations,
a definite time frame for completing the exam is set at the time the examination topics are approved.
Theological Studies
Theology at Drew situates itself within the pluralism of the postmodern context. Students rethink
religious traditions, especially but not exclusively the Christian, with the aid of multiple, overlapping methods: historical, hermeneutical, systematic, feminist, philosophical, deconstructive, and
constructive approaches are most strongly represented.
The concentration requires three four-hour examinations and a research essay, distributed as follows:
School or Method exam: A method, or school of thought, that exemplifies a leading approach
to theology within the past century.
Figure exam: A pre–20th-century figure, as contextualized within her/his own period.
Interdisciplinary exam: A theologically relevant study, constructed in collaboration with faculty of another religion concentration within or outside the area.
Research paper: As described for historical studies.
Philosophical Studies
This concentration is for students who, within a broader program in theological and religious studies,
want to develop special competence in philosophy. Ideal candidates bring prior advanced work in
philosophy. They may include 1) philosophers who seek to extend their work into philosophical
theology and the philosophy of religion, and 2) theologians who seek to bring philosophic discipline and criticism to their work. Graduates from philosophical studies specialize in one field of philosophy and thereby qualify for teaching positions in religion, in philosophy, or in joint departments of
religion and philosophy.
The concentration requires three examinations and a research essay, distributed as follows:
Field exam: The history of a single field of philosophy: philosophy of religion, metaphysics, epistemology,
hermeneutics, or ethics. The scope is from ancient Greece to the present. (Five hours).
Period exam: A single period in the history of philosophy: Ancient Greece through the 13th century;
Renaissance through Kant; or Hegel to the present. The exam addresses theological and religious,
as well as philosophical, issues, introducing into philosophical studies work from the other concentrations.
(Four hours).
Figure exam: A figure from outside the period chosen for the Period exam. (Three hours).
Research paper: As described for historical studies.
Theological and Religious Studies Area 99
Course Offerings
At least half of the student’s courses must be seminars. Registration requires the instructor’s signature.
Credit hours are listed in parentheses following the course titles. For instance, (3) indicates three
credits per semester. Some courses are offered annually, others over a two- or three-year period.
An updated schedule of courses is published in advance of registration each semester.
The University reserves the right to cancel scheduled courses for which, in its judgment, there is
insufficient enrollment.
Graduate credit is given for selected advanced courses offered in the Theological School and in the
College of Liberal Arts. Other courses in both schools may be accepted for graduate credit with the
approval of the instructor of the course, the student’s adviser, and the Committee on Academic
Standing and Curriculum.
Courses numbered 100–699 prefaced with BIBST, CHIST, THETH, CHSOC, or PASTH are cross-listed
with the Theological School. Courses numbered in the 700s and 800s are offered exclusively in the
Caspersen School; qualified students in the College of Liberal Arts or the Theological School may
take these courses under certain conditions.
CHIST 212/Theology Before Nicaea (3)
Readings of six pre-Nicene theologians (Justin, Irenaeus, Clement of Alexandria, Origen, Tertullian,
Cyprian). Major theological themes and emergent strategies of Christian self-definition are traced throughout the readings, with attention given to local variations in the traditions of Rome, Lyons, Alexandria,
and Carthage. Signature of instructor required for registration. Prerequisite: CHIST 202 or its equivalent.
CHIST 215/Studies in Gnosticism (3)
An exploration of an elusive, diverse, and eclectic ancient religious phenomenon, through a reading of the heresiological sources and the Nag Hammadi corpus, in conjunction with recent scholarly discussions that call into question not only the definition but even the usefulness of the category of “Gnosticism.” The relation of Gnosticism to Christianity, Judaism, Platonism and their
“Scriptures” and the interpretation of Gnosticism as a culture product of “hellenism” will be among
the issues considered. Course may be repeated. Signature of instructor required for registration.
Prerequisite: CHIST 202 or its equivalent.
CHIST 218/The Thought of Augustine (3)
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)
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)
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)
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
Augustinian tradition; Peter Lombard and the Sentences. Signature of instructor required for registration.
100 The Caspersen School of Graduate Studies
CHIST 223/Late Medieval Theology (3)
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; Nicolas of Cusa and “learned ignorance”; Wyclif, Hus, and reform.
Signature of instructor required for registration.
CHIST 227/Eastern Christianity (3)
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 College of Liberal Arts course
REL 27. Prerequisite: BIBST 111 and CHIST 202 or their equivalents.
CHIST 228/Eastern Christianity (3)
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 College of Liberal Arts course REL 28. Prerequisite: BIBST 111 and CHIST 202 or
their equivalents.
CHIST 231/Gender and Sexuality in Ancient Christianity (3)
Readings of New Testament and other Christian texts of Mediterranean antiquity, in combination
with recent works of critical scholarship, will engage both women’s history and the history of cultural
constructions of gender and sexuality, while at the same time raising broader theoretical and
theological questions regarding gender roles, sexual identities, and textual authority. Signature of
instructor required for registration. Prerequisite: BIBST 111 and CHIST 202.
CHIST 235/Studies in Methodist Theology Since Wesley (3)
A study of the development of Methodist theology in Great Britian and in America as seen in the
work of selected representative theologians. Course may be repeated. Signature of instructor required
for registration.
CHIST 255/Sexuality and Family Life in American Religious History (3)
A historical study of how religious ideas and practices contributed to shifts in patterns of gender,
sexuality and family life in the United States. Themes include ideologies of domesticity, slavery and
sexual shame, the family systems of marginalized religious movements in 19th century America,
and religious responses to the emergence of modern sexual economies. Prerequisite: CHIST 203 or
its equivalent.
CHIST 262/Studies in American Methodism (3)
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 281/Religion in Urban Cultures: Historical Perspectives (3)
A study of American cities as icons of both evil and progress in the 19th and 20th centuries, with
special attention to theological and other religious responses to power, wealth, technology, immigration,
and cultural and religious diversity. Signature of instructor required for registration. Prerequisite: CHIST
203 or its equivalent.
CHIST 282/Religion and American Nationalism (3)
A historical study of how the national community is constituted by the boundaries of race, gender,
and religious identities. Themes include constitutional disestablishments and First Amendment litigation,
Protestant projections of American destiny, the invention of the Judeo-Christian tradition, and the
quest to create a Christian America. Prerequisite: CHIST 203 or its equivalent.
Theological and Religious Studies Area 101
CHIST 294/Martyrdom and Asceticism in the Early Church (3)
An examination of mrtyrdom and asceticism, particularly at thier 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. Prerequisite: CHIST 202 or its
equivalent. Signature of instructor required for registration.
CHIST 295/American Jesus (3)
A study of how Jesus has been represented in literature, art, film, and other popular media in the
United States, with special attention to what cultural contests over images of Jesus reveal about
continuity and change in American history. Signature of instructor required for registration. Prerequisite:
CHIST 203 or its equivalent.
CHIST 722/Readings in Luther (3)
A representative selection of Luther’s writings throughout his life, with emphasis on the development
of his thought as reflected by his Commentary on Romans, his Reformation treatises of 1521, On
Bondage of the Will, his various treatises on the Sacrament, and his Galatians Commentary of 1521.
Signature of instructor required for registration.
CHIST 724/Readings in Calvin and Reformed Theology (3)
A study of Calvin’s theology based on readings of his major works. Signature of instructor required for
registration.
CHIST 726/Readings in the English Reformation (3)
The development of the Anglican tradition in the Tudor era (Henry VIII, Edward VI, Elizabeth I), with
some attention to Tudor Puritanism. Signature of instructor required for registration. Offering to be determined.
CHIST 733/Seminar in Kierkegaard (3)
A study of Kierkegaard’s philosophy and theology based upon a reading of his major works.
Course may be repeated. Signature of instructor required for registration. Offering to be determined.
CHIST 735/Archives: History and Methods (3)
A study of the theory and practice of religious archives, arranging, describing, evaluating, and using
primary source documents in the collections of the United Methodist Archives and History Center.
Focuses on preservation, micrographics, scholarly editing, and oral history. Guest lecturers. Each
student develops a project based on a collection in the Archives. Signature of instructor required for
registration. Same as ARLET 233.
CHIST 748/Topics in Wesley Studies (3)
Various subjects relating to John and Charles Wesley, their theological formulations, and developments in the Wesleyan tradition. Course may be repeated. Signature of instructor required for registration.
THEPH 312/Twentieth-Century Theologies (3)
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.
102 The Caspersen School of Graduate Studies
THEPH 318/Meaning and Truth in Religions: A Comparative Approach (3)
An intermediate-level course in the philosophy of religion that studies material from a variety of
religions. Under the heading of meaning this course examines the religious object, the religious
need, the goal of religion, and religious founders, symbols, and communities to determine whether
and to what extent religions have common structures. Regarding truth, questions are raised such
as: What is the nature of religious truth? What is the locus of religious truth? Does the philosophical theory that religious truth is not limited to one religion necessarily lead to relativism? Is such
a theory compatible with strong religious commitment?
THEPH 320/Constructive Theology (3)
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)
A cycle of seminars probing into foundational issues in the domain where philosophical inquiry
intersects with theological reflection.
THEPH 326/Authority of Scripture and Tradition Ecumenical Advances (3)
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 334/Process Theology (3)
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)
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, “Systematic 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)
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 340/Liberation Theology and Ethics (3)
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 351/Asian Theologies (3)
A seminar dealing with major themes and figures in Asian theology.
Theological and Religious Studies Area 103
THEPH 361/Kant and Hegel (3)
A concentrated study of selected texts, with special, but not exclusive, emphasis on philosophy of religion.
THEPH 362/American Philosophy (3)
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
it the larger cultural of North America.
THEPH 363/Phenomenology (3)
Readings in Husserl and others, such as Schuetz, Merleau-Ponty, and Ricoeur.
THEPH 365/Studies in Selfhood (3)
Toward a philosophy of the human self. Readings include philosophy, fiction, and non-theoretical
accounts of human experience. Course may be repeated.
THEPH 371/Challenge of World Religions to Christian Practice (3)
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 308.
THEPH 390/Theory and Theology (3)
Postmodern philosophical resources for theology: radical orthodoxy; poststructuralism and negative
theology; postcolonial and feminist theory.
THEPH 391/Major Figures in Philosophical Theology (3)
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.
THRST 700/Modern Jewish Philosophy (3)
A study of developments in Jewish thought in the post-Enlightenment peril beginning with the
German-Jewish philosopher Moses Mendelssohn. How Jewish philosophy responded to the emergence
of a secular society, the Jews new access to university education and social integration and other
challenges by modernity. The rise of denominationalism in Jewish religious life. Signature of instructor
required for registration. Offering to be determined.
THRST 718/Topics in Theology (3)
This graduate level topics course will offer variable courses in theology aimed primarily at Ph.D.
students and advanced Masters of Divinity students. Course may be repeated.
THRST 720/Post-Nicene Fathers (3)
Readings in the Fathers from Athanasius to Gregory Palamas. Signature of instructor required for registration.
THRST 724/Theology & Derrida: (Re)Drawing Lines in the Sands of Ambiguity (3)
Jacques Derrida—long reviled as the progenitor of and poster-boy for a radical atheist, nihilistic relativism unleashed upon the world under the flag of something called “deconstruction.” Come and find
out, as we tackle some of Derrida’s key texts, early and late, and then turn to consider a growing
number of theologically minded interpreters. We will attempt to catch a glimpse of the basic logic
and movement of deconstruction (Derrida: ”if there is such a thing”) and reflect upon recent
attempts by various interpreters to make a profitable and fecund connection between deconstruction
and theology.
104 The Caspersen School of Graduate Studies
THRST 725/Nature, God, and the New Cosmology (3)
An examination of some of the implications of the new cosmology for the 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.
Same as: THEPH 392.
THRST 728/Contemporary Religious Thinkers (3)
Studies in the thought of 20th-century figures with an eye to their specific contributions to religious
thought. Subject changes from year to year. Recent terms have featured Charles Williams,
C.S. Lewis, and Walker Percy. Signature of instructor required for registration. Offered annually.
THRST 730/Feminist Theology (3)
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. Same as: THEPH 337.
THRST 741/Theories and Methods in Theological and Religious Studies (3)
A required course acquainting students with the academic fields of theological and religious studies
and preparing them for the first-year qualifying examination. Signature of instructor required for registration.
THRST 745/Protestant Liturgical Revival in the 19th Century (3)
A study of liturgical renewal in 19th-Century Protestant churches in America, Great Britain, and
Western Europe, with consideration of its relationship to romantic movement. Signature of instructor
required for registration.
THRST 761/Thought of C. G. Jung (3)
An examination of Jung’s many contributions to psychology, philosophy, and theology. The approach
is chronological, moving through the more significant essays and books from the Collected Works.
Focuses on his archetype theory, his theory of types, his theory of the collective unconscious, his
theory of the history of religions, and his theory of synchronicity. His work is compared to that of
Freud, and recent feminist critiques of his framework are detailed, with particular attention to his
theory of the anima/animus. Signature of instructor required for registration. Offering to be determined.
THRST 774/The Thought of Thomas Aquinas (3)
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 “Summa Contra Gentiles.” Signature
of instructor required for registration.
THRST 784/The Theology of John Wesley (3)
A consideration of the development of Wesley’s thought in historical context. Emphasis on Wesley’s
relation to the Anglican tradition, his theological method and contributions, his churchmanship, and
his participation generally in the affairs of the 18th century. The historiography of Wesley and the issues
he confronted are examined critically. Signature of instructor required for registration. Same as: CHIST 233.
THRST 786/Ancient Christologies (3)
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. Same as: CHIST 292.
Theological and Religious Studies Area 105
THRST 822/New Religious Movements in America (3)
A study of sects, cults, and various spiritual movements that have emerged within the last 150
years. Covers various expressions of theosophical religion, freemasonry, UFO cults, Gurdjieff
groups, Scientology, the Hare Krishna movement, the Divine Light Mission, and the Unification
Church. Signature of instructor required for registration. Same as: REL 122.
THRST 833/Seminar in Historical Theology (3)
In-depth approaches to major motifs in Christian theology from the perspective of spirituality and
doctrinal history. Signature of instructor required for registration.
Internship
INTRG 900/Internship (1)
This course allows students to supplement their academic knowledge with hands-on experience
through work in their field of study. Students will put theory into practice to gauge its 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 Caspersen School programs, it is advised that students
begin internships soon after arriving at Drew to obtain the maximum benefit. Successful completion
of 3 credits of internship allows the student to receive Internship Certification, which is placed on
the student’s official transcript. This course can be repeated with a new project. Signature of instructor
required for registration.
Tutorial and Dissertation Year Courses
THRST 900/Tutorial (3)
Signature of instructor required for registration. Offered in fall and spring semesters annually.
THRST 901/Tutorial (3)
Students register for this course when THRST 900 is taken in the same semester. Signature of instructor required for registration. Offered in fall and spring semesters annually.
THRST 990/M.A. Thesis Tutorial (3)
Signature of instructor required for registration. Offered in fall and spring semesters annually.
THRST 999/Dissertation Research (9)
Course may be repeated. Offered in fall and spring semesters annually.
Language Requirements
Modern foreign language preparation is expected of all applicants to the Caspersen School. All
candidates for the M.A. and Ph.D. degrees must demonstrate their competence by examination.
Language Choices
• M.A.: Either French or German.
• Ph.D.: Both German and French.
If another language is deemed relevant to the student’s program, the student may petition for a
substitution, which requires the recommendation of the student’s area and the approval of the
Committee on Academic Standing and Curriculum. This approval is contingent upon the availability
of appropriate testing and grading resources.
106 The Caspersen School of Graduate Studies
Language Requirement Deadlines
M.A. candidates must satisfy the language requirement as a prerequisite to the approval of a
thesis proposal.
Ph.D. candidates must pass one of the language examinations before beginning a second year
of full-time study. All language requirements must be satisfied before sitting for comprehensive
examinations.
Language Testing Procedure
The student’s reading knowledge is tested by a 180-minute examination in which the student
translates a passage of approximately 400 words into English (dictionaries are permitted). A selection of books from which the examination is taken is on reserve in the library for review by students. A doctoral student who has passed a language exam at another institution may petition the
area to have that language satisfy the second language requirement.
Language examinations are given in September, October, January, and May. Students who are prepared should take one examination in the September in which they enter. Doctoral students
should take the other as soon as possible. Details concerning the language examinations and their
administration are available from the Office of the Dean.
M.A. Thesis and Oral Examination
The student is to prepare a thesis demonstrating the ability to organize and interpret material creatively. The dean, upon consultation with the student and the area, appoints a thesis committee
consisting of three members of the Caspersen School faculty, one of whom is from outside the student’s area. The thesis committee receives the thesis proposal; directs, reads, and judges the thesis;
and conducts an oral examination over the thesis and the student’s program of study. The completed thesis must be deposited with the Caspersen School office no later than May 1.
All requirements for the M.A. degree must be completed within a period of five years.
Ph.D. Comprehensive Examinations
Please see the information given above with each of the concentrations.
Ph.D. Dissertation
Prospectus. Although a student may begin informal exploration of possible dissertation subjects
at any time, the prospectus is not submitted until the student has completed all the comprehensive
examinations. The student must have a constituted dissertation committee before seeking approval
of the prospectus.
Dissertation Preparation. A dissertation demonstrating the student’s ability to perform and
creatively interpret advanced research is an essential requirement of the doctorate and ordinarily
is done in the third year of residence. The student should allow at least a year of full-time work for
his/her dissertation.
Dissertation Committee. A dissertation committee of three is selected by the student and the
professor likely to be the dissertation chair. If the area approves the committee, it is sent to the dean
of the Caspersen School for final approval. The student prepares the prospectus and the dissertation
in consultation with the committee.
Theological and Religious Studies Area 107
Final Reading and Oral Examination. The student submits three copies of the dissertation in
final form to the administrative assistant, who forwards the copies to the dissertation committee
for the final reading. If the three members of the dissertation committee agree that the dissertation
is ready for examination, the administrative assistant proceeds to make arrangements for an oral
defense. If the committee does not agree that the dissertation is ready for defense, it gives the
student directions for changes.
After the oral defense, the committee, by majority vote, judges the dissertation and defense as Pass
with distinction, Pass, Pass with major revisions, Fail, or final Fail.
A 350-word abstract of the dissertation is to be submitted in three copies no later than the time of
the oral defense.
Degree Conferral Requirements
For May commencement, the deadline for submission to the administrative assistant is the last
Friday of April; for October graduation, September 15.
For the degree to be conferred, the student must 1) submit to the Caspersen School office after the
oral defense two corrected copies of the dissertation that fully comply with the “Regulations of the
Caspersen School” and the “Dissertation Guidelines”; 2) sign the contract with University
Microfilms for microfilming the dissertation and including the abstract in Dissertation Abstracts;
3) pay all fees. At present, the microfilming charge is $55; the copyright service is $45.
108 The Caspersen School of Graduate Studies
WESLEYAN AND METHODIST STUDIES
AREA, M.A., PH.D.
Program Description
T
hese interdisciplinary programs offer courses in Methodist origins, history, and thought.
