2022-2023 Academic Catalog by Columbia Theological Seminary

CATALOGAcademic 2022-2023

Cultivating Faithful Leaders for God's Changing World

Columbia Theological Seminary P. O. Box 520701 S. Columbia Drive Decatur, Georgia 30031

Columbia Theological Seminary is also accredited by the Commission on Accrediting of the Association of Theological Schools in the United States and Canada to award the following degrees: Decatur, GA — Master of Art (Theological Studies), Master of Arts in Practical Theology, Master of Divinity, Master of Theology, Doctor of Ministry, and Doctor of Educational Ministry Kingston, Jamaica — Doctor of Ministry Questions regarding Columbia Theological Seminary’s accreditation status or adherence to ATS’s stan dards should be addressed to the Association of Theological Schools, 10 Summit Park Drive, Pittsburgh, PA 15275-1110 or by calling 412-788-6505.

The regulations, requirements, and general information included in this catalog are official for the 20222023 academic year, but are subject to revision at any time and, therefore, are in no way binding upon the seminary. An electronic update of this catalog will be available on the Columbia Theological Seminary website for the 2022–2023 academic year, and will serve as the official catalog for that year. Please consult the Columbia Theological Seminary website for updates and the most current information.

Columbiawww.CTSnet.eduTheological

Seminary is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award masters and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097 or call 404-679-4500 for questions about the accreditation of Columbia Theological Seminary.

2 Mission .................................. 3 Our Identity 3 Our Mission .............................. 3 Our Vision Grows Out of Our Mission ....... 3 Our Institutional Goals ..................... 4 Our Educational Vision .................... 4 Degree Programs ......................... 6 Master of Divinity ......................... 7 Master of Arts in Practical Theology ......... 13 Master of Arts (Theological Studies) ......... 19 Advanced Degrees Introduction 25 Master of Theology ........................ 26 Doctor of Ministry ........................ 31 Doctor of Educational Ministry 39 Application Information for International Students and Exchange Visitors ............. 45 Special Students and Auditors ............... 46 Housing and Financial Information .......... 48 Housing ................................. 48 Health Insurance .......................... 49 Financial Aid ............................. 49 Scholarships for Master's Degree Students .... 51 Tuition, Fees, and Other Charges Effective Summer Term 2022 53 Refund Policies ........................... 55 Table of Contents Resources and Related Academic Programs .... 56 The John Bulow Campbell Library 56 Related Academic Programs ................ 56 Programs in Other Locations ............... 58 Columbia in Service to the Church and Its Ministry ........................... 59 The Center for Lifelong Learning ............ 59 International Theological Education .......... 59 Community Life .......................... 60 Yearly Schedule ........................... 60 Vocational Support and Development ........ 60 Community Worship and Convocations 61 Awards and Prizes ......................... 61 Graduate Fellowships ...................... 64 Faculty 65 Curriculum and Courses ................... 70 Biblical Area .............................. 72 Historical Doctrinal Area ................... 79 Practical Theology Area .................... 87 Interdisciplinary Courses ................... 101 Supervised Ministry ....................... 103 Academic Notes and Policies ............... 106 Calendar 2022-2023 ...................... 114

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

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

We pray that Columbia’s students will be educated, equipped, and nurtured to become a new generation of pastoral leaders for the Church and the world. Since its founding, Columbia’s students have gone forth to serve local congregations as pastors and teachers, and they have also led the way in redefining the frontiers of ministry. Columbia will continue to prioritize the formation of pastoral leaders for congregations in the Presbyterian Church (USA) and other denominations. Likewise, Columbia graduates will be equipped to step into pastoral leadership across the broad spectrum of ministry, in congregations, chaplaincy, counseling, nonprofit organizations, and elsewhere. We pray that Columbia’s community will embody the welcome, hospitality, justice, and belonging of the reign of God. Columbia affirms and celebrates that God forms all persons in the divine image and calls leaders to serve in Jesus’ name whose identities emerge and intersect across the dazzling array of human diversity. We claim the promise of Isaiah 56, in which God announces, “my house shall be called a house of prayer for all people.” We affirm this promise, not lightly or naively, but confessing and repenting of the Seminary’s entanglement with the sins of slavery, racism, and white supremacy. We pray that all may desire and experience new possibilities of relationship and belonging, healing and trust at Columbia. We pray that Columbia’s partnerships will bring vibrant spiritual, cultural, and academic exchange, with opportunities to generate new ideas and knowledge, create connection, and engage in experiential learning.

Mission3

Our Vision Grows Out of Our Mission

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

Our Identity

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

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

Our Institutional Goals COLUMBIA THEOLOGICAL SEMINARY SEEKS:

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

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

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

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

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

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

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

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

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

• Learn from the world, both locally and globally, from other faith traditions, and from those outside the centers of power and influence; and

• Pursue learning that joins body, mind, and heart, enlarges imagination, engages intellect, nurtures passion, and deepens empathy;

• Prepare persons to be led by God as they lead God’s people in worship, witness, mission, and service;

• Cultivate lifelong spiritual practices to sustain and support ministry;

• Interpret the Christian faith as a continuing conversation between the human situation and the gospel.

6 Degree Programs

COLUMBIA’S SEAL CARRIES A MOTTO WHICH CONSISTS OF THE GREEK WORDS FOR PASTORS AND TEACHERS. These words are taken from the letter to the Ephesians: “The gifts he gave were that some would be apostles, some prophets, some evangelists, some pastors and teachers, to equip the saints for the work of ministry, for building up the body of Christ” (Ephesians 4:11-12 NRSV). Since its inception, Columbia has seen its role as training persons for leadership in the Church by offering courses of study leading to both master and doctoral level degrees.

The Master of Divinity (MDiv), Master of Arts in Practical Theology (MAPT), and the Master of Arts (Theological Studies) (MA[TS]), are first-level master's degrees which combine academic and professional courses into coherent curriculums suited for a variety of vocational pursuits. Advanced degrees include the Master of Theology (ThM), the Doctor of Ministry (DMin), and the Doctor of Educational Ministry (DEdMin). People from all denominations are eligible to apply for any of Columbia’s degrees.

The curriculum offered to MDiv students emerg es from the seminary’s identity as a community of memory and hope. Claiming memory, the seminary finds its identity as part of the people of God stretching back thousands of years. Resting in that identity, it leads students to a fresh and critical appropriation of the Christian tradition for themselves and for the sake of those to and with whom they minister. Claiming hope, Columbia finds its identity in the promises of God, in the world that God will bring about, and in the opportunities still ahead for the work of the Church in the midst of the work of God.

Length of Program

The MDiv curriculum is designed so that a full-time student can complete the requirements for the degree in three full years and is comprised of 90 semester hour credits. A student’s program may be lengthened by a variety of factors, including participation in internships or taking a reduced load in any given semester. All students must complete their work within six years from the date of matriculation. Advising In theological education, students integrate their studies with their own lives. Faculty members aid this process of integration by serving as advisors, assisting students in their course selections each term. As a result of conversations with their advisors, students make course selections that take into account areas of past experience, identified interests and weaknesses, and the assessments of teachers and ministry supervisors. Early in the first year of studies, students undergo an individual supervised ministry assessment with the director of contextual education who makes a recommendation to the student about ways to optimize the student’s contextual education experience while at CTS.

Master of Divinity Aims of the Program

In all this, the MDiv curriculum draws upon the rich resources of the Church’s memory to nurture students’ hope and engage their imaginations for mission in the Church and world. The Christian ministry needs persons who are possessed with a deep, informed, and personal faith and who are equipped with skills and imagination to lead the people of God in acts of compassion, proclamation, praise, confession, celebration, justice, reconciliation, and healing. Teaching and learning at Columbia equip and form the people who equip the saints to engage in the work of ministry.

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

• Integrate personal experience with the history and theology of the Christian Church in a way that clarifies call.

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

• Interpret particular ministry contexts.

• Interpret God’s changing world and respond with imagination and resilience. These are the student learning outcomes for the Master of Divinity degree program.

• of the contemporary Church, the world, and creation by engaging biblical, historical, doctrinal, and practical theological resources.

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

• Respond to the challenges and opportunities

THE MASTER OF DIVINITY DEGREE IS OFFERED AS A

credits) • Supervised

credits) •

• New Testament Interpretation (1 course/3 credits)

credits) • Scripture

• Christian Theology I & II (2 courses/6 to Pastoral Care (1 course/3 Cultural Immersions (1 course/3 Ministry (1 course/6 Cross/Roads (1 course/3 Reading Practicum (1 course/0 COURSES/36 CREDITS): course from among a specified set of elective in each of the following areas must be successfully completed to earn the MDiv degree: Biblical language (Greek or Hebrew) (3 exegesis using Greek or Hebrew (3 Religious History (3 (3 of Christianities (3 Christianities (3 (3 leadership (3 (3 (3 Supervised Ministry or Practica (courses with significant (6 (21 CREDITS)

credits) • Introduction

Calendar and Credit System

credits) • History

courses

credits) DISTRIBUTION REQUIREMENTS (11

•

credits) • Christian

credits) •

credits) • Preaching

credits) • Biblical

Candidacy ConsultationDiscernment

credits) • Christian education

REQUIRED COURSES (11 COURSES/33 CREDITS): Each of these courses must be successfully complet ed to earn the MDiv degree:

credits) • Advanced

• Imagination and Resilience in God’s Changing World (1 course/3 credits)

Academic work for the MDiv is offered throughout the year. Two semester-length terms, in the fall and in the spring, anchor the academic year. Half-term courses are also offered during these terms. The calendar also includes an intensive term in January and a summer term designed primarily for language study and supervised ministry experiences. Each semester-length term consists of 6 weeks of classes, a midterm exam and assessment period, another 6 weeks of classes, and a final exam week. The exam days enable students to complete the work for halfterm courses. All credit is awarded in standard semester hours. Courses that meet for the whole term are assigned 3 credit hours. Those meeting for half the term are given 1.5 credit hours. The half-term courses allow students to take more subjects in a given term with out increasing the number of classes they will carry simultaneously.

• Old Testament Interpretation I & II (2 courses/6 credits)

A student’s admission to candidacy for the degree emerges from the Candidacy Discernment Consultation (CDC) and must be approved by the faculty. The CDC is a major review of the student’s work in the MDiv degree and the student’s poten tial for ministry and includes conversation with a small group of selected faculty and fellow students. It occurs after the student has completed at least thirty-nine credit hours of the degree requirements and three hours of a contextual education experi ence. At the CDC, questions of spiritual and voca tional growth and other issues are addressed. Any recommendations or stipulations that arise from the consultation are reviewed by the faculty before they award the MDiv degree.

courses

credits) • World

credits) • Worship

practice components)

Components of the Curriculum (beginning in 2017)

credits) GENERAL ELECTIVES

TOTAL OF 90 CREDITS

credits) • American

credits) • Christian ethics

One

• Maintain a minimum overall grade point average of 2.30;

Although the Master of Divinity program does not equip graduates with everything they will need for effective and faithful ministry, they are equipped with initial and essential tools for their ministries.

Requirements For The Master of Divinity Degree

To be eligible for graduation with the Master of Di vinity degree, students are required to:

Further Theological Study beyond the Master’s Degree

• Have on file with the seminary a complete and official transcript of credits showing graduation with a bachelor’s degree from an accredited university or college of liberal arts and sciences (unless admitted by special action of the faculty), a completed health form, and any required standardized test results;

• Lead community worship at least as once after having completed 66 credit hours (This requirement is suspended for those graduating in 2023);

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

Admission to the Master of Divinity program re quires a bachelor’s degree from a regionally accred ited college or university with a cumulative grade point average of 2.5 or higher on a 4.0 scale. All prospective students are strongly encouraged to ap ply regardless of their GPA or prior area of academic focus; all applications will be thoroughly reviewed and considered for admission.

• Be in residence for at least four semesters (residency is defined as enrollment as a degree-seeking student and registered for classes);

• Successfully complete the Scripture Reading Practicum, a not-for-credit transcripted requirement;

• Demonstrate to the faculty that they have sustained a sound moral and religious character in seminary life and give promise of useful service in the ministry or related vocations; and

Offers of admission to the Master of Divinity program are made are made on a rolling basis between November 15 and June 30. Applications that are completed by November 15 will receive an admissions decision by December 15. Students who also submit their FAFSA by November 15 will also receive a preliminary scholarship decision. Additional scholarship review for the Seminary’s largest scholarships and fellowships will begin on January 15. Applications received after January 15 will be considered for scholarships as funds are available. In order to enroll at the Seminary in the fall semester, applications must be completed by June 15.

Admission to the Master of Divinity Program

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

Because the search for faithful answers to the challenges of the Christian life today requires an ethic of learning for the faith, many graduates return to this and other places of group learning for regular additional formal study. Further knowledge, additional insight into the life of faith, and strengthened practice for faithful leadership result when graduates engage in regular, disciplined theological study at various stages in their ministries.

• Satisfactorily complete all the requirements of the degree with a total of 90 credit hours within six years of the date of matriculation, 48 of which must be completed at Columbia (excluding cross-registration courses);

• Be admitted to degree candidacy through the successful completion of the Candidacy Discernment Consultation;

• Online application for admission

• Resume / CV

Incomplete applications and/or admitted students that do not matriculate and do not submit a deferral request will be administratively withdrawn from the admissions process with Columbia retaining application materials for at least one academic year. After one academic year, applicants may be required to submit new application materials to be considered for admission. Application Requirements The application process in entirely online. Applicants can apply by visiting https://ctsnet.edu/apply.

• $50 nonrefundable application fee

• Official Transcript(s): applicants must submit transcripts from all colleges, universities, seminaries, and graduate schools attended by the applicant for at least one course whether or not a degree was granted. Official transcripts should be sent directly from the institution to Columbia Theological Seminary. If an applicant is currently enrolled in a degree program, the applicant should send an official transcript that includes all work to-date. Such applicants will be admitted provisionally contingent upon receipt of the final transcript post-graduation.

• Three Letters of Recommendation: may be academic, pastoral, or professional. At least one letter must be provided by a pastor or pastoral equivalent (e.g., campus minister). Students are strongly encouraged to submit at least one academic reference. Applicants seeking ordination are strongly encouraged to obtain appropriate recommendations from the appropriate congregational and/or denominational representatives.

Additional Requirements

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

• Autobiographical Statement: three-four pages, typed, double-spaced autobiographical state ment serves as an introduction to the admissions team. Applicants should carefully write their statement considering content, style, grammar, and organization. Ordinarily, applicants write about their personal life, sense of vocation/call, academic interests, and their reason for applying to Seminary/Columbia. A guiding document for the autobiographical statement can be obtained online or by emailing admissions@ctsnet.edu.

• Academic Writing Sample: this should be a recent sample of the applicant’s writing that clearly demonstrates ability to write and critically engage an argument. Recent is defined as having been written in the last 3-5 years. If a recent sample is not available, the applicant may choose to submit an alternative writing assignment for which a prompt can be found online. Students seeking guidance concerning the academic writing sample or alternate writing assignment should email admissions@ctsnet.edu.

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

INTERNATIONAL STUDENTS | TOEFL REQUIREMENT

GRE TEST SCORES

The Columbia Admissions Office welcomes the submission of Graduate Record Exam (GRE) test scores. However, this is not required to be considered for admission. Transfer Credit Students in good standing in other accredited seminaries may be admitted after transcripts have been evaluated and their applications approved by the Admissions Committee. Such students must secure a letter from their academic dean indicating that they are students in good standing. Students in the MDiv degree program may receive no more than 45 credit hours for work completed at another Association of Theological Schools (ATS) accredited institution within the past five years. Transfer credit will only be given for courses passed with a grade of B or higher. A student who has completed a Master of Arts (MA) degree from an ATS accredited institution may transfer in up to half of the MA degree toward Columbia’s MDiv degree. The determination of whether or not particular courses taken at other institutions receive credit is made by the Office of Academic Affairs, which also determines whether the credits will fulfill either required or elective credit hours. All petitions for transfer credit and advanced standing must be made by the end of the student’s first academic year.

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

TRANSFER STUDENTS | LETTER OF GOOD STANDING

INTERNATIONAL STUDENTS | HEALTH INSURANCE REQUIREMENT

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

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

CRIMINAL BACKGROUND CHECK

Students transferring from another seminary or graduate school are required to submit a letter of good standing that certifies the student will leave their current school in good standing with the institution – academic, financial, and otherwise.

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

TITLE IX TRAINING BY EVERFI

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

INTERNATIONAL STUDENTS | I-20S AND FINANCIAL CERTIFICATION

12 Master of Divinity Required Courses 11 COURSES · 33 CREDITS Each of these courses must be successfully completed to earn the MDiv degree: · Old Testament Interpretation I & II (6 credits) · New Testament Interpretation (3 Christiancredits)Theology I & II (6 credits) · Pastoral Care (3 credits) Imagination & Resilience in God’s Changing World (3 credits) · Explorations (3 credits) Cross/Roads (3 credits) · Supervised Ministry (6 credits) Scripture Reading Practicum General Electives 7 COURSES · 21 COMPONENTSCREDITS OF THE CURRICULUM Distribution Requirements 11 COURSES · 36 CREDITS One course from among a specified set of courses in each of the following areas must be successfully completed to earn the MDiv degree: · Biblical Greek OR Biblical Hebrew (3 Biblicalcredits)exegesis using Greek or Hebrew (3 Historycredits)of Christianities (3 credits) · American Religious History (3 credits) · World Christianities (3 credits) Christian ethics (3 credits) · Christian education (3 credits) Christian leadership (3 credits) · Preaching (3 credits) · Worship (3 credits) Advanced Supervised Ministry or Practica courses (courses with significant practice components) (6 credits) The Master of Divinity (MDiv) degree is a basic theological degree for those who seek to serve as the pastors, prophets, evangelists, teachers, and other leaders of the Church of Jesus Christ. As an accredited theological school of the Presbyterian Church (USA), we engage students with some of the best faculty anywhere! We host a large table for people from all denominations and backgrounds. For full descriptions of our graduate degree programs and academics, please visit our website, CTSnet.edu. 2022.2 TOTAL: 90 CREDITS www.CTSnet.edu

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

• Worship, Preaching, and the Arts focuses on how arts and aesthetics support transformational practices of worship and preaching. The degree may be appropriate for ordination in traditions that do not require a three-year Master of Divinity program, or for lay people who desire theological education in order to carry out their professional or volunteer ministries in congregational settings and beyond.

Master of Arts in Practical Theology

• Educational Ministries focuses on the teaching, learning, and spiritual formation of people and communities through liberative forms of education.

• Pastoral Care/Pastoral Theology integrates therapeutic practices of care with attention to intercultural and global structures that affect and inform suffering and healing.

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

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

The Master of Arts in Practical Theology requires 48 credit hours and can be completed in two years and one summer if pursued on a full-time basis. Typically, the summer will be used to complete the supervised ministry requirement. Over the course of the 48 credit hours in this program, all students will complete the Introduction to Practical Theology and Capstone Course in Practical Theology (6 credit hours total) and a supervised ministry course (6 credit hours). In addition, students will complete a core set of general courses in biblical studies, histo ry, and doctrine totaling 15 credit hours. Courses in

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

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

Components of Program

Aims of the Program

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

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

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

MAPT/MDIV Dual Degree Opportunity

Admission to the Master of Arts in Practical Theology (MAPT) program requires a bachelor’s degree from a regionally accredited college or university with a cumulative grade point average of 2.5 or higher on a 4.0 scale. All prospective students are strongly encouraged to apply regardless of their GPA or prior area of academic focus; all applications will be thoroughly reviewed and considered for admission. Offers of admission to the MAPT program are made are made on a rolling basis between November 15 and June 30. Applications that are completed by November 15 will receive an admissions decision by December 15. Students who also submit their FAFSA by November 15 will also receive a preliminary scholarship decision. Additional scholarship review for the Seminary’s largest scholarships and fellowships will begin on January 15. Applications received after January 15 will be considered for scholarships as funds are available. In order to enroll at the Seminary in the fall semester, applications must be completed by June 15. Students who are unable to matriculate during the semester for which they were admitted may defer their admissions decision for up to one academic year. Deferral requests must be submitted in writing to admissions@ctsnet.edu. Incomplete applications and/or admitted students that do not matriculate and do not submit a deferral request will be administratively withdrawn from the admissions process with Columbia retaining application materials for at least one academic year. After one academic year, applicants may be required to submit new application materials to be considered for admission.

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

• Maintain a minimum overall grade point average of 2.30;

• Pay all bills to the seminary and give assurance that all open accounts in the community and elsewhere have been satisfied. Students with education loans must agree to make prompt and regular payments. Admission to the Master of Arts in Practical Theology Program

• Demonstrate to the faculty that they have sustained a sound moral and religious character in seminary life and give promise of useful service in the ministry or other church vocations; and

• Satisfactorily complete all the requirements of the degree with a total of 48 credit hours within five years of the date of matriculation, 24 of which must be completed at Columbia (excluding cross-registration courses);

Requirements for the Degree

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

• Have on file with the seminary a complete and official transcript of credits showing graduation with a bachelor’s degree from an accredited university or college of liberal arts and sciences, a completed health form, and standardized test results;

Admission to the Master of Arts in Practical Theology Program

Theology (MAPT) program requires a bachelor’s degree from a regionally accredited college or university with a cumulative grade point average of 2.5 or higher on a 4.0 scale. All prospective students, regardless of their GPA and/or prior area of academic focus, are strongly encouraged to apply; all applications will be thoroughly reviewed and considered for admission. Offers of admission to the MAPT program are made are made on a rolling basis between November 15 and July 31. Applications that are completed by November 15 will receive an admissions decision by December 15. Students who also submit their FAFSA by November 15 will also receive a preliminary scholarship decision. Additional scholarship review for the Seminary’s largest schol arships and fellowships will begin on January 15. Applications received after January 15 will be considered for scholarships should funds be available.

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

Application Requirements Requirements for the MAPT Degree

Admission to the Master of Arts in Practical

• Resume / CV

• Demonstrate to the faculty that they have sustained a sound moral and religious character in seminary life and give promise of useful service in the ministry or other church vocations; and

• Autobiographical Statement: a three-four page, typed, double-spaced autobiographical statement serves as an applicant’s introduction to the admissions team. Applicants should carefully write their statement considering • content, style, grammar, and organization. Ordinarily, applicants write about their personal life, sense of vocation/call, academic interests, and their reason for applying to Seminary / Co

The final deadline for entering the Seminary in the fall semester is June 15. Students who are unable to matriculate during the semester for which they were admitted are permitted to request, in writing, a deferral of admission for up to one academic year. Incomplete applications and/or admitted students that do not matriculate and do not submit a written request to defer their admissions decision will have their application materials kept on file for one academic year. After one academic year, a new application for admission will be required to be considered for admission. Application Requirements Applicants should apply online at ctsnet.edu. For additional information, contact the Columbia Admissions Office at admissions@ctsnet.edu. To be considered for admission to the program, an applicant must submit to the admissions office the following materials:

• Have on file with the seminary a complete and official transcript of credits showing graduation with a bachelor’s degree from an accredited university or college of liberal arts and sciences, a completed health form, and standardized test results;

• Satisfactorily complete all the requirements of the degree with a total of 48 credit hours with in five years of the date of matriculation, 24 of which must be completed at Columbia (excluding cross-registration courses);

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

• Online application for admission • $50 nonrefundable application fee

• Maintain a minimum overall grade point average of 2.30;

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

16 lumbia. A guiding document for the autobiographical statement can be obtained by emailing admissions@ctsnet.edu.

