Columbia Theological Seminary Course Catalog 2004-2006, February 2004-2006

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COLUMBIA

Engaging Minds

THEOLOGICAL SEMINARY

Enriching Faith

COLUMBIA THEOLOGICAL SEMINARY

Box 520

Decatur, Georgia 30031

www.CTSnet.edu

Nonprofit Organization

U.S. postage paid

at Decatur, Georgia 30031-0520

Columbia Theological Seminary is accredited by the Association of Theological Schools in the
United States and Canada (10 Summit Park Drive, Pittsburgh, PA 15275) and the Commission on
Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, GA
30033) to award Master of Divinity, Master of Arts, Master of Theology, Doctor of Ministry, and
Doctor of Theology degrees.

The regulations, requirements, and general information included in this catalog are official for
the 2004-2005 and 2005-2006 academic years but subject to revision at any time and, therefore, are
in no way binding upon the Seminary.

Printed February 2004

Contents

Welcome l

Statement of Mission 2

Institutional Goals 4

History of the Seminary 5

Degree Programs and Admissions 7

Master of Divinity 7

Master of Arts in Theological Studies 14

Master of Theology 17

Doctor of Ministry 19

Doctor of Theology 24

Application Information for International Students 27

Non-Degree Enrollment and Auditors 28

Housing and Financial Information 31

Housing 31

Hospitalization Insurance 32

Financial Aid 32

Scholarships 34

Tuition and Fees 35

Refund Policies 37

Resources and Related Academic Programs 41

John Bulow Campbell Library 41

Columbia Bookstore 42

Related Academic Programs 42

Programs in Other Locations 43

Columbia in Service to the Church and Its Ministry 45

Continuing Education 45

Lay Institute of Faith and Life 46

Faith and the City 46

Center for New Church Development 47

International Theological Education 47

Campbell Scholars 48

Evangelism Emphasis 48

Christian Spirituality Emphasis and Certificate 48

Columbia Colloquium 49

Smyth Lectures 49

Community Life 51

Yearly Schedule 51

Orientation 51

Community Worship and Convocations 51

Student Organizations and Activities 52

Placement 53

Awards and Prizes 54

Graduate Fellowships 56

Curriculum and Courses 59

Biblical Area Courses 61

Historical-Doctrinal Area Courses 66

Practical Theology Area Courses 74

Interdisciplinary Courses 83

Supervised Ministry Courses 85

Atlanta Theological Association Courses 88

Academic Notes and Policies 93

Faculty 99

Support of Columbia Seminary 113

Board of Trustees 115

Calendar 118

Index 119

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Come and See

This is your invitation to Come and See
what God is doing on the campus of Columbia
Theological Seminary to prepare and nurture
pastors and educators and youth ministers,
chaplains in hospitals, in the military, in
schools /colleges /universities, teachers,
counselors, caregivers, missionaries,
evangelists, community leaders, and leaders
in congregations and the church at large for
the proclamation of the reign of Christ on earth
as it is in heaven. Come and See.

I hope the descriptions of the courses, of
the degree programs, and of lifelong-learning
offerings will invite you to meet those faculty
whose pictures you see here. However, we
cannot show you on these pages the excitement that actually takes place in these
classrooms, the continuing conversations over coffee or lunch in Richards Center,
those questions that go deeper while sitting in the shade on the Oldenburg Quadrangle
with faculty and class members who have come from a variety of places and
backgrounds to see what God is doing in their own lives to call them for service in
the ministry of Jesus Christ in this world today. As you read of classes and faculty
and staff and students and our Board of Trustees, as you gather the information on
housing and finances and other related academic resources at this seminary, as you
catch hints of the gifts available to those studying in this international city with close
ties to several other institutions of theological education, you will have to imagine
what it is like to be part of this intentional learning community until you can come
and see for yourself. I hope that this catalog stirs you to imagine that God might be
calling you to prepare for leadership in Christ's ministry and to nurture your gifts
and that you might continue with new energy that to which God has called you.

Come and meet these students and members of the faculty and staff. Come and
worship with us at 10 a.m. during the week. Come and visit a class. Come and share
a meal and fellowship with us. Come and see what God is doing here for the sake of
the world. Come and see what God could do with you.

Come and See,
Laura Mendenhall

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Statement of Mission

Columbia Theological Seminary is
an educational institution of the Presbyterian Church (USA), and a
community of theological inquiry
and formation for ministry

in the service of the Church

of Jesus Christ.

Mission Emphases

At Columbia, people of faith seek to witness
to God's creative power,
redemptive action,
transforming justice,
and reconciling love,

in a pluralistic society and

interdependent world.

We understand Christian faith to include
worship of God,
faithfulness to Jesus Christ,
cultivation of the mind,
disciplines of the Christian life,
ministries of proclamation, nurture,
compassion, and justice,
expression of faith through the arts,
and participation in the life of the Church.

Our special mission in the service of the Church,
and especially the Presbyterian Church (USA), is
to educate women and men for leadership

in ordained and lay ministries;
to offer first degree, graduate degree,

and continuing education programs;
and to provide theological resources

for the denomination,

for the ecumenical church,

and for persons with a variety of

theological concerns.

Because we are an education institution,
our calling is
to prepare persons to lead congregations

in worship, witness, mission, and service;
to pursue learning that joins

mind and heart;
to develop personal and professional skills

for leadership in the church;
to learn

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from the worldwide Church,
from education, the arts, politics,
economics, and science,
and from those outside the centers
of power and influence;
to consider critically from the perspective
of the Christian faith,

ideological, technical, and scientific assumptions
- including our own -
about the human situation.

Because we are a confessional community of the Church, we
live under the authority of Jesus Christ
as witnessed to

in the scriptures of the Old and New Testaments,

in the Church throughout the ages,

and in the Reformed tradition and
its confessions;
affirm the worship of God as a vital and
central feature of our life together

and celebrate the goodness of God

in all creation;
believe in Christ's lordship over the
whole world;

articulate an evangelical understanding
of life rooted in the rule
of God's justice and love;
listen with openness
to voices of hopelessness and hope

around and within us;
acknowledge our own brokenness
and need for redemption;
commit ourselves
to diversity and inclusivity,
to ecumenicity,
and to discerning the ongoing manifestations of

God's presence in human affairs;
nurture a personal and corporate faith
which takes responsibility

for our choices

amid the political realities,
the social institutions,
and the global context
in which we live.
In carrying out our mission,
we seek to be faithful to the gospel,
and to become a living expression of

the Body of Christ in the world.

Institutional Goals
Columbia Theological Seminary seeks:

1. To participate with the church in the formation of students for pastoral voca-
tions in the church and the world by providing preeminent theological educa-
tion within the Reformed tradition;

2. To educate men and women for leadership in ordained and lay ministries
through its M.Div. and M.A.T.S. degree programs;

3. To enhance the ministries of men and women who are currently engaged in
ordained and other forms of leadership by educating them in its Th.M., D.Min.,
and Th.D. programs;

4. To provide theological resources for the denomination of the Presbyterian
Church (USA), the ecumenical church, and persons with a variety of theologi-
cal concerns through its lifelong learning programs;

5. To provide a learning environment in which theological education and forma-
tion for ministry flourish;

6. To provide a physical environment that contributes to an atmosphere for
effective learning;

7. To be a good steward of its resources in order to provide quality education
both in the present and the future; and

8. To foster and sustain Columbia's connection to the Presbyterian Church (USA),
the ecumenical church, the greater Atlanta community, and beyond.

A Brief History of the Seminary

From the time of its founding in Lexington, Georgia, in 1828, Columbia Theologi-
cal Seminary has been committed to training persons for leadership in the church of
Jesus Christ. Throughout its history, Columbia has nurtured, and has been nurtured
by, the Presbyterian Church in the South; this connection continues to be a cherished
tradition. While Columbia now enjoys an outstanding national and international
reputation, it also faithfully upholds its historic covenants with the Synods of Living
Waters and South Atlantic.

In 1830, Columbia, South Carolina became the first permanent location of the
seminary. The school became popularly known as Columbia Theological Seminary,
and the name was formally accepted in 1925.

The decade of the 1920's saw a shift in population throughout the Southeast. At-
lanta was becoming a commercial and industrial center and growing rapidly in its
cultural and educational opportunities. Between 1925 and 1930, President Richard T.
Gillespie provided leadership that led to the development of the present facilities on
a fifty-seven-acre tract in Decatur, Georgia.

Because the early years in Decatur were difficult, the future of the institution be-
came uncertain. Columbia, however, experienced substantial growth under the lead-
ership of Dr. J. McDowell Richards, who was elected president in 1932 and led the
seminary for almost four decades.

Following Dr. Richards' retirement in 1971, Dr. C. Benton Kline served five years
as Columbia's president. In January 1976, Dr. J. Davison Philips assumed the presi-
dency; he retired eleven years later. Dr. Douglas W. Oldenburg became the seminary's
seventh president in January 1987. In August 2000, Dr. Laura S. Mendenhall began
her service as Columbia's eighth president.

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Degree Programs and Admissions

Degree Programs

Columbia's seal carries the motto, noi\ivaq ml dibacKdXovq, 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 evange-
lists, 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, Co-
lumbia has seen its role as training persons for leadership in the church by offering
courses of study leading to both basic and advanced degrees. The Master of Divinity
(M.Div.) is the first professional degree in theological education. The Master of Arts
in Theological Studies (M.A.T.S.), a basic theological degree, is academic rather than
professional in orientation. Advanced degrees include the Master of Theology (Th.M.),
the Doctor of Ministry (D.Min.), and the Doctor of Theology in Pastoral Care and
Counseling (Th.D.). Women and men from all denominations are eligible to apply
for any of these degrees.

Master of Divinity

Introduction

The Master of Divinity degree is offered as 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.

The curriculum offered to M.Div. students emerges from the seminary's identity
as a community of memory and hope. The seminary finds its identity as part of the
people of God stretching back thousands of years. It thus aims to lead students to a
fresh critical appropriation of the Christian tradition for themselves and for the sake
of the church they serve. The seminary is also a community that finds its identity in
hope, 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 Missio Dei. Consequently,
the curriculum also aims to nurture students' hope and engage their imaginations
for mission in a church and world in crisis.

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 exist for the
purpose of equipping and forming the people who equip the saints to engage in the
work of ministry.

Length of Program

The M.Div. curriculum is designed so that a full-time student can complete the
requirements for the degree in three years. A student's program may be lengthened
by a variety of factors, such as 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.

The Common Core

Students in the M.Div. program take twenty two prescribed course units of the
total thirty-one units required to complete the degree. The required elements of the
curriculum, called the common core, form the basis for a shared vocabulary and set
of experiences for all students as they progress through the programs and into their
ministries. These elements include foundational courses in the content and interpre-
tation of the Bible, biblical languages, church history, theology and ethics, and the
practices of the church and its ministry. One task of the curriculum is to help stu-
dents integrate the knowledge they learn in seminary with their own lives in the
Christian faith and their understanding of the church as the community of faith. The
curriculum addresses this task by incorporating integrative seminars and experien-
tial learning into the common core and electives; it seeks to put to good use the rich
resources of learning environments such as the congregation and the hospital
beyond the traditional academy.

In their first fall semester at Columbia, new students take "Baptism and Evangeli-
cal Calling," an integrative seminar that poses the questions, "What does it mean to
be a Christian?" and "How is one incorporated into the church, the body of Christ?"
In the spring semester, students in "The Eucharist and the Church's Mission" exam-
ine the nature of the church and its practices and participate in field experiences in
actual congregations. In these seminars, students, guided by faculty from a variety
of disciplines, look at their own identities, experiences, and traditions, and those of
others, through a range of perspectives. Students reflect on the experience of the
people of God in diverse settings as they complete the required units of Alternative
Context, Supervised Ministry, and pastoral care. Students who are studying for ordi-
nation take a required course in polity that addresses the denominational context in
which they intend to minister.

Integrative Seminars

Integrative seminars are offered both as required and elective course units in the
curriculum. Called integrative because they are struc-tured to bridge disciplines and
gaps between theory and practice, the seminars take three basic forms. Some inte-
grative seminars approach a single subject, such as sexuality or suffering, from a
variety of perspectives biblical, ethical, pastoral with the aim of understanding
the subject from a more fully informed theological viewpoint. Other integrative semi-
nars take on a specific task that requires students and faculty to bridge disciplines to
answer the task. One such task might be to produce a supplemental worship re-
source for a multicultural congregation; to complete this task, seminar members would
need to draw on all aspects of theological and ministerial education. Finally, some
integrative seminars are organized around the principle of learning in which a group

does specific acts of ministry and then engages in disciplined reflection on the prac-
tices. For example, a group of students and professors might engage in church-based
work with mentally ill persons, meet to read, compare their experiences, support
and challenge one another, and reflect theologically on their findings.

The Elective System

The elective portion of the M.Div. curriculum is important, for it is here that per-
sons preparing for the ministry take responsibility for their vocations as practical
theologians. The elective elements of the curriculum allow students to prepare for
specialized vocations, to adapt the Columbia education to the needs of service in a
particular denomination, to follow interests created by prior coursework or life ex-
perience, and to work through the meaning of the Christian faith in specific contexts.
Columbia takes the interests and experiences of its students, and the diversity of
ministries in which they will serve, seriously by making room for a large number of
electives in its curriculum. Students are required to take nine elective units com-
posed of courses and integrative seminars.

In the elective courses and integrative seminars, students must carefully exercise
choice in order to prepare for a lifetime of ministry. A holistic ministry requires min-
isters of personal integrity and faith, who are well equipped in a variety of disci-
plines, approaches, and skills, and who relate them to social and church contexts.

Different electives make different contributions to the formation of students as
ministers. In addition to a title, each of the elective units in the curriculum carries
designations that signify the dominant pedagogical objectives met by the course.
These objectives and their respective designations are as follows:

Knowledge of Tradition {K}

Electives with this designation aim to increase students' knowledge of the Chris-
tian tradition and its significant conversation partners by means of their texts,
patterns of thought, and /or practices.

Experiencing God's People in Context {C}

Electives with this designation place students in a community of God's people so

that they may study how that community celebrates and lives its faith.

Spiritual Formation {SF}

Electives with this designation provide a context within which students may grow

in Christian faith, discipline, and leadership to equip others in ecclesial piety.

Clarifying Personal Beliefs {CB}

Electives with this designation enable students to examine, articulate, and pro-
fess their faith.

Theological Reflection {T}

Electives with this designation equip students to interpret contemporary life in

light of the gospel.

Missional Leadership {ML}

Electives with this designation prepare students to guide Christian communities
in worship, ministry, and mission and develop students' ability to reflect criti-
cally on their work.

Those who are equipped for Christian leadership must possess ethical and reli-
gious integrity and the intellectual skills for critical and constructive leadership in
both the church and social contexts. The pedagogical objectives and their designa-
tions serve to guide students in the process of seeking balance in their preparation to
be leaders in the church. In the total of their elective units (seminars, courses, and
practicums), students should include selections from each of the six pedagogical
objectives for ministry. Because many course offerings meet multiple objectives, stu-
dents should note that this requirement does not impose unrealistic limits on their
choice of electives.

Advising

In theological education, students find that it is important to integrate their stud-
ies and experiences in their own lives. Faculty members aid this process of integra-
tion and formation by serving as advisers, assisting students in their course selections
each semester. As a result of conversation with their advisers, students make course
selections that take into account areas of past experience, identified weaknesses, and
the assessments of teachers and ministry supervisors. Early in the first year of stud-
ies, students undergo an individual supervised ministry assessment with the Direc-
tor of Supervised Ministry. The director makes a joint recommendation to the student
and adviser about the student's contextual learning about ministry.

The Calendar and Unit System

Academic work for the M.Div. is offered in two long semesters in the fall and
spring. The calendar also includes a January intensive term and a summer term de-
signed for Greek language school and supervised ministry experiences. Each long
semester consists of six weeks of classes, a midterm reading /exam week, another six
weeks of classes, and a final reading /exam week. The reading /exam weeks enable
students to complete the work for half-term courses and to finish reading assign-
ments for courses that continue through the semester.

Courses, practicums, and seminars that meet all semester for three hours a week
are assigned one unit of credit. Those meeting for three hours a week for half the
term are given one half unit of credit. The half-term courses allow students to take
more subjects in a given term without increasing the number of classes they will
carry simultaneously. Because of the time commitment involved, Greek School and
Supervised Ministry 210 each earn two units of credit. Students may take up to a
maximum of four units in any long semester.

Visual Representations of the M.Div. Curriculum

The three representations below illustrate the courses students take depending
on when they matriculate at Columbia (winter /spring, summer, or fall). Specific
course prerequisites are listed with the course descriptions. Students are required to
take twenty- two required-course units and nine elective-course units. The elective
designations in the representation indicate times when electives may be taken.

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Winter/Spring Matriculation

Summer

Fall

January

Elective

Spring

New Testament Survey
The Eucharist and the

Church's Mission
Church History
Elective

Essentials of Greek
(2 units)

Old Testament Survey
New Testament Exegesis
Baptism and Evangelical

Identity
Elective
Scripture Reading

Practicum

Elective

Worship and Preaching
Christian Theology II
History and Polity
Pastoral Care or Elective

Supervised Ministry:
Congregation
(2 units)

Essentials of Hebrew
Christian Theology I
Pastoral Care or Elective
Christian Education
or Elective

Alternative
Context

Old Testament

Exegesis
American Religion and

Cultural History (1/2 unit)
World Christianity (1/2 unit)
Final Things or Elective
Ethics or Elective

Optional: Clinical

Pastoral Education

(2 units)
or Advanced

Supervised

Ministry

Christian Education or Elective
Ethics or Elective
Final Things or Elective
Elective

Summer Matriculation

Summer

Essentials of Greek
(2 units)

Fall

Old Testament Survey
New Testament Exegesis
Baptism and Evangelical

Identity
Elective
Scripture Reading

Practicum

January

Elective

Spring

New Testament Survey
Worship and Preaching
The Eucharist and the

Church's Mission
Church History

Supervised Ministry:
Congregation
(2 units)

Essentials of Hebrew
Christian Theology I
Pastoral Care or Elective
Elective

Alternative
Context

Old Testament

Exegesis
Christian Theology II
History and Polity
Pastoral Care or Elective

Optional: Clinical

Pastoral Education

(2 units)
or Advanced

Supervised

Ministry

Christian Education
Ethics

Final Things
Elective

Elective

American Religion and

Cultural History (1/2 unit)
World Christianity (1/2 unit)
Final Things or Elective
Ethics or Elective
Christian Education or Elective

Fall Matriculation

Summer

Fall

Old Testament Survey
Essentials of Hebrew
Baptism and Evangelical

Identity
Elective
Scripture Reading

Practicum

January

Elective

Spring

New Testament Survey
Old Testament

Exegesis
The Eucharist and the

Church's Mission
Church History

Essentials of Greek
(2 units)

New Testament Exegesis
Christian Theology I
Pastoral Care or Elective
Elective

Alternative
Context

Worship and Preaching
Christian Theology II
History and Polity
Pastoral Care or Elective

Supervised Ministry:

Congregation

(2 units)

Christian Education
Ethics

Final Things
Elective

Elective

American Religion and

Cultural History (1/2 unit)
World Christianity (1/2 unit)
Final Things or Elective
Ethics or Elective
Christian Education or Elective

NOTE: Taking courses out of sequence will delay the year in which you will graduate.

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Mid-course Assessment

A student's admission to candidacy for the degree emerges from the Mid-course
Assessment and must be approved by the faculty. The Mid-course Assessment is a
major review of the student's potential for ministry that occurs after the student has
completed most of the common core coursework and the supervised ministry expe-
rience.

All M.Div. degree students must meet the Mid-course Assessment requirement.
In order to be eligible for an assessment, students seeking ordination are required to
have an established working relationship with the appropriate ecclesiastical body.

At the Mid-course Assessment, questions of personal and professional growth
and other issues are addressed; any recommendations or stipulations that arise from
the assessment are reviewed by the faculty before they award the M.Div. degree.

Requirements for the Master of Divinity Degree

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

1. have on file with the seminary a complete and official transcript of credits show-
ing graduation with a bachelor's degree, or its equivalent, from an accredited
university or college of liberal arts and sciences; a completed health form; stan-
dardized test results;

2. be tested for and achieve competency in English writing and speech; test fees,
where applicable, are the responsibility of the student;

3. be admitted to degree candidacy through the successful completion of the Mid-
course Assessment;

4. satisfactorily complete all the requirements of the degree with a total of thirty-
one units within six years of the date of matriculation, sixteen of which must be
completed at Columbia (excluding cross-registration courses);

5. maintain a minimum overall grade point average (GPA) of 2.30;

6. pass an approved Bible Content Exam;

7. lead community worship at least once during the senior year;

8. be in residence for four long semesters;

9. 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

10. pay all bills to the seminary and give assurance that all open accounts in the com-
munity and elsewhere have been satisfied. Students with education loans must
agree to make prompt and regular payments.

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The Dual Degree Program with The Andrew Young School of Public Policy
at Georgia State University

The purpose of the Dual Degree Program is to enable religious leaders to earn the
Master of Divinity Degree and the Master of Science Degree in Urban Policy Studies
in four years. Graduates of the Dual Degree Program become more effective as pub-
lic and ministerial leaders in their communities. The program prepares leadership
that enriches the life of congregations and promotes public participation in a cultur-
ally and religiously diverse locality. Prospective students are admitted separately to
each institution, according to that institution's admission policies. The Dual Degree
Program has also developed a joint seminar course enrolling students from Colum-
bia and Georgia State as well as other seminaries. Students interested in this pro-
gram should inquire with the Director of the Faith and the City Program.

The Master of Divinity Degree and Graduate Study for Teaching

Students who are committed to the ministry of teaching at the college or graduate
level may find the M.Div. program suitable to their preparation for that ministry.
Students considering further graduate study are encouraged to explore with the Dean
of the Faculty the ways in which their programs can meet the dual demands of edu-
cation for service in the church and academy.

Further Theological Study Beyond the Basic Degree

Although the Master of Divinity program does not equip students with every-
thing they will need to know for effective and faithful ministry, students are equipped
with initial, essential tools to enable them to begin the practice of ministry. 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 study. Further knowledge, additional insight
into the life of faith, and strengthened practice for faithful leadership result when
graduates engage in regular, disciplined theological study at various stages in their
ministries.

Admission to the Master of Divinity Program

Persons seeking admission to the Master of Divinity program may obtain an ap-
plication from the Office of Admissions. To be considered for admission, prospective
students are required to:

1. have completed a baccalaureate degree, or its equivalent, at a university or
college accredited by one of the six regional accreditation agencies; applicants
with degrees from educational institutions not accredited by one of the six
agencies must furnish test scores from the Graduate Record Examinations Gen-
eral Test with their applications. Applicants without a bachelor's degree are
not eligible to enter the M.Div. program at the seminary except by special ac-
tion of the faculty. When requested to do so by presbyteries of the Presbyterian
Church (USA) or other denominations, Columbia may accept applicants with-
out a university or college degree for a special course of study;

2. furnish a) a completed application form, b) supplemental forms, c) transcripts,
d) references on forms produced by Columbia, and e) a letter of endorsement

13

from one's home church; test scores from the Graduate Record Examinations
General Test are not required but may be requested in some circumstances;

3. complete an interview with a member of the Admissions Committee; this in-
terview is best done on campus.

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 M.Div. degree program may
receive no more than fifteen units credit for work completed at another Association
of Theological Schools (ATS) accredited seminary completed 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 seminary may transfer in up to half of the MA degree toward the M.Div.
degree. 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 units. All petitions for transfer
credit and advanced standing must be made by the end of the first full year. Ordi-
narily, no correspondence courses will be considered for transfer credit.

All U.S. applicants (citizens or with permanent resident visas) for whom English
is a second language must pass the Test of English as a Foreign Language (TOEFL)
before admission and enrollment for credit can be attained. Those seeking admis-
sion must score at least 220 (computer format) or 550 (written format). International
students (persons who are not U.S. citizens or permanent residents) are ordinarily
accepted only for graduate work beyond the M.Div. level.

Master of Arts in Theological Studies

The Master of Arts in Theological Studies (M.A.T.S.) is a two-year flexible degree
program that provides theological studies for persons who are exploring career op-
tions, preparing for doctoral studies, church leadership positions, or specialized forms
of lay ministry. The M.A.T.S. program is also for those persons who are investigating
the relationships between a profession and theological issues of faith and the mod-
ern world. While this program is not designed to prepare persons for the practice of
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 de-
velop their formal knowledge of theology.

Components of the Program

Because students enroll in the M.A.T.S. program for a wide variety of reasons,
they enjoy an extremely flexible schedule. Indeed, the only class they must all take is
the M.A.T.S. Seminar, normally during the spring of their first year at the seminary.
Among its primary purposes, this seminar helps them to clarify their plans for the
degree and thereby structure their coursework at the seminary. A secondary purpose
of the seminar is to help students choose a faculty advisor within their area of spe-
cialization.

14

M.A.T.S. students must choose one of five disciplines as an area of specialization:
Old Testament, New Testament, Theology, Church History, or Ethics. They will each
take five courses in this discipline, one of which must be an independent study done
under the direction of a faculty member in that discipline. Done near the end of their
degree work, this independent study requires the production of a major research
paper and provides students with the opportunity to deeply explore a critical issue
in their field and to bring analytic and constructive skills to bear on it. Students
specializing in Old Testament must take Hebrew; likewise, students specializing in
New Testament must take Greek. The other courses in the discipline may be chosen
from among any offered to basic degree students at Columbia.

To help round out their education, M.A.T.S. students must choose a different dis-
cipline than their area of specialization and take any three basic degree courses taught
in it. Additionally, they must take at least one basic degree class in yet a third disci-
pline. Beyond these four courses, the five taken in the area of specialization, and the
M.A.T.S. Seminar, students are invited to take any basic degree course in the curricu-
lum provided that they do not take more than three courses total in the Practical
Theology area.

Students will be eligible for graduation when, among other requirements (see
Requirements for the Master of Arts in Theological Studies Degree), they have suc-
cessfully completed sixteen units, earning at least a 2.30 cumulative G.P. A. Students
who do not earn a minimum 2.30 G.P.A. upon completion of their first five units will
be placed on academic probation. Students who do not earn a minimum 2.30 G.P.A.
upon completion of their first eight units will be dropped from the program.

Requirements for the Master of Arts in Theological Studies Degree

To be eligible for graduation with the M.A.T.S. degree, students are required to:

1. have on file with the seminary a complete and official transcript of credits show-
ing graduation with a bachelor's degree, or its equivalent, from an accredited
university or college of liberal arts and sciences; a completed health form; and
standardized test results;

2. be tested for and achieve competency in English writing skills;

3. satisfactorily complete all the requirements of the degree (including those listed
in Components of the Program);

4. complete all work within five years from the date of matriculation;

5. 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;

6. pay all bills to the seminary and give assurance that all open accounts in the com-
munity 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 in
Theological Studies Program.

15

Admission to the Master of Arts in Theological Studies Program

Persons seeking admission to the Master of Arts in Theological Studies program
may obtain an application from the Office of Admissions. To be considered for ad-
mission, prospective students are required to:

1. have completed a four-year baccalaureate degree, or its equivalent, at an accred-
ited university or college of arts and sciences;

2. furnish a) a completed application form, b) supplemental forms, c) transcripts,
and d) references on forms provided by Columbia; test scores from the Graduate
Record Examinations General Test are not required but may be requested in some
circumstances;

3. complete an interview with a member of the Admissions Committee. This inter-
view is best done on campus.

A student may transfer no more than five units in the five fields of the program
from institutions outside the Atlanta Theological Association or from work completed
prior to admission to the program. No transfer credit may be obtained for work done
more than thirty-six months before admission. Occasional Students subsequently
admitted to the program may receive up to two units of credit for previous work
taken in the past thirty-six months. The determination of whether or not courses
taken at other institutions may receive credit is made by the Academic Affairs Office,
which also determines whether the credits will fulfill either required or elective units.
All petitions for transfer credit and advanced standing must be made the end of the
first full year. Ordinarily, no correspondence courses will be considered for transfer
credit.