Historical and theological in purpose, the program of seminars and tutorials is based upon
the lives and thought of John and Charles Wesley, the context of the Evangelical Revival of
the 18th century, the formation of independent churches in America and Britain in the following two
centuries, the emergence of the world family of Methodist churches and such related currents as the
Holiness and Pentecostal movements. The program is supported by a major collection of manuscript
and printed sources on the Wesley and Methodist traditions in the Archives of the United Methodist
Church, located at Drew.
Summary of Degree Requirements
M.A.
One year of full-time course work (6 courses; 18 credits) with a G.P.A. of at least 3.0, one foreign
language (proficiency determined by a translation test), a thesis with an oral examination, deposit
of one copy of the thesis with the Caspersen School office, payment of all University bills and fees.
All requirements for the M.A. degree must be completed within a period of five years.
Ph.D.
Two years of full-time course work (12 courses; 36 credits) with a G.P.A. of at least 3.1, two foreign
languages (proficiency determined by a translation test), comprehensive examinations, and a dissertation
and oral defense, deposit of two copies of the dissertation with the Caspersen School office, payment
of all University bills and fees. All requirements for the Ph.D. degree must be completed within a
period of seven years.
Wesleyan and Methodist Studies Area 109
Ph.D. Comprehensive Examinations
Comprehensive Examination Prospectus: After the completion of course work and two language
examinations, each student prepares a comprehensive examination prospectus of 10 pages or less,
which must be approved by the student’s adviser, the student’s concentration, and the area before
the student arranges a comprehensive examination schedule with the Caspersen School. The
prospectus should provide a rationale and a bibliography for the student’s examination topics and
research paper. Comprehensives are administered within a specific concentration.
For students in this program, the four comprehensives are taken as follows:
1. Period exam: British and American Methodism.
2. Wesley exam: John and Charles Wesley, approached in terms of either historical or
theological studies.
3. Options exam: Another figure, movement, or topic within British or American
Methodism, or a regional exam with the focus on the development of Methodism in Asia,
Australia, Africa, Europe, or South America.
4. Research paper: An extended research paper of 35–40 pages.
The paper should be in an area closely related to the prospective dissertation. The essay should demonstrate
the student’s capacity for original research and an awareness of the relevant primary and secondary
resources. A definite time frame for completing the exam is set at the time the examination topics
are approved. A comprehensive bibliographic essay should be attached as an appendix.
Course Offerings
Please see the course offerings under Theological and Religious Studies Area for a full listing of
courses. Several of the courses most directly related to this program’s focus are listed in this section.
At least half of the student’s courses must be seminars. Registration requires the instructor’s approval.
Credit hours are listed in parentheses following the course titles. For instance, (3) indicates three
credits per semester. Some courses are offered annually, others over a two- or three-year period.
The particular offerings for each semester are determined by the needs of the students, the available
faculty, and the requirements of the course. Frequency is noted, whenever possible, in the course
description. An updated schedule of courses is published in advance of registration each semester.
Graduate credit is given for selected advanced courses offered in the Theological School and in the
College of Liberal Arts. Other courses in both schools may be accepted for graduate credit with the
approval of the instructor of the course, the student’s adviser, and the Committee on Academic
Standing and Curriculum.
Courses numbered 1–199 prefaced with a department designation, e.g., ENGL 127, are offered in
the College of Liberal Arts. Courses numbered 100–699 prefaced with BIBST, CHIST, THETH,
CHSOC, or PASTH are offered in the Theological School. Courses numbered in the 700s and 800s
are offered in the Caspersen School and are primarily for graduate students. Qualified students in
the College of Liberal Arts or the Theological School may take these courses under certain conditions.
The University reserves the right to cancel scheduled courses for which, in its judgment, there is
insufficient enrollment.
CHIST 255/Sexuality and Family Life in American Religious History (3)
A historical study of how religious ideas and practices contributed to shifts in patterns of gender,
sexuality and family life in the United States. Themes include ideologies of domesticity, slavery and
sexual shame, the family systems of marginalized religious movements in 19th century America,
and religious responses to the emergence of modern sexual economies. Prerequisite: CHIST 203 or
its equivalent.
110 The Caspersen School of Graduate Studies
CHIST 262/Studies in American Methodism (3)
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 735/Archives: History and Methods (3)
A study of the theory and practice of religious archives, arranging, describing, evaluating, and using
primary source documents in the collections of the United Methodist Archives and History Center.
Focuses on preservation, micrographics, scholarly editing, and oral history. Guest lecturers. Each
student develops a project based on a collection in the Archives. Same as ARLET 233. Signature of
instructor required for registration.
CHIST 748/Topics in Wesley Studies (3)
Various subjects relating to John and Charles Wesley, their theological formulations, and developments
in the Wesleyan tradition. Course may be repeated. Signature of instructor required for registration.
THRST 745/Protestant Liturgical Revival in 19th Century (3)
A study of liturgical renewal in 19th-Century Protestant churches in America, Great Britain, and
Western Europe, with consideration of its relationship to romantic movement. Signature of instructor
required for registration.
THRST 784/The Theology of John Wesley (3)
A consideration of the development of Wesley’s thought in historical context. Emphasis on Wesley’s
relation to the Anglican tradition, his theological method and contributions, his churchmanship, and
his participation generally in the affairs of the 18th century. The historiography of Wesley and the issues
he confronted are examined critically. Signature of instructor required for registration. Same as: CHIST 233.
Internship
INTRG 900/Internship (1)
This course allows students to supplement their academic knowledge with hands-on experience
through work in their field of study. Students will put theory into practice to gauge its 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 Caspersen School programs, it is advised that students
begin internships soon after arriving at Drew to obtain the maximum benefit. Successful completion of 3 credits of internship allows the student to receive Internship Certification, which is placed
on the student’s official transcript. This course can be repeated with a new project. Signature of
instructor required for registration.
Tutorial and Dissertation Year Courses
WESME 900/Tutorial (3)
Petition to the Academic Standing Committee is normally required for registration.
WESME 901/Tutorial (3)
Students register for this course when WESME 900 is taken in the same semester. Petition to the
Academic Standing Committee is normally required for registration.
WESME 990/M.A. Thesis Tutorial (3)
Signature of instructor required for registration.
WESME 999/Dissertation Research (9)
Wesleyan and Methodist Studies Area 111
Language Requirements
Modern foreign language preparation is expected of all applicants to the Caspersen School. All
candidates for the M.A. and Ph.D. degrees must demonstrate their competence by examination.
Language Choices
• M.A.: Either French or German.
• Ph.D.: Both German and French.
If another language is deemed relevant to the student’s program, the student may petition for a
substitution, which requires the recommendation of the student’s area and the approval of the
Committee on Academic Standing and Curriculum. This approval is contingent upon the availability
of appropriate testing and grading resources.
Language Requirement Deadlines
M.A. candidates must satisfy the language requirement as a prerequisite to the approval of a
thesis proposal.
Ph.D. candidates must pass one of the language examinations before beginning a second year of fulltime study. All language requirements must be satisfied before sitting for comprehensive examinations.
Language Testing Procedure
The student’s reading knowledge is tested by a 180-minute examination in which the student
translates a passage of approximately 400 words into English (dictionaries are permitted). A selection
of books from which the examination is taken is on reserve in the library for review by students.
Language examinations are given in September, October, January, and May. Students who are prepared should take one examination in the September in which they enter. Doctoral students
should take the other as soon as possible. A doctoral student who has passed a language exam at
another institution may petition the area to have that language satisfy the second language
requirement once the student has passed the first exam at Drew. Details concerning the language
examinations and their administration are available from the Office of the Dean.
M.A. Thesis and Oral Examination
The student is to prepare a thesis demonstrating the ability to organize and interpret material
creatively. The dean, upon consultation with the student and the area, appoints a thesis committee
consisting of three members of the Caspersen School faculty, one of whom is from outside the
student’s area. The thesis committee receives the thesis proposal; directs, reads, and judges the thesis;
and conducts an oral examination over the thesis and the student’s program of study. The completed
thesis must be deposited with the Caspersen School office no later than May 1.
All requirements for the M.A. degree must be completed within a period of five years.
Ph.D. Dissertation
Prospectus. Although a student may begin informal exploration of possible dissertation subjects
at any time, the prospectus is not submitted until the student has completed all the comprehensive
examinations. The student must have a constituted dissertation committee before seeking approval
of the prospectus.
112 The Caspersen School of Graduate Studies
Dissertation Preparation. A dissertation demonstrating the student’s ability to perform and creatively
interpret advanced research is an essential requirement of the doctorate and ordinarily is done in the
third year of residence. The student should allow at least a year of full-time work for his/her dissertation.
Dissertation Committee. A dissertation committee of three is selected by the student and the
professor likely to be the dissertation chair. If the area approves the committee, it is sent to the dean
of the Caspersen School for final approval. The student prepares the prospectus and the dissertation in consultation with the committee.
Final Reading and Oral Examination. The student submits three copies of the dissertation in
final form to the administrative assistant, who forwards the copies to the dissertation committee
for the final reading. If the three members of the dissertation committee agree that the dissertation
is ready for examination, the administrative assistant proceeds to make arrangements for an oral
defense. If the committee does not agree that the dissertation is ready for defense, it gives the student directions for changes.
After the oral defense, the committee, by majority vote, judges the dissertation and defense as Pass
with distinction, Pass, Pass with major revisions, Fail, or final Fail.
A 350-word abstract of the dissertation is to be submitted in three copies no later than the time of
the oral defense.
Degree Conferral Requirements
For May commencement, the deadline for submission to the administrative assistant is the last
Friday of April; for October graduation, September 15.
For the degree to be conferred, the student must 1) submit to the Caspersen School office after the
oral defense two corrected copies of the dissertation that fully comply with the “Regulations of the
Caspersen School” and the “Dissertation Guidelines”; 2) sign the contract with University
Microfilms for microfilming the dissertation and including the abstract in Dissertation Abstracts;
3) pay all fees. At present, the microfilming charge is $55; the copyright service is $45.
Women’s Studies Area 113
WOMEN’S STUDIES,
M.A., PH.D. CONCENTRATION
Program Description
T
he women’s studies program offers students an opportunity to learn about the past and
present achievements of women and to understand more clearly the decisive role that gender
has played and continues to play in all human societies. The program is administered by a
committee of faculty members and the dean.
Women’s studies, like all programs at Drew, is interdisciplinary in nature, and courses are offered
in many areas of study: anthropology, literature, history, theology, sociology, psychology, and others.
The M.A. is a broad, challenging interdisciplinary program attractive to students interested in pursuing
some further academic work beyond the bachelor’s degree. The M.A. can also serve as an initial
degree for students who would continue graduate study in a disciplinary doctoral program. The
Ph.D. concentration provides Ph.D. students with the opportunity to pursue women’s studies as
part of their doctoral work and to make that work an explicit part of their academic credentials.
Summary of Degree/Concentration Requirements
M.A.
One year of full-time course work (6 courses; 18 credits) with a G.P.A. of at least 3.0, one foreign
language (proficiency determined by a translation test), and a thesis with oral examination.
Students must take the core seminar (WMSTG 712); four additional courses from the list of courses
approved by the Women’s Studies Steering Committee and drawn from at least three different
areas; and a thesis with a distinct focus on gender or women. Courses should be chosen in
consultation with the adviser, with attention to creating an interdisciplinary program and to the
student’s academic plans beyond the M.A.
114 The Caspersen School of Graduate Studies
Ph.D. Concentration
For doctoral students, the women’s studies concentration can be pursued through any of the existing
graduate areas that have agreed to participate in the concentration; currently, all but biblical studies
have agreed to participate. Its requirements are in addition to and in coordination with the area
requirements and appear on the student transcript. The concentration requires a student to take
the core theory seminar (WMSTG 712); at least three additional courses from the list of courses
approved by the Steering Committee, with at least one of these courses chosen from outside the
student’s area; and one comprehensive exam that focuses on women, gender, or feminist analysis.
Course Offerings
Classes listed below are open to graduate students in Women’s Studies. Credit hours are listed in
parentheses following the course titles. For instance, (3) indicates three credits per semester. For a
complete listing of all current courses that satisfy the women’s studies program requirements,
please contact the Caspersen School office.
WMSTG 711/History of Feminist Thought (3)
Same as WMST 111 (see CLA catalog for description). Signature of instructor required for registration.
WMSTG 712/Interdisciplinary Seminar in Women’s Studies (3)
A foundational seminar for students intending to include the study of gender and/or women as a
significant part of their graduate training in any area. This seminar aims to make students conversant
with contemporary epistemological, methodological and theoretical conversations and debates in
recent feminist scholarship from many fields. The first half of the course will involve discussion of
common readings, development of a common theoretical vocabulary and of research skills, The
second half will be a colloquium series with visiting feminist scholars, some from Drew and some
from outside of Drew, discussing their own theoretical and methodological approaches to the study
of women and gender. Course may be repeated. Signature of instructor required for registration.
WMSTG 717/Ain’t I a Woman?: African-American Women and Teaching (3)
The course is designed to help students broaden and deepen their understanding of ways in which
African-American women have been and continue to be resilient, resistant to oppression, and
hopeful about their future. This course will make the case that the lives of many African-American
women can be used as models to continue to teach resilience, resistance, and hope. Signature of
instructor required for registration. Same as: RLSOC 711.
Internship
INTRG 900/Internship (1)
This course allows students to supplement their academic knowledge with hands-on experience
through work in their field of study. Students will put Theory into practice to gauge its 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 Caspersen School programs, it is advised that
students begin internships soon after arriving at Drew to obtain the maximum benefit. Successful
completion of 3 credits of internship allows the student to receive Internship Certification, which
is placed on the student’s official transcript. This course can be repeated with a new project. Signature
of instructor required for registration.
Women’s Studies Area 115
Tutorial and Dissertation Year Courses
WMSTG 900/Tutorial (3)
Signature of instructor required for registration.
WMSTG 901/Tutorial (3)
Students register for this course when WMSTG 900 is taken in the same semester. Signature of instructor required for registration.
WMSTG 990/M.A. Thesis Tutorial (3)
Signature of instructor required for registration.
Language Requirements
Modern foreign language preparation is expected of all applicants to the Caspersen School. All candidates for the M.A. degree must demonstrate their competence by examination.
Language Choices
• M.A.: Either French, German, Italian, Spanish, classical Greek, or classical Latin.
If another language is deemed relevant to the student’s program, the student may petition for a
substitution, which requires the recommendation of the student’s area and the approval of the
Committee on Academic Standing and Curriculum. This approval is contingent upon the availability of appropriate testing and grading resources.
Language Requirement Deadlines
M.A. candidates must satisfy the language requirement as a prerequisite to the approval of a thesis proposal.
Language Testing Procedure
The student’s reading knowledge is tested by a 180-minute examination in which the student
translates a passage of approximately 400 words into English (dictionaries are permitted). A selection
of books from which the examination is taken is on reserve in the library for review by students.
Language examinations are given in September, October, January, and May. Students who are prepared should take the examination in the September in which they enter. Details concerning the
language examinations and their administration are available from the Office of the Dean.
For those needing assistance in developing language competence, the Caspersen School provides a
non-credit Language Instruction Program. French and German are regularly offered. Other languages,
such as Latin and Spanish, may be offered according to demand and funding availability.
M.A. Thesis and Oral Examination
The student is to prepare a thesis demonstrating the ability to organize and interpret material
creatively. The dean, upon consultation with the student and the area, appoints a thesis committee
consisting of three members of the Caspersen School faculty, one of whom is from outside the
student’s area. The thesis committee receives the thesis proposal; directs, reads, and judges the
thesis; and conducts an oral examination over the thesis and the student’s program of study. The
completed thesis must be deposited with the Caspersen School office no later than May 1. All
requirements for the M.A. degree must be completed within a period of five years.
116 The Caspersen School of Graduate Studies
ARTS AND LETTERS, M.LITT., D.LITT.
Subfields:
• Certificate in Holocaust and Genocide Studies
• Concentration in Writing
Program Description
T
he Drew arts and letters degrees are two of the most innovative of the few graduate programs
in the greater New York area devoted to the study of liberal arts. The D.Litt. is the only doctorallevel degree program in the area. These degrees are graduate programs of interdisciplinary
studies that explore the foundation and development of Western civilization in relationship to contemporary society. The program has been carefully designed for corporate executives, teachers, civic
leaders, retired persons, women and men whose children are grown, anyone who wishes to continue
her/his education through study and travel, for personal enrichment, or for career advancement.
Students may take advantage of fall, spring, or summer courses, which meet in the late afternoon
or evening during fall and spring and in both daytime and evening during the summer. Summer
travel courses frequently expand on these offerings.
Admissions Criteria and Procedures
The Caspersen School welcomes applications from all qualified students who hold degrees from
accredited institutions.
A complete application for either the M.Litt. or the D.Litt. requires:
An essay response as outlined in the application packet;
A personal statement;
The completed application form;
A nonrefundable application fee of $35, check payable to “Drew University”;
Official transcripts from all post-secondary institutions.
Arts and Letters 117
The Graduate Record Examination (GRE) is not required. However, international applicants whose
first language is not English are required to submit TOEFL and TWE scores that are not more than
two years old. Please note that an M.Litt. or other recognized master’s degree in the humanities is
a prerequisite for applying to the Drew D.Litt. program.
A complete application for the Certificate in Holocaust and Genocide Studies requires:
The completed application form;
A personal statement;
A nonrefundable application fee of $35, check payable to “Drew University”;
Official transcripts from all post-secondary institutions
Application Timeline for M.Litt., D.Litt.
Please keep in mind this timeline for application:
Completed applications are accepted for all three terms (fall, spring and summer).
Notification of acceptance is usually sent 2–3 weeks after the complete application is received.
All applications must be received at least two weeks prior to the start of the semester for
which the student is applying.
Contact the Graduate Admissions office for term start dates.
Tuition and Fees 2003–2004 M.Litt. and D.Litt.
Application fee (nonrefundable)......................................................................................................$ 35
Tuition per credit..............................................................................................................................730
Tuition per credit (summer term) ......................................................................................................365
Enrollment deposit ........................................................................................................................150
Maintaining matriculation fee ..........................................................................................................50
General fee (per semester) ..................................................................................................................75
Parking permit (per semester) ..............................................................................................................35
Financial Assistance
Financial assistance is available to all M.Litt./D.Litt. students on the basis of demonstrated need.
Applications for such assistance are available from the Office of Caspersen Admissions and the
Office of Financial Assistance, and should be submitted to the Office of Financial Assistance well in
advance of registration.
All primary and secondary school teachers and full-time employees of regionally accredited
institutions of higher education are eligible to receive a one-half tuition scholarship during fall and
spring semesters. To receive this scholarship, applicants must submit with their application for
admission a certification form, filled out by their principal, headmaster, dean, or other appropriate
official certifying that they are active schoolteachers or college employees. New certification forms
are required every September.
All senior citizens (62 or older) are eligible to receive a one-half tuition scholarship. To receive this
scholarship, senior citizens must fill out a simple certifying form available from the Caspersen
School office or from the Office of Financial Assistance.
No student may receive more than a one-half tuition scholarship.
Students may apply for federal financial aid by completing a Free Application for Federal Student
Aid (FAFSA). Forms are available in the Graduate Admissions Office or online at http://www.fafsa.ed.gov.
118 The Caspersen School of Graduate Studies
Degree Requirements
M. Litt.
Students for the master’s program have two options:
• The thesis option requires students to take 27 credit hours (9 courses) from the M.Litt. curriculum and complete a thesis (3 credit hours) approved by the student’s adviser, leading
to a master’s thesis.