• Official transcripts from all colleges, universities, seminaries, and graduate schools attended by the applicant for at least one course whether or not a degree was granted. Official transcripts should be sent directly from the institution to Columbia Theological Seminary. If an applicant is currently enrolled in a degree program, the applicant should send an official transcript that includes all work to-date. Such applicants will be admitted provisionally contingent upon receipt of the final transcript post-graduation.

• Three letters of recommendationsrecommendation:maybeacademic, pastoral, or professional. Students are strongly encouraged to submit at least one academic and one pastoral reference.

All international students are required to complete Columbia’s financial certification process upon admission and prior to applying for a visa. The process will ensure the student has adequate financial resources to cover tuition, fees, travel, and living expenses for the first year of study in the United States. The I-20 will not be completed until the financial certification process has been completed, which must occur no later than June 30 of each academic year for fall enrollment. International students will automatically be billed for health insurance unless they can meet the insurance requirements outlined by the Seminary with an alternative provider.

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

• Concentration Declaration Statement: a onetwo page, typed, double-spaced concentration declaration statement that helps the admissions committee and degree program director gain a better sense of the applicant’s choice of concentration (i.e., Worship, Preaching and the Arts; Educational Ministries; or Pastoral Care/ Pastoral Theology), how the concentration fits into the applicant’s sense of vocation, and how the selected concentration will help prepare the applicant for their work and ministry.

• Academic Writing Sample: this should be a recent sample of writing that clearly demon strates the applicant’s ability to write and critically engage an argument. Recent is defined as having been written in the last 5-10 years. If a recent sample is not available, the applicant may choose to submit an alternative writing assignment that can be provided by the Columbia Admissions Office upon request.

Transfer Students | Letter of Good Standing Students transferring from another seminary or graduate school are required to submit a letter of good standing that certifies the student will leave their current school in good academic, financial, etc. standing with the institution.

Additional Requirements INTERNATIONAL STUDENTS | TOEFL REQUIREMENT

CRIMINAL BACKGROUND CHECK

INTERNATIONAL STUDENTS | I-20S AND FINANCIAL CERTIFICATION

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

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

ADMISSIONS DEPOSIT

DEGREE RECLASSIFICATION

Students currently enrolled in the MDiv and MATS programs, or as special students at Columbia, may also apply for admission to the Master of Arts in Practical Theology program. A new application with supporting materials must be submitted. If the applicant is admitted to the program, satisfactory coursework from the student’s prior degree program will be considered toward the Master of Arts in Practical Theology program. The faculty advisor, program director(s), and academic affairs staff will work with the student to determine which credits may be applied to the MAPT program.

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

A student who has completed a Master of Arts (MA) degree from an ATS accredited institution may transfer in up to 18 credit hours or one half of the total credit hours of the degree program (if less than 48 CH) toward Columbia’s MAPT degree. A student who has completed an MDiv at Columbia or at another ATS accredited institution, may also apply up to 18 hours toward the MAPT degree. Applied credit will only be given for courses passed with a grade of B or higher. The determination of whether or not courses taken at other institutions may receive credit is made by the Office of Academic Affairs, which also determines whether the credits will fulfill either required or elective credit hours.

DUAL DEGREE OPTION

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

A nonrefundable admissions deposit of $250 is required of all students enrolling at Columbia Theological Seminary. The deposit is due within thirty (30) days of a student’s admission decision and no later than June 1, in order to confirm the student’s place in the program.

FOR CURRENT STUDENTS

GRE TEST SCORES

TITLE IX TRAINING BY EVERFI

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

Master of Arts in Practical Theology Contextual Education Course Credits 1 COURSE · 6 CREDITS Area of Concentration Course Credits 4 COURSES · 12 CREDITS · Intro course in Area of Concentration (3 credits) · Three additional courses (9 credits) Elective Course Credits 3 COURSES · 9 CREDITS COMPONENTS OF THE CURRICULUM The Master of Arts in Practical Theology (MAPT) degree equips persons for a broad array of ministries through the practice of theological and contextual reflection. As an accredited theological school of the Presbyterian Church (USA), we engage students with some of the best faculty anywhere! We host a large table for people from all denominations and backgrounds. For full descriptions of our graduate degree programs and academics, please visit our website, CTSnet.edu. Areas of Concentration Educational Ministries Pastoral Care/Pastoral Theology Worship, Preaching, and the Arts Required Courses 7 COURSES · 21 CREDITS Each of these courses must be successfully completed to earn the MAPT degree: · Intro to Practical Theology (3 credits) · Old Testament Interpretation (3 credits) · New Testament Interpretation (3 Christiancredits)Ethics (3 credits) 1 course in History of Christianities, American Religious History, or World Christianities (3 credits) Christian Theology I (3 credits) · Capstone Course in Practical Theology (3 credits) 2022.2 TOTAL: 48 CREDITS www.CTSnet.edu

THE MASTER OF ARTS (THEOLOGICAL STUDIES) (MA[TS]) IS A FLEXIBLE DEGREE PROGRAM THAT PROVIDES THEOLOGICAL STUDIES FOR PERSONS WHO ARE EX PLORING CAREER OPTIONS OR WHO ARE PREPARING FOR DOCTORAL STUDIES, CHURCH LEADERSHIP POSI TIONS, OR SPECIALIZED FORMS OF LAY MINISTRY.

While this program is not designed to prepare persons for ordained ministry, it may be useful for those ministers who serve in traditions that do not require a degree in divinity for ordination, but who nevertheless wish to develop their formal knowledge of theological studies. The degree can be completed in two years of fulltime study but may take longer if pursued online or on a part-time basis.

The MA(TS) program is also for those persons who wish to engage theological issues of faith and the modern world in relation to their current professions.

Once a student has concluded the degree program, the student is expected to be able to:

Beyond these requirements, students are invited to take any courses offered, including courses in Practical Theology. Courses that are either Interdisciplinary or in Supervised Ministry may be allowed with the prior approval of the MA(TS) NearDirector.the end of their degree work, typically in their final semester, they will complete an additional 3 credit hours in the course B699 or HD699 MA(TS) Independent Study, which is done under the supervision of a faculty member in their area of specialization. This course requires the production

Master of Arts (Theological Studies)

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

Aims of the Program

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

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

3. Demonstrate competence in an area of theological study (New Testament, Old Testament/Hebrew Bible, Theology, Ethics, or Church History) to support the flourishing of the Church and the world. These are the student learning outcomes for the Master of Arts (Theological Studies) degree program.

Components of the Program

The MA(TS) degree is offered in two modalities: residential and online. Residential MA(TS) students must choose one of five disciplines as a concentration: Old Testament, New Testament, Theology, Church History, or Ethics. In addition to their primary area of specialization, residential MA(TS) students must choose a secondary discipline other than their area of specialization and take any 9 credit hours in it. Additionally, they must take at least 3 credit hours in yet a third discipline.

20 of a 25-35 page thesis or praxis-focused project.

Courses that are either Interdisciplinary or in Supervised Ministry may be allowed with the prior approval of the MA(TS) Director. Ordinarily, online MA(TS) students shall take only one independent study (which is B699 or HD699).

• Have on file with the seminary a complete and official transcript of credits showing graduation with a bachelor’s degree from an accredited uni versity or college of liberal arts and sciences, a completed health form, and any required standardized test results;

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

Students will choose to complete a thesis or praxisfocused project in consultation with the MA(TS) director and a faculty member in their primary area of specialization who will serve as the thesis/ project supervisor. This course provides students the opportunity to explore a critical issue in their field, thus revealing their ability to do in-depth and independent research, to critically engage and analyze that research, to think constructively and do original work, and to write at a master’s level.

• Be enrolled as a degree-seeking student and registered for classes);

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

Note: Students wishing to write a thesis in Old Testament must take Hebrew; likewise, students wishing to write a thesis in New Testament must take Greek—either through coursework at CTS or prior to matriculation. Students undertaking a praxisoriented project must have taken P 500Introduction to Practical Theology, which is offered each August as a one-week intensive course with monthly class sessions held throughout following fall semester. Requirements for the Degree To be eligible for graduation with the MA(TS) degree, students are required to:

• Maintain a minimum overall grade point average of 2.30;

Ordinarily, residential MA(TS) students shall take only one independent study (which is B699 or Note:HD699).Students specializing in Old Testament must take Hebrew; likewise, students specializing in New Testament must take Greek—either through course work at CTS or through coursework prior to matriculation. Students undertaking a praxisoriented project must have taken P 500Introduction to Practical Theology, which is offered each August as a one-week intensive course with monthly class sessions held throughout following fall Studentssemester.in the Online MA(TS) Program have the flexibility to take courses in any MA(TS) discipline area (Old Testament, New Testament, Theology, Church History, or Ethics), as well as courses in the Practical Theology area. Near the end of their degree work, typically in their final semester, online students will complete 3 credit hours in B699 or HD699 MA(TS) Independent Study. The Independent Study must be in a MA(TS) discipline area in which the online student has taken at least 9 credits and will be done under the supervision of a faculty member in that discipline. B699 or HD699 MA(TS) Independent Study requires the production of a 25-35 page thesis or a praxis-focused project. Students will choose to complete a thesis or praxisfocused project in consultation with the MA(TS) Director and a faculty member in their primary area of specialization who will serve as the thesis/project supervisor. This course provides students the opportunity to explore a critical issue in their field, thus revealing their ability to do in-depth and independent research, to critically engage and an alyze that research, to think constructively and do original work, and to write at a master’s level.

• Demonstrate to the faculty that they have sustained a sound moral and religious character in seminary life and give promise of useful service in the ministry or other church vocations; and

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

• Autobiographical Statement: a three-four page, typed, double-spaced autobiographical statement serves as an introduction to the admissions team. Applicants should carefully write their statement considering content, style, grammar, and organization. Ordinarily, applicants write about their personal life, sense of vocation/call, aca demic interests, and their reason for applying to Seminary/Columbia. A guiding document for the autobiographical statement can be obtained online or by emailing admissions@ctsnet.edu.

• Official Transcript(s): applicants must submit transcripts from all colleges, universities,

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

• $50 nonrefundable application fee

• Resume / CV

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

• Pay all bills to the seminary and give assurance that all open accounts in the community and elsewhere have been satisfied. Students with education loans must agree to make prompt and regular payments. Details of the program are available from the director of the Master of Arts (Theological Studies) program and in the MA(TS) Handbook.

Offers of admission to the MA(TS) program are made are made on a rolling basis between November 15 and June 30. Applications that are completed by November 15 will receive an admissions decision by December 15. Students who also submit their FAFSA by November 15 will also receive a preliminary scholarship decision. Additional scholarship review for the seminary’s largest scholarships and fellowships will begin on January 15. Applications received after January 15 will be considered for scholarships as funds are available. In order to enroll at the Seminary in the fall semester, applications must be completed by June 15.

Admission to the Master of Arts (Theological Studies) Program

To be considered for admission to the MA(TS) program, an applicant must submit to the admissions office the following materials: • Online application for admission

CRIMINAL BACKGROUND CHECK

TRANSFER STUDENTS

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

Students currently enrolled in the MDiv and MAPT programs, or as special students at Columbia, may

22 seminaries, and graduate schools attended by the applicant for at least one course whether or not a degree was granted. Official transcripts should be sent directly from the institution to Columbia Theological Seminary. If an applicant is currently enrolled in a degree program, the applicant should send an official transcript that includes all work to-date. Such applicants will be admitted provisionally contingent upon receipt of the final transcript post-graduation. • Three Letters of recommendationsRecommendation:maybeacademic, pastoral, or professional. At least two letters of recommendation must be academic.

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

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

GRE TEST SCORES

Additional Requirements

| LETTER OF GOOD STANDING

INTERNATIONAL STUDENTS | TOEFL REQUIREMENT

INTERNATIONAL STUDENTS | HEALTH INSURANCE REQUIREMENT

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

INTERNATIONAL STUDENTS | I-20S AND FINANCIAL CERTIFICATION

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

TITLE IX TRAINING BY EVERFI

DEGREE RECLASSIFICATION FOR CURRENT STUDENTS

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

23 also apply for admission to the Master of Arts (Theological Studies) program. A new application with supporting materials must be submitted. If the applicant is admitted to the program, satisfactory coursework from the student’s prior degree program will be considered toward the MA(TS) program. The faculty advisor, program director(s), and academic affairs staff will work with the student to determine which credits may be applied to the Master of Arts (Theological Studies) degree program.

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

24 Master of Arts (Theological Studies) RESIDENTIAL PROGRAM REQUIREMENTS Areas of Specialization · Old Testament · New Testament · Theology · Church History · Ethics Required MA(TS) Courses 2 COURSES · 6 CREDITS · MA(TS) Seminar (3 credits) · Independent study resulting in a final paper (3 credits) MA(TS) Discipline Area Courses in OT, NT, Church History, Ethics, or Theology 8 COURSES · 24 CREDITS · 4 courses in area of specialization (12 credits) · 3 courses in second area of specialization (9 credits) · 1 course in third area of specialization (3 credits) 6ElectivesCOURSES · 18 CREDITS Up to 3 courses may be from the Practical Theology area. COMPONENTS OF THE CURRICULUM The Master of Arts (Theological Studies) (MA(TS)) is a two-year flexible degree program designed for persons who are exploring career options, preparing for doctoral studies, church leadership positions, or specialized forms of lay ministry. As an accredited theological school of the Presbyterian Church (USA), we engage students with some of the best facultyanywhere! We host a large table for people from all denominations and backgrounds. For full descriptions of our graduatedegree programs and academics, please visit our website, CTSnet.edu. 2022.2 TOTAL: 48 CREDITS www.CTSnet.edu ONLINE PROGRAM REQUIREMENTS Required MA(TS) Courses 2 COURSES · 6 CREDITS · MA(TS) Seminar (3 credits) · Independent study with Thesis or Praxis-Focused Project (3 credits) in any MA(TS) discipline area (NT, OT, Church History, Ethics, or Thelogy) in which the student has taken at least 3 courses MA(TS) Discipline Area Courses in OT, NT, Church History, Ethics, or Theology 11 COURSES · 33 CREDITS 3ElectivesCOURSES · 9 CREDITS TOTAL: 48 CREDITS

Advanced Degrees Introduction COLUMBIA OFFERS FOUR PROGRAMS LEADING TO AN ADVANCED DEGREE. They include the Master of Theology, Doctor of Ministry, and Doctor of Educational Ministry. Each of these advanced degrees builds on the work completed in the MDiv, MAPT, or MA(TS) degrees. In addition to the resources of the faculty and library on Columbia’s campus, advanced degree students may draw upon the resources of the Atlanta area. Additional educational opportunities and resources are available through the Atlanta Theological Association. Accredited programs of clinical pastoral education and pastoral counseling are available in many settings. Numerous national and regional offices of denominational and interdenominational agencies are located in Atlanta.

Theology

Master

3. Demonstrate competency in teaching in a specific field of study in the case of students accepted for teaching assistantships. These are the student learning outcomes for the Master of Theology degree program.

•

JANUARY

FULL

Components of the Program

Students must earn at least 12 credit hours, in addition to the 18 credit hours for the ThM thesis preparation (reading and writing) in the area of ThMspecialization.students participate in an intensive one-week Research Seminar in the late summer and a one semester writing colloquium in the spring with other students in the program. The intensive late summer session focuses on research methods, and the fall focuses on research and the beginning of thesis writing. During the spring semester, students present and discuss work they are doing on their thesis. Students complete a ThM thesis. The thesis is worth 12 semester hours of credit, 3 credit hours for focused reading and research, 3 credit hours for writing a literature review and 6 credit hours for writing the thesis. The progress of the writing and the provisional and final approval of the thesis are overseen by the student’s advisor and the ThM director in consultation with the Academic Affairs Office. TIME RESIDENTIAL FORMAT: TERM ThM Research Seminar (one week, on campus, in mid-August 3 credits) Thesis research (3 credits) Literature review (3 credits) 2 electives (6 credits) TERM 1 elective (3 credits) of

FALL

•

2. Demonstrate an academic understanding in a focused area of study.

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

•

26 Aims of the Program

1. Demonstrate advanced research methodology and scholarship in the production of a thesis.

•

The distinctive element of Columbia’s ThM program is the opportunity to work closely with faculty mentors in research of mutual interest. Students may pursue the degree in one of two formats: either in a one-year full time residential version or a twoyear part time online version. Note: the two-year part time version of the degree does require an initial one-week orientation and research methods seminar held on campus in August. In either format, the degree includes coursework in relevant curricular areas; a seminar in research methods; close work with a faculty mentor; the production of a publishable research thesis project; and, by application to the faculty, the opportunity to serve as a research or teaching assistant. Once the student has concluded the degree pro gram, the student is expected to be able to:

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

• Thesis writing (3 credits)

SPRING TERM, YEAR ONE

PART TIME ONLINE FORMAT: FALL TERM, YEAR ONE

• Demonstrate to the faculty that they have sustained a sound moral and religious character in seminary life and give promise of useful service in the ministry or other church vocations; and

• Literature Review (3 credits)

• Satisfactorily complete all the requirements of the degree with a total of 30 credit hours (at the advanced level) within two years of the date of matriculation, 18 of which must be completed at Columbia (excluding cross-registration courses);

• Maintain a minimum overall grade point average of 3.00;

JANUARY TERM, YEAR ONE

• 1 elective (3 credits)

• Thesis research (3 credits)

Requirements for the Master of Theology Degree To be eligible for graduation with the ThM degree, students are required to:

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

• Admission to the Master of Theology (ThM) Program

• One elective (3 credits)

• One elective (3 credits) FALL TERM, YEAR TWO

• Complete the ThM Research Seminar;

JANUARY TERM, YEAR TWO

• One elective (3 credits)—optional.

Admission to the ThM program requires a Master of Divinity or master’s level equivalent from an Association of Theological Schools (ATS) and/or regionally accredited college, university, or theological institution with a cumulative grade point average of 3.0 or higher on a 4.0 scale. Prospective students who have completed a Master of Divinity with high academic standing who are interested in further graduate study are strongly encouraged to Offersapply. of admission to the ThM program are made on a rolling basis beginning no later than February 15 and ending June 30. The priority deadline for admission to the ThM program is February 15. Applications that are completed by February 15 will receive an admission and financial aid decision by March 15. Applications received after February 15 will be considered for scholarships as funds are available. In order to enroll at the Seminary in the fall semester, applications must be completed by June 15.

SPRING TERM, YEAR TWO

• Complete a ThM thesis;

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

• Have on file with the seminary a complete and official transcript of credits showing graduation with the MDiv degree (or its equivalent) from an accredited institution, a completed health form, and standardized test results;

• One elective (3 credits)

• Thesis writing (6 credits)

SPRING TERM

• Be in residence for at least two long terms (resi dency is defined as enrollment as a degree- seeking student and registered for classes);

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

INTERNATIONAL STUDENTS | TOEFL REQUIREMENT

All international students are required to complete Columbia’s financial certification process upon

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

• Statement of Purpose: three – four pages, typed, double-spaced intellectual biography that clearly outlines the applicant’s academic interests and how they have developed. The statement should also include the applicant’s primary area(s) of interests and key problems, questions, theories, interlocutors, historical periods, and movements associated with the applicant’s intended research. The statement should also include information about applicant’s academic trajectory and goals.

INTERNATIONAL STUDENTS | I-20S AND FINANCIAL CERTIFICATION

• Plan of Study: one – two pages, typed, doublespaced that identifies their area of concentration and clearly outlines the applicant’s plan for achieving their research goals within the ThM program. The Plan of Study should also include a student’s area of research, courses they plan to take, and faculty with whom they hope to work.

• Three Letters of recommendationsRecommendation:maybeacademic, pastoral, or professional. At least two letters of recommendation must be academic.

• Online application for admission

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

Additional Requirements

• $50 nonrefundable application fee

• Resume / CV

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

The Columbia Admissions Office welcomes the submission of Graduate Record Exam (GRE) test scores. However, this is not required to be considered for admission. Transfer of Credit In planning the student’s program with their advisor or the ThM program director, a student may request the transfer of limited credit for work done prior to entry or at another institution while enrolled in the ThM program at Columbia. Ordinarily, the number of hours of transfer credit will be limited to three semester hours, or the equivalent of one elective course at Columbia. The work must have been done at a comparable graduate level within the last five years. A grade of B or better must have been earned for the course. The student must be able to show that the work is relevant to the ThM program and that the coursework was not credited toward a degree which was received. Final approval regarding transfer of credit resides with the Office of Academic Affairs.

TRANSFER STUDENTS | LETTER OF GOOD STANDING

INTERNATIONAL STUDENTS | HEALTH INSURANCE REQUIREMENT

TITLE IX TRAINING BY EVERFI

GRE TEST SCORES

CRIMINAL BACKGROUND CHECK

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

30 Master of Theology Students pursue a one-year course of full-time study that includes: · Coursework in relevant areas · A seminar in research methods · Close work with faculty · Production of a publishable research project By application to the faculty, the opportunity to serve as a research or teaching assistant COMPONENTS OF THE CURRICULUM Area of Specialization 15 CREDITS Columbia’s ThM program allows students to work closely with faculty mentors in research of mutual interest. FALL TERM · 2 electives (6 credits) JANUARY TERM · 1 elective (3 credits) SPRING TERM · 2 elective (6 credits) The Master of Theology (ThM) degree is designed for persons already holding the MDiv degree or its equivalent who wish to deepen their mastery of one area or discipline of theological study through reflection, research, and writing for the service of the Church. As an accredited theological school of the Presbyterian Church (USA), we engage students with some of the best faculty anywhere! We host a large table for people from all denominations and backgrounds. For full descriptions of our graduate degree programs and academics, please visit our website, CTSnet.edu. 2021.1 TOTAL: 30 CREDITS www.CTSnet.edu Thesis Preparation 5 COURSES · 15 CREDITS SUMMER INTENSIVE · One-week Research Seminar (3 credits) FALL TERM Thesis research (3 credits) · Literature Review (3 credits) SPRING TERM · Thesis writing (3 credits) · ThM colloquium (3 credits)

Beginning with the entering class of 2022-2023, students pursue the DMin degree in one of two concentrations: JUSTICE STUDIES

Students pursuing a DMin in this area will gain fresh conceptual and practical tools for leadership in their ministry contexts. In their program, students may focus on leadership in ministries such as congregations, non-profit agencies, and social entrepreneurial enterprises.

• Design and implement a final project that demonstrates theologically informed interdisciplinary integration with evidence of critical awareness of cultural context(s) and employs a social scientific methodology.

