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CATALOG

COLUMBIA
THEOLOGICAL

SEMINARY

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 Educational
Ministry, Doctor of Ministry, and Doctor of Theology degrees.

The regulations, requirements, and general information included in this catalog are official for
the 2006-2007 and 2007-2008 academic years but subject to revision at any time and, therefore, are
in no way binding upon the Seminary.

Printed February 2006

Contents

Come and See 1

Statement of Mission 2

Mission Emphases 2

Institutional Goals 4

Brief History of the Seminary 5

Degree Programs and Admissions 7

Degree Programs 7

Master of Divinity 7

Master of Arts in Theological Studies 13

Master of Theology 16

Doctor of Ministry 18

Doctor of Educational Ministry 22

Doctor of Theology in Pastoral Counseling 26

Transfer of Credit for Th.D. Students 29
Application Information for International Students and

Exchange Visitors 29

Non-Degree Enrollment and Auditors 30

Housing and Financial Information 33

Housing 33

Hospitalization Insurance 34

Financial Aid 34

Scholarships for Basic Degree Students 36

Refund Policies 39

Resources and Related Academic Programs 43

John Bulow Campbell Library 43

Columbia Bookstore 44

Related Academic Programs 44

Programs in Other Locations 45

Columbia in Service to the Church and Its Ministry 47

Continuing Education 47

Lay Institute of Faith and Life 48
Christian Spirituality Emphasis & Certificate in Spiritual

Formation 48

Faith and the City 49

Center for New Church Development 49

International Theological Education 50

Campbell Scholars 50

Evangelism Emphasis 51

Columbia Colloquium 51

Smyth Lectures 51

The Southern Institute For Business And Professional Ethics 51

Community Life 53

Yearly Schedule 53

Orientation 53

Community Worship and Convocations 53

Student Organizations and Activities 54

Placement 55

Awards and Prizes 56

Graduate Fellowships 58

Curriculum and Courses 61

Courses of Instruction 62

Biblical Area 63

Historical Doctrinal Area 67

Practical Theology Area 74

Interdisciplinary Courses 80

Supervised Ministry 83

Atlanta Theological Association Courses 86

Academic Notes and Policies 91

Basic Degree Students 91

Advanced Degree Students 93

All Degree Students 94

Faculty 101

Adjunct/Visiting Professors 110

Clinical Pastoral Education Centers and Supervisors in Georgia 110
Supervising Pastors and Teaching Congregations for

Congregation-Based Internships 2003 - 2004 110
Supervisors and Teaching Agencies for Internships in

Specialized Ministries 2003-04 111

Professors Emeriti/ ae 112

Support of Columbia 115

Columbia Friendship Circle 115

Alumni /ae Association 115

Board of Trustees 117

Campbell Scholars 119

Calendar 2006-2009 120

Index 121

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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,

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Laura Mendenhall

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

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 vocations
in the church and the world by providing preeminent theological education with-
in 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 or-
dained and other forms of leadership by educating them in its Th.M., D.Min.,
D.Ed.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 theological concerns
through its lifelong learning programs;

5. To provide a learning environment in which theological education and formation
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 has been
committed to training persons for leadership in the church of Jesus Christ. Through-
out 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 semi-
nary'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, iroifi^vas kcx\ 8i8aaK&A.ovs, 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.), the Doctor of Educational Ministry (D.Ed.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 Columbia's 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. Columbia 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 M.Div. curriculum also aims to nurture students' hope and engage their imagi-
nations 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 full years. A student's program may be length-
ened 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 Curriculum

Students in the M.Div. program take 63 prescribed credit hours of the total nine-
ty-three credit hours required to complete the degree. The required elements of the
curriculum form the basis for a shared vocabulary and set of experiences for all stu-
dents as they progress through the programs and into their ministries. These ele-
ments include foundational courses in the content and interpretation 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 students integrate the knowl-
edge 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 requiring three integrative courses and experiential learning; it seeks to
put to good use the rich resources of learning environments such as the congrega-
tion and the hospital beyond the traditional academy.

Integrative Courses

Integrative courses are offered both as required and elective courses in the curric-
ulum. Called integrative because they are structured to bridge disciplines and gaps
between theory and practice, the courses take three basic forms. Some integrative
courses 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 courses 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 resource for a mul-
ticultural congregation; to complete this task, students would need to draw on all
aspects of theological and ministerial education. Finally, some integrative courses
are organized around the principle of learning in which a group does specific acts of
ministry and then engages in disciplined reflection on the practices. 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 an-
other, 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 shape the curriculum to the needs of service in a particular
denomination, to follow interests created by prior coursework or life experiences,
and to work through the meaning of the Christian faith in specific contexts. Colum-
bia 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 thirty elective credit hours.

8

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

Independent Study

Ordinarily, M.Div. students may take no more than one independent study for
credit toward their M.Div. degree. In all cases, the student must first petition the
Office of Academic Affairs which consults with the appropriate faculty member and
reports the decision to the student.

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 selec-
tions each term. 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 stu-
dent and adviser about the student's contextual learning about ministry.

The Calendar and Credit System

Academic work for the M.Div. is offered in two long terms in the fall and the
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
term consists of 6 weeks of classes, a midterm reading/exam week, another 6 weeks
of classes, and a final reading/exam week. The reading/exam weeks enable stu-
dents to complete the work for half-term courses and to finish reading assignments
for courses that continue through the term.

Courses that meet for the whole term are assigned 3 credit hours. Those meeting
for half the term are given 1.5 credit hours. The half-term courses allow students to
take more subjects in a given term without increasing the number of classes they will
carry simultaneously. Because of the time commitment involved, Greek School and
Supervised Ministry 210 each earn six credit hours. Students may take up to a max-
imum of twelve credit hours in a long term.

Visual Representations of the M.Div. Curriculum

The two representations below illustrate the courses students take depending on
when they matriculate at Columbia (summer and fall). Specific course prerequisites
are listed with the course descriptions. Students are required to take 63 required-
course hours and 30 elective-course hours. The elective designations in the represen-
tation indicate times when electives may be taken.

Summer Matriculation

Summer

Essentials of Greek

Fall January

Old Testament Survey Elective

New Testament Exegesis

Church History

Elective

Scripture Reading Practicum

Spring

New Testament Survey
Worship and Preaching
Church History
Intersections

Supervised Ministry:
Congregation

Essentials of Hebrew Explorations:
Christian Theology I Alternative
Pastoral Care or Elective Context
Elective

Old Testament Exegesis
Christian Theology II
History and Polity
Pastoral Care or Elective

Optional: Clinical
Pastoral Education

or Advanced
Supervised
Ministry

Christian Education Integration

Ethics

Elective

Elective

American Religion and

Cultural History
World Christianity
Elective

Ethics or Elective
Christian Education or Elective

Fall Matriculation

Summer

Fall Tanuarv

Old Testament Survey Elective

Essentials of Hebrew

Church History

Elective

Scripture Reading Practicum

Spring

New Testament Survey
Old Testament Exegesis
Church History
Intersections

Essentials of Greek

New Testament Exegesis Explorations:
Christian Theology I Alternative
Pastoral Care or Elective Context
Elective

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

Supervised Ministry:
Congregation

Christian Education Integration

Ethics

Elective

Elective

American Religion and

Cultural History
World Christianity
Christian Education or Elective
Ethics or Elective

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

10

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 a majority of the degree requirements 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 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 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 93 credit
hours within six years of the date of matriculation, 48 of which must be complet-
ed at Columbia (excluding cross-registration courses);

5. Maintain a minimum overall grade point average of 2.30;

6. Pass an approved Bible Content Exam;

7. Lead community worship at least as once after having completed 66 credit hours;

8. Be in residence for at least four long terms;

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 Columbia 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.

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-

11

lie 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 Of-
fice of Academic Affairs the ways in which their programs can meet the dual de-
mands of education 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 everything
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 col-
lege 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 General 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 action of the faculty.
When requested to do so by presbyteries of the Presbyterian Church (USA) or
other denominations, Columbia may accept applicants without 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 from
one's home church; test scores from the Graduate Record Examinations General
Test are not required but may be requested in some circumstances; and

3. Complete an interview with a member of the Admissions Committee; this inter-
view 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

12

that they are students in good standing. Students in the M.Div. degree program may
receive no more than 45 credit hours 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 (M.A.) degree from an ATS accredited
seminary may transfer in up to half of the M.A. degree toward Columbia's 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 wheth-
er the credits will fulfill either required or elective credit hours. All petitions for
transfer credit and advanced standing must be made by the end of the student's first
academic year. Ordinarily, no correspondence courses will be considered for trans-
fer 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 adviser within their area of spe-
cialization.

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 15 credit hours in this discipline, three of which are met in 1600 M.A.T.S. Inde-
pendent Study, which is done under the direction of a faculty member in that disci-
pline. Done near the end of their degree work, 1600 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.
Ordinarily, M.A.T.S. students shall only take one independent study (which is 1600).
Students specializing in Old Testament must take Hebrew; likewise, students spe-

13

cializing 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 9 credit hours in it. Additional-
ly, they must take at least three hours in yet a third discipline. Beyond these require-
ments, students are invited to take any course in the curriculum provided that they
do not take more than 9 credit hours in the Practical Theology area.