All U.S. students (citizens or with permanent resident visas) for whom English is
a second language must pass the Test of English as a Foreign Language (TOEFL)
before admission and enrollment for credit can be attained. Those seeking admis-
sion must score at least 220 (computer format) or 550 (written format). Students who
score close to this level may take courses for credit for one semester but must retake
the exam and attain the score level before further work may be undertaken.

Visiting Columbia

Those who are interested in applying for admission to a basic degree program are
strongly encouraged to visit the seminary before or during the application process.
Prospective students and their spouses may arrange visits that include a tour of the
campus, appointments with admissions and financial aid staff, conversations with
faculty and students, and class observation. Housing and meals at the seminary are
provided during the visit. Arrangements for visiting can be made through the Ad-
missions Office by calling 1-877-548-2817.

Conferences for Prospective Students

Each spring and fall Columbia sponsors a conference on ministry. During these
conferences, women and men from any denomination who are exploring their call to
ministry are invited to attend classes; meet in faculty homes; talk with students, staff,
and faculty; and worship with the seminary community. The conferences are de-

16

signed to provide a retreat atmosphere in which participants can reflect upon ques-
tions of call and vocation in addition to gathering specific information about the
seminary. All persons who are considering the possibility of a church vocation,
whether college students or those currently engaged in other careers, are invited to
participate in the conference of their choice. The dates for upcoming conferences are
listed in the calendar at the end of this catalog. For further information, contact the
Admissions Office.

Advanced Degrees Introduction

Columbia offers three programs leading to an advanced degree. They include the
Master of Theology, Doctor of Ministry, and Doctor of Theology in Pastoral Counsel-
ing. Each of these advanced degrees builds on the work completed in the M.Div.
degree.

In addition to the resources of the faculty and library on Columbia's campus,
advanced degree students are expected to draw upon the resources of the Atlanta
area. The Th.D. and D.Min. programs are administered by the Graduate Professional
Studies Committee of the Atlanta Theological Association (A.T.A.), which coordi-
nates and augments the resources of Columbia, Candler School of Theology of Emory
University, the Interdenominational Theological Center, Erskine Theological Semi-
nary in Due West, South Carolina, and Lutheran Theological Southern Seminary in
Columbia, South Carolina. Th.M. degree students may also include in their program
studies at these seminaries.

Resources within the Atlanta community are also available to Columbia's advanced
degree students. Accredited programs of clinical pastoral education and pastoral
counseling are available in many settings. The Urban Training Organization of At-
lanta provides resources in the area of urban problems and urban ministries. Nu-
merous national and regional offices of denominational and interdenominational
agencies are located in Atlanta. Other educational opportunities are available at Emory
University, Georgia State University, and area colleges.

Master of Theology

The Master of Theology degree program is designed for persons with an M.Div.
degree who seek advanced study or specialization in an area of ministry. It is par-
ticularly designed for persons in pastoral ministry or persons preparing to teach or
seek a Ph.D. degree.

The Th.M. degree requires thirty semester hours of credit, normally twenty-four
hours in course work and six hours for the Th.M. thesis. Th.M. students apply for
and study in one of the seminary's three curricular areas: the Biblical, the Historical-
Doctrinal, or the Practical Theology area. Students must earn at least twelve course
credits in the chosen area, and at least six course credits outside the chosen area.
Students, with their faculty advisers, select courses for an appropriate concentration
within the area.

Th.M. Thesis

As a part of their program of study, Th.M. students normally complete a Th.M.
thesis. The Th.M. thesis is worth six semester hours of credit. Students, after consult-

17

ing with their faculty adviser, must submit to the Advanced Degrees Committee for
approval a written statement of the topic and proposal for research, together with
the names of the faculty members serving on the thesis committee. This statement
must be submitted no later than November 1 in the academic year in which the stu-
dent anticipates graduation. The topic and proposal must have been previously ap-
proved by the student's thesis committee. February 1 is the deadline for provisional
approval of the thesis by the thesis committee; March 1 is the deadline for final comple-
tion of the thesis. An oral examination is given after the thesis has been completed.

I. Th.M. Research Course Option

Instead of the Th.M. thesis, a student and faculty adviser may elect to substitute
two advanced research courses. The research course option consists of two courses
(three credits each) that require a major research paper. A grade of at least 3.00
must be earned in each course. A student who selects the course option must file
Th.M. research course option forms with the Registrar by November 1 of the aca-
demic year in which the student anticipates graduation.

Requirements for the Master of Theology Degree

To be eligible for graduation with the Th.M. degree, students are required to:

1. have on file with the seminary a complete and official transcript of credits show-
ing graduation with the M.Div. degree, or its equivalent, from an accredited insti-
tution; a completed health form; standardized test results;

2. complete thirty total semester hours of academic work; courses must be at the
advanced level (courses numbered in the 600's) with grades that average not less
than 3.00; this academic work must involve at least fifteen hours taken through
regular residential courses at Columbia;

3. select and complete either the Th.M. thesis or the research course option and all
of its requirements;

4. complete all requirements of the program within five years from the time of ma-
triculation;

5. 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;

6. pay all bills to the seminary and give assurance that all open accounts in the com-
munity and elsewhere have been satisfied. Students with education loans must
agree to make prompt and regular payments.

Students enrolled in the Master of Theology degree program will be assessed an
administrative fee of fifty dollars for each half of the year in which they do not regis-
ter for credit hours through course work or thesis research.

Admission to the Master of Theology Program

Persons seeking admission to the Master of Theology program may obtain an
application from the Office of Advanced Studies. To be considered for admission,
prospective students are required to:

18

1. have completed the M.Div. degree, or its academic equivalent, at an accredited
seminary or divinity school. In certain cases a Master of Arts or a Master of Theo-
logical Studies degree in the appropriate area may be accepted as a substitute, but
additional preparatory work may be required: ordinarily, a B average in an
applicant's college and seminary program is considered a minimum standard for
admission. Applicants should have official transcripts of all work since high school
sent directly from the institution;

2. have a knowledge of both the Hebrew and Greek languages; applicants whose
M.Div. programs did not require these may substitute an approved language for
one of the biblical languages.

3. submit three letters of recommendation (on forms provided by Columbia): one
academic reference from a seminary or other graduate school professor and two
character references from persons who are familiar with the applicant's ministry;

4. file the application for the Th.M. degree by May 1 for the following academic
year; applications received after May 1 will be considered if space is available;
applications from international students must be filed by February 1 for the fol-
lowing academic year;

5. indicate to the Director by March 15 whether or not they will accept admission, if
they have received notice of admission prior to February 15; applicants who re-
ceive notification after February 15 must indicate their decision within thirty days;

6. Begin their course of study only in the fall semester.

All U.S. students (citizens or with permanent resident visas) for whom English is
a second language must pass the Test of English as a Foreign Language (TOEFL)
before admission and enrollment for credit can be attained. Those seeking admis-
sion must score at least 220 (new format) or 550 (old format). Students who score
close to this level may take courses for credit for one semester but must retake the
exam and attain the required score before additional work may be undertaken.

International students applying to the Th.M. program must follow the guidelines
given under Application Information for International Students.

Doctor of Ministry

Aims of the Program

The Doctor of Ministry degree program is designed for persons now engaged in
ministry in the North American or Caribbean settings, who have completed basic
theological studies (the Master of Divinity degree or its equivalent), and at least three
years of full-time service in the practice of ministry after their M.Div. studies. Quali-
fied students from other countries may, in certain instances, be admitted.

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 per-
haps further specialization within ministry. The program focuses on the critical en-
gagement between the biblical, historical, theological, and pastoral disciplines of

19

ministry. By helping people integrate ministerial theory and practice with basic faith
commitments, the program strengthens ministers to exercise a critical kind of teach-
ing 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 com-
munity, the program is largely generalist in character, involving questions of per-
sonal 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 ap-
proach in a particular context.

In addition to the Church and Ministry program, possibilities for different ap-
proaches include Gospel and Culture, Christian Spirituality, Cross-Cultural, Pasto-
ral Counseling, and New Church Development.

Church and Ministry Approach

The Church and Ministry approach leads ministers in an experience of collegial
learning with a primary focus on the ministry and mission of the local congregation.
Students examine their ministry settings and describe their present practice of min-
istry. On the basis of shared readings and critical reflection, students seek to develop
a new vision for church service, which becomes the perspective from which elective
courses, supervised practice, and the D.Min. project are undertaken. The Church
and Ministry approach offers students the opportunity to reshape ministry for the
sake of their leadership in the church. This approach is taught every fall jointly with
the Interdenominational Center in Atlanta and in satellite locations.

Gospel and Culture Approach

Designed by a group of Columbia faculty members, the Gospel and Culture ap-
proach asks pastors to engage questions about the mission of the Church in contem-
porary culture. Through the Introductory Seminar, the various elective classes, the
doctoral practicum, and the doctoral project, students work with a faculty group
representing a rich blend of diverse theological and cultural perspectives. Students
are challenged to develop their own analyses and directions for the faithful ministry
of the church in a context variously described as post-enlightenment, post-modern,
post-Christian.

In the initial Introductory Seminar, and then in subsequent studies, students and
faculty are engaged with the writings and the analyses of theologians, sociologists,
philosophers, cultural anthropologists, and historians. Participants reflect in some
depth upon the concrete manifestations of culture the art and artifacts, the prod-
ucts, technologies, entertainments, institutions, and movements that characterize daily
life. They examine the major fault lines within the church about the meaning of Chris-
tian faith and the ways Christians read the theological signs of the time. Finally,
students are asked to think through their practice of ministry in the light of their
studies and to develop a doctoral project that will both strengthen their own minis-
try and make a critical and constructive contribution to the faith and practice of the
church.

All classes are taught in intensive two-week courses at the seminary over a three-
to four-year period, but students will do most of their studies, their practicum, and
project in their own ministry setting in consultation with the faculty.

20

Christian Spirituality Approach

Students may choose to undertake a specialization through interdisciplinary stud-
ies centered upon the church's theology and practice of Christian spirituality. In this
program, which has the same general aims and degree requirements listed previ-
ously for other approaches, students explore God's relationship to persons, the com-
munity of faith, and the world, including the ethical and social dimensions of
spirituality. Through the introductory seminar, the various elective classes, the
practicum, and the project, students are enabled to bring their minds to bear more
effectively on matters of the heart and to gain resources to foster spiritual renewal
not only in the lives of individuals, but also in the life of congregations. Studies and
projects are rooted in congregational life.

Students study the history of spirituality, the biblical resources in Israel's prayers,
and the practices of the New Testament community. Issues of spirituality in a post-
enlightenment, post-modern culture, discovery of issues of spirituality for children,
and resources for the practices of retreats and small groups for spiritual direction are
among the other explorations and research undertaken. Time for worship, commu-
nity building, and spiritual retreats are an integral part of the program itself.

The Introductory Seminar and most of the classes are taught at the seminary over
a three- to four-year period, but students will do most of their further studies, their
practicum, and project in their own ministry setting in consultation with the faculty.

Pastoral Counseling Approach

Students concentrating in pastoral studies may elect the field of pastoral care or a
specialization in pastoral counseling. Students who select the specialization in pasto-
ral counseling must have previously and successfully completed a non-credit year of
C.P.E. in an institution accredited by the Association for Clinical Pastoral Education.

The normal curriculum for students in the pastoral counseling specialization in-
volves two years of participation in a pastoral counseling practicum at an Atlanta
area training center accredited by the American Association of Pastoral Counselors.
During the time in the practicum, students also take three of the four courses in the
Th.D. curriculum and the D.Min. Introductory Seminar on ministry. The supervision
provided by the practicum allows students to apply for membership in the Ameri-
can Association of Pastoral Counselors. Students may apply the six credits from the
practicum to the required credits for academic work.

New Church Development Approach

This approach, which focuses on the formation of new churches, recruits its stu-
dents from the PC (USA) and other denominations. It equips church leaders in the
development mission of starting new congregations for the twenty-first century; its
particular focus is on equipping present and future ethnically and linguistically di-
verse new church development leaders.

21

Administration

The D.Min. program operates under the supervision of the Advanced Degrees
Committee of the seminary and is administered by a faculty member serving as Di-
rector of Advanced Studies. The program cooperates with the other member schools
of the Atlanta Theological Association.

Students enter the program either through an Introductory Seminar offered at Co-
lumbia or through an Introductory Seminar offered in a location outside the Atlanta
area. Students may also take courses in other schools of the Atlanta Theological Asso-
ciation. Each fall, a Church and Ministry Introductory Seminar draws faculty and stu-
dent participants from Columbia and the Interdenominational Theological Center.

Advising

Each student is guided by an advisory committee consisting of two faculty mem-
bers. The primary adviser helps the student develop a plan of study. The primary
and secondary advisers comprise the doctoral committee that administers the quali-
fying examination, assists the student in developing a project proposal, and evalu-
ates the student's written project report.

Components of the Program

The thirty-six-hour program comprises:

An Introductory Seminar (six semester hours), required at the outset of the
program. Students take part in an intensive seminar to explore interdiscipli-
nary perspectives around contemporary issues of ministry and professional
development. In this seminar students begin interdisciplinary integration and
clarify an operative theory of ministry to guide their development of a study
plan.

Elective Courses (eighteen semester hours). The program requires a plan of
study involving the integration of three dimensions: the biblical and theologi-
cal norms of Christian faith; critical attention to the contemporary human situ-
ation; and the practices of ministry and church mission. In consultation with
an adviser, each student draws up a course of study to achieve the aims of both
the student and the doctoral program.

A Doctor of Ministry Practicum (six semester hours), a supervised activity in
ministry. This practicum, often done in clinical pastoral education or preach-
ing, can also take place in settings as diverse as business, governmental, com-
munity, or church agencies where appropriate supervision and learning
opportunities with peers are available. In any case, the practicum takes place
outside the student's ordinary work situation, providing new perspectives on
self, theology, profession, and the needs and challenges of other persons and
institutions.

A Doctor of Ministry Project Development and Design Workshop (non-
credit). Toward the end of the program coursework, each student participates
in a project development and design seminar to foster integration and to pre-
pare for qualifying examinations and subsequent project proposal develop-
ment and writing.

22

A Doctor of Ministry Project (six semester hours). Elements of the course of
study converge in the Doctor of Ministry Project. The student must complete a
project and a written project report that interprets this project to the seminary
community and the larger church. So 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. The proposal must be approved
by the Advanced Degrees Committee no later than May 1 of the year prior to
the anticipated graduation. Students who successfully complete a qualifying
examination are permitted to proceed on the project. Ordinarily students con-
duct the project in their usual ministerial setting. February 1 is the deadline for
provisional approval of the written draft by the project committee; March 1 is
the deadline for final completion of the project.

Students normally complete the program within four years. Extensions require
the permission of the director and the Advanced Degrees Committee.

Requirements for the Doctor of Ministry Degree

To be eligible for graduation with the D.Min. degree, students are required to:

1. have on file with the seminary a complete and official transcript of credits show-
ing graduation with the M.Div degree, or its equivalent, from an accredited insti-
tution; a completed health form; standardized test results;

2. complete the thirty-six-hour program and all its requirements (including those
listed in Components of the Program) with a minimum 3.00 average; all work must
be completed within six years of matriculation;

3. 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;

4. pay all bills to the seminary and give assurance that all open accounts in the com-
munity and elsewhere have been satisfied; students with education loans must
agree to make prompt and regular payments.

Students enrolled in the Doctor of Ministry degree program will be assessed an
administrative fee of fifty dollars for each half of the year in which they do not regis-
ter for credit hours through course work, supervised ministry, or doctoral project
research work.

Admission to the Doctor of Ministry Program

Persons seeking admission to the Doctor of Ministry degree program are required
to have a M.Div. or an equivalent degree with a superior academic record (a B aver-
age or higher) from a school of theology accredited by the Association of Theological
Schools (or an equivalent accrediting body outside the United States and Canada).
In addition, applicants are required to have completed at least three years of full-
time work in ministry with demonstrated superior professional performance; this
work must have been completed after the applicant received the M.Div. degree.

To be considered for admission to the D.Min. program, applicants are required to
supply the Office of Advanced Studies with:

23

1. an application for admission, including a personal statement;

2. certification of three years of experience in ministry after completion of the M.Div.
degree;

3. official transcripts of all work completed after high school, sent directly from the
appropriate institutions;

4. three letters of recommendation (on forms provided by Columbia): one academic
reference from a seminary or other graduate school professor and two character
references from persons who are familiar with the applicant's ministry; in some
cases, the Director of Advanced Studies may request a personal interview with
the applicant.

All U.S. students (citizens or with permanent resident visas) for whom English is
a second language must pass the Test of English as a Foreign Language (TOEFL)
before admission and enrollment for credit can be attained. Those seeking admis-
sion must score at least 220 (new format) or 550 (old format).

International students who apply to the D.Min. program must follow the guide-
lines given under Application Information for International Students.

With prior approval of the student's adviser and the Dean of the Faculty, a stu-
dent may receive up to six semester hours of transfer credit from another accredited,
degree-granting institution. An official transcript of this course work must be for-
warded to the Office of Advanced Studies. Each course must be at the graduate level
and the grade must be at least a B (3.0 on a scale of 4.0).

Students may receive advanced standing credit of up to six semester hours (with
the Dean of the Faculty's approval) for clinical or academic work taken before ad-
mission into the program, provided the above policies for transfer credit are observed.
A course submitted for advanced standing must have been taken no more than five
years before entrance into the program. Students may not receive credit for academic
work applied toward another degree.

Doctor of Theology in Pastoral Counseling

The Doctor of Theology (Th.D.) degree is offered through the Atlanta Theological
Association by Columbia, Candler School of Theology, and the Interdenominational
Theological Center. The program of study is conducted under the direction of the
Th.D. Committee of the Atlanta Theological Association. The Th.D. Committee has
responsibility for approving student admission to the program, establishing curricu-
lum offerings, and certifying candidates for the awarding of the degree. Students
may register for courses at any of the seminaries within the A.T. A.

Aims of the Program

The Th.D. prepares ministers to serve as pastoral counselors in a local church or
on the staff of a community counseling center; to serve as consultants to other clergy;
and to offer training in pastoral care and counseling. The program is designed to
prepare persons for the specialized ministry of pastoral counseling at a doctoral level
of competence and for membership at the Fellow level in the American Association

24

of Pastoral Counselors. The degree is intended to be comparable to the Ph.D., but it
is designed for those whose interest in pastoral counseling is primarily professional
and theological.

Program of Study

The studies included within the program help students gain an advanced under-
standing of appropriate theological and theoretical concepts. Students learn under
qualified supervision the application of these concepts in pastoral counseling and
how to promote professional integration of theory and skills in both pastoral coun-
seling and pastoral guidance. In addition, students design and execute a research
project appropriate to their own professional practice that gives evidence of their
creative ability to contribute to this aspect of pastoral counseling.

Course Work and Practicum

In carrying out this program, which should not exceed six years, the student must
enroll for a minimum of fifty-four semester hours of academic course work includ-
ing clinical supervision through the Pastoral Counseling Practicum. Th.D. students
who have finished their course work are required to register for ATA499 for every
long semester until the degree is awarded.

Introductory seminars (three credits per semester: ATA463, ATA471, ATA473,
ATA475) are required in the first four semesters of studies. Students ordinarily enter
the pastoral counseling practicum when entering the program of studies and con-
tinue in the practicum for four consecutive semesters. Students take one of the Quali-
fying Examinations, the Performance Exam in the practice of pastoral counseling,
after they complete four semesters in the practicum. The clinical setting for supervi-
sion is the Pastoral Counseling Service of the Georgia Association for Pastoral Care.

Each student admitted to the program has one member of the pastoral counseling
faculty as adviser.

Qualifying Examinations

Upon completion of fifty-four credits with at least a B average, students may ap-
ply to take the Comprehensive Examination, which tests competence in both the
content and performance of pastoral counseling. Students are examined in the fol-
lowing content areas:

I. Personal and Interpersonal Dimensions of Pastoral Counseling

Exam 1 Therapeutic relationships and process in relation to personality, de-
velopmental theories, psychopathology, and the psychological understanding
of religion.

Exam 2 Family theory and therapy, related social psychological understand-
ings of therapeutic process, and either theory of group process or of consulta-
tion and supervision.

Exam 3 Pastoral theological methodology, theological anthropology and re-
lated theological issues, and the relation of theology to the human sciences.

25

II. Socio-cultural Dimensions of Pastoral Counseling

Exam 4 Pastoral counseling as a profession in relation to other professions;
its relation to class, race, and gender; its relation to contemporary family, work,
and religion; its participation in larger cultural and religious traditions under-
stood through such disciplines as cultural anthropology, cultural criticism, and
feminist theory.

III. Ecclesiological and Ethical Dimension of Pastoral Counseling

Exam 5 Pastoral counseling in relation to the history and contemporary
theory and practice of pastoral care; theology and ethics of pastoral counseling
as a specialized form of the church's ministry.

Dissertation

Following satisfactory performance in the Qualifying Examination, students en-
gage in an approved research project and write a dissertation.

Admission to the Doctor of Theology in Pastoral Counseling Program

Persons seeking admission to this program must hold the Master of Divinity or
equivalent degree with a superior academic record from an accredited institution
and must have had post-seminary professional experience in which significant learn-
ing and professional promise were evident. In addition, applicants must have sig-
nificant experience in ministry (usually three years of full-time employment after
completion of the first theological degree) and in clinical pastoral education (usually
four consecutive units).

To be considered for admission to the Th.D. program, applicants are required to:

1. provide materials for assessment pertaining to their academic record and pro-
fessional experience;

2. submit a statement of purpose;

3. supply references and other materials in addition to the application;

4. complete an interview with the inter-seminary admissions committee.

The deadline for receipt of all application materials is February 15 of the year for
which fall semester admission is requested.

Application forms and further general information about the Th.D. program may
be obtained from the Director of Th.D. Program or the Director of Advanced Studies.

Transfer of Credit for Th.D. Students

1. In planning the student's program with her/his adviser or Th.D. program direc-
tor, a student may request credit for work done prior to entry under the following
guidelines. The work must have been done at the graduation level within the past
five years. A grade of B or better must have been given for the course. The student
must be able to show that the work is relevant to the Th.D. program and that the
course work was not credited toward a degree which was received.

26

2. Credit for work done after entry into the program at schools and agencies not
related to the A.T.A. may be transferred to fulfill requirements for the Th.D. de-
gree under the following guidelines:

a. Prior to registration for a course for which credit is to be transferred, the stu-
dent must have written permission of his/her adviser or the A.T.A. program
director and an appropriate officer of the school in which the student is en-
rolled.

b. The student pays his/her own fees to the school where such work is done at
institutions not related to the A.T.A. The number of credits to be allowed within
this limitation is, in each instance, subject to the approval of the respective
A.T.A. school.

3. A limit of 12 semester hours is placed upon any work done at institutions not
related to the A.T.A. The number of credits to be allowed within this limitation is,
in each instance, subject to the approval of the respective A.T.A. school.

Application forms and further general information about the Th.D. program may
be obtained from the Director of Th.D. Program or the Director of Advanced Studies.

Application Information for
International Students and Exchange Visitors

Ordinarily, international students (persons who are not U.S. citizens or perma-
nent residents) are accepted only for graduate work beyond the M.Div. level. All
international students are expected to have the written recommendation of their
denomination. A statement of the student's plans for future work in the student's
home country is also required. Any international student taking a course for credit
must have an Fl or Jl Student Visa.

Persons for which English is not their first language must furnish with the appli-
cation recent evidence of the Test of English as a Foreign Language (TOEFL) with a
score of at least 220 (computer format) or 550 (written format).

Upon admission, and before the visa application process can begin, persons must
show proof of full financial resources to cover costs which include, but are not lim-
ited to, tuition, travel, and living expenses for the entire period of study in the United
States. The required 1-20, DS-2019 or other visa documents will not be processed or
issued until this completed certificate has been approved. ALL International stu-
dents are required to carry the school-sponsored hospitalization insurance, which
meets the standards of the Bureau of Citizenship and Immigration Services, for them-
selves and all accompanying family members. No applicant should come to Atlanta
until he or she has received a formal letter of admission to the program from the
Admissions Committee.

International students coming on special scholarships for a non-degree course of
study at Columbia will be evaluated by the International Theological Education
Committee for English proficiency to match the nature of their study at Columbia.
Students needing additional proficiency in English will be encouraged to take courses
in English as a second language in the Atlanta area.

27

All international students should send their applications to the Director of Inter-
national Programs.

Non-Degree Enrollment and Auditors

Students who meet requirements for admission to a basic degree program but do
not wish to work toward a degree may be enrolled as Occasional Students to take
courses for credit. The Dean of the Faculty must approve their program of study and
course selections. They may be admitted by the Dean of the Faculty to take courses
of particular interest if prerequisites for each course are satisfied. Occasional Student
status must be renewed each academic term. Persons for which English is not their
first language must furnish with the application recent evidence of the Test of En-
glish as a Foreign Language (TOEFL) with a score of at least 220 (computer format)
or 550 (written format). Students may audit courses as Occasional Students without
taking the TOEFL.

Persons taking courses at Columbia for the purposes of transferring credit back
to the school in which they are enrolled in a degree program, must complete an appli-
cation as an Occasional Student. The application must also include either a letter of
good standing from the Dean of the Faculty or an official transcript of work com-
pleted at their home institution. It is the responsibility of the student to determine if
his or her home institution will accept the credit from Columbia.

Regular students, spouses of students, and other members of the community are
invited to audit courses with the permission of the instructor and as space is avail-
able. Those who wish to audit should register for courses through the Office of the
Registrar. Auditors are advised to follow the following procedures:

1. request a class schedule from the Office of the Registrar;

2. select the class to be audited;

3. secure permission from the professor of that class; permission of the professor
and available space are required for auditing classes;

4. contact the Office of the Registrar to fill out an Occasional Student application
form and a registration form; pending the Dean's approval, registration will be
complete.

Note: Cost for auditing a course is one-half the cost of regular tuition for a three-
credit /one-unit course. Students taking a full-load may audit a class for no charge
pending professor's permission.

Certification in Christian Education

Students can take courses leading to the certification in Christian education. Stu-
dents interested should inquire with the Office of Academic Affairs.

28

L :

Housing and
Financial Information

Housing

Columbia's housing is reserved for full-time basic degree students. The Office of
Admissions distributes housing application forms to applicants when they are ac-
cepted. Students should apply for housing as early as possible following their accep-
tance and should direct all inquiries about housing to the Business Office.

Housing for Single Students

Columbia's two residence halls, Florida Hall and Simons-Law Hall, are designed
for single students and contain both single rooms and suites. Although most single
rooms are fully furnished, several unfurnished rooms are available in Florida Hall.
Single rooms in Florida Hall have private baths, while single rooms in Simons-Law
Hall have connecting baths. In both halls, furnished and unfurnished suites consist
of two rooms and a private bath. Efficiency apartments in both halls are available to
single students if these units have not been assigned to married students.

Students who live in single rooms and suites are required to participate in
Columbia's standard board plan (eighteen meals per week).

Housing for Married Students without Children

While married students without children are welcome to live in the residence hall
suites, most prefer to reside in the efficiency apartments, which include cooking fa-
cilities. Married students without children are also eligible for either one or two bed-
room apartments on a secondary priority basis (married with children have first
priority). Students who reside in efficiencies are not required to participate in the
standard board plan.

Housing for Students with Children

One-to-four-bedroom apartments are available for students with children. Most
of these apartments are equipped with washer/ dryer hook-ups. Columbia does not
provide refrigerators in these apartments.

Housing for Students with Special Needs

Columbia has a small number of housing units that are accessible to persons with
physical limitations. For information about these units, contact the Business Office.

Lease Agreement and Payment

A student who has entered into a lease agreement for a seminary housing unit for
a term, but who has not yet occupied the unit, is responsible for payment in full
unless written notice that the unit will not be used is given to the Vice President for
Business and Finance at least two weeks before the first day of classes. In that case,
no rent will be charged for that term. In other cases, a refund amount may be given
upon the initiative of Columbia.

31

Hospitalization Insurance

Basic degree students are required to carry some form of hospitalization insur-
ance acceptable to the seminary. Students may purchase group insurance offered to
the student body, or they may purchase insurance through other sources. Presbyte-
rian students who are inquirers or candidates of their presbyteries' Committees on
Preparation for Ministry are eligible to participate in the major medical plan of the
Board of Pensions of the Presbyterian Church (USA).