WHILE AN ATS-ACCREDITED MDIV DEGREE ORDINARILY MAY BE ACCEPTED BY A SCHOOL AS SUFFICIENT DEMONSTRATION OF THESE COMPETENCIES, DMIN APPLICANTS WHO HOLD A MASTER’S DEGREE OF A THEOLOGICAL NATURE MAY QUALIFY BY DEMONSTRATING A BROAD FOUNDATION IN BIBLICAL STUDIES, THEOLOGICAL AND HISTORICAL STUDIES, MINISTERIAL AND CONTEXTUAL STUDIES, AND MINISTERIAL EXPERIENCE AS DETERMINED BY CTS FACULTY AS COMMENSURATE WITH ENTRY LEVEL COMPETENCY FOR DMIN STUDY. Persons from other countries may be eligible to apply. The program provides a course of graduate study for ministers of the people of God in the Church of Jesus Christ. It requires disciplined reflection upon, and further specialization within, ministry. The program focuses on the critical engagement be tween the biblical, historical, theological, and pastoral disciplines of ministry. By helping students integrate ministerial theory and practice with basic faith commitments, the program strengthens ministers to exercise a critical kind of teaching role in the church and to increase their competency and faithfulness in practice. Because the program seeks to help students strengthen a holistic ministry in community, the program is largely generalist in character, involving questions of personal ministerial identity and of the nature of the Church and its mission in a postmodern world. A doctoral project requires students to focus this integrated concentration in a particular context. Concentrations

Aims of the Program

LEADERSHIP STUDIES

Student Learning Outcomes for DMin curriculum OVERALL DMIN PROGRAM GOALS:

• Develop an informed plan of identifying,

THE DOCTOR OF MINISTRY DEGREE PROGRAM IS AN ADVANCED PROFESSIONAL DOCTORATE THAT BUILDS UPON AN ACCREDITED MASTER’S DEGREE IN A MINISTRY RELATED AREA AND UPON SIGNIFICANT MINSTRY EXPERIENCE. THE DMIN PRESUPPOSES BROAD FOUNDATIONAL COMPETENCIES IN THEOLOGIAL INTEGRATION, CONTEXTUAL ANALYSIS, MINISTERIAL AND LEADERSHIP IDENTITY, AND PERSONAL AND SPIRITUAL FORMATION.

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

Doctor of Ministry

Demonstrate capacity to articulate biblically informed theologies and theories of inclusive leadership to ground strategies and practices relevant to specific ministry contexts.

Course Formats

9 Credits

LEADERSHIP CONCENTRATION GOAL

32 framing, and responding to a crucial ministry issue in the student’s context that identifies sources and resources.

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

JUSTICE CONCENTRATION GOAL Demonstrate capacity to articulate biblically informed theologies and theories of justice that articulate multidimensional aims, outline strategies, and identify practices for responsible action in specific ministry contexts. DMin Curricular Model Required Courses 3 Core Courses in Concentration—may be taken in any BiblicalorderPerspectives of Justice: (specific title varies) Theological Perspectives of Justice: (specific title varies) Theories of Practice of Justice: (specific title varies) OR Biblical Perspectives of Leadership: (specific title varies) Theological Perspectives of Leadership: (specific title varies) Theories of Practice of Leadership: (specific title varies

Introduction to Research Methodologies 3 3 Electives 9 Practicum 3 Project Proposal Workshop 3 Project Literature Review 3 Final Project 6 Total Credits 36

The DMin program operates under the supervision of Columbia’s Advanced Degrees Committee and is administered by a faculty member serving as asso ciate dean for advanced professional studies. The program cooperates with the other member schools of the Atlanta Theological Association (ATA). Students may take courses in the DMin programs of other ATA member schools through EachAdvisingcross-registration.studentisguided by an advisor who is assigned at the outset of the program. The student is responsible for consulting with the advisor to develop a plan of study. When the student is ready to submit a proposal for the student’s project, first and second readers are chosen. The advisor may serve as either the first or second reader for the project; however, the first reader will become the new advisor of record. The first and second readers assist the student in developing a project proposal and evaluate the student’s written DMin research project.

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

The thirty-six-hour program comprises the follow ing: Core Concentration Courses (9 credit hours).

Doctor of Ministry Practicum (3 credit hours). A 200 hour minimum practicum provides supervised field based learning to expand the range and depth of skills of the student in a ministry practice which contributes to the well-being of the ministry context. The practicum is a student designed supervised ministry experience that normally takes place in the student’s ministry context that will enable the student to achieve specified learning goals, achievable in this context which can also be applied in future ministry situations. Students are also encouraged to use the practicum to focus on methodological work, testing strategies, or new practices of ministry related to the final project. A practicum supervisor outside of the student’s ministry context and a peer group that will be part of the practicum project will be chosen by the student. A unit of Clinical Pastoral Education may be used to meet this requirement, provided that this credit was not used for another degree program.

Project Proposal Workshop (3 credit hours). Toward the end of the program coursework, each student participates in a project proposal seminar to clearly articulate the topic and design of the student’s final DMin project. This seminar, together with the Introduction to Research Methodologies seminar offered near the beginning of the students’ program, is offered to prepare the students to meet the following aims: to articulate well-designed project proposals, to design data collection instruments, and to enhance their preparation for the research and writing related to executing their final projects. In addition to writing their final project papers, students must also plan and conduct an oral presentation of their project for critical discus sion and feedback.

DMin Project Literature Review (3 credit hours). After students successfully complete their project proposals, they will critically review relevant literature for their projects with the careful guidance of their first readers. The culmination of the literature review may be the completion of the chapter outlining the

Components of the Program

Students take three core concentration courses in their selected concentration: one in the biblical area, one in the historical doctrinal area, and one in the practical theology area. All three courses contribute to the same set of embedded course learning outcomes for the core concentration related to the DMin program outcomes for the Leadership Studies Concentration or Justice Studies Concentrations. In this way, the three core concentration courses offer different perspectives, angles, and approaches which involve integration of three dimensions: the biblical and theological norms of Christian faith; critical attention to the history of Christian faith and the contemporary human situation; and the practices of ministry and mission.

Introduction to Research Methodologies (3 credit hours).

This seminar is designed to introduce to the students the basic rudiments of qualitative research methods to utilize for ministry, for their DMin practicum as well as for extensive research in their final projects. In this seminar, students construct the elements of their DMin practicum, develop an initial draft of their DMin project proposal, select and evaluate sources for an initial working bibliography for the DMin project, and complete a practice exercise of qualitative research.

Elective Courses ( 9 credit hours).

A variety of courses are offered each year which are related to the various concentrations. In con sultation with their advisor, the student selects electivesthree to achieve the aims of both the student and the doctoral program. These electives may be selected to enhance students’ present praxis of ministry, to expand and deepen students’ theo logical understanding, and/or to enhance student preparation for their final DMin project.

To be eligible for graduation with the DMin degree, students are expected to:

Admission to the Doctor of Ministry Program

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

Requirements for the Doctor of Ministry Degree

• Significant ministerial experience that enables the applicant to engage as a ministry peer with

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

• Maintain a minimum overall grade point average of 3.00;

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

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

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

Ordinarily, the student’s ministry setting is the context of the DMin research project. Students enrolled in the Doctor of Ministry degree program are required to request an extension if they have not completed the degree requirements within six years from the date of matriculation. Working with the director of the DMin program, the student crafts an extension proposal that is submitted to the Office of Academic Affairs for approval. Payment of the non-refundable extension fee is required at the time of submission.

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

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

• Demonstrate to the faculty that they have sustained a sound moral and religious character in seminary life and give promise of useful service in the ministry or other church vocations; and

• Complete the DMin project requirements;

• Review;

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

• Have on file with the seminary a complete and official transcript of credits showing graduation with the MDiv degree (or its equivalent) from an ATS-accredited institution; • Satisfactorily complete all the requirements of the degree with a total of 36 credit hours, 30 of which must be completed at Columbia;

34 theoretical and theological framework of the student’s project. The student must receive satisfactory evaluation from the first and second readers in order to pass the course.

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

Doctor of Ministry Project (6 credit hours). Elements of the degree converge in the Doctor of Ministry Project. The student must complete a DMin project, comprised of a written project that explores an area of ministry related to the student’s vocational calling, utilizes appropriate research methodologies and resources, and generates new knowledge regarding the practice of ministry. In order that the project can be an integrating focus for the entire course of study, students are required to start thinking about the proposal for the project early in the program. An initial draft of the project proposal is done in the Introduction to Research Methodologies course.

• Plan of Study: one – two pages, typed, dou ble-spaced that identifies their area of concen tration and clearly outlines the applicant’s plan

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

• Online application for admission • $50 nonrefundable application fee

October 15 November 15 Summer Term May 15 June 15

35 other students in this advanced professional doctorate. As a basis of evaluating these entry level competencies, the applicant must demonstrate through their transcripts of graduate theological study a minimum demonstration of credit hours earned in the following areas:

• Statement of Purpose: three – four pages, typed, double-spaced ministerial and intellectual biography that clearly outlines the applicant’s academic interests, how they have developed, and goals they hope to achieve within the degree program. The statement should also include key information pertaining to the applicant’s ministry context, research focus, key problems, questions, and theories that arise from the applicant’s ministerial context and/or professional experience.

• Church History—at least 3 semester hours;

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

To be considered for admission to the DMin pro gram, an applicant must submit to the admissions office the following materials:

APPLICATION ADMISSIONS

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

• Resume / CV

• Theology and Ethics—at least 9 semester hours;

• Practical Theology—at least 12 semester hours; and • Contextual Education/Supervised Ministry—at least 6 semester hours. In addition, applicants must have documented substantive ordained or lay ministry experience of a minimum of 3 years. Applicants must have a minimum cumulative grade point average of 2.75 or higher on a 4.0 scale to be considered for admission. Prospective students who have completed an MDiv with high academic standing, who have also served in a congregation or para-church ministry setting for at least three years, are strongly encouraged to apply. All prospective students, regardless of their GPA, are encouraged to apply; all applications will be thoroughly reviewed and considered for admission. The application deadlines for the DMin programs are determined by an applicant’s desired term of entry – i.e., January Term or Summer Term. Deadlines and admissions decisions are as follows: DEADLINE DECISION Term

January

CRIMINAL BACKGROUND CHECK

TRANSFER STUDENTS | LETTER OF GOOD STANDING

INTERNATIONAL STUDENTS | I-20S AND FINANCIAL CERTIFICATION

Additional Requirements

• Writing Sample: this should be a recent sample of the applicant’s writing that clearly demonstrates ability to write and critically engage an argument through the lens of contextual ministry and theological research. Recent is defined as having been written in the last 3-5 years. If a recent sample is not available, the applicant may choose to submit an alternative writing assignment for which a prompt can be found online. Students seeking guidance concerning the academic writing sample or alternate writing assignment should email admissions@ctsnet.edu.

• Three Letters of recommendationsRecommendation:maybeacademic, pastoral, or professional. DMin applicants are required to submit at least one academic and one pastoral recommendation.

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

INTERNATIONAL STUDENTS | HEALTH INSURANCE REQUIREMENT

36 for completing their research and/or vocational goals within the DMin program. The Plan of Study should also include an applicant’s area of research, courses they plan to take, and faculty with whom they hope to work.

INTERNATIONAL STUDENTS | TOEFL REQUIREMENT

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

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

The Columbia Admissions Office welcomes the submission of Graduate Record Exam (GRE) test scores. However, this is not required to be considered for admission. Transfer Credit With prior approval from the Office of Academic Affairs, a student may receive up to 6 hours of transfer credit from another ATS accredited institution. Each course must be at the advanced degree level and the grade must be at least a B (3.0 on a scale of 4.0). Independent studies and en hanced master's degree courses will not be considered for transfer credit. A course submitted for advanced standing must have been taken no more than five years before entrance into the program. Students may not receive credit for academic work applied toward another degree.

GRE TEST SCORES

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

ADMISSIONS DEPOSIT

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

38 Doctor of Ministry Areas of Concentration · Leadership Studies Justice Studies Year 11 9 CREDITS · Faculty adviser assigned and New Student Orientation · Concentration Core Course I (2–3 credits)2 Concentration Core Course II (3 credits) · One elective course (3 credits)3 Year 2 9 CREDITS · Concentration Core Course III (3 credits) · I 730 Introduction to Research Methodologies (3 credits) · One elective course (3 credits each) · Begin DMin Practicum: 1. Practicum Proposal form approved 2. Supervisor and peer group identified 3. Practicum site approved COMPONENTS AND TIMELINE Year 3 9 CREDITS · One elective course (3 credits) · Practicum completed (3 credits) · I 731 Project Proposal Workshop (3 credits) To register for the Project Proposal Workshop, you must have in place: 1. Early germinal idea of final project discussed with advisor and then 1st 2.readerProject Proposal form completed with preliminary approval by 1st reader Year 4 9 CREDITS · I 732 DMin Literature Review (3 credits) · I 735 DMin Doctoral Project (Final project research and writing) (6 credits) · Public presentation · Final report · Graduation The Doctor of Ministry (DMin) program provides students who have already completed a Master of Divinity or its equivalent with an opportunity to engage in further graduate study. The program is uniquely contextual and invites students to ask questions about their ministry, hone additional pastoral/administrative skills and engage in rigorous academic inquiry. As an accredited theological school of the Presbyterian Church (USA), we engage students with some of the best faculty anywhere! We host a large table for people from all denominations and backgrounds. For full descriptions of our graduate degree programs and academics, please visit our website, CTSnet.edu. 1 The timeline begins with the term in which DMin students are accepted to begin their program (Summer Term or January Term) 2 Students take 3 required Core Concentration Courses to integrate biblical perspectives, theological perspectives, and theory of practice perspectives— taken in any order. 3 See DMin Manual for elective possibilities, including independent study and travel seminar options. 2022.2 TOTAL: 36 CREDITS

Doctor of Educational Ministry program provides advanced-level study of the theological, educational, and administrative disciplines including:

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

• An advanced and critical study of educational theory and practice as it relates to congregational and other ministry contexts; and

The DEdMin program includes the design and completion of a doctoral level original research project. Such a project addresses the nature and practice of educational ministry and should be of sufficient quality that it contributes both to the student’s and the profession’s understandings of the practice of educational ministry. The ministry project demonstrates the candidate’s ability to identify an educational ministry need, organize, and carry out research methods that address that need, interpret the data, and implement and evaluate any ministry model that emerges from the research.

Doctor of

a variety of pedagogical methods, the

While the first reader for the report will be a faculty member in Educational Ministry, the second reader must come from outside the field of Educational ColumbiaMinistry.

The program offers a course of graduate study for educators who serve in churches, church governing bodies, schools, community organizations, and other educational ministry settings. The program focuses on (a) an advanced understanding of the nature and purposes of educational ministry, (b) enhanced capacity to reflect theologically on issues and practices related to educational ministry, (c) acquisition and refinement of skills and competencies for more effective ministry, (d) an understanding of emerging models in educational ministry and ability to critically evaluate those models, and (e) continued growth in spiritual Incorporatingmaturity.

Aims the Program

• An advanced and critical study of Christian formation from theological, historical, behavioral science, and social science perspectives;

• An advanced and critical study of organizational and leadership development and the social contexts for ministry;

• The development of skills and competencies necessary for research, planning, and evaluation of the practice of educational ministry in congregations or other settings.

Educational Ministry

also requires a public presentation of the original research project, in which the candidate demonstrates an advanced capacity to reflect theologically on the practice of educational ministry, to identify critical issues in the context of the ministry project, and to think constructively and imaginatively about the educational and administrative aspects of congregational life and other contexts of educational ministry practice.

• Demonstrate an advanced understanding of the theology and purpose of educational ministry both in the classroom and in their ministry settings.

Following the completion of the degree program, students are expected to:

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

• Demonstrate competence in methods of Christian Educational research.

The DEdMin requires four specific courses that are instrumental to the degree. These courses include: Advanced Study in Human Development (6 credits) Advanced Study in Teaching, Learning, and Curriculum Theory, and Practice. (3 credits) Development of a Curriculum Design (3 credits) Educational Care Resources (3 credits) Elective Courses (9 credit hours). To fulfill the degree requirement of significant interdisciplinary learning experiences that provide integration of theological understanding and ministerial practice, students take three elective courses from the broader offering of Advanced Professional Studies electives. Only one elective may be from the practical theology area or an independent study with topical literature review.

The DEdMin program operates under the supervision of Columbia’s Advanced Degrees Committee and is administered in coordination between the associate dean for advanced professional studies and the director of the DEdMin program. Students may also take courses in other schools of the Atlanta Theological Association. Advising Each student is guided by an advisor who is one of the professors of Educational Ministry. Advisor as signments take place after the introductory seminar. The advisor works with the student to develop a plan of study. When the student is ready to submit a proposal for the student’s project, the advisor becomes the first reader, and a second reader is chosen. The first and second readers comprise the doctoral committee that administers the literature review, assists the student in developing a project proposal, and evaluates the student’s written project report.

• Demonstrate advanced competence in teaching and learning theory as well as curriculum design for more effective educational ministry in their current settings.

• Demonstrate competence in effective communication of their Christian Educational research to suitable educational ministry colleagues.

• Demonstrate advanced understanding of both local and global contexts and develop effective ways of engaging in the student’s cultural context of educational ministry. These are the student learning outcomes for the Doctor of Educational Ministry degree program.

DEdMin Program Administration

Components of the Program

The forty-two-hour program comprises: Introductory Seminar (6 credit hours). Students take part in an intensive seminar at the outset of the program to explore educational theory and practice. Educational Core Courses (15 credit hours).

To be eligible for graduation with the DEdMin degree, students are expected to:

• Satisfactorily complete all the requirements of the degree with a total of 42 credit hours, 39 of which must be completed at Columbia, within at least four years of the date of matriculation;

Admission to the Doctor of Educational Ministry Program

Requirements for the Doctor of Educational Ministry Degree

Ordinarily, applicants are employed by or hold an official position in educational ministry throughout the duration of their enrollment in the degree

Ministerial experience cannot be considered an alternative to or a substitute for the master’s degree in educational ministry, nor can other master’s degrees in education that do not have a comprehensive exposure to the theological disciplines. Applicants with appropriate coursework may be considered eligible for advanced standing.

Admission to the Doctor of Educational Ministry (DEdMin) degree program requires a master’s degree in educational ministry (i.e., M.R.E., MACE, MA(TS) or MAPT with a concentration in Christian education, or MDiv with demonstrated coursework in educational ministry) from an Association of Theological Schools (ATS) or regionally accredited college, university, or theological institution.

Studentsprogram.

Offers of admission to the DEdMin program are extended no later than June 15.

• Complete the DEdMin project;

• Have on file with the seminary a complete and official transcript of credits showing graduation with the first professional degree in religious education (or its equivalent) from an ATSaccredited institution;

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

Project Proposal Workshop (3 credit hours). After completion of the practicum, each student participates in a project development and design seminar to clearly articulate the topic and design of the student’s final DEdMin project. This seminar is offered to prepare the students to articulate well-designed project proposals before writing their final projects.

• Complete the Project Proposal Workshop;

Doctor of Educational Ministry Project (6 credit hours).

Applicants for admission are required to demonstrate an ability to engage in the practices of educational ministry, superior academic aptitude, and capacity to both contribute to and benefit from participation in the degree program cohort.

• Maintain a minimum overall grade point average of 3.00;

Elements of the degree converge in the Doctor of Educational Ministry Project. The student must complete a DEdMin project, comprised of a detailed, expanded research, and other related artifacts as determined by the student. In order that the project can be an integrating focus for the entire course of study, students should start thinking about the proposal for the project early in the program. Ordinarily, students conduct the DEdMin project in their own educational ministry setting. Students enrolled in the Doctor of Educational Ministry degree program are required to request an extension if they have not completed the degree requirements within four years of the date of matriculation. The extension request must be sent to the registrar, indicating in the request an expected graduation date. If the request is approved, an extension fee will be charged by the Business Office.

• Demonstrate to the faculty that they have sustained a sound moral and religious character in seminary life and give promise of useful service in the ministry or other church vocations; and

may apply to the DEdMin program on a biennial basis. During applicable years, applicants must submit a completed application by May 15.

• Online application for admission

• Plan of Study: one – two pages, typed, doublespaced that identifies their area of concentration and clearly outlines the applicant’s plan for completing their research and/or vocational goals within the DEdMin program. The Plan of Study should also include an applicant’s area of research in educational ministries.

• Writing Sample: this should be a recent sample of the applicant’s writing that clearly demonstrates ability to write and critically engage an argument. Recent is defined as having been written in the last 3-5 years. If a recent sample is not available, the applicant may choose to submit an alternative writing assignment for which a prompt can be found online. Students seeking guidance concerning the academic writing sample or alternate writing assignment should email admissions@ctsnet.edu.

Students who are unable to matriculate during the semester for which they were admitted may defer their admissions decision for up to one DEdMin enrollment period (i.e., the next entering cohort). Deferral requests must be submitted in writing to admissions@ctsnet.edu. Deferral requests must be submitted in writing to admissions@ctsnet.edu.

Application Requirements

• Resume / CV

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

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

• Statement of Purpose: three – four pages, typed, double-spaced ministerial/intellectual biography that clearly outlines the applicant’s academic interests and how they have developed. The statement should also include the applicant’s primary area(s) of interests and key problems, questions, theories, interlocutors, historical periods, congregational matters, and movements associated with the applicant’s intended research. Applicants should also include information about their ministerial/academic trajectory and goals.

• Three Letters of recommendationsRecommendation:maybeacademic, pastoral, or professional. DEdMin applicants should submit at least one academic and one pastoral/religious education recommendation.

Additional Requirements INTERNATIONAL STUDENTS | TOEFL REQUIREMENT

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

• $50 nonrefundable application fee

INTERNATIONAL STUDENTS | DEDMIN PROJECT REQUIREMENT AND CREDIT HOURS

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

The Columbia Admissions Office welcomes the submission of Graduate Record Exam (GRE) test scores. However, this is not required to be considered for admission. Transfer Credit With prior approval from the Office of Academic Affairs, a student may receive up to 6 hours of transfer credit from another ATS-accredited institution. Each course must be at the advanced degree level, and the grade must be at least a B (3.0 on a scale of 4.0). Independent studies and en hanced master’s degree courses will not be considered for transfer credit. A course submitted for advanced standing must have been taken no more than five years before entrance into the program. Students may not receive credit for academic work applied toward another degree.

ADMISSIONS DEPOSIT

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

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

TRANSFER STUDENTS | LETTER OF GOOD STANDING Students transferring from another seminary or graduate school are required to submit a letter of good standing that certifies the student will leave their current school in good standing with the institution – academic, financial, and otherwise.

INTERNATIONAL STUDENTS | I-20S AND FINANCIAL CERTIFICATION

INTERNATIONAL STUDENTS | HEALTH INSURANCE REQUIREMENT

GRE TEST SCORES

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

44 Doctor of Educational Ministry Year 1 9 CREDITS Introductory Seminar (6 credits) · Space for 1 Elective (3 credits) · Faculty Advisor Assigned Year 2 12 CREDITS · Advanced Study in Faith and Human Development (6 credits) Advanced Studies in Teaching, Learning, and Curriculum Theory and Practice (3 credits) · Development of a Curriculum Design (3 credits) · Submit practicum proposal and begin practicum COMPONENTS AND TIMELINE Year 3 6-12 CREDITS Educational Care Resources (3 credits) · Complete Practicum (200 hours and 3 credits) · Project Proposal Workshop (3 credits) 1 Electives (3 credits) Year 4 6-12 CREDITS DEdMin Final Project (6 credits) · Project Proposal Workshop (3 credits) · 1 Elective (3 credits) TOTAL: 42 CREDITS The Doctor of Educational Ministry is a cohort-based program that offers practicing Christian educators the opportunity to engage in advanced studies in theological, educational, spiritual, and administrative disciplines to enhance their ministries, both in congregations and beyond. As an accredited theological school of the Presbyterian Church (USA), we engage students with some of the best faculty anywhere! We host a large table for people from all denominations and backgrounds. For full descriptions of our graduate degree programs and academics, please visit our website, CTSnet.edu. 2022.8.2 www.CTSnet.edu

International students are eligible for institutional scholarship awards and financial aid. Students must be prepared to cover the expenses involved while engaged in study at Columbia. Therefore, upon admission, as a part of the visa application process, incoming students must complete a financial certi fication process to show proof of adequate financial resources to cover costs which include, but are not limited to, tuition, fees (e.g., activity, program, and graduation fees), textbooks, health insurance, travel, and living expenses for the entire period of study in the United States. The required form I-20/DS2019, and other visa documents will not be issued until this financial information has been received and verified. Only students enrolling in degree programs that require U.S. residency shall be eligible to apply for F or J Visa support.