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 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 with a total of 48 credit
hours within five years of the date of matriculation, 27 of which must be complet-
ed at Columbia (excluding cross-registration courses);

4. Maintain a minimum overall grade point average of 2.30;

5. Be in residence for at least three long terms;

6. 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

7. 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.

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 15 credit hours in the five fields of the pro-
gram from institutions from work completed prior to admission to the program. No
transfer credit may be obtained for work done more than 36 months before admis-
sion. Occasional Students subsequently admitted to the program may receive up to 6

14

credit hours for previous work taken in the past 36 months. The determination of
whether or not courses taken at other institutions may receive credit is made by the
Academic Affairs Office. All petitions for transfer credit and advanced standing must
be made by the end of the student's first academic year. Ordinarily, no correspon-
dence 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-
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 (wheth-
er college students or those currently engaged in other careers), are invited to partic-
ipate 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 Admis-
sions Office.

Advanced Degrees Introduction

Columbia offers four programs leading to an advanced degree. They include the
Master of Theology, Doctor of Ministry, Doctor of Educational Ministry, and Doctor
of Theology in Pastoral Counseling. Each of these advanced degrees builds on the
work completed in the M.Div. or M.A.T.S. degrees.

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. programs are administered by the Graduate Professional Studies
Committee of the Atlanta Theological Association (ATA), which coordinates and aug-
ments the resources of Columbia, Candler School of Theology of Emory University;
the Interdenominational Theological Center; Erskine Theological Seminary 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.

15

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 a M.Div.
degree, or its equivalent, who seek advanced study or specialization. It is particular-
ly designed for persons who wish to pursue a further year of academic preparation
for Christian ministry, are preparing to teach, or seek a terminal degree.

The Th.M. requires 30 credit hours; it is designed to be completed in one academ-
ic year. Th.M. students apply for and study in one of Columbia's three curricular
areas: the Biblical, the Historical-Doctrinal, or the Practical Theology areas. Students
must earn at least 18 credit hours, including 9 credit hours for the Th.M. thesis prep-
aration (reading and writing), in the chosen area. The curricular areas and/or specif-
ic concentrations within them (e.g., theology, homiletics, church history) may desig-
nate specific courses as part of or in addition to this requirement. Students will be
permitted to take only one independent study toward the Th.M. degree in addition
to their 9 credits of independent work on the thesis.

Th.M. Thesis

As part of their program of study students complete a Th.M. thesis. The thesis is
worth 9 semester hours of credit, 3 credit hours for focused reading and 6 credit
hours for writing. Students must submit to the Advanced Degrees Committee a writ-
ten statement of the topic and proposal for research, which has been approved by
the two faculty members serving as the thesis committee an adviser and a second
reader. This statement must be submitted no later than December 1 to the Advanced
Studies Office in the academic year in which the student anticipates graduation. April
1 is the deadline for provisional approval of the thesis draft by the thesis committee,
and May 1 is the deadline for the final copy of the thesis.

As part of their program of study, Th.M. students participate in a year-long Re-
search Seminar with other students in the program. The seminar is worth 3 credit
hours. The first semester of the seminar focuses on research methods. During the
second semester, students present and discuss work they are doing on their theses.

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, and standardized test results;

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

16

3. Complete a Th.M. thesis;

4. Complete the Th.M. Research Seminar;

5. Be in residence for at least two long terms;

6. Maintain a minimum overall grade point average of 3.00;

7. 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

8. 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 in the Th.M. degree program are assessed an administrative fee for each
long term in which they do not register for academic credit hours.

Th.M. Visual Representation

Fall Term

Winter Term

Spring Term

Four Courses

Th.M. Thesis Reading

Two Courses

(12 credits)

(3 credits)

(6 credits)

Th.M. Research Seminar

Th.M. Thesis Writing

(3 credits)

(6 credits)

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:

1. Have completed the M.Div. degree, or its academic equivalent, at an accredit-
ed seminary or divinity school. In certain cases a Master of Arts or a Master of
Theological Studies degree in the appropriate area may be accepted as a sub-
stitute, but additional preparatory work may be required; ordinarily, a B aver-
age in an applicant's college and seminary program is considered a minimum
standard for admission. Applicants shall 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 if they seek to do
their Th.M. in the Biblical Area;

3. Submit three letters of recommendation (on forms provided by Columbia):
two academic references from seminary or other graduate school professors
and one character reference from a person who is familiar with the appli-
cant's ministry;

4. File the application for the Th.M. degree by February 15 for the following
academic year; applications from international students must be filed by Feb-
ruary 1 for the following academic year.

17

5. Indicate to the Office of Advanced Studies within thirty days after receiving
notification of admission whether or not they will accept admission; and

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. In-
ternational students applying to the Th.M. program must follow the guidelines giv-
en under Application Information for International Students.

International exchange students interested in pursuing a Th.M. degree make ap-
plication to the Th.M. program at the end of their first semester at Columbia. Ap-
proval is made on the basis of their academic work for the fall semester, including
their participation in the Th.M. Research Seminar, and recommendations from their
home country. Courses successfully completed during the fall term may be counted
toward the Th.M. degree if a student is admitted to the program. Those students not
admitted to the program will receive a Certificate of Study.

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. Qual-
ified 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 min-
istry. 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 person-
al ministerial identity and of the nature of the church and its mission in a postmod-
ern world. A doctoral project requires students to focus this integrated approach in a
particular context.

In addition to the Church and Ministry program, possibilities for different ap-
proaches include Gospel and Culture, Christian Spirituality, and New Church De-
velopment.

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.

18

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.

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 previous-
ly for other approaches, students explore God's relationship to persons, the commu-
nity of faith, and the world, including the ethical and social dimensions of spiritual-
ity. 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

19

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.

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.

D.Min. Program Administration

The D.Min. program operates under the supervision of Columbia's Advanced
Degrees Committee and is administered by a faculty member serving as Director of
Advanced Studies. The program cooperates with the other member schools of the
Atlanta Theological Association (ATA).

Students enter the program either through an Introductory Seminar offered at
Columbia or through an Introductory Seminar offered in a location outside the At-
lanta area. Students may also take courses in other schools of the ATA. Each fall, a
Church and Ministry Introductory Seminar draws faculty and student participants
from Columbia and the Interdenominational Theological Center.

Advising

Each student is guided by an adviser who is assigned after the Introductory Sem-
inar. This adviser works with the student to develop a plan of study. When the stu-
dent is ready to submit a proposal for his or her project, a 1 st reader is chosen. The
adviser usually serves as either the 1 st or 2 nd reader for the project. The 1 st and 2 nd
readers comprise the doctoral committee that administers the qualifying examina-
tion, assists the student in developing a project proposal, and evaluates the student's
written project report.

Components of the Program

The thirty-six-hour program comprises:

An Introductory Seminar (6 credit hours), required at the outset of the pro-
gram. Students take part in an intensive seminar to explore interdisciplinary
perspectives around contemporary issues of ministry and professional devel-
opment. In this seminar students begin interdisciplinary integration and clar-
ify an operative theory of ministry to guide their development of a study plan.

Elective Courses (18 credit hours). The program requires a plan of study in-
volving the integration of three dimensions: the biblical and theological norms
of Christian faith; critical attention to the contemporary human situation; 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 stu-
dent and the doctoral program.

20

A Doctor of Ministry Practicum (6 credit hours), a supervised activity in min-
istry. This practicum, often done in clinical pastoral education or preaching,
can also take place in settings as diverse as business, governmental, communi-
ty, or church agencies where appropriate supervision and learning opportuni-
ties with peers are available. In any case, the practicum takes place outside the
student's ordinary work situation, providing new perspectives on self, theolo-
gy, profession, and the needs and challenges of other persons and institutions.

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

A Doctor of Ministry Project (6 credit 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 com-
munity 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 propos-
al for the project early in the program. Students who successfully complete a
qualifying examination are permitted to proceed on the project. Ordinarily,
students conduct the project in their usual ministerial setting. February 1 is the
deadline for provisional approval of the written draft by the project commit-
tee; 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 ATS accredited
institution, a completed health form, and standardized test results;

2. Satisfactorily complete all the requirements of the degree with a total of 36 credit
hours within four years of the date of matriculation, 30 of which must be com-
pleted at Columbia;

3. Complete the Project Workshop;

4. Pass the D.Min. Qualifying Exam;

5. Complete the D.Min. project;

6. Maintain a minimum overall grade point average of 3.00;

7. 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

8. 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.

21

Students enrolled in the Doctor of Ministry degree program will be assessed an
administrative fee for each long term in which they do not register 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:

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; and

4. Three letters of recommendation (on forms provided by Columbia): one academ-
ic reference from a seminary or other graduate school professor and two charac-
ter 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 from the Office of Academic Affairs, a student may receive
up to 6 hours of transfer credit from another ATS accredited institution. Each course
must be at the graduate level and the grade must be at least a B (3.0 on a scale of 4.0).
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 academ-
ic work applied toward another degree.