• The course-work option requires students, who do not wish to write a master’s thesis, to
take 33 credit hours (11 courses) from the M.Litt. curriculum.
A full-time load is three courses per semester.
All requirements for the M.Litt. degree, including the thesis, must be completed within a period of
five years. The student must maintain a cumulative average of at least B (3.0).
Work done in academic programs from institutions other than Drew normally cannot count
toward this degree.
Master’s Essay
The student proposes a directed study project under an M.Litt. faculty member of the student’s
choice and with the approval of the dean. This study leads to a master’s essay of 50–75 pages, which
must conform to the “Master’s Thesis Guidelines.” The essay is graded and receives three credit hours.
D. Litt.
The D. Litt. degree program flows naturally from the Caspersen School’s successful M. Litt. program,
first established in 1971. This graduate program of interdisciplinary studies, unique to Drew, explores
the foundations and development of civilization in relation to contemporary societies. Although
unfamiliar to most Americans, in Great Britain and the British Commonwealth, the Doctor of
Letters is a degree with a long and respected history. Traditionally, it is awarded to students as an
interdisciplinary degree in the humanities.
The D.Litt. requires nine courses (27 credits), a required writing seminar (The Joy of Scholarly
Writing)(3 credits), and a doctoral dissertation (9 credits) for a total of 39 credits beyond the master’s.
All requirements for the D.Litt. degree must be completed within a period of seven years. The student
must maintain a cumulative G.P.A. of at least 3.1. A full-time load is three courses per semester.
Students are required to concentrate in one of the seven series (Foundations of Civilization; The
Modern Era; Contemporary Studies; Art and Music; Philosophy, Science, and Technology; Studies
in Spirituality; and Writing) offered in the Arts and Letters curriculum. To fulfill the concentration,
students need to take at least three courses (9 credits) in their chosen series.
Work done in academic programs from institutions other than Drew normally cannot count
toward this degree.
The D.Litt. dissertation, which includes an oral defense, is judged as a constructive and well-ordered
contribution to human thought and relations. Candidates are expected to evidence creativity and
disciplined study in their work. The doctoral thesis should evolve from the student’s course work
in the program. The dissertation is considered the normal method of satisfying this requirement
and is approximately 150–200 pages in length.
Students are required to have mastery of whatever languages are necessary for their thesis
research. However, there are no foreign language requirements or comprehensive examinations.
Arts and Letters 119
Additional Information
Full-time D.Litt. students may be eligible for housing if all other graduate student housing needs have
been met.
Post-Doctoral Fellows Program
Students who have completed the D.Litt. program and who wish to continue taking courses may
do so by applying for the Post-Doctoral Fellows Program. Fellows are allowed to take additional
courses on a space-available basis and at a reduced rate of tuition. Applications and further details
are available from the Caspersen School office and Graduate Admissions.
CERTIFICATE IN HOLOCAUST
AND GENOCIDE STUDIES
Purpose
The certificate program and concentration in Holocaust and Genocide Studies is designed, 1) for
public and private teachers at the middle and high school levels, to help them meet the New Jersey
mandate for Holocaust/genocide education, and 2) for others who find the study of these enormous
human events fascinating. The Caspersen School does this by providing an intensive multidisciplinary
series of courses that explore the subject both broadly and deeply. The impressive record of the
Drew Center for Holocaust/Genocide Study and the historical contributions of the Caspersen
School in the field of interdisciplinary study in the humanities make this program one that is in
keeping with the missions and strategic plans of both the Center and the Caspersen School.
Structure
The courses are offered through the Arts and Letters program. Students can enroll for the certificate only, or can earn the certificate as part of the M.Litt. or D.Litt. degrees. Alternatively, an Arts
and Letters student may enroll in any of these courses as part of his/her overall program without
seeking the certificate. Finally, a D.Litt. student can use these courses to satisfy the requirement that
three courses be in one area of study.
Requirements
The certificate will require a total of 16 credits: five courses and a one-credit four-day session at the
U.S. Holocaust Museum in Washington, D.C. (or a similar institution), during the summer as a capstone experience. The curriculum of the program would be as follows:
Required Courses—9 credits
There are three required courses for the certificate program:
1. Core Seminar—ARLET 346/The Holocaust
2. ARLET 347/Comparative Genocide
3. ARLET 348/The Jewish People: An Introduction
120 The Caspersen School of Graduate Studies
Electives—6 credits
Students may choose two electives from among the following courses or other appropriate offerings:
The Irish Famine
Psychology of the Holocaust
Protection Against Genocide
Literature of the Holocaust
Literature of Genocide
The Armenian Genocide
The Holocaust in Film
Post-Holocaust Theology
Art, the Holocaust, and Genocide
The Cambodian Experience
Genocide in the 90s—Rwanda and Bosnia
Summer Experiential Seminar (1)
Conducted in conjunction with the U.S. Holocaust Museum or the Leo Baeck Institute, the
Museum of the Jewish Heritage (or similar institutions), or conducted abroad as a version of the
Drew International Seminar, “Understanding the Holocaust: A Journey in Time and Place.” The
summer seminar is a four- or five-day experience at one of these institutions. Students are expected
to produce a final project to complete the certificate requirements. Tuition covers the instructor’s
salary and all University expenses. Students cover their room and board.
Course Offerings
Courses in the Arts and Letters program normally are limited to an enrollment of 12 students and
they customarily follow a seminar format. Credit hours granted for successful completion of a
course are listed in parentheses following the course titles. For instance, (3) indicates three credits
per semester. The curriculum is organized into course series, each of which has a core frame of
reference in the humanities.
M.Litt. candidates are free to develop their own course of study by enrolling in any of the courses
offered, without regard to the series structure. D.Litt. candidates must take at least three courses
from within one of the series as well as the required seminar, “The Joy of Scholarly Writing.”
At present, courses are scheduled in the following series:
Series 100: Foundations of Civilization
Series 200: The Modern Era
Series 300: Contemporary Studies
Series 400: Art and Music
Series 500: Philosophy, Science, and Technology
Series 600: Studies in Spirituality
Series 900: Practicum, Travel Courses, and Independent Study
Copies of the Arts and Letters course offerings and schedule are available upon request from the
Caspersen School office. The courses represent the variety of classes available in the Arts and
Letters program. Offerings vary from year to year based upon faculty and student interests.
ARLET 107/The Medieval Mind (3)
Topics include: Dante and His World; Monks, Nuns and the Making of Monastic Culture in the
Middle Ages; Medieval Iconography; Women’s Experience of Religion in the Middle Ages; The
Middle Ages in Contemporary Fiction; Hildegard of Bingen. Course may be repeated as topic changes.
Arts and Letters 121
ARLET 114/The Classics (3)
Topics include: Classical Roots, Modern Revisions; Eclectic Electra; Gods, Great Men, and Little
Women. Course may be repeated as topic changes.
ARLET 115/The English Bible (3)
Topics include: the Old Testament; the New Testament and Apocrypha. Course may be repeated as
topic changes.
ARLET 118/Medieval History (3)
Topics include: Magic, Madness, and Mayhem in the Middle Ages. Course may be repeated as topic
changes.
ARLET 122/Topics in Modern Philosophy (3)
Topics include: Education, Equality, and Our Ideals of Justice; Progress Pro and Con; Modernity as
a Problem. Course may be repeated as topic changes.
ARLET 130/Studies in Ancient History and Society (3)
Topics vary and are announced prior to registration. Course may be repeated.
ARLET 201/Enduring Social and Political Problems (3)
Topics include: the Search for the Good Community; Creative Breakthroughs in Politics; Protection
Against Genocide. Course may be repeated as topic changes.
ARLET 204/Studies in Shakespeare (3)
Topics include: Shakespeare’s Use of Language; Plays of Intrigue; Clowns, Confusions, Crimes, and
Couples: Shakespeare’s Comedies and Romances. Course may be repeated as topic changes.
ARLET 206/American Democracy (3)
Topics include: Literature of the American Civil War; War Comes Again: The Civil War and WWII;
The Great War: Its Impact on Culture and Politics; Political Philosophy and Political Health; Religion
and the Prohibition Movement. Course may be repeated as topic changes.
ARLET 214/American Culture (3)
Topics include: Frederick Olmsted, Central Park, and the Idea of Urban Landscapes in 19th-Century
America; Contributions of William and Henry James; No Ordinary Time: America on the Homefront During WWII; Legacies of the Family: Domestic Revolutions in America from Colonial Times
to the Present; Ireland and America. Course may be repeated as topic changes.
ARLET 215/Studies in British History (3)
Topics include: Charles Dickens in His Time; John Locke and 18th-Century Literature; The Age of Trollope;
Perspectives on Gender, Class, and Race in Victorian England. Course may be repeated as topic changes.
ARLET 218/European Intellectual History (3)
Topics include: Johann Wolfgang von Goethe; Balzac’s Human Comedy; St. Petersburg: the
Biography of a City; Selected 19th-century writers. Course may be repeated as topic changes.
ARLET 220/Studies in European Literature (3)
Topics include: Humanism and Renaissance in Italy. Course may be repeated as topic changes.
122 The Caspersen School of Graduate Studies
ARLET 230/Vatican Councils I & II (3)
This course seeks to understand the Council’s decrees in context: first, in relation to its predecessor
to which it was integrally related, historically and otherwise; second, by considering the philosophical,
theological, cultural, historical, political and social influences which brought about the convocation
of both councils and the final documents. Students are guided through original texts and assisted
in evaluating how the teachings of these councils have been “received” within the Catholic Church,
and how they have in turn had an impact on ecumenical, interreligious and political affairs.
ARLET 231/The Shakespeare Theatre of New Jersey (3)
In this course, students first read, then see, the plays being presented by The Shakespeare Theatre
of New Jersey in its theater on the Drew University campus.
ARLET 233/Archives: History and Methods (3)
A study of the theory and practice of religious archives, arranging, describing, evaluating, and using
primary source documents in the collections of the United Methodist Archives and History Center.
Focuses on preservation, micrographics, scholarly editing, and oral history. Guest lecturers. Each
student develops a project based on a collection in the Archives. Same as: CHIST 735. Signature of
instructor required for registration. Course may be repeated as topic changes.
ARLET 234/Studies in Irish History and Literature (3)
Topics include: The Irish Famine; Northern Ireland, Memory and Commemoration in Irish History,
Irish History through Visual Images. Course may be repeated as topic changes.
ARLET 240/Studies in Church History (3)
Topics vary and are announced prior to registration. Course may be repeated as topic changes.
ARLET 301/Contemporary Studies in the Humanities (3)
Topics include: The Literary Response to HIV/AIDS; Modernist Literature; Humanity vs. Nature;
Contemporary Poetry; Contemporary American Fiction. Course may be repeated as topic changes.
ARLET 304/Studies in American Literature (3)
Topics include: The Yearning for Paradise; Images of the Garden in American Literature; American
Gothic Fiction; Washington Irving and Henry Wadsworth Longfellow; American Inheritors of
Ralph Waldo Emerson. Course may be repeated as topic changes.
ARLET 306/Images of the Future (3)
Topics include: The Image of the City. Course may be repeated as topic changes.
ARLET 310/20th-Century British Literature (3)
Topics include: Charles Williams; C. S. Lewis. Course may be repeated as topic changes.
ARLET 313/Psychopathology and Contemporary Life (3)
This courses focuses on mastering the “Sea of Storms”—on the moon or in ourselves. Course may
be repeated as topic changes.
ARLET 314/Contemporary Uses of Mythology (3)
Topics include: Journey Back to Self. Course may be repeated as topic changes.
ARLET 318/British Women Novelists (3)
Topics include: Jane Austen; The Brontë Sisters: Charlotte, Emily, and Anne. Course may be
repeated as topic changes.
Arts and Letters 123
ARLET 321/Studies in British Literature (3)
Topics include: Narrative Visions and Revisions in the British Novel. Course may be repeated as
topic changes.
ARLET 324/America as Filmed (3)
Topics include: Women in Film; A History of the United States since 1918. Course may be repeated
as topic changes.
ARLET 326/Studies in Psychoanalysis (3)
Topics include: Pastoral Counseling and Psychotherapy; Freud’s Dream Realized: from Metascience
to Neurobiology and Beyond; The Psychoanalytical Dynamics of Group Roles and Effective Group
Leadership. Course may be repeated as topic changes. Same as: MEDHM 301, 500.
ARLET 327/Marriage and the Family (3)
Topics include: Family Structures and Medical Ethics; Marriage and Family Counseling. Course may
be repeated as topic changes.
ARLET 328/Literature and Medicine (3)
Topics include: Medical Narrative; Literature of Aging; Contemporary Ethical Issues in American
Literature; Literary Art and the Medical Mind. Course may be repeated as topic changes. Same as
MEDHM 301.
ARLET 329/20th-Century America (3)
Topics include: Themes in 20th-century American Religious History; Democracy, Liberalism, and
the Problem of Propaganda. Course may be repeated as topic changes.
ARLET 334/Biomedical Ethics (3)
This course examines the major medical care issues facing the discipline, including ethical and religious
concerns involving abortion, death and dying, and human experimentation. Same as MEDHM 101.
ARLET 335/Studies in Genocide (3)
Topics include: The Armenian Genocide and the Politics of Denial; Cultures of Violence: Genocide
after 1945. Course may be repeated as topic changes.
ARLET 336/Literature of the Holocaust (3)
Topics include: In Search of Anne Frank; Art from the Ashes. Course may be repeated as topic changes.
ARLET 341/Cultural Geography (3)
This course examines the natural features of geographic regions in order to understand how geographic causation affects regional political systems, economic opportunities, and social institutions.
ARLET 337/Perspectives on the Holocaust (3)
This course provides multiple perspectives on the Holocaust, the near extermination of European
Jewry and the brutal persecution of an extended mosaic of victims. As a watershed event, the
Holocaust has radically affected our fundamental conceptions of the nature of human nature, the
dimensions of evil, the existence of God, the power of bearing literary witness, the moral and political outlook for the future. Readings span the disciplines of history, psychology, literature, theology, and political science, each providing its own distinctive illumination as presented by a faculty
member within the discipline, who gives the appointed lectures and participates at appointed sessions in interdisciplinary discussions. Course requirements include papers, journal entries, and a
field trip to the United States Holocaust Memorial Museum in Washington, D.C.
124 The Caspersen School of Graduate Studies
ARLET 344/Medical Sociology (3)
This course examines the important themes, dominant theoretical perspectives, and main methodological
approaches involved in the sociological analysis of health care problems and their treatment. Same
as MEDHM 811.
ARLET 346/European Cultural History (3)
Topics include: Alexander Pushkin: Texts and Contexts; The Life and Work of Vladimir Nabokov.
Course may be repeated as topic changes.
ARLET 347/Mystical Poetry from Around the World (3)
This course examines mystical literature in verse form as it arises in different religious traditions
from around the world. We ask why mystical revelations are so frequently expressed in poetry, and
why many poets lean towards a mystical approach in their verse. The texts span the centuries from
the Song of Solomon to Rumi, from Zen poets to Emily Dickinson, Hart Crane and Seamus Heaney.
Students are encouraged to develop their own definitions of mystical poetry and their own explanations
for its appearance throughout the ages.
ARLET 348/Studies in Poets and Poetry (3)
Topics include: “The Fatal Gift of Beauty”: English Romantic Poets in Italy. Course may be repeated as
topic changes.
ARLET 406/American History Painting (3)
This course examines 18th- through early 20th-century American history painting as it related to
its social, political, and cultural contexts.
ARLET 408/The New York Semester on Contemporary Art (3)
This course is an introduction to contemporary art and criticism through discussion with major
artists, critics, curators, and other art professionals in New York City and on the Drew campus.
ARLET 409/Studies in Musicology (3)
Topics include: Romantic Opera: Rossini to Wagner; Chamber Music. Course may be repeated as
topic changes.
ARLET 414/Studies in Music History (3)
Topics include: Life and Work of Mozart; Life and Work of Brahms; The Music of Fin de Siécle
Vienna; The Great Romantic Divide: Music from Mendelssohn to Mahler; J. S. Bach: His Life and
Work. Course may be repeated as topic changes.
ARLET 415/Studies in Book History (3)
Topics include: Gutenberg to Franklin: History of the Printed Book. Course may be repeated as topic
changes.
ARLET 416/Topics in Art and Architecture (3)
Topics include: Russian Medieval Art and Architecture; Christian Renaissance Art. Course may be
repeated as topic changes.
ARLET 502/The Politics of Gender in Medicine (3)
This course demonstrates how the dissimilar physiology and illnesses of men and women are,
nevertheless, parallel.
ARLET 503/The Cultural History of Medicine (3)
This course traces the story of medicine from pre-history to the present. Same as MEDHM 200.
Arts and Letters 125
ARLET 506/Topics in Science and Medicine (3)
Topics include: The History of Scientific Medicine. Course may be repeated as topic changes.
ARLET 507/Medical Biography (3)
Topics include: Giovanni Battista Morgagni. Course may be repeated as topic changes. Same as
MEDHM 201.
ARLET 509/Great Issues in Medicine (3)
Topics include: the future of biomedical science; illness of body, mind, and spirit; ethics and medical
research. Course may be repeated as topic changes.
ARLET 511/Medicine in Politics (3)
This course considers the political implications of ancient and historical plagues, as well as the
politics of alarming new global challenges, such as the immuno-deficient diseases, tuberculosis,
Hanta virus, Ebola, and biological warfare. Same as MEDHM 803.
ARLET 512/Plagues in History (3)
This course examines the relation between the human population and the micro and macroparasites
that interact with it. Same as MEDHM 202.
ARLET 515/Contemporary Medicine and Culture (3)
Topics include: Science, Medicine, and Faith. Course may be repeated as topic changes. Same as:
MEDHM 515.
ARLET 520/Listening to the Symbolic Language of the Body (3)
This course investigates the communication from the self to the self, often found in illnesses, tics,
hysterical conversions, muscle tightness and other ailments. Same as: MEDHM 701.
ARLET 522/Women and Aging (3)
Topics include: The Changing Vistas of Women and Aging. Same as: MEDHM 505.
ARLET 524/Topics in Developmental Studies (3)
Topics include: The Role of the Family in the Early Development of Object Permanence and NonExistence. Course may be repeated as topic changes.
ARLET 525/Medicine and Ecology (3)
See MEDHM 810 for course description. Course may be repeated as topic changes. Same as:
MEDHM 810.
ARLET 529/Medicine and Culture (3)
See MEDHM 529 for course description. Course may be repeated as topic changes. Same as:
MEDHM 529.
ARLET 601/Studies in Spirituality (3)
Topics include: British Spirituality in the Time of Chaucer; British and Irish Spirituality in the Age
of St. Patrick; The Life and Work of Henri J. M. Nouwen; Christian Mysticism and Contemplative
Spiritual Practice. Course may be repeated as topic changes.
ARLET 900/Tutorial (3)
Offered in fall and spring semesters annually.
ARLET 901/Tutorial (3)
Students register for this course when ARLET 900 is taken in the same semester. Offered in fall and
spring semesters annually.