All international students and accompanying fam ily members are required to carry health insurance which meets the standards of the U. S. Citizenship and Immigration Service. No applicant should come to Atlanta until they have received a formal letter of admission to a degree program from the Offices of Admissions and Financial Aid and the required form I-20 or form DS-2019 from International Students & Scholar Services (internationalstudentservices@ Prospectivectsnet.edu).

English Language Learners (ELL) and students for whom English is not their first language are required to submit recent test scores, ordinarily taken the last two years, from the Test of English as a For eign Language (TOEFL). In most cases, students accepted to Columbia’s first-level master’s degree programs (MDiv, MAPT, and MA{TS}) submit a TOEFL score of 84 or higher on the internet-based TOEFL (iBT, iBT Home Edition, or Paper-deliv ered) with a minimum score of 21 in each of the skill sections. Students entering advanced degree pro grams (ThM, DMin, and DEdMin) typically submit a TOEFL score of 90 with a minimum of 22 in each of the skill sections. TOEFL scores should be sub mitted by TOEFL directly to Columbia (Institutional Code: 5118). All test fees are the responsibility of the applicant.

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

international applicants should contact the Admissions Office (admissions@ctsnet.edu) for application assistance and additional information.

SCHOLARSHIP AND AID FOR INTERNATIONAL STUDENTS

Application Information for International Students and Exchange Visitors

In most cases, students accepted to Columbia’s first-level master’s degree programs (MDiv, MAPT, and MA{TS}) submit a TOEFL score of 84 or higher on the internet-based TOEFL (iBT, iBT Home Edition, or Paper-delivered) with a minimum score of 21 in each of the skill sections. Student entering advanced degree programs (ThM, DMin, and DEdMin) typically submit a TOEFL score of 90 with a minimum of 22 in each of the skill sections. TOEFL scores should be submitted by TOEFL directly to Columbia (Institutional Code: 5118). All test fees are the responsibility of the applicant.

Auditors

Special Students and Auditors

• Official Transcript(s): applicants must submit transcripts from all colleges, universities, seminaries, and graduate schools attended by the applicant for at least one course whether or not a degree was granted. Official transcripts should be sent directly from the institution to Columbia Theological Seminary. If an applicant is current ly enrolled in a degree program, the applicant should send an official transcript that includes all work to-date. Such applicants will be admitted provisionally contingent upon receipt of the final transcript post-graduation.

Columbia students, spouses of students, and other members of the community are invited to audit courses with the permission of the instructor and the Office of Academic Affairs as space permits. Auditors must register for courses with the registrar. Auditors are advised to follow the following procedures:

Those who meet requirements for admission to a master’s degree program but do not wish to work toward degree may enroll as a special student and take courses for credit. Special students may be enrolled for an approved course of study over a specified time period determined by the Office of Academic Affairs. Persons whose first language is not English and/or English Language Learner (ELL) students are required to submit recent test scores, ordinarily taken within the last two years, from the Test of English as a Foreign Language (TOEFL).

• Plan of Study: two – three pages, typed, doublespaced that identifies their area of concentration and clearly outlines the applicant’s plan for completing their research and/or vocational goals as a special student. Where applicable, the plan of study should also include an applicant’s area of research, courses they plan to take, and faculty with whom they hope to work.

• Request a class schedule from the registrar; • Select the class to be audited;

Students from other institutions of theological education who want to take courses for credit at Columbia can enroll as special students. Such students must include with their application either a letter of good standing from their home registrar or an official transcript of work completed at their home institution. It is the responsibility of the student to determine the transferability of Columbia’s credit to their home institution.

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

• Resume / CV

Special Students

47 • Secure permission from the professor of that class; and, • Secure permission from the registrar. The cost for auditing a course is one-half the tuition for the course. Full-time master’s degree students may audit a course in the Fall and Spring semesters for no charge pending the professor’s and registrar’s permissions.

THE FRIENDSHIP HOUSE

Housing and Financial Aid

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

MARCIA Y. RIGGS COMMONS

Riggs Commons contains studio apartments, suites, one-bedroom apartments for individuals, or twoand four-bedroom apartments for partners/spouses or students who desire roommates. All units include private bathrooms (one per bedroom). Apartments have full kitchens, including refrigerators and microwave ovens.

Residential Facilities FLORIDA HALL

VILLAGE APARTMENTS

Friendship House offers one-, two-, and three-bedroom apartments for students with families or those who desire roommates. The Friendship House is located in the Village Apartment community. Friendship House residents may also access the Village playscape and picnic areas for communal activities. Generally, apartments come with refrigerators and access to laundry facilities. If a student opts to furnish their own refrigerator, the student should email reslife@ ctsnet.edu for more information.

Information

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

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

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

There is not a separate application for institutional aid. The application for admission also serves as the application for institutional aid. In order to receive any institutional aid, students must complete the Federal Application for Student Aid (FAFSA).

Board of Pensions Eligibility

The cost of attendance is established by the seminary and includes tuition, fees, books, supplies, and living expenses. Living expenses are calculated using a moderate, adequate lifestyle and do not take into account individual circumstances or discretionary expenses. The cost of attendance is used to calculate a student’s financial need. Students may supplement their Columbia financial aid award

Housing License and Rental Rates

Financial Aid

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

Financial assistance is provided through the generous gifts of donors and income from endowed scholarship funds. Cost of Attendance

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

All master’s level students seeking a degree and/or students whose degree program requires residential status are required to have health insurance. Health Insurance must meet the following criteria: Coverage that allows the insured student to receive outpatient, emergency, specialist and inpatient care, diagnostic testing and procedures, and mental health inpatient and outpatient care, including alcohol and substance abuse treatment, in Atlanta, GA. A deductible not greater than $2,500 per policy year. If the annual deductible exceeds $2,500, the insured student must have an approved Healthcare Savings Account (HSA) that will allow the student to seek needed medical and mental health care when recommended by a healthcare provider and will cover all deductible expenses over $2,500. The insurance policy must be provided by an insurance company based in the United States. International Students and Scholars International students who hold an F or J visa, and all their dependents who live with them in the United States, are automatically enrolled in a health insurance program that meets the minimum standard set by the United States Citizenship and Immigration Services. The insurance policy will be effective the date that the student and accompanying dependents arrive in the United States. Students shall be responsible for all costs associated with the insurance policy, which shall be billed to the student’s account. Contact the International Student & Scholar Services staff (isss@ctsnet.edu) for additional information about this requirement.

Health Insurance Requirement

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

As of July 1, 2012, graduate and professional students (i.e., doctoral students) must enroll in six or more credit hours in a semester or in a combination of a term and the succeeding semester in order to be eligible to receive Direct Unsubsidized Loans. Students enrolled in five hours or fewer are not eligible to receive Direct Unsubsidized Loans. The unsubsidized loans offered under the DL program provide a preferable interest rate and delays repayment of loans until after the student graduates or enters less than half-time status. Columbia assists students with the application process by determining and certifying student loan eligibility, including certification of a student’s satisfactory academic progress as it relates to the course of study for which the monies are borrowed. Funds for DL loans are provided by the federal government. Applications for Direct Unsubsidized Loans at Columbia may be obtained by emailing

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

Completing the FAFSA

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

Tofinancialaid@ctsnet.edu.maintaineligibilityfor loans and deferment of prior loans, a student must continue enrollment in an eligible degree program, classified as at least halftime and be making satisfactory academic progress as determined by the seminary’s Satisfactory Academic Progress Policy. The full text of this policy is available in the Student Handbook upon request. When a student withdraws or drops below half-time status, they may no longer be eligible for the entire certified amount of a loan. Federal regulations require that, within thirty days of a change in eligibility, the seminary return the portion of the loan funds applied to fees (tuition, room, and board) for which the student is no longer eligible. The student will be billed for any resulting amount owed Columbia. Changes in enrollment status and financial assistance from other sources may also affect loan eligibility. Students must have an application in the Financial Services office, a Master Promissory Note and Entrance counseling form complete on the

50 with external scholarships, grants, and loans. Institutional aid shall not be reduced due to external aid unless the sum of the student’s institutional aid and external aid exceed the cost of attendance. Part-time students shall only be eligible for aid up to the amount that is appropriate for their total number of credit hours.

Students who withdraw from the seminary while a semester or term is in progress forfeit their right to financial aid for the semester/term in which such action is taken. Student loans will be returned according to the Department of Education R2T4 rules.

Withdrawing from Seminary

Federal Family Education Loan Program

THE WORKING SCHOLARS PROGRAM is a Student Financial Services grant for master’s level students at Columbia Theological Seminary. The intent of the program is; 1. to enable students with demonstrated need to pursue part-time studies 2. to pursue full-time studies when the student does not qualify for other scholarship programs 3. to serve as a safety net for those students who

THE COLUMBIA SCHOLARSHIP is a one-year award with the possibility of renewal. The scholarship will be renewed if the recipient maintains full-time status, a cumulative GPA of 3.30 or higher, and continues to show outstanding potential for ministry. The award covers tuition and housing (single room in Florida Hall and board). Students are responsible for fees. Renewal will not be granted to students with incompletes on their transcripts after June 1. The award will not be continued for students who add another degree program unless approved by the admissions and financial services departments.

Scholarships & Awards for Master Degrees Students

THE PROMISE FOR MINISTRY SCHOLARSHIP is a full-tuition scholarship for Presbyterian students who are qualified applicants for a first-level master’s degree program, after the 2020 academic year. These scholarships are renewable in succeeding years based on maintaining a 3.20 GPA as well as continued evidence of leadership ability and promise for ministry. The student is responsible for fees.

51 www.studentaid.gov site for student loans to be available. As of 2021, students must also have notice on file that they are aware of how much they have borrowed and must repay.

THE COMMUNITY SCHOLARSHIP is a full-tuition scholarship for non-Presbyterian students who are qualified applicants for a first-level master’s degree program, after the 2020 academic year. These scholarships are renewable in succeeding years based on maintaining a 3.20 GPA as well as continued evidence of leadership ability and promise for ministry. The student is responsible for fees.

Part-time Scholarships

THE COLUMBIA FRIENDSHIP CIRCLE AWARD is a full tuition award intended to support Master of Divinity students with children who are also seeking ordination in the Presbyterian Church (USA). Students must articulate a strong commitment to ministry and have demonstrated financial need. The award consists of full tuition. Full-time enrollment in the MDiv program is required and the student must be preparing for ordained ministry in the PC(USA).

THE WILLIAM THOMAS CATTO SCHOLARSHIP: Created as a faithful response to Columbia’s Repairing the Breach commitment to the flourishing of Black/ African American people at the Seminary. The scholarship is named in honor of the first Black Presbyterian minister to attend Columbia Theological Seminary and is awarded to incoming master’s-level students who are Black/African American U.S. Citizens or permanent residents and show promise for ministry. The award consists of full tuition + student fees and requires full-time enrollment in a master’s-level program; ordinarily, student must maintain a 2.7. GPA or higher for the duration of their degree program.

THE PRESIDENTIAL SCHOLARSHIP is awarded to an incoming Master of Divinity or Master of Divinity/Master of Arts in Practical Theology (i.e., dual degree) student who has a demonstrated record of academic success and shows outstanding promise for pastoral ministry. The Award consist of full tuition, housing, + $5,000 annual stipend. The student is responsible for fees. The scholarship requires full-time enrollment in the Master of Divinity or dual degree program; a 3.5 GPA minimum; the student must be under care of a Committee on Preparation for Ministry (inquirer or candidate) at the time of enrollment; US Citizenship or Permanent Residence.

i. Nine or more credits: up to 90% of tuition is covered, given demonstrated need.

ii. Six to eight credits: up to 75% of tuition is covered, given demonstrated need.

If a student’s GPA rises during the next academic year, at the end of that year, if they meet the renewability threshold, the student will be eligible to reclaim their original scholarship.

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

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

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

Likewise, if a student who had a scholarship which requires a full-time load (9 or more credit hours) and the student wants-or needs to drop to part time status for the next semester, the student may consult with the Student Financial Services Office regarding the student’s eligibility for the Working Scholars Program. If the student has demonstrated need, the student will be able to receive Student Financial Services through the program. Once a student can return to full-time studies and has a GPA that meets the threshold of renewability, the student may regain their original scholarship. A student will be eligible to reclaim their scholarship in any term in which they are full-time, and need not wait until the next academic year, provided that the student’s GPA meets the threshold of renewability.

If a student who had a scholarship which requires a certain GPA for renewability finds that their GPA does not meet the threshold of renewability at the end of the academic year, the student may consult with the Student Financial Services office regarding their eligibility for the Working Scholars Program.

iii. Three to five credits: up to 50% of tuition is covered, given demonstrated need.

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

Returning International students must submit a Columbia Student Financial Services application form no later than April 30 each year with a re-admission form.

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

52 may have been previously awarded a scholarship and are no longer able to maintain full-time studies (9 credit hours in a semester) or have not met the renewability threshold to continue with their scholarship.

53 Tuition, Fees, and Other Charges Effective Summer Term 2022 Tuition and fees listed are for the 2022-2023 academic year and are subject to change annually. Tuition and fees represent only a small part of the cost of providing theological education. Most of the cost is met through gifts from individuals and churches and by endowment income. Also, other services to the student are provided on a subsidized basis. Master of Divinity, Master of Arts in Practical Theology, Master of Arts (Theological Studies) Degree Candidates TUITION $633 Per credit hour (for matriculating students) $317 Audit fee per credit hour (for matriculating students) OTHER FEES $625 Student Fee (for each long term), full-time students $625 Student Fee (per year), part-time students enrolled in a five year MDiv program. $398 I520 Alternative Context, Atlanta (plus 3 credit hour course fee) $1,082 I520 Alternative Context, Other U.S. (plus 3 credit hour course fee) $2,131 I520 Alternative Context, International (plus 3 credit hour course fee) Advanced Degree and Non-Degree Students TUITION $624 Per credit hour $312 Audit fee per credit hour OTHER FEES $160 Advanced Degree Student Fee (annual) $100 Non-Degree Student Fee (annual) $350 ThM, DMin, and DEdMin extension fee $35 Thesis binding (per copy) PROGRAM COSTS $ 16,929 Total cost for DMin and DEdMin programs for those matriculating in 2022 (includes all fees and tuition)

54 For All Students OTHER FEES $50 Application fee $50 Late registration fee (does not apply to doctoral practicum and doctoral projects or to ThM thesis registration) $200 Commencement fee $250 Entering Student fee MEAL PLANS (WHEN AVAILABLE) Full meal plan includes 15 meals per week. $1,050 Summer Greek School July 11-August 19 $2,098 Fall term September 6-December 16 $525 January term January 4-20 $2,098 Spring term January 30-May 12 Lunch plan includes Monday-Friday lunch only. $360 Summer Greek School July 11-August 19 $826 Fall term September 6-December 16 $180 January term January 4-20 $826 Spring term January 30-May 12 Housing When a housing option has two rates, the first is for unfurnished; the second, for furnished. Prices are per term unless otherwise indicated. FLORIDA HALL Singles $1,018 Summer Greek School $2,036 Fall or Spring term $509 January term Suite $1,286 / 1,372 Summer Greek School $2,573 / 2,744 Fall or Spring term $643 / 686 January term Efficiency Units $790 / 835 Standard (per month) $851 / 896 Exterior entrance (per month) VILLAGE APARTMENTS (ALL UNFURNISHED) $1,113 1 Bedroom, per month $1,149 / 1,215 2 Bedroom, per month $1,304 / 1,393 3 Bedrooms, per month $1,417 / 1,467 4 Bedrooms, per month MARCIA Y. RIGGS COMMONS Studio $1,174 Summer Greek School $2,348 Fall or Spring term $587 January term 1 Bedroom w/ Kitchenette $1,416 / 1,504 Summer Greek School $2,832 / 3,008 Fall or Spring term $708 / 752 January term 1 Bedroom Apartment $874 / 923 Per month 2 Bedroom Apartment $1,014 / 1,056 Per month 2 or 4 Bedroom Shared Apartment $520 / 542 Per month per occupant

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

A student who has entered into a lease agreement for a seminary housing unit for a term or semester is responsible for payment in full unless written notice that the unit will not be used is given to the Office of Residence Life at least two weeks before the first day of classes. In that case, a 100 percent refund will be made. In other cases, a refund amount may be given upon the initiative of the seminary. A minimum charge of one month’s rent will be assessed as a penalty for breaking a lease.

A student who withdraws or drops out of school must vacate seminary housing and cease using its dining facilities or be held liable for room and board charges beyond the student’s last date of at

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

A student who otherwise is required to be on the seminary’s board plan (when available), but who has a sufficient medical reason for withdrawing from board status, may be granted a full refund if a written request is made to the Office of Residence Life at least one week before the first day of classes. The seminary’s vice president for business and finance determines the validity of an exemption from the board plan, in consultation with the seminary’s food service director. For Fall semester 2022, meal plans are not available.

ROOM AND BOARD

Payment of Fees

FALL AND SPRING TERM CLASSES (FULL-TERM): By the end of the: First week 100% Second week 80% Third week 50% Fourth week 25% After fourth week 0% COURSES SIX TO SEVEN WEEKS IN DURATION: By the end of the: First week of class 100% Second week 50% Third week 25% After third week 0% JANUARY TERM COURSES AND OTHER INTENSIVE COURSES: By the end of the: First day of class 100% Third day of class 50% After third day of class 0% No refund of course supervision fees or of clinical pastoral education fees will be made. No refund of activity fees will be made after completion of the second week in Fall or Spring Terms. No refund of Cultural Immersion program fees will be made after the third day of class.

The Center for Academic Literacy

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

ATLANTA THEOLOGICAL ASSOCIATION Through the Atlanta Theological Association

The John Bulow Campbell Library

The library, which is named for John Bulow Campbell, an Atlanta businessman and member of Columbia’s Board of Trustees during the 1930s, serves a vital role at the seminary. The library offers resources and spaces for student and faculty to engage in research, and to explore theological topics and concerns beyond the typical classroom experience. As a primary function of the library is to support the curriculum, the library operates as an extension of the classroom and is well prepared to engage users in a variety of ways and with a variety of Theresources.library’scollection includes over 153,000 books (electronic and print), current print periodical subscriptions and numerous electronic subscriptions, thousands of church records, over 6,000 Presbyterian Women’s Histories and archival collections, and many media resources and databases selected to serve the changing landscape of theological education. The library participates in GALILEO (Georgia Library Learning Online), allowing access to over 170 additional databases for students and faculty. The library seeks to meet the needs of all students with services designed for both on- campus and online learning environments. On-campus library services include a continuously and professionally staffed central reference/circulation desk, computer workstations installed with Word, Adobe Pro and Accordance, scanner/copier, , and a wireless environment throughout the facility. The library space is designed with the current theological user in mind and offers a large quiet reading room, small and large study spaces, natural lighting, individual study carrels. Online library services include an “Ask Erica” reference portal (including email and Zoom options for library assistance), quick tips and guides, one-minute instruction videos, research tutorials, and electronic course reserves.

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

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

Resources and Related Academic Programs

ATLANTA REGIONAL CONSORTIUM FOR HIGHER EDUCATION

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

CROSS-REGISTRATION AT THEOLOGICAL INSTITUTIONS OF THE PRESBYTERIAN CHURCH (USA)

A policy of reciprocal cross-registration at the ten theological institutions of the Presbyterian Church (USA) is designed to strengthen the theological education of persons preparing for ministry in the denomination. This policy permits students registered in master’s degree programs to take courses at any of the other institutions without paying additional tuition. Tuition for a course is charged at the home institution. For additional information, contact the Office of Academic Affairs.

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

CLINICAL PASTORAL EDUCATION

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

CERTIFICATE PROGRAM IN NONPROFIT MANAGEMENT AT GEORGIA STATE UNIVERSITY

(ATA), Columbia enjoys academic and professional affiliations with Candler School of Theology (Emory University), Erskine Theological Seminary, Interdenominational Theological Center, Lutheran Theological Southern Seminary and McAfee School of Theology (Mercer University). The association develops and coordinates educational programs and resources of these member institutions, which include approximately sixteen hundred students, two hundred faculty, and a combined library collection of over 600,000 volumes. Among significant and promising cooperative endeavors are cross registration, sharing of faculty, library and lectureship resources, and experimental programs in various academic disciplines and professional specializations.

CROSS-REGISTRATION AT AREA SCHOOLS

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

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

Columbia is a founding and ongoing co-sponsor of the Hispanic Summer Program (HSP), which provides theological training to Hispanic and Latino/a seminarians and allies from schools across the United States and Puerto Rico since its founding 1989 under the leadership of Dr. Justo González. HSP offers two-week three-credit elective summer intensive courses at rotating sites with visiting faculty from different schools. For more information about HSP, see https:// hispanicsummerprogram.org/ or contact the Office of Academic Affairs.

PARTNERSHIP WITH PRESBYTERIAN CHURCH CAMP AND CONFERENCE ASSOCIATION

APPALACHIAN MINISTRIES EDUCATIONAL RESOURCE CENTER

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

CERTIFICATION IN CHRISTIAN EDUCATION

Columbia has an official relationship with the Presbyterian Church Camp and Conference Association (PCCCA). This organization supports the camps and conference centers of the Presbyterian Church (USA) and the Presbyterian Church in Canada by equipping leaders for vibrant and sustainable ministries. In 2008, the seminary created a partnership with PCCCA to help prepare our students for ministries that include camps, conferences, and retreats. The seminary is committed to providing a consistent schedule of courses in the field of camp and conference ministry. The P606 Camp/Conference Program and Administration course is currently offered during the January term. Students also may attend courses offered through the Compass Points Certificate Program (see below).

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

HISPANIC SUMMER PROGRAM

NATIONAL CAPITAL SEMESTER FOR SEMINARIANS

COMPASS POINTS CERTIFICATE PROGRAM

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

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

International Theological Education

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

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

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

These programs include:

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

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

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

• Two week DMin and DEdMin travel seminars to China, Germany, Korea, South Africa, and Switzerland, with plans to offer travel seminars to Cuba, Ghana, and Palestine.

Columbia in Service to the Church and its Ministry

NEW STUDENT ORIENTATION

Yearly Schedule

NEW INTERNATIONAL STUDENT ORIENTATION

ANNUAL STUDENT MEETINGS

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

Many networks of relationships and organizations, both formal and informal, shape community life at Columbia. The life of the seminary is as easily celebrated over a cup of coffee as it is in the ceremony of graduation.

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

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

Community Life

While the majority of master’s degrees graduates accept calls to congregational ministries, others are called into different areas of Christian service to the Church and world. These avenues include further graduate study in one of the traditional theological disciplines; Clinical Pastoral Education and focused

Each year, Office of Student Affairs and Community Life (OSACL) hosts a series of returning student meetings to ensure students are aware of degree program and other requirements associated with their current year of study. Returning students are required to participate in Annual Student Meetings. Community Events During the year, a number of community events such as the monthly Seminary wide lunch gathering Common Table, bring together the whole of the community for celebration, interaction, and fellowship. The Office of Student Affairs and Community Life creates culturally adaptive, student-centered programs that contribute to every student’s sense of belonging while challenging and empowering students to constructively engage across difference. Vocational Support and Development Columbia’s students seeking a call find a wide range of ministry options available to them at graduation.