Doctor of Educational Ministry
Aims of the Program

The Doctor of Educational Ministry degree program is to enhance the practice of
and theological reflection on educational ministry for persons who hold the first
professional degree in religious education or its equivalent and have engaged in

22

educational ministry leadership for at least three years of full-time service in the
practice of Christian educational after their studies.

The program affords a course of graduate study for educators who serve the peo-
ple of God in the church of Jesus Christ. The program focuses on (a) an advanced
understanding of the nature and purposes of educational ministry, (b) enhanced ca-
pacity to reflect theologically on issues and practices related to educational ministry,

(c) acquisition and refinement of skills and competencies for more effective ministry,

(d) an understanding of emerging models in educational ministry and ability criti-
cally to evaluate those models, and (e) continued growth in spiritual maturity.

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

1. An advanced and critical study of Christian formation from theological and his-
torical perspectives as well as behavioral and social science perspectives;

2. An advanced and critical study of organizational and leadership development,
and the social contexts for ministry;

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

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

The program also provides a variety of learning opportunities, including:

1. Peer learning and evaluation as well as self-directed learning experiences;

2. Significant interdisciplinary learning experiences that provide integration of theo-
logical understanding and ministerial practice, require thoughtful use of the stu-
dent's ministerial context as a learning environment, and cultivate reflective prac-
tice of educational ministry;

3. Opportunities for personal and spiritual growth; and

4. Opportunities to learn how to engage in educational ministry in culturally and
racially diverse contexts.

Like the D.Min. program, the D.Ed.Min. program includes the design and com-
pletion of a doctoral-level project. Such a project addresses the nature and practice of
educational ministry and should be of sufficient quality that it contributes both to
the student's and the profession's understandings of the practice of educational min-
istry. The ministry project demonstrates the candidate's ability, under supervision,
to identify an educational ministry need, organize a model of ministry that address-
es that need, use appropriate resources in the implementation of the model of minis-
try, and evaluate the results. While the first reader for the report will likely be one of
the faculty members in Christian education, the second reader must come from out-
side the field of Christian education.

Columbia also requires a concluding oral exam, in which the candidate demon-
strates an advanced capacity to reflect theologically on the practice of educational

23

ministry, to identify critical issues in the context of the ministry project, and to think
constructively and imaginatively about the educational and administrative aspects
of congregational life and other contexts of educational ministry practice. This too
will be similar in form and function to the oral exam required of D.Min. students.

D.Ed.Min. Program Administration

The D.Ed.Min. program operates under the supervision of Columbia's Advanced
Degrees Committee and is administered by a faculty member serving as Director of
Advanced Studies. Students enter the program either through an Introductory Sem-
inar offered at Columbia. Students may also take courses in other schools of the
ATA.

Advising

Each student is guided by an adviser who is one of the professors of Christian
education. This assignment takes place after the Introductory Seminar. This adviser
works with the student to develop a plan of study. When the student is ready to
submit a proposal for his or her project, the adviser becomes the 1 st reader and a 2 nd
reader is chosen. The 1 st and 2 nd readers comprise the doctoral committee that ad-
ministers the qualifying examination, assists the student in developing a project pro-
posal, and evaluates the student's written project report.

Components of the Program

The thirty-six-hour program comprises:

An Introductory Seminar (6 credit hours), required at the outset of the pro-
gram. Students take part in an intensive seminar to explore introductory sem-
inar in educational theory and practice.

Educational Core Courses (12 credit hours) are instrumental to the plan of
study in the D.Ed.Min. program. These courses include 1) advanced study in
the theology, history and philosophy of educational ministry, 2) advanced study
in human development, 3) advanced study in curriculum theory and curricu-
lum development, and 4) advanced study in teaching theory and teaching
methods.

Elective Courses (6 credit hours). To fulfill the degree requirement of signifi-
cant interdisciplinary learning experiences that provide integration of theo-
logical understanding and ministerial practice, students take two elective cours-
es from the broader offering of D.Min. electives in the fields of Bible, history,
and /or doctrine.

A Doctor of Educational Ministry Practicum (6 credit hours), a supervised
activity in educational ministry. The practicum takes place outside the stu-
dent's ordinary work situation, providing new perspectives on self, theology,
profession, and the needs and challenges of other persons and institutions. It
can take place in settings as diverse as business, governmental, community, or
church agencies where appropriate supervision and learning opportunities with
peers are available.

A Project Development and Design Workshop (non-credit). Toward the end
of the program coursework, each student participates in a project develop-

24

ment and design seminar to foster integration and to prepare for qualifying
examinations and subsequent project proposal development and writing.

A Doctor of Educational Ministry Project (6 credit hours). Elements of the
course of study converge in the Doctor of Educational 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. Students who
successfully complete a qualifying examination are permitted to proceed on
the project. Ordinarily, students conduct the project in their own educational
ministry setting. February 1 is the deadline for provisional approval of the
written draft by the project committee; March 1 is the deadline for final com-
pletion 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 Educational Ministry Degree

To be eligible for graduation with the D.Ed.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 first professional degree in religious education (or its
equivalent) from an ATS accredited institution, a completed health form, and stan-
dardized test results;

2. Satisfactorily complete all the requirements of the degree with a total of 36 credit
hours within four years of the date of matriculation, 30 of which must be com-
pleted at Columbia;

3. Complete the Project Workshop;

4. Pass the D.Ed.Min. Qualifying Exam;

5. Complete the D.Ed.Min. project;

6. Maintain a minimum overall grade point average of 3.00;

7. 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

8. 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 Educational Ministry degree program will be as-
sessed an administrative fee for each long term in which they do not register for credit
hours through course work, supervised ministry, or doctoral project research work.

Admission to the Doctor of Educational Ministry Program

Admission to the degree program requires the possession of an ATS-approved
first professional degree in educational ministry (i.e., M.R.E., M. A.C.E., M.A.T.S. with

25

a concentration in Christian education, M.Div. with demonstrated coursework in
educational ministry). Ministerial experience cannot be considered an alternative to
or a substitute for the professional master's degree in educational ministry, nor can
other master's degrees in education that do not have a comprehensive exposure to
the theological disciplines. Applicants with appropriate course work may be consid-
ered eligible for advanced standing.

Applicants for admission shall be required to demonstrate ability to engage in the
practices of educational ministry, superior academic aptitude, and capacity both to
contribute to the program and benefit by participation in it.

Ordinarily, applicants are employed by or hold an official position in educational
ministry throughout the duration of their enrollment in the degree program. To be
considered for admission to the D.Ed.Min. program, applicants are required to sup-
ply the Office of Advanced Studies with:

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

2. Certification of three years of experience in educational ministry after completion
of the first professional degree;

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

4. Three letters of recommendation (on forms provided by Columbia): one academ-
ic reference from a seminary or other graduate school professor and two charac-
ter references from persons who are familiar with the applicant's ministry; in some
cases, a professor of Christian education 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.Ed.Min. program must follow the guide-
lines given under Application Information for International Students.

With prior approval from the Office of Academic Affairs, a student may receive
up to 6 hours of transfer credit from another ATS accredited institution. Each course
must be at the graduate level and the grade must be at least a B (3.0 on a scale of 4.0).
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 academ-
ic 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 (ATA) by Columbia, Candler School of Theology, and the Interdenomi-
national Theological Center. The program of study is conducted under the direction
of the Th.D. Committee of the Atlanta Theological Association. The Th.D. Commit-
tee has responsibility for approving student admission to the program, establishing
curriculum offerings, and certifying candidates for the awarding of the degree. Stu-
dents may register for courses at any of the seminaries within the ATA.

26

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 lev-
el of competence and for membership at the Fellow level in the American Associa-
tion 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 profes-
sional 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 contin-
ue in the practicum for four consecutive semesters. Students take one of the Qualify-
ing Examinations, the Performance Exam in the practice of pastoral counseling, after
they complete four semesters in the practicum. The clinical setting for supervision 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.

27

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.

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 signif-
icant experience in ministry (usually three years of full-time employment after com-
pletion 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 profes-
sional experience;

2. Submit a statement of purpose;

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

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.

28

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.

2. Credit for work done after entry into the program at schools and agencies not
related to the ATA may be transferred to fulfill requirements for the Th.D. degree
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 ATA 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 ATA. The number of credits to be allowed within
this limitation is, in each instance, subject to the approval of the respective
ATA school.

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

29

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 cours-
es in English as a second language in the Atlanta area.

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 complet-
ed 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; and

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 3 credit-
hour 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.

30

'mm*

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 Co-
lumbia'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.

33

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. Presbyteri-
an 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 Nat-
uralization 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 as
determined by the seminary's financial aid policies. Students apply for financial aid
by completing Columbia's financial aid application, which includes 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 using Co-
lumbia's 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 at the maximum allowable amount less any scholarships received.