126 The Caspersen School of Graduate Studies
ARLET 905/Writing Practicum (3)
Topics include: The Art of the Essay; Creative Writing; Writing to Heal; The Joy of Scholarly
Writing; Fiction Writing; Memoir and Autobiography. Course may be repeated as topic changes.
ARLET 910/Painting Practicum (3)
Topics include: The Watercolorist’s Craft. Course may be repeated as topic changes.
ARLET 911/Travel Course (3)
Topics include: Lost City Found: Biblical Bethesda; Isle of the Saints: Ireland from the Celts to the Normans.
Course may be repeated as topic changes.
ARLET 990/M.Litt. Thesis (3)
ARLET 999/D.Litt. Dissertation (9)
D.Litt. Dissertation
Prospectus. Although a student may begin informal exploration of possible dissertation subjects
at any time, the prospectus is normally not submitted until the student has completed all course work.
The student must have a constituted dissertation committee before seeking approval of the
prospectus.
Dissertation Preparation. A dissertation demonstrating the student’s ability to perform and creatively
interpret advanced research is an essential requirement of the doctorate. The student should allow
at least a year of full-time work for his/her dissertation.
Dissertation Committee. A dissertation committee of two is appointed by the dean in consultation
with the student. The student prepares the prospectus and the dissertation in consultation with the
committee.
Final Reading and Oral Examination. The student submits two copies of the dissertation in
final form to the administrative assistant, who forwards the copies to the dissertation committee
for the final reading. If the members of the dissertation committee agree that the dissertation is
ready for examination, the administrative assistant proceeds to make arrangements for an oral
defense. If the committee does not agree that the dissertation is ready for defense, it gives the student
directions for changes.
After the oral defense, the committee judges the dissertation and defense as Pass with distinction,
Pass, Pass with major revisions, Fail, or final Fail.
A 350-word abstract of the dissertation is to be submitted in two copies no later than the time of
the oral defense.
Degree Conferral Requirements
For May commencement, the deadline for submission to the administrative assistant is the last
Friday of April; for October graduation, September 15.
For the degree to be conferred, the student must 1) submit to the Caspersen School office after the
oral defense two corrected copies of the dissertation that fully comply with the “Regulations of the
Caspersen School” and the “Dissertation Guidelines”; 2) sign the contract with University
Microfilms for microfilming the dissertation and including the abstract in Dissertation Abstracts;
3) pay all fees. At present, the microfilming charge is $55; the copyright service is $45.
Medical Humanities 127
MEDICAL HUMANITIES,
C.M.H., M.M.H., D.M.H.
Program Description
D
rew is the only institution in New Jersey to offer certificate, master’s, and doctoral curricula
in the medical humanities. The program, conducted jointly by Drew and the Raritan Bay
Medical Center (an affiliate of Robert Wood Johnson University Hospital), is designed primarily
for health-care providers or those preparing for a career in a health-care-related field. Applications
for admission are welcomed from all qualified candidates who may benefit from interdisciplinary
work in biomedical ethics, medical narrative, the history of medicine, medicine and the arts, and
related fields. Courses are offered in autumn, spring, and summer terms on the Drew campus and
are scheduled to accommodate students who have regular employment in hospitals or other medical
care facilities. Clinical work conducted at RBMC is arranged on an individual basis.
Admission
Admission Criteria for C.M.H., M.M.H., D.M.H.
The Caspersen School welcomes applications from all qualified students who hold degrees from
accredited institutions.
A complete application for the C.M.H., M.M.H., or D.M.H. requires:
A personal statement;
The completed application form;
Two letters of recommendation;
A nonrefundable application fee of $35, check payable to “Drew University”;
Official transcripts from all post-secondary institutions.
The Graduate Record Examination (GRE) is not required. However, international applicants whose
first language is not English are required to submit TOEFL and TWE scores that are not more than
two years old.
128 The Caspersen School of Graduate Studies
Applicants for the C.M.H. must hold a bachelor’s degree; however, nurses holding an R.N. may
apply for the certificate program.
Applicants for the doctorate (D.M.H.) are expected to already possess, at a minimum, the M.M.H. or
a terminal medical or related-field degree (examples of acceptable credentials may include the following degrees: M.D.; M.H.A.; M.P.H., M.S.W.; M.S.N.; or an M.A. or Ph.D. in the Humanities). When
academic preparation and circumstances warrant, the Caspersen School Admissions Committee may
also, at its discretion, accept alternative degrees such as the J.D., M.B.A., or M.P.A. in order to allow
a prospective student to apply directly to the D.M.H. program. The Caspersen School Admissions
Committee will evaluate degrees and experience when making admissions decisions. Potential applicants who are uncertain if their academic credentials will allow admissions directly into the D.M.H.
program should contact the Graduate Admissions Office for further assistance.
Application Timeline for C.M.H., M.M.H., D.M.H.
Please keep in mind this timeline for admissions:
Completed applications are accepted for all three terms (fall, spring and summer).
Notification of acceptance is usually sent 2-3 weeks after the complete application is received.
All applications must be received at least two weeks prior to the start of the semester for
which the student is applying.
Contact the Graduate Admissions office for term start dates.
Drew and Raritan Bay Medical Center also jointly offer the C.M.H. to all successful graduates of
the RBMC internal medicine residency program. Application for this component of the program is
made through RBMC.
Degree Requirements
C.M.H.
The Certificate in Medical Humanities is awarded upon successful completion of 15 academic credit
hours (five courses) with a cumulative average of C (2.0 G.P.A.) or higher.
Of the five courses, the following three are required: Biomedical Ethics, Medical Narrative, and
Clinical Practicum. Please note that Biomedical Ethics and Medical Narrative are prerequisites to
the Clinical Practicum. The other two courses are to be selected from available offerings in the
History of Medicine, Medicine and Politics, Literature and Medicine, and Medical Anthropology.
Completion of the Clinical Practicum involves timely submission of a written journal.
M.M.H.
The Master of Medical Humanities degree is awarded upon successful completion of 30 academic
credit hours (10 courses) with a cumulative average of B (3.0 G.P.A.) or higher. Students admitted
directly to the master’s program without a prior C.M.H., or its recognized equivalent, must complete
the required course work for the certificate (outlined above) as part of the program of study for the
M.M.H. Candidates for the M.M.H. who have completed the C.M.H. at Drew, may be admitted to
the master’s program with advanced standing, in which the M.M.H. course of study would consist
of five additional courses (15 credit hours) above the C.M.H.
Additional elective courses may be chosen from offerings in such fields as History of Public Health
Care, Health Care Provider/Patient Relations, Politics and Medicine, Religion and Medical Practice,
Literature and Medicine, Music and Medical Arts, Values and Ethics in Medical Care, and other
issue-related topics.
Medical Humanities 129
All master’s degree candidates must register for the Clinical Directed Study and Master’s Thesis
Preparation (MEDHM 990) before beginning work on the thesis. Please note that Biomedical Ethics
and Medical Narrative are prerequisites to the Clinical Practicum, which similarly is a prerequisite
to the Master’s Thesis Preparation. The master’s thesis is expected to be an interdisciplinary work,
and preferably should arise from, but need not be limited to, the clinical experience. Knowledge of
English is the only language requirement.
All requirements for the M.M.H. degree must be completed within a period of five years after the
student matriculates unless exceptional circumstances are proven and an extension is granted by
the Caspersen School.
D.M.H.
The Doctor of Medical Humanities degree is awarded upon successful completion of 36 credit hours
beyond the master’s with a minimum cumulative average of 3.1 G.P.A. Students are required to
take 9 courses (27 credits), including the following four which are required: Biomedical Ethics,
Medical Narrative, the Clinical Practicum, and Dissertation Preparation. Please note that Biomedical
Ethics and Medical Narrative are prerequisites to the Clinical Practicum, which similarly is a prerequisite to the Dissertation Preparation. All other courses may be chosen as electives in order to
best tailor the program to an individual’s experience and interests. Students who have already
taken the required courses in the C.M.H. or M.M.H. may fill out their program with appropriate
electives.
Additional elective courses may be chosen from offerings in such fields as History of Public Health
Care, Health Care Provider/Patient Relations, Politics and Medicine, Religion and Medical Practice,
Literature and Medicine, Music and Medical Arts, Values and Ethics in Medical Care, and other issuerelated topics.
The D.M.H. dissertation demonstrates a student’s competence in research, interpretation and exposition of a concept that makes an original contribution to human thought and relations. This dissertation will be 150–220 pages in length. It is the normal method of completing the student’s
course work in the program and should evolve from that work and the Clinical Practicum.
All requirements for the D.M.H. degree must be completed within a period of seven years after the
student matriculates unless exceptional circumstances are proven and an extension is granted by
the Caspersen School.
Tuition and Fees
2003–2004 C.M.H., M.M.H., AND D.M.H. PROGRAMS
Application fee (nonrefundable) ....................................................................................................$ 35
Tuition per credit ............................................................................................................................730
Tuition per credit (summer term)......................................................................................................365
Enrollment deposit ........................................................................................................................150
Maintaining matriculation fee ..........................................................................................................50
General fee (per semester) ..................................................................................................................75
Parking permit (per semester)..............................................................................................................35
130 The Caspersen School of Graduate Studies
Financial Assistance
There are four forms of financial aid for Medical Humanities students:
A limited number of merit scholarships available for Medical Humanities students. These awards
range from 25% to 75% of tuition and are awarded based on the academic record presented
through the application. Please contact the Graduate Admissions office for more information.
Full-time teachers of accredited institutions of higher education qualify for half-tuition scholarship.
Qualified applicants should submit an affidavit of employment with their applications. This affidavit
must be resubmitted each year. No student may receive more than one-half tuition scholarship.
Note: this scholarship does not apply to the optional summer term.
Senior citizens, age 62 or older, are entitled to a half-tuition reduction. Qualified applicants should
make an appointment with the Office of Financial Aid where they need to present legal proof of
age and complete a Senior Citizen Certification form. Note: this discount does not apply to the
optional summer term.
Students may apply for federal financial aid by completing a Free Applications for Federal Student
Aid (FAFSA). Forms are available in the Graduate Admissions office or online at http://www.fafsa.ed.gov.
Contact the Office of Financial Assistance for more information.
Medical Humanities Curriculum
Copies of the medical humanities course schedule may be obtained upon request to the program
director, Associate Professor Jo Ann Middleton, at the Caspersen School office. The courses listed
below represent the variety of classes available in the medical humanities program. Credit hours
granted for successful completion of a course are listed in parentheses following the course titles.
For instance, (3) indicates three credits per semester. Offerings vary from year to year based upon
faculty and student interests.
Series 100
Series 200
Series 300
Series 400
Series 500
Series 600
Series 700
Series 800
Series 900
Required Courses (C.M.H.)
History of Medicine
Literature and Medicine
Medical Ethics
Medical Hermeneutics
Medicine and the Fine Arts
Philosophy of Medicine; Theology and Medicine
Public Medicine
Clinical Practicum
MEDHM 101/Biomedical Ethics (3)
An examination of major medical care issues facing the discipline. Includes discussion of ethical
and religious concerns involving abortion, death and dying, and human experimentation.
MEDHM 102/Medical Narrative (3)
This course will investigate the scope of narrative approaches to medical knowledge (narratives of
illness, narrative as ethical discourse, narrative as an essential part of clinical work). It will introduce
the student to varieties of medical narrative (anecdote, medical history, case presentation). The
course will also explore narrative and interpretive techniques that may enhance communication
between patient and physician and within the medical community as a whole.
Medical Humanities 131
MEDHM 103/Advanced Studies in Biomedical Ethics (3)
Addresses specific topics in bioethics, focusing in-depth on issues raised in MEDHM 101. Topics
include: Life and Death Issues; Medical Technology. Prerequisite: MEDHM 101. Course may be
repeated as topic changes.
MEDHM 200/Cultural History of Medicine (3)
Starting with evidences of caring in lower animals, the story of medicine is traced from pre-history
to the present. The theories of causation and the therapies designed to counteract disease and
suffering are related to the epochs in which they make their appearances. Same as ARLET 503.
MEDHM 201/Medical Biography (3)
Topics include: Giovanni Battista Morgagni. Course may be repeated as topic changes. Same as
ARLET 507.
MEDHM 202/Plagues in History (3)
An examination of the relationship between the human population and the micro- and macro-parasites that interact with it. The nature of the ecological balance between people and their diseases is
discussed, as well as the effects of both endemic and epidemic disease on history. Same as ARLET 512.
MEDHM 204/History of Scientific Medicine (3)
The science-based medicine of our time may not be the only medicine, but it is the one on which
most of us rely. It affects our lives in countless ways, and an appreciation of its historical development is warranted. This course deals with the great scientific discoveries that made modern medicine possible. It traces the growth of anatomy, surgery, physiology and pathology in the 16th, 17th
an 18th centuries, and examines more fully the extraordinary expansion and proliferation of medical sciences in the 19th and 20th centuries.
MEDHM 301/Literature and Medicine (3)
Examines the role of medicine, caregivers, and illness in fiction and nonfiction. Topics include:
contemporary ethical issues in American literature; The Literary Response to HIV/AIDS; Literary
Art and the Medical Mind. Course may be repeated as topic changes. Same as ARLET 328.
MEDHM 304/Writing Practicum (3)
Explores the intersection between medicine and the act/art of writing. Topics include: Writing to Heal.
Course may be repeated as topic changes.
MEDHM 305/Marriage and the Family (3)
Considers the impact of marriage decisions and structures on medical concerns. Topics include:
marriage and family counseling; family structures and medical ethics; family dynamics. Course may
be repeated as topic changes. Same as ARLET 327.
MEDHM 306/The Role of the Family in the Early Development of Object Permanence
and Nonexistence (3)
The hypothesis of this course is that the rich, early literature depicted in children’s games, fairy tales,
rhymes and stories is the preparatory stage in the development of an adult understanding of our
own nonexistence. For example, the game peekaboo (one of the first games played by a child with
its parents) becomes one of the earliest building blocks upon which more sophisticated and in-depth
notions of life and death may be built. The course will increase the student’s awareness of the
importance of this category throughout the life cycle of the human person, culminating in one’s
own nonexistence. The literature of separation loss, object permanency disappearance is extensive and
cross-disciplinary. Includes an examination of the works of Bettelheim, Bowlby, and Kubler-Ross.
132 The Caspersen School of Graduate Studies
MEDHM 401/Clinical Ethics (3)
A study of the application of biomedical principles in the clinical arena, situations that require
assessment of competing principles, and the process of resolution when differences in ethical judgments
make consensus difficult. Among the topics to be considered are: the bioethics committee; end-oflife decisions, including Do Not Resuscitate Orders and Advance Directives; confidentiality, communication
issues; just distribution of scarce resources and clinical decision-making within cost constraints.
MEDHM 500/Studies in Psychoanalysis (3)
Addresses the intersection between psychoanalysis and medical humanities. Topics include:
psychoanalytic dynamics of group roles and effective group leadership; psychoanalysis and human
sexuality; Freud’s dream realized: from metascience to neurobiology and beyond. Course may be
repeated as topic changes. Same as: ARLET 326.
MEDHM 501/Psychopathology and Contemporary Life (3)
This course focuses on mastering the “Sea of Storms”—on the moon or in ourselves. With our
expanding perspective of ourselves as an interdependent community of astronauts has come an
expansion of our perspective of abnormal behavior. We now see it as encompassing behavior not
only of individuals but also of families and larger groups, including entire societies. We explore
maladaptive behavior such as neuroses, schizophrenia, and drug dependence.
MEDHM 502/Medical Humanities and the Caregiver (3)
Explores the humanistic challenges facing modern caregivers. Topics include: approaches to wellness; coping. Course may be repeated as topic changes.
MEDHM 503/Maturation: From Birth to Age 3 (3)
An experiential group seminar designed to explore an understanding of the group processes and
the repertoire of techniques for working well with groups while exploring the theories, developmental
stages, conflicts, and feelings associated with the maturation stage.
MEDHM 510/Spirituality and Medicine (3)
Explores the intersection between faith and the medical arts. Topics include: Spirituality and
Psychoanalysis. Course may be repeated as topic changes.
MEDHM 515/Contemporary Medicine and Cultures (3)
Investigates the impact of contemporary societal influences and medicine. Topics include: Science,
Medicine, and Faith. Course may be repeated as topic changes. Same as: ARLET 515.
MEDHM 529/Medicine and Culture (3)
This course provides and international perspective on the interaction between religion, health and
culture. Students are introduced to the empirical research on religion and health and various theoretical approaches from cross-cultural psychology and the psychology of religion. Students learn
to critically evaluate this literature and develop their own perspective on it.
MEDHM 600/Film and Medicine (3)
Explores the depiction of medicine an medical practitioners through the medium of film.
MEDHM 605/History of Medical Illustration (3)
Topics include: The History of Healing; Introduction to Medical and Scientific Illustration; Renaissance
and Anti-Renaissance. Course may be repeated as topic changes.
Medical Humanities 133
MEDHM 700/Illness of Body, Mind, and Spirit (3)
Illness, be it physical, psychical, or spiritual, is defined not by physicians, psychiatrists, or spiritual
leaders, but by culture. Its recognition is akin to the process of interpretation in the humanities.
This course illustrates and examines these propositions in the reports of patients, physicians, spiritual
guides, and literary critics.
MEDHM 701/Listening to the Symbolic Language of the Body (3)
The body has its own symbolic language. This means a communication from the self to the self
often found in illness, tics, hysterical conversions, muscle tightness, backaches, headaches, etc. The
body often focuses the internal message, suppressed to the self by the psyche or the intellect.
Various writers have attempted to understand this process for the sake of unraveling the meaning
of illness. This course integrates a number of medical, spiritual, and psychological points of view.
The course investigates the body-mind-spirit connection by turning to writers like Alexander
Lowen, Daniel Goleman, Jon Kabat-Zinn, and Aame Siirala. Same as ARLET 520.
MEDHM 705/Philosophical Implications in Science and Medicine (3)
The intersection of medicine and science reflects culture, politics, and faith. Does it also intersect
with two thousand years of Western philosophy? Or is the utopian Dream of a Theory of Everything epistemological jargon: The fragility of such an ambitious but ethereal theory encompasses a
continuum of ideas traced from the era of Greek sages to the present postmodern times. To understand this enduring wisdom, the course presents diverse doctrine supporting the consilience of
philosophy, science and the medical humanities. With this approach, we explore origins perceived
by the minds and movements in the long history of ideas. The series of seminars emphasizes the
correlation between classical studies and empiricism, encouraging scholars to probe thoughts and
theories of established philosophies. However, beyond what is provided by an inquiring mind,
participants are not required or expected to have a formal background in philosophy. The seminar
features contributions of the Greek Godfathers of thought, Descartes’ Dualism, science of the
Enlightenment, the challenging philosophy of Darwinism, the intellectual chaos of Freudian
upheavals, American Pragmatism, Postmodernism in medicine, Existentialism, Feminism, and
Sociobiology. Finally, a fixed canon of the humanities is proposed to broaden and humanize
medical education.
MEDHM 800/Medical Anthropology (3)
The course is a study of the effects of culture and ethnicity on health and healing practices. What is
the relationship between a patient’s cultural beliefs and illness experiences? How does the physician’s
disease model differ from that of the patient, and how does this affect treatment? In what ways to
popular culture and the media produce the latest culture-specific syndromes? How do folk illnesses
and ethnomedical systems compare to biomedical disease categories and western medicine? Is there
any value in alternative of complementary medical treatments? The course also takes a global perspective and examines how political economy influences health and medical treatment in both developed and developing nations.