The following paragraphs briefly describe some of the structured events and organizations in which students participate during the academic year.

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

JAMES T. AND CELESTE M. BOYD BOOK FUND AWARD

WILDS BOOK PRIZE Eligibility: MDiv Graduating Students

61 study in the art and science of pastoral care; work in international missions; service in a social ministry agency; chaplaincy in hospitals, schools, or the military services; campus ministry; teaching; and ministry in denominational staff positions. Housed within the Office of Student Affairs and Community Life, Vocational Services seeks to integrate vocational discernment and placement services. Partnering with the entire community in creating a culture of discernment, the office provides opportunities for growth and practice, and guiding students with practical job search skills. Programming includes workshops on discernment, resume and cover letter writing, interview skills, networking, and negotiating a call. Individual advising includes guidance on discernment, the ordination process, preparation for exams, and review of job search Columbiamaterials.maintains

Eligibility: First-level Master’s Degrees Graduating AStudentscashaward given each year to a first-level master’s degrees graduating student who in the judgment of the faculty would be a good steward of a theological library and has demonstrated a desire through studies to build a personal theological library.

ROBERT H. RAMEY CHRISTIAN LEADERSHIP AWARD

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

Eligibility: MDiv Graduating Students

A cash award given to the graduating student selected by the faculty for the highest distinction in academic work over the entire seminary program in the Master of Divinity degree program.

close ties with congregations seeking pastors and other calling agencies. Announcements are posted regarding a wide variety of ministry opportunities. Individual personal information forms are sent to congregations and agencies that request them. Each year pastor nominating committees come to campus to interview seniors. As a result of these efforts, graduates ordinarily receive calls in a timely manner. However, while Columbia can provide the resources and consultation, responsibility for placement after graduation lies with the student. Community Worship and Convocations

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

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

ABDULLAH AWARDS Eligibility: All Degree Students

LYMAN AND MYKI MOBLEY PRIZE IN BIBLICAL

JULIA ABDULLAH AWARD Eligibility: All Degree Students

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

Eligibility: MDiv Graduating Students

SCHOLARSHIP Eligibility: All Degree Students, Faculty

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

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

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

EMMA GAILLARD BOYCE MEMORIAL AWARD

WILLIAM DUDLEY FUND AWARD

LUDWIG RICHARD MAX DEWITZ OLD TESTAMENT STUDIES AWARD Eligibility: First-level Master’s Degree Students

AWARD Eligibility: First-level Master’s Degrees Graduating AStudentscashaward given to the first-level master’s degree student who prepared the best New Testament exegesis during the academic year. A judging committee of professors of New Testament nominate a person to the faculty for election.

Award(s) to graduating MDiv seniors who have evidenced achievement, interest, and commitment in evangelism and church growth, to be used within a five-year period for costs associated with continuing education or graduate study in evangelism and church growth at Columbia Theological Seminary.

SAMUEL A. CARTLEDGE NEW TESTAMENT STUDIES

PRESBYTERIAN WOMEN OF THE PRESBYTERY OF ST.

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

This award is made available each year by the late Rev. Gabriel Abdullah, an alumnus of the seminary. The cash prize is for the best paper on the subject, “How to make the church school hour the most interesting hour of the week.”

Eligibility: MDiv Degree Students

Faculty members may nominate persons to the First-level Master’s Degrees Committee who will nominate two persons for recommendation to the faculty.

ANDREW PREACHING AWARD

PAUL T. FUHRMANN BOOK PRIZE IN CHURCH HISTORY

AWARD

Eligibility: Graduating Students

WILLIAM RIVERS WADDEY AWARD

Eligibility: All Degree Students

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

Eligibility: DMin Graduating Students

JOHN NELSEN AWARD: THE BIBLE AND THE MISSIONAL CHURCH

Eligibility: MDiv Students

Eligibility: MDiv Graduating Students

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

BUECHNER AWARD IN PREACHING

HAROLD J. BOOK

Eligibility: DMin or DEdMin Graduating Students

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

Eligibility: Graduating First-level Master’s Degrees

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

A cash award given to a graduating student, selected by the faculty in consultation with the pastoral care faculty, who shows the highest distinction in the field of pastoral care, especially in the area of terminally ill patients.

This award was established by the family of Mr. and Mrs. R. W. Stuckey in their honor to highlight the work of ministry in rural congregations. The cash prize is awarded annually to an MDiv student who has done outstanding ministry in a rural congregation.

GEORGE AND SALLY TELFORD AWARD

FLORRIE WILKES SANDERS PRIZE IN THEOLOGY

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

RIDDLE MEMORIAL

INDIANTOWN COUNTRY CHURCH AWARD

FLORIE S. JOHNSON AWARD

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

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

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

Graduate Fellowships

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

Graduating Students

BUECHNER AWARD IN WRITING Eligibility: Graduating Students

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

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

The Columbia Graduate Fellowships were initiated by the class of 1941.

FANNIE JORDAN BRYAN FELLOWSHIPS

ANNA CHURCH WHITNER FELLOWSHIPS

DABNEY AND TOM DIXON CREATION CARE PREACHING AWARD Eligibility: All First-level Master’s Degrees

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

EMMA GAILLARD BOYCE GRADUATE FELLOWSHIP

This cash award was established in 2013 by Dabney and Tom Dixon. It is awarded to the student who prepares the best sermon that addresses the intersections of the Bible, the Church, and environmental concerns (e.g., sustainability, resilience, water, land, energy, climate change, food, communicable disease).

HARVARD A. ANDERSON FELLOWSHIP

Columbia Graduate Fellowships

VICTOR ALOYO, JR. • 2022 | President BA College of New Rochelle; MDiv Princeton Theological Seminary; EdD University of Pennsylvania

KELLY D. CAMPBELL • 2013 | Associate Dean for Information Services and Director of the John Bulow Campbell Library BS Wichita State University; MLS Texas Women’s University; MATS Golden Gate Baptist Theological Seminary; EdD Pepperdine University

She is passionate about equipping people for learning and life, strategizing to develop best practices, and providing high quality service. Her current research focuses on leading others to strive for excellence, and contributing to organizations by helping to develop future leaders.

KATHY DAWSON • 2004 | Benton Family Associate Professor of Christian Education BA California State University, Long Beach; MACE Presbyterian School of Christian Education; MDiv Columbia Theological Seminary; PhD Princeton Theological Seminary

He has served in theological higher education for more than thirty years in admissions, enrollment management, advancement, and as a chief diversity officer. Simultaneously, he has served multicultural and multilingual congregations as an organizing pastor in New York and New Jersey since 1999. As a theological educator, Aloyo focuses on congregational leadership formation, new church development, urban ministry, diversity, equity, and inclusive excellence.

Her interests revolve around spiritual development, creative teaching methodologies, curriculum theory, and children’s ministry. Her current research explores how parents and the church can have faithful conversations around fantasy literature for children and youth. She was chosen as the 2015 Educator of the Year by the Association of Presbyterian Church Educators.

Faculty

BRENNAN WILLIAM BREED • 2012 | Associate Professor of Old Testament and Director of QEP BA University of Virginia; MDiv Princeton Theological Seminary; PhD Emory University

His research focuses on the reception history of the Bible, which traces the divergent uses and understandings of biblical texts from their ancient contexts of production to the present day. His other interests include Hebrew poetry, biblical theology, textual criticism, ancient and medieval visual art, and philosophy.

WILLIAM PATRICK BROWN • 2004 | William Marcellus McPheeters Professor of Old Testament BA Whitman College; MDiv Princeton Theological Seminary; PhD Emory University

He has abiding interests in the use of scripture in the life of the Church and the world, particularly in the context of ecology and justice. Specific interests include creation theology, faith and science dialogue, the Psalms, and wisdom literature (Proverbs, Job, and Ecclesiastes). He was named as a Henry Luce III Fellow in Theology for 2007–2008

Her research and teaching interests include decolonial and anti-racist approaches to religious and interreligious education, particularly in the contexts of theological and spiritual formation of children and youth among communities of color.

He is interested in applications of pastoral theology, care, and counseling to both congregational life and clinical settings. Research interests include psychoanalytic theory, marriage and familytherapy, and psychological/religious dimensions of literature and film.

BA Colorado College; MDiv, ThM Princeton Theological Seminary; PhD University of Virginia

His research interests include contemporary Christian theologies worldwide, Christology, Lived Theology (the interrelationship between religious beliefs and practices), and the work of Kwame Bediako and Karl Barth.

TIM HARTMAN • 2014 | Associate Professor of Theology BA Stanford University; MDiv Princeton Theological Seminary; PhD University of Virginia

ISRAEL GALINDO • 2013 | Associate Dean for Lifelong Learning

His interests are in the areas of congregational and organizational leadership, instruction and pedagogy, educational assessment, and Christian faith formation. His work in lifelong learning includes helping leaders apply Bowen Family Systems theory for healthy and effective functioning in home and work settings.

JOHN WILLIAM HARKINS III • 1999 | Senior Lecturer in Pastoral Theology and Care BA Rhodes College; MDiv, PhD Vanderbilt University

BA Northeastern College; MRE, MDiv, EdD New Orleans Baptist Theological Seminary

His wide-ranging interests include: ethics in neo-orthodox theologies, medical and business ethics, the American philosophical tradition of pragmatism, and the role of religion in political philosophy.

BA Yale University; MDiv, PhD Princeton Theological Seminary

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

ANNA CARTER FLORENCE • 1998 | Peter Marshall Professor of Preaching and Worship

BA University of Washington; MDiv, ThM Princeton Theological Seminary; PhD Claremont School of Theology

She is interested in historical, theological, aesthetic, and performative dimensions of preaching, and in reflecting on the theories and practices that emerge when preaching engages other fields and different traditions. Her current research focuses on testimony, feminist theology, the role of experience in preaching, and the history of preaching women.

CHRISTINE J. HONG • 2017 | Associate Professor of Educational Ministry and Director of the DEdMin Program

Her research interests include Reformed theology, liturgical theology (especially the theology and practice of the sacraments), and feminist theologies. She also has interests in ecumenical theology and interfaith issues including: Reformed-Roman Catholic relations, Christian-Jewish relations, and the religions of India. She recently co-edited a volume on Karl Barth and comparative theology and published a commentary on the book of James (both 2019).

He is interested in homiletical theories and theologies, continental philosophies (esp. poststructuralism, existentialism, and phenomenology), and emerging expressions of faith and practice in postmodern, post-Christian contexts. His research focuses on alternative epistemologies for sermon development and delivery, the philosophical and theological conditions for the im/possibility of preaching, contextual/constructive biblical hermeneutics and theologies, and the ways in which preaching interacts with cultures and traditions.

RAJ NADELLA • 2012 | Samuel A. Cartledge Associate Professor of New Testament

BA Gardner Webb University; MDiv Princeton Theological Seminary; PhD Emory University

67 MELINDA A. MCGARRAH SHARP • 2017 | Associate Professor of Practical Theology and Pastoral Care and Director of the MAPT program

His research and teaching interests include Bakhtin and Biblical Studies and postcolonial readings of the New Testament, especially the parables of Jesus. Additionally, his research focuses on New Testament perspectives on the issues of economic justice and their ethical and theological implications for the Church and society today.

As an educator and practical theologian, she is interested in how spirituality is embodied by individuals and communities in their contexts especially in intersections of identities and pedagogical approaches to formation. She is passionate about cultivating and strengthening communities of faith. Her research interests include postcolonial approaches to interfaith encounters, contextual theology, and ethnography.

MARTHA MOORE-KEISH • 2004 | J.B. Green Professor of Theology AB Harvard College; MDiv Union Theological Seminary in Virginia; PhD Emory University

BTh Serampore College; MDiv/BD United Theological College; MABL Graduate Theological Union; PhD Union Theological Seminary in Virginia

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

BA University of Florida; MDiv Duke Divinity School; STM Union Theological Seminary; PhD Claremont School of Theology

JACOB D. MYERS • 2015 | Wade P. Huie Associate Professor of Homiletics and Director of the MA(TS) Program

BA University of Virginia; MAR Yale Divinity School; MA, PhD Vanderbilt University

Her research includes intercultural pastoral care, particularly the intersections between care, ethics, and postcolonial studies. She is interested in teaching and learning forms of care that weave global interconnectedness, moral imagination, and faith practices.

REBECCA F. SPURRIER • 2016 | Associate Dean for Worship Life and Assistant Professor of Worship BA Calvin College; MDiv Candler School of Theology; PhD Emory University

MARCIA Y. RIGGS • 1991 | J. Erskine Love Professor of Christian Ethics and Seminary Ombudsperson AB Randolph-Macon Woman’s College; MDiv Yale Divinity School; PhD Vanderbilt University

Her current interests are in the areas of descriptive ethical analysis addressing the relationship between social processes of oppression and socio-religious ethical praxis; ethical discourse that bridges the gap between womanist religious scholarship and the practice of ministry in the Church; moral foundations for public policy; and the Church and its role in social justice ministry. She was named as a Henry Luce III Fellow in Theology for 2018.

MITZI J. SMITH • 2019 | J. Davison Philips Professor of New Testament BA Columbia Union College; MA the Ohio State University; MDIV Howard University School of Divinity; PhD Harvard University

He is interested in educating and forming persons for the transformative praxis of ministry in Church and society. He bridges the Church, community, and seminary through his teaching, ministry, and scholarship in the areas of practical theology, congregational studies, ethnographic research, urban church ministry, black church studies, congregational leadership, and evangelism.

She is passionate about equipping seminarians to lead the church in ministries of healing, justice, and reconciliation. Her research integrates behavioral health, theology, and race/ gender studies to address the individual and societal legacies of racial and gender oppression. She is currently working on a book about self-care and emotional labor in social justice activism.

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

JEFFERY L. TRIBBLE SR. • 2007 | Associate Dean for Advanced Professional Studies and Associate Professor of Ministry BS Howard University; MDiv Garrett-Evangelical Theological Seminary; PhD Northwestern University

CHANEQUA WALKER-BARNES • 2021 | Professor of Practical Theology and Pastoral Care BA Emory University; MS, PhD University of Miami; MDiv Duke University

She is interested in theologies and practices of public worship that reflect the beauty and tension that human difference brings to Christian liturgy. Engaging ethnographic theology, disability studies, and liturgical aesthetics, her research explores the hope of human interdependence and the importance of liturgical access for ecclesial practice and Christian community. She integrates a focus on liturgical and practical theology in the classroom with the formation of worship leaders through daily chapel services.

BSE University of Pennsylvania; MDiv Westminster Theological Seminary; ThM, PhD Emory University

Adjunct/Visiting Professors Katie Owen Aumann Jennifer ChristopherAycockHolmes

CHRISTINE ROY YODER • 1998 | Dean of Faculty, Vice President for Academic Affairs and J. McDowell Richards Professor of Biblical Interpretation BA Swarthmore College; MDiv, PhD Princeton Theological Seminary

His research interests within the history of Christianity in the United States include the expansion of the American foreign missionary enterprise, the formation of immigrant religious communities, the religious cultures of the American South, the Presbyterian experience, and the transnational encounter between American and Korean Protestants across both nations.

His work and research centers around building 21st-century churches. His writing and research is done with congregations as they partner to be faithful to the call of being the Body of Christ. He is presently working on ways the Church can use multi-media approaches and web 2.0 strategies to be effective at evangelism and discipleship.

69 HARUKO NAWATA WARD • 2002 | Professor of Church History

Caitlin CynthiaHublerParnell McDonald Joel Winchip

Her research interests include creation theology, wisdom literature, the socio-historical and theological dynamics of the post-exilic period, women in the Bible, and the history of methodologies of biblical interpretation. She was named as a Henry Luce III Fellow in Theology for 2014-2015.

Theological Seminary in the City of New York; PhD The Catholic University of America

Her research interests include the age of Reformations, the Jesuits, encounters of cultures and religions, women and religious vocation, history of biblical interpretation, history of Christianity in Asia, and justice issues in Church history.

Her research interests are centered in her life’s passion: the worship life of the Christian church. Specifically, they are Christian Initiation, Patristics, Ritual Theory and Praxis, Pneumatology, and the Early Worship Practices of Africans Americans. She also serves as a grants advisory board member of the Calvin Institute of Christian Worship.

WILLIAM YOO • 2014 | Associate Professor of American Religious and Cultural History and Director of the MDiv Program

BFA Tokyo University of Fine Arts and Music; MA New York University; MDiv Southeastern Baptist Theological Seminary; ThM, PhD Princeton Theological Seminary

RALPH C. BASUI WATKINS • 2011 | Peachtree Professor of Evangelism and Church Growth AA American River Junior College; BA California State University at Sacramento; MA University of Dubuque Theological Seminary; DMin Pittsburgh Theological Seminary; PhD University of Pittsburgh; MFA Savannah College of Art and Design

LISA WEAVER • 2018 | Assistant Professor of Worship BA Bernard M. Baruch College; MA Columbia University Teachers College; MDiv Union

Courses

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

SUPERVISED MINISTRY serves an integrative function for the curriculum. Students are involved in the actual practice of ministry under compe tent supervision. Through experiential, relational, and inductive learning, students explore the forms, styles, contents, and concepts of ministry and put into practice what they have learned through stud

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

Curriculum and

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

HISTORICAL-DOCTRINAL AREA studies help students understand the past as a means of com prehending the present. Students engaged in these studies also struggle to form their own theology and to discover what it means to be Christian today. Since Columbia stands within a Reformed tradi tion, historical-doctrinal studies are concerned not only with right thinking, but also with the relation of Christian faith and doctrine to all arenas of life. Therefore, studies in this area engage students in consideration of the social, political, economic, and cultural life of today in the United States and across the world. In historical-doctrinal studies students ac quire the tools they will need throughout their lives for dealing theologically with themselves and the world around them, tools that will enable graduates to lead the Church in a prophetic and reconciling way as it works out its mission in the world.

The letter in the course designation is determined by the area in which it is offered: B for Biblical; HD for Historical-Doctrinal; P for Practical Theology; I for Interdisciplinary; and SM for Supervised Ministry. For Columbia courses, the hundred’s digit refers to whether the course is a required course for a degree program or whether it is an elective course. 500s are required courses in the master’s degree 600sprogramsare elective courses for master’s degree stu dents, those numbered 650 and above typically requiring prior work in the area 700s are required courses for advanced degree 800sprogramsare elective courses for advanced degree pro Agramscurrent list of courses can be found at www.ctsnet. edu .

71 ies in the biblical, historical-doctrinal, and practical theology areas. These studies are integrated with the practice of ministry and personhood of each stu dent. Courses of Instruction The following pages provide representative illustra tion of the courses taught by the faculty of Co lumbia. The registrar publishes the specific course offerings in the preceding spring each year. Copies are available in the Office of Academic Affairs and on the web. The faculty reserves the right to modify individual course requirements within a degree program. Such changes will be effective the next time such courses are offered or at a later date as determined by the faculty. Degree programs and their major require ments will remain unchanged for students entering that program, but changes may be made at any time to be effective for all entering students in the next academic year.

A Hebrew-based biblical exegesis course focusing on the Song of Songs. Prerequisite is B505 Introductory Biblical Hebrew or equivalent.

Prerequisite B505 Introductory Biblical Hebrew or 3equivalent.credits B549 Song of Songs: Hebrew-based Exegesis Yoder

3 credits

Biblical Area

This two-semester course (Parts I and II) studies the diverse literature of the Old Testament, considers the historical and cultural contexts of the ancient world that produced it, introduces critical methods of biblical interpretation, and highlights the significance of the Old Testament for Christian faith. 3 credits each semester.

6 credits B530 New Testament Interpretation Nadella, Smith This course introduces the content, major forms, and contexts of the New Testament documents, the history and development of earliest Christianity, as well as methods of biblical interpretation.

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

B501 Essentials of Greek Smith; Holmes, adjunct Provides intensive study of the essentials of Koine Greek grammar, syntax, and vocabulary preparatory to reading the Greek New Testament.

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

3 credits B505 Introductory Biblical Hebrew Breed Introduces the essentials of Hebrew grammar, syntax, and vocabulary preparatory to study of the Hebrew Old Testament.

3 credits

3 credits B551 Creation Texts: Hebrew-based Exegesis Brown Students will translate and interpret various Hebrew texts that focus on creation in one way or another, from Genesis to Psalms and the Wisdom literature.

3 credits B520, B521 Old Testament Interpretation I & II Breed, Brown

Prerequisite: B505 Introductory Biblical Hebrew or 3equivalent.credits

3 credits B553 Eighth Century Prophets: Hebrew-based Exegesis Breed

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

This Hebrew-based exegetical course guides participants through the variety of genres featured in the book of Psalms, from lament to praise. Participants will refine their translation skills as well as broaden their exegetical toolbox by exploring various methods of interpreting the Psalms. Prerequisite B505 Introductory Biblical Hebrew or 3equivalent.credits

This course will explicate linguistic, theological, historical and political aspects of select texts from Luke-Acts. It will offer tools for interpreting the texts in light of current socio-political contexts for the purposes of preaching and teaching in congregations. Prerequisite B501 Essentials of Greek or equivalent.

3 credits

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

3 credits B566 Luke-Acts: Greek-Based Exegesis Nadella

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

B562 Mark and Method: Greek-based Exegesis Nadella An introduction to the art and practice of exegesis through the study of Mark's gospel. Students will engage in close reading of the text by means of a variety of critical methods, drawing from: historical, literary, social, and cultural criticisms. Prerequisite B501 Essentials of Greek or equivalent.

This Hebrew-based exegesis course explores the origin and shape of the so-called Deuteronomistic History, the nature of prophecy in Israel and the ancient Near East, and the rise and fall of Israelite and Judean monarchies. Prerequisite: B505 Introductory Biblical Hebrew or equivalent.

B552 Genesis: Hebrew-based Exegesis Brown

3 credits B555 The Book of Daniel and Biblical Aramaic: Hebrew-based Exegesis Breed

3 credits B558 The Psalms: Hebrew-based Exegesis Brown

B557 The Book of Kings -Politics, Prophets, Worship & War: Hebrew-based Exegesis Breed

credits B605 Genesis Yoder Explores the book of Genesis, paying particular attention to its ancient Near Eastern contexts, narrative and character development, and theological perspectives. Considers modern interpretive approaches to Genesis, the lasting influence of the book on Western art and literature, and interpretations and uses of the book in Judaism, Christianity, and Islam.

This course will explicate linguistic, theological, political, and historical aspects of select texts from John's gospel. It will offer tools for interpreting gospel texts in light of current socio-political contexts for the purposes of preaching and teaching in congregations. Prerequisite B501 Essentials of Greek or equivalent.

3 credits B573 Revelation: Greek-based Exegesis Holmes, adjunct In this course, students will engage in close and critical readings of the Greek text of Revelation. Students will explore Revelation’s distinctive rhetoric, theological vision,socio-political context, and contemporary appropriation in communities of faith. Greek-based exegesis course. Prerequisite B501 Greek. Online.