Students who withdraw from the seminary or become part-time students (less
than 9 credit hours for basic degree students) 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, along with any required verifications, 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

34

and unsubsidized loans offered under the FFEL program provide preferable interest
rates and delay repayment of loans until after the student graduates or enters less
than half-time status. Columbia assists students with the application process by de-
termining and certifying student loan eligibility, 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 regula-
tions 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 must
continue enrollment in an eligible degree program, classified as at least half-time
and be making satisfactory academic progress as determined by the seminary's Sat-
isfactory Academic Progress Policy. Copies of this policy are available in the Regis-
trar's Office and the Financial Aid Office and are published each year in the Student
Handbook.

When a student withdraws 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 financial assistance from
other sources 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.

35

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 Unit-
ed States or Canada. A scholarship application and a personal interview are ordi-
narily required. Application is made through the Office of Admissions and must be
received 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 minis-
try.

An Honor Scholarship covers tuition for Greek School and the following academ-
ic year. The scholarship will be renewed for succeeding years if the recipient main-
tains 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 interview 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.

36

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 Cir-
cle. 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

$ 290 Per credit hour

145 Audit fee per credit hour

Other Fees

$ 215 1241 Alternative Context, Atlanta (plus 3 credit hour course fee)

425 1241 Alternative Context, Other U.S. (plus 3 credit hour course fee)

725 1241 Alternative Context, International (plus 3 credit hour course fee)

37

Advanced Degree Candidates and Occasional Students

Tuition

$ 340 Per credit hour

170 Audit fee per credit hour

Supervised Ministry Fees

$ 700 SM610, SM680, SM681, SM682, SM683, SM684, SM685

Other Fees

$ 930 ATA401 Seminar on Ministry

930 ATA496 Doctoral Project
100 ATA497 Th.M. Research fee (Th.M. candidates only; does not apply

to Th.M. students enrolled in courses)
100 ATA498 D.Min. and D.Ed.Min. Research fee (candidates only;

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

Th.D. students enrolled in courses)
300 Th.M., D.Min., and D.Ed.Min. extension fee
25 Thesis binding (per copy)

For all students

Other Fees

$ 65 Application fee

50 Occasional student application fee

50 Late registration fee (does not apply to doctoral practicums

and doctoral projects or to Th.M. thesis registration)
100 Commencement fee

Board

$ 690 Essentials of Greek (Summer Greek School)

1405 Fall or spring term

365 Winter term

Housing

Residence Halls

$ 458-502 Single room, Summer Greek School

915-1005 Single room, fall or spring term

229-251 Single room, winter term

654-696 Suite, Summer Greek School

1269-1393 Suite, fall or spring term

317-348 Suite, winter term

400-450 Efficiency units per month

Village Apartments, per month
$ 616-640 4 Bedrooms

561-613 3 Bedrooms

474-559 2 Bedrooms
450 1 Bedroom

38

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 1 00%

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.

39

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 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 (less
than 9 credit hours) forfeits any financial assistance (scholarships and financial aid)
previously awarded for the term in which such action occurs.

40

51

ji s ^wpf

42

Resources and
Related Academic Programs

The John Bulow Campbell Library

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

The library's collections, accessible through a web-based catalog, include over
150,000 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,
including a wireless access environment; and media services. The library's partici-
pation in GALILEO (Georgia Library Learning Online) provides access to over three-
hundred databases indexing thousands of periodicals and scholarly journals. Online
access to citations and full-text scholarly journal articles in the area of religion are
also provided through the library's subscription to ATLA Religion Index and Catho-
lic Periodical and Literature Index. Other online resources include encyclopedias,
Old and New Testament abstracts, foreign and domestic newspapers, business and
community directories, government publications, and a comprehensive Internet sub-
ject index and guide.

The library's membership in two primary consortia, the Atlanta Theological As-
sociation (ATA) 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 scholar-
ly use. A specially controlled climate protects and preserves rare books, institutional
and historical documents, and memorabilia related to the history and development
of the seminary.

43

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 hom-
iletics. In addition, the bookstore offers commentaries on the Old and New Testa-
ments and books related to women's studies, African American studies, world mis-
sions, 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 (ATA), 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 that help expand educational 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.

44

Cross-Registration at Area Schools

Columbia students may cross-register for courses at schools that belong to either
the ATA or the ARCHE. Cross-registration forms are available in the registrar's of-
fice 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.

45

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 tomor-
row's church can get to know each other and develop close bonds of understanding
and friendship. In addition, the program offers opportunity for extended interchange
between students who are preparing for professional careers in the church and lay-
persons 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 Sem-
inarians, organized by Wesley Theological Seminary, Washington, D. C. The pro-
gram 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 op-
portunity to select other courses in Washington institutions. For detailed informa-
tion, contact the Office of Academic Affairs.

46

Columbia in Service to the
Church and Its Ministry

Lifelong Learning

Columbia's serves as a theological resource not only to students within degree
programs, but also to pastors and laypersons in the service of the church. A part of
this mission involves lifelong learning for pastors, educators, other church profes-
sionals and laypersons - a system of events and resources that undergirds partici-
pants' spiritual, academic, professional, and personal growth, and the enrichment of
the various ministries in which they serve. Lifelong Learning at Columbia is a center
for vibrant learning where Christian laypeople and leaders are strengthened and
transformed for ministry in the 21st century. Growing in faith and understanding
from ancient practices to new challenges; discovering energy and encouragement as
disciples of Christ; equipping ourselves and others to upbuild the church; we seek to
engage God's transforming Word and work in the world.

Through its lifelong learning programs and special events, Columbia offers over
fifty learning events annually serving over 1500 participants. Lifelong Learning in-
cludes a wide variety of events that are focused in three major program areas Con-
tinuing Education, the Lay Institute of Faith and Life, and the Certificate in Spiritual
Formation Program. In addition to these areas Columbia also offers a number of
special events designed to support the broader needs of ministry in today's rapidly
changing world.

Continuing Education

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, issues, and concerns of ministry from a vari-
ety of perspectives and offer church leaders opportunities to learn together-from
gifted teachers, from other pastors, and from the traditions of the church.

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, preaching and worship, Biblical studies, theology, and pastoral care.
In addition, contemplative retreat programs for men and women and synod or pres-
bytery-specific events are conducted. The Youth Ministry Leadership Initiative, a
certificate program for youth ministry leadership development, is now in its second
year. The Thompson Scholars, a week-long annual intensive training event for pas-
tors focused on evangelism and church renewal, is held in the spring of each year.

Several programs are offered on an application basis. The Guthrie Scholars pro-
gram is offered twice a year, inviting pastors to campus for a week of individual
study on their choice of topics related to ministry. Learning Together in Ministry

47

offers Columbia graduates serving their first calls opportunity to return to campus
for a week of renewal, rest and recreation. The S3 Project, funded by a grant from the
Lily Endowment, involves peer-learning groups in self-directed projects designed to
foster Sabbath, study, and service and encourage pastoral excellence. Journey of Faith,
an intensive pilgrimage experience to the Holy Land focused on pastoral renewal,
was developed in partnership with the CF Foundation. Most participant costs for
these programs are supported through grants and gifts. Application may be made
through 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, and world.

Among the ongoing programs at the Lay Institute are Lay Schools of Bible and
Theology offered in the fall and winter. Courses include biblical studies, theology,
church history, ethics, and spiritual formation. Other regular programs include an-
nual faith-in-the-workplace seminars sponsored in partnership with the Southern
Institute of Business and Professional Ethics, and monthly study groups that exam-
ine current issues in theology and life through the genre of literature and film. Each
summer the Lay Institute offers week-long and weekend leadership training classes
for leaders involved in the Presbyterian Women's Bible study. Summer Lay Scholars
is an annual week long event offering opportunity for in depth study that brings
together the traditions of faith and emerging issues of faith for the 21 st Century. The
Lay Institute also offers courses taught in local churches.

The Lay Institute also works in partnership with the Presbyterian Outreach Foun-
dation in supporting ongoing certificate programs for lay leader training for Spanish
speaking and Portuguese speaking church leaders. The Lay Institute also partners
with presbyteries and congregations to strengthen all areas of lay education and is
currently exploring ways to support the training of Commissioned Lay Pastors. Faith
and the Arts represents a unique and important emphasis in the Lay Institute. Through
this program, funded through special contributions, each year the Institute sponsors
two art exhibitions, as well as hands-on learning events focused on faith and the
arts.

Christian Spirituality Emphasis and Certificate in Spiritual Formation

Columbia offers intensive 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.

For ten years Columbia has offered the Certificate in Spiritual Formation as a way
to respond to a growing interest to Christian spirituality throughout the church. The
Certificate is designed for both laypersons and ministers. While the work of spiritual
growth is challenging, 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

48

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 Spir-
ituality, Spirituality of Compassion, Teaching Spiritual Formation, Reformed Spiri-
tuality, Personality Type and Spirituality, and the Spirituality of Thomas Merton to
name a few.