MEDHM 803/Medicine and Politics (3)
Investigates the intersection of sociopolitical issues and medical humanities. Topics include: Gender
in Medicine; Yesterday, Today, and Tomorrow; The Future of Biomedical Science. Course may be
repeated as topic changes.
MEDHM 804/Great Issues in Medicine (3)
A presentation of an in-depth scrutiny of the philosophy and empiricism of medical science by
debating these great issues: evolutionary biology and how life began; questions of artificial life and
intelligence; the nature of consciousness and whether computers live; genetics and cloning; the
pain of the nation over abortion and euthanasia; alternative and experimental techniques; organs
donation and transplantation; redefining mental health; and the health-care dilemma.
134 The Caspersen School of Graduate Studies
MEDHM 805/Studies in Human Development (3)
Topics include: Models and Methods of Psychotherapy; Human Development—A Life Span
Approach. Course may be repeated as topic changes.
MEDHM 806/Family Studies (3)
Addresses the dynamics of family relationships as impacted by medical issues. Topics include:
Families, Professionals, and Exceptionality. Course may be repeated as topic changes.
MEDHM 810/Medicine and Ecology (3)
Addresses the effect that ecology and environmental concerns have on illness and wellness. Topics
include: Introduction to Ecological Medicine. Course may be repeated as topic changes. Same as:
ARLET 525.
MEDHM 811/Medical Sociology (3)
A study of the important themes, dominant theoretical perspectives, and main methodological
approaches involved in the sociological analysis of health-care problems and their treatment. Topics
include social epidemiology, doctor-patient relationships, professional socialization, different
health-care delivery mechanisms, and the social psychological consequences of medical technology.
Course may be repeated as topic changes.
MEDHM 814/Gender and Medicine (3)
Topics include Gender and Science, and are announced at the time of registration. Course may be
repeated as topic changes.
MEDHM 817/Naturalistic Inquiry (3)
Naturalistic inquiry, a form of ethnography, is a qualitative research methodology as opposed to the
hypothetic-deductive methodology prevalent in the exact sciences of today. The primary research
instrument is the interviewer. Basic techniques include in-depth interviewing and prolonged
observation within the natural setting of a group. The interviews and observations are recorded in
a “thick description,” which stays close to the actual experience and avoids theory-laden language.
This course will provide instruction in the techniques of naturalistic inquiry for designing the study,
collecting and analyzing data, validating the results, and writing up a case report. This is a handson course where each student will be required to conduct a naturalistic inquiry of his or her own.
Ideally, the topic would relate to the student’s ultimate thesis or dissertation topic. The course will
also provide instruction in using computerized tools to assist in data analysis.
MEDHM 900/Clinical Practicum (3)
Times to be arranged in consultation with the director. Supervised schedule of clinical instruction
involving the Bioethics Committee, clinic and emergency room observation, Ethics Conference,
grand rounds, Humanities Conference, ICU/CCU rounds, Morbidity and Mortality Conference,
Narrative Conference, nursing home visitation, and teaching rounds. Submission of a written journal
required. The practicum can be geared towards student interests, and takes into account prior
experience (if applicable). Prerequisite: MEDHM 101 and 102.
MEDHM 901/Tutorial (3)
Available in autumn and spring terms annually. Open only to D.M.H. candidates interested in
doing a tutorial with Drew-based faculty. Any doctoral student interested in registering for a tutorial
must file a petition; forms are available in the Dean’s Office. Arrangements must be made with the
tutorial director and program director prior to filing petition. A student may only register for
MEDHM 901 or MEDHM 903 twice.
MEDHM 902/Advanced Medical Humanities: Raritan Bay (15)
This course is the three-year humanities program required as part of the residency requirements at
Raritan Bay Medical Center for residents in Internal Medicine. Taught on side at Raritan Bay
Medical Center. Open only to residents in the Internal Medicine Residency Program.
Medical Humanities 135
MEDHM 903/Clinical Tutorial (3)
Members of the Clinical Faculty. Available in autumn and spring terms annually. Open only to
D.M.H. candidates interested in doing a tutorial on site at Raritan Bay Medical Center. Any doctoral
student interested in registering for a tutorial must file a petition; forms are available in Dean’s
Office. Arrangements must be made with the tutorial director and program director prior to filing
petition. A student may only register for MEDHM 901 or MEDHM 903 twice. Signature of instructor
required for registration.
MEDHM 990/Master’s Thesis Preparation (3)
Times to be arranged in consultation with the director. Supervised clinical study leading to preparation
of the master’s thesis. The directed study is geared towards student interests and builds upon the
previous clinical practicum experience. This course is open only to master’s degree candidates
preparing to begin their thesis research. Prerequisite: MEDHM 900. Signature of instructor required for
registration.
MEDHM 999/Dissertation (9)
D.M.H. Dissertation
Prospectus. Although a student may begin informal exploration of possible dissertation subjects
at any time, the prospectus is normally not submitted until the student has completed all course
work and clinical work. The student must have a constituted dissertation committee before seeking
approval of the prospectus.
Dissertation Preparation. A dissertation demonstrating the student’s ability to perform and
creatively interpret advanced research is an essential requirement of the doctorate. The student
should allow at least a year of full-time work for his/her dissertation.
Dissertation Committee. A dissertation committee of two is appointed by the dean in consultation
with the student. The student prepares the prospectus and the dissertation in consultation with the
committee.
Final Reading and Oral Examination. The student submits two copies of the dissertation in
final form to the administrative assistant, who forwards the copies to the dissertation committee
for the final reading. If the members of the dissertation committee agree that the dissertation is
ready for examination, the administrative assistant proceeds to make arrangements for an oral
defense. If the committee does not agree that the dissertation is ready for defense, it gives the student
directions for changes.
After the oral defense, the committee judges the dissertation and defense as Pass with distinction,
Pass, Pass with major revisions, Fail, or final Fail.
A 350-word abstract of the dissertation is to be submitted in two copies no later than the time of
the oral defense.
Degree Conferral Requirements
For May commencement, the deadline for submission to the administrative assistant is the last
Friday of April; for October graduation, September 15.
For the degree to be conferred, the student must 1) submit to the Caspersen School office after the
oral defense two corrected copies of the dissertation that fully comply with the “Regulations of the
Caspersen School” and the “Dissertation Guidelines”; 2) sign the contract with University
Microfilms for microfilming the dissertation and including the abstract in Dissertation Abstracts; 3)
pay all fees. At present, the microfilming charge is $55; the copyright service is $45.
136 The Caspersen School of Graduate Studies
FACULTY 2003–2005
Kenneth E. Rowe, church history
Dean
Merrill M. Skaggs, humanities, English literature
James H. Pain, religion
Douglas W. Simon, political science
Geraldine Smith-Wright, English literature
William D. Stroker, New Testament
Associate Dean
Leonard I. Sweet, evangelism
William B. Rogers, history
Professors
Wesley Ariarajah, ecumenical theology
Associate Professors
Virginia Burrus, early church history, women’s
studies
Karen McCarthy Brown, anthropology
of religion
Heather Elkins, worship and liturgical studies
Robert S. Corrington, philosophical theology
Sandra Jamieson, English language and literature
Charles Courtney, philosophy of religion
Laurel Kearns, sociology of religion
David A. Cowell, political science
Paolo M. Cucchi, Italian
Wendy Kolmar, English literature, women’s
studies
Danna Fewell, Old Testament
John Lenz, classics
David M. Graybeal, church and society
Arthur L. Pressley, psychology and religion
James Hala, English language and literature
Ann Saltzman, psychology, holocaust and
genocide studies
Sara Lynn Henry-Corrington, art
Herbert B. Huffmon, Old Testament
Philip K. Jensen, psychology
Donald G. Jones, medical ethics
Catherine Keller, constructive theology
David Kohn, history of science
Edwina G. Lawler, German and Russian
J. Perry Leavell, Jr., history
H. Leedom Lefferts, Jr., anthropology
Otto A. Maduro, World Christianity and Latin
American Christianity
Thomas A. Magnell, philosophy
Stephen Moore, New Testament
James M. O’Kane, sociology
Frank V. Occhiogrosso, English literature
Thomas C. Oden, theology and ethics
Nadine Ollman, English literature
Philip M. Peek, anthropology
Jonathan W. Reader, sociology
Robert J. Ready, English literature
Richard S. Rhone, political science
Jonathan Ely Rose, history
Ada Maria Isasi-Diaz, theology and ethics
Peggy Samuels, English literature
Suzanne T. Selinger, historical theology
Linda Van Blerkom, medical anthropology
Traci West, ethics, African-American religion
Anne Yardley, music
Assistant Professors
Francis Bernstein, history
Christopher Boesel, Christian theology
Jill Burnett, liturgical studies
Darrell Cole, religious studies
Brett Gary, history
Neil Levi, English literature
Dale Patterson, American religious history
Joseph Romance, political science
Angella Son, psychology of religion
Jesse Todd, American religious history
Jeremy Varon, history
N. Lynne Westfield, women’s studies
Faculty 137
AFFILIATE FACULTY
Assistant Professors
Jacques Berlinerblau, Hebrew Bible
Professors
Michael Christensen, spirituality
Jacqueline Berke, English literature, Holocaust
and genocide studies
William Elkins, hermeneutics
William Campbell, parasitology
Adjunct Assistant Professors
Ashley Carter, physics and mathematics
Delight Dodyk, history
Gabriel M. Coless, medieval and renaissance
studies
Barbara Mitnik, American history painting
James Jones, spirituality
Fellow
Johan A. Noordsij, psychiatry
Charles Yrigoyen, Jr., Methodist studies
Diane B. Obenchain, Chinese and comparative
religion
Associate Professors
Visiting Professor
Jo Ann Middleton, medical humanities
James White, liturgical studies
Virginia Phelan, letters, medical humanities
Shirley Sugerman, religion
THE UNIVERSITY
140 The Caspersen School of Graduate Studies
THE UNIVERSITY
D
rew 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 Thomas H. Kean, the university has devoted
itself to maintaining the highest quality of teaching and learning, to the use of technology in gaining
access to knowledge and interpreting it, and to an awareness of the global contexts of knowledge.
In these areas, Drew seeks to be a national leader.
Drew faculty, administrators, students, staff, and alumni are committed to creating the special conditions
that make Drew’s mission attainable. They realize that the university must foster a genuine community
of learners who challenge and support each other for growth and responsible citizenship. Thus, the
university is dedicated to sustaining an on-campus community that is characterized by diversity,
respect for differences, and a lively engagement with contemporary issues and concerns.
University History
Established as Drew Theological Seminary in 1867 when classes were first offered, Drew
University’s charter from the state of New Jersey dates from February 12, 1868. Born with a pledge
of financial support from New York financier Daniel Drew, the seminary was located on a portion
of the William Gibbons estate, known then and now as The Forest. The seminary was the first in
America to operate entirely on the graduate level.
Drew’s first president, John McClintock, took office in 1867 and served until his death in 1870. He
was succeeded by Randolph Sinks Foster, a faculty member, who held the position until he was
elected Methodist bishop in 1872. Another faculty member, John Fletcher Hurst, assumed the
presidency following Foster’s departure and served as president until 1880 when he, too, became
a bishop and left Drew. His successor was Henry Anson Buttz who served until 1912.
The tenure of Ezra Squier Tipple extended from 1912 to 1929 and was a time of change for the
seminary. The most significant was the addition of the College of Liberal Arts, which was endowed
by brothers Leonard D. and Arthur J. Baldwin. In recognition of their generous gift, the trustees,
on February 7, 1928, changed the name to Drew University. The college building was erected,
named Brothers College after the Baldwins, and opened that fall with a first-year class of 12.
The University 141
Arlo Ayres Brown, who since 1921 had been president of the University of Chattanooga, became
Drew’s sixth president in 1929. He was inaugurated on October 17, 1929, just days before the collapse
of world stock markets and the onset of the Great Depression. The new president proved to be a
superb administrator, who was to lead Drew through not only the Depression, but also World War
II. In one of the first acts of his presidency, he created a committee to study the Master of Arts and
doctoral programs at Drew. The results of its report led eventually to establishment of the Graduate
School. During Brown’s term the University’s enrollment grew, the Rose Memorial Library was
completed, and the College became coeducational.
Brown was succeeded in 1948 by the dean of the seminary, Fred Garrigus Holloway, who had
come to Drew from Western Maryland College/Westminster Seminary. A minister of the former
Methodist Protestant Church, he brought with him a bountiful sense of humor and a thorough
knowledge of the Greek New Testament. A devotee of Emily Dickinson, Holloway advanced graduate study in the humanities at Drew. His strong academic leadership led to the foundation of the
Graduate School in 1955, under the deanship of Stanley Romaine Hopper.
In 1960, Holloway reluctantly left Drew to be consecrated a bishop in the Methodist Church. The
search that followed settled upon Robert Fisher Oxnam, president of Pratt Institute in Brooklyn,
N.Y., to be eighth president of the University and the first person not in Holy Orders to occupy the
post. During his presidency a revised charter for the University was approved by the New Jersey
legislature. Revised bylaws were also adopted. The changes enabled Drew to open trustee nominations
and elections to members of any faith, in lieu of the strict Methodist requirements of the past.
Paul Hardin, former president of Southern Methodist University, was appointed the ninth president
of Drew in 1975. During his administration, Drew achieved a number of distinctions. A chapter of
Phi Beta Kappa was granted to the University in 1980. The William Kenan and the Donald and
Winifred Baldwin professorships were added to the University’s endowment. In the early 1980s,
the campus added the United Methodist Archives and History Center, a new Learning Center, and
the Charles A. Dana Research Institute for Scientists Emeriti (RISE), and completed a $2.2 million
renovation of Rose Memorial Library.
In 1984, Drew introduced the Computer Initiative in the College of Liberal Arts and became the
first major liberal arts college in the nation to issue computers to new students as part of their regular
education package. This program continues and was enhanced in 1987 by the Knowledge
Initiative, a voice and telecommunications system installed throughout the campus. The network
links every student, faculty, and staff member on campus by computer and phone and through free
Internet access to thousands of sites off campus. In 1990, the Graduate School was incorporated in
both of these initiatives.
In 1988, in a cooperative project with the U.S. Olympic Foundation, Drew announced the construction
of the U.S. Field Hockey Center on its campus. The stadium, which opened in 1989, is home to
Drew’s several field sports teams during the academic year and is one of the premier outdoor
athletic facilities in the Northeast.
Also in 1988, when Paul Hardin became chancellor of the University of North Carolina, Drew
trustees found their 10th president in New Jersey Governor Thomas H. Kean, who was unanimously
elected by the board on February 10, 1989. An interim presidency was held by Executive Vice
President W. Scott McDonald, Jr., allowing Kean to finish his term as governor, which ended in
February 1990.
Kean was inaugurated in April 1990 before 6,000 members of the Drew community and guests
from New Jersey and throughout the country. Promising to make Drew “one of the best small liberal
arts institutions in America” in his inaugural address, Kean is fulfilling that promise. He has focused
on three themes: technology in service to the liberal arts, continued dedication to great teaching,
and education in a world community.
142 The Caspersen School of Graduate Studies
Kean has worked diligently to improve the University’s record of inclusiveness, especially in the
area of minority enrollment. To this end, the Thomas H. Kean Fund for minority scholarships at
Drew was established in 1990 with a $1 million challenge grant from the Amelior Foundation and
a matching amount contributed by New Jersey business and civic leaders.
During Kean’s term as president, Drew’s endowment has increased to more than $225 million,
among the top 25 percent in the nation on a per student basis. More than $30 million has been
spent on new buildings and improvements to existing structures, including student residence halls.
Kean guided construction of the William E. and Carol G. Simon Forum and Athletic Center, a
showcase venue for Drew and the region, which opened in January 1994 and the Dorothy Young
Center for the Arts, which opened in Fall 2003. Construction on the music wing of the Dorothy
Young Center for the Arts has commenced and is scheduled to be completed in Fall 2004. He also
oversaw the restoration of Mead Hall, the architectural heart of the University and the center for
student records, after it was nearly destroyed by fire in August 1989. Three years into his term as president, the University had completely restored and reoccupied the building thanks to insurance payments, a model grant from the New Jersey Historic Trust, and gifts from friends of the University.
Under Kean’s guidance, the University has completed its first five-year strategic plan, which will
guide the institution in the early years of the 21st century, while strengthening its reputation for
academic excellence and fiscal integrity.
For more than a century, friends have been a major source of strength to Drew. In the early years,
the facilities of the seminary were expanded through the generosity of John B. Cornell, William
Hoyt, Samuel W. Bowne, and others. Generous financial support came from the Wendel family
over many years, culminating in 1931 in bequests from Mrs. Rebecca A. D. Wendel Swope and
Miss Ella Wendel.
Other notable gifts include the Rose Memorial Library and the Rose Scholarship funds; gifts of Mr.
and Mrs. Lenox S. Rose; the Tipple scholarship and fellowship funds from Mrs. Ezra Squier Tipple;
the Smith Fund, from Mr. Lloyd W. Smith; and, most notably, the continuing generosity of the
families of Arthur and Leonard Baldwin. In 1989, Helene Stafford bequeathed the bulk of her
estate, totalling $5 million, to Drew in memory of her late husband, Geoffrey, a former professor
of Christian history.
The late 1980s also brought gifts of more than $1 million each, from the estate of Nettie Bowne for
the Lena C. Coburn Media Resource Center and a bequest from Elsie Fisher for a number of
scholarships. the late William E. and Carol G. Simon, a Drew trustee, gave the University $2.5
million, thereby making possible the new forum and athletic center that bears their names. Dr.
Barbara Caspersen (G’86, ’90) and Finn Caspersen provided a $5 million endowment for the
Graduate School, which changed its name to the Caspersen School of Graduate Studies in their
honor. Eleanor Haselton Barrett, sister of Trustee Emeritus Philip Haselton, pledged $5 million to
endow a scholarship in the name of their mother, Cynthia Baldwin Haselton. Most recently,
Dorothy Young gave $8.5 million for a new arts center which bears her name.
The University 143
University Services
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 Rose Memorial Library.
The Student Health Service
The Student Health Service is located in the Morris Health Center and is available to all students.
During regular school terms, the Health Service operates seven days a week: 12 hours a day during
the week, from 10 a.m. to 3 p.m. on Saturdays, and 12 noon to 5 p.m. on Sundays.
The center is staffed by nurse practitioners and/or qualified registered nurses. Physicians see students
by appointment several hours each week and are available for consultation with the nursing staff
by telephone. Specialists in adolescent medicine, internal medicine, and women’s health are available
on campus by appointment.
The Health Service offers comprehensive care that includes assessment of health problems, treatment
of common illnesses and injuries, support to students with chronic disease or disability, and crisis
intervention. Students with allergies may continue to receive their serum at the center. Wellness,
health education, and illness prevention are emphasized as a valuable part of a student’s education.
Drew is located near two major medical centers should hospitalization for emergency services be necessary.
Expenses associated with hospitalization and specialized care are met by students or their families.
Health services are provided to all Drew students, including graduate and theological students who
have paid a per-semester fee. At enrollment, all students are automatically included in and billed
for a student medical insurance plan carried by the University. Students who have proof of medical
insurance coverage through other sources are exempted from this requirement.