B568 John: Greek-based Exegesis Nadella

3 credits B571 Matthew: Greek-Based Exegesis Smith In this course, students will review basic Greek grammar, learn some intermediate Greek grammar, and build Greek vocabulary while reading passages from the Greek text of the Gospel of Matthew. Students will become familiar with the content and historical context of Matthew. Students will also learn how to perform word studies of Greek words within the literary context of Matthew. This course requires that students write an ‘exegesis’ paper. Students will be expected to interpret the scripture passage/pericope on which they choose to write their ‘exegesis’ paper and to utilize their facility with Greek. In writing the ‘exegesis’ paper students will engage a contemporary social justice issue. Prerequisite: B501 Essentials of Greek or 3equivalent.credits

3 credits

3 credits B574 Hebrews: Greek-based Exegesis Holmes, adjunct In this course, students will engage in a close reading of the book of Hebrews using the Greek text.

3 credits B570 Acts of the Apostles Galatians: Greek-based Exegesis Smith In this course students will engage in close critical readings of Galatians and the Acts of the Apostles with consideration to literary and historical contexts, as well as the Greek texts. Particular attention will be given to the proclamation or kerygma of the early ekklesia, theological constructions, revelation, community, violence, hierarchy, ‘othering,’ and the intersection of race or ethnicity, gender, class, sexuality, and/or religion. Prerequisite B501 Essentials of Greek or equivalent.

B572 First Corinthians: English and Greek-based Exegesis Smith First Corinthians is addressed to the ekklesia that the Apostle Paul founded in Corinth. In this course students will engage in close critical readings of Paul’s letter to the Corinthian believers. Readings will consider historical and literary context, as well as the Greek text. Students will discuss Paul’s reason for writing, his rhetorical responses to the problems in Corinth, ancient Roman slavery, the intersection of gender, authority, and hierarchy, as well as contemporary relevance. An English-based course, that may be taken as Greek based exegesis with permission of the instructor and prerequisite B501 Essentials of Greek or equivalent.

B614 The Emergence of Yahwism Breed Explores the origins and development of the Yahwistic religion of ancient Israel, including the history of the divine name YHWH, the significance of YHWH’s remote desert origins and connections to Midianites and Edomites, various theories concerning the emergence of the ancient Israelites, Israel and YHWH’s distinctive connections with marginal socio-cultural groups, the gradual development of monotheism, the evolution of the divine council, the presence of the divine feminine in ancient Israel, and comparisons with the religious practices of other cultures in the Southern Levant. The course concludes with reflections on the implications for contemporary theology and Christian practices.

B607 The Little Bible: The Book of Psalms in Dialogue Brown Considers how the book of Psalms engages God and the community dialogically, liturgically, and 3pastorally.credits

3 credits B612 Lamentations and 2-Isaiah Yoder Explores Lamentations and Second-Isaiah (Isa 40-55) using a variety of interpretative methods. Pays particular attention the texts’ ancient Near Eastern context, diverse literary genres, descriptions of trauma and suffering, attempts at comfort, and theological significance. Considers both as vital resources for Christian faith, proclamation, and mission.

3 credits

B608 Ecclesiastes and Its Consequences Breed Traces the interpretation of the book of Ecclesiastes in Jewish and Christian communities in various modes (e.g. theology, liturgy, visual art, music, philosophy, film). Focuses on important questions raised by the book of Ecclesiastes as well as crucial interpretive problems as they feature in the reception history of this biblical text. English based. 3Online.credits

3 credits B616 Exodus Yoder Explores the book of Exodus using a variety of interpretative methods. Pays particular attention to the book’s ancient Near Eastern context, narrative development, diverse literary genres, and theological significance. Considers Exodus as a vital resource for Christian faith, proclamation, and mission.

3 credits B618 Women in the Bible Hubler, adjunct This course examines the literary depictions of particular women characters in the Old Testament. The goal is to comprehend the complexity of biblical women and equip students as thoughtful, informed interpreters of their stories."

3 credits

B610 Dialogue, Diversity, and Transformation in the Old Testament Brown In a time of polarizing division in American culture, the possibility of mutual dialogue and understanding might seem like an impossible dream. Contrary to popular opinion, however, the Bible is itself a braided tapestry of differing perspectives preserved for critical dialogue and praxis. Participants will explore the rich theological diversity of the Hebrew Scriptures dialogically from Genesis to the Psalms and the Wisdom literature. In so doing, participants may discover ways to host genuine dialogue within their own communities in such a time as this.

3 credits B632 Intersectionality, Social (In)Justice and Womanist/Feminist Biblical Interpretation

3 credits B630 The Bible and Visual Art Breed

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

3 credits

B635 Roman Slavery, the New Testament, and Contemporary Slave Narrative Smith

The historical-political context in which Jesus lived and the biblical writers wrote was the Roman Empire, and Rome was an ancient slave society in which slavery was a pervasive reality. The course will explore slavery under the Roman Empire as a significant context for critically reading certain New Testament texts. How can Roman slavery help us understand certain NT texts? And what might the NT reveal about slavery and its authors? Focused attention will be on Philemon, 1 Corinthians, Galatians and the Gospels. The course will compare ancient Roman slavery with slavery in the antebellum South, observing the similarities and differences. The continuities allow students to place NT texts in conversation with antebellum texts and to imaginatively fill gaps in the former. Spiritual slave narratives and other historical documents demonstrate how slave masters used the NT to support slavery and how enslaved and freed Africans interpreted NT scripture based on their own 3experiences.credits B637 Paul as Local Theologian Holmes, adjunct Considers the letters of Paul as examples and resources for local theology. Explores the nature of local theology as the intersection of cultural context, tradition, and the church. Applies theory and practice of local theology to reading Paul’s letters and thinking of him as a theologian. English based. 3 credits B628 Postcolonial Readings of the Gospels Nadella Reads selected Gospel texts in their first century colonial contexts and examines how they have been used to justify oppressive agendas such as the colonial enterprise of the 18th, 19th and 20th centuries as well as neocolonial structures in various contemporary domains. Explores interpretive strategies for reclaiming Gospel texts for liberative purposes.

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

This online intensive explorations course will critically read the Gospel of Luke from Africana and womanist perspectives with special attention to God’s visitation with the marginalized, the poor, people without homes, and/or masses ‘who stand daily with their backs against the wall,’ including women and people labeled as sinners. Reading Luke from Africana and womanist perspectives allows students to experience how people with a collective history and present existential experience with trauma based on the intersection race, gender, class, and sexuality read Luke to affirm God’s presence with them and to remain hopeful in, and faithful to, the God who is able to do all things and who visits with the most vulnerable. Particular attention will be given to Lukan material and how ‘Luke’/the author revised his sources for his purposes in the Gospel of Luke. Also, students will gain facility in reading Lukan texts within their literary contexts, with some attention to historical context. This course will also host a few guests who experienced homelessness, minister to persons who are homeless, and/or are 3activists.credits B692 Exegetical Research in Old Testament Breed, Brown, Yoder 3 credits B693 Research in Old Testament Criticism or Theology Breed, Brown, Yoder 3 credits B694 Independent Study in Biblical Languages Staff 3 credits B695 Exegetical Research in New Testament Nadella, Smith 3 credits B696 Research in New Testament Criticism or Theology Nadella, Smith 3 credits B699 MA(TS) Final Independent Study Staff

In this independent study, a student works with the primary advisor to develop a reading list in the area of research interest and writes a literature review of the sources in preparation for the thesis writing. This course is supervised by the student’s primary advisor with the assistance of the instructor of the ThM Research Seminar.

3 B704 ThM Thesis Writing Biblical Area Staff Required of all ThM students, leading to the completion of the ThM thesis.

3 credits B702 ThM Thesis Research Biblical Area Staff

This class focuses on the research and initial writing stage for the student’s thesis project, supervised by the advisor and in conjunction with the ThM 3director.credits B703 ThM Literature Review Biblical Area Staff

B638 Luke and African-American Interpretation Smith

3 credits

An independent study in Old or New Testament undertaken in the final semester of the MA(TS) program. Students do analytic, constructive work on a specific topic and produce original research in partial fulfillment of the degree requirements.

B855 Ecclesiastes and Its Consequences Breed Traces the interpretation of the book of Ecclesiastes in Jewish and Christian communities in various modes (e.g. theology, liturgy, visual art, music, philosophy, film). Focuses on important questions raised by the book of Ecclesiastes as well as crucial interpretive problems as they feature in the reception history of this biblical text.

DMin Justice Core Course: Biblical Perspectives of Justice Brown, Smith How is (in)justice characterized in biblical texts? What are the different conceptions of justice in the Scriptures? In this course students will critically and contextually explore justice in the OT and NT. Further students will discuss how biblical perspectives of justice can inform and be placed in conversation with current social justice issues.

3 credits

3 credits B808 The Book of Job Breed

B740J

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

3 credits B801 The Tree of Life: A Study of Proverbs Yoder

B832 Womanist and Feminist Biblical Interpretation and Social Justice Smith This online course will critically engage womanist and feminist biblical interpretation with a focus on contemporary justice issues. The pandemic has highlighted and aggravated existing racialized and gendered disparities, injustices, and violence. Biblical texts and contexts will be analyzed in dialogue with scholarship on medical apartheid, history of black transexuals, and sexual violence. Conversations around gendered sexual violence will include sustained discussion of the crucifixion of Jesus and 3#MeToo.credits

Proverbs invites us into an ancient and ongoing conversation about what is good and wise and true in life. This course explores the book using various interpretive methods, and pays particular attention to how Proverbs shapes the moral and theological imagination of its readers.

3 credits B827 Wisdom's Wonder: Proverbs, Job, and Ecclesiastes Brown The wisdom literature of the Old Testament is rich with insight about God’s relationship to the world and humanity’s place in it. The class will explore the many faces of wisdom in the Bible, focusing specifically on Proverbs, Job, and Ecclesiastes, which together mark the journey of faith and wonder coram deo. Knowledge of Hebrew is recommended but not required.

3 credits

HD560D Love and Justice Douglas

Students examine theories of leadership and ethics in light of current debates about the motives and actions of leaders in both church and society. Students also explore the relevance of such theories for understanding their roles as leaders and followers in various ministerial and institutional contexts. Hybrid or Online. Meets Ethics Distribution 3Requirement.credits

HD562 Providence, Theodicy, and Ethics Douglas Does God act in the world? And why is there so much suffering? No two sets of questions seem more impervious to human thought or more important to life and ministry. They are also the guiding questions of the class. Counts as a Christian Ethics distribution requirement course.

This course traces global movements of Christianities from the early church to CE1700, using historical-critical analyses of primary texts, the development of ideas and practices, their interactions with other religions, issues of gender and race, and outcomes of diverse traditions of today’s World Christianities.

Historical Doctrinal Area

3 credits

3 credits HD550 Christian Theology I Hartman, Moore-Keish Introduces the basic doctrines of Christian faith. Studies classical theological paradigms, their contemporary reinterpretation, and the significance of theology for the life of the church.

3 credits HD544 History of Christianities: 1500 CE through 2000 CE Ward

HD543 History of Christianities: Beginnings through 1700 CE Ward

The course traces global movements of Christianities from CE1500 to present, using historical-critical analyses of primary texts, the development of ideas and practices, their interactions with other religions, issues of gender and race, and outcomes of diverse traditions of today’s World Christianities. Hybrid.

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

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

Faculty: Mark Douglas, Tim Hartman, Martha Moore-Keish, Marcia Y. Riggs, Haruko Nawata Ward, William Yoo

3 credits

3 credits HD561 Ethical Leadership in an Age of Sectarianism and Polarization Riggs

The history and practice of nonviolence in the United States and around the globe. Nonviolence is explored as the basis of protest movements and as liberation ethics. Class time will also be used to learn strategies of nonviolent protest. Meets Ethics Distribution Requirement.

HD563 Debate and Advocacy for Just Public Policy Riggs Students analyze current debates regarding public policies in light of ethical theories of justice. Each student engages in small group work on a public policy, writes a position paper on a selected policy issue, and develops a program for educating a specific audience on the selected issue. Meets Ethics Distribution Requirement

This course uses social and ethical interpretation of the church as a human community as a point of departure for exploring barriers to and dynamics of moral discourse in communities of faith. Theories of racial, ethnic, gender, and cultural identity are used to examine demographics of communities of faith and students as religious leaders. Theories of conflict transformation, intercultural communication, and dialogue are used to develop models of moral discourse for application in congregations or other group settings in which students practice ministry. Hybrid. Meets Ethics Distribution Requirement.

Douglas Christian ethics involves multiple voices and varied perspectives expressed over time and in many contexts. This course traces the histories that have shaped Christian Ethics, giving special attention to the way they complicate and make possible the church's moral witness. Meets Ethics Distribution 3Requirement.credits

Douglas Considers how we now understand the church`s early confession, "Jesus is Lord," questions whether we should use the same language today and the political implications of doing so. A cross between Christology and political philosophy. Meets Ethics Distribution Requirement.

3 credits HD565 Histories of Christian Ethics

3 credits HD567 Protest in the 20th and 21st Centuries: History and Practice of Nonviolence Riggs

3 credits HD570 Presbyterian History and Polity Yoo; Owen Aumann, adjunct Examines Presbyterian history and polity from the colonial period to the present across diversities of age, ethnicity, gender, geography, and race through careful study of a myriad of source materials ranging from historical texts to the Book of Order. Meets the American Religious History Distribution 3Requirement.credits

3 credits HD564 Envisioning and Practicing Beloved Community Riggs

HD566 Christologies and Politics

Douglas Explores how theologians try to make moral sense of life and death in relation to issues such as euthanasia, abortion, cloning, and healthcare reform. Online. Meets the Ethics Distriubtion Requirement.

3 credits HD568 Issues in Medical Ethics

3 credits HD588 African Christianities and the World Aycock, adjunct Students will examine the intercultural and cross-cultural dimensions of African Christianity as a historically local and global religion. This course will examine popular conceptions of “Africa” in relation to religion, Christianity, and the world in order to investigate Africans as creators of their own Christian histories, theologies, and practices.

HD573 History of Race, Racism, and Reconciliation in American Christianity Yoo This course focuses on the ways in which a diverse array of Christian individuals, congregations, and institutions across U.S. history understood race and privilege, perpetuated or opposed racial discrimination, and pursued reconciliation through careful study of primary sources, scholarly interpretations of American religion, and the work of critical race theorists. Meets the American Religious History Distribution Requirement.

3 credits HD582 Doing Theology amid Religious Pluralism Moore-Keish This course will examine Christian constructive theological responses to the situation of religious pluralism, from the early church to the present, with an emphasis on contemporary voices, such as Jacques Dupuis, Mark Heim, and Paul Knitter. The class will enable students to see that religious pluralism is not a new situation, but one that Christians have been addressing since the writing of the New Testament. Students will read and engage a variety of perspectives on religious pluralism, with the goal of developing their own theological interpretations. Meets World Christianity Distribution Requirement.

3 credits

3 credits HD587 Global Religion, Local Faith: A Historical Survey of World Christianity, 1500-Present Aycock, adjunct Students will study the history of world Christianity as characterized by encounters, expressions, and conflicts that occur across the boundaries of culture, religion, and place. This course will primarily use historical approaches to investigate the ideas, communities, and people who actively generate these phenomena. The course is designed to help students make connections, generate comparisons, and examine the diversity and depth of world Christianity, as well as attend to its compromises with oppressive structures and powers.

HD584 Jesus Christ in Global Perspective Hartman Investigates the unity and diversity of perspectives on Jesus Christ from a variety of social, political, and cultural contexts around the world. The challenges and opportunities of cross-cultural theological conversations are explored in light of the mixed legacy of colonial missions. Connections between Christological models and contextual religious practices are highlighted. Fulfills the MDiv World Christianities Distribution Requirement.

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

3 credits HD602 Christianity in Asia in the Early Modern World Ward This course critically examines the development of Christianity in Asia between the sixteenth and eighteenth centuries. Beginning with the Treaty of Tordesillas (1493) through the Jesuit and later Protestant missions, the course examines the interactions of these missions and the new converts in Asia, the new expressions of Christianity produced, as well as the controversies in Europe regarding the new “native Christianities”. Hybrid.

3 credits

HD608 The Early Jesuits Ward An examination of the writings and works of the Society of Jesus from its inception by Ignatius of Loyola in the 1530s to the papal suppression in 1773. Examines diverse contexts in which the Jesuits were prominent, such as the Spiritual Exercises and active apostolate, Catholic Reform and Counter Reformation, mission and colonialism, world cultures and religions, accommodation and martyrdom, education of clergy and laity, gender and race, and other issues.

3 credits HD603 Women in the Reformations (1400-1700) Ward An examination of representative women who helped shape the Reformation movements. Studies the range of women`s leadership in Lutheran, Reformed, Radical, English, and Catholic Reformations in Europe, Africa, Asia, and the Americas. Addresses the critical issues in studying women in history.

3 credits HD604 The Age of Reformations Ward New approaches to the period known as the age of discovery, expansion, and Reformations in Western Europe (1400 – 1700 C.E.) through a global perspective. Examines diversity of Reform ideas, practices, leadership and networks; and issues of Christianity and mission, colonialism, race, slave trade, other religions, gender and sexuality. Hybrid. 3 credits

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

3 credits HD610 Reformed Theology: Its Shape and Development Moore-Keish

HD606 Eucharist of Crumbs: Women and Vocation in the Medieval Church Ward An introduction to writings by women who found their "vocation" as monastic creative writers, abbesses, theologians, visionaries, mystic teachers, spiritual guides, humanist educators, city reformers, apologists, catechists, and leaders of sodalities. Explores the ways in which biblical, theological, anthropological and social arguments were used against women in officially ministering within the church. Women questioned the status quo and created venues to preach and engage in sacramental 3ministries.credits

HD601 Histories and Diversities of Theology in American Culture Yoo This course investigates the histories of Christian theology in American culture from colonial to recent times. Exploring diverse theologies across U.S. history, the course entails analysis of theological texts and the cultural and historical contexts in which they were formed.

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

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

3 credits HD614 Theology and Community: A Lived Theology Approach Hartman Investigates social consequences of religious belief through resistance against Nazism (Dietrich Bonhoeffer), against racism through the U.S. Civil Rights Movement (Martin Luther King, Jr.), and against Rwandan genocide (Emmanuel Katongole) asking: How do ideas about God shape the way communities and individuals engage the social order?

3 credits HD618 Thinking Theologically with other Religions

3 credits HD619 Black Church Studies Seminar

HD611 Theology of the Holy Spirit: Pneumatology

3 credits HD612 Theologies of Baptism and Eucharist

HD615M What is the Church Today? Moore-Keish We live in a time with many competing claims about what it means to be church. Is “church” an intimate community of disciples with a common life? A global network of Christians with a common mission? A community of believers with a common set of beliefs? In the context of such debates, and drawing from both classical and contemporary theological materials, this class will wrestle with perennial theological questions, including: what is the relationship of Christ and the church? What is the relationship of the Holy Spirit and the church? Is the church “necessary for salvation”? How does the triune God work in and through—and in spite of—the church to accomplish God’s purposes?

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

3 credits

Moore-Keish

3 credits HD615 Theology, Ethics, and Sexuality Douglas, Moore-Keish This course explores the theologies that underlie Christian notions of embodiment, desire, and sexual activity and attempts to connect those theological notions to contemporary issues of sexuality that confront the Church.

Riggs

3 credits

1.5 credits HD623 Ethical Practices: Nurturing the Moral Imagination

Riggs

1.5 credits HD621 Ethical Practices: Conflict Transformation Riggs John Paul Lederach’s theories of conflict transformation along with theories of transformative mediation and narrative mediation are studied. These theories inform the practice of skills for sustaining relationships in contexts of conflict. Students will practice conflict transformation skills and develop their own conflict transformation leadership style and tool kit.

Ethical theory and conflict transformation theory on moral imagination form the basis of this course. Students complete exercises in The Little Book of Contemplative Photography: Seeing with Wonder, Respect, and Humility by Howard Zehr.

1.5 credits

3 credits HD664 Theology of Karl Barth Hartman Offers an overview of the theology of Karl Barth through close attention to his Church Dogmatics, Epistle to the Romans, and selected occasional writings. Barth's understandings of revelation, the Word of God, election, reconciliation, and ecclesiology will be explored. Prerequisite: HD 550 or instructor's permission.

HD624 Prophetic Criticism in the 21st century: Ethicist as Social and Cultural Critic Riggs A seminar exploring how selected theological and social ethical questions are presented in cultural sources such as contemporary movies, novels, political cartoons, music, and visual art. Theories of cultural criticism and liberation theologies and ethics provide the analytical and dialogical frame for the 3course.credits

3 credits HD661 Feminist Theologies Moore-Keish An examination of the roots of the feminist theological movement in earlier Christian history, the significant voices from the 1960`s and 1970`s, and contemporary theologians who are working in feminist theology today. In the final weeks of class, students work on projects on topics of particular interest. Prerequisite: HD550 or equivalent.

3 credits

HD620 Ethical Practices: Nonviolent and Intercultural Communication Riggs Marshall Rosenberg’s Nonviolent Communication: A Language of Life and Min-Sun Kim’s Non-Western Perspectives on Human Communication: Implications for Theory and Practice are theoretical bases for this course. Students learn theory and skills for communicating effectively and compassionately with persons of diverse race-ethnicities, cultures, and religious backgrounds.

HD625 Feminist and Womanist Ethics Riggs A seminar examining historical, sociological, and theological bases of feminist and womanist ethics. Students read feminist and womanist scholars in depth. Students also use a socio-religious ethical framework to analyze gender oppression, to expose sexist and heterosexist practices, and to propose ways to create sexual-gender justice. A semester of theology, bible, and/or church history will be helpful for students in the course.

1.5 credits HD622 Ethical Practices: Difficult Dialogues & Democratic Dialogue Riggs Theories regarding what constitutes dialogue (rather than conversation or debate) as well as the Democratic Dialogue—A Handbook for Practitioners provide theoretical and practical insights for this course. Students will practice dialogue skills and develop dialogue models for discussing difficult topics in the varieties of contexts in which they practice ministry.

This class focuses on the research and initial writing stage for the student’s thesis project, supervised by the advisor and in conjunction with the ThM 3director.credits

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

Staff An independent study in Church History, Ethics, or Theology undertaken in the final semester of the MA(TS) program. Students do analytic, constructive work on a specific topic and produce original research in partial fulfillment of the degree

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

3Hybrid.credits

HD702 ThM Thesis Research Historical Doctrinal Area Staff

3 credits HD740J DMin Justice Core Course: Women of Color as Public Theologians Riggs In this seminar students study the lives and writings women of color or other minoritized women (e.g. religious) from the nineteenth through the twenty-first centuries. The lives and writings of these women are explored as models and sources for faithful discipleship, social activism, and doing public theology (constructive ethical reflection) on issues of social justice.

3requirements.credits

HD703 ThM Literature Review Historical Doctrinal Area Staff In this independent study, a student works with the primary advisor to develop a reading list in the area of research interest and writes a literature review of the sources in preparation for the thesis writing. This course is supervised by the student’s primary advisor with the assistance of the instructor of the ThM Research Seminar.

85 HD691 Independent Study in Church History Ward, Yoo 3 credits HD693 Independent Study in Theology Hartman, Moore-Keish 3 credits HD695 Independent Study in Philosophy Staff 3 credits HD696 Independent Study in Mission, Ecumenics, and World Christianity Staff 3 credits HD697 Independent Study in Ethics Douglas, Riggs 3 credits HD699 MA(TS) Final Independent Study

3 credits HD801 History of Race, Migration and the Making of the American Church Yoo

HD882 Doing Theology Amid Religious Pluralism

3 credits HD811 Antiracist Theologies Hartman In this course, students will explore antiracist theological positions and practices for their ministry contexts. The course will investigate the history of racism in general, the connection between colonialism and racial constructs, the role of Christian theology and churches in supporting racial divisions, and how Biblical and theological resources can be use to counter racism rather than perpetuate it. Students will reflect upon life experiences that have shaped their understanding of race, especially as connected to God and the Christian faith. The majority of readings will be from authors who are black, indigenous, and persons of color.