Basic degree students and their spouses may participate in offerings of the Spir-
itual Formation program. A student may complete several components of the Certif-
icate 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 Practi-
cum and Pilgrimage to receive their Certificate. The Spirituality program provides
structure 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.

Additional opportunities for spiritual formation at Columbia include participa-
tion in Spiritual Direction, small group opportunities for conversation, walking the
Labyrinth, and opportunities for service.

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 in-
itiatives, 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 Theolog-
ical Center.

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.

49

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 partic-
ipated 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.

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 pur-
pose 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, con-
vened 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

50

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 addressed the theme: "Mission in a World of Hunger." The 2004 sem-
inar was convened by Dr. Erskine Clarke, Professor of American Religious History
and addressed the theme" "The Mission of the Church in an Age of Religious Vio-
lence."

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 cours-
es 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. Stu-
dents wishing to emphasize evangelism and mission are urged to include an intern-
ship (from one summer to one year) in a teaching congregation with strong mission-
al commitments.

In addition to course offerings, the professor works with the Thompson Scholars
Program, a selective continuing education opportunity that brings pastors with a spe-
cial interest in evangelism to the campus. The annual five-day intensive study experi-
ence focuses on a variety of topics to prepare evangelism leaders for the future.

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 princi-
ples 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.

51

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, 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.

53

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, internation-
al students, and student families.

Evangelical Student Association

This association strives to foster Christian fellowship and service within the sem-
inary 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, intellectu-
al, 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.

54

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 respond-
ed 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 pol-
icies 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; Clin-
ical 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.

55

A comprehensive placement program helps students explore their ministerial op-
tions. 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 Caroli-
na, 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 mem-
ory 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.

56

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.

57

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
Theology Unit of the Presbyterian Church, USA, and her father the Reverend Russell
Toms, a '51 graduate of Columbia.

The William Rivers Waddey Award in Youth Ministry was established by Walter and
Cecilia Waddey in memory of their son William, who was an active and vital part of
the youth program at Peachtree Presbyterian Church. The award is given to a stu-
dent who shows promise and commitment to a call in youth ministry upon gradua-
tion and ordination, as well as an understanding of the profound impact that strong
youth leadership can have on the individual, the community, and the church of Jesus
Christ.

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 sem-
inary 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 grad-
uates 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 lega-
cy left to the seminary in 1928 by the late William C. Whitner of Rock Hill, South
Carolina, in memory of his mother.

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

58

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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 prophet-
ic 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.

61

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 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 ATA are offered by the Atlanta Theological Association. The hundred's digit re-
fers 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.

62

Biblical Area

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

B021 Essentials of Greek

Johnson

Provides intensive study of the essentials of
Koine Greek grammar, syntax, and vocabulary
preparatory to reading the Greek New Testa-
ment. Required of all students who have not
taken Greek in college or passed the Greek
qualifying exam.
6 credits

B141 Survey of the Old Testament

O 'Connor /Brown/Yoder

A study of the Old Testament with special at-
tention to its literary development and theo-
logical content as viewed against the back-
ground of the history and religion of ancient
Israel.
3 credits

B153 Exegesis of the New Testament

Johnson/Saunders/Bartlett
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.
3 credits

B161 Survey of the New Testament

Johnson/Saunders/Bartlett
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.
3 credits

B222 Introductory Hebrew

Yoder

Introduces the essentials of Hebrew grammar,
syntax, and vocabulary preparatory to study-
ing the Hebrew Old Testament.
3 credits

B233 Exegesis of the Old Testament

Brown/O'Connor /Yoder

Engages in the reading and exegesis of select-
ed Old Testament passages that are significant
for an understanding of the nature of ancient
Hebrew literature and the faith of Israel. At-
tention 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: B222.
3 credits

B613 Household of God

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.
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 char-
acter development, narrative voice, plot, rep-
etition, suspense, narrative gaps and timing,
irony, and ambiguity. Similarities to and dif-
ferences from modern Western stories are also
explored.
3 credits

B615 New Testament Ethics

Saunders

Examines the moral world of the first Chris-
tians: social power in community, sexuality,
relations between women and men, and rela-
tions between Christians and the non-Chris-
tian world. Prerequisites: B153 and B161.
3 credits

63

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.
3 credits

B619 Nature of the Church

Bartlett

The purpose of the course is primarily to un-
derstand some of the key images of the Church
in the New Testament, along with Old Testament
passages that help inform those images. We will
pay particular attention to the Pauline epistles,
Matthew, Luke-Acts, and to Hebrews. We will
look at some contemporary interpretations of
church, and the final project will require apply-
ing the biblical material to one's own denomi-
national and congregational setting.
3 credits

B527 Greek Reading

Bartlett

An intensive reading course in the New Tes-
tament and related literature. Will read and
translate selections from the synoptics, from I
Thessalonians and from Hebrews. Outside of
the New Testament we will study portions of
the Septuagint and of First Clement. Pre-
requisite: B021,B153.
1.5 credits

B621 Hebrew Reading

Yoder

Concentrates on the Hebrew Old Testament
to increase facility in the language. Special em-
phasis on grammatical structures and vocab-
ulary. Instructor permission required.
1.5 credits

B631 Proverbs: Wisdom for an Uncertain
World

Yoder

Engages in exegesis of the book of Proverbs,
with particular attention to the book's rhetor-
ical 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.
3 credits

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.
3 credits

B634 Jeremiah and the God Who Weeps

O'Connor

A close reading of the book of Jeremiah; plac-
es the book within the history and tradition
of Hebrew prophecy and analyzes the book
as theological and political literature, center-
ing on Israel's experience of exile. Seeks to find
in the book theological resources for local faith
communities. Prerequisite: B222.
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.
3 credits

B640 Exilic Prophets

O'Connor

Investigates Jeremiah, Ezekiel, and Second Isa-
iah as responses to the collapse of Judah in
the Babylonian period. Uses historical, disas-
ter, literary, and theological studies.
Prerequisite: B141
3 credits

B544 Psalms

Brown

Considers the God the Psalms address, the

prayers and daily life, and the how the Psalms

relate to liturgy and pastoral ministry.

3 credits

B645 The Problem of Pain in the Old
Testament

Brown

Explores relevant Old Testament texts that
address pain in all of its manifestations, from
individual suffering to the trauma of exile.
Focus will be on Psalms, Lamentations, and
the exilic prophets. Prerequisite: B222
1.5 credits

64

B646a "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.
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 and ministry today.
3 credits

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

O'Connor

Considers Job from numerous theological per-
spectives, addressing relationships of the
book's theological visions to the practice of
ministry.
3 credits

B650 Gospel of John

Bartlett

The course will look at the Fourth Gospel both
from a literary and from an historical-critical
perspective. We will try to understand the
unique theological and ecclesiological con-
cerns of this early Christian writing. Pre-
requisites B021, B153
3 credits

B651 The Gospel According to Matthew

Saunders

Examines Matthew, emphasizing ways that
contemporary Christians, especially those
dealing with fear, violence, and rapid cultur-
al transition, might read this version of the
Jesus Story. Prerequisite: B153.
3 credits

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 Isreal's pro-
phetic traditions. B021,B153.
3 credits

B662 The Gospel Parables

Saunders

Examines the form and interpretive history of
the parables, their meaning in the context of
Jesus' ministry and the theology of the indi-
vidual Evangelists. Prerequisite: B161.
3 credits

B663 Romans

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.

3 credits

B667 Second Corinthians

Johnson

An exegetical investigation of the letter with

special attention to issues of pastoral identity

and money.

3 credits

B573 Old Testament Theology

O 'Connor /Yoder

Investigates theological themes in the tradi-
tions of the Old Testament, focusing on meth-
ods of relating biblical material to contempo-
rary understandings of the nature of human
life. Prerequisites: Old Testament Survey and
New Testament Survey
3 credits

B670

Yoder

Interpretive Methods, the Bible,
and the Church

Considers various methods for interpreting
Old Testament texts, including literary, histor-
ical, and ideological criticisms. Attention giv-
en to the role of the reader and community,
the nature of text, and the possible contribu-
tions of each method to the teaching and
preaching ministries of the church. Prerequi-
site: B141.
3 credits

65

B671 Rebuilding Our House:

Community and Theology in the
Post-Exile

Yoder

Explores the socio-historical and theological
world of 539 to 331 BCE; emphasizes the re-
definition of community, the role of the tem-
ple, idolatry and purity, and the threat of "for-
eign" women, and considers how the post-
exile may inform understandings of the con-
temporary church and the practice of minis-
try. Prerequisite: B141.
3 credits

B672 Death of Jesus

Johnson

Studies how early Christians interpreted
Jesus' death. What did they think it mean to
God? What did it mean for the world? Pre-
requisite: B161.
3 credits

B673 Women's Experience in Early
Christianity

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.
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 reappropriating
within our own cultural settings the "last
days" convictions, practices, and missional
orientation of the earliest Christians. Prereq-
uisites: B161 and B153.
3 credits