When a student is admitted to Drew, he or she must file a complete health history, including
immunization information, and a recent physical exam given by the student’s personal physician.
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 are available through the center also. 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 members for whom English is not their native language
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.
144 The Caspersen School of Graduate Studies
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 spouses of students for whom English is not their native language as
well as to employees of the University. ESOL is located in Sycamore Cottage.
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.
The Student Employment Office
Two student employment offices assist Drew students seeking part-time work. Students qualified
for federal work-study or interested in on-campus positions should visit the Office of Financial
Assistance in Tilghman House. Off-campus part-time positions are listed in the Career Center in the
University Center. Regularly scheduled semester-long positions and occasional positions are available.
Additionally, the Federal Community Service Program allows a limited number of work-study eligible
students to participate in off-campus community service jobs. Information on this program is available
in the Career Center.
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.
The University 145
Equal Access to Education for Special Needs Students
Drew University, in accord with the policies underlying Section 504 of the Rehabilitation Act of
1973, the Americans Disabilities 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 an academic environment.
The University acknowledges that the decision to self-identify is a personal matter and makes no
pre-admission inquiry about a candidate’s disability.
Upon acceptance to a degree program and a minimum of one month prior to enrollment in classes,
admitted students are encouraged to discuss the nature of their disability with and to submit
documentation of their disability to the Office of Educational and Student Affairs. This meeting
may be arranged by contacting the office at 973/408-3327.
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 possession, use, 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.
146 The Caspersen School of Graduate Studies
ALUMNI/AE ASSOCIATIONS
Each of Drew’s three schools has an alumni/ae organization. Membership in the organizations is
automatic (no dues) and all alumni/ae regularly receive the University’s magazine, Drew, and a
number of other alumni/ae-specific mailings. A University alumni/ae executive committee formed
in 1993 is composed of one representative from each executive board. The primary responsibility
of the committee is to review the priorities of the Alumni/ae Affairs office and to identify programs
common to the alumni/ae of all three schools.
The Caspersen School marked its 25th anniversary in 1980 by formally establishing The Society of
Caspersen School Alumni/ae. Prior to that date, alumni/ae of the Caspersen School were members
of the Theological School Alumni/ae Association. All those who receive degrees from the Caspersen
School are members of the Society, whose goal is to promote scholarship and fellowship among its
more than 1,300 alumni/ae. Alumni/ae of the University are entitled to receive the following privileges:
• 10 percent discount at the University bookstore
• certain University library privileges
• membership opportunities for athletic facilities
ALUMNI/AE IN ADMISSIONS PROGRAM
Throughout its history, Drew University has had the informal support of alumni/ae in its admissions
effort. A formal organization, the National Alumni/ae in Admissions Committee (NAAC), was created
in the 1970s. Since 1976, this volunteer group has worked in a variety of Drew-related admissions
activities, from generating initial contact with prospective students to following through with contacts
forwarded by the admissions offices. Currently, nearly 300 alumni/ae from 35 states and three
countries participate in this organization, affectionately referred to as the “NAACers.’’ Alumni/ae
talking about their Drew experience to prospective students has significantly extended the
resources of the admissions staff. The program is run collaboratively by the alumni/ae affairs and
admissions offices. To participate in the program, direct your inquiry to the Alumni/ae Affairs
office.
Caspersen School alumni/ae from 18 states and 16 countries form an Alumni/ae Admissions
Advisory Council.
THE REGISTER
148 The Caspersen School of Graduate Studies
The Register
University Faculty for the
Caspersen School of
Graduate Studies
The following listing is for the 2003–2004
academic year. The date following the name
indicates the year of beginning service at
Drew University. The letter(s) in parentheses
indicate(s) the Drew school(s) in which the
faculty member teaches (Graduate,
Theological, or College).
S. Wesley Ariarajah
1997/Professor of Ecumenical Theology (G,T)
B.D., United Theological Seminary, 1963;
B.Sc., Madras Christian College, 1966; M.Th.,
Princeton Theological Seminary, 1972; Ph.D.,
University of London, 1987.
Frances Bernstein
1999/Assistant Professor of History
B.A., Brown University, 1987; M.A.,
Columbia University, 1991; M.Phil., 1992;
Ph.D., 1998.
Christopher Boesel
2002/Assistant Professor of Christian Theology
(G,T)
B.A., Westmont College, 1984; M.T.S.,
Candler School of Theology, 1995; Ph.D.,
Emory University, 2002.
Karen McCarthy Brown
1976/Professor of Sociology and Anthropology of
Religion (G,T)
B.A., Smith College, 1964; M.A., Columbia
University/Union Theological Seminary,
1966; Ph.D., Temple University, 1976.
Katherine G. Brown
1988/Adjunct Professor of English for Speakers of
Other Languages (G,T)
B.A., Mount St. Mary College, 1966; M.A.,
New York University, 1983.
Jill Burnett
2003/Assistant Professor of Liturgical Studies (G)
B.A., Nyack College, 1983; M.A.R., 1995,
Yale Divinity School; M.Phil., Drew
University, 1998; Ph.D., 2003.
Virginia Burrus
1991/Associate Professor of Early Church History
(G,T)
B.A., Yale University, 1981; M.A., Graduate
Theological Union, 1984; Ph.D., 1991.
William C. Campbell
1990/Fellow, Charles A. Dana Research Institute
for Scientists Emeriti, Parasitology (C,G)
B.A., University of Dublin (Trinity College),
1952; M.S., University of Wisconsin, 1954;
Ph.D., 1957.
Ashley H. Carter
1975/Professor of Physics; 1990/Fellow, Charles A.
Dana Research Institute for Scientists Emeriti,
Physics (C,G)
B.A., Harvard University, 1945; M.S., Brown
University, 1950; Ph.D., 1963.
Darrell Cole
2002/Assistant Professor of Religious Studies
B.A., Lynchburg College, 1991; M.A., Ohio
State, 1993; M.A.R., Yale Divinity School,
1995; Th.M., Duke Divinity School, 1996;
Ph.D., University of Virginia, 2001.
Robert S. Corrington
1990/Professor of Philosophical Theology (G,T)
B.A., Temple University, 1973; M.Phil., Drew
University, 1980; Ph.D., 1982.
Charles Courtney
1964/Professor of Philosophy of Religion (G,T)
B.A., Monmouth College, Ill., 1957; S.T.B.,
Harvard Divinity School, 1960; M.A.,
Northwestern University, 1962; Ph.D., 1965.
David A. Cowell
1969/Professor of Political Science (C,G)
B.A., Drew University, 1961; Ph.D.,
Georgetown University, 1968.
Paolo M. Cucchi
1984/Professor of French and Italian; Dean of the
College of Liberal Arts (C,G)
B.A., Fordham University, 1963; M.A.,
Princeton University, 1966; Ph.D., 1972.
The Register 149
Heather M. Elkins
1989/Associate Professor of Worship and Liturgical
Studies
B.A., Prescott College, 1970; M.A., University
of Arizona, 1972; M.Div., Duke University,
1977; Ph.D., Drew University, 1991.
Danna Fewell
2000/Professor of Old Testament (G,T)
B.A., Louisiana College, 1979; M.T.S.,
Candler School of Theology, 1981; Ph.D.,
Emory University, 1987.
Brett Gary
1998/Assistant Professor of History (C,G)
B.A., Montana State University, 1982; M.A.,
University of Pennsylvania, 1985; Ph.D.,
1992.
James Hala
1986/Professor of English (C,G)
B.A., University of Michigan, 1974; M.A.,
1976; Ph.D., 1984.
Sara Henry-Corrington
1976/Chair and Professor of Art; Director, New
York Semester on Contemporary Art (C,G)
B.A., Denison University, 1964; M.A., New
York University, 1966; Ph.D., University of
California, Berkeley, 1976.
Herbert B. Huffmon
1968/Professor of Old Testament (G,T)
A.B., University of Michigan, 1954; B.D.,
McCormick Theological Seminary, 1957;
M.A., Johns Hopkins University, 1958; Ph.D.,
University of Michigan, 1963.
Ada Maria Isasi-Diaz
1992/Associate Professor of Theology and Ethics
(G,T)
B.A., College of New Rochelle, 1971; M.A.,
State University of New York, Brockport,
1977; M.Div., Union Theological Seminary,
1985; Ph.D., 1990.
Sandra Jamieson
1993/Associate Professor of English (C,G)
B.A., University of East Anglia, England,
1981; M.A., State University of New York,
Binghamton, 1986; Ph.D., 1991.
Donald G. Jones
1967/Professor of Religion (C,G)
B.A., Augustana College, 1957; M.Div., Drew
University, 1961; Ph.D., 1969.
Laurel Kearns
1995/Associate Professor of Sociology of Religion
(G,T)
B.A., Florida State University, 1981; M.A.,
Emory University, 1985; Ph.D., 1994.
Catherine Keller
1986/Professor of Constructive Theology (G,T)
B.A. equiv., University of Heidelberg,
Germany, 1974; M.Div., Eden Theological
Seminary, 1977; Ph.D., Claremont Graduate
School, 1984.
David Kohn
1983/Professor of History of Science; Robert Fisher
Oxnam Professor of Science and Society (C,G)
B.S., Queens College, City University of New
York, 1965; Ph.D., University of
Massachusetts, 1976.
Wendy Kolmar
1984/Associate Professor of English; Director,
Women’s Studies Program (C,G)
A.B., Bryn Mawr College, 1972; Ph.D.,
Indiana University, 1992.
Edwina (Edye) G. Lawler
1967/Professor of German; Dean of Educational
and Student Affairs (C,G)
B.A., College of Saint Catherine, 1965; KarlEberhard Universität, Tübingen, 1965–66;
M.A., University of Wisconsin, 1967; M.Phil.,
Drew University, 1979; Ph.D., 1981.
John Perry Leavell, Jr.
1967/Professor of History (C,G)
B.A., Emory University, 1960; M.A., Duke
University, 1963; Ph.D., Tulane University,
1967.
H. Leedom Lefferts, Jr.
1976/Professor of Anthropology; Director, Asian
Studies Program (C,G)
A.B., Colgate University, 1961; M.A.,
University of Illinois, 1963; Ph.D., University
of Colorado, 1974.
150 The Caspersen School of Graduate Studies
John Lenz
1994/Chair and Associate Professor of Classics (C,G)
B.A., Columbia University, 1984; M.A., 1986;
Ph.D., 1993.
Neil Levi
2000/Assistant Professor of English (C,G)
B.A., University of Western Australia, 1989;
M.Phil., Columbia University, 1994; Ph.D., 2000.
Otto Maduro
1994/Professor of World Christianity and Latin
American Christianity (G,T)
Licentiate in Philosophy, Universidad Central
de Venezuela, 1968; M.Phil., Université
Catholique de Louvain, 1973; Ph.D., 1993.
Thomas Magnell
1990/Chair and Professor of Philosophy (C,G)
B.A., Amherst, 1975; D.Phil., 1983.
William B. Messmer
1979/Professor of Political Science (C,G)
B.A., Otterbein College, 1963; M.A., Ohio
University, 1969; Ph.D., Ohio State
University, 1976.
Stephen Moore
1999/Associate Professor of New Testament (G,T)
B.A., University of Galway, 1975; B.A.,
University of Dublin, 1982; Ph.D., 1986.
James M. O’Kane
1967/Professor of Sociology (C,G)
A.B., Saint Francis College, N.Y., 1962; M.S.,
Columbia University, 1964; Ph.D., New York
University, 1968.
Frank V. Occhiogrosso
1970/Professor of English (C,G)
B.A., St. John’s University, N.Y., 1965; M.A.,
Johns Hopkins University, 1967; Ph.D., 1969.
Thomas C. Oden
1970/Henry Anson Buttz Professor of Theology and
Ethics (G,T)
B.A., University of Oklahoma, 1953; B.D.,
Southern Methodist University, 1956; M.A.,
Yale University, 1958; Ph.D., 1960.
Nadine Ollman
1967/Professor of English (C,G)
B.A., University of Pennsylvania, 1961; M.A.,
1962; Ph.D., 1971.
James H. Pain
1954/Henry and Annie M. Pfeiffer Professor of
Religion; Dean of the Caspersen School (C,G,T)
B.A., Occidental College, 1951; B.D., Drew
University, 1954; S.T.M., 1955; D.Phil.,
University of Oxford, 1967.
Dale Patterson
1995/Assistant Professor of American Religious
History (G)
B.S., University of Denver, 1975; M.C.S.,
Regent College, 1978; Ph.D., Drew
University, 1984.
Philip M. Peek
1972/Professor of Anthropology (C,G)
B.A., University of Oregon, 1964; M.A.,
University of California, Berkeley, 1968;
Ph.D., Indiana University, 1976.
Arthur L. Pressley
1982/Associate Professor of Psychology and
Religion (G,T)
B.A., Allegheny College, 1972; M.Div.,
Garrett-Evangelical Seminary, 1975; Ph.D.,
Northwestern University, 1986.
Jonathan W. Reader
1980/Professor of Sociology (C,G)
B.A., Cornell University, 1966; M.P.A., New
York University, 1969; M.A., Cornell
University, 1976; Ph.D., 1981.
Robert Ready
1970/Professor of English (C,G)
A.B., Columbia University, 1966; M.A., 1967;
Ph.D., 1970.
Richard S. Rhone
1970/Professor of Political Science; Director, U.N.
Semester (C,G)
B.A., Lehigh University, 1963; M.A.,
Pennsylvania State University, 1966; Ph.D., 1973.
William B. Rogers
1995/Associate Dean of the Caspersen School (G)
B.A., Hartwick College, 1977; M.P.A.,
Syracuse University, 1978; M.A., Drew
University, 1986; Ph.D., 1992.
Joseph Romance
1996/Assistant Professor of Political Science (C,G)
B.A., College of William and Mary, 1988;
M.A., Rutgers, 1992; Ph.D., 1995.
The Register 151
Jonathan Ely Rose
1984/Professor of History (C,G)
B.A., Princeton University, 1974; M.A.,
University of Pennsylvania, 1975; Ph.D., 1981.
Kenneth E. Rowe
1971/Professor of Church History; Methodist
Librarian (G,T)
B.A., Drew University, 1959; B.D., Yale
University, 1962; Ph.D., Drew University,
1969; M.L.S., Rutgers University, 1970.
Ann Saltzman
1983/Associate Professor of Psychology (C,G)
B.A., Harpur College, 1966; M.S., Richmond
College, 1971; M.A., Montclair State
University, 1978; Ph.D., Graduate Center,
City University of New York, 1987.
Peggy Samuels
1991/Associate Professor of English (C,G)
B.A., Yale University, 1981; M.F.A., Johns
Hopkins University, 1985; Ph.D., City
University of New York, 1993.
William D. Stroker
1969/Chair and Professor of Religion (C,G)
B.A., Transylvania University, 1960; B.D.,
Yale Divinity School, 1963; M.A., Yale
University, 1966; Ph.D., 1970.
Shirley Sugerman
1972/Adjunct Associate Professor of Religion;
Academic Director, Aquinas Program Faculty
Seminar (C,G)
B.A., Barnard College, 1940; Ph.D., Drew
University, 1970.
Jesse T. Todd, Jr.
1997/Assistant Professor of American Religious
History (G,T)
B.A., Boston University, 1982; M.Div.,
Harvard University, 1986; Ph.D., Columbia
University, 1992.
Linda Van Blerkom
1989/Associate Professor of Anthropology
B.A., University of Colorado, 1969; M.S.,
1973; M.A., 1979; Ph.D., 1985.
Suzanne T. Selinger
1987/Theological Librarian; Associate Librarian;
Associate Professor of Historical Theology (G,T)
A.B., Vassar College, 1960; M.A., Yale
University, 1961; Ph.D., 1965; M.S.L.S.,
Columbia University, 1974.
Jeremy Varon
2000/Assistant Professor of History
B.A., Brown University, 1989; M.A., Cornell
University, 1994; Ph.D., 1998.
Douglas W. Simon
1971/Professor of Political Science (C,G)
B.A., Willamette University, 1963; M.S.,
University of Oregon, 1969; Ph.D., 1972.
Traci West
1995/Associate Professor of Ethics and AfricanAmerican Religion (G,T)
B.A., Yale University, 1981; M.Div., Pacific
School of Religion, 1984; Ph.D., Union
Theological Seminary, 1994.
Merrill M. Skaggs
1971/Professor of English; Donald R. and Winifred
B. Baldwin Professor of Humanities (C,G)
B.A., Stetson University, 1958; M.A., Duke
University, 1960; Ph.D., 1966.
Geraldine Smith-Wright
1983/Professor of English (C,G)
B.A., Rutgers University, 1966; M.A., Atlanta
University, 1971; Ph.D., Rutgers University, 1982.
Angella Son
2002/Assistant Professor of Psychology and
Religion, (G,T)
B.S.B., University of Minnesota, 1987;
M.Div., Princeton Theological Seminary,
1989; Th.M., 1990; Ph.D., 2000.
N. Lynne Westfield
1999/Assistant Professor of Christian Education (G,T)
B.S., Murray State University, 1983; M.A.,
Scarrett Graduate School, 1985; Ph.D., The
Union Institute, 1999.
Anne B. Yardley
1995/Associate Professor of Music; Associate
Academic Dean of the Theological School (G,T)
B.A., Whitman College, 1971; Ph.D.,
Columbia University, 1975.
152 The Caspersen School of Graduate Studies
Charles Yrigoyen, Jr.
1982/General Secretary, General Commission on
Archives and History (G,T)
B.S., University of Pennsylvania, 1959; B.D.,
Lancaster Theological Seminary, 1962; Th.M.,
Eastern Baptist Theological Seminary, 1964;
Ph.D., Temple University, 1973.
Emeriti Faculty
Dates indicate years of service at Drew
University.
Lester W. Berenbroick
1952–1991/Professor of Church Music
B.S., M.S.
Robert J. Bull
1955–1991/Professor of Church History
B.A., B.D., S.T.M., Ph.D.
Janet F. Fishburn
1978–1995/Professor of Teaching Ministries and
Church History; Acting Dean of the Theological
School, 1994–1995
B.A., Ph.D.
David M. Graybeal
1956–1991/Professor of Church and Society
B.A., B.D., Ph.D.
Philip K. Jensen
1959/Professor of Psychology; Assistant Director,
Institutional Research (C,G)
B.S., M.A., Ph.D., B.D.
Edward L. Long, Jr.
1976–1986/James W. Pearsall Professor of
Christian Ethics and Theology of Culture
B.C.E., B.D., Ph.D.
University Library Faculty
Linda E. Connors
1971/Head, Acquisitions and Collection
Development. Associate Librarian
A.B., Drew University, 1965; M.L.S., Rutgers
University, 1970; M.A., 1981; Ph.D. 1994.
Lessie Culmer–Nier
1977/Head, Catalog ing and Periodicals. Assistant
Librarian
B.A., University of Minnesota, 1967; M.A.,
1968; M.A., Drew University, 1980.
Lucy K. Marks
1989/Methodist Cataloger. Adjunct Instructor Librarian
A.B., Oberlin College, 1973; M.A., University
of Michigan, 1974; M.S.L.S., Columbia
University, 1975.