International students and all accompanying family members in the United States
on J or F visas enrolled in any program of the seminary are required to carry the
school-sponsored hospitalization insurance approved by the Immigration and Natu-
ralization Service. Once a student is accepted and confirmation of arrival in the United
States is made, the insurance application will be submitted and charged to the
student's account. Insurance is renewed on an annual basis and remains in effect as
long as the student is enrolled at the seminary.

Financial Aid

The seminary grants financial aid to eligible full-time basic degree students. Eli-
gibility is based upon need as determined by the seminary's financial aid policies.
Students applying for financial aid complete Columbia's financial aid application,
which provides an estimate of their income and expenses, and a Free Application for
Student Aid (FAFSA) form. The difference between a student's income and expenses,
as calculated from the established expense norms, constitutes the financial need of
the student. After financial need is calculated, financial aid is awarded in the form of
work-study and a grant.

Students who withdraw from the seminary or become part-time students (2 units
or less) during a term forfeit their right to financial aid for the term in which such
action is taken.

New students who plan to attend Greek School must submit the seminary's fi-
nancial aid application form and the FAFSA by June 1. New students entering in the
fall must submit the financial aid application form and the FAFSA by August 1. Stu-
dents entering in the winter term or spring semester must apply for financial aid no
later than four weeks prior to the first day of classes.

Returning students must submit the FAFSA by April 22 and return the seminary's
financial aid application by April 30.

All students should submit applications as early as possible since awards are made
as applications are received and are contingent upon the availability of funds. Per-
sons interested in more detailed information about the basic degree financial aid
program offered by Columbia should contact the Financial Aid Office.

Federal Family Education Loan Program

The Federal Family Education Loan (FFEL) Program is made available to post-
secondary students under the Higher Education Act of 1965 and subsequent amend-
ments and is regulated through federal and state agencies. The Stafford subsidized
and unsubsidized loans offered under the FFEL program provide preferable interest

32

rates and delay repayment of loans until after the student graduates or has less than
half-time status. Columbia Seminary assists students with the application process by
determining and certifying student eligibility for loans, including certification of a
student's satisfactory academic progress in the course of education for which the monies
are borrowed. Funds for Stafford loans are provided by private lenders and are insured
by guaranty agencies and reinsured by the federal government. Students enrolled at
Columbia may seek loans from the lender of their choice within the state of Georgia or
elsewhere. Information pertaining to application procedures and policy regulations for
Stafford loans at Columbia may be obtained from the Financial Aid Office.

Stafford loans may be used for study abroad in programs approved by the semi-
nary and which apply towards the student's degree program.

To maintain eligibility for loans and deferment of prior loans, a student in an eligible
degree program must continue to be classified as at least half-time and be making satis-
factory academic progress as determined by the seminary's Satisfactory Academic
Progress Policy. Copies of this policy are available from the Registrar's Office and the
Financial Aid Office and are published each year in the Student Handbook.

When a student withdrawals or drops below half-time status, he or she may no
longer be eligible for the entire certified amount of a loan. Federal regulations re-
quire that, within thirty days of a change in eligibility, the seminary return to the
lender 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 changes in financial as-
sistance may also affect loan eligibility.

The funds are returned to the Stafford loan programs in the following order:

1. unsubsidized loan program if an unsubsidized loan was certified;

2. subsidized loan program.

Federal Work-study

The federal work-study program is regulated under the Higher Education Act of
1965 and its subsequent amendments. Federal work-study funds provide some em-
ployment opportunities for students. Eligibility for these funds is determined ac-
cording to the federal need-analysis formula. Availability of these funds is limited
by the seminary's annual allocation. Information pertaining to application proce-
dures and policy regulations for federal work-study at Columbia may be obtained
from the Financial Aid Office.

Veterans Administration Benefits

Certification for V.A. benefits is handled through the Office of Student Life.

33

Scholarships for Basic Degree Students

Columbia Scholarships

Qualified women and men planning to attend Columbia are encouraged to apply
for a Columbia Scholarship. This scholarship is for persons accepted into the M.Div.
program who have exhibited exceptional academic and leadership abilities during
their undergraduate studies and in community involvement and church commit-
ments.

The Admissions Committee may award up to six Columbia Scholarships for Greek
School and the following academic year. The scholarship covers tuition, room, and
board at the single student rate. Students may use the Columbia Scholarship for
expenses while they are in residence at the seminary as well as for SM210 and 1241. A
Columbia Scholarship will be renewed for succeeding years if the recipient main-
tains full-time status, retains a 3.60 cumulative grade point average, and continues
to show outstanding potential for ministry. Applicants must be citizens of the United
States or Canada. A scholarship application and a personal interview are ordinarily
required. Application is made through the Office of Admissions and must be re-
ceived no later than March 15. Announcement of Columbia Scholarship awards will
ordinarily be made by April 15.

Recipients who show need over and above a Columbia Scholarship award may
be granted financial aid. Such financial aid will include a work-study assignment.

Those applying for Columbia Scholarships will automatically be considered for
other scholarships if they are not awarded Columbia Scholarships.

Honor Scholarships

A number of Honor Scholarships have been established at Columbia for full-time
M.Div. students. The Admissions Committee awards several scholarships annually to
first year students on the basis of academic achievement, leadership in the church and
on campus, and demonstration of outstanding promise for the ordained ministry.

An Honor Scholarship covers tuition for Greek School and the following academic
year. The scholarship will be renewed for succeeding years if the recipient maintains
full-time status, retains a 3.40 cumulative grade point average, and continues to show
outstanding potential for ministry Students may use this scholarship for tuition while
they are in residence at the seminary as well as for SM210 and 1241. Application is
made through the Office of Admissions. A scholarship application and a personal in-
terview are ordinarily required. Applications must be received no later than March 15.
Announcement of Honor Scholarship awards will ordinarily be made by April 15.

Recipients who show need over and above an Honor Scholarship award may be
granted financial aid. Such financial aid will include a work-study assignment.

34

Merit Scholarships

A number of Merit Scholarships are given each year to full-time M.Div. students.
They vary in amount and are awarded for the fall, winter, and spring terms. Merit
Scholarships may be used for tuition while in residence at the seminary as well as for
1241. Merit Scholarships for entering students are awarded annually by the Admis-
sions Committee on the basis of academic achievement, leadership ability, and po-
tential for ministry. These scholarships are not renewable. Merit Scholarships are
also awarded each year to returning M.Div. students. The Basic Degrees Committee
considers all returning students and makes the awards based upon GPA as well as
demonstration of promise for ministry. Merit scholarships for returning students are
also not renewable. A recipient who shows financial need over and above a Merit
Scholarship award may also be granted financial aid. Such financial aid will include
a work-study assignment.

Racial/Ethnic Scholarships

Eligible full-time basic degree students are awarded Racial /Ethnic Scholarships
for the fall, winter, and spring terms.

Columbia Friendship Circle Scholarships

A number of scholarships are funded annually by the Columbia Friendship Circle.
These scholarships are awarded to PC(USA) M.Div. degree students by the Basic
Degrees Committee upon nomination by the President and Dean of Students in con-
sultation with the Office of Development and Seminary Relations.

The following criteria are used in making nominations: The student must be a
second or third year student (fourth year if the student has been involved in a year-
long internship); have demonstrated both a strong commitment to God's call and
diligence in studies at Columbia; be a parent with family responsibilities; and have
demonstrated financial need.

Recipients who show need over and above the Columbia Friendship Circle Schol-
arship may be eligible for additional financial aid. Such financial aid will include a
work-study assignment.

Tuition, Fees, And Other Charges
Effective Summer Term

Master of Divinity and Master of Arts Degree Candidates

Tuition

$ 814 Per unit

407 Audit fee per unit

Supervised Ministry Fees
$ 814 Per unit

35

Other Fees

$ 175 1241 Alternative Context, Atlanta (plus 1 unit course fee)

350 1241 Alternative Context, Other U.S. (plus 1 unit course fee)

650 1241 Alternative Context, International (plus 1 unit course fee)

Advanced Degree. Candidates and Occasional Students

Tuition

$ 320 Per credit hour

160 Audit fee per credit hour

Supervised Ministry Fees

$ 660 SM610, SM680, SM681, SM682, SM683, SM684, SM685

Other Fees

$ 875 ATA401 Seminar on Ministry

445 ATA401e (First Session)
445 ATA401e (Second Session)
875 ATA496 Doctoral Project
60 ATA497 Th.M. Research fee (Th.M. candidates only; does not apply

to Th.M students enrolled in courses)
60 ATA498 D.Min. Research fee (D.Min. candidates only; does not

apply to D.Min. students enrolled in courses)
60 ATA499 Th.D. Research fee (Th.D. candidates only; does not apply

to Th.D. students enrolled in courses)
130 D.Min. and Th.M. extension fee (first time)
275 D.Min. and Th.M. extension fee (second time)
25 Thesis binding (per copy)

25 D.Min. Activity (once a year)

For all students

Other Fees

$ 35 Application fee

25 Occasional student application fee

50 Late registration fee (does not apply to D.Min. doctoral practicums

and doctoral projects or to Th.M. thesis registration)

100 Commencement fee

Board

$ 645 Essentials of Greek (Summer Greek School)

1,324 Fall or spring term

345 Winter term

Housing

Residence Halls

$ 407-441 Single room, Summer Greek School

865-927 Single room, fall or spring term

216-237 Single room, winter term

584-642 Suite, Summer Greek School

1,195-1,310 Suite, fall or spring term

299-328 Suite, winter term

376-422 Efficiency units per month

36

Village Apartments, per month
$ 577-604 4 Bedrooms

527-578 3 Bedrooms

446-527 2 Bedrooms

422 1 Bedroom

Payment of Fees

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

Refund Policies

Tuition

Subject to the following schedule, students are entitled to refunds when they drop
a course or withdraw from school with approval from the seminary. A course is con-
sidered dropped or a student is considered to have withdrawn from the seminary at
the time the Registrar receives written notice to that effect.

A. Fall and spring term classes (full-term):

By the end of the:

First week 100%

Second week 80%

Fourth week 50%

Sixth week 25%

After sixth week 0%

B. Classes less than nine weeks and greater than five weeks in duration:

By the end of the:

Third day of class 100%

Second week 50%

Third week 25%

After third week 0%

C. Winter term classes and other classes three to five weeks in duration:

By the end of the:

Second day of class 100%

Fifth day of class 50%

After fifth day of class 0%

D. Two week classes:

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.

37

Room and Board

A student who has entered into a lease agreement for a seminary housing unit for
a term or semester is responsible for payment in full unless written notice that the
unit will not be used is given to the Vice President for Business and Finance at least
two weeks before 1 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 semi-
nary. A minimum charge of one month's rent will be assessed as a penalty for break-
ing a lease.

A student who otherwise is required to be on the seminary's board plan, 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 Vice President for Business and Fi-
nance 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.

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 his or her last date of attendance.

Financial Assistance

A student who withdraws from the seminary or becomes a part-time student
(2 units or less) forfeits any financial assistance (scholarships and financial aid) pre-
viously awarded for the term in which such action occurs.

: :

38

,

$ >***/ , '

Resources and
Related Academic Programs

The John Bulow Campbell Library

Named for John Bulow Campbell, an Atlanta benefactor and member of
Columbia's Board of Trustees during the 1930s, the library serves as a learning re-
source center for the seminary community. The library offers resources to provide
for student and faculty research and to extend the work of the classroom.

The library's collections, accessible through a web-based catalog, include over
145,000 books, periodical volumes, video and audiocassettes, microforms, compact
discs, and church records. Particular subject strengths include biblical studies; his-
torical and contemporary theology, particularly in the Reformed traditions; Ameri-
can Presbyterianism; pastoral counseling; and practical theology. Special collections
have been developed in the areas of Asian Christianity, Southern Presbyterianism,
children's literature, and religious art. The Rare Books Room displays over six thou-
sand volumes from the early nineteenth-century library of South Carolina Presbyte-
rian pastor Thomas Smyth.

Information services include a staffed central reference desk, e-mail reference ser-
vice, computer workstations with Internet access, information technology assistance,
and media services. The library's participation in GALILEO (Georgia Library Learn-
ing Online) provides access to over one hundred databases indexing thousands of
periodicals and scholarly journals. Other online resources include encyclopedias,
foreign and domestic newspapers, business and community directories, government
publications, and a comprehensive Internet subject index and guide.

The library's membership in two primary consortia, the Atlanta Theological As-
sociation (A.T.A.) and the Atlanta Regional Consortium for Higher Education
(ARCHE), provides Columbia's faculty and students with 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 Griffith Children's Library

Unique to theological libraries, the Griffith Children's Library provides books
and other materials for use in the spiritual formation of children. This child-friendly
lab environment for storytelling and direct interaction also includes a viewing room
for evaluation and response.

The C. Benton Kline, Jr. Special Collections and Archives

The archive collection, named for Columbia's fifth president, is the designated
place of record for all seminary and faculty publications, and is available for schol-
arly use. A specially controlled climate protects and preserves rare books, institu-
tional and historical documents, and memorabilia related to the history and
development of the seminary.

41

Media Services

Media Services provides a wealth of multi-media production assistance, includ-
ing digital video and audio production, presentation production and support, and
audio-visual support for classes. New areas being explored are distance learning
and streaming audio/video production in conjunction with campus classes to stu-
dents and laypersons throughout the world.

The Columbia Bookstore

Columbia's bookstore, located in the Richards Center, provides books and sup-
plies at a discount for students who wish to begin building and expanding their own
theological libraries. The bookstore also serves pastors, laypersons, and churches all
over the Southeast. Its inventory includes a wide selection of standard and current
books in the historical-doctrinal area, spirituality, practical theology, Bible, and homi-
letics. In addition, the bookstore offers commentaries on the Old and New Testa-
ments and books related to women's studies, African American studies, world
missions, and evangelism. The bookstore is ordinarily open from 10:30 a.m. until
2:30 p.m., Monday through Friday, with special hours during campus events.

Related Academic Programs

In addition to the basic 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 (A.T.A.), Columbia enjoys academic
and professional affiliations with Candler School of Theology, Erskine Theological
Seminary, Interdenominational Theological Center, and Lutheran Theological South-
ern Seminary. The association develops and coordinates educational programs and
resources of these member institutions, which include approximately sixteen hun-
dred students, two hundred faculty, and a combined library collection of 600,000
volumes. Among significant and promising cooperative endeavors, in addition to
the Doctor of Theology and Doctor of Ministry degree programs, are cross registra-
tion, sharing of faculty, library and lectureship resources, inter-seminary courses,
and experimental programs in various academic disciplines and professional spe-
cializations.

Atlanta Regional Consortium for Higher Education

Columbia is a founding institution of the metropolitan Atlanta consortium of in-
stitutions of higher education (ARCHE). ARCHE'S mission is to provide member
institutions with services tht help expand eductional opportunities, promote aca-
demic excellence, and foster cultural diversity for students, faculty and staff. To pro-
vide 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.

42

Cross-Registration at Area Schools

Columbia students may cross-register for courses at schools that belong to either
the A.T.A. 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. Students may
cross-register for a maximum of two courses per term, and the combined load may
not exceed the full-time allowable load on the home campus. Students register and
pay regular tuition and fees to the home institution.

Cross-Registration at Theological Institutions of the Presbyterian Church
(USA)

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

Clinical Pastoral Education

Clinical Pastoral Education (CPE), a firsthand learning experience under certified
supervision, provides theological students and pastors with opportunities for inten-
sive 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. Columbia's membership in the Association for Clinical Pasto-
ral Education means that its students will be given priority of choice in institutions
elected, especially those listed within the Southeast.

Programs in Other Locations

Appalachian Ministries Educational Resource Center

Columbia is a member of the Appalachian Ministries Educational Resource Cen-
ter (AMERC), a seminary consortium that facilitates contextualized theological edu-
cation for students interested in the Appalachian region or rural ministry. Through
its educational programs, normally offered in the summer and January terms, stu-
dents 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 Supervised Ministry.

The Middle-East Seminar

Columbia sponsors a summer travel seminar consisting of a three-week study
trip to Israel, Jordan, and Greece. Subsidized by a private foundation, the program is
directed by Dr. Max Miller, Professor of Old Testament Studies at Candler School of
Theology. It is limited to five students from each of the schools and five laypersons
selected from positions of leadership in the Southeast.

43

The program has two purposes: (1) to provide an in-depth study tour of the area
that stands at the center of our biblical heritage and plays such a crucial role in cur-
rent international affairs and (2) to provide a context in which the leaders of
tomorrow's church can get to know each other and develop close bonds of under-
standing and friendship. In addition, the program offers opportunity for extended
interchange between students who are preparing for professional careers in the church
and laypersons who are playing key roles in business and community affairs.

National Capital Semester for Seminarians

Columbia is a participating institution in the National Capital Semester for Semi-
narians, 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 churches. The
design includes an interaction /reflection seminar, supervised study, and the oppor-
tunity to select other courses in Washington institutions. For detailed information,
contact the Office of Academic Affairs.

'!

44

Columbia in Service to the
Church and Its Ministry

Columbia's mission is to serve as a theological resource not only to students within
degree programs, but also to pastors and laypersons. Through its lifelong learning
programs and special events, Columbia offers opportunities for people throughout
the church to grow in faith and service.

Continuing Education

Continuing education is lifelong learning for ministry. A part Columbia's special
mission in the service of the church, lifelong learning - for pastors, educators, other
church professionals and laypersons - undergirds spiritual, academic, professional
and personal enrichment and growth.

The goal of continuing education is to assist pastors and church leaders in acquir-
ing knowledge, skills and insights that will help them in bringing the reality of the
whole gospel message to the whole person in complex, rapidly changing cultural
contexts of ministry. To accomplish this goal, continuing education programs at Co-
lumbia address a broad range of topics from a variety of perspectives and offer pas-
tors and church leaders opportunities to learn together- from gifted teachers, from
other pastors, and from the traditions of the church as they seek to address issues
and concerns of ministry.

A variety of events are scheduled each year. The January seminars, a combination
of worship and workshops designed primarily for clergy, is a Columbia tradition.
Other events, which may be hosted on- or off-campus, include topics such as tech-
nology in the church, stewardship and resource issues, leadership formation and
development, life-stages ministry, theology, and pastoral care. In addition, contem-
plative retreat programs for men and women and synod or presbytery-specific events
are conducted.

A partnership with Eckerd College in Florida is a new venture, beginning in Feb-
ruary 2004. This inaugural event features Walter Brueggemann and Carl Holladay
addressing "Prophetic Voices: Biblical Faith in Changing Cultures." We continue to
offer seminars in conjunction with the Spirituality Program on topics such as Every-
day Sacraments and Embodied Holiness.

Several programs are offered on an application basis. The Guthrie Scholars pro-
gram is offered twice a year, offering invited scholars to campus to engage their
choice of topics from a Reformed perspective. Bodybuilding for Ministry invites CTS
graduates serving their first calls to return to campus for a week of renewal, rest and
recreation. The S3 Project, funded by a grant from the Lily Foundation, involves
peer-learning groups in self-directed projects designed to foster Sabbath, study, and
service and encourage pastoral excellence. The seminary covers all costs for these
programs, except travel. Application may be made through the Continuing Educa-
tion Office.

45

Individual study is available to clergy and other church professionals who wish
to spend time on the campus working in the library and consulting with a faculty
member. The Director of Continuing Education will facilitate this kind of on-campus
directed study.

A calendar of events is maintained on the seminary website, and is available upon
request. For more information on continuing education opportunities, please con-
tact the Continuing Education office.

Lay Institute of Faith and Life

Since 1987, the Lay Institute of Faith and Life has been equipping laity for minis-
try in the world and in the church. The Institute offers courses, seminars, retreats,
and workshops designed to help Christian laypersons become better theologians
and more faithful followers of Christ in all of life home, work place, church, com-
munity, world.

Among the ongoing programs at the Lay Institute are Lay Schools of Bible and
Theology offered in the fall and winter. Courses offered include biblical studies, the-
ology, church history, ethics, and spiritual formation. Other regular programs in-
clude faith-in-the-workplace seminars, monthly study groups in theology-and-
literature and faith-and-film, and individual and juried art exhibitions. Also avail-
able are week-long and weekend classes for the Presbyterian Women's Bible study,
Summer Lay Scholars Week, and Directed Study opportunities.

The Institute also offers courses taught in local churches. The Institute's staff is
available to consult with presbyteries and congregations in all areas of lay educa-
tion.

For more information about the Institute and its programs, please contact the
Lay Institute of Faith and Life.

Faith and the City

The Faith and the City Program seeks to nurture a spirit of mutual community,
shared responsibility, and common destiny among the citizens of the Atlanta metro-
politan region. Moreover, the impact of the project intends to be broader than the
Atlanta region. Faith and the City seeks to develop the capacity for ministerial and
public leadership in all clergy and clergy-in-training so that they might be leaders
wherever they serve.

Through multidisciplinary curriculum enhancement, community involvement
initiatives, independent studies, cooperative efforts with other Columbia programs,
forums, and special events, Faith and the City seeks to help Columbia's faculty, staff,
and students be a part of public decisions as they are made and carried out.

Faith and the City is enriched by being a cooperative effort between Columbia,
Candler School of Theology at Emory University, and Interdenominational Theo-
logical Center.

46

Center for New Church Development

Columbia established the Center for New Church Development (NCD) in 1997.
The Center has a three-fold focus: teaching, research, and consultation with clergy
and laity involved in the mission of beginning new congregations.

The Center provides programs, NCD internships, conferences, and basic and ad-
vanced degree courses, including a D.Min. specialization in NCD. These learning
opportunities are open to Columbia students, new church development pastors and
their spouses, potential new church development pastors, and church leaders who
assist the nurture of new congregations.

The Center has recently completed an extensive ecumenical study of new church
development and new church leadership. This research explored the effect of new
church development on denominational membership growth, provided an empiri-
cal basis for profiles of new church development pastors, and focused on different
profiles of new church development leadership that were found in racially and eth-
nically diverse communities.

For more information, please contact the Center for New Church Development.

International Theological Education

Columbia is committed to the task of preparing students for ministry in a world
that is shrinking 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. His-
torically, more than seventy percent of the second year M.Div. students have partici-
pated in one of Columbia's international programs. These programs include:

1. An international component for the second year course, "Alternative Context For
Ministry." Students may choose to take this course in an international setting.
During the 2003-2004 academic year three international alternative contexts for
ministry were offered: Mexico, Jamaica, and Central Europe.

2. A three-week Middle East Seminar in late May and early June.

3. Supervised ministry placements for Columbia students in Caribbean churches
under the supervision of experienced Caribbean pastors.

4. Exchange programs and internships in England, Germany, Jamaica, Kenya, South
Africa, Korea, Scotland, and Switzerland.

5. A joint Doctor of Ministry program with the United Theological College of the
West Indies. Many of the classes are held in Kingston, Jamaica.

6. International students, faculty, and pastors working and studying on the Colum-
bia campus.

7. A two week D. Min. course held at the Evangelical Theological Seminary in Cuba
with Cuban pastors on issues of ministry in a changing world.

8. A January pilgrimage to the Holy Land.

For further information, write to the Director of International Theological Education.

47

Campbell Scholars

The Campbell Scholars Seminar, named in honor of Columbia's former trustee and
benefactor John Bulow Campbell, began in the fall of 2000. The seminar's purpose is
to help Columbia and the church think more clearly about the mission of the church in
the 21 st century. Scholars and pastors from around the world are invited to participate.
Dr. Walter Brueggemann, McPheeters Professor of Old Testament, convened the 2000
Campbell Scholars Seminar. The theme was "Mission of the Church in the Twenty-
First Century: Mission as Hope in Action." Dr. Catherine Gonzalez, Professor of Church
History, convened the 2001 Campbell Scholar Seminar. The theme was "Context and
Catholicity: One Faith or Many?" The 2002 seminar was convened by Dr. Kathleen
O'Connor, Professor of Old Testament Language, Literature, and Exegesis, and ad-
dressed the theme: "Mission in a World of Hunger." The 2004 seminar will be con-
vened by Dr. Erskine Clarke, Professor of American Religious History and will address
the theme "The Mission of the Church in an Age of Religious Violence."

Evangelism Emphasis

In 1981 Columbia initiated a program in evangelism. Under the direction of the
Peachtree Associate Professor of Evangelism and Church Growth, a program of
courses for basic and advanced degree students has been developed that focuses on
the church's evangelistic mission in the rapidly changing context of North America.
Students wishing to emphasize evangelism and mission are urged to include an in-
ternship (from one summer to one year) in a teaching congregation with strong
missional commitments. In addition to course offerings, the professor works with
the Thompson Scholars Program, a continuing education opportunity that brings to
the campus pastors from the PC(USA). The ten-day intensive study experience pre-
pares evangelism leaders for the future.

Christian Spirituality Emphasis and Certificate in Spiritual Formation

Columbia offers study and growth opportunities in the spiritual life. Christian
spirituality explores our individual and communal relationship with God how it is
initiated, affirmed, and nurtured. Spiritual development demands that hard ethical
questions about the living of faith in a changing world be asked.

To respond to the growing interest to Christian spirituality, since 1995 Columbia
has offered a Certificate in Spiritual Formation, designed for both laypersons and
ministers who want to be attentive to spiritual growth. While the work is challeng-
ing, no specific degree is required as a prerequisite. The program is designed for
completion within a three-year period. Courses are offered in one- week or weekend
segments throughout the year, with a total of six elective courses plus the Immersion
Week, a practicum, and a pilgrimage requirement. A sampling of elective courses in
the Certificate Program include Spirituality and the Formation of Community, Prayer
in Many Forms, History of Christian Spirituality, Literature and Practice of Spiritual
Direction, New Testament Spirituality, Old Testament Spirituality, Spirituality of
Compassion, Teaching Spiritual Formation, Reformed Spirituality, Personality Type
and Spirituality and the Spirituality of Thomas Merton to name a few.

48

Basic degree students and their spouses may participate in offerings of the Spiri-
tual Formation program. A student may complete several components of the Certifi-
cate in Spiritual Formation while at seminary. However, two major components in
the Certificate in Spiritual Formation, the Practicum and the Pilgrimage, occur in the
student's first ministry setting following graduation. In recent years most graduates
have completed the 2-4 electives post graduation and then go on to do their Practicum
and Pilgrimage to receive their Certificate. The Spirituality program provides struc-
ture and resources to help seminarians nurture their understanding, experience, and
practice of the Christian life as they prepare for the ministries to which God is calling
them.

There are additional opportunities for spiritual formation at Columbia which
maybe counted towards the Certificate in Spiritual Formation or which may simply
be enjoyed as part of community life. These include but are not limited to participa-
tion in Spiritual Direction, attending a fireside chat with a speaker from the pro-
gram, walking the Labyrinth, or offering an act of sendee and mercy in the community.

The Journeyers newsletter provides information on Columbia's spirituality em-
phasis and includes book suggestions, upcoming courses and events, and renewal
opportunities. A subscription is free. For more information, please contact the Spiri-
tuality Program.

Columbia Colloquium

Designed for both clergy and laity, Columbia's Colloquium is a major annual event
that examines the life of the church. The three-day event takes place each April. Ac-
tivities include worship services, lectures, and formal and informal occasions for
visiting with guest speakers, faculty members, and friends. The Alumni/ae Associa-
tion dinner occurs during this time.

Smyth Lectures

The Smyth Lectures at Columbia were begun in 1911 by the bequest of the Rev.
Thomas Smyth, D.D., pastor of Second Presbyterian Church in Charleston, South
Carolina. The aim was to establish "a course of lectures on the fundamental prin-
ciples of the Christian faith." The Smyth Lectures are presented to the seminary com-
munity and are open to all ministers and laypersons who wish to attend.

The Southern Institute For Business And Professional Ethics

In 2000, Columbia and The Southern Institute for Business and Professional Eth-
ics became partners in order to encourage common interests and mutually beneficial
programs. From corporate leadership forums to high school classrooms, the South-
ern Institute emphasizes the practical benefits of ethical discourse and education,
offering innovative programs, services, and resources that address the challenges of
today's complex world of business and the professions. Individuals and organiza-
tions as well as tomorrow's leadership are the focus of the institute's programs.