3 credits

Riggs In this course students will study theories of leadership and ethics. Current issues and events are the backdrop for discussions about motives and actions of leaders in both church and society. Students will also explore the relevance of these theories for (a) developing an adequate concept of ethical leadership for the twenty-first century, (b) understanding the practices of leaders, and (c) assessing and developing their own leadership styles in their various ministry and institutional contexts. Hybrid.

3 credits HD814 Theology and Community: A Lived Theology Approach

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

Moore-Keish Explores Christian constructive theological responses to situations of religious diversity from the early church to the present, with an emphasis on contemporary voices. Inspired by the work of Diana Eck and the Pluralism Project, the approach to “pluralism” will emphasize appreciation for the variety of religious traditions, with attention to difference as well as commonality. Enables students to see that religious pluralism is not a new situation, but one that Christians have been addressing since the period of the New Testament. Students will engage several perspectives on religious pluralism, with the goal of developing their own theological interpretations, and with attention to navigating religious diversity in their specific ministry contexts. Online.

3Hybrid.credits

HD861 Ethical Leadership in an Age of Secularization and Polarization

3 credits HD878 Public Speaking: Shaping Theological Voices for Public Discourse

Hartman Investigates social consequences of religious belief through resistance against Nazism (Dietrich Bonhoeffer), against racism through the U.S. Civil Rights Movement (Martin Luther King, Jr.), and against Rwandan genocide (Emmanuel Katongole) asking: How do ideas about God shape the way communities and individuals engage the social order?

HD810 Reading Karl Barth for Ministry Hartman This course examines the implications of Barth’s theology for the practice of ministry. Particular attention will be paid to his understanding of election, his Christology, and especially his ecclesiology. Both Western and non-Western ministry contexts will be considered.

3 credits

3 credits P501 Introduction to the Theory and Practice of Christian Education Dawson, Hong Examining understandings of God, mission, and education, students learn basic educational concepts, analyze contemporary theories and practices, and develop approaches to Christian education. Meets the Christian Education Distribution Requirement.

P502 Faith and Human Development Dawson Surveys the field of human development and explores the developmental theories and methods that inform current education practice. Faith interviews with children, youth, and adults are used to analyze and critique developmental psychology. Fulfills the educator certification requirements in human development for PC(USA) students. Meets the Christian Education Distribution Requirement.

3 credits P504 Global Christian Spiritualities Hong Christianity no longer holds sway over the American imagination. This calls us to reexamine the reasons and methods for gospel proclamation. Drawing upon theological, philosophical, and sociological materials, this course examines new ways of thinking about the preaching task in light of the shifts that are taking place in the world today. Online. Meets the Christian Education Distribution Requirement.

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

0 credits P500 Introduction to Practical Theology Dawson, McGarrah Sharp This required course in the Master of Arts in Practical Theology (MAPT) degree program introduces the student to the basic vocabulary, understandings, and methods in the field of practical theology. Incorporating a wide variety of teaching methods, this course seeks to show the foundation upon which each of the four areas of concentration rests. This course meets as a one-week intensive course in August of each year with three follow-up sessions set by the course participants during the fall semester that directly follows it.

3 credits

P150 Scripture Reading Practicum Florence, Myers Prepares students to be liturgists and oral interpreters of scripture by offering a performance and proclamation theology for Reformed worship. Required of MDiv students in the first semester as a prerequisite to P530.

This course is an introduction to the theories and practices of Christian leadership. The course will explore such topics as leadership development, systems theory and practice, financial administration, and missional church development examining how Christian leaders exercise legitimate authority by directing, influencing, coordinating, or otherwise guiding the thoughts and behaviors of persons and groups. The course seeks to create a space to discern and develop our unique qualities, characteristics, and expertise of Christian leadership with others through critical reflection and integration of course material. Meets the Christian Leadership Distribution Requirement.

The bible and biblical hermeneutics have shaped the lives of Christians everywhere and in every time. The bible has been harnessed to oppress and to liberate. It has been cited to exclude and include. It has been used to justify the isolation of some Christian communities and the expansion of others. This course will explore how the bible has been used for the formation of Christian and their communities, in different contexts. The course will explore how we might teach the study the bible through liberative pedagogy by utilizing creative educational tools and by incorporating the understanding of developmental theories. Meets the Christian Education Distribution Requirement.

An introduction to the fundamentals of pastoral care, including how to respond in common pastoral situations (including individual, premarital, couples, family, and crisis situations). Students develop a biblical and theological framework for understanding their own pastoral identity, the meaning of care of persons, and the pastoral role of Christian community. Attention is given to professional ethics, gender and intercultural sensitivity, making appropriate referrals, and the spiritual importance of self-care and boundaries.

3 credits P530 Preaching and Public Proclamation Florence, Myers

This course prepares students to proclaim the good news of the gospel in and beyond the pulpit. Students of every level of experience will learn and sharpen the skills necessary for the preparation and delivery of sermons that are faithful, creative, and transformative. The course explores theories and practices of preaching with particular emphases on the interpretation of texts and contexts, theologies of proclamation, and listener engagement. Includes the preaching of sermons and the delivery of public addresses in small workshop groups. Prerequisite: P150 Scripture Reading Practicum.

P506 Teaching Bible Through Liberative Pedagogy Dawson

3 credits P514 Turnaround Congregations through Evangelism & Community Watkins Many of us will be called to congregations that have witnessed a decline over the years or are in need of missional realignment. These congregations are referred to as “turnaround” churches. In this course we address what a turnaround church is and how one might lead a congregation in the process of missional realignment via evangelism and community engagement. Meets the Christian Leadership Distribution Requirement.

3 credits P520 Introduction to Pastoral Care McGarrah Sharp, Walker-Barnes

3 credits P510 Introduction to Christian Leadership Watkins

P518 Evangelism and Congregational Development

Watkins

3 credits

The integration of evangelism, spiritual formation, and community building are the central themes upon which this course is built. We explore the need to share the gospel in innovative ways and as growth occurs the task of building a strong faith community must be done simultaneously. The whys and how to both share the gospel and build community are addressed in this course. Meets the Christian Leadership Distribution Requirement.

3 credits

3Requirement.credits

P544 Worship through the Phases of Life: Occasional Services

This course surveys the African American worship experience. Examining worship, students will develop awareness of worship content and meaning by engaging multiple African American traditions, preaching in class, and constructing a theological and practical analysis of African American worship practices.

3 credits

McGarrah Sharp

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

Spurrier Christian Worship unifies human bodies in love and praise of the God who makes this worship possible. At the same time, God-given and culturally inscribed human differences contest the possibility of a unity of persons and communities gathered before God. In this course, we consider the hope and challenge of Christian worship through the work of scholars and theologians who analyze the marks of gender, ability, race, class, and nationality as these affect worshiping bodies of Christians. How can we understand divine justice in relationship to the human differences manifest and hidden in the church’s prayer and praise? How might churches and communities engage and desire human difference? Meets Worship Distribution Requirement.

Weaver This course will consider the theological, liturgical, and homiletical aspects of occasional services in the life of the church: weddings, funerals, services of healing and wholeness, ordination, and other rites related to baptism. Students will explore cultural attitudes and sociological analyses regarding rites of passage in the church, consider those rites theologically, and examine liturgies associated with those rites. Meets Worship Distribution

P540 Introduction to Christian Worship Spurrier, Weaver Christian worship has taken various forms from the earliest days of the Church. This course will survey the diversity of liturgical expression in the Western church throughout the centuries and in our own time, while also considering the common elements that all Christian worshipers share. Special attention will be given to the theology and practice of baptism and the Lord’s Supper. Students will also explore themes such as the Christian year, liturgical space, music and the arts.

3 credits P549 African American Christian Worship and Preaching Weaver

3Requirement.credits

3 credits P550 MAPT Capstone Course in Practical Theology

P545 Sacred Space, Time, and Liturgical Imagination

This required course is designed for MAPT degree students in their final spring semester. Building on formative understandings developed in P500 Introduction to Practical Theology and drawing on students’ studies throughout the MAPT program, students will continue to explore different models and issues within the field. A particular emphasis on vocations within Practical Theology will form a distinctive portion of this course. Students work collaboratively to organize and host a panel presentation of practical theology vocations which is shared with the wider CTS community.

P546 Christian Worship, Human Difference, and Divine Justice

Meets Worship Distribution

3 credits

3 credits P606 Camp/Conference Program and Administration Winchip, adjunct

3 credits P604 Youth Ministry Hong Explores youth subculture and its implications for ministry, including the developmental challenges of youth, ministry with young people in crisis, changing family patterns, and emerging strategies in ministry with youth and their families.

This course will explore the many facets of camp, conference and retreat ministry. It will focus on the form and function of programming and how it relates to all aspects of site administration. Students will be introduced to the principles behind mission statements, program models, staffing and facility management, as well as trends and standards within this important field.

3 credits P606P Engaged Compassion as Educational Model Park Introduces theories and practices of compassion and compassion practices and creates space for students to form their own understanding of compassion. Using ecclesial communities and non-profit organizations as texts, students will learn about engaged compassion through interviews, site visits, and participation.

3 credits P607D Curriculum Planning and Evaluation Dawson

P605 The Spiritual Lives of Children Dawson Focuses on the many facets of children`s ministry. The perception of children is explored theologically, developmentally, and educationally. Includes opportunity to refine skills in biblical storytelling and lesson planning, survey of resources for helping children to grow in faith, and field trips to sites that educate children.

P602 Intercultural and Inter-religious Intelligences: Learning and Teaching a Posture of Openness Hong What does it mean to live, teach, and minister in a world or a neighborhood that is both intercultural and inter-religious? How do we learn how foster intercultural and inter-religiously open postures in communities and in ministries that have yet to embrace diversity and difference? What are the skills and capacities needed to co-create understanding between people of different cultures and religious traditions? This course will explore these questions and more through readings, spiritual practices, group projects, site visits, guest speakers, media, and seminar style discussion. Students are encouraged to share their own experiences and interests in intercultural and inter-religious engagement as part of their course participation.

3 credits P603D The Arts in Christian Teaching and Learning Dawson This course looks historically at how the arts have been used in educational ministry within Christian faith communities. It also allows students the opportunity to learn these art forms through hands-on activities, culminating in a blessing of artistic gifts and a festival to share what has been produced for the larger community.

An introduction to and analysis of instructional resources available from denominational and nondenominational publishers. Students will also design a curriculum resource on a topic of interest to them within the field of Christian Faith Formation. 1.5 credits

1.5 credits P609 Introduction to Recreation Ministry Winchip, adjunct This course will explore the use of recreation to address the developmental, educational, and spiritual needs of children, youth, and adults. Students will have hands-on opportunities to plan and lead recreational activities that could be used in a variety of ministry contexts.

3 credits P614 Emergent to Missional: Shaping a 21st Century Church Watkins In this course students will engage the emergent church and the missional church models as dialogical partners with established congregational life. This course deals with the tension and integration of the old and the new as the class seeks to uncover what God is doing in God's church as God leads us into the 21st Century. The class will ask and work at answering, what does the a 21st Century church look like as compared to a 20th Century church.

Christian Faith Formation Dawson This class will explore the rationale for using children's books and adolescent literature in Christian faith formation as well as the process and criteria for evaluating and selecting books to use. Students will have the opportunity to practice various storytelling techniques and to develop a bibliography of children’s or adolescents’ literature based on a topic or theme of interest to them. Special attention will be given to the genre of fantasy fiction as a means to have conversations of faith with these age groups.

3 credits P612 Evangelism, Photography & Social Media Watkins In this course students study what makes media social and theologically enriching. It focuses on the culture of sharing photos as a means of evangelism. Students will be taught what makes visually strong images that are shared / liked and how to make visually strong images that effectively share the Gospel. Students will do projects that engage blogs, Instagram, Twitter, Flickr, Facebook (and other photo sharing platforms) that are conducive for sharing the Gospel over the web.

P608 Using Children’s & Adolescent’s Literature in

3 credits P609H Spirituality and the Arts Hong Through a blending of religious art and group processing, this course probes various dynamics of the spirituality of creative education through the arts. Students will examine their spiritual grounding and imagination as educators and practitioners through the examination of art and the creation of art. Students will also create and present their artwork to one another as a way of practicing and sharing dialogically. Rev. Darci Jaret will be our guest art instructor for five sessions. The course requires students to purchase art supplies in lieu of books. Readings will be provided via Moodle.

3 credits

3 credits P613W Urban Evangelism and Social Justice Watkins Jesus' ministry in the city was one of justice and inclusion and as result his following grew. What does it look like for a church in the city to be a justice minded church that takes into consideration the stratification and inequity in the city as a call to stand with the most marginalized. This class looks at the why, how and what of being a faith community committed to actively seeking social justice as the key ingredient for evangelism in the city.

3 credits

P615 Theological Grounding and Development of the Virtual Church Watkins This course addresses the theological issues surrounding the virtual dimension of faith as negotiated in cyberspace. This course will also explore the phenomena of virtual faith expressions and what their creation imply for the future of the church.

3Online.credits

P615W Being Church in the Age of Social Media

P617 Reaching Young Adults in the Digital and Media Age: Foundations of Young Adult Ministry Watkins Many of our churches are using methods and practices to communicate the gospel that were fitted for a previous generation that was a church-going population. This course is designed to help us think about why and how we can effectively share the gospel with young adults in a media/ digital age by using technology as a resource to build community and transform lives while also addressing the foundations of young adult ministry. Online.

3 credits P620W Mindfulness and Self-Care for the Helping Professions Walker-Barnes Explores the relationship between vocational stress, mindfulness, and self-care among the helping professions, including pastors, chaplains, and therapists. Examines the causes and forms of stress that helping professionals experiences, with particular attention on trauma exposure response. Utilizes experiential exercises to explore self-care and mindfulness practices that sustain long-term careers and prevent burnout.

Watkins We are living in the age where people are living fully digitally integrated lives and the church must engage. How is the church to be the church in the age of media that is visual, social and digital? What means of ministry should the church engage to be a faithful and authentic in this present age? These and other questions guide this course.

Watkins In this course we study story structure and explore ways to share the Gospel via creative multi-media approaches. Students will do projects that engage the screen (computer, tablet and phone) by creating videos that effectively share the gospel of Jesus Christ. Students will be taught how to shoot and edit videos to be posted on Vimeo, YouTube, and Flickr or other appropriate platforms.

3 credits P621 Death, Dying, & Grief: Intergenerational & Intercultural Perspectives McGarrah Sharp This course will help equip ministry leaders to hone practicing attention to and remaining present in the midst of death, dying, illness, loss, and grief. The course places these dynamics of communal life in a narrative frame that attends to both theological and psychological aspects in intergenerational and intercultural perspectives. P520 preferred, not 3required.credits

3 credits P616 Evangelism and Videography: Story as Witness and Outreach

3 credits P623W Postmodern Spirituality and the Black Church Walker-Barnes

There is no question of the pervasive presence of violence in the world throughout human histories and into contemporary contexts. Building on a basic framework of moral discernment, students practice pastoral responses in the face of violence in a variety of intercultural contexts. Students focus pastoral imagination around three complex yet distinct Christian responses to violence: complicity, bystander, and resistance. Hybrid.

Utilizes an intersectional and interdisciplinary framework to analyze how systemic oppression impacts the well-being of women and girls of African descent in the US, particularly health, relationships, education, and criminal justice involvement.

This listening practicum deepens skills of self-awareness and empathy through shared texts, whole class discussions, and three listening analysis practices: intersectional listening, collaborative listening mapping, and receiving and responding to generative feedback. The final project invites students to identify goals for growing in intersectional listening, to practice each of the three listening analysis skills in the student’s own context(s), and to propose an individualized listening growth plan.

3 credits P625B Healthy Boundaries, Harmful Borders McGarrah Sharp

Explores Black women’s coping strategies and models for culturally competent pastoral care and counseling practice.

1.5 credits

P625 Pastoral Imagination in a Violent World McGarrah Sharp

1.5 credits

3 credits P627M Disaster Spiritual Care McGarrah Sharp

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

3 credits P624M Listening Practicum McGarrah Sharp

How does one prepare for responsible spiritual care when disasters interrupt the patterns of everyday life? What is a faithful response when a disaster arrives for which there was no precedent or preparation? Using theories and practices of disaster spiritual care and reviewing interfaith disaster spiritual care resources created in various historical settings including resources created in response to the COVID-19 pandemic, students will develop a collaborative disaster spiritual care toolkit to use and share with other faith leaders.

P622W Spiritual Care for Black Women Walker-Barnes

What’s the difference between responsible boundaries and harmful borders? Students will probe this question from a pastoral theological perspective. Drawing on narratives of border life and policies around responsible pastoral practice, students will evaluate and construct pastoral theologies of borders and boundaries in the mission and cultures of communities of faith.

P632C Preaching in Times of Disaster and Crisis

3 credits

Florence How do preachers speak into a time of disaster and crisis? How do we find the words, strength, resources, wisdom, creativity, and support to preach sermons that will address the suffering of the people? What old and new imaginations do we need, to engage Scripture and its power to bring healing and hope? Through readings, sermon recordings, interviews, and art, students will explore these questions—particularly as they relate to preachers’ experiences during the COVID-19 pandemic—and create a plan for their own growth and preparation, for the future. Includes the preaching of sermons.

3 credits P632F From Sanctuary to Screen: Adapting to Online Preaching and Worship Leadership Florence Our recent experiences with remote worship have taught us: preaching in front of a camera instead of a live congregation calls for a different set of skills and sensitivities. This practicum gives students the opportunity to explore the pastoral dynamics, theological issues, and performative elements of remote preaching, and to prepare and record their own sermons for workshop discussion. Students will consider a wide range of resources and tools, including homiletical readings, drama class videos, interviews with pastors, and exercises actors use when making the transition from stage to screen.

3 credits P631 Post-Christian Proclamation: Seeking Resilience in God's Changing World Myers Christianity no longer holds sway over the American imagination. This calls us to reexamine the reasons and methods for gospel proclamation. Drawing upon theological, philosophical, and sociological materials, this course examines new ways of thinking about the preaching task in light of the shifts that are taking place in the world today.

3 credits P630 Contemporary Homiletical Theories and Theologies Myers Preachers are charged with an impossible task, argued Karl Barth. With only human words at our disposal we are charged, somehow, to preach God’s Word. This seminar engages foundational traditions and texts that have sought to respond to the impossible possibility of preaching with eyes to the horizon of our ever-shifting contemporary contexts.

3 credits

P629W Couples, Families, and Cultural Change Walker-Barnes Examines how diversity and changing cultural conditions influence family life. Discusses shifting cultural norms regarding gender identity, sexuality and sexual orientation, race and ethnicity, and religion impact family formation and dynamics in contemporary US culture. Promotes reflection upon how personal and religious beliefs about relationships affect pastoral and clinical care to diverse marriages, families, and relationships.

The Christian year enables the church to mark time in a profound way. In this course, students will walk through the seasons of the liturgical year—from Advent to Epiphany to Lent to Pentecost to Ordinary Time—to see how theological themes and metaphors of these seasons unfold and build layers of meaning for Christian communities. Drawing on these insights, students will then explore the possibilities for preaching and worship, creating their own sermons and liturgies. Attention will be given to the use of language, the role of music and other lively arts, and the well of resources, both ancient and contemporary, that is available to worship planners. No prerequisites.

P637 Postmodernism: Why it Matters for Preaching Myers Postmodernism—along with its methodological cousin, deconstruction—has shaped the last fifty years of Western thought. As both a philosophical and cultural phenomenon, postmodernism calls for careful attention by any who would proclaim the gospel with theological awareness and contextual relevance. This intensive course will interrogate the central themes and theorists associated with postmodernism and discuss postmodernism’s implications for contemporary Christian preaching.

This course aims to analyze the challenges to preaching for justice vis-à-vis politics in contemporary American contexts. Students will study how preachers have pursued proclamatory justice in light of these challenges in the past, consider some contemporary proposals for continuing that work, and then extend the practice with sermons of their own. The course moves, then, from sociopolitical analysis to a history of practice to practical counsel to the practice of preaching. That movement—a kind of practical theological reflection—is itself one of the main things this course hopes to teach. The P530 Preaching course is recommended by not required as a prerequisite. Hybrid.

3 credits

3 credits P636 Preaching, Politics and the Pursuit of Justice Myers

P635 Preaching and Worship through the Christian Year Florence

3 credits P637M Stand-up Preaching Myers

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

3 credits P639 Back to the Text: 1st and 2nd Kings Florence This course is a communal exercise in getting “back to the text” by reading and performing together an entire book of Scripture – in this case, the stories in 1 and 2 Kings. Students will read widely in biblical studies pertaining to 1 and 2 Kings, see how artists have interpreted its themes and characters in art, literature, film, and poetry, experiment with various ways of reading and rehearsing and improvising a Scriptural narrative, and finally create a group performance, which we will then offer to the community. No prerequisites

3 credits

P641P Worship and the Arts Practicum: Words and Images for Worship Spurrier Words and images for worship have the power to give life or to harm, to facilitate or to hinder the prayer and praise of the people of God. In this course students compose and create words and images for worship for different services and occasions. Students develop a portfolio for use in a congregational or other context.

1.5 credits P641 Womanist/Feminist Spirituality and Worship Weaver This course explores emerging themes in women's engagement in worship with special attention to how women's spirituality shapes this engagement. Drawing from womanist/feminist/mujerista perspectives, issues of language, images of God, embodiment, space, symbols and worship leadership will be explored.

P640 Ritual Practices in the Church Weaver In every social sphere, human beings are shaped by enacted, patterned activity often known as ritual. This course is designed to introduce students to ritual studies through an examination of human behavior, symbol, language, music, space, art, and time. Attention will also be given to anthropological and theological approaches to the study of ritual in order to analyze the meaning and importance of Christian ritual practices.

3 credits

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

1.5 credits P647 Worship in the World Weaver Every week, people throughout the world gather to worship God in their respective churches. They also gather in places beyond the walls of the church: in hospitals, prisons, juvenile detention centers, care facilities, retirement homes, camps, conference centers, and more. This course will explore particular issues relating to worship and chaplaincy in these contexts. Students will learn about the particularities of various parachurch contexts (people, facilities, resources, etc.), evaluate worship in these settings, and plan a worship service for three different 3settings.credits

3 credits P640P Worship Planning Practicum Spurrier Good worship planning is an art form as well as a spiritual practice. Through a course focused on planning chapel services for the Columbia seminary community, students engage in collaborative worship planning and theological reflection. Using knowledge gained through worship and preaching courses as well as gaining new skills in ecumenical and intercultural worship planning, students learn practices for empowering churches and communities to plan worship together.

97 P647W We the People, the Body of Christ: Rights, Rites, and Identity Politics Weaver This course will explore notions of belonging through the lenses of birth and baptism in colonial America. Particular attention will be given to the institution of slavery and the theological arguments for and against it within the church. In addition to the Bible, students will engage various primary sources (narratives of enslaved people of African descent, colonial law, congressional records, minutes from church meetings, correspondence) to understand the development of both theological and legal thought with respect to “who belongs” and how those thoughts are reflected in current political and ecclesial contexts.