Anne L. Noss
1999/Library Web Manager; Adjunct Reference
Librarian
B.A., Drew University, 1975; M.S., Syracuse
University, 1976; M.L.S., Rutgers University, 1996.
Sarah K. Oelker
2003/Reference Librarian
B.A., Yale University, 1999; M.L.I.S., Rutgers
University, 2003.
Andrew D. Scrimgeour
2000/Director of the University Library. Senior
Librarian
A.B., Nyack College, 1967; M.Th., Princeton
Theological Seminary, 1975; M.L.S., Rutgers
University, 1976; Ph.D., Drexel University, 1999.
Suzanne T. Selinger
1987/Theological Librarian. Associate Librarian.
Associate Professor of Historical Theology (G,T)
A.B., Vassar College, 1960; M.A., Yale
University, 1961; Ph.D., 1965; M.S.L.S.,
Columbia University, 1974.
Jody Caldwell
1991/Head, Reference Department. Assistant Librarian
B.A., SUNY–Geneseo, 1975; M.L.S., 1976;
M.A., SUNY–Brockport, 1986.
Jennifer Woodruff Tait
2003/Methodist Librarian
B.A., Augustana College, 1992; M.A.,
Asbury Theological Seminary, 1997;
M.S. in L.I.S., University of Illinois at
Urbana–Champaign, 2000.
John Mark Califf
1986/Methodist and Theological Cataloger.
Instructor Librarian
A.B., Franklin and Marshall College, 1957;
M.Div., Princeton Theological Seminary,
1960; M.L.S., Rutgers University, 1986.
Janice Wanggaard
1989/Reference and Government Documents
Librarian. Instructor Librarian
A.B., Knox College, 1963; M.L.S., Rutgers
University, 1987.
The Register 153
Elise T. Zappas
1989/Humanities Cataloger and Automation
Librarian. Instructor Librarian
B.A., Drew University, 1974; M.L.S., Rutgers
University, 1989.
University Library
Emeriti Faculty
Ruth Friedman, B.S., M.L.S.
1980/Reference Librarian, Emerita
Arthur E. Jones, Jr., A.B., M.A., Ph.D.,
M.L.S.
1949/Director of the Library, Emeritus
John H. Crawford III,* B.A., M.Div.
President, Crawford Investment Counsel, Atlanta,
Georgia
Hugh A. D’Andrade, B.A., J.D.
Vice Chair and Chief Administrative Officer,
retired, Schering–Plough Corporation, Madison,
New Jersey
Donald L. Drakeman, B.A., J.D., Ph.D.
President and CEO, Medarex, Inc., Princeton,
New Jersey
D. Stuart Dunnan, B.A., Ph.D.
Headmaster, St. James School, St. James, Maryland
Evelyn S. Meyer, B.A., M.L.S.
1964/Reference Librarian, Emerita
Louis V. Eccleston,* B.A., M.B.A.
President, Thomson Financial, Banking &
Brokerage, New York, New York
Kenneth E. Rowe, B.A., B.D., Ph.D., M.L.S.
1970/Methodist Librarian, Emeritus
Kathryn Faber,* B.A., M.Litt., D.Litt.
Former Educator, Madison, New Jersey
Trustees of the University
Michele E. Fabrizio,* B.A.
Freelance Writer and Community Volunteer,
Short Hills, New Jersey
Officers
Barbara Morris Caspersen, Chair
William M. Freeman, Co Vice Chair
John R. Harding, Co Vice Chair
Hugh A. D’Andrade, Secretary
Thomas H. Kean, President of the University
Lewis D. Andrews Jr.,* B.A.
Associate Deputy Administrator, US Small Business
Administration, Washington, D.C.
Christopher D. Brady, B.A., M.B.A.
Partner, The Chart Group, New York, New York
A. David Brown, B.S.
Managing Director, Whitehead Mann Pendleton
James, New York, New York
Judith E. Campbell, B.A.
Senior Vice President and CIO, New York Life
Insurance Co., New York, New York
Barbara Morris Caspersen,* B.A., M.A.,
M.Phil., Ph.D.
Civic Volunteer, Gladstone, New Jersey
Raymond G. Chambers, B.S., M.B.A.
Chair, Amelior Foundation, Morristown, New Jersey
William M. Freeman,* M.B.A.
President, Public Communications Group, Verizon,
Newark, New Jersey
Fredrick Fuest,* B.A., M.S.
COO, Active International, Inc., Pearl River, New York
Stanley C. Gale, M.B.A.
Principal, The Gale Group, Florham Park, New
Jersey
Jordan Glatt,* B.A.
President, Magla Products, Morristown, New
Jersey
Leo P. Grohowski,* B.A., M.B.A.
Chief Investment Officer–Americas, Deutsche Asset
Management, New York, New York
John R. Harding,* B.A., M.B.A.
Chairman, President and CEO, eSilicon
Corporation, Santa Clara, California
William R. Huff, B.B.A.
CIO, W.R. Huff Asset Management, Morristown,
New Jersey
154 The Caspersen School of Graduate Studies
Alfred E. Johnson, B.A., Th.M., D.Min.
Bishop, The United Methodist Church, Pennington
School, Pennington, New Jersey
Garnett L. Keith, I.E., M.B.A.
Chair and CEO, Sea Bridge Capital Management
Co., Summit, New Jersey
A. Michael Lipper, A.B.
President, Lipper Consulting Services, Summit,
New Jersey
Ernest S. Lyght,* B.A., M.Div., Th.M., D.Min.
Bishop, The United Methodist Church, White
Plains, New York
Blair B. MacInnes,* B.A., M.T.S.
Former Educator, Civic Volunteer, Morristown,
New Jersey
Elizabeth H. Marsh,* B.A., Ph.D.
Former Educator, Civic Volunteer, Morristown,
New Jersey
Heath B. McLendon, B.A., M.B.A.
Managing Director, Citigroup Smith Barney,
New York, New York
Stanley J. Menking,* B.A., B.D., Ph.D.
Minister/Development, retired, Pocono Pines,
Pennsylvania
Champ Meyercord, B.A.
Managing Director, Eagle Capital Management,
New York, New York
Eugene I. Meyers, B.A., LL.B., LL.M.
Senior Vice President and Senior Tax Counsel,
retired, Paramount Communications Inc., New
York, New York
Christopher A. Mickel,* B.P.S., M.Div.
Minister, Rock City Falls, New York
Pamela A. Moed,* B.A., M.A.
Former University Administrator, Montclair,
New Jersey
Jeffrey B. Noss,* B.A., M.B.A.
Vice President, The Bank of New York, New York,
New York
Randolph W. Nugent,* B.A., M.A., M.Div.,
M.A., D.Min.
General Secretary of the General Board of Global
Ministries of the United Methodist Church, retired,
New York, New York
*Alumni/ae of the University
Nancy W. Priest,* B.A.
Tour Guide, Metropolitan Museum of Art, New
York, New York; Member, New Jersey Historic Sites
Council, Westfield, New Jersey
Richard J. Rawson, J.D.
Senior Vice President, General Counsel and Secretary,
Lucent Technologies, Murray Hill, New Jersey
Jennifer Bernstein Rothkin,* B.A., M.A.
Ad Sales Marketing Coordinator, Teen People
Magazine, New York, New York
Thomas D. Sayles Jr., B.A., M.B.A.
Chair and CEO, retired, The Summit
Bancorporation, Summit, New Jersey
Gary S. Stein, B.A., J.D.
Counsel, Pashman Stein, Hackensack, New Jersey
Charles H. Straut Jr.,* B.S., M.Div., D.Min.
Pastor, Kings Highway United Methodist Church,
Brooklyn, New York
Mary A. Stringfield,* B.A., J.D., M.A.
National Director, Human Resources, Ernst &
Young, Lyndhurst, New Jersey
Peter D. Weaver,* B.A., M.Div., Th.D.
Bishop, The United Methodist Church, Valley
Forge, Pennsylvania
Sidney F. Wentz, A.B., LL.B.
Chair, retired, The Robert Wood Johnson
Foundation, Princeton, New Jersey
Jerome H. Wolfson,* B.A., J.D.
Attorney at Law, Miami, Florida
Arturo A. Valenzuela,* B.A., M.A., Ph.D.
Director, Latin American Studies, Georgetown
University, Washington, D.C.
Emeriti Trustees
C.W. Carson Jr., A.B.
Vice Chair, retired, Chemical Bank, New York,
New York
John H. Evans, B.A.
President, The Willits Foundation, New
Providence, New Jersey
The Register 155
Robert B. Goodwin,* B.S., M.Div., S.T.M.,
D.Min.
Senior Minister, retired, First United Methodist
Church, Westfield, New Jersey
Administrative Offices
Philip H. Haselton, B.M.E.
Chair and CEO, Haselton Family Office, LLC,
Newark, New Jersey
Deputy Chief of Staff, Erin Hennessy, B.A.
Fred Herrigel III, B.A., LL.B.
Senior Partner, retired, Herrigel, Bolan &
Manahan, Attorneys, Millburn, New Jersey
Barbara Thompson Howell, A.B.
Deputy Editor, retired, Magazine Development
Office, Time, Inc., New York, New York
Henry G. Parker III, A.B.
Managing Director, retired, Chubb & Son, Inc.,
Warren, New Jersey; Chair, Parker Associates
Donald E. Procknow, B.S., D.Eng., L.L.D., D.Sc.
Vice Chair and COO, retired, Director, AT&T
Technologies, Inc., Berkeley Heights, New Jersey
PRESIDENT’S OFFICE
President, The Honorable Thomas H. Kean, M.A.
Affirmative Action Officer, George-Harold
Jennings, Ph.D.
ACADEMIC AFFAIRS
University Registrar, Horace Tate, B.A., M.Litt.
Assistant Registrar, Jeremy A. Maisto, B.A.
Director of Institutional Research, Christopher J.
Van Wyk, Ph.D.
Library Director, Andrew Scrimgeour, M.L.S.,
M.Th., M.Div., Ph.D.
THE CASPERSEN SCHOOL OF
GRADUATE STUDIES
Dean of the Caspersen School of Graduate Studies,
James H. Pain, D.Phil.
B. P. Russell
Chair and CEO, retired, Crum & Forster Insurance
Companies, Convent Station, New Jersey
Associate Dean of the Caspersen School of Graduate
Studies, William B. Rogers, Ph.D.
Nancy S. Schaenen, A.B.
Civic Volunteer
Director of the Medical Humanities Program,
Jo Ann Middleton, Ph.D.
Robert Drew Simpson,* B.A., B.D., Ph.D.
Senior Minister, retired, Chatham United
Methodist Church, Chatham, New Jersey
Director of the Arts and Letters Program, Virginia
Phelan, Ph.D.
Shirley Sugerman,* B.A., Ph.D.
Clinical Psychologist, New York, New York; Adjunct
Associate Professor of Religion, Drew University
Ross E. Traphagen Jr., A.B., J.D.
General Partner, retired, Goldman, Sachs & Co.,
New York, New York
Edward J. Wynne Jr.,* B.D., Ph.D.
Pastor, retired, Westwood United Methodist
Church, Westwood, New Jersey
Jeanne T. Zenker, B.A.
Civic Volunteer
Director of Special Programs, Patricia Laprey,
M.A.
THE THEOLOGICAL SCHOOL
Vice President and Dean of the Theological School,
Maxine Clarke Beach, Ph.D.
Associate Academic Dean of the Theological School,
Anne B. Yardley, Ph.D.
Director of the D.Min. Program, Michael
Christensen, Ph.D.
Associate Dean of Contextual Learning in the
Theological School, Virginia Samuel Cetuk,
D.Min.
*Alumni/ae of the University
156 The Caspersen School of Graduate Studies
THE COLLEGE OF LIBERAL ARTS
Events Coordinator, Lucinda Crain, B.S.
Vice President and Dean of the College, Paolo M.
Cucchi, Ph.D.
Director of Child Development Center, Nancy
Opperthauser, B.A.
Associate Dean of the College, Christopher J. Van
Wyk, Ph.D.
BUSINESS, FINANCE, AND FACILITIES
Dean of Educational and Student Affairs; Director of
Drew Scholars Program, Edwina (Edye) G.
Lawler, Ph.D.
Director of Off–Campus Programs, Carlo
Colecchia, M.B.A., M.A.
Director of Continuing Education, Catherine T.
Messmer, M.S.
Vice President for Finance and Business Affairs,
Michael B. McKitish, B.S., C.P.A.
Treasurer, Joseph Kelly, B.S., M.B.A.
Controller, Aaron Aska, B.S., M.S., C.P.A.
Associate Treasurer, Jeffrey Balog, B.S., M.S.
Director of Career Center, Laure Paul, M.Ed.
Assistant Controller, Accounts Payable, Diane C.
Zsombik, B.S., M.Litt.
Coordinator of Academic Internships and Federal
Community Service Programs, Patricia Harris, B.S.
Assistant Controller, Payroll, Janis Prezuhy, A.S.
Coordinator of Off-Campus Student Employment,
Mary Jane Ryan
Director of Athletics, Connee Zotos, B.A., M.S.,
Ph.D.
Director of Educational Opportunity Scholars
Program, Cordelza Haynes, M.A.
Director of Purchasing, Harry Scarpa, B.S.
ADMINISTRATION AND
UNIVERSITY RELATIONS
Assistant Director of Purchasing, Betty Dent, B.A.
Manager of the Bookstore, Patricia Lardas, B.A.
Vice President for Administration and University
Relations, Margaret E. L. Howard, M.S.W.
Dining Services Director, Eric Silber, B.A., M.S.
Assistant Vice President for University Relations,
Thomas F. Harris, M.A.
ADMISSIONS
University Editor, E. Virginia Duetsch, B.A., M.Litt.
Director of Publications and Advertising, Margaret
M. Kiernan, B.F.A.
Director of Sports Information, Jennifer Brauner, B.A.
University Webmaster, Kenneth Newquist, B.A.
Director of Facilities, Julie Valerio, B.A., M.S.
Director of Public Safety, Thomas Evans, M.Ed.
Director of Housing, Conferences & Hospitality,
Patricia Naylor, M.A.
Coordinator of Conference Facilities, Jane
McLaughlin, A.A.
*Alumni/ae of the University
Dean of College Admissions and Financial
Assistance, Mary Beth Carey, B.A.
Associate Dean of College Admissions, Matthew
Mergen, M.A.
Director of College Admissions and Financial
Assistance, Joyce Farmer, B.A.
Senior Assistant Director of Admissions, Kerri
Small, B.A.
Director of Graduate Admissions, Carla Osit,
M.Ed.
Director of Theological Admissions, Kevin D.
Miller, M.A., M.Div.
Assistant Director of Theological Admissions,
Stacy Douglas, M.Div.
The Register 157
DEVELOPMENT AND
ALUMNI/AE RELATIONS
Vice President for Development and Alumni/ae
Relations, Ronald A. Ross, M.A.T.
Director of Information Services, Maryann Errico
Assistant Director of Information Services,
Maureen Tauriello, B.A.
STUDENT LIFE
Director of Special Gifts, William Jenkins, B.A.
Director of Regional Campaigns, Elizabeth Duff, B.S.
Associate Director of Principal Gifts, Alexis McCormack,
B.A.
Associate Director of Regional Campaigns,
Philippe Beekman, B.A.
Assistant Director of Regional Programs, Laryssa
Hubkowski, B.A.
Assistant Director of Advancement
Communications, Marcia Casais, A.B.
Development Associate in Regional Programs,
Robin Manoukian, B.S.
Development Associate for Prospect Research,
Rachel Scott, M.L.S.
Director of Corporate, Foundation and Government
Relations, Kenneth Alexo, Jr., M.A.
Development Associate for Planned
Giving/Corporate, Government and Foundation
Relations, Rosemary Collingwood, M.Litt.
Dean of Educational and Student Affairs, Edwina
(Edye) G. Lawler, Ph.D.
Associate Dean of Student Life, Geraldine Muir, M.A.
Associate Dean of Student Affairs, Laure Paul, M.Ed.
Director of Counseling and Psychological Services,
Marianne M. O’Hare, Ph.D.
Coordinator, Substance Awareness and
Educational Programs, Audra Tonero, M.S.Ed.
Coordinator of English for Speakers of Other
Languages Program, Katherine G. Brown, M.A.
Coordinator of Conversation Partners Program,
Nancy Pramuk–Black, M.S.
Coordinator of International Student Services,
Char Lee Kibler, M.A.
Director of Student Activities, Maria MiceliJacobson, M.Ed.
Assistant Director of Student Activities, Genevieve
Famoso, M.A.
Director of Residence Life, Frank Merckx, M.P.A.
Director of Annual Giving, Barbara Parker, M.S.
Director of University Health Services, Kathleen
Nottage, M.A., R.N., C.S.
Associate Director of Annual Giving, Gregory
Ellmer, B.S.
University Physicians, Elizabeth Rose, M.D.,
Walter D. Rosenfeld, M.D.
Assistant Director of Annual Giving, Diana Krug, A.A.
Interim Director of Campus Recreation, Sara
Nelson, B.A.
Development Associate in Annual Giving, Erin Adler,
B.A.
UNIVERSITY TECHNOLOGY
Director of Alumni/ae Relations, Sandra Sarno
Carroll, B.A.
Assistant Director of Alumni/ae Relations, Rita
Bermingham, M.Litt., M.T.S.
Development Associate for Alumni/ae Relations,
Michael Smullen, B.A.
Assistant Vice President for University Technology,
Alan Candiotti, Ph.D.
Director of Administrative Computing, Marsha A.
Huber, B.A.
Assistant Director of Administrative Computing,
William Schulz, B.S, M.A.
158 The Caspersen School of Graduate Studies
Director of Computing and Network Services,
Michael R. Richichi, B.A.
President and Cabinet
Manager, Systems Administration, Paul R. Coen,
B.A.
Thomas H. Kean
1990/President of the University
B.A., Princeton University, 1957; M.A.,
Columbia University, 1963.
Manager, Enterprise Applications, K. Scott
Wood, B.A.
Manager, PC Services, Elizabeth Black
Manager, Faculty Development, Oriana C. Kopec,
B. A., M.S.Ed.
Manager, Media Services, Robert Gainey, B.A.
Coordinator, Media Services, Jeannie
Kosakowski
Paolo M. Cucchi
1984/Vice President and Dean of the College of
Liberal Arts.
B.A., Fordham University, 1963; M.A.,
Princeton University, 1966; Ph.D., 1972.
Margaret E. L. Howard
1990/Vice President for Administration and
University Relations
B.A., Kenyon College, 1973; M.S.W., Rutgers
University, 1980.
Coordinator, Staff Lab, John Saul, B.A.
Training Coordinator, Claire Miller, B.A.
Manager, Telecommunications, Lawrence
Farmer, B.A.
Michael B. McKitish
1991/Vice President for Finance and Business
Affairs
B.S., Rider College, 1973; C.P.A., 1978.
Ronald Ross
1978/Vice President for Development and
Alumni/ae Relations
B.A., Drew University, 1973; M.A.T., Colgate
University.
Edwina (Edye) G. Lawler
1967/Dean of Educational & Student Affairs
B.A., College of St. Catherine, 1965; M.A.,
University of Wisconsin, 1967; M.Phil, Drew
University, 1979; Ph.D. 1981.