49

<ii-

Community Life

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

Yearly Schedule

The academic year is composed of two long semesters of fourteen weeks each
and a short January term. During the summer, the seminary offers a full program of
supervised ministry, an eight-week course in beginning Greek, and a four-week sum-
mer session designed primarily for D.Min. students and ministers interested in con-
tinuing education.

Orientation

All entering basic degree students and international students are required to at-
tend an orientation program that occurs during the days preceding the regular open-
ing of the seminary in the fall. It offers an opportunity for new students to become
acquainted with each other, with student body leaders, and with members of the
faculty. Assessment tests are administered to help new and transfer students under-
stand how their particular educational backgrounds and experiences have prepared
them for theological education. All transfer students must come to the Academic
Affairs Office during orientation so that their previous course work is officially trans-
ferred in and a plan for their work at Columbia can be established.

Returning basic degree students are also required to participate in orientation
days that include activities such as a debriefing of the summer supervised ministry
or intern programs, a discussion of procedures for receiving a call from a congrega-
tion, preparation for ordination examinations, and consultation with faculty advis-
ers.

Community Worship and Convocations

Each regular class day, the seminary community gathers for worship 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, others from the seminary community,
and invited guests lead worship for the community. The sacrament of the Lord's
Supper is celebrated each Friday.

Wednesday forums provide an alternative to the traditional worship service. Fo-
rums offer the Columbia community opportunities to consider significant issues for
the church in the world, to be exposed to persons from other traditions and parts of
the earth, or to be directed in spiritual formation. A majority of the forums are de-
signed and led by student organizations.

51

Several times during the year, the seminary community gathers for convocations
and other special services. At opening convocation in the fall and at graduation each
spring, students are recognized for outstanding academic work and for service to
the church through the presentation of awards, prizes, and fellowships. Descrip-
tions of these awards are given below along with a listing of recent recipients.

Student Organizations and Activities

Student Coordinating Council

The Student Coordinating Council is the student government association of the
seminary. It initiates discussion and decisions within the student body, responds to
the needs of the student community, coordinates student and community activities,
and oversees the work of the various student organizations. It represents the inter-
ests of the entire seminary community, i.e., students on and off campus, interna-
tional students, and student families.

Evangelical Student Association

This association strives to foster Christian fellowship and service within the semi-
nary community. The fellowship aims to "exhort one another to remain faithful to
the Lord with steadfast devotion"; explore the missional vocation of the church and
each Christian; and provide opportunities for Christian fellowship and growth.

Black Seminarians Association

This association seeks to identify and voice the unique concerns of Black seminar-
ians by creating an on-campus environment that nurtures their spiritual, intellec-
tual, emotional, and physical needs.

Fellowship for Theological Dialogue

Established to encourage every student to the highest possible scholarship, the
Fellowship for Theological Dialogue offers open membership to all students and
faculty. To support theological scholarship, it sponsors lectures, informal discussions
with visiting lecturers, symposia led by members of the faculty, and other meetings.

Imago Dei

This organization promotes and supports the welfare of gay, lesbian, bisexual,
and transgender people and their friends in the seminary, the church catholic, and
the community at large.

Korean-American Student Association

This association addresses the needs and concerns of Korean- American students
and serves as a voice and channel of communication on their behalf within the larger
seminary community.

52

Society for Missionary Inquiry

Founded in 1832, this society has been instrumental through the years in promot-
ing an active interest in missions among the students and throughout the church.
The society provides hospitality for international students and visitors on the Co-
lumbia campus. Through the work of the society, a number of students have re-
sponded to the challenge of international missions.

Spouses of Seminarians

Designed primarily for the spouses of regularly enrolled students, this organiza-
tion provides spouses of students, spouses of faculty and staff, and other invited
persons with opportunities to meet together for study and for the sharing of mutual
concerns and interests. The Spouses of Seminarians organization also sponsors a
number of events for the entire Columbia community.

Women's Issues in Ministry

This organization offers support for women students as well as opportunities for
dialogue about issues of particular concern to women in ministry. Activities include
annual retreats and opportunities to attend conferences and workshops that focus
on women's issues for ministry.

Recreation Program

Athletic and recreational activities are available and open to all students and their
families. These activities include volleyball, football, basketball, soccer, softball, ten-
nis, aerobics, table tennis, and golf.

Supply Preaching

Columbia works with local congregations in making arrangements for student
supply preaching. Students are ordinarily assigned on a rotating basis to churches
that have requested supply ministers.

Student Handbook

The Student Handbook, which is published each year, contains complete infor-
mation for students on matters such as housing, student services, and seminary poli-
cies and procedures.

Placement

Columbia's students seeking a call find a wide range of ministry options avail-
able to them at graduation. While the majority of basic-degree graduates accept calls
to congregational ministries, others discover that their gifts and interests lead them
into different avenues of Christian service to the church and world. These avenues
include further graduate study in one of the traditional theological disciplines; Clinical
Pastoral Education; 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.

53

A comprehensive placement program helps students explore their ministerial
options. Workshops assist students as they prepare for denominational exams, com-
pose personal information forms, prepare for interviews, negotiate calls, and plan
for continuing education.

Columbia maintains close ties with congregations seeking pastors and other call-
ing agencies. Descriptive files are kept on a wide variety of ministry opportunities.
Individual personal information forms are sent to congregations and agencies that
request them. Each year many pastor nominating committees come to campus to
interview seniors. As a result of these efforts, graduates ordinarily receive calls in a
timely manner.

The seminary's placement services are also available to its advanced degree stu-
dents and alumni/ ae.

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.

The Wilds Book Prize was established by Louis T. Wilds of Columbia, South Caro-
lina, in 1917. In 1992, an addition to the fund was made by Mary Scott Wilds Hill,
Annie Edmunds Wilds McLeod, Murphey Candler Wilds, and their children in
memory of their parents and grandparents, Laura Candler Wilds and Louis T. Wilds,
Jr. The fund provides a cash award to the graduating M.Div. student selected by the
faculty for the highest distinction in his or her academic work over the entire semi-
nary program.

The Lyman and Myki Mobley Prize in Biblical Scholarship has been established in
memory of Donald Lyman Mobley '77 and Myki Powell Mobley (Candler School of
Theology '77). A cash award is given each year to the student or faculty member
doing exemplary work in the field of biblical scholarship as it relates to the worship
and work of the church.

The Paul T. Fuhrmann Book Prize in Church History was established in 1962 by an
alumnus of the seminary to honor the late Dr. Paul T. Fuhrmann, former professor of
church history. The cash award is made annually to the student who has shown the
most outstanding achievement in church history.

The Florrie Wilkes Sanders Prize in Theology is given by the family of Florrie Wilkes
Sanders of Atlanta, Georgia. A cash award is given each year to the student present-
ing 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
relating theology to the education, professions, and avocations of laypersons.

The Emma Gaillard Boyce Memorial Award is made annually by the Rev. David Boyce,
an alumnus of the seminary, in honor of his mother, a devoted music teacher, choir
director, church musician, and minister's wife. A cash prize is awarded to the stu-
dent writing the best paper on the creative use of music in worship.

54

Abdullah Awards of three types are made available each year by the Rev. Gabriel
Abdullah, an alumnus of the seminary. The cash prizes are for the best paper setting
forth a plan for the teaching of Bible in the public schools; the second is for the best
paper designing a program for the development of moral and spiritual values in the
public schools; and the third is for the best paper on the subject, "How to make the
church school hour the most interesting hour of the week."

The Indiantown Country Church Award was established by the family of Mr. and
Mrs. R. W. Stuckey in their honor to highlight the work of ministry in churches in
rural areas. The cash prize is awarded annually to a student who has done outstand-
ing work in the summer in a rural ministry.

The Ludwig Richard Max Dewitz Biblical Studies Award is a cash award given along
with a copy of the Hebrew Old Testament to the basic 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.

The Samuel A. Cartledge Biblical Studies Award is given to the basic degree student
who prepared the best New Testament exegesis during the academic year. A cash
award is given along with a copy of the Greek New Testament. A judging committee
of professors of New Testament nominates a person to the faculty for election.

The Presbyterian Women of the Presbytery of St. Andrew Preaching Award is a cash
award given for the best sermon preached by a student during the academic year.

James T. and Celeste M. Boyd Book Fund Award is presented to a graduating senior
as a means of encouraging and helping establish a personal theological library of
books and resources.

The C. Virginia Harrison Memorial Fund Award is presented to a rising senior who is
conscientious, responsible, hardworking, and in need of financial assistance. The
president, in consultation with the secretary to the president, selects the recipient of
this award.

The Columbia Leadership Award is given to a graduating senior who shows promise
of providing outstanding leadership to the church. The recipient will have demon-
strated unusual leadership qualities at Columbia as well as spiritual depth and in-
tegrity.

The William Dudley Fund Award is a cash prize presented to two Master of Divinity
seniors who have evidenced achievement and interest in, and commitment to, evan-
gelism and church growth. The award is to be used within a five-year period for
continuing education or graduate study in evangelism and church growth at Co-
lumbia.

The Harold J. Riddle Memorial Book Award is presented to one or more seniors, se-
lected by the faculty in consultation with the pastoral care faculty, who show highest
distinction in the field of pastoral care, especially in the area of terminally ill pa-
tients.

55

The Florie S. Johnson 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 senior 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.

The George and Sally Telford Award is designed to recognize each year an outstand-
ing graduate in the Doctor of Ministry program. The award will be granted to a
graduating D.Min. student who shows exceptional ability for congregational leader-
ship with an emphasis on social justice issues and vision for the church.

The Toms-McGarrahan Award is given by the John Calvin Presbyterian Church in
Louisville, Kentucky, to honor Eunice McGarrahan's leadership in the Worship and
Thology Unit of the Presbyterian Church, USA, and her father the Reverend Russell
Toms, a '51 graduate of Columbia Theological Seminary.

Graduate Fellowships

Each year the seminary awards one or more fellowships to outstanding gradu-
ates completing the M.Div. degree. The purpose of these fellowships is to recognize
superior intellectual achievement demonstrated during the course of the regular semi-
nary program and to provide a modest support for graduate work beyond the first
professional degree. Fellowships must be used toward an accredited master's de-
gree or doctoral graduate degree program in which the recipient engages in the schol-
arly pursuit of an academic theological discipline.

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

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

The Columbia Friendship Circle Graduate Fellowship is awarded to outstanding gradu-
ates who have completed the Master of Divinity degree. The purpose of the fellow-
ship is to recognize superior achievement and to provide support for further study.

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

The Anna Church Whitner Memorial Fellowships are given periodically from a legacy
left to the seminary in 1928 by the late William C. Whitner of Rock Hill, South Caro-
lina, in memory of his mother.

Emma Gaillard Boyce Graduate Fellowship was established by the Rev. David Gaillard
Boyce, an alumnus of the seminary, in honor of his mother. It is awarded to a gradu-
ating senior or clergyperson who enrolls in a graduate program of music and /or
worship.

56

s

Curriculum and Courses

The teaching program at Columbia is arranged in four areas: Biblical, Historical-
doctrinal, Practical Theology, and Supervised Ministry. Interdisciplinary courses,
which combine studies in two or more of these areas, are also taught in the degree
programs. While classroom instruction is foundational to all degree programs, the
goal is to equip students to continue their education independently. The resources of
the library, the structure of course work, and independent study courses encourage
realization of that goal.

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,
Biblical Area courses focus on the languages (Hebrew and Greek), history, cultures,
and worldviews of the ancient Mediterranean peoples, in order to clarify how the
Bible spoke to those to whom it was first addressed. At the same time, Biblical Area
courses give students the opportunity to practice appropriate and creative means of
hearing Scripture anew today, in our own cultural and historical contexts, so that it
may continue to speak to us and to our world in fresh and powerful ways.

Historical-Doctrinal Area studies help students understand the past as a means of
comprehending the present. Students engaged in these studies also struggle to form
their own theology and to discover what it means to be Christian today. Since Co-
lumbia stands within a Reformed tradition, historical-doctrinal studies are concerned
not only with right thinking, but also with the relation of Christian faith and doc-
trine to all arenas of life. Therefore, studies in this area engage students in consider-
ation of the social, political, economic, and cultural life of today in the United States
and across the world. In historical-doctrinal studies students acquire the tools they
will need throughout their lives for dealing theologically with themselves and the
world around them, tools that will enable graduates to lead the church in a pro-
phetic and reconciling way as it works out its mission in the world.

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, 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 weak-
nesses, 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 competent supervision. Through
experiential, relational, and inductive learning, students explore the forms, styles,
contents, and concepts of ministry and put into practice what they have learned
through studies in the biblical, historical-doctrinal, and Practical Theology Areas.
These studies are integrated with the practice of ministry and personhood of each
student.

59

Courses of Instruction

The following pages provide representative illustration of the courses taught by
the faculty of Columbia. The Registrar publishes the specific course offerings in the
preceding spring each year. Copies are available in the Academic Affairs Office 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 of-
fered or at a later date as determined by the faculty. Degree programs and their ma-
jor requirements will remain unchanged for students entering that program, but
changes may be made at any time to be effective for all entering students in the next
academic year.

The designation of units within the course descriptions listed below applies to
students within the M.Div. and M.A.T.S. programs. For further details on the unit
system, see the Columbia Calendar and Unit System on page 10. Students in ad-
vanced degree programs use the credit system. A one-unit course ordinarily is equal
to three credits.

Descriptions of courses that can be taken as electives within the M.Div. curricu-
lum contain pedagogical objective designations within brackets (e.g., {K, T, ML} ).
These letters correspond to the six pedagogical objectives described on page 7.

The letter in the course designation is determined by the area in which it is of-
fered: B for Biblical; HD for Historical-Doctrinal; P for Practical Theology; I for Inter-
disciplinary; and SM for Supervised Ministry. Courses whose numbers are prefaced
by A.T.A. are offered by the Atlanta Theological Association. The hundred's digit
refers to the level of the course and whether it is required for the Master of Divinity
degree program or elective:

100s are required courses ordinarily taken in the first year of study.

200s are required courses ordinarily taken in the second year of study.

300s are required courses ordinarily taken in the third year of study.

500s are elective courses designed primarily for first and second year students
but open to advanced students by permission of the instructor.

600s are elective courses designed for advanced students (third year and gradu-
ate students) but open to others when prerequisites have been met, space is avail-
able, and permission has been given by the instructor.

700s are off-campus electives at advanced level.

60

Biblical Area

Faculty: William P. Brown, Elizabeth Johnson,
Kathleen O'Connor, Stanley P. Saunders,
Christine Roy Yoder

Required Courses for M.Div. Degree

B021 Essentials of Greek

B. Johnson

Provides an intensive study of the essential
elements of Koine Greek grammar, syntax, and
vocabulary preparatory to reading and inter-
preting the Greek New Testament. Required
of all students who have not taken Greek in
college or passed the Greek qualifying exam.
2 units 1 6 credits

B141 Survey of the Old Testament

Brown/O'Connor /Yoder

A study of the Old Testament with special at-
tention to its literary development and theo-
logical content as viewed against the
background of the history and religion of an-
cient Israel.
1 unit 1 3 credits

B153 Exegesis of the New Testament

B. Johnson or Saunders

Material from the Greek New Testament, or-
dinarily a letter of Paul or part of a Gospel, is
read and interpreted, with particular attention
to the methods and resources of exegesis and
to the document's place within the New Tes-
tament and the life of the early church. Atten-
tion is given to the relevance of these texts for
Christian theology and to their use in the
preaching and teaching ministry of the church.
Prerequisite: B021.
1 unit 1 3 credits

B161 Survey of the New Testament

B. Johnson or Saunders

Examines the various types of literature in the
New Testament, with special attention to the
literary character and theological content of
books. Documents are viewed in light of first-
century history and culture.
1 unit 1 3 credits

B222 Introductory Biblical Hebrew

Yoder

An intensive study of the essential elements

of Hebrew grammar, syntax, and vocabulary

preparatory to reading and studying exegeti-

cally the Hebrew Old Testament.

1 unit 1 3 credits

B233 Exegesis of the Old Testament

Brown, O'Connor, Yoder, or Staff
Engages in reading and exegesis of selected
Old Testament passages that are significant for
an understanding of the nature of ancient
Hebrew literature and the faith of Israel. At-
tention given to the relevance of these texts
for Christian theology and to their use in the
preaching and teaching ministry of the church.
Prerequisite: B222.
1 unit 1 3 credits

Elective Courses
General and Background

B613 The Household of God

B. Johnson

Explores the ways early Christians use kinship
language and metaphors to talk about them-
selves, their relationships, and the God they
worship in Jesus Christ. Examines New Tes-
tament texts that employ family imagery and
texts that discuss family life in the context of
the contemporary culture wars about families
and family values. {K, CB, T}
1 unit 1 3 credits

B614 Reading Biblical Narrative

O'Connor

Explores several short Old Testament narra-
tives while discussing and developing sensi-
tivity to such storytelling strategies as
character development, narrative voice, plot,
repetition, suspense, narrative gaps and tim-
ing, irony, and ambiguity. Similarities to and
differences from modern Western stories are
also explored. {K}
1 unit 1 3 credits

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B615 New Testament Ethics

Saunders

Examines the moral world of the first Chris-
tians, with emphasis on social power in com-
munity, sexuality, relations between women
and men, and relations between Christians
and the non-Christian world. Focuses on pas-
sages from the letters of Paul and selected
Gospel texts to discern how they can help
shape a distinctively Christian ethos in the
modern world. Prerequisites: B153 and B161.
{K, T, ML}
1 unit 1 3 credits

B616 Women and the Old Testament

O'Connor

Examines contemporary discussions about the
relationship of the Bible to the diverse lives of
women. Studies selected Old Testament texts
as well as international feminist scholarship
to investigate the Old Testament as both prob-
lem and resource for believing women and
seeks ways of reclaiming texts for mission/
ministry. {K, T, ML}
1 unit 1 3 credits

B617 Cross Cultural Readings of the
Old Testament

O'Connor

Studies selected Old Testament texts using
interpretations from around the globe to cre-
ate a more precise awareness of how our own
contexts both illuminate and limit our inter-
pretations and to expose us to contextual re-
alities and interpretations of other peoples. {K,
C, ML, CB}
1 unit 1 3 credits

Ancient Languages

B618

Staff

Preaching the 8th Century
Prophets

This course will examine the work of Amos,
Hosea, and Isaiah, with special attention to the
use of their prophecies for the teaching and
preaching of the Church.

1 unit 1 3 credits

B527 Greek Reading

Saunders or B. Johnson

Builds upon elementary Greek grammar and
basic exegesis in preparation for additional
courses in exegesis, for biblical electives, and
for ordination exams. Prerequisite: B153. {K}
1/2 unit 1 1 1/2 credits

B621 Hebrew Reading

Yoder

Selected texts from the Hebrew Old Testament
are read with a view to increasing a student's
facility in the use of the language. Special
emphasis on grammatical structures and vo-
cabulary. Permission of the instructor is re-
quired. {K}
1/2 unit / 1 1/2 credits

B622 Biblical Aramaic

Staff

A study of the grammatical and syntactical
features of biblical Aramaic with a view to
translating portions of the Old Testament writ-
ten in the Aramaic language (Daniel 2:4-7:28,
Ezra 4:8-6:18, 7:12-26). Prerequisite: B222. {K}
1 unit / 3 credits

Old Testament Based on Hebrew Text

B633 "If You Would Hear My Voice":
Exegesis of Deuteronomy

O'Connor

Engages in exegesis and close reading of the
book of Deuteronomy; attends to the book's
rhetorical strategies and its political and theo-
logical intentions. Asks how /if the book is
helpful in faith contexts today. Prerequisite:
B222. {K, T}
1 unit / 3 credits

B634 Jeremiah and the God Who Weeps

O'Connor

A close reading of the book of Jeremiah; places
the book within the history and tradition of
Hebrew prophecy and analyzes the book as
theological and political literature, centering

62

on Israel's experience of exile. Seeks to find in
the book theological resources for local faith
communities. Prerequisite: B222. {K, T}
2 unit 1 3 credits

B636 Psalms: Hymnbook for Wholeness

Brown

Engages in exegesis of the book of Psalms with
special attention to their use in the liturgical,
devotional, and theological life of ancient Is-
rael and the church. Prerequisite: B222. {K, T,
ML}
1 unit 1 3 credits

Old Testament Based on English Text

B546 "How Manifold are Your Works!":
Creation in the Old Testament

Brown

Explores various biblical passages that deal
with the topic of creation. Considers ancient
Near Eastern background as well as theologi-
cal, ethical, and ecological implications. {K, T,
ML}
1 unit 1 3 credits

B641

Yoder

Proverbs: Wisdom for an
Uncertain World

Engages in exegesis of the book of Proverbs,
with particular attention to the book's rhetori-
cal strategies, worldview claims about the self,
community, and theological perspectives.
Considers ways in which the book may be
read as a theological-ethical whole, and how
it may inform faith communities today. {K, T}
1/2 unit 1 1 1/2 credits

B642 Jeremiah: Scripture of 9/11 in
Ancient Jersusalem

Brueggemann

This course will consider the message and
structure of the book of Jeremiah and the way
in which the book reflects the crisis of faith
and culture during the failure of the city of
Jerusalem. Attention will be paid to the ways
in which this book mirrors and illuminates our
own cultural crisis of discontinuity and the
resources for truth-telling and hope-telling
that are offered here.
1 unit / 3 credits {K,T}

B647 The Wisdom Literature

O'Connor or Yoder

Examines the books of Proverbs, Job, and
Qoheleth as theological resources for mission/
ministry today; places these books in the con-
text of other ancient Near Eastern literature
and briefly considers the Song of Songs,
Sirach, and Wisdom of Solomon. Attention
given to creation themes and to the enigmatic
character of female wisdom. Prerequisite:
B141. {K,T}
1 unit 1 3 credits

B648 Lamentation and Weeping in the
Old Testament

O'Connor

Studies Psalms of lament, Jeremiah's confes-
sions, and the book of Lamentations as re-
sources for mission /ministry today. {K, T, ML}
1 unit 1 3 credits

B649 God in the Whirlwind: The Book
of Job and the Practice of Ministry

O'Connor

Explores the Book of Job in close readings and
considers it from numerous theological per-
spectives, addressing relationships of the
book's theological visions to the practice of
ministry. {K, T, ML}
1 unit 1 3 credits

New Testament Based on Greek Text

B553 Galatians

Cousar

Examines exegetically the Greek text of Paul's
letter to the Galatians, with special attention
to the "hearing" ofthe letter both in the an-
cient Galatians communities and today and
to the critical theological issues. Prerequisite:
B021, B153. {K, ML, T}

1 unit I '3 credits

B651 The Gospel According to Matthew

Saunders

A detailed examination of Matthew, the favor-
ite Gospel of the early church, with emphasis
on ways contemporary Christians, especially
those dealing with fear, violence, and rapid
cultural transition, might read, and be read by,
this version of the Jesus Story. Prerequisite:
B021, B153. {K, T}

2 unit 1 3 credits

63

B652 Luke and Acts

Saunders

Explores the primary themes and motifs of
Luke's two-volume work, with particular at-
tention to this evangelist's eschatology, social
agendas, and appropriation of Israel's pro-
phetic traditions. Prerequisites: B021, B153.
{K,T}
1 unit 1 3 credits

New Testament Based on English Text

B662 The Gospel Parables

Staff

Examines the nature of the parable form; the
history of the interpretation of the parables;
the meaning of the parables in the context of
Jesus' ministry and in the theology of the in-
dividual Evangelists; literary criticism and the
representation of the meaning of the parables.
Prerequisite: B161. {K, T}

B663 Romans

B. Johnson

A Close reading of the test of Paul's letter to

Roman Christians with particular attention to

the historic and contemporary functions of the

letter in the life of the church. . {K, T}

1 unit 1 3 credits

B667 Second Corinthians

B. Johnson

An exegetical investigation of the letter with
special attention to issues of pastoral identity
and money. {K, T}

1 unit 1 3 credits

B668 First Corinthians

Staff

Combines interpretation with a thematic treat-
ment of such topics as unity and division,
sexual morality, the Lord's Supper, the gift of
the Spirit, and death and resurrection. Atten-
tion given to Pauline perspectives and cultur-
ally (e.g., Paul's and North American culture)
contextual exegesis with a focus on contem-
porary issues such as pluralism, sexual libera-
tion, political infighting, individualism versus
communalism, and problems of pastoral min-
istry. {K, T, ML}
1 unit 1 3 credits

Biblical Theology

B574 New Testament Theology

Staff

The nature of New Testament theology, the use
of texts in constructive theology, and the unity
and diversity of the New Testament are inves-
tigated in the light of the primary theological
claims of the New Testament writings. Prereq-
uisites: B161 and B153. {K, CB, T}
1 unit 1 3 credits

B670 Interpretive Methods, the Bible,
and the Church

Yoder

Considers various methods for interpreting
Old Testament texts, including literary, histori-
cal, and ideological criticisms. Attention given
to the role of the reader and community, the
nature of text, and the possible contributions
of each method to the teaching and preaching
ministries of the church. Prerequisite: B141.
(CB, ML, T}
1 unit 1 3 credits

B671 Rebuilding Our House:

Community and Theology in the
Post-Exile

Yoder

Explores the socio-historical and theological
world of the Jewish people in the post-exile
(539-331 BCE) through consideration of bibli-
cal texts and non-canonical resources of the
period. Emphasizes the redefinition of the
community, the role of the temple, issues of
idolatry and purity, and the threat of "foreign"
women, and considers how the post-exile may
challenge and inform understandings of the
contemporary church and the practice of min-
istry. Prerequisite: B141. {K, CB, T}
1 unit I '3 credits

Wl Death of Jesus

B. Johnson

An examination of the wide variety of ways
early Christians interpreted Jesus' death. What
did they think happened when Jesus died?
What did it mean to God? What did it mean
for the world? Prerequisites: B161. {K, CB, T}
1 unit 1 3 credits

64

B673 Women's Experience in Early
Christianity

B. Johnson

Examines early Christian literature and at-
tempts to reconstruct women's experience in
the primitive church from what authors say
to and about them. Attention given to theo-
logical uses of texts that address the role and
status of women in family, church, and soci-
ety. Prerequisites: B161. {CB, ML, T}
1 unit 1 3 credits

Independent Studies

The following courses provide students an
opportunity to engage in individualized work
on various problems in the Biblical Area un-
der the supervision of an instructor.