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

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

3 credits

P693 Independent Study in Practical Theology and Counseling McGarrah Sharp, Walker-Barnes 3 credits P694 Independent Study in Worship Spurrier, Weaver 3 credits P695 Independent Study in Preaching Florence, Myers 3 credits P697 Independent Study in Spirituality Staff 3 credits P698 Independent Study in Ministry and Administration Tribble 3 credits P699 Independent Study in New Church Development Staff 3 credits P702 ThM Thesis Research Practical Theology Area Staff This class focuses on the research and initial writing stage for the student’s thesis project, supervised by the advisor and in conjunction with the ThM 3director.credits P703 ThM Literature Review Practical Theology Area Staff In this independent study, a student works with the primary advisor to develop a reading list in the area of research interest and writes a literature review of the sources in preparation for the thesis writing. This course is supervised by the student’s primary advisor with the assistance of the instructor of the ThM Research Seminar. 3 credits

P704 ThM Thesis Writing Practical Theology Area Staff Required of all ThM students, leading to the completion of the ThM thesis.

3 credits P770 DEdMin Introductory Seminar Dawson, Hong This course is the introductory seminar for those persons beginning the Doctor of Educational Ministry degree program and therefore provides an overview of the program, a survey of the various disciplines to be studied in the program, and enables the student to relate their study to their context for educational ministry. The course is framed by the tasks of practical theology as they lead to Christian formation in congregational settings.

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

6 credits P771 Advanced Study in Faith and Human Development

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

Dawson A core course for the DEdMin degree. This seminar assumes that participants are familiar with a basic understanding of the classic developmental theories such as Piaget, Kohlberg, Fowler, Freud, Erikson, and Gilligan. Students focus in the area of faith, spiritual, and religious development, looking at different ways of conceptualizing the Christian life from historical and current theorists. Emphasis is placed on child and adolescent spirituality in particular in the exploration of best practices for presenting the gospel at different ages.

3Online.credits P774 DEdMin Educational Care Resources

6 credits

3 credits P740L DMin Leadership Core Course: Change & Its Agents: Leadership in the Third Millennium Campbell, Weaver

3 credits P779 DEdMin Doctoral Project Dawson, Hong Required of all DEdMin students. 6 credits

3 credits P773 Development of a Curriculum Design

P772 Advanced Studies in Teaching, Learning and Curriculum Dawson, Hong A core course in the DEdMin degree. This course provides advanced study in teaching and learning theory with the goal of students honing their teaching skills for their ministry context. In addition, students will think beyond curriculum as lesson plan or resource and explore contextual curriculum theory for the church and world. The end goal of this exploration is for students to prepare a formal curriculum project proposal that will meet the requirements of the DEdMin curriculum project design requirement.

Hong Informed by their learning in P772, the student will create and implement an original curriculum design on a topic most often related to their project.

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

3 credits P870 The Practice of Adaptive Leadership, Culture and Change McDonald, adjunct This course engages students in exploring a contextual approach to theological reflection and ministry by examining the interface between the practice of adaptive leadership, culture and change. The course interfaces issues of congregational culture, understanding sociocultural location, change theory, and the possibilities and limits of understanding ministry setting.

This seminar assumes that participants are familiar with a basic understanding of the classic developmental theories such as Piaget, Kohlberg, Fowler, Freud, Erikson, and Gilligan. Students focus in the area of faith, spiritual, and religious development, looking at different ways of conceptualizing the Christian life from historical and current theorists. Emphasis is placed on child and adolescent spirituality in particular in the exploration of best practices for presenting the gospel at different ages.

3 credits P872 Advanced Study in Faith and Human Development Dawson

3 credits P822 Pastoral Imagination in a Violent World McGarrah Sharp

3 credits P835 Novel Preaching Myers Creativity, empowered by the Spirit, is the lifeblood of strong preaching. Drawing upon techniques employed by fiction writers and other cultural creatives, this course will immerse students in the creative writing process for sermon development. Particular attention will be paid to narrative, prophetic, and oral/aural styles of writing. This course will operate like a writing or sermon development group, wherein students will read one another’s original work and offer constructive and critical feedback.

P804 Global Christian Spiritualities Hong Christianity no longer holds sway over the American imagination. This calls us to reexamine the reasons and methods for gospel proclamation. Drawing upon theological, philosophical, and sociological materials, this course examines new ways of thinking about the preaching task in light of the shifts that are taking place in the world today.

3 credits

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3 credits P885 Transformative Pastoral Leadership Tribble Explores the role of the pastor as spiritual leader embracing key adaptive issues for personal, congregational, and communal transformation. Acknowledging that leading a congregation through processes of deep change may be risky and costly, we explore current interdisciplinary ministry approaches for pastors leading congregations through processes of transition involving time and learning where identity, mission, culture, and operating procedures are fundamentally altered.

3 credits

P882 Prophetic, Imaginative Preaching for God’s Changing World Myers Imagination "empowered by the Spirit" is the lifeblood of prophetic preaching. Drawing upon traditional and contemporary approaches to preaching, this course will lead students to innovate upon said styles and to incorporate preaching styles across cultures and denominations. Particular attention will be paid to inductive, narrative, performative, and poetic preaching styles.

This class is a seminar for students to work on actual case studies from their church and ministry contexts. Hybrid.

3 credits I 520 Contextual Immersions Staff An academic and experiential exploration of a significantly different cultural context and the church’s mission. Contexts may include inner-city Atlanta, the Appalachian region of the U.S., New Mexico, Central Europe, Cuba, India, Jamaica, Korea, South Africa and immigrant communities in 3Atlanta.credits

3 credits I627 Race, Racisms, and Reconciliation Walker-Barnes Examines the construction of race, the functions of white supremacy, and the impact of intersectional racism in modern society. Special attention is given to the role of Christianity in the history of US racism, the theology of racial reconciliation, and strategies for racial justice advocacy and activism in churches, denominations, and organizations.

I500 MA(TS) Seminar Myers This course orients students to the MA(TS) program and equips them with research and writing skills to support their graduate work in biblical studies, theology, ethics, and church history. Additionally, students will work to clarify their vocational/personal goals and will deepen skills in research practices and methodologies, academic/ecclesial presenting and publishing, and applying for admission into doctoral programs or for jobs in church or parachurch organizations. Online section and face to face 3section.credits

Interdisciplinary101

I530 Cross/Roads Florence, Nadella, Yoo Imaginative and resilient communities need imaginative and resilient leaders. Relying on in class discussions, common readings, outside speakers and drawing upon students' life experiences and seminary studies with special attention to theologically acute contextual analysis, this course explores ways leaders develop such communities.

I510 Imagination and Resilience for God’s Changing World Yoo, DesignedWeaverspecifically

Courses

3 credits I701 ThM Research Methods Seminar Douglas Intensive one week introductory seminar required for all entering ThM students during which students take their first steps towards shaping their ThM 3Projects.credits I705 ThM Colloquium Douglas Final capstone course required of all ThM students. This class focuses on the development and presentation of an abbreviated version of their ThM 3projects.credits

for first-year MDiv students, this course explores “imagination and resilience” by engaging in a variety of Christian practices such as study, listening, prayer, dialogue, and hospitality. Students will grow personally and as members of the seminary and greater Atlanta community, while nurturing essential marks of ministerial presence in God’s changing church and world.

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

3 credits

3 credits I731 Project Proposal Workshop Campbell, Tribble Toward the end of the program coursework, each student participates in a project development and design seminar to clearly articulate the topic and design of the student’s final DMin project. This seminar, together with the Introduction to Research Methodologies offered near the beginning of the students’ program, is offered to prepare the students to articulate well-designed project proposals before writing their final projects. Required for DMin/ DEdMin students.

102 I730 DMin Introduction to Research Methodologies Seminar Campbell, Tribble Students will be introduced to qualitative research methodologies to utilize for ministry as well as for extensive research in their final projects. In depth library research methods will also be introduced to enhance information literacy. Online

3 credits I732 Project Literature Review Staff After students successfully complete their project proposals, they will critically review relevant literature for their projects with the careful guidance of their first readers. The culmination of the literature review may be the completion of the chapter outlining the theoretical and theological framework of the student’s project. The student must receive satisfactory evaluation from the first and second readers in order to pass the course.

I735 DMin Doctoral Project Staff Elements of the degree converge in the Doctor of Ministry Project. The student must complete a DMin project, comprised of a detailed, expanded research and a shorter summary article of the research. In order that the project can be an integrating focus for the entire course of study, students should start thinking about the proposal for the project early in the program. Ordinarily, the student’s ministry setting is the context of the DMin research project.

SM540 Internship in an Emerging Faith Community Park The student engages in ministry in a new or emerging faith community to gain experience in evangelism, organizational development, entrepreneurial leadership skills, and other pastoral skills. The student will engage in a structured process of theological reflection with a supervising pastor or other practitioner. (Summer, or fall/spring semesters 3concurrently)or6credits

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

3 or 6 credits

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

3 or 6 credits

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

SM530 Basic Internship in Specialized Ministry Park

Supervised Ministry

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

3 or 6 credits

Prerequisites: SM 510 and completion of 60 credits. This course is 400 hours, taken full-time in the summer or part-time (200 hours each) over concurrent semesters, 3 credits per semester.

104

SM610 Practicum in Clinical Pastoral Education (Basic Unit) Staff CPE brings students into supervised pastoral encounters with people in crisis in order to develop pastoral identity and skills, interpersonal competence, and capacity for theological reflection. Clinically trained supervisors provide educational leadership. Placement limited to institutions accredited by the Association for Clinical Pastoral Education. Fulfills the MAPT requirement for students concentrating in Pastoral Care. Full-time for 6 credits; or part-time, 3 credits per semester.

3 or 6 credits SM640 Directed Supervised Ministry Park This course is an independent study arranged with the director of contextual education and a professor or professors with knowledge in the particular area of focus. Approval of the dean of faculty is required.

3 or 6 credits

SM650 Intern Year: Congregation Park A full-time internship that provides an in-depth experience in the life and ministry of a teaching congregation. The internship takes place over the course of a year (9-12 months), and includes the option of 1 additional course taken in January term.

6 credits SM611 Clinical Pastoral Education (Advanced Unit) Staff An additional, advanced unit of CPE that builds upon the learning of the first unit and provides further pastoral education. Prerequisite: Basic unit of CPE.

3 or 6 credits

6 credits SM620 Advanced Congregation-Based Internship Park An internship providing students additional congregational experience in pastoral ministry and leadership. Students are encouraged to concentrate in a particular area of ministry such as Christian education, pastoral care, worship and preaching, administration, etc. while also engaging more broadly in the life of the congregation. Designed to enhance a student’s competence, leadership skills, and vocational clarity in ministry in a congregation.

6 credits

SM630 Advanced Internship in Specialized Ministry Park An advanced internship in a ministry setting in which students gain additional experience in a specialized field. Students work with a supervisor to enhance basic competence, leadership skills, and vocational clarity in the area of specialization. Such specialization includes: public ministry, non-profit agency, youth ministry, campus ministry, camps/ conference ministry, criminal justice/prison ministry, etc. The context may be congregational or non-congregational. Prerequisites: SM510 and at least 60 credits. This course is 400 hours, taken full-time in the summer or part-time over concurrent semesters, 3 credits per semester.

SM660 Intern Year: Specialized Ministry Park A full-year internship in one or more ministry/ work settings. Students engage in a specific context of ministry or work to develop the skills, insights, and knowledge needed for effective ministry and leadership. An action-reflection model under supervision is required. Specialized ministries include: CPE residency, youth ministry, public ministry, non-profit work, criminal justice, campus ministry, camp and conference ministry, international mission, etc. Prerequisite: completion of at least 60 credits. 9-12 months, full-time, 6 credits.

SM784 Practicum in Justice Studies

SM782 Practicum in Christian Spirituality Tribble Recommended for DMin students in the Christian Spirituality specialization. Involves engagement in a ministry of the church related to spiritual formation and sharing issues and concerns in a peer group with an action-reflection process. Supervision by an approved instructor.

3 credits

3 or 6 credits

SM783 Practicum in Gospel, Culture & the Transformation of the Church Tribble Recommended for DMin students in the Gospel, Culture and Transformation of the Church specialization. Designed to meet the major challenges of this specialization; involves students in a ministry of the church with particular aspects of modern culture. Includes work with peer groups and approved supervisor in an action-reflection process.

The Doctor of Ministry practicum provides students with an opportunity to expand and refine their skills for ministry while under the supervision of an approved supervisor and working with a group of peers. In consultation with the advisor and associate dean for advanced professional studies (APS), student designs practicum, obtains approval for practicum proposal and begins practicum (3 credits), to be completed within six (6) months.

SM690 Supervised Ministry: Independent Study Park A 400 hour (minimum) internship for students who seek to gain experience of ministry under supervision in specialized areas not designated in other internships. Summer (full time) 6 credits. Fall and/or Spring (part-time), 3 credits per semester

SM785 Practicum in Leadership Studies

3 credits

Tribble

6 credits

SM780 Practicum: Church and Ministry Tribble Designed by the DMin student and approved supervisor. The student engages in a specific aspect of ministry of the church and utilizes an action-reflection learning process with a peer group and approved 3supervisor.credits

Tribble

SM787 Practicum in Educational Ministry Tribble Designed by the DEdMin student and approved supervisor. The student engages in a ministry of the church, often outside the student's normal setting for ministry, and utilizes an action-reflection learning process with a peer group and approved supervisor. 3 or 6 credits

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ADVANCED STANDING

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

HONORS PROJECT

Academic Notes and Policies

ORDINATION EXAMS

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Students in the Master of Divinity degree program who become candidates for ordination in the Presbyterian Church (USA) are required to take written examinations in the areas of Bible, theology, worship and sacraments, and polity. The regular master’s degree curriculum provides students with ample opportunity to take coursework preparatory to the exams. The following information pertains to students enrolled in Columbia’s academic degree programs. Additional policies and information related to a particular degree program may be found in the Student Handbook or the manual for that program.

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

SUMMER GREEK SCHOOL

First-level Master Degree Students

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

An entering first-level master’s degree student whose prior academic work is below the seminary’s admissions standards (e.g., 2.30 GPA) will receive an admissions decision of admit-academic probation. This will allow the seminary to monitor the student’s academic progress and better support the student as they begin their academic journey. A student who receives such an admission decision shall:

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

TEMPORARY GRADES FOR MASTER'S DEGREE STUDENTS

GRADING FOR MASTER'S DEGREE STUDENTS

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

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

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

ADMIT-ACADEMIC PROBATION FOR FIRSTLEVEL MASTER’S DEGREE STUDENTS

• Be afforded full student privileges, including financial aid and housing;

• Not be permitted to register for courses on a satisfactory/unsatisfactory (S/U) basis;

ADDING AND DROPPING COURSES

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Two-week courses can only be added on the first day of class and dropped by the third day of class. A course is only considered dropped at the time the registrar receives written notice to that effect. A student may petition the Office of Academic Affairs for an exception to this policy in special circumstances.

COURSE COMPLETION FOR ADVANCED PROFESSIONAL DEGREE STUDENTS

CREDIT HOUR AND VALUATION POLICY

GRADING FOR ADVANCED DEGREE STUDENTS

Courses may only be added during the first five days of class and only dropped during the first twenty days of the fall and spring terms. Greek school may be added within the first three days of class and can be dropped no later than the tenth day of class. In the January term, a class may be added by the second day and dropped by the fifth day of class.

ADMIT-ACADEMIC PROBATION FOR ADVANCED DEGREE STUDENTS

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

Theological Seminary defines one (semester) credit hour as equivalent to a minimum of one hour per week on in-class instruction or engaged learning over 12 weeks of instruction, plus two more weeks of out-of-class independent learning in which exams are taken or papers are produced, for a total of 14 weeks. It is expected that for each one credit hour, a minimum of two hours of preparation has taken place. A three-credit course would indicate at least 36 hours of instruction, plus two periods of assessment through examinations and/or production of written work, along with the necessary out-ofclass DMinpreparation.andDEdMin courses ordinarily meet over a two-week period for a minimum of 30 hours of direct in-class instruction, as well as in engaged learning activities outside the classroom, including Advanced Degree Students

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

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

While the educational progress of students cannot ultimately be measured by the number of credits earned, a system of course valuation is necessary to assure consistency in the curriculum. Columbia

The grading scale for ThM, DMin, and DEdMin students is as follows: A 4.0 B− 2.7 A− 3.7 C+ 2.3 B+ 3.3 C 2.0 B 3.0 F 0.0 S (Pass) work that represents sufficient mastery of the content of the course to merit recommendation for graduation U (Fail)work that represents insufficient mastery of the content of the course to earn credit, and is equivalent to an F.

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

INDEPENDENT STUDY

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

For supervised ministry courses 200 hours of en gagement is awarded 3 credit hours and 400 hours of engagement is awarded 6 credit hours. This cor relates with the time and credit level of the Asso ciation of Clinical Pastoral Education which awards CPE Satisfactorycredit.

• Students who failed one or more courses,

ACADEMIC PROBATION

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

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

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

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

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

• Shall be reviewed by the Academic Standing Commission, • Shall be expected to consult monthly with their advisor, and • Shall not be permitted to elect to take graded courses on a satisfactory/unsatisfactory (S/U) basis

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

• Shall have failed in the aggregate any 9 credit hours of coursework (e.g., receiving F or U grades). A ThM, DMin, or DEdMin is dismissed when they:

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

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

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

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

• Students who are to be considered for academic dismissal,

• Do not make satisfactory progress in a doctoral degree because of inactivity by failing to register for more than two consecutive long terms.

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

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

ACADEMIC DISMISSAL

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

• Fail any course at any time during the degree program (e.g., receiving F or U grades).

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

• The faculty at the next scheduled business meet ing if the student was dismissed for an unsatisfactory course grade or overall GPA.

APPEALS Any decision of the Academic Standing Commission may be appealed to the faculty by filing a written notice of appeal with the dean of faculty within two weeks after the student receives the decision of the Academic Standing Commission.

DISCIPLINARY CASES

MORAL CONDUCT

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

A first or second-level master’s degree student’s appeal will be presented to the faculty at its next stated business meeting. If they have been dismissed for lack of satisfactory progress in their program, a doctoral degree student’s appeal must be accompanied by a plan of completion. Doctoral student appeals will be adjudicated by:

• The dean of faculty, if they have been dismissed for lack of progress in the program. The dean will approve or deny the appeal upon review of the student’s plan and schedule for completion of degree requirements, in consultation with the commission and the associate dean of advanced professional studies.

After the appeals, the Academic Standing Commission shall inform the student(s) in writing of their status and report to the financial aid officer and vice president for enrollment and student affairs any changes in status that might have a bearing on financial aid. The decision of the faculty shall be final.

The faculty and the Board of Trustees of Columbia reserve the right to refuse to grant a degree to any individual in any degree program whose moral conduct raises serious questions about that person’s personal integrity or fitness for service in the

Furthermore, the governance documents clearly place the faculty under the supervision of the president and accountable to the Board with the authority to adjudicate matters related to conduct. “The faculty, subject to the oversight of the Board, may establish such policies and regulations concerning student and community conduct as the faculty shall deem necessary, the provisions of which shall be administered by the faculty under the supervision of the president” (2013, Article V, section 3). When a member of the seminary community becomes personally aware of a circumstance which could potentially lead to disciplinary action against a student the matter may be brought to the Judicial Commission by a written complaint filed with the dean of faculty. The complaint shall include all relevant information, including the names of any witnesses. Prior to filing the complaint, the complainant may, but shall not be required to,

110 Christian Church. Persons are accepted into degree programs with the requirement that should they become the subject of criminal, civil, or ecclesiastical proceedings they will report the fact of those proceedings and their outcomes to the Judicial Commission of the faculty. The determination of when not to award a degree based upon moral failings of the candidate is the sole and exclusive province of the institution, represented by its faculty and Board of Trustees.

• Impose corrective actions it deems appropriate, including the issuance of a warning to the student, placing the student on disciplinary probation.

• Recommend to the faculty that the student be expelled from the Seminary.

• Require that the student vacate Seminary housing, even if he or she may be permitted to continue as a student.

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

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

• Determine that no cause for disciplinary action exists and declare the matter closed without further action.

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

EXPULSION In the case of a recommendation by the Judicial Commission that the faculty expel a student, the faculty shall have responsibility for considering whether expulsion is appropriate. The president shall notify a student in writing no later than fifteen days prior to the date of a faculty meeting at which a recommendation concerning the student's expulsion is to be considered by the faculty, such notification to include the time and place of the faculty meeting. The student shall be provided an opportunity at such meeting to present to the faculty any information relevant to the student's case. The student shall not be entitled to be represented by legal counsel.

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

The decision of the faculty will be communicated in writing to the accused student, to the Judicial Commission, and to the ecclesiastical body having oversight for the student’s preparation for ministry (as applicable).

• Suspend or dismiss the student or impose such other discipline as it deems appropriate.

INACTIVITY AND DISMISSAL

APPEALS

PERMANENT WITHDRAWAL: The student must

Withdrawal from Seminary WITHDRAWAL

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

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

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

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

• Fill out a withdrawal form; and • Clear all accounts with the Business Office, Library, and the Office of Student Financial Services. A student in good standing may be readmitted by the dean of faculty within one year following withdrawal; beyond this, action by the Academic Standing Commission is required.

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• Discuss the situation with the dean of students and sign a withdrawal form;

• Clear all accounts with the Business Office, Library, and the Office of Student Financial ReadmissionServices. is through the Academic Standing Commission for a period of up to two years; beyond that, the regular admissions process must be used. The form for temporary or permanent withdrawal can be found on Student eCampus under academic forms or by contacting the registrar.

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

Academic114 Calendar SUMMER 2022 Advanced Degrees 1st Term. . . . . . . . . . . . . July 11-22 Greek School ................. June 27-August 19 Advanced Degrees 2nd Term .... July 25-August 5 MAPT Introductory Seminar ........ August 15-19 ThM Introductory Seminar .......... August 15-19 FALL 2022 Faculty Conference ............... August 29-30 New Student Orientation August 31 – September 1 Labor Day ........................ September 5 Classes begin ...................... September 6 Convocation September 9 Midterms and Assessment Period .... October 18-21 Thanksgiving Holiday ............November 21-25 Classes end ....................... December 12 Finals and Assessment Period ..... December 13-16 JANUARY TERM 2023 Basic Degrees Classes ............. January 4-20 Advanced Degrees Classes ......... January 9 -20 King Holiday ........................ January 16 SPRING 2023 Classes Begin ....................... January 30 Alumni Colloquium ................... March 6-8 Smyth Lectures ...................... March 7-8 Midterms and Assessment Period ...... March 13-17 Spring Break ..........................April 3-7 Good Friday ............................. April 7 Classes end ............................. May 5 Finals and Assessment Period ........... May 8-12 Baccalaureate May 19 Commencement ....................... May 20 Memorial Day .......................... May 29

2022-2023 Academic Catalog

Articles inside

Calendar 2022-2023

Academic Notes and Policies

Supervised Ministry

Practical Theology Area

Interdisciplinary Courses

Historical Doctrinal Area

Faculty

Biblical Area

Curriculum and Courses

Graduate Fellowships

Programs in Other Locations Columbia in Service to the Church

Summer Term 2022

Refund Policies

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

Special Students and Auditors

Doctor of Ministry

Application Information for International Students and Exchange Visitors

Advanced Degrees Introduction

Master of Divinity

Master of Theology

Master of Arts in Practical Theology

Master of Arts (Theological Studies

Degree Programs