Mary Beth Carey
2003/Dean of College Admissions
B.A., Marist College, 1979.
James Pain
1991/Dean of the Caspersen School of Graduate Studies
B.A., Occidental College, 1951; B.D., Drew
University, 1954; S.T.M., 1955; D.Phil., Oxford
University, 1967.
Maxine Clarke Beach
2000/Vice President and Dean of the Theological School
A.A., York College, 1964; B.A., Scarritt
College, 1966; M.T.S., Harvard Divinity
School, 1985; Ph.D., Boston University, 1993.
ACADEMIC CALENDAR
160 The Caspersen School of Graduate Studies
CASPERSEN SCHOOL OF GRADUATE STUDIES
2003–2004 ACADEMIC CALENDAR
SUMMER SCHOOL 2003
June 16–Aug. 1 ...................................................................................................... Summer Program
July 28–Aug. 15 ........................................................................ Ph.D. comprehensive examinations
FALL SEMESTER 2003
Wed., Aug. 27 ...................................................................... New students arrive; orientation begins
Thurs., Aug. 28 .................................................................................... Registration for new students
Mon., Sept. 1 .................................................................................................... Labor Day, no classes
Tues., Sept. 2 .......................................................................... Classes begin, add/drop period begins
Fri., Sept. 5 ...................................................................... Applications due for Fall Commencement
Mon., Sept. 8 .............................. Last day to add a class without instructor’s signature, all schools.
Language exams
Mon., Sept. 15 .................................................... Last day to add a class with instructor’s signature,
enroll from wait-list, change P/U option,
or drop a class with a “W,” all schools
(Note: No reduction in charges for any reduced load after this date)
Mon., Oct. 6.................................................................................................... Yom Kippur, no classes
Wed., Oct. 8 ...................................................................................................... Monday classes meet
Fri., Oct. 24 ...................................................................................... Fall Commencement, 4:30 p.m.
Mon., Oct. 27 ................................................................................................ Language examinations
Fri., Nov. 7
Last day to drop a course with a “W”
(Courses discontinued after this date earn a grade of “F”)
Wed., Nov. 26 ........................................................................ Thanksgiving recess begins, no classes
Mon., Dec. 1 ................................................................................................................ Classes resume
Mon.–Thurs., Dec. 1–4 .......................................................... Registration for Spring 2004 semester
(Materials available 2 weeks before;
clear financial accounts required to register)
Mon., Dec. 8 ........................................................................................ Last Wednesday classes meet
Wed, Dec. 17 ................................................................................................................ Semester ends
JANUARY TERM 2004
Tue., Jan. 6 ..................................................................Non-credit, Language Institute courses begin
Mon.–Wed., Jan. 19–21 ..............................................................Ph.D. comprehensive examinations
Thurs., Jan. 22 ..........................................................Jan. Term and Language Institute courses end
Fri., Jan. 23 ....................................................................................................Language examinations
Academic Calendar 161
SPRING SEMESTER 2004
Fri., Jan. 23 .................................................................... Registration/Orientation for new students,
returning students, not pre-registered
Mon., Jan. 26 ................................................................................................................ Classes begin.
Applications due for May 2004 Commencement, all schools
Fri., Jan. 30 ................................Last day to add courses without instructor’s signature, all schools
Fri., Feb. 6.......................................................... Last day to add courses with instructor’s signature,
enroll from wait-list, or drop a class without a “W,” all schools
(Note: No reduction in charges for any reduced load after this date)
Fri., Mar. 5 ...................................................................................... Spring recess begins at 5:00 p.m.
Mon., Mar. 15 .......................................................................................... Classes resume, all schools
Mon., Mar. 22 ................................................................ Ph.D. dissertations due for May candidates
Mar. 25–Apr. 15 ........................................................................ Ph.D. comprehensive examinations
Fri., Apr. 9 ....................................................................................Good Friday, no classes, all schools
Fri., Apr. 2 .................................................. Last day to withdraw from classes with a grade of “W”
All schools (Courses discontinued after this date earn a grade of “F”)
Mon.–Wed., Apr. 19–22 .................................................................... Registration for Fall 2004 term
(Materials available 2 weeks before; clear financial accounts required to register)
Mon., Apr. 26 ................................................................................................ Language examinations
Fri., Apr. 30 .............................................................................................................. Last classes meet.
Wed., May 12................................................................................................................ Semester ends
Fri., May 14 .................................................................................... Baccalaureate Service, 5:00 p.m.
Sat., May 15 .......................................................................................... Commencement, 10:30 a.m.
SUMMER SEMESTER 2004
June 14–July 30 ...................................................................................................... Summer Program
July 26–Aug. 13 ........................................................................ Ph.D. comprehensive examinations
162 The Caspersen School of Graduate Studies
CASPERSEN SCHOOL OF GRADUATE STUDIES
2004–2005 ACADEMIC CALENDAR
FALL SEMESTER 2004
Wed., Sept. 1........................................................................ New students arrive; orientation begins
Thurs., Sept. 2 ...................................................................................... Registration for new students
Mon., Sept. 6 .................................................................................................... Labor Day, no classes
Tues., Sept. 7 .......................................................................... Classes begin, add/drop period begins
Fri., Sept. 10 .......................................................... Applications due for Fall Commencement
Mon., Sept. 13 .............................................. Last day to add a class without instructor’s signature.
Language examinations
Mon., Sept. 20 .................................................... Last day to add a class with instructor’s signature.
(Note: No reduction in charges after this date)
Wed., Oct. 13 .................................................................................................... Monday classes meet
Mon., Oct. 25 ................................................................................................ Language examinations
Fri., Oct. 29 ...................................................................................... Fall Commencement, 4:30 p.m.
Fri., Nov. 12 .......................................................... Last day to drop a course with a “W,” all schools
(Courses discontinued after this date earn a grade of “F”)
Wed., Nov. 24 ........................................................................ Thanksgiving recess begins, no classes
Mon., Nov. 29 ................................................ Wednesday classes meet. Classes resume, all schools
Mon.–Thurs., Nov. 29–Dec. 2 .............................................. Registration for Spring 2005 semester
(Materials available 2 weeks before; clear financial accounts required to register)
Mon., Dec. 13............................................................................................................ Last classes meet
Wed., Dec. 22 .............................................................................................................. Semester ends
JANUARY TERM 2005
Tues., Jan. 4 ................................................................ Non-credit, Language Institute courses begin
Tues.–Fri., Jan. 4–21 .................................................................. Ph.D. comprehensive examinations
Thurs., Jan. 27 ........................................ Jan.Term and Language Institute courses end, all schools
Fri., Jan. 28 .................................................................................................... Language examinations
Academic Calendar 163
SPRING 2005
Fri., Jan. 28 .................................................................... Registration/Orientation for new students,
returning students, not pre-registered,
Mon., Jan. 31 ................................................................................................................ Classes begin.
Applications due for May 2005 Commencement, all schools
Fri., Feb 4 .................................. Last day to add courses without instructor’s signature, all schools
Fri., Feb 11 ........................................................ Last day to add courses with instructor’s signature,
enroll from wait-list, or drop a class without a “W,” all schools
(Note: No reduction in charges for any reduced load after this date)
Fri., Mar. 11 .................................................................................... Spring recess begins at 5:00 p.m.
Mon., Mar. 21 .......................................................................................... Classes resume, all schools
Fri., Mar. 25 .................................................................................................... Good Friday, no classes
Mon., Mar. 28 ................................................................ Ph.D. dissertations due for May candidates
Thurs.–Thurs., Mar. 31–Apr. 21 .............................................. Ph.D. comprehensive examinations
Fri., Apr. 8 ................................ Last day to withdraw from classes with a grade of “W,” all schools
(Courses discontinued after this date earn a grade of “F”)
Mon.–Wed., Apr. 25–28 .................................................................... Registration for Fall 2005 term
(Materials available 2 weeks before; clear financial accounts required to register)
Mon., Apr. 25 ................................................................................................ Language examinations
Fri., May 6 ................................................................................................................ Last classes meet.
Wed., May 18 .............................................................................................................. Semester ends
Fri., May 20 .................................................................................... Baccalaureate Service, 5:00 p.m.
Sat., May 11 .......................................................................................... Commencement, 10:30 a.m.
164 The Caspersen School of Graduate Studies
THE INDEX
Academic calendar . . . . . . . . . . . . . . . . . .159
Academic honesty . . . . . . . . . . . . . . . . . .144
Academic program . . . . . . . . . . . . . . . . . . .10
Accreditation . . . . . . . . . . . . . . . . . . . . . . . . .9
Administrative officers, listing of . . .155–157
Admissions
criteria, M.A., Ph.D. . . . . . . . . . . . . . . . .16
procedures . . . . . . . . . . . . . . . . . . . . .17–18
Alumni Associations . . . . . . . . . . . . . . . . .146
Society of Graduate School Alumni . .146
Biblical Studies Area, M.A., Ph.D. . . . .38–48
course offerings, listings . . . . . . . . . .39–46
degree requirements . . . . . . . . . . . . . . . .39
Bills, payment of . . . . . . . . . . . . . . . . . .24–25
Book History, M.A. . . . . . . . . . . . . . . . .64–65
Colloquia . . . . . . . . . . . . . . . . . . . . . . . .34–35
Comprehensive examinations . . . . . . . . . .13
Biblical Studies . . . . . . . . . . . . . . . . .47–48
English Literature . . . . . . . . . . . . . . . . . .54
Liturgical Studies . . . . . . . . . . . . . . . . . .62
Modern History and Literature . . . .81–82
Religion and Society . . . . . . . . . . . . .94–95
Theological and Religious Studies .98–106
Wesleyan and Methodist Studies . . . . .109
Conduct, student . . . . . . . . . . . . . . . . . . .145
Costs,
M.A./Ph.D. . . . . . . . . . . . . . . . . . . . .20–25
M.Litt./D.Litt. . . . . . . . . . . . . . . . . . . . .117
C.M.H., M.M.H., D.M.H. . . . . . . . . . . .129
Counseling and Psychological Services,
Center for . . . . . . . . . . . . . . . . . . . . . . .143
Damage to University property . . . . . . . .145
Dean, letter from the . . . . . . . . . . . . . . . . . .5
Degree conferral
requirements . . . . . .14, 48, 55, 63, 82, 95,
107, 112, 126, 135
Doctor of Letters Degree
admissions criteria and procedures.116–117
course offerings . . . . . . . . . . . . . . .120–126
degree requirements . . . . . . . . . . . . . . .118
financial assistance . . . . . . . . . . . . . . . .117
tuition and fees . . . . . . . . . . . . . . . . . . .117
Doctor of Philosophy Degree
comprehensive examinations . . . . . . . .13
degree conferral requirements . . . . . . . .14
dissertation . . . . . . . . . . . . . . . . . . . . . . .13
dissertation committee . . . . . . . . . . . . . .13
final reading and oral examination . . . .13
language requirements . . . . . . . . . . . . . .13
prospectus . . . . . . . . . . . . . . . . . . . . . . . .13
residence requirements . . . . . . . . . . . . .13
time limits . . . . . . . . . . . . . . . . . . . . . . . .14
Employment, part–time . . . . . . . . . . . . . . .31
Student Employment Office . . . . . . . . .144
English for Speakers of
Other Languages . . . . . . . . . . . . . .143–144
English Literature Area, M.A., Ph.D. . .49–55
course offerings, listings . . . . . . . . . .50–53
degree requirements . . . . . . . . . . . . .49–50
Equal Access Policy . . . . . . . . . . . . . . . . . .145
Faculty
listing of . . . . . . . . . . . . . . . . . . . . .136–137
register of . . . . . . . . . . . . . . . . . . .148–158
Fees, deposits, other charges
see Costs
Financial Assistance . . . . . . . . . . .26–31, 117
Financial Assistance Academic
Progress Policy . . . . . . . . . . . . . . . . . . .31
Health Services, Student . . . . . . . . . . . . .143
History, University . . . . . . . . . . . . . .140–142
Holocaust/Genocide Studies
Certificate . . . . . . . . . . . . . . . . . . .119–120
Honors and Prizes . . . . . . . . . . . . . . . . . . . .30
Housing, on–campus . . . . . . . . . . .22, 35–36
Language requirements . . . . . . . . . . . . . . .13
Biblical Studies . . . . . . . . . . . . . . . . .46–47
English Literature . . . . . . . . . . . . . . .53–54
Liturgical Studies . . . . . . . . . . . . . . .61–62
Modern History and Literature . . . .80–81
Religion and Society . . . . . . . . . . . . .93–94
Theological and Religious Studies .105–106
Wesleyan/Methodist Studies . . . . . . . .111
Women’s Studies . . . . . . . . . . . . . . . . .115
Lectures . . . . . . . . . . . . . . . . . . . . . . . . .34–35
Liturgical Studies Area, M.A., Ph.D. . .56–63
course offerings, listings . . . . . . . . . .57–61
degree requirements . . . . . . . . . . . . . . . .56
Index 165
Loans . . . . . . . . . . . . . . . . . . . . . . . . . . .30–31
Map, of Campus . . . . . . . . . . . . . . . . . . . .166
Master of Arts Programs
course requirements . . . . . . . . . . . . . . . .11
language requirements . . . . . . . . . . . . . .11
terminal M.A. from Ph.D. candidacy . . .12
thesis and oral examination . . . . . . . . . .11
translation to Ph.D. candidacy . . . . . . . .11
Master of Letters Degree . . . . . . . . .116–126
admissions criteria and procedures116–117
course offerings . . . . . . . . . . . . . . .120–126
degree requirements . . . . . . . . . . . . . . .118
financial assistance . . . . . . . . . . . . . . . .117
tuition and fees . . . . . . . . . . . . . . . . . . .117
Master of Philosophy Degree . . . . . . . . . . .12
Medical Humanities,
C.M.H., M.M.H., D.M.H. . . . . . . .127–135
admission requirements . . . . . . . .127–128
course offerings, listings . . . . . . . .130–135
degree requirements . . . . . . . . . . .128–129
tuition and fees . . . . . . . . . . . . . . . . . . .129
Modern History and Literature Area,
M.A., Ph.D. . . . . . . . . . . . . . . . . . . . .64–82
course offerings, listings . . . . . . . . . .66–80
degree requirements . . . . . . . . . . . . . . . .65
Policies, University–wide . . . . . . . . .144–145
Records, student education
access and privacy . . . . . . . . . . . . . . . . .144
Recreation . . . . . . . . . . . . . . . . . . . . . . . . . .36
Refunds . . . . . . . . . . . . . . . . . . . . . . . . .24–25
Religion and Society Area, M.A., Ph.D.83–95
course offerings, listings . . . . . . . . . .84–93
degree requirements . . . . . . . . . . . . .83–84
Religious life . . . . . . . . . . . . . . . . . . . . . . . .36
Scholarships . . . . . . . . . . . . . . . . . . . . .27–29
Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Services, University . . . . . . . . . . . . .143–144
Theological and Religious Studies Area,
M.A., Ph.D. . . . . . . . . . . . . . . . . . . .96–107
course offerings, listings . . . . . . . . .99–105
degree requirements . . . . . . . . . . . . .96–97
Transcripts of record . . . . . . . . . . . . . . . . . .23
Trustees, listing of . . . . . . . . . . . . . . .153–155
Wesleyan and Methodist Studies Area,
M.A., Ph.D. . . . . . . . . . . . . . . . . . .108–112
course offerings, listings . . . . . . . .109–110
degree requirements . . . . . . . . . . . . . . .108
Women’s Studies, M.A.,
Ph.D. concentration . . . . . . . . . . .113–115
course offerings, listings . . . . . . . .114–115
degree requirements . . . . . . . . . . .113–114
Writing Center, The . . . . . . . . . . . . . . . . .143
166 Caspersen School of Graduate Studies
NOTES
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Notes 167
NOTES
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Alumni/ae House* . . . . . . . . . . . 1
Madison House* . . . . . . . . . . . . . 2
Carriage House* . . . . . . . . . . . . . 3
Drew Outdoor Stadium* . . . . . . 4
Young Field* . . . . . . . . . . . . . . . . 5
Tilghman House* . . . . . . . . . . . . 6
Dorothy Young Center
for the Arts* . . . . . . . . . . . . . . 7
Wesley House . . . . . . . . . . . . . . . 8
Asbury Statue . . . . . . . . . . . . . . . 9
Mead Hall* . . . . . . . . . . . . . . . . 10
Rose Memorial Library*. . . . . . 11
United Methodist Archives and
History Center* . . . . . . . . . . . 12
Learning Center* . . . . . . . . . . . 13
Seminary Hall. . . . . . . . . . . . . . 14
Pepin Services Center*. . . . . . . 15
Kirby Shakespeare Theatre* . . 16
Wendel Hall . . . . . . . . . . . . . . . 17
Tipple Hall. . . . . . . . . . . . . . . . . 18
University Commons* . . . . . . . 19
Simon Forum and Athletic
Center* . . . . . . . . . . . . . . . . . 20
Health Center* . . . . . . . . . . . . . 21
Holloway Hall. . . . . . . . . . . . . . 22
Welch Hall . . . . . . . . . . . . . . . . 23
Brown Hall . . . . . . . . . . . . . . . . 24
Tolley Hall . . . . . . . . . . . . . . . . . 25
McClintock Hall (left) . . . . . . . . 26
Foster Hall (center) . . . . . . . . . . 26
Hurst Hall (right). . . . . . . . . . . . 26
President’s House . . . . . . . . . . . 27
Riker Hall* . . . . . . . . . . . . . . . . 28
Baldwin Hall* . . . . . . . . . . . . . . 29
Haselton Hall*. . . . . . . . . . . . . . 30
Eberhardt Hall . . . . . . . . . . . . . 31
Town House . . . . . . . . . . . . . . . 32
University Center* . . . . . . . . . 33
12 Campus Drive* . . . . . . . . . . 34
42
Ro
ute
124
(M
adis
on
Av
enu
e)
41
43
40
49
39
38
S.W. Bowne Hall of
Graduate Studies. . . . . . . . . . 35
Hoyt-Bowne Hall . . . . . . . . . . . 36
Asbury Hall* . . . . . . . . . . . . . . . 37
Embury Hall . . . . . . . . . . . . . . . 38
Sycamore Cottage . . . . . . . . . . 39
Brothers College* . . . . . . . . . . . 40
45
44
48
47
46
12
37
11
9
36
10
7
35
31
Mo
rris
tow
n
33
32
8
30
28
17
14
15
29
16
23
26
19
22
18
Hall of Sciences* . . . . . . . . . . . . 41
Gilbert House . . . . . . . . . . . . . . 42
Faulkner House* . . . . . . . . . . . 43
Davies House . . . . . . . . . . . . . . 44
Smith House . . . . . . . . . . . . . . . 45
Hannan House . . . . . . . . . . . . . 46
Sitterly House* . . . . . . . . . . . . . 47
13
34
27
La
nc
ast
er
Ro
ad
CAMPUS MAP
6
21
24
25
5
3
2
1
Ross Court
51
dark circle and * indicates building
has barrier-free accessibility
Lewis House . . . . . . . . . . . . . . . 48
Bowne Memorial Gateway . . . 49
Tennis Courts . . . . . . . . . . . . . . 50
Zuck Arboretum. . . . . . . . . . . . 51
4
20
50
Drew Forest Preserve
Place
Vinal