B692 Exegetical Research in Old
Testament

Brown or O'Connor or Yoder
1 unit 1 3 credits

B674 New Testament Spirituality
Seminar

Saunders

Explores topics and issues pertaining to the
retrieval of the spirituality of the earliest Chris-
tians for the church today. Focuses on the in-
tersection of culture and spirituality, central
theological convictions, the experience of the
Spirit, and the ways life in the Spirit involved
conflict with the powers. Attempts to learn
from and appropriate the spiritual traditions
of the first Christians in the life of the church
today. Prerequisite: B161 and B153. {K, T, ML}
1 unit 1 3 credits

B675 The Body of Christ: Eschatology,
Mission, and Church in the New
Testament

Saunders

Explores the eschatological convictions and
practices of the earliest Christians, especially
their understandings of their mission and the
distinctive communal character of the church.
Attempts to discern ways of re-appropriating
within our own cultural settings the "last
days" convictions, practices, and missional
orientation of the earliest Christians. Prereq-
uisite: B161 and B153. {K, T, ML}
1 unit 1 3 credits

B693 Research in Old Testament
Criticism or Theology

Brown or O'Connor or Yoder
1 unit 1 3 credits

B694 Independent Study in Biblical
Languages

Staff

1 unit 1 3 credits

B695 Exegetical Research in New
Testament

B. Johnson or Saunders
1 unit 1 3 credits

B696 Research in New Testament
Criticism or Theology

B. Johnson or Saunders
1 unit 1 3 credits

65

Historical Doctrinal Area

Faculty: Carlos Cardoza-Orlandi, T. Erskine
Clarke, Mark Douglas, Charles E. Raynal,
Marcia Y. Riggs, George W. Stroup, Haruko
Ward

porary theology, and the significance of the-
ology for the practice of ministry and the life
of the church.
1 unit 1 3 credits

Required Courses for M.Div. Degree

HD120 Introduction to Church History

Ward

An overall picture of the formation, develop-
ment, and outcome of Christian doctrine and
practice in its socio-cultural, political, and eco-
nomic context. While this course traces the
major geographical shifts in the institutional
"centers" of Christianity, it also pays attention
to the growth of diverse local traditions. It in-
troduces Christian literature of various genres
and assists students to read texts in context
by giving them the tools of analyses, critique,
and empathy.
1 unit 1 3 credits

HD233 Christian Theology I

Stroup

This is the first of a two semester survey of
the basic topics in Christian theology. This
course examines theological method, revela-
tion, the Trinity, the attributes of God, elec-
tion, creation, providence and evil, human
beings, and the nature of sin. The course also
discusses: classical theological paradigms for
these topics, the reinterpretation of these para-
digms in contemporary theology, and the sig-
nificance of theology for the practice of
ministry and the life of the church.
1 unit 1 3 credits

HD234 Christian Theology II

Stroup

This is the second of a two semester survey of
the basic topics in Christian theology. This
course examines Christology, the Holy Spirit,
the Christian Life, Ecclesiology, Sacraments,
Eschatology, and Christian faith and other re-
ligions. The course also discusses: classical
theological paradigms for these topics, the
reinterpretation of these paradigms in contem-

HD320 American Religious and Cultural
History

Clarke

A study of the history of religion in the United
States. Special attention given to the complex
relationship of religion to U.S. culture.
1/2 unit 11 1/2 credits

HD360 Introduction to World Christianity

Cardoza-Orlandi

A survey of the diffusion and transformation
of Christianity, focusing on contemporary is-
sues in theology and missiology in the Fourth/
Fifths world. Topics such as feminist theolo-
gies, inculturation, contextualization, inter-
cultural and inter-faith encounters,
environmental issues, and justice and peace
are considered.
1/2 unit / 1 1/2 credits

HD372 Christian Ethics

Douglas or Riggs

A study of the biblical, theological, and philo-
sophical foundations of Christian ethics for
guidance in Christian decision-making.
1 unit / 3 credits

Elective Courses
General

HD613 Cultural Anthropology for Cross-
Cultural Mission and Ministry

Cardoza-Orlandi

Explores the dynamics of cross-cultural, inter-
cultural, and interfaith mission and ministries
using cultural anthropology as a theoretical
tool. Theoretical and experiential material is
integrated with theological perspectives in an
attempt to develop a theology for cross-cul-
tural mission and ministry. {K, C, T}
1 unit / 3 credits

66

HD615 American Cultural Issues

Clarke

Explores the character of contemporary U.S.
culture from a historical perspective. Critical
social and cultural issues provide the primary
focus, especially as these issues have influ-
enced and continue to influence the ministry
of the church. {K, T}
1 unit 1 3 credits

HD617 Image & Word

Iwan Russell-Jones

Explores the difficult task of discerning the
difference between truth and illusion, between
fantasy and reality, in our image-saturated
society, or 'empire of signs', with recognition
that communications media and computer
technologies invade and define areas of daily
life. Discusses the theological significance of
visual culture; asks how it challenges Chris-
tian identity and witness, and questions
whether the church should make use of me-
dia technologies in its ministry. {K, CB, ML}
1 unit 1 3 credits

HD619 Black Church Studies Seminar

Riggs

Explores historical and contemporary aspects
of the Black religious experience in the United
States. Topics may include Black women and
religion, the civil rights movement, and mod-
els of religious ethical leadership in the Black
church tradition. {K, T}
1 unit 1 3 credits

HD664 The Study of Religion: Theory,
Traditions, and Theology

Cardoza-Orlandi

Introduction to different theoretical ap-
proaches in the study of religion. Readings by
Weber, Durkheim, and Marx, complemented
by contemporary readings by Peter Berger,
Clifford Geertz, Levi-Strauss, Mary Douglas,
Victor Turner. Considers the implications these
readings and approaches have for theology,
particularly mission theology. {K, T, ML}
1 unit 1 3 credits

Historical Studies

HD621 Slavery and Religion in the
American South

Clarke

Explores both the religious life of the slave
quarters and the role of religion among whites
in the defense of slavery. What was the char-
acter of African American Christianity and
what were its links to traditional African reli-
gions? What was the character of southern
white religious life and, in particular, how did
Columbia Theological Seminary respond to
the issue of slavery? {K, T, ML}
1/2 unit/1 1/2 credits

HD622 Fundamentalism in the U.S.

Clarke

Explores the history of fundamentalism as a
distinct movement within evangelical Protes-
tantism in the U.S. What theological assump-
tions and commitments can be seen in
fundamentalism? How is fundamentalism to
be understood in relationship to U.S. culture
and to economic and political life in the U.S.?
(K,T)
1/2 unit /I 1/2 credits

HD623 Eucharist of Crumbs: Women and
Vocational Identity in the
Medieval and Reformation
Church

Ward

In both the medieval and Reformation church,
women were forbidden to function as priests.
Despite this prohibition, women did feel a
sense of call to preach, teach, and "adminster"
sacraments. Like the Syrophoenician woman,
these women claimed their creative ways to
feed their spiritual children the "crumbs" from
Christ's table. This course introduces several
women who found their "vocation" as monas-
tic reative writers, abbesses, thelolgians, mys-
tic teachers, humanist educatiors, city
reformers, apologists, and catedchists and ex-
amine how biblical, theological, anthropologi-
cal, and social arguments were used against
women in officially ministering within the
church {K, CB, T}
1 unit / 3 credits

67

HD623a (Was it the) Age of Discoveries,
Expansions, and Reformations of
the Western Christendom(?)

Ward

A chronological survey of the reformation
movements from the late medieval to early
modern period (14C-17C) that constantly asks
for a re-definition of "The Age of European
Discovery, Expansion and Reformation." It
examines the different levels of reform efforts
within the Catholic church before and concur-
rent with the Protestant Reformation. The
larger political, economic, and social changes
will provide the context of discussion for such
issues as the European Christian understand-
ing of gender and class as well as of other
races, ethnicity and religions, and its global
impact in the following years. {K, CB, T}
1 unit 1 3 credits

Doctrinal Studies

HD624 Origen of Alexandria

Ward

An examination of Alexandrian biblical
hermeneutics exemplified in Origen's homi-
lies on Genesis. Origen's life and work in the
church will provide the context. Origen's
original contributions will be compared to rab-
binical exegesis as well as Philo's biblical un-
derstandings in Alexandria. Brief comparison
is made also with the hermeneutical method
of Clement of Alexandria. {K, CB, T}
1 unit 1 3 credits

HD625 Luther

Ward

An examination of Luther's reformation in the
context of late medieval and early modern
Europe. Readings include Luther's major writ-
ings in biblical commentaries, theological trea-
tises and polemical works. The class will cover
the development of his reform ideas and prac-
tices; theological topics such as sin and grace,
law and the gospel, freedom or bondage of the
will, faith and works, Christ and neighbors,
scripture and the scraments;as well as such
specific topics as the Peasants' War, Jews and
Turks and vocation for women and men. The
course places Luther's reform in interaction
with other reform movements of the period.
{K, CB, T}
1 unit 1 3 credits

HD626 Calvin

Ward

An examination of Calvin's reformation in the
context of late medieval and early modern
Europe. First, the class will trace the develop-
ment of Calvin's biblical and theological writ-
ings (commentaries, lectures, sermons,
Institutes, treatises, etc). Second, we will
examne how Calvin's theological, educational,
pastoral and disciplinary program shaped the
life of Christian women and men in Geneva.
Such specific topics as authority, knowledge,
providence, freedom, sin, justification, Christ's
mediation, the sacraments, and vocation for
women and men will be dealt with in some
detail. The class places Calvin's reform in in-
teraction with other reform movements of the
period. {K, CB, T}
1 unit 1 3 credits

HD627 The Early Jesuits

Ward

A survey of the writings and works of the So-
ciety of Jesus from its inception by Ignatius of
Loyola in 1540 to the papal suppression in
1773. Examination of the various contexts in
which the Jesuits were prominent: a new or-
der in the Catholic Reformation, leadership in
the Council of Trent, significant role as edu-
cators, spearhead of the Counter-Reformation
in Central Europe, missionaries in the hinter-
lands of Europe, missionaries under Spanish
patronage in the Americas, and missionaries
under Portuguese patronage in Africa and
East Asia. Special attention is paid to their at-
titude toward world cultures and religions,
theories of accommodation, use of native
clergy, use of the Spiritual Exercises and
women's responses to the Society's active
apostolate. {K, CB, T}
1 unit 1 3 credits

HD628 Reformation of the Catechisms

Ward

A comparison of the texts of various cat-
echisms, which were written and revised dur-
ing the sixteenth and seventeenth century
Reformation period for the purposes of edu-
cating and reforming congregations. Examples
from Lutheran, Reformed, Anabaptist, Roman
Catholic, Jesuit, Jesuit-missionary, and native
traditions are studied. The course examines

68

each catechism's stated aims and audience,
prominent doctrines, format and teaching
methods, and roles of the teachers and cat-
echists. It also examines if there are any par-
ticular regional conditions and gender specific
requirements. In conclusion, the course will
assess to what extent the various reform pro-
grams achieved their stated aims ain their re-
spective contexts. {K, CB, T}
1 unit 1 3 credits

HD628a Reformation of Charity

Ward

To provide an overall understanding of the
historical changes in the idea and practice of
Christian charity, especially that which took
place in Europe during the late medieval to
early modern periods. Reading assignments
highlight four different patterns of the refor-
mation of charity: Lutheran, Calvin/Re-
formed, Catholic Reformation in Europe, and
Catholic formation outside Europe.} CB, T}
1 unit 1 3 credits

Doctrinal Studies

HD530 Christian Doctrine
Staff

Studies some particular doctrine of the Chris-
tian faith from the perspective of classical and
contemporary Reformed theology in conver-
sation with other theological traditions. Atten-
tion given to the development of the doctrine
and to its interpretation for the life and minis-
try of the church in the modern world. {K, T}
1 unit I '3 credits

HD531 The Theology of Calvin
Staff

An in-depth study of one or more books of
the Institutes of the Christian Religion in the con-
text of classical Christian theology, the devel-
opment of Reformed theology, and
contemporary theological thought. {K, T}
1 unit 1 3 credits

HD532 Reformed Theology: Its Shape
and Development

Stroup

Examines the development of Reformed the-
ology from the early sixteenth century to the
present, focusing on major Reformed theolo-
gians (e.g., Calvin, Edwards, Schleiermacher,

Barth, and Moltmann) and significant Re-
formed documents, such as creeds and con-
fessions. Attempts to identify the continuities
and enduring convictions of Reformed theol-
ogy as well as subsequent changes and devel-
opments. {K, CB}
1 unit 1 3 credits

HD533 Introduction to Theology
Staff

Theological reflections on the nature of faith.
Considers questions such as, What is faith? Is
faith a universal phenomenon? Do all people
have some kind of faith? Readings from
Calvin, Kierkegaard, Barth, and Tillich. {K, T}
1 unit 1 3 credits

HD631 Sin and Grace

Stroup

Recognizing that many interpretations of
Christian faith are based on convictions about
the nature of sin and grace and the relation
between them, this course examines some of
the interpretations of sin and grace, the dif-
ferent ways in which churches understand
their relation, and the implications of this is-
sue for the life on the church and the practice
of ministry. {K, CB, T}
1 unit 1 3 credits

HD632a Theology in the Nineteenth
Century

Stroup

A survey of the development of Christian the-
ology in the nineteenth century in Europe and
North America. Attention is given to the sig-
nificance of the Enlightenment, its criticisms
of the classical paradigms of theology, and
their reinterpretation by figures such as
Schleiermacher, Hegel, Kierkegaard, Bushnell,
and Harnack. [K, T]
1 unit 1 3 credits

HD632b Theology in the Twentieth
Century

Stroup

A survey of the development of Christian the-
ology in the twentieth century following the
collapse of theological liberalism after the First
World War. The course focuses on the emer-
gence of "Neo-orthodox" theology, especially
that of Barth, Tillich, Bonhoeffer, and the
Niebuhrs, the dissolution of Neo-orthodoxy

69

at mid-century, and the emergence of new
paradigms represented by Karl Rahner, pro-
cess, feminist, and liberation theologies,
Moltmann, Tracy, Lindbeck, and the conver-
sation with postmodernism. [K, T]
1 unit 1 3 credits

HD638a Christology of Karl Barth

Stroup

A study of Barth's Christology in his doctrine

of reconciliation in volumes IV/1, IV/2 and

IV/3a of Church Dogmatics. [K, T, ML]

1 unit 1 3 credits

HD633 Narrative Theology

Stroup

What does Christian theology look like if it is
reconstructed around the category of narra-
tive? Topics to be discussed in this seminar are
the role of narrative for both individual and
communal identity, narrative as the central
genre in Scripture, the narrative reinterpreta-
tion of Christology, and the church as a com-
munity of Christian narrative. {K, T}
1 unit 1 3 credits

HD634b Readings in Theology: Karl

Barth's Doctrine of Jesus Christ

Raynal

Studies Church Dogmatics TV/3, "Jesus Christ,
The Lord as Servant." Attempts to understand
how Karl Barth developed his understanding
of Jesus Christ in relationship both to classi-
cal and contemporary Christology. Aims to
encourage preaching, teaching, and pastoral
care of the church. {K, T}
1 unit 1 3 credits

HD635 Post-Modernism and Christian
Theology

Stroup

Examines the major themes and voices in re-
cent discussions about Post-Modernism and
its implications for theology. Particular atten-
tion given to Derrida and Foucault. Includes
discussion of the nature of theological iden-
tity, the role of doctrine, self-identity, and sexu-
ality. {K, T}
1 unit 1 3 credits

HD636 Reading Paul Tillich

Staff

An introduction to the life and work of Paul
Tillich as a Neo-Reformed theologian. Exam-
ines the significant theological, philosophical,
and cultural influences upon his life as well
as his impact as a "theologian of culture"; con-
siders ways in which he anticipated some of
the transformations we now experience in a
post-Christian reality. {K, CB, T}
1 unit 1 3 credits

HD638b Christology of Jurgen Moltmann

Stroup

A study of Moltmann's Christology as he de-
velops it in The Crucified God and The Way of
Jesus Christ. [K, T, ML]
1 unit /3 credits

HD639 Meet the Niebuhrs

Douglas

A study of Reinhold and H. Richard Niebuhr.
From power politics to the practice of piety,
from the meaning of love to language of min-
istry, from the doctrine of sin to the concept of
responsibility, their work serves as a series of
landmarks for discussions and debates in
American theology. Their theological ethics
are explored by comparing their respective
positions on important themes and issues.
{K, CB, T}
1 unit 1 3 credits

HD645 Church in China

Cardoza-Orlandi / Raynal
Examines the history, theology, and the con-
temporary context of the church in China with
particular emphasis given to issues of gospel
and culture. {K, C, T}
1 unit 1 3 credits

HD6456a South Africa D.Min. Alternative
Context

Riggs

Explores theological, political, and economic
meanings of reconciliation in South Aftica.
Through readings by and dialogue with South
African theologians, pastors, educatiors, and
other public leaders, students will examine the
role of the church in healing the spiritual and
psychological wounds of apartheid and in the
processes of rebuilding a nation. Students will
engage in structured reflection throughout the
trip and complete a final project that applies
insights from readings and presentations to
their current practice of ministry.
1 unit / 3 credits

70

Philosophical Studies

HD551 Philosophical Introduction

Kline

An introduction to philosophy through its his-
tory and an exploration of the relation of phi-
losophy to theology. Recommended for
first-year students who have not had a course
in introduction to philosophy in college.
{K, CB, T}
2 unit 1 3 credits

HD661 Pentecostalism in Latin America
and the Caribbean

Cardoza-Orlandi

An introduction to the Pentecostal traditions
in Latin America and the Caribbean. Explores
the history and developments of these tradi-
tions as they become rooted in a new context
and become an emerging agent to transform
the face of Christianity in the continent.
{K, C, T}
1 unit 1 3 credits

Ecumenics, History and Missiology,
World Christianity, and World
Religions

HD561 Religions Encountered

Cardoza-Orlandi

An introduction to Hinduism, Buddhism, and
Islam and their historical and contemporary
relationship to Christianity. Lectures and class
discussions explore the religious, theological,
and missiological interpretations of the en-
counters of these religions with different
Christian traditions (Roman Catholic, Ortho-
dox, Protestant, and Pentecostal). {K, C, T}
2 unit 1 3 credits

HD561B World Religions and the Global
Church: Islam & Christianity
Encountered

Cardoza-Orlandi

An introduction to Islam in historical and con-
temporary relationship with Christianity. Ex-
plores a missiology of religious encounters
based on readings from Christian and non-
Christian theologians from these regions.
(K, C, T}
1 unit 1 3 credits

HD564 Faces of Latin American
Protestantism

Cardoza-Orlandi

Explores the history, development, diversity,
and similarities of Protestantism in Latin
America and the Caribbean. Studies the dy-
namics of these forms of Protestantism with
Latin American liberation theology, the emer-
gence of Amerindian and Afro-diaspora reli-
gions, and the question of authentic
Christianity in the Latin American and Carib-
bean context. {K, C, T}
2/2 unit 1 2 1/2 credits

HD664 A Faith on Fire!: Christian

Theology and Missiology from a
Non- Western Perspective

Cardoza-Orlandi

The contribution of non-Western Christian
theologians and missiologists is not a new
phenomena. Focusing on the late 19th and
20th centuries, this course studies the theologi-
cal and missiological contributions of fre-
quently silenced and ignored non-Western
theologians and missiologists and their rel-
evance to Christian communities in the West.
{K, C, T}
1 unit 1 3 credits

HD665 Spirit, Community, and Mission:
Pentecostalism in a Global
Perspective

Cardoza-Orlandi

Explores from a global perspective the history,
development, and theologies of the Pentecos-
tal traditions. Particular focus on the Latin
American and African Pentecostal experience
provides a window for interpretation of a tra-
dition that is strongly grounded in the poor
of the world. {K, C, T, ML}
2 unit 1 3 credits

HD666 Missiologies from the Underside

Cardoza-Orlandi

Explores the birth and development of theolo-
gies of mission from the Fourth-Fifths world,
particularly Africa, India, and Latin America.
Discusses issues of contextualization, ecology,
inculturation, interfaith dialogue, and the
preferential option for the poor through read-
ings of theologians and missiologists such as
Merci Oduyoye, John S. Pobee, Aylward
Shorter, Kwane Bediako, M.M. Thomas,
Stanley Samartha, Gustavo Gutierrez, Ruben
Alves, Elsa Tamez, Rene Padilla. {K, C, T, ML}
2 unit 1 3 credits

71

HD667 Identity, Religion, Theology, and
Church: Hispanic/ Latino Cultures
and Theologies

Cardoza-Orlandi

An introduction to the histories, cultures, and
theologies of the Hispanic /Latino communi-
ties in the United States. By looking at a vari-
ety of anthropological and theological
readings and sources, as well as novels and
media resources, students are exposed to the
diversity of the cultural reality and the theo-
logical and missiological endeavors of these
communities. {K, C, T, ML}
1 unit 1 3 credits

HD668 History of Missions: Culture and
the Contextualization of the
Gospel

Cardoza-Orlandi

A historical survey of the diffusion of Chris-
tianity. Emphasizes a comparative approach
of missionary methods and the process of
contextualization /inculturation. Seeks to de-
scribe both the transmission and reception of
the gospel in particular contexts and in par-
ticular historical periods. {K, C,T, ML}

Ethics and Society

HD576 The Bible and Christian Ethical
Reflection

Riggs I Saunders

Examines the writings of biblical scholars and
Christian ethicists for their understanding of
the relationship between the Bible and ethics.
Students develop their understanding of that
relationship as well as models for the use of
the Bible in Christian ethical reflection in the
church. {K, CB, T}
1 unit 1 3 credits

HD577 Sport and Religion in American
Life

Douglas

Recognizing that Americans may go to church
on Sunday morning but worship on Sunday
afternoon, this class explores the socio-eco-
nomic and religious dimensions of sports in
America, as well as the role sports play in the
church. {SF, CB, T}
1/2 unit II 1/2 credits

HD579 If Jesus Is Lord

Douglas

Considers how we understand in today's con-
text the church's early confession, "Jesus is
Lord." Questions whether we should use the
same language today and how we might un-
derstand the political implications of doing so.
A cross between Christology and political
philosophy; includes readings from Calvin,
John Howard Yoder, and Sallie McFague.
{K, CB, T, ML}
1 unit 1 3 credits

HD670 Love and Justice

Douglas

Explores the many ways love (agape) and jus-
tice have been related to each other (Are they
opposed or the same? Do they function in dif-
ferent spheres? Are they in dialectic tension
with each other?), with emphasis on the role
each concept plays in the church's attempts
to address social problems. {K, CB, T}
1 unit 1 3 credits

HD671 Theories of Justice and Social
Policy

Riggs

Critical analysis of classical and contemporary
theories of justice and their implications for
social policy regarding issues such as affirma-
tive action, AIDS and drug testing, health care,
and welfare reform. {K, CB, T}
1 unit 1 3 credits

HD672 Figures and Themes in Liberation
Ethics

Riggs

Examines the ethical content of the writings
of various liberation theologians and ethicists
and /or the ethical dimensions of topics rel-
evant to struggles for liberation. {K, CB, T}
1 unit 1 3 credits

HD673 The Church as Community of
Moral Discourse

Riggs

Explores questions of how the church can en-
gage purposefully in ethical reflection upon
contemporary social problems and issues.
Guides students in preparing models of pas-
toral-prophetic ministry for the local church;
includes lectures, discussion, and group case
analysis. {K, T ML}
1 unit 1 3 credits

72

HD674 The Church, Ethics, and Economic
Life

Douglas

Seeks to discover how the church should think
about money, business, and its prophetic role
in society. Concentrates on the following ques-
tions: Can the church afford not to think of
itself as a business? Or would thinking of it-
self as a business mean it no longer could think
of itself as a church? {K, T, ML}
1 unit 1 3 credits

HD675 Issues in Medical Ethics

Douglas

Explores the ways in which theologians have

tried to make moral sense of life and death in

relation to issues in medical ethics such as

euthanasia, abortion, cloning, and health care

reform. {K, CB, T, ML}

1 unit 1 3 credits

HD676 Providence, Theodicy, and Ethics

Douglas

Combines systematic theological inquiry into

notions of providence and theodicy with an

active ethical concern about proper human

responses both personal and social to

God's actions in history. {K, SF, T}

1 unit 1 3 credits

HD677 Feminist/Womanist Ethics

Riggs

Examines historical, sociological, and theo-
logical bases of feminist and womanist ethics.
Explores questions that compare and contrast
feminist and womanist understandings of the
nature of gender oppression, socio-religious
ethical issues in the analysis of sexism, and
the purpose and tasks of a movement against
sexist oppression. {T, CB}
1/2 units 1 1 1/2 credits

the relationship between love and justice, par-
ticularism and universalism, religion and
morality, and personal and social ethics.
{K, CB, T}
1 unit / 3 credits

Independent Studies

The following courses provide students an
opportunity to engage in individualized work
on various topics in the Historical-Doctrinal
Area under the supervision of an instructor.

HD691 Independent Study in Church
History

Clarke/Ward
1 unit 1 3 credits

HD693 Independent Study in Theology

Stroup

1 unit / 3 credits

HD694 Independent Study in Christianity
and World Religions

Cardoza-Orlandi
1 unit / 3 credits

HD695 Independent Study in Philosophy

Staff

Any term up to 1 unit / 3 credits

HD696 Independent Study in Mission,
Ecumenics, and World
Christianity

Cardoza-Orlandi
1 unit / 3 credits

HD697 Independent Study in Ethics

Riggs or Douglas
1 unit 1 3 credits

HD678

Riggs

Issues in Contemporary Moral
Life

Studies the writings of several recent ethicists
with special attention to their methods and
sources in "doing ethics." Examines, in con-
temporary writings, perennial themes, such as

HD698 Independent Study in Theory of
Culture and Religion

Cardoza-Orlandi
1 unit 1 3 credits

73

Practical Theology Area

Faculty: Charles L. Campbell, R. Leon Carroll,
Anna Carter Florence, J. William Harkins,
Stephen A. Hayner, Emmanuel Y. Lartey,
Sharon L. Mook, D. Cameron Murchison,
Rodger Nishioka, Brian Wren

Required Courses for M.Div. Degree

P150 Scripture Reading Practicum

Florence

Seeks to prepare students to be faithful and
effective liturgists and oral interpreters of
scripture by offering a theology of perfor-
mance and proclamation appropriate for Re-
formed worship; a variety of strategies for the
oral interpretation of scripture; and opportu-
nities for repeated and regular practice in a
worship setting. Students prepare, present,
and rework assigned scripture readings in the
context of class reflection and discussion. Re-
quired of all M.Div. students in the first se-
mester, as a prerequisite for P151.
Non-credit

P151 The Ministry of Worship and
Preaching

Campbell / Florence / Wren
An introduction to the preaching and worship
ministry of the church; focuses on the prepa-
ration and delivery of sermons within the con-
text of Christian worship and on the history,
theology, and practice of worship in the Re-
formed and other traditions. Prerequisites:
B021 and enrollment in B153.
1 unit 1 3 credits

P232 Introduction to Pastoral Care

Harkins / Lartey / Mook

Introduces a basic understanding of the pas-
toral care ministry, provides experience in
pastoral visitation, and acquaints students
with specific pastoral care issues faced by most
clergy. Class sessions, clinical practice and
supervision, verbatims, and assignments pro-
vide opportunities for theological reflection;
growth in personal awareness and pastoral
identity; development of style, skill and meth-

ods in the ministry of pastoral care; and un-
derstanding pastoral care within the broader
contexts in which persons live.