Th.M. Thesis Reading

B690

Staff

During the January Term, Th.M. students are
afforded the opportunity to accomplish sig-
nificant reading in preparation for writing
their Th.M. theses. The student meets with his
or her thesis adviser and together they create
the reading list. At the end of the term, the
student and adviser meet to discuss the read-
ing and writing portion of the thesis. This
course is graded pass/fail.
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 Testa-
ment

Brown or O'Connor or Yoder
3 credits

B693 Research in Old Testament
Criticism or Theology

Brown or O'Connor or Yoder
3 credits

B694

Staff
3 credits

Independent Study in Biblical
Languages

B695 Exegetical Research in New
Testament

Johnson or Saunders or Bartlett
3 credits

B696 Research in New Testament
Criticism or Theology

Johnson or Saunders or Bartlett
3 credits

B890 Th.M. Thesis

Bible Area Staff
6 credits

66

Historical Doctrinal Area

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

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.
3 credits

HD233 Christian Theology I

Stroup '/Moore-Keish

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 par-
adigms in contemporary theology, and the sig-
nificance of theology for the practice of min-
istry and the life of the church.
3 credits

HD234 Christian Theology II

Stroup/Moore-Keish

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

HD320 American Religious and Cultural
History

Clarke

A study of the history of religion in the Unit-
ed States. Special attention given to the com-
plex relationship of religion to U.S. culture.
1.5 credits

HD360 Introduction to World Christianity

Cardoza-Orlandi

Explores the nature of the movement of the
Christian faith and the historical, theological
and missiological implications that this move-
ment has on the life of Christian communi-
ties. Focusing on the current demographic
transformation of Christianity, students are
exposed to emerging theological and histori-
cal dynamics which are both in continuity and
discontinuity with Western historical and
theological Christian encyclopedia.
1.5 credits

HD372 Christian Ethics

Douglas or Riggs

A study of the biblical, theological, and philo-
sophical foundations of Christian ethics.
3 credits

HD613 Cultural Anthropology for Cross-
Cultural Mission and Ministry

Cardoza-Orlandi

Explores the dynamics of cross-cultural, inter-
cultural, and interfaith mission and ministries.
Integrates theoretical and experiential mate-
rial with theological perspectives to develop
a theology for cross-cultural ministry.
3 credits

HD615 American Cultural Issues

Clarke

Explores the character of contemporary U.S.
culture from a historical perspective. Critical
social and cultural issues provide the prima-
ry focus, especially as these issues have influ-
enced and continue to influence the ministry
of the church.
3 credits

67

HD619 Black Church Studies Seminar

Riggs

Explores the Black American religious expe-
rience in topics ranging from Black women
and religion, to the civil rights movement, to
leadership models in the tradition.
3 credits

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?
1.5 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 funda-
mentalism? How is fundamentalism to be
understood in relationship to U.S. culture and
to economic and political life in the U.S.?
1.5 credits

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 redefinition of "The Age of European
Discovery, Expansion and Reformation." It
examines the different levels of reform efforts
within the Catholic Church before and con-
current 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 rac-
es, ethnicity and religions, and its global im-
pact in the following years.
3 credits

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 orig-
inal contributions will be compared to rabbin-
ical exegesis as well as Philo's biblical under-
standings in Alexandria. Brief comparison is
made also with the hermeneutical method of
Clement of Alexandria.
3 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 administer
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
monastic creative writers, abbesses, theolo-
gians, mystic teachers, humanist educators,
city reformers, apologists, and catechists and
examine how biblical, theological, anthropo-
logical, and social arguments were used
against women in officially ministering with-
in the church
3 credits

HD625 Luther

Ward

An examination of Luther's reformation in the
context of late medieval and early modern Eu-
rope. 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 sacraments; 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.
3 credits

68

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
attitude toward world cultures and religions,
theories of accommodation, use of native cler-
gy, use of the Spiritual Exercises and women's
responses to the Society's active apostolate.
3 credits

HD628a Women of the Reformation

Ward

Examination of texts by women who helped
shape various Reformation movements. Ex-
amples include writings by Argula von Grum-
bach in Luther's Reformation, Marie Dentiere
in pre-Calvin Geneva, Catholic women in non-
European lands, and inquisition records of
Anabaptist women. These texts are contrast-
ed with what the male Reformers said about
women.
3 credits

HD532 Reformed Theology: Its Shape and
Development

Moore-Keish

Reformed theology from the 16th century to

the present, focusing on theologians (Calvin,

Edwards, Schleiermacher, Barth, Moltmann),

creeds and confessions.

3 credits

HD533 Introduction to Theology

Moore-Keish

In this course, we will approach the work of
theology through the lens of Christian wor-
ship. Who is this God we praise? Who are
we who do the praising? Who is Jesus Christ
whom we encounter in Word and Sacrament?
What does it mean to claim that the Holy Spirit
enables us to engage in the act of Worship?
These and other qustions will quide our re-
flections as we seek to understand theology
itself as an act of doxology.
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.
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,
Ritschl, and Harnack.
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 Nie-
buhrs, the dissolution of neo-orthodoxy at
mid-century, and the emergence of new para-
digms represented by Karl Rahner, process,
feminist, and liberation theologies, Moltmann,
Tracy, Lindbeck, and the conversation with
postmodernism.
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 cen-
tral genre in Scripture, the narrative reinter-
pretation of Christology, and the Church as a
community of Christian narrative.
3 credits

69

HD634b Readings in Theology: Karl Barth

Raynal

Studies Church Dogmatics IV, 3, "Jesus Christ,
The Lord as Servant" to explore how Barth de-
veloped his understanding of Jesus in relation-
ship Christology.
3 credits

HD635 Theology and Post-Modernism

Stroup

Studies, with an emphasis on Derrida and
Foucault, Post-Modernism and its implica-
tions for theology, theological identity, the role
of doctrine, self-identity, and sexuality.
3 credits

HD636 Reading Paul Tillich

Staff

Examines the theological, philosophical, and
cultural influences on Tillich as a Neo-Re-
formed theologian as well as his impact as a
"theologian of culture"; considers how he an-
ticipated transformations we experience in a
post-Christian reality.
3 credits

HD638 Christology

Moore-Keish

Surveys major christological texts and issues
from the New Testament to the present. Along
the way we will explore such questions as:
Who was Jesus? What does it mean to call him
the Christ? What does it mean to call him Son
of God? What does it mean to claim that he is
present today? What difference do his histor-
ical gender and cultural location make for us?
3 credits

HD638b Christology of Jurgen Moltmann

Stroup

Will examine Moltmann's Christology as he

developes it in The Crucified God and The

Way of Jesus Christ.

3 credits

HD639 Meet the Niebuhrs

Douglas

From power politics to the practice of piety,
the meaning of love to language of ministry,
the doctrine of sin to the concept of responsi-
bility, the work of Reinhold and H. Richard
Niebuhr serves as a landmark for discussions
in American theology.
3 credits

HD644 Pilgrimage to the Borderlands

Cardoza-Orlandi

Explores the history, cultures, social condi-
tions, and theological perspectives of daily life
in the geographical region between northern
Mexico and southwestern United States. Fo-
cusing on the Latin reality of this region and
the border /global dynamics, instructors and
students will have an opportunity to begin
understanding the complex reality of the hu-
man condition and the church in this region.
3 credits

HD645 Church in China

Staff

Examines the history, theology, and contem-
porary context of the church in China, empha-
sizing ssues of gospel and culture. {K, C, T}
3 credits

HD561 Religions Encountered

Cardoza-Orlandi

Explores the encounters of Hinduism, Bud-
dhism, and Islam religions with Roman Cath-
olic, Orthodox, Protestant, and Pentecostal tra-
ditions.
3 credits

HD561b World Religions and the Global
Church: Islam and 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.
3 credits

HD564 Faces of Latin American
Protestantism

Cardoza-Orlandi

Studies Latin American and Caribbean Prot-
estantism in the context of liberation theolo-
gy, the emergence of Amerindian and Afro-
diaspora religions, and the question of authen-
tic Christianity in the region.
3 credits

70

HD661 Pentecostalism in Latin America
and the Caribbean

Cardoza-Orlandi

Explores the development of Latin American
and Caribbean Pentecostal traditions as they
become emerging agents to transform Chris-
tianity in the continent.
3 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
phenomenon. Focusing on the late 19th and
20th centuries, this course studies the theolog-
ical and missiological contributions of fre-
quently silenced and ignored non-Western
theologians and missiologists and their rele-
vance to Christian communities in the West.
3 credits

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

Cardoza-Orlandi

Explores the history, development, and theol-
ogies of Pentecostal tradition, emphasizing
how Latin American and African Pentecostal
experience provides a window for interpreta-
tion of a tradition grounded in the poor of the
world.
3 credits

HD667 Hispanic, Latino Cultures and
Theologies

Cardoza-Orlandi

Examines anthropological, theological, liter-
ary and other media sources to reveal the di-
versity of the cultural reality and theological
and missiological endeavors of Hispanic and
Latino communities in the United States.
3 credits