1 unit 1 3 credits

P322 Introduction to the Theory and
Practice of Christian Education

Nishioka/Staff

Examines the possible relations between our
understandings of God, mission, and educa-
tion in today's church. Students analyze se-
lected contemporary educational theories and
practices, become familiar with basic educa-
tional concepts, and begin to develop their
own practical approaches as practical theolo-
gians to Christian religious education in the
church.
1 unit 1 3 credits

Elective Courses
General

P505 Writing Workshop

D. Campbell

Designed to help students become more com-
petent and effective writers at Columbia and
in ministry. Includes a review of basics of
grammar and composition and focuses on the
particular challenge of writing in a theologi-
cal setting. The power and function of writ-
ten language in ministry is a central theme.
non-credit

P605 E.S.L. Writing Class

Wade

Specifically designed for students who have
English as a second language. Focuses on the
skills they need to study in any of the pro-
grams at Columbia. Includes work on listen-
ing, speaking, and reading, but the emphasis
is on written work. Strongly recommended for
all E.S.L. students.
non-credit

74:

Evangelism and Church Growth

P610

Wood

Bridging Gospel and Culture: The
Transcultural Gospel in Home
Mission Cultural Contexts

Explores the bridges between gospel and cul-
ture from a missiological perspective and the
transcultural aspects of the gospel. Emphasis
on exploring cultural bridges that are faithful
missional forms of gospel witness relevant to
particular communities (New Church Devel-
opment D.Min. specialization required course
#1). Open to non-specialization students with
permission of professor.
3 credits

P611

Wood

Frontiers in Mission Strategy:
Mission Strategy Planning in
Local, Regional and National
Contexts

Examines strategies of holistic church devel-
opment and new church development in par-
ticular. Missional planning in local, regional
and national contexts is viewed through a case
study method that critiques the church devel-
opment/new church development strategy
theologically and demographically (New
Church Development D.Min. specialization
required course #2). Open to non-specializa-
tion students with permission of professor.
3 credits

P612 The Missional Practice of the
Christian Life

Hayner

Explores the relationship between discipleship
and apostolic witness with an emphasis on the
role of spiritual disciplines in forming the pas-
tor as missional leader and evangelist. Con-
siders the pastor's understanding, teaching,
and modelling of the connection between
spiritual formation and mission in relation to
the congregation's growth as a missional
chuch. {K, T, ML}
1 unit 1 3 credits

P615 Leadership for Evangelism and
Church Growth in North
American Congregations

Wood

Examines crucial selections from the literature
in the field. Participants learn to analyze a
congregation, develop a plan, train leadership,
and give guidance to effective growth. Class
sessions exhibit a shared style of learning and
a high level of participation and student lead-
ership. {K, T, ML}
1 unit 1 3 credits

P616 Evangelism in Emerging Cultures

Hayner

Considers how we look at and build under-
standing of emerging cultures, and how we
attempt to answer the new questions of our
day, even as the culture and its questions are
changing and former ways of communicating
God's good news no longer seem relevant.
Explores some of the ways in which the emerg-
ing generations think, and discusses such top-
ics as preaching, discipleship, worship and
leadership development in a new age. {K, T,
ML}
1 unit 1 3 credits

P617 Paradigms in the Practice of
Evangelism

Hayner

Considers the many forms communicating the

good news in our day has taken both inside

and outside congregational life. Explores a

variety of practices and programs and seeks

to understand them from the perspectives of

theology, missiology, and ecclesiology. {K, T,

ML}

1 unit I '3 credits

P619 The Foundations of Evangelism

Hayner

Recognizes the communication of God's good
news as one of the Church's primary callings
in a culture and church in which evangelism
often has negative connotations. Asks what a
biblical theology of evangelism looks like;
questions how faithful and effective evange-
lism is practiced today. Designed for all who
take seriously the role of the church in shar-
ing Jesus Christ with those who have not
heard or responded. {K, T, ML}
1 unit 1 3 credits

75

Christian Education

Teaching with Imagination

P522

Staff

Designed to help students develop a more
imaginative approach to teaching by experi-
encing a variety of teaching methods. Atten-
tion given to understanding how our theology
affects our methodology. {T, ML}
1 unit 1 3 credits

P523A and B Literature for Christian
Children

Staff

Provides students with the opportunity to
read widely in the area of children's literature,
and to evaluate resources theologically and
educationally. Of special interest to caregivers
of children, teachers, and persons who seek
to establish a children's resource center in the
local church; offered in cooperation with the
Griffith Children's Library. {T, K, ML}
1/2 unit 1 1 1/2 credits or
both sessions 1 unit / 3 credits

P526 Parenting and the Moral Lives of
Children

Staff

Considers the question, How do Christian
parents today provide appropriate moral edu-
cation for their children? Studies different
hands-on approaches appropriate for elemen-
tary-aged children. {K, ML}
1 unit 1 3 credits

P527 Teaching the Bible Through
Liberative Pedagogy

Nishioka

Too often, children, youth, young adults, and
adults experience Bible study as "giving the
correct answers" and "keeping questions and
ideas to one's self;" they experience the teach-
ing of the Bible as oppressive rather than lib-
erating. Participants study effective teaching
methods and developmental theory as they
explore and practice how to teach the Bible.
{K, CB, T}
1 unit 1 3 credits

P528 Faith Formation in the Media
Culture

Nishioka

Critically examines theological themes in the
popular media culture and investigates the
impact of the media culture on the church.
Students will debate the theory that many
young and young adults today encounter God
more through the secular culture than through
expressions in the church and consequently,
that their faith is formed more by theological
themes in the media. {K, ML}
1/2 unit II 112 credits

P620 Curriculum Planning and
Evaluation in the Local
Congregation

Staff

Instructional resources available from denomi-
national and non-demoninational publishers
will be introduced and analyzed. In addition,
the contexts of community, prayer, teaching,
proclamation, and service will provide the
focus for curriculum analysis and formation.
Opportunity is provided for church-related
projects. Prerequisite P322 {T, ML}
1 unit 1 3 credits

P621 Group Process and Faith
Formation

Nishioka

Focuses on helping students understand the
dynamics of groups and to hone their skills
as facilitators and leaders. Using a methodol-
ogy of shared leadership, students will explore
different behaviors in groups and will learn
how to facilitate healthy group interaction as
a means of faith formation {K, ML}
1/2 unit / 1 1/2 credits

P622 Preschool Religious Education

Staff

Through reading, class discussion, and visits
to various preschools in the Greater Atlanta
area, students will learn how to evaluate
Christian preschool programs. This course will
be of particular value to those interested in
starting a Christian preschool, of evaluating
existing programs, or looking for an existing
quality program for children. {K, ML, T}
1 unit / 3 credits

76

P623 The Spiritual Lives of Children

Staff

Recognizing that in their daily lives children
actively make meaning in a web of complex
social relationships, participants consider con-
textual constructive theological contributions
of children, with emphasis on practical impli-
cations for the local church and focus on hu-
man development, theological reflection, and
learning theory. {C, T}
1 unit 1 3 credits

P624 Christian Education in the Small
Membership Church

Nishioka

Focuses on the challenges and opportunities
of Christian Education in the small member-
ship church. Students will examine and expe-
rience a variety of methodologies for engaging
small membership churches in Christian edu-
cation and Christian formation for children,
youth, and adults. {K, T, ML}
1/2 unit /l 1/2 credits

P625 Ministry with Second Generation
Asian-Americans

Nishioka

Considers the challenges facing pastors and
educators in second generation Asian- Ameri-
can congregations. Examines the particular
context of ministry in Asian- American congre-
gations, with attention to youth and young
adult ministry, Asian vs. American cultures,
and resolving conflicts in family and church
situations. {ML, C, K}
1/2 unit / 1 1/2 credits

P626 Youth and Young Adult Ministry

Nishioka

Explores the youth sub-culture today and its
implications for ministry, including the par-
ticular developmental challenges of youth and
young adults, ministry with young people in
crisis, changing family patterns, and emerg-
ing new strategies in ministry with youth.
Focuses on young adults and how churches
are faithfully reaching out to and including
these "Gen Xers" in their congregations.
{K, CB, T}
1 unit / 3 credits

YGL1 Transforming the Confirmation
Journey

Nishioka

Seeks new ways of marking the confirmation
journey as an important step in a young
person's life and relationship to the church.
Participants explore the various meanings of
confirmation, critique a variety of current
models and methods, and attempt to deter-
mine the best approach to confirmation in
their future congregations. (K, CB, T}
1/2 unit / 1 1/2 credits

P628 Recreation and Community
Building

Nishioka

Focuses on recreation as a means of building
community in the body of Christ. Students
will explore a theology of recreation and will
practice how to plan and lead recreational ac-
tivities in a variety of congregational settings
for persons of all ages with differing abilities.
Emphasis will be place on the process of as-
sessing recreational needs and the selection
and leadership of age-appropriate and group-
appropriate activities. {K, ML}
1/2 unit / 1 1/2 credits

Pastoral Theology and Care

P534 Pastoral Care of Couples and
Family Life

Staff

Makes use of current developments in the field
of family therapy; examines couples and fam-
ily life as they relate to ministry. Explores vari-
ous types of pastoral care in this context.
Utilizes concepts from systems theory and
other clinical and theoretical sources. Atten-
tion given to the relation of the student's own
family of origin to his or her ministry. Seeks
theological understanding of couples, fami-
lies, and congregations as family systems.
{T, ML}
1 unit / '3 credits

P535 Family Systems for Ministry

Mook or staff

Explores the basics of family systems theories
as a basis for understanding the dynamics at
work within families and within congrega-
tions. Enhances understanding of the
student's own family system and the impact

77

of this system upon formation for ministry.
Issues around personal and professional
boundaries are addressed. Limit 10 {K, T, ML}
1 unit 1 3 credits

P536 Race, Gender, and Class Analysis
for Pastoral Care

Lartey / Mook

Designed to enable students to examine and
understand the influences of race, gender and
class in pastoral care with individuals,
couples, families, groups, and congregations.
Skills in recognizing, analyzing, and develop-
ing effective pastoral strategies for respond-
ing to these issues will be explored. Limit 12
{C, SF, CB, T, ML}
1 unit 1 3 credits

P538 Global Perspectives on Pastoral
Care

Lartey

Examines practices in pastoral care in differ-
ent cultural and regional contexts through case
studies. Students engage in social and cultural
analysis of pastoral practice. Emphasizes what
can be learned for pastoral ministry in particu-
lar contexts through exploring practices in
other places. Develops skills in theological re-
flection on practice, intercultural pastoral min-
istry, empathy, interpathy, and cultural
analysis. {C, CB, T}
1 unit 1 3 credits

P539 Pastoral Care Through the Life
Cycle

Lartey or Staff

Explores issues that have to be faced and re-
sponded to through different phases and
stages of life. Examines social, emotional, cul-
tural, cognitive, and faith development and
their implications for pastoral care of persons
within churches and communities. By focus-
ing on nodal crises faced by persons in differ-
ent phases of the life cycle, appropriate
approaches of pastoral mediation through life
issues are explored. {CB, T, SF}
1 unit 1 3 credits

P632 Pastoral Theological Explorations:
Health, Healing, and Wholeness

Lartey or Staff

Explores what constitutes pastoral theology

and what pastoral theological reflection might

be. Considers the usefulness of pastoral theo-
logical reflection to congregational ministry.
By exploring concepts of health, practices of
healing, and the quest for wholeness in mind,
body, and spirit, students will engage in pas-
toral theological reflection upon issues and
practices that are a major concern of the glo-
bal community. {T, CB, C}
1 unit / 3 credits

P633 The Development of Modern
Pastoral Care

A.T.A. Staff

Researches the literature, studies the person-
alities, and considers the historical context of
the pastoral care movement in the U.S. in the
20th Century. For Th.M., Th.D., or D.Min. stu-
dents; others must secure permission from
professor. {K, T}
1 unit 1 3 credits

P634 Family Systems in the
Congregation

Mook or Staff

Uses the basics of family systems theories to
examine the dynamics at work within fami-
lies and within congregations. Explores the
minister's own family system and seeks to un-
derstand how this system, as well as the sys-
tematic dynamics of the congregation, impacts
the role and functioning of the person as pas-
tor. Diverse contextual situations may add an
intercultural component to the course. De-
signed for D.Min. students or Th.M. students
with significant pastoral experience.. {K, T,
ML} Limit 10
3 credits

P635 Pastoral Care of Families and
Caring in Loss and Grief

Mook or Staff

Designed for further work on pastoral care
issues that arise on a regular basis in congre-
gational settings. Focuses on loss, dying,
death, grief, and care of couples and families
of all forms. Components include pastoral
praxis, theological reflection, and pastoral
theological method. Field study may be part
of a student's work. Prerequisite: P232 {K, T,
ML}
1 unit 1 3 credits

78

P636 Pastoral Counseling in the Parish

Staff

Explores the theory and practice of time-lim-
ited, individual pastoral counseling, includ-
ing basic principles of psychological and
theological diagnosis, treatment planning, and
treatment management. Cases investigated are
those typically encountered in the parish. In-
cludes case studies, lectures, role playing, and
verbal reports; explores the theological ratio-
nale of pastoral counseling. Prerequisite: Hos-
pital practicum or CPE. {K, T, ML}
1 unit 1 3 credits

P638 A Workshop for Pastoral

Counseling in the Congregation

Mook or Staff

Builds on basic and theoretical understand-
ing and clinical skills; designed to enable stu-
dents to move beyond general pastoral care
to more involved and complex pastoral coun-
seling to develop a level of expertise needed
by pastors in congregational settings. Ad-
dresses issues related to pastoral boundaries
and making referrals. Experiential learning
will be combined with personal, pastoral, and
theological reflection. Prerequisites: P232.
Limit: 15 {T. ML}
1/2 unit II 111 credits

Worship

P541 Hymnody and Congregational
Song

Wren/Morgan

Designed with future pastors in mind and
presupposes no musical knowledge. Explores
the theological importance of congregational
song, the appeal of different musical styles,
and what pastors need to know about the
training and skills of the musician, and the
pastor-musician relationship. Limit 12 {K, ML}
112 unit 1 1 1/2 credits

P543

Wren

Crafting Speech For Public
Worship

For the worshp leader who regularly chooses
words for worship, builds speech-crafting
skills for public worship through the writing,
revision, editing, and cirtique of liturgies and
prayers. {ML}
2 unit 1 3 credits

P546 Conducting Christian Worship

Wren

Develops skills for designing and leading pub-
lic worshi in Reformed and kindred traditions
for students who have done supervised min-
istry and/or completed the worship and
preaching course. Includes project work and
practical work on worshi preparation, leader-
ship, and evaluation. Prerequisites: P151 or
SM210. {K, ML}
1/2 unit II 1/2 credits

P642 The Language of Worship

Wren

Interweaves two distinct yet related elements.
The first is practical work in the crafting of
liturgical speech. The second is reading, de-
bate, and reflection on some current issues ni
worship language: Trinitarian speech, "inclu-
sive" language, and baptismal language. {ML}
1 unit / '3 credits

One Book for Worship

P643

Wren

By immersion in a work of theology, students
practice theological study and spiritual forma-
tion, and seek outcomes in worship, Christian
education, preaching,and pastoral care. Meth-
ods include in-class presentations, leading
chapel worship, and conversations with the
author. Prequisites: P151, SM210. Limit 12
{K, CB, T, ML}
1/2 unit / 1 1/2 credits

Preaching

P650 Twentieth-Century Preaching:
Theory and Practice

Campbell

Examines the homiletical theory and practice
of several important twentieth-century
preachers and explores influential trends in
contemporary homiletics. Building on reading
and class discussion, students develop a the-
ology of preaching and preach two sermons.
Prerequisite: P151. {C, SF, ML}
2 unit / 3 credits.

P651 Preaching Workshop

Campbell/Florence

Provides students with an opportunity to do
practical work on their preaching and explore
their homiletical "growing edges." Students

79

preach three sermons, receive critique from
other students and the professor, and prepare
a plan for their continued growth as preach-
ers. Prerequisite: P151. {C, ML, T}
1/2 unit /l 1/2 credits.

P652 The Theatre in the Text , or the
Preacher/ Actor Prepares

Florence

Explores the move from text to sermon as an
act of dramatic interpretation and embodi-
ment. Using plays, films, homiletical writings,
and classic theatre texts from Konstantin
Stanislavski and Jerzy Grotowski, students
will focus on the book of Exodus, considering
the actor's and director's performative arts as
resource, hermeneutic, and habitus for preach-
ing in the postmodern world. Includes the
preaching of three sermons. Prerequisite: P151.
{ML, CB, T}
1 unit / 3 credits

P653 The Preacher and the Poet

Florence

Explores preaching as an act of poetic imagi-
nation. In a postmodern world at odds with
the claims of the gospel, how can preaching
invite listeners to imagine an alternative real-
ity? Can an image be more powerful than a
description? Students consider the poet's art-
language, imagination, experience, and form
as a resource for preaching. Includes a work-
shop with a working poet, and the preaching
of two sermons. Prerequisite: P151. {ML,
CB,T}
1 unit 1 3 credits

P654 Preaching as Testimony: Towards
a Women's Preaching Tradition

Florence

Argues that there is a "women's preaching tra-
dition" in the North American context and that
one key to its identity is the ancient practice
of testimony. Although testimony is largely ig-
nored in the mainline church, it is a theory and
practice of great power for Christians living
on the margins, and was the first preaching
practice open to women. Students will draw
on historical, theological, biblical, and homi-
letical resources to ask whether testimony
might truly characterize a tradition of
women's preaching and perhaps reshape our

own preaching ministries. Includes the
preaching of two sermons. Prerequisite: P151.
{ML, CB, T}
I unit 1 3 credits

P655 The Artist's Way, The Preacher's
Word

Florence/Forney, L.

Explores Scripture as it speaks to us and takes
form through us. Participants meet one
evening a week to explore a text and "exegete"
it through a particular medium (clay, paint,
ink, glass, fabric, mixed media). Each week's
artistic expression of the Word will be shaped
into a written expression, moving toward a
sermon. Participants will preach two of these
sermons in class. No previous artistic experi-
ence needed. Prerequisite: P151. {C, SF, ML}
1 unit 1 3 credits.

P656 Principalities, Powers, and
Preaching

Campbell

Considers the homiletical significance of what
the New Testament calls the "Principalities
and Powers." Biblical texts, liturgical materi-
als, theological literature, contemporary films,
and the daily newspaper serve as resources
for exploring the nature of the "Principalities
and Powers" and their significance for Chris-
tian preaching. Prerequisite: P151. {CB, T, ML}
1 unit 1 3 credits

P657 Preaching and Christian
Formation

Campbell

Examines the practice of preaching within the
context of the peculiar practices that form
Christian community and the broader cultural
practices that shape our lives. Includes read-
ings, films, and discussions, as well as activi-
ties in contexts outside the classroom. Students
will preach one sermon. Prerequisite: P 151.
{SF, CB, ML, T}
1 unit 1 3 credits

P659 Preaching and Youth

Florence

Questions how to reach youth with the gos-
pel, with recognition that while scholarship
on youth ministry abounds, there is almost

80

complete silence on the subject of youth and
preaching. Studies the relationship between
youth and preaching, asking what gifts, needs,
and contextual hermeneutics young people
bring to the ministry of proclamation. Asks
why the church and academy in our time have
declined to explore these questions, and con-
siders what is at stake in that silence. Explores
a youth-full "theology of the Word" and how
to incorporate it into a ministry of preaching.
{ML, T, CB}
2/2 unit 1 1 1/2 credits

P658 Preaching Jesus, Being Feminist,
Staying Reformed

Florence

Invites students to reimagine preaching and
other liturgical practices in conversation with
feminist theologies, with particular attention
to christology. Asks what christologies have
emerged from feminist thought, what is femi-
nist preaching, and whether it is possible to
craft feminist liturgy that is still Reformed.
Questions how feminist christologies might
transform and revitalize Christian worship
practices for women and men. Students will
read feminist christology, preach two sermons,
and begin to construct their own christologies
through a final reflection paper and liturgy.
(C, SF, ML}
1/2 unit / 1 2/2 credits.

Christian Spirituality

P576 Spiritual Formation

/. Johnson

Using Reformed spirituality as its base, seeks
to ground students in a vital spirituality that
will lead to a vital ministry, providing oppor-
tunities in and out of class for students to prac-
tice the particular disciplines that undergird
the Reformed faith. {K, SF, CB}
2 unit / 3 credits

P674 The Art of Christian Discernment

/. Johnson

Asks how Christian leaders and congregations
are to listen for God in their decision-making.
Explores how scripture, the community, and
prayer can guide sessions, staffs, and pastors
in their life together. Ancient and contempo-

rary models will be explored: group discern-
ment, individual discernment in the context
of the Christian community, and congrega-
tional discernment. (SF, ML}
2 unit / 3 credits

P675 Being in Christ: Mysticism and
Resistance

Barbara Brown Taylor

Christian mysticism is as ancient as the gos-
pel of John, yet many dismiss mystical expe-
rience, assuming that what goes beyond
words may go beyond orthodoxy. Others
charge that mysticism undercuts social action.
This course questions both of these assump-
tions, as students learn the hallmarks of uni-
tive religious experience and meet those who
exemplify Christian mystical life.

P676 Congregational Spiritual
Formation

J. Johnson

Studies how to cultivate Christian spiritual
formation within the life of a worshipping
community. Consideration will be given to
spiritual leadership within the various tasks
of ministry such as worship, vision, teaching,
administration, mission, discipleship, and
community. {SF, ML}
2 unit / 3 credits

P677 A Change of Heart: The

Phenomenon of Conversion

Taylor

Explores the phenomenon of conversion both
in theory and practice, including a brief sur-
vey of conversion in the other Abrahamic tra-
ditions.
2 unit / 3 credits

Ministry and Church Administration

P583 Korean- American Ministry

Staff

Examines the distinctiveness of Korean-
American ministry and culture to prepare stu-
dents to effectively deal with the unique
needs, problems, and aspirations of the Ko-
rean-American community in the United
States. Students become cognizant of accul-

81

turation patterns so that they can minister to

Korean-American immigrants effectively.

{ML}

1 unit 1 3 credits

P681 Congregational Leadership and
Church Administration

Davis, Forney, or Murchison
Focuses on personal and organizational issues
that affect leadership and administration in
congregational settings. Addresses issues such
as effective time management in ministry, per-
sonal financial planning, ongoing spiritual de-
velopment, organizational dynamics, power
and authority, communication, problem-solv-
ing, conflict and negotiation, coordinating
personnel and members in mission and min-
istry, stewardship, and church financial man-
agement. {C, SF, T, ML}
1 unit 1 3 credits

P687 The City of God: A Basic

Introduction to Urban Ministry

Carroll

Utilizing one urban congregational partner as
a case study, this course engages students in
an interdisciplinary analysis of the urban con-
gregation and its context. Students will seek
to articulate a theological basis for mission in
the city, interpret the socio-cultural realities of
the urban context, and assess their own gifts
for pastoral leadership with an urban congre-
gation. {C, ML, T}
1 unit 1 3 credits

Independent Studies

The following courses are designed for stu-
dents who are interested in further study be-
yond the regular course offerings in the
Practical Theology Area. Permission of the
instructor is required.

P683 Ministry Through the Year

Murchison

Utilizes the framework of the liturgical calen-
dar to orient participants to some of the pri-
mary components of ministry that occur over
the course of a year of congregational minis-
try. Considers the special worship ministry
pastors are called upon to lead and the major
roles of pastoral leadership associated with
various periods of the year, including stew-
ardship, officer education, confirmation, and
ministry in the public domain. {K, ML, CT}
1 unit 1 3 credits

P684 Conflict and the Work of the
Gospel

Forney

Argues that internal and intra-personal con-
flicts are central to ministry and the work of
the Gospel; defines conflict (biblically, theo-
logically, and sociologically) and considers
how conflict is practiced individually, between
individuals and groups, and within local con-
gregations in the North American context. Stu-
dents will develop critical understanding of
their conflict management styles and practice
incorporating other styles that are context de-
pendent. Using current conflict theory and
case studies, students will explore areas of
church life that are regularly conflicted. {K,
C, T, ML}
1 unit 1 3 credits

P691 Independent Study in Evangelism
and Church Growth

Hayner

1 unit 13 credits

P692 Independent Study in Christian
Education

Cram or Nishioka
1 unit / 3 credits

P693 Independent Study in Practical
Theology and Counseling

Harkins, Mook, Patton, or Lartey
1 unit 1 3 credits

P694 Independent Study in Worship

Wren

1 unit 1 3 credits

P695 Independent Study in Preaching

Campbell or Florence
1 unit 1 3 credits

P696 Independent Study in
Communication

Staff

1 unit 1 3 credits

82

P697

Staff

1 unit 1 3 credits

P698

Independent Study in Spirituality P699

Independent Study in New
Church Development

Wood

1 unit 1 3 credits

Independent Study in Ministry
and Administration

Forney or Murchison
1 unit 1 3 credits

Interdisciplinary Courses

Required courses for M.Div. or
M.A.T.S. Degree

1100 M.A.T.S. Seminar

Douglas

Designed to assist entering M.A.T.S. students
to focus on the vocational or personal goals
they have for the degree. Required for enter-
ing, full-time M.A.T.S. students. Those who
are part-time are expected to enroll in the
seminar after they have taken at least two
courses, but before they complete five courses.
1 unit 1 3 credits

Baptism and Evangelical Calling

1110

Staff

Enables students to understand the Christian
identity of all those incorporated through bap-
tism into Christ and Christ's community in the
world. Attention given to discerning how
God's grace has been at work in a student's
own baptism and personal history and to dis-
cerning the particular gifts of God given to
each of us for Christian life and ministry.
1 unit 1 3 credits

1241 Alternative Context for Ministry

Staff

A combined academic and experiential study
designed to deepen experience and under-
standing of a significantly different cultural
context and the mission of the church in that
context. Provides opportunity for theological
reflection on the experience and its implica-
tions for ministry. Contexts may include the
inner city of Atlanta, Appalachia, Mexico, Cen-
tral Europe, Northern Ireland, and Jamaica.
1 unit 1 3 credits

1310 Final Things

Dietrich, Forney, Hayner, Wren
Designed to help students move toward be-
coming theological practitioners. Students
examine who they are theologically and dis-
cern how to integrate what they have learned
and believe in settings where the boundaries
between theory and practice are either artifi-
cial or without meaning. Attention given to
the intersection of formulating a credo and
working through an issue in ministry.
1 unit 1 3 credits

1111 The Eucharist and the Church's

Mission

Staff

Examines the ministry of the church as it re-
lates to the Lord's Supper and the programs
of a particular congregation; seeks to learn
how the church may participate in the Missio
Dei in denominational and ecumenical efforts.
Focuses on ways in which the Lord's Supper
informs and empowers evangelism, a minis-
try of compassion, and the church's commit-
ment to justice, peace, and stewardship of
creation and life.
1 unit 1 3 credits

1618 Presbyterian History and Polity

Clarke / Murchison

Combines a study of Presbyterian history with
a study of the polity of the Presbyterian
Church (USA), focusing on the history of pol-
ity and the theological debates and
missiological commitments that have influ-
enced the present polity of the Presbyterian
Church (USA). {K, T}
1 unit 1 3 credits

83

Elective Courses

1601 Preaching in a Culture of Travail

Florence / Douglas

Attempts to envision preaching as an act of
response to travail that increasingly marks
western culture. Explores the norms that
shape a culture of travail; develops critiques
of the various political, social, and ecclesial
strategies used to address that culture, and
suggests a reorientation of the preaching task
as a starting point for giving meaning to work
and relief to suffering. {ML, CB, T}
1 unit 1 3 credits

1607 Money Matters in Ministry

Murchison

Explores how financial pressures bear on the
lives of people in North American culture and
examines how churches in this setting can
minister to their members with a credible the-
ology of money. Gives special attention to ethi-
cal issues of money facing pastors and
examines major resources of the Christian tra-
dition for faithful response to the economic
issues facing the church and its members.
{K,T}
1 unit 1 3 credits

1619 Ministry to Business People:
Bridging Theological Ethics and
Economic Realities

Knapp

Explores the need and opportunity for minis-
try that more effectively address the ethical
challenges of contemporary business life.
Through readings, meetings with business
people, discussions and other activities, stu-
dents will focus on practical approaches for
relevant ministry in their own congregations
and communities. {T, CB}
1 unit 1 3 credits

1620 Narrative, Self, and Other:
Wellness and Pastoral Care for,
and by, Men in Ministry

Harkins

Explores the relationship between physical,
emotional, and spiritual well-being in men
and the ways in which men care for them-
selves, even as they care for others. Focuses
on personal theological narrative, spirituality,

ethics, systems theory, and pastoral care, as
well as readings, film, and fiction. Participants
engage in the construction of a religious auto-
biography and attend an overnight mountain
retreat. {CB, SF}
1 unit 1 3 credits

1621 Women's Issues in Health

Cole I B. Johnson /O' Connor /Riggs
Explores the interrelationship between physi-
cal, mental, emotional, and spiritual health.
The content and pedagogy of the course will
draw upon personal stories; women's spiri-
tualities; and biblical, ethical, and pastoral re-
sources for theological reflection upon issues
of women's health in the church and society.
{T, SF}
1 unit 1 3 credits

1666 Apocalypse Now!

Campbell / Saunders

Explores the Apocalypse of John (Revelation)
as literature of prophetic discernment, judg-
ment, and hope for Christian communities
oppressed or seduced by imperial power and
piety. Examines the models Revelation offers
for doing liturgy and proclamation as forms
of social formation and resistance.
{K,C,SF,CB,T,ML}
1 unit / 3 credits

1698 The Cross and the State: Biblical,
Theological, and Pastoral
Reflections on States, Prison, and
Execution

Forney / Saunders

Introduces and critically engages aspects of
the current justice system in the United States,
especially the "Prison-Industrial Complex"
and state-sponsored executions, in light of bib-
lical and theological traditions regarding
bondage, imprisonment, and crucifixion. The
course includes readings, discussion, and field
trips. Limit 10. Prerequisites: B141 & B161 {K,
C, CB, T}
1/2 unit II 1/2 credits

1699 Reading and Preaching the

Parables as Subversive Speech

Campbell I Saunders

Explores the following: A seminary teacher
said to a student, "Read your Bible." The stu-
dent said, "Yes, Teacher, I will." So the stu-

84

dent went to the library and read commentar-
ies. To another student the teacher said, "Study
hard." But the student said, "I do not have
time. I have to go downtown for Bible study."
Which student did the will of the teacher? {K,
T, ML, CB, SF}
1/2 unit/1 1/2 credits

1691 Interdisciplinary Independent

Study
Staff

Any term up to 1 unit / 3 credits

Supervised Ministry

Required Courses for M.Drv. Degree

SM210 Congregation-Based Internship
(Basic)

Carroll or Staff

For a minimum of 10 full-time weeks (or its
equivalent), the student engages in the minis-
try of a teaching congregation, serving in a
broad range of pastoral functions, and engag-
ing in a structured process of theological re-
flection with a supervising pastor and lay
committee. Prerequisites: 1111 and P151.
Summer (full-time) or
Fall / Spring (part-time) 2 units

Elective Courses

SM213 Internship in Youth Ministry

Carroll

Engages the student in ministry with adoles-
cents. Typically the intern is placed in a con-
gregation or other youth ministry organization
where supervision is provided by a pastor,
educator, or other experienced youth minis-
try professional. {C, ML}
Summer (full-time) or
Fall /Spring (part-time) 1 or 2 units

SM414 Intern Year: Congregation

Carroll

A full-time internship that provides an in-
depth experience in the life and ministry of a
teaching congregation. An experienced pastor
and a lay committee, utilizing an action-reflec-
tion process for learning, supervise the min-
istry of the intern. Students may elect to earn
one additional unit during the internship by
taking an approved two-week course during
the January term. Prerequisite: completion of
at least 20 units. {C, ML}
12 months (full-time) 2 units, plus option ofl
additional unit for January elective

SM415 Intern Year: Urban Ministry

Carroll

A full year internship in one or more ministry
settings. Engages the realities of the city, es-
pecially in ministry with the poor, and seeks
to develop insights and skills needed for min-
istry in the urban context. Students may elect
to earn one additional unit by taking an ap-
proved two-week course during the January
term. Prerequisite: completion of at least 20
units. {C, ML}

12 months (full-time) 2 units, plus option ofl
additional unit for January elective

SM416 Intern Year: International

Carroll

A full year of ministry in the church in another
nation. Placements with congregations, col-
leges, or other institutions approved by the
Office of Supervised Ministry. Supervision
provided by a theologically trained church
leader from the host country and by a consult-
ant familiar with the student's home context.
Prerequisite: completion of at least 20 units.
{C, ML}

12 months (full-time) 2 units, plus option ofl
additional unit for January elective

SM417 Intern Year: Campus Ministry

Carroll

A full year in ministry in a college or univer-
sity context. Interns work with a church-re-
lated agency of campus ministry to serve
students, faculty, and /or administrative per-
sonnel. Supervision provided by an experi-
enced campus minister or other approved
clergy. Prerequisite: completion of at least 20
units. {C, ML}

12 months (full-time) 2 units, plus option ofl
additional unit for January elective

85

SM418 Intern Year: Independent Study

Carroll

An independent study available to students
who seek to gain significant experiences of
ministry under supervision in specialized ar-
eas not designated above in other yearlong in-
ternships. Prerequisite: completion of at least
20 units. {C, ML}

12 months (full-time) 2 units, plus option ofl
additional unit for January elective

SM419 Internship in Ministry with the
Small Congregation

Carroll and Triplett

A part-time internship designed for M.Div.
students serving as pulpit supplies or part-
time pastors of small congregations. Seminars
for theological and practical reflection focus
on students' work in the ministry context.
Explores the dynamics of small congregations
in relation to pastoral responsibilities such as
preaching and liturgy, pastoral care, teaching
and leadership. Each student works with a
small team of laypersons from the congrega-
tion for feedback and contextual analysis. Stu-
dents may register for one unit per semester
for up to two semesters. For students who can
take only one unit, the fall term is recom-
mended Prerequisites: SM210 and permission
of the instructor. {C,T, ML}
Fall or Spring (part-time) 1 unit per semester.

SM610 Practicum in Clinical Pastoral
Education (Basic Unit)

Staff

Brings students into supervised encounters
with people in order to develop pastoral iden-
tity and skills, interpersonal competence, and
enhanced abilities for theological reflection.
Clinically trained supervisors provide educa-
tional leadership. Placement limited to hospi-
tals, congregations, prisons, and other
institutions accredited by the Association for
Clinical Pastoral Education. Meets the D.Min.
requirement for Supervised Ministry. {C, T,
ML}
Any term, usually Summer 2 units / 6 credits

SM611 Clinical Pastoral Education
(Advanced Unit)

Staff

Additional units of CPE build upon the teach-
ings of the final unit and provide pastoral edu-
cation over a period of a full-year. Prerequisite:
Basic unit of CPE. Note: The maximum num-
ber of units one may apply to the M.Div. de-
gree is four. Additional units earned may be
applied to another degree program. {C, T, ML}
12-month period 2 units 1 6 credits

SM615 Internship in Urban Ministry
(Basic)

Carroll

An internship in one of several ministry set-
tings seriously engaged in realities of the city,
especially in ministry to the poor; seeks to
develop insights and skills needed for effec-
tiveness in the urban context. {C, ML}
Summer (full-time) 2 units;
Fall or Spring (part-time) 1 unit per semester

SM617 Internship in Campus Ministry
(Basic)

Carroll

A basic introduction to ministry in the con-
text of a college or university community.
Campus chaplain or pastor of campus-related
congregation provides supervision. {C, ML}
Summer (full-time) 2 units;
Fall or spring (part-time) 1 unit per semester

SM620 Congregation-Based Internship
(Advanced)

Carroll

An internship providing students with the
opportunity to gain congregational experience
beyond what is required in SM210. One may
concentrate on a specialization, e.g., Christian
education, pastoral care, social ministry, or
seek a broad range of experience. Designed to
develop further one's identity and competence
in ministry. Prerequisites: SM210 and comple-
tion of at least 20 units. {C, ML}
Summer (full-time) 2 units
Fall I Spring (part-time) 1 unit per semester

86

SM660 Internship in Criminal Justice

Carroll

A supervised experience of ministry in which
the student serves in a prison, court, or other
agency engaged with the realities of the crimi-
nal justice system. Special attention is given
to ministry with persons who are incarcerated
or who are victims of crimes. Seeks to culti-
vate insights and skills for ministry in the
criminal justice system. {C, T, ML}
Summer (full-time) 2 units
Fall or Spring (part-time) 1 unit per semester

SM680 Practicum: Church and Ministry

Carroll

Designed by the D.Min. student and approved
supervisor; may be done in a variety of con-
texts. Students engage in a ministry of the
church, often outside the student's normal
setting for ministry, and utilize an action-re-
flection learning process with a peer group
and approved supervisor.
6 credits

SM681 Practicum in Preaching

Carroll

D.Min. students work with a peer group and
an approved supervisor to evaluate their own
preaching, learn from the preaching of others,
and utilize a variety of preaching resources.
6 credits

SM682 Practicum in Christian
Spirituality

Carroll

Recommended for D.Min. 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-re-
flection process. Supervision by an approved
instructor.
6 credits

SM683 Practicum in Gospel and Culture

Carroll

Recommended for D.Min. students in the
Gospel and Culture specialization. Designed
to meet the major challenges of this special-
ization; involves students in a ministry of the
church with particular aspects of modern cul-

ture. Includes work with peer group and ap-
proved supervisor in an action-reflection pro-
cess.
6 credits

SM684 Practicum in Cross Cultural
Context

Carroll

Recommended for D.Min. students in the

Cross-Cultural specialization. Students from

different cultures work in pairs to experience

the ministry of their colleague.

6 credits

SM685 Practicum in Graduate Counseling

Staff

For graduate students in the pastoral coun-
seling program. Includes work under super-
vision at a local pastoral counseling center
accredited by the American Association of
Pastoral Counselors; counseling center certi-
fies achievement of the required level of per-
formance. Ordinarily, upon completion of the
practicum students will have sufficient super-
vision to apply for membership in the Ameri-
can Association of Pastoral Counselors.
Limited to students in the D.Min. in Pastoral
Counseling. Prerequisite: Oral examination by
professors and supervisors.
6 credits

SM686 Practicum in New Church
Development

Staff

For graduate students in the New Church
Development D. Min. specialization. The stu-
dent engages in a selected aspect of ministry
with a New Church Development, Working
with a peer group and approved supervisor
in an action-reflection process.
6 credits

SM690 Supervised Ministry: Independent
Study

Carroll

Summer (full-time) 2 units

Fall or Spring (part-time) 1 unit per semester

87

Atlanta Theological Association Courses

The Th.D. and D.Min. programs consist
primarily of advanced courses provided by
participating schools in the Atlanta Theologi-
cal Association (A.T.A.). The 600 level courses
in this catalog, together with advanced courses
at Candler School of Theology, Erskine Theo-
logical Seminary, and Interdenominational
Theological Center, are open to students in
these programs. The following list includes
other courses specifically developed for the
Th.D. and D.Min. programs.

ATA401 Seminar on Ministry
Staff

A basic seminar on ministry theory and ca-
reer analysis required for all D.Min. students.
6 credits

ATA463 The Historical and Social

Dimensions of Contemporary
Pastoral Counseling

A.T.A. Staff

An examination of the modern history of pas-
toral counseling, including its roots in theol-
ogy, psychoanalysis, existential, and
humanistic psychology. Th.D. core course.
3 credits

ATA471 Human Being in Context

AT. A. Staff

Theological and psychological theories of
personhood are examined to assess their rel-
evance for pastoral counseling. Th.D. core
course.
3 credits

ATA403 Project Proposal Workshop

Forney

Focuses on the theory of dissertation construc-
tion; assists students in developing project
proposals and understanding the use of the
library for dissertation research. Required of
Columbia D.Min. students.
No credit

ATA473 Pastoral Assessment, Healing, and
Change

A.T.A. Staff

The process of transformation and change is
considered from both theological and psycho-
logical perspectives. Th.D. core course.
3 credits

ATA421 Family System in Context

A.T.A. Staff

Places the family in context, historically, cul-
turally, and socially. Assumes that in planning
programs for their ministry to families and
responding to family programs planned and
marketed by others, both parish ministers and
those specializing in counseling must place the
family in context in order to think critically
and evaluatively about family issues.
3 credits

ATA434 Exploring the Field of Family
Therapy

A.T.A. Staff

A survey course exploring the various systems

of family evaluationand counseling. Special

emphasis upon the works of major theorists

and clinicians such as Bowen, Minuchin, Satir,

Nagy, and Haley.

3 credits

ATA475 Pastoral Theological Method

A.T.A. Staff

The methodologies of theology and of pasto-
ral care are examined as a means of assisting
students in developing a pastoral theological
method appropriate to the ministry of pasto-
ral counseling. Th.D. core course.
3 credits

ATA476 Evaluation and Treatment in
Couples Therapy

A.T.A. Staff

Explores various treatment modalities of
couples therapy and applies them to clinical
cases. Models of intervention with couples are
compared and contrasted along with compari-
son and contrast of relationally defined
problems and issues with individual psycho-
pathology.
3 credits

88

ATA477 Seminar in Pastoral Supervision

A.T.A. Staff

Provides doctoral students in pastoral coun-
seling with the experience of pastoral super-
vision under the guidance of clinical
supervisors. Acquaints students with the ex-
panding literature on pastoral supervision
from a variety of disciplines. Students may
register for ATA477 and ATA477b.
3 credits

ATA478 Group Therapy: Theory, Process,
and Application

A.T.A. Staff

Designed to provide a broad overview of
group therapy permitting moment by moment
and longer term conceptualizations of what
happens in group therapy, how this affects in-
dividuals in the group, and how we may use
this effect therapeutically.
6 credits per year

ATA485 Counseling Practicum

Clinical Staff

In each term students engage in two to four
hours of counseling per week under supervi-
sion. Includes assigned readings and appro-
priate didactic materials. Students will register
for ATA485a "The Theory and Technique of
Individual Counseling," ATA485b "Assess-
ment and Treatment from the Perspective of
Ego Psychology and Object Relations Theory,"
ATA485c "Professional Development: Work-
ing with Disorders of the Self," and ATA485d
"Professional Development: The Therapist's
Self" for a total of 18 semester credits. Re-
quired of Th.D. students.
9 credits per year

ATA489 Directed Study

A.T.A. Staff

Taken at recommendation of the adviser.

Credit as assigned

ATA479 Family Development Through the
Life Cycle

A.T.A. Staff

Explores life cycle perspective on marital and
family life. Different phases of family devel-
opment throughout the life cycle and their
impact on people entering, living in and leav-
ing the family are explored along with devel-
opmental, situation, and nodal (divorce,
retirement, and geographical uprooting) cri-
ses and events faced by families.
3 credits

ATA481 Pastoral Counseling Research
Seminar

A.T.A. Staff

Research methodology in pastoral counseling
and pastoral theology. At least two semesters
of the seminar are required for Th.D. students,
and they may choose to take two additional
semesters of this course instead of registering
for three semester hours of ATA496, Doctoral
Project research. Open to D.Min. students in
pastoral counseling. (Th.D. students will reg-
ister for ATA481a, ATA481b, ATA481c,
ATA481d for a total of six semester credits).
3 credits per year

ATA496 Doctoral Project

A.T.A. Staff

Required of all D.Min. students. May be
elected by Th.D. students instead of three cred-
its available in ATA 481.
6 credits

ATA497 Th.M. Research

A.T.A. Staff

Required of all Th.M. students who are not

enrolled in other course work. The fee for this

course is $60 per long semester.

credits

ATA498 D.Min. Research

A.T.A. Staff

Required of all D.Min. students who are not

enrolled in other course work. The fee for this

course is $60 per long semester.

credits

ATA499 Th.D. Research

A.T.A. Staff

Required of all Th.D. students who have finished

their course work. The fee for this course is $60

per long semester.

6 credits

89

90

Academic Notes and Policies

The following information pertains to students enrolled in Columbia's academic
degree programs. Additional policies and information related to a particular degree
program may be found in the student handbook for that program.

Basic Degree Students

Summer Greek School

Entering students in the M.Div. degree program are encouraged to have a reading
knowledge of New Testament Greek. For those students who are not prepared in
Greek, the seminary offers a two-unit course, B021, during the summer. This eight-
week course meets each weekday morning for two hours, with small group after-
noon tutorial sessions. Students who have successfully completed two years of Greek
in college or who pass a Greek qualifying examination are exempt from B021.

Advanced Placement

Students who satisfactorily demonstrate they have already achieved the objec-
tives of a given course may be exempt from the course and permitted to take an
advanced course in the area. Requests for flexibility in a student's program should
be made to the Office of Academic Affairs.

Honors Program

Students in the Master of Divinity degree program may enter the Honors pro-
gram if they pass their Mid-course Assessment with a cumulative grade point aver-
age of 3.60 and a 3.80 average in the proposed area of study. Waiver of these
requirements is by vote of the entire faculty 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 se-
mesters for a total of two units. For additional information, see the chairperson of
the area of interest.

Ordination Exams

Students in the Master of Divinity degree program who become candidates for
ordination in the Presbyterian Church (USA) are required to take written examina-
tions in the areas of Bible, theology, worship and sacraments, and polity. The regular
basic degree curriculum provides students with ample opportunity to take course
work preparatory to the exams.

Grading for Basic Degree Students

At the end of each term, students receive grades according to the following four-
quality points system. A grade report is sent to each student and denominational
supervisor, if applicable. For Master of Divinity, Master of Arts in Theological Stud-
ies, Unclassified, Special, and Occasional students, the criteria for grading are cre-
ativity, mastery of material, skill in organizing and expressing ideas, and the ability
to relate to other teachings. The grading system is as follows:

93

A
A-
B+
B

4.0
3.7
3.3
3.0

Outstanding
Superior
Very good
Good

B-

C+

2.7
-2.3

Slightly above standard
Standard

c
c-

2.0

1.7

Slightly below standard
Below standard

D

1.0

Serious deficiencies

F

0.0

Failing

A student receives an E when a portion of the course requirements such as a ma-
jor paper, an examination, or a project is unacceptable to the instructor. Unless such
work is completed in acceptable form within the time extension, the E becomes a
final grade of F. A student receives an F when the total work of the course is unac-
ceptable or when work is not completed within the term or by the conclusion of an
approved extension.

Third-year, M.Div students may choose to take up to two units under the grade
designation of Honors, Satisfactory, or Unsatisfactory, when the instructor grants
permission in the first two weeks of the course. The grade designations are as fol-
lows:

H (Honors) work of exceptionally distinguished quality

S (Satisfactory) work that represents sufficient mastery of the content of the

course to merit recommendation for graduation
U (Unsatisfactory) work that represents insufficient mastery of the content of the

course to merit recommendation for graduation

Temporary Grades for Basic Degree Students

Two temporary notations are given in special cases. "In Progress" (IP) is used for
courses or independent studies that cover more than one term. "Incomplete" (I) is
used for late work when a written excuse has been approved by the professor and
the Dean of the Faculty. Neither temporary notation carries credit.

Students are responsible for completing all incomplete work, including SM210
and independent studies, within the specific time set in the granted request. These
times cannot be set beyond the first class day of the winter term for incomplete work
from the fall semester, the first class day of the second week of the spring semester
for incomplete work from the winter term, June 1 for incomplete work from the spring
semester, and the first class day of the fall semester for incomplete work from the
summer term. Students who experience lengthy illnesses or have other unusual cir-
cumstances may be granted a longer period to complete their work and ordinarily
reduce their course load in the following term. Students who fail to complete the
work within the time limit will receive a grade of F (or U) for the portion of the
course for which the extension was granted. Extension request forms may be se-
cured from the Academic Affairs Office. The Registrar is instructed to convert
incompletes into F's or U's if the extension deadline for completing the work has

94

B-

2.7

C+

2.3

C

2.0

F

0.0

expired or 30 days from the end of the course, which ever is shorter. In the case of
coursework designed to extend more than one term, all of the above rules apply in
the final term for this work.

Probation

Entering basic degree students whose undergraduate preparation is deficient may
be placed on probation. In addition, any student who fails to make a 2.50 average in
any term or whose cumulative grade point average falls below 2.30 will be placed on
academic probation for the next term.

Advanced Degree Students

Grading for Advanced Degree Students

The grading scale for Th.M, Th.D., and D.Min. students is as follows:

A 4.0

A- 3.7

B+ 3.3

B 3.0

Advanced degree students are required to maintain a 3.00 average in order to
remain in an advanced degree program. A grade of C represents marginal work. A
grade of F in any course or seminar ordinarily results in the student's termination
from an advanced degree program.

Course Completion for Doctor of Ministry Students

If a course requires work to be completed after the last class meeting, the student
may have up to sixty days to complete the work. Under unusual circumstances, and
before the end of the sixty days, the student may request a thirty-day extension. This
request must be made through the Academic Affairs office. A grade of F will be auto-
matically 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 exten-
sion.

All Degree Students

Moral Conduct

The faculty and the Board of Trustees of Columbia reserve the right to refuse to
grant a degree to any individual in any degree program whose moral conduct raises
serious questions about that person's personal integrity or fitness for service in the
Christian church. Persons are accepted into degree programs with the requirement
that should they become the subject of criminal, civil, or ecclesiastical proceedings
they will report the fact of those proceedings and their outcomes to the Judicial Com-
mission 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.

95

Adding and Dropping Courses

Courses may only be added during the first five days of class and only dropped
during the first twenty days of the fall and spring terms. 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 winter term, a class may be added by the second day and dropped by
the fifth day of class. Two-week courses can only be added on the first day of class
and dropped by the third day of class. A course is only considered dropped at the
time the Registrar receives written notice to that effect. A student may petition the
Office of Academic Affairs for an exception to this policy in special circumstances.

Independent Study

Students in all degree programs are encouraged to design and pursue their own
program of independent research and study as a part of the elective offerings. Con-
tracts for reading courses and research projects may be drawn up with faculty mem-
bers who teach in the area of interest. Such courses provide students the opportunity
to investigate areas of specialized interest in which no regular electives are offered.

Credit Valuation and Course Load

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 balance
in the curriculum. Columbia estimates a semester credit as approximately 42 to 45
working hours, except for certain supervised ministry and clinical programs whose
work investment is determined by the contract for the particular course. Therefore, a
one-unit course or a three credit course are approximately equivalent to 150 hours.
Satisfactory completion of a course, however, is determined not by time invested but
by goals and objectives achieved.

Withdrawal From Seminary

A. Withdrawal:

A student considering withdrawal is treated with special concern. The Dean of
Students and the advisor will help in thinking through personal and vocational
implications. The Dean of Faculty will counsel regarding academic implications.

A student who withdraws from the seminary forfeits all financial assistance (schol-
arships and financial aid) previously awarded for the term in which such action
occurs.

A student must follow one of the processes below. A students who does not fol-
low the appropriate procedures will continue to be responsible for expenses in-
curred at Columbia, will receive F grades in all courses, and will not be eligible
for readmission.

1. Temporary withdrawal with return in a specific time:

The student must

a. discuss the reasons with the Dean of Faculty or the Dean of Students;

b. fill out a withdrawal form; and

96

c. clear all accounts with the Business Office, Library, and the Director of Fi-
nancial Aid.

A student in good standing may be readmitted by the Dean of Faculty within
one year following withdrawal; beyond this, action by the Judicial Commis-
sion is required.

2. Permanent withdrawal:

The student must

a. discuss the situation with the Dean of Faculty or the Dean of Students and
sign a withdrawal form;

b. clear all accounts with the Business Office, Library, and the Director of Fi-
nancial Aid.

Readmission is through the Judicial Commission for a period of up to two
years; beyond that, the regular admissions process must be used.

B. Suspension:

A student who is required to withdraw under suspension must abide by the terms
of the suspension and may reapply no earlier than the time stated by the Judicial
Commission. The Dean of Faculty will assist in the process and the Judicial Com-
mission will make the decision regarding readmission.

C. Dismissal:

A student who is dismissed will ordinarily not be reconsidered for readmission.
Should the student believe there are exceptional circumstances, a written request
for re-admittance may be submitted to the Dean of Faculty. The Judicial Commis-
sion will make the decision regarding readmission.

D. Dropout:

A student who has not submitted a withdrawal form and otherwise remains in
good standing, but is no longer registered for courses at the seminary, may, with
the permission of the Dean of Faculty, return to active status and register for addi-
tional courses within twelve months of the conclusion of the term in which the
student was last registered for classes.

A student who fails to register for additional courses within the twelve-month
period is placed on inactive status. To reenter the seminary, the student must reap-
ply to the Admissions Committee.

Appeals

Appeal of a grade for particular work in a course or for a course grade is made
first with the instructor within two weeks from the assigning of the grade; second,
with the Dean of the Faculty; and third, as a last appeal, by a written statement sent
to the full faculty through the Dean of the Faculty.

Appeal of probation are made to the Judicial Commission of the faculty through
the Dean of the Faculty.

Appeal of suspension or dismissal from the seminary are made to the Board of
Trustees by giving written notice to the president.

97

\m

i

Faculty

Laura S. Mendenhall 2000*

President

B.A. Austin College; M.A. Presbyterian School of Christian

Education; M.Div. San Francisco Theological Seminary; D.Min.

Austin Presbyterian Theological Seminary; Litt.D. Austin

College.

Her current research interests include the role of the sacraments in the
life of the church, the use of daily prayer in structuring Christian
community, and strategies for faithful proclamation of Christian
stewardship.

k

William Patrick Brown 2004

Professor of Old Testament Language, Literature, and Exegesis
B.A. Whitman College, M.Div. Princeton Theological Seminary;
Ph.D. Emory University

He has abiding interests in the use of scripture in the life of the church
and contemporary theological discourse, as well as in the ancient
cultural contexts out of which scripture emerged. Specific interests
include Psalms, wisdom literature, Pentateuch, Isaiah, history of ancient
Israel, and modern literary theory.

M. Tim Browning 1995

Director of the John Bulow Campbell Library

B.A. Barton College; M.Div. Lexington Theological Seminary;

M.S.L.S. University of North Carolina at Chapel Hill

He is interested in the information needs and library usage patterns of
church members and ministers and also in the history of the Christian
Church (Disciples of Christ).

Charles L. Campbell 1991

Associate Professor ofHomiletics and Director of the Th.M. Program
B.A. Hendrix College; D.Min. Union Theological Seminary in
Virginia; S.T.M. Yale University; Ph.D. Duke University

He is interested in the biblical, theological, and ethical dimensions of
preaching and worship. More specifically, his work focuses on the
Christological and ecclesiological aspects of preaching and on the
implications of character ethics and contemporary Radical Reformation
ethics for preaching.

* The date after each name indicates the year service at Columbia began.

99

Carlos F. Cardoza-Orlandi 1994

Associate Professor of World Christianity

B.G.S. University of Puerto Rico; M.Div. Evangelical Seminary

of Puerto Rico; Th.M., Ph.D. Princeton Theological Seminary

His research interests include historical, religious, and missiological
interpretations of the encounter of religions especially in Latin American
and the Caribbean; the globalization of Christianity and its challenges
to the Christian church; and themes, theories, and theology in the study
of religion.

Robert Leon Carroll, Jr. 1983

Associate Professor of Supervised Ministry

B.S. University of Southern Mississippi; M.Div. Columbia

Theological Seminary

His interests include congregational studies, social ministry, especially
in the context of the urban church, and pastoral supervision.

Thomas Erskine Clarke 1973

Professor of American Religious History and Director of the
International Program

A.B. University of South Carolina; B.D. Columbia Theological
Seminary; Th.M., Ph.D. Union Theological Seminary in Virginia

His area of study is U.S. religious history, with special attention to the
relationship of religion to its social /cultural context and to the history
of religion in the South. He directs Columbia's international program.

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Dent C. Davis 2002

Dean and Vice President of Lifelong Learning

B.S. University of Tennessee; M.Div. Vanderbilt University

Divinity School; D.Min. Columbia Theological Seminary; Ed.D.

University of Tennessee

His broader interest is in strengthening the practice of adult education
in the church through collaborative learning and action research. His
current research involves understanding adult learning and change,
including spiritual growth, group process, and organizational
development.

100

Richard S. Dietrich 1992

Director of the Lay Institute of Faith and Life

B.A. Carleton College; M.A. Tulane University; D.Min. Union

Theological Seminary in Virginia, Ph.D. Georgia State University

It is in the lives of Christian laypersons that faith and culture meet. He
is interested in how laypersons have lived and continue to live faithfully
in their various cultures at home, at work, in their communities, at
church.

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Mark Douglas 1999

Assistant Professor of Christian Ethics and Director of the M.A.T.S.

Program

B.A. Colorado College; M.Div, Th.M. Princeton Theological

Seminary; Ph.D. University of Virginia

His current research and teaching 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.

Anna Carter Florence 1998

Assistant Professor of Preaching and Worship

B.A. Yale University; M.Div, Ph.D. Princeton Theological

Seminary

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.

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David G. Forney 1999

Associate Dean of the Faculty

B.S.C.E. University of Kansas; M.Div. Princeton Theological

Seminary; Ph.D. University of Texas

His research interests include research methodologies, administrative
processes, and leadership formation. His interest in institutional research
focuses on organizational theory and behavior, specifically loosely-
coupled systems theory as a heuristic tool for exploring the relationship
between seminaries and their denominations.

101

John William Harkins III 1999

Assistant Professor of Pastoral Theology and Care

B.A. Rhodes College; M.Div. Vanderbilt University Divinity

School; Ph.D. Vanderbilt University

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 family therapy and
psychological /religious dimensions of literature and film.

Steven Hayner 2003

Peaclatree Associate Professor of Evangelism and Church Growth
B.A. Whitman College; M.T.S. Harvard Divinity School; Th.M.
Gordon-Conwell Theological Seminary; Ph.D. University of St.
Andrews

He is interested in how we understand and apply the timeless message
of the Bible to current and emerging cultures as we learn to be more
effective witnesses to our faith in Jesus Christ. He longs to see the church
grow around the world and is involved both nationally and
internationally in these efforts.

Margret Henderson 2003

Dean of Students

B.S. University of Oregon; M.Div, M.A. Union Theological

Seminary in Virginia

Her current interests are in developing a community where students
can learn, thrive, and discern their calls for ministry. This includes the
navigation of the preparation for ministry the call process, and the
transition into the practice of ministry.

E. Elizabeth Johnson 1998

/. Davison Philips Professor of New Testament Language, Literature,

and Exegesis

B.G.S. Ohio University; M.Div, Ph.D. Princeton Theological

Seminary

She is interested in the ways the church uses the Bible to think about its
faith and life. She is particularly drawn to the Pauline letters and how
they invite us to engage in substantive theological reflection about who
God is and what Jesus' death and resurrection mean for human life
and society.