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

Cardoza-Orlandi

Emphasizes a comparative approach of mis-
sionary methods and the process of contextu-
alization, inculturation; studies the transmis-
sion and reception of the gospel in particular
contexts and periods.
3 credits

HD669 Introduction to Mission Studies

Cardoza-Orlandi

Surveys and introduces the theologies and
practices of both the transmission and recep-
tion of the Gospel. Employing historical, theo-
logical, biographical, and religious studies,
students are exposed to the missiological con-
tributions of world Christians and Christian
communities as they share and /or contextu-
alize the Gospel of Jesus Christ in particular
times and regions.
3 credits

HD576 The Bible and Christian Ethical
Reflection

Riggs

Examining the writings of ethicists and bibli-
cal scholars, students develop their under-
standing of that relationship of Scripture and
ethical reflection.
3 credits

HD579 If Jesus Is Lord

Douglas

Considers how we now understand the
church's early confession, "Jesus is Lord,"
questions whether we should use the same
language today and the political implications
of doing so. A cross between Christology and
political philosophy.
3 credits

HD670 Love and Justice

Douglas

Explores how love (agape) and justice relate
with emphasis on the role each plays in the
church's attempts to address social problems.
3 credits

HD671 Theories of Justice and Social
Policy

Riggs

Analyzes theories of justice and their impli-
cations for social policy regarding such issues
as affirmative action, AIDS and drug testing,
healthcare, and welfare reform.
3 credits

71

HD672 Figures and Themes in Liberation
Ethics

Riggs

Examines the ethical content of the writings
of liberation theologians and ethicists and the
ethical dimensions of topics relevant to strug-
gles for liberation.
3 credits

HD678 Issues in Contemporary Moral Life

Riggs

Studies the writings of recent ethicists, their
methods and sources in "doing ethics" to such
themes as love and justice, particularism and
universalism, religion and morality, and per-
sonal and social ethics.
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.
3 credits

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.

3 credits

HD675 Issues in Medical Ethics

Douglas

Explores how theologians try to make moral

sense of life and death in relation to issues such

as euthanasia, abortion, cloning, and health

care reform.

3 credits

HD676 Providence, Theodicy, and Ethics

Douglas

Combines systematic theological inquiry into
notions of providence and theodicy with an
ethical concern about personal and social re-
sponses to God's actions in history.
3 credits

HD677 Feminist, Womanist Ethics

Riggs

Examines the historical, sociological, and theo-
logical bases of feminist and womanist ethics
to explore gender oppression, socio-religious
ethics and the analysis of sexism, and the pur-
pose of a movement against sexist oppression.
1.5 credits

HD679 Ethical Leadership Seminar

Riggs

In this seminar students examine theories of
leadership and ethics in light of current de-
bates about the motives and actions of lead-
ers in both church and society. Students also
explore the relevance of such theories for un-
derstanding their roles as leaders and follow-
ers in various institutional contexts.
3 credits

HD774 United Nations Seminar

Staff

Under the guidance of a CTS professor, stu-
dents in this NYC-centered seminar will use
the resources of the UN Office of the
P.C. (U.S.A.) for an in-depth and cross-disci-
plinary exploration of an important issue con-
fronting the global church, globalization, and
religious violence.
3 credits

HD690 Th.M Thesis Reading

Staff

During the January Term, Th.M. students are
afforded the opportunity to accomplish sig-
nificant reading in preparation for writing
their Th.M. theses. The student meets with his
or her thesis adviser and together they create
the reading list. At the end of the term, the
student and adviser meet to discuss the read-
ing and writing portion of the thesis. This
course is graded pass/fail.
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 or Ward
3 credits

72

HD693 Independent Study in Theology

Stroup or Moore-Keish
3 credits

HD697 Independent Study in Ethics

Riggs or Douglas
3 credits

HD694 Independent Study in Christianity HD698 Independent Study in Theory of

and World Religions Culture and Religion

Cardoza-Orlandi Cardoza-Orlandi

3 credits 3 credits

HD695 Independent Study in Philosophy

Staff

Any term up to 3 credits

HD890 Th.M. Thesis

HD Area Staff
6 credits

HD696 Independent Study in Mission, Ec-
umenics, and World Christianity

Cardoza-Orlandi or Hayner
3 credits

73

Practical Theology Area

Faculty: Charles L. Campbell, R. Leon Carroll, Kathy Dawson, Anna Carter Florence, J. Will-
iam Harkins, Stephen A. Hayner, Skip Johnson, Sharon L. Mook, D. Cameron Murchison,
Rodger Nishioka, Brian Wren

P150 Scripture Reading Practicum

Florence

Prepares students to be liturgists and oral in-
terpreters of scripture by offering a perfor-
mance and proclamation theology for Re-
formed worship. Required of M.Div. students
in the first semester, as a prerequisite P 151.
credits

P151 The Ministry of Worship
and Preaching

Campbell

Focuses on the preparation and delivery of
sermons the history, theology, and practice of
worship in the Reformed and other traditions.
Prerequisites: B021 and enrollment in B153.
3 credits

P232 Introduction to Pastoral Care

Harkins/Mook/Johnson

Introduces the basics of pastoral care minis-
try, provides experience in pastoral visitation,
and examines issues most clergy face. Super-
vised clinical practice facilitates theological
reflection, personal growth and pastoral iden-
tity.
3 credits

P322 Introduction to the Theory and
Practice of Christian Education

Dazvson/Nishioka

Examining understandings of God, mission,
and education, students learn basic education-
al concepts, analyze contemporary theories
and practices, and develop approaches to
Christian education.
3 credits

P605 E.S.L. Writing Class

Staff

Focuses on skills students with English as a
second language need to study in any of Co-
lumbia's programs. Includes work on listen-
ing, speaking, and reading, and emphasizes
written work.
Non-credit.
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. In or-
der for a congregation to grow as a missional
church, the pastor must understand the con-
nection between spiritual formation and mis-
sion and be able to teach and model it.
3 credits

P616 Evangelism in Emerging Cultures

Hayner

The culture is changing. The questions have
changed. Former ways of communicting
God's good news no longer seem relevant.
How do we look at and build understanding
of emerging cultures? How do we answer the
new questions of our day? Together we will
explore some of the ways in which the emerg-
ing generations think, and we will talk about
such topics as preaching, discipleship, wor-
ship and leadership development in a new
age.
3 credits

P505 Writing Workshop

Campbell

Focuses on the challenge of writing in a theo-
logical setting; reviews grammar and compo-
sition.
credits

P617 Paradigms in the Practice of
Evangelism

Hayner

Communicating the good news in our day has
taken many forms both inside and outside
congregational life. We will explore a variety
of practices and programs and try to under-
stand them from the perspectives of theology,
missiology,and ecclesiology.
3 credits

74

P618 Key Readings in Gospel & Culture

Hayner

Explores a few of the key thinkers who have
influenced the dialog concerning the relation-
ship between gospel and culture in our day.
While the course will require significant read-
ing, the classroom discussion will focus on
integration and practical applications within
congregational life.
3 credits

P619 The Foundations of Evangelism

Hayner

Evangelism often has negative connotations
in our culture and even in the church. But the
communication of God's good news is one of
the primary callings of the Church. What does
a biblical theology of evangelism look like?
How is faithful and effective evangelism prac-
ticed today? This course is for all who take
seriously the role of the church in sharing Jesus
Christ with those who have not heard or re-
sponded.
3 credits

P523a Literature for Christian Children

Dawson

Of special interest to teachers, caregivers, and
those seeking to establish children's resource
centers in local churches, the course offers a
wide reading of children's literature, to eval-
uate resources theologically and educational-

iy.

2.5 credits

P523b The Spiritual Lives of Children

Dawson

Focuses on the many facets of children's min-
istry. The perception of children will be ex-
plored theologically, developmentally and
educationally. There will be opportunity for
refining skills in biblical storytelling and les-
son planning, as well as a survey of available
resources for helping children to grow in their
faith. Field trips to sites educating children
will be incorporated during the course time.
3 credits

P526 Living History of Religious
Education

Dawson

This course is a semester long journey through
different periods in the history of Judeo-Chris-
tian teaching, beginning with ancient Israel
and moving to present practices in Protestant,
Catholic, and Orthodox churches. Each histor-
ical period will have an educational experi-
ence in the style of the times and a discussion
of the pedagogy as it reflected its historical
context and implications it might have for
present practice. The culminating activity for
this course will be an interactive living histo-
ry museum for the campus.
3 credits

P527 Teaching the Bible Through

Liberative Pedagogy
Nishioka

Too often people experience Bible study as
"giving the correct answers" without ques-
tioning; scripture becomes oppressive rather
than liberating. Exploring teaching methods
and developmental theory, participants prac-
tice teaching the Bible effectively.
3 credits

P528 Faith Formation in a Media Culture
Nishioka

Many persons today say they experience God
more through the culture than through the
church. Students in this course will critically
examine theological themes in the popular
media culture through the lens of narrative as
pedagogy. Through film, television, and mu-
sic, students will investigate the impact of the
media culture on the church and understand
how the media culture may be used to help
faith formation.
1.5 credits

P622 Preschool Religious Education

Dawson

Through reading, class discussion, and visits
to various preschools in the Greater Atlanta
area students will learn how to evaluate Chris-
tian Preschool programs. This course will be
of particular value to those interested in start-
ing a Christian preschool, of evaluating exist-
ing programs, or looking for an existing qual-
ity program for children.
1.5 credits

75

P624 Christian Education in a Small
Member 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 engag-
ing small membership churches in Christian
education and Christian formation for chil-
dren, youth, and adults.
1.5 credits

P533 Family Systems for Ministry

Mook

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 stu-
dent's own family system and the impact of
this system upon formation for ministry. Is-
sues around personal and professional bound-
aries are addressed.
3 credits

P625 Ministry with Second Generation
Asian-Americans

Nishioka

Considers challenges facing pastors and edu-
cators in second generation Asian- American
congregations. Examines such issues as youth
and young adult ministry, Asian vs. Ameri-
can cultures, and resolving conflict in family
and church situations.
1.5 credits

P626 Youth and Young Adult Ministry

Nishioka

Explores youth subculture and its implications
for ministry, including the developmental
challenges of young adults, ministry with
young people in crisis, changing family pat-
terns, and emerging strategies in ministry with
youth.
3 credits

P538 Pastoral Care & the Experience of
Crisis

Johnson

Crisis events are those situations that over-
whelm our ability to cope and find meaning
in what is happening around us. While some-
times anticipated, many crisis events fall upon
individuals, couples, families and communi-
ties with a swiftness that is disorienting and
frightening. At such times, what is the best
way for a pastor to speak and live God's sto-
ry? Are there pastoral care skills one can learn
which will assist persons who are moving
through such a time in their lives? This class
will look beyond a management and interven-
tion response to crisis and consider the resil-
iency of hope and the ever present possibility
of grace incarnated through acts of pastoral
care by God's people.
3 credits

P627 Transforming the Confirmation
Journey

Nishioka

Explores the meanings of confirmation, cri-
tiques models and methods, and attempts to
determine the best approach to confirmation
in students' future congregations.
1.5 credits

P629 Leadership, Learning, & Ministry
in the 21st Century

Davis

An exploration of the role of strategic educa-
tional leadership in the church. Topics include
the traditional role of the "teaching elder," the
church as a learning organization, corporate
discernment, transformational learning, and
the relationship between planning, learning,
and change. It will integrate ideas and prac-
tices from the fields of leadership studies,
Christian education, practical theology, orga-
nization development, and adult education.
3 credits

P632 Pastoral and the Caring Rituals of
the Church

Johnson

This class invites students to reflect upon a
selection of church rituals and their theologi-
cal foundations from a pastoral perspective.
It begins from an assumption that the found-
ing narratives and redemptive beliefs of the
church are embedded within its practices of
ritual and liturgy. Its purpose will be the en-
livening of ritual practice in congregational life
along with a broadening of the pastor's un-
derstanding of how liturgy is able to speak and
care for the deeper aspects of what it means
to be human.
3 credits

76

P634

Mook

Family Systems in the
Congregation

Examines the dynamics at work in families
and congregations. Explores the student's own
family system to discern how it, and the sys-
tematic dynamics of the congregation, impacts
the person as pastor. Prerequisites: at least two
of the following: SM210, P232, one unit of CPE,
or experience in the congregation as an or-
dained minister. Senior and Th.M. preference
given.
3 credits

P635 Pastoral Care of Families and Caring
in Loss and Grief

Mook

Examines issues that arise regularly in con-
gregational settings, including loss, dying,
death, grief, and care of couples and families
of all forms. Prerequisite: P232.
3 credits

P636 Pastoral Counseling in the Parish

Staff

Explores time-limited, individual pastoral
counseling, including psychological and theo-
logical diagnosis, and treatment planning and
management. Explores the theological ratio-
nale of pastoral counseling. Prerequisite: Hos-
pital practicum or CPE.
3 credits

P638 A Workshop for Pastoral

Counseling in the Congregation

Mook

Enables students to move beyond general pas-
toral counseling and develop the expertise
needed by pastors in congregational settings.
Prerequisite: P232.
1.5 credits

P541

Wren

Hymnody, Music, and
Congregational Song

Explores the theological importance of congre-
gational song, the appeal of different musical
styles, and the pastor-musician relationship.
Presupposes no musical knowledge.
1.5 credits

P543 Crafting Speech For Public Worship

Wren

Emphasizes the task of the worship leader

who chooses words for worship. Builds

speech-crafting skills through creative work

and the writing and critique of liturgies and

prayers.

1.5 credits

P546 Conducting Christian Worship

Wren

Discusses the purpose and history of worship;
liturgical models, cross-cultural perspectives;
public presentation of scripture; visual, sonic,
and kinesthetic languages in worship. Practi-
cal work on worship preparation, leadership,
and evaluation. Prerequisite: 1141.
1.5 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 in
worship language: Trinitarian speech, "inclu-
sive" language, and baptismal language.
3 credits

P650 Twentieth-Century Preaching:
Theory and Practice

Campbell

Examines trends in contemporary homiletics
and the work of significant preachers. Stu-
dents develop a theology of preaching and
preach two sermons. Prerequisite: P151.
3 credits

P651 Preaching Workshop

Campbell

Students, exploring their homiletical "grow-
ing edges," preach three sermons, receive cri-
tiques, and plan for their continued growth
as preachers. Prerequisite: P151.
1.5 credits

77

P651a Contemporary Homiletics

Campbell

Through engagement with diverse modern
and postmodern theories of preaching, stu-
dents will explore challenges facing contem-
porary preachers, clarify their convictions
about preaching, and sharpen their skills as
preachers. In addition to reading and semi-
nar participation, students will preach at least
one sermon. Prerequisite: P151.
3 credits

P652 The Theatre in the Text

Florence

Using plays, films, homiletical writings, and
theatre texts, students focus on the book of Ex-
odus, considering the performative arts as re-
sources for preaching in the postmodern
world. Includes the preaching of three ser-
mons. Prerequisite: P151.
3 credits

P653 The Preacher and the Poet

Florence

Considers the poet's art-language, imagina-
tion, experience, and form as a resource for
preaching. Includes a workshop with a work-
ing poet, and the preaching of two sermons.
Prerequisite: P151.
3 credits

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

Florence

Argues that a "women's preaching tradition"
exists and that its identity derives from "testi-
mony" as theory and practice for Christians
living on the margins and the first preaching
practice open to women. Explores historical,
theological, biblical, and homiletic sources to
discern how testimony might reshape preach-
ing ministries. Includes the preaching of two
sermons. Prerequisite: P151.
3 credits

P656 Principalities, Powers, and
Preaching

Campbell

Biblical texts, liturgical materials, theological
literature, films and newspaper serve as re-
sources for exploring the nature of what the
New Testament calls the "Principalities and
Powers" and their significance for preaching.
Prerequisite: P151.
3 credits

P658 Preaching Jesus, Being Feminist,
Staying Reformed

Florence

Invites students to reimagine preaching and
other liturgical practices in conversation with
feminist theoloiges, with particular attention
to christology. Asks what christologies have
emerged from feminist thought, what is fem-
inist 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.
1.5 credits

P659 Preaching and Youth

Florence

Focuses on how preaching and interpreting
Scripture are affected by the needs, social lo-
cation, and prophetic gifts of young people.
Students prepare sermons for contexts rang-
ing from traditional congregations to retreat
settings. Prerequisite: P151.
3 credits

P681 Congregational Leadership and
Church Administration

Davis

Addresses time management in ministry, fi-
nancial planning, spiritual development, or-
ganizational dynamics, power and authority,
communication, problem-solving, conflict and
negotiation, coordinating personnel and mem-
bers in mission and ministry, and stewardship.
3 credits

P684 Conflict and the Work of the
Gospel

Forney

Argues that internal and intrapersonal 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 management styles
that are context dependent. Using current con-
flict theory and case studies, students will ex-
plore areas of church life that are regularly
conflicted.
3 credits

78

P690 Th.M. Thesis Reading

Staff

During the January Term, Th.M. students are
afforded the opportunity to accomplish sig-
nificant reading in preparation for writing
their Th.M. theses. The student meets with his
or her thesis adviser and together they create
the reading list. At the end of the term, the
student and adviser meet to discuss the read-
ing and writing portion of the thesis. This
course is graded pass/fail.
3 credits

P782 Money Matters in Ministry

Murchison

Explores how churches can minister to their
members with a credible theology of money.
Discusses ethical issues of money facing pas-
tors and reviews Christian tradition for faith-
ful response to the economic issues facing the
church and its members.
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 Prac-
tical Theology Area. Permission of the instruc-
tor is required.

P691

Hayner