102

Julie A. Johnson 1995

Director of Spirituality Program

B.A. Purdue University; M.Div. Princeton Theological Seminary;

D.Min. Columbia Theological Seminary

Her interest is in the area of Christian spirituality with an emphasis on
spiritual formation and spiritual leadership for clergy and lay leaders.

Emmanuel Y. Lartey 2001

Professor of Pastoral Theology and Care and Director of the Th.D.

Program

B.A. University of Ghana, Legon; Ph.D. The University of

Birmingham, England

He is interested in pastoral care, counseling, and theology within and
between different cultural contexts with particular reference to
multifarious African, British, and American expressions. He is
researching the theological implications and practical effects of the
practice of pastoral care in different cultural contexts.

Sharon L. Mook 1999

Assistant Professor of Pastoral Theology and Care

B.S. Slippery Rock University; M.Div. Princeton Theological Seminary;

D.Min. Southern Methodist University; Ph.D. Luther Seminary

Her teaching and clinical interests include theologically grounded and
pragmatic pastoral care and counseling, care for families, and the
healthy functioning of congregations, with particular concern for clergy
and clergy families. Current research interests focus on transformation
in human experience and relational encounters; and intercultural
dimensions of pastoral ministry, pastoral theological education, pastoral
counseling and supervision, and family life in its many forms.

D. Cameron Murchison, Jr. 1996

Dean of the Faculty, Executive Vice-President, and Professor of

Ministry

B.A. Rhodes College; B.D. Union Theological Seminary in

Virginia; M.Phil., Ph.D. Yale University

He is interested in theological reflection that draws on all areas of the
theological curriculum to envision ministry more imaginatively and to
practice ministry more discerningly in areas such as stewardship, polity,
vocation, church leadership, and congregational education.

103

Harvey Newman 2003

Director of the Faith and the City Program

A.B. Davidson College; M.Div. Duke University; Ph.D. Emory

University

His current research, teaching, and service activities are focused on the
relationship between urban policy issues and churches.

Rodger Yutaka Nishioka 2000

Associate Professor of Christian Education

B.A. Seattle Pacific University; M.A.T.S. McCormick Theological

Seminary Litt.D. Austin College, Ph.D. Candidate Georgia State

University.

His broader focus is on equipping pastors for their role as teachers and
leaders in the educational ministry of the church. He brings particular
interest in building a congregation's youth ministry and is currently
researching what attracts young adults to the church.

Kathleen M. O'Connor 1995

Professor of Old Testament Language, Literature, and Exegesis
B.A. College of New Rochelle; M.A. Providence College; Ph.D.
Princeton Theological Seminary

She is interested in the ways local contexts are influencing
interpretations of the Bible around the globe. She is particularly
fascinated by feminist theologies, reader response criticism, and literary
theories, especially relating to the power of symbol and metaphor. Her
current research is in the books of Jeremiah and Lamentations.

Charles E. Raynal III 1999

Associate Professor of Theology and Director of Advanced Studies
B.A. Davidson College; B.D. Union Theological Seminary in
Virginia; M.A., Ph.D. Yale University

His areas of interest include pastoral ministry and Reformed theology,
which can nurture the life of the church through preaching, teaching,
pastoral care, and mission in and for the world.

104

Marcia Y. Riggs 1991

Associate Professor of Christian Ethics and Director of the Dual-
Degree Progam

A.B. Randolph-Macon Woman's College; M.Div. Yale Divinity
School; Ph.D. 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.

Stanley P. Saunders 1991

Associate Professor of New Testament

B.A. San Jose Bible College; M.Div. Emmanuel School of

Religion; Ph.D. Princeton Theological Seminary

His research and teaching interests focus on early Christian
understandings of "the last days/' the nature of the Church, spirituality,
and ecclesial self-definition, with a special interest in the Gospel
according to Matthew.

George W. Stroup 1986

/. B. Green Professor of Theology

B.A. Rice University; B.D., S.T.M. Yale University; M.A., Ph.D.

Vanderbilt University

He is a seventeenth-century Calvinist whose research interests are
contemporary and constructive theology, including hermeneutics,
Christology, and the role of narrative in theology.

Haruko Nawata Ward 2002

Assistant Professor of Church History

B.F. A. Tokyo University of Fine Arts and Music; M. A. New York

University; M.Div. Southeastern Baptist Theological Seminary;

Th.M., Ph.D. Princeton Theological Seminary

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

105

H. Stanley Wood 1997

Director of the Center for New Church Development
B.A. San Diego State University; M.Div., Th.M. Princeton
Theological Seminary; D.Min. Fuller Theological Seminary;
Ph.D. University of Aberdeen

His research and teaching interests focus on new church development,
evangelism and church development, church renewal, and the study
of demographics in relation to ministry.

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Brian A. Wren 2000

John and Miriam Conant Professor of Worship

B.A, M.A., D.Phil. Oxford University

He is interested in how public worship can be faithful to tradition, yet
at home in a multimedia culture; how liturgical speech can be clear,
memorable, and just; the theological importance of congregational song;
and new directions in hymnody and hymn-writing.

Christine Roy Yoder 1998

Assistant Professor of Old Testament Language, Literature, and

Exegesis

B.A. Swarthmore College; M.Div, Ph.D. Princeton Theological

Seminary

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 and methodology of biblical
interpretation.

m

Barbara Brown Taylor 2002

Adjunct Professor of Christian Spirituality

B.A. Emory University; M.Div. Yale University

Her research and teaching interests focus on the inter-relationships
among world religions, early Christianity, and the practical disciplines
of embodied faith in the world. Therefore, she keeps at least three stacks
of books on her desk representing each of these areas.

106

107

Adjunct /Visiting Professors

Dana B. Campbell, M.Ed.
William S. Campbell, Ph.D.
Jerry A. Gladson, Ph.D.
Jennifer S. Green, M.Div.
Shirley Guthrie, Ph.D.
Kimberly B. Long, Ph.D. Candidate

C. Benton Kline, Ph.D.
John C. Knapp, Ph.D.
Paul Osborne, M.A.
Carol Pitts, Ph.D.
Carol S. Wade, M.Div.
Lewin L. Williams, Ph.D.

Clinical Pastoral Education Centers and Supervisors in Georgia

Care and Counseling Center of Georgia

Robin Brown-Haithco

Percy Johnson

Amy Greene

Franklin Duncan
Covenant Counseling Institute

Joseph W. Whitwell

Kerry P. Duncan
Gwinnett Medical Center Promina

Charles Christie
Emory Center for Pastoral Services

Maureen Shelton

Janet Lutz

Robert Morris

Elwood Spackman

Bridget Piggue

William Reynolds

Fred Smoot
North Atlanta Tri-Hospitals CPE Center

Dorothy Dale Owen

Dorothea Lotze-Kola

Brenda Green

Eugene Locke

Laura Dorsey
Portsbridge Hospice

Robin D. Booth
Training & Counseling Center at St. Luke'

Miriam A. Needham
Veterans Administration Medical Center

Thomas N. Mozley, III

Supervising Pastors and Teaching Congregations
for Congregation-Based Internships 2003 - 2004

Lane Alderman
Kelly Allen
Lindsay Armstrong
Rick Baggett
Larry Baskin
Tammy Brown
Mary Jane Cornell
Jim Denison
Joe Donaho
Charles Durham
Mike Foley
Steve Goyer
Thomas Hagood
Diane Hammond
Stephanie Hankie
John Hinkle
Chuck Hasty
Percy Johnson
Jasper Keith
Caroline Kelly
Scott Kinder-Pyle
David Kivett
Gene Lassiter
Dennis Lewallen

Roswell Presbyterian Church, Roswell, Georgia

First Presbyterian Church, St. Louis, Missouri

Rock Spring Presbyterian Church, Atlanta, Georgia

First Presbyterian Church, Anderson, South Carolina

First Presbyterian, Florence, Alabama

Westminster Presbyterian Church, Charleston, South Carolina

Druid Hills Presbyterian Church, Atlanta, Georgia

Park Cities Baptist Church, Dallas, Texas

Alpharetta Presbyterian Church, Alpharetta, Georgia

First Presbyterian Church, Tuscaloosa, Alabama

Westminster Presbyterian Church, Snellville, Georgia

Covenant Presbyterian Church, Atlanta, Georgia

Columbia Presbyterian Church, Decatur, Georgia

University Presbyterian Church, Chapel Hill, North Carolina

Westminster Presbyterian Church, Anacortes, Washington

Providence Presbyterian Church, Hiram, Georgia

First Presbyterian Church, Columbus, Georgia

God's City of Refuge, Atlanta, Georgia

Decatur Presbyterian Church, Decatur, Georgia

Central Presbyterian Church, Atlanta, Georgia

Crossroads Presbyterian Church, Limerick, Pennsylvania

St. Andrews Presbyterian Church, Tucker, Georgia

First Presbyterian Church, Fairmont, West Virginia

First Baptist Church, Avondale Estates, Georgia

108

Martin Lifer Parkway Presbyterian Church, dimming, Georgia

Ed McLeod First Presbyterian Church, Sumter, South Carolina

Michael McQueen Ousley United Methodist Church, Lithonia, Georgia

Nancy Mikoski St. Andrews Presbyterian Church, Tucker, Georgia

Cyrus Mwanik Tumutumu Parish, Karatina, Kenya

Nancy Ogne Community Presbyterian Church, Celebration, Florida

Edward Purkey A Christian Ministry in the National Parks

Allan Purtill Mt. Pleasant Presbyterian Church, Mt. Pleasant, South Carolina

John Ragsdale Geneva Presbyterian Church, Jacksonville, Florida

Robert Reno First Presbyterian Church, Jefferson City, Tennessee

Jim Richardson Fort Hill Presbyterian Church, Clemson, South Carolina

Renee Shawve Christ Covenant Metro Community Church, Decatur, Georgia

Cary Speaker Independent Presbyterian Church, Birmingham, Alabama

Randall Stevens First Presbyterian Church, Martinsville, Virginia

Moses Stit Covenant Presbyterian Church, New Orleans, Louisiana

Nibs Stroupe Oakhurst Presbyterian Church, Decatur, Georgia

Catherine Taylor Church of the New Covenant, Doraville, Georgia

Jill Ulrici Covenant Presbyterian Church, Atlanta, Georgia

Sallie Vernor University Presbyterian Church, Chapel Hill, North Carolina

Scott Weimer North Avenue Presbyterian Church, Atlanta, Georgia

Bill Weisenbach First Presbyterian Church, Katonah, New York

George Wirth First Presbyterian Church, Atlanta, Georgia

Pat Wrisley Community Presbyterian Church, Celebration, Florida

Sandy Winter University Presbyterian Church, Tuscaloosa, Alabama

Supervisors and Teaching Agencies for Internships
in Specialized Ministries 2003-04

Rachel Cabaniss First Light Women and Children's Shelter, Birmingham, Alabama

109

Professors Emeriti /ae

C. Benton Kline, Jr.
President Emeritus

A.B. College of Wooster; B.D., Th.M. Princeton Theological Seminary; Ph.D. Yale

University

J. Davison Philips

President Emeritus

A.B. Hampden-Sydney College; B.D. Columbia Theological Seminary; Ph.D. University
of Edinburgh; D.D. Presbyterian College; D.D. Hampden-Sydney College

Douglas W. Oldenburg

President Emeritus

B.S. Davidson College; B.D. Union Theological Seminary in Virginia; S.T.M. Yale
University Divinity School; D.D. Davis and Elkins College; D.D. St. Andrews
Presbyterian College; LL.D. Davidson College

F. Sidney Anderson, Jr.

B.A. Hampden-Sydney College; B.D., Th.M. Columbia Theological Seminary

George Thompson Brown

B.S. Davidson College; Th.M. Princeton Theological Seminary; B.D., Th.D. Union
Theological Seminary in Virginia

Walter Brueggemann

A.B. Elmhurst College, B.D. Eden Theological Seminary, Th.D. Union Theological
Semiary, Ph. D. St. Louis University

Charles Blanton Cousar

A.B. Davidson College, B.D. Columbia Theological Seminary, Ph.D. University of
Aberdeen

James Herbert Gailey, Jr.

A.B. Davidson College; B.D. Columbia Theological Seminary; Th.M., Th.D. Princeton
Theological Seminary

Catherine Gunsalus Gonzalez

B.A. Beaver College; S.T.B. Boston University School of Theology; Ph.D. Boston
University

Shirley Caperton Guthrie, Jr.

A.B. Austin College; B.D. Princeton Theological Seminary; Dr. Theol. University of Basel

Douglas W. Hix

B.A. Davidson College; B.D. Columbia Theological Seminary; Ph.D. Duke University

Wade Prichard Huie, Jr.

A.B. Emory University; B.D. Columbia Theological Seminary; Ph.D. University of
Edinburgh

Oscar J. Hussel

B.S. University of Cincinnati; M.A. McCormick Theological Seminary; Ed.D. Columbia
University and Union Theological Seminary

110

Ben Campbell Johnson

B.A. Asbury College; B.D. Asbury Theological Seminary; Th.M. Southern Baptist
Theological Seminary; D.Min. San Francisco Theological Seminary; Ph.D. Emory
University.

Jasper Newton Keith, Jr.

A.B. Mercer University; M.Div. Southern Baptist Theological Seminary; Th.D. Columbia
Theological Seminary

James D. Newsome, Jr.

B.A. Millsaps College; B.D., Th.M. Columbia Theological Seminary; Ph.D. Vanderbilt
University

J. Will Ormond

A.B. University of Alabama; B.D. Columbia Theological Seminary; Th.M. Princeton
Theological Seminary; Ph.D. University of Glasgow; D.D. Southwestern at Memphis

John Hull Patton

B.A., B.D. Emory University; Ph.D. The University of Chicago

Harold Bailey Prince

A.B., M.A. University of South Carolina; M.L. Emory University; B.D. Columbia
Theological Seminary

Robert H. Ramey, Jr.

B.A./B.S. Hampden-Sydney College; B.D., Th.M., D.Min. Union Theological Seminary in
Virginia; D.D. Hampden-Sydney College

Hubert Vance Taylor

A.B. Lafayette College; B.Mus. Westminster Choir College; B.D. Columbia Theological
Seminary; Ph.D. Northwestern University

Ronald Stewart Wallace

B.Sc, M.A., Ph.D. University of Edinburgh

111

.

Support of Columbia Seminary

Since 1828, the mission of Columbia has been to prepare ministers to proclaim the
Gospel. In addition to providing the initial preparation for ministry, Columbia is
committed to nurturing ordained people through continuing education programs
and serving as a resource and intellectual center for the entire church.

Support from individuals, churches, church-related organizations, and founda-
tions (in the form of new gifts, gifts to endowment, and endowment income from
previous gifts) account for 71.6 percent of the seminary's annual budget. The re-
mainder comes from tuition and fees (16 percent), revenue from continuing educa-
tion and other seminary programs (10.4 percent), and the Theological Education Fund
of the Presbyterian Church (USA) (2 percent).

The seminary is deeply grateful to those churches and individuals who continue
to support Columbia with their many gifts of financial support and their prayers.
Columbia is also indebted to its supporting synods for their endorsement and assis-
tance in increasing the seminary's endowment through capital fund campaigns.

Columbia Friendship Circle

The Columbia Friendship Circle consists of thousands of Presbyterian Women
throughout the church who provide invaluable service to the seminary by praying
for the seminary and telling its story; encouraging promising women and men to
consider the ministry and Columbia; visiting Columbia regularly and participating
in the life of the school; and providing financial assistance to the seminary in re-
sponse to each year's specific needs.

Columbia is most grateful for the support it receives from the Columbia Friend-
ship Circle, now more than $45,000 annually.

Alumni /ae Association

All alumni/ae of Columbia are members of the Alumni/ae Association. They are
represented by an Alumni/ae Council. Classes hold yearly reunions during the Co-
lumbia Colloquium, a special lecture series for alumni/ae and other clergy.

A highlight of this annual meeting is the presentation of the Distinguished Ser-
vice Awards. These awards, based on nominations from Columbia alumni/ae, are
presented to alumni/ae who have distinguished themselves in faithful service to
ministry and the church.

113

Alumni/ae Association Council
2004 Alumni/ae Association Council

Executive Committee

President: Richard Cushman '65
Vice President: Beth Yarborough '99

Secretary: Todd Speed '93

Immediate Past President: Joan Gray '76

Membership
Class of 2004

John Bell '88
Michael Carey '86
Laura Cunningham '98
Richard Cushman '65
Norman McCrummen '92

Jim Quillin '73
Carl Schlich '69
Doug Slagle '68
Beth Yarborough '99

Carol DiGiusto '99
Alan Elmore '69
Bill Hull '6
Ken Letterman '92
Joe Martin '63

Class of 2005

Wanda Neely '85
Stephen Nickle '87
Todd Speed '93
Andy Walton '92
Ron Wilson '87

Susannah Cook '99
Eugene Diamond '98
Joan Gray '76
Carolyn Hey ward '98
John Law '60

Class of 2006

John Park '87
Al Reese '56
Ron Sabo '99
Ted Smith '86
Brad Walker '89

2003 Slate of Officers

President: Richard Cushman '65
Vice President: Beth Yarborough '99
Secretary: Todd Speed '93
Immediate Past President: Joan Gray '76

114

Board of Trustees

Mr. Frank Skinner
Chair

Dr. James S. Lowry
Vice Chair

Dr. David B. Cozad
Secretary

Synod of South Atlantic
Mr. James A. Adams (2005)

Toccoa, Georgia
Rev. E. Lane Alderman, Jr. (2006)

Roswell, Georgia
Mr. John G. Aldridge (2005)

Atlanta, Georgia
Dr. John N. Bartholomew (2005)

Jacksonville, Florida
Rev. David B. Cozad (2006)

Aiken, South Carolina
Dr. Richard M. Cromie (2004)

Palm Beach, Florida
Mrs. Claire L. Cross(2006)

Atlanta, Georgia
Mr. John Walter Drake (2006)

Decatur, Georgia
Mrs. Judy W. Gregory (2004)

Quincy, Florida
Dr. Charles C. Heyward, Sr. (2005)

St. James Island, South Carolina
Mr. Edward L. Kelly (2004)

Jacksonville, Florida
Mr. Dennis M. Love (2005)

Atlanta, Georgia
Mr. William S. Morris, III (2004)

Augusta, Georgia
Dr. John R. Park (2006)

Atlanta, Georgia
Dr. William C. Pender (2005)

Rock Hill, South Carolina
Mr. B. Frank Skinner (2005)

Atlanta, Georgia
Mr. Jefferson V. Smith (2004)

Greer, South Carolina
Mr. John F. (Sandy) Smith (2004)

Atlanta, Georgia
Mrs. Lois M. Stroman (2006)

Dublin, Georgia
Dr. David D. Weitnauer (2006)

Decatur, Georgia

Synod of Living Waters

Mrs. Suzanne B. Benton (2004)

Birmingham, Alabama
Rev. Gary L. R. Bullard, Sr. (2005)

Kingsport, Tennessee
Rev. Charles M. Durham (2006)

Tuscaloosa, Alabama
Mr. Vernon R. Hunter (2005)

Mobile, Alabama
Mr. Harvie C. Jordan (2006)

Mobile, Alabama
Rev. Stephen R. Montgomery (2006)

Memphis, Tennessee
Dr. Lena B. Prewitt (2005)

Tuscaloosa, Alabama
Mr. William E. Troutt (2004)

Memphis, Tennessee
Mr. Thomas L. Yount (2004)

Nashville, Tennessee

At Large

Mr. Howell E. Adams, Jr. (2004)

Atlanta, Georgia
Mr. Francis Hutton Barron (2006)

Linville, North Carolina
Dr. Sidney F. Batts (2004)

Greensboro, North Carolina
Mrs. Florida S. Ellis (2005)

Atlanta, Georgia
Mr. George J. Hauptfuhrer, III (2005)

Atlanta, Georgia
Dr. James S. Lowry (2005)

Chapin, South Carolina
Dr. Laura S. Mendenhall

Decatur, Georgia
Mr. Joseph E. (Pat) Patrick (2004)

Covington, Georgia
Dr. Victor D. Pentz (2006)

Atlanta, Georgia
Rev. Kimberly C. Richter (2006)

Asheville, North Carolina
Rev. Floretta L. Watkins (2004)

Rockhill, South Carolina

115

;> It

. ; rr*;

Campbell Scholars

2000

Joanna Adams
Russel Botman
Walter Brueggemann
Douglas J. Hall
James Lowry
Damayanthi Niles
Ofelia M. Ortega
Janos Pasztor

2001

Nan-Jou Chen
Oliver Daley
Catherine Gonzalez
Justo Gonzalez
Joseph Harvard
Tinyiko Sam Malueke
Kimberly Richter
Henrich Scheffer

2002

Christina Conti
Severino Croatto
Mark Gray
Ambrose Moyo
Kathleen O'Connor
Mercy Oduyoye
Lib McGregor Simmons
Norbert Stephens

2004

Fahed Abu-Akel
Eberhard Busch
Maake Masango
Judo Poerwowidagdo
Catherine Taylor

United States
South Africa
United States
Canada
United States
Sri Lanka
Cuba
Hungary

Taiwan

Jamaica

United States

United States/Caribbean

United States

South Africa

United States

Germany

Argentina
Argentina
Ireland
Zimbabwee
United States
Ghana

United States
Jamaica

United States
Germany
South Africa
Indonesia

United States

117

Calendar 2004-2007

2004-2005

2005-2006*

2006-2007*

Summer

First Summer Term

June 21-July 2

June 20-July 1

June 19-30

Greek School

July 6-August 27

July 5-August 26

July 3- August 25

Second Summer Term

July 6-July 16

July 5-15

July 3-July 14

Fall

Planning Retreat

August 31-
September 1

August 30-31

August 29-30

Labor Day

September 6

September 5

September 4

Orientation/

Registration

September 7-8

September 6-7

September 5-6

Classes begin

September 9

September 8

September 7

Convocation/

Honors Day

September 9

September 8

September 7

Ordination exams

September 17-18

September 16-17

September 15-16

Smyth Lectures

October 12-14

October 11-13

October 10-12

Reading /Exam Week

October 25-29

October 24-28

October 23-27

Conference on

Ministry

November 5-7

November 4-6

November 3-5

Thanksgiving Holiday

November 25-26

November 24-25

November 23-24

Classes end

December 10

December 9

December 8

Reading /Exam Week

December 13-17

December 12-16

December 11-15

Winter

Alternative Context/

M.Div. electives begin/

D.Min. classes begin

January 3

January 9

January 8

D.Min. classes end

January 14

January 20

January 19

King Holiday

January 17

January 16

January 15

Alternative Context

ends/M.Div. exams

January 21

January 27

January 26

Spring

Classes begin

January 31

February 6

February 5

Bible Content Exam

February 4

February 3

February 2

Ordination exams

February 18-19

February 17-18

February 16-17

Conference on

Ministry

February 25-27

February 24-26

February 23-25

Reading /Exam Week

March 14-18

March 20-24

March 19-23

Good Friday

March 25

April 14

April 6

Spring Break

April 4-8

April 3-7

April 2-6

Colloquium

April 18-20

April 17-19

April 16-18

Classes end

May 6

May 12

May 11

Reading /Exam Week

May 9-13

May 15-19

May 14-18

Baccalaureate

May 14

May 20

May 19

Commencement

May 15

May 21

May 20

Tentative

118

Index

Admissions:

Doctor of Ministry 23

Doctor of Theology 26

Master of Arts in

Theological Studies 16

Master of Divinity 13

Master of Theology 18

International Students 27

Advanced Placement 93

Advising:

Master of Divinity 10

Doctor of Ministry 22

Alternative Context 47

Alumni /Alumnae Association 114

Atlanta Theological Association

Courses 88

Auditors 28

Awards 54

Biblical Area 61

Board of Trustees 115

Bookstore 42

Campbell Scholars 48

Center for New Church

Development 47

Christian Spirituality Emphasis

and Certificate 48

Clinical Pastoral Education 43

Colloquium 49

Continuing Education 45

Convocations 51

Courses of Instruction 60

Cross Registration 43

Curriculum, Visual Representation ... 10

Doctor of Ministry 17

Christian Spirituality Approach .... 21

Gospel and Culture Approach 20

New Church Development

Approach 21

Pastoral Counseling Approach 21

Doctor of Theology in Pastoral

Counseling 24

Elective System:

Master of Divinity 9

Doctor of Ministry 22

Faith and the City 46

Fellowships 56

Financial Aid and Assistance 32, 38

Grading 93

Greek School, Summer 93

Guthrie Scholars 45

Historical Doctrinal Area 66

Housing 31

Independent Study 96

Insurance 32

Interdisciplinary Courses 83

International Theological

Education 47

Lay Institute of Faith and Life 46

Library 41

Master of Arts in

Theological Studies 14

Master of Divinity 7

Master of Theology 17

Mid-Course Assessment 12

Moral Conduct 95

Non-Degree Enrollment,

Occasional 28

Ordination Exams 93

Orientation 51

Placement 53

Practical Theology Area 74

Probation 94

Refund Policies 37

Room and Board 38

Scholarships 34

Smyth Lectures 49

Student Organizations and

Activities 52

Supply Preaching 53

Supervised Ministry 85

Suspension /Expulsion 97

Tuition and Fees 35

Thompson Scholars 48

TOEFL 47

Tranfer Credit 14, 15, 24

Withdrawal 96

Worship 51

119

TEAR OFF AND SEND FOR FURTHER INFORMATION

I would like to learn more about Columbia.

Please send me information on the following degree programs:

Master of Divinity Master of Theology

M.A. Theological Studies Doctor of Ministry

Doctor of Theology

Name

(please print)

College or Seminary

Degree

Graduation date
Denomination

School address

Street

( )

City

Permanent address

State

Zip

Phone

Street

( )

City

Email address

State

zap

Phone

Anticipated date of enrollment
CATA0406

Freeway

1-285

Notes:

Commerce Dr. becomes S. Columbia Dr. after E. College Ave.

There is no westbound exit at Columbia Dr. on 1-20.

The distance on Memorial Dr. from 1-285 to Columbia Dr. is 2.3 miles.

TEAR OFF AND SEND FOR FURTHER INFORMATION

BUSINESS REPLY MAIL

FIRST CLASS PERMIT NO. 192, DECATUR, GA.

POSTAGE WILL BE PAID BY

OFFICE OF ADMISSIONS
Columbia Theological Seminary
P.O. Box 520
Decatur, Georgia 30031-9954

NO POSTAGE

NECESSARY

IF MAILED

IN THE

UNITED STATES

Directory for Communicating

Telephone 404/378-8821

Fax 404/377-9696

www.CTSnet.edu

Please address inquiries to the following people at Columbia Theological Seminary, P.O. Box 520,
Decatur, Georgia 30031-0520.

Concerning general matters about the seminary
Laura S. Mendenhall, President

Concerning transcripts, academic records, curriculum, and faculty

D. Cameron Murchison, Dean of the Faculty and Executive Vice-President

Concerning transfering credits, institutional research, and accreditation
David Forney, Associate Dean of the Faculty

Concerning business matters, campus events, and housing
Martin Sadler, Vice President for Business and Finance

Concerning basic degree admissions
Ann Clay Adams, Director

Concerning financial aid
Robin S. Dietrich, Director

Concerning supervised ministry and internships
R. Leon Carroll, Director

Concerning placement

Maggi Henderson, Vice President for Student Life and Dean of Students

Concerning development /seminary relations, gifts, student supply preaching, and publications
Richard T. DuBose, Vice President for Development and Seminary Relations

Concerning advanced degree programs
Charles E. Raynal III, Director

Concerning continuing education

Dent Davis, Dean and Vice President of Lifelong Learning

Concerning lay education
Richard Dietrich, Director

Concerning spirituality program
Julie Johnson, Director

Concerning new church development
Stan Wood, Director

Notice of Nondiscriminatory Policy as to Students

Columbia Theological Seminary admits students of any race, color, national, and ethnic origin to
all the rights, privileges, programs, and activities generally accorded or made available to students
at the school. It does not discriminate on the basis of gender, handicap, race, national, and ethnic
origin in administration of its educational policies, admission policies, scholarship and loan
programs, and other school-administered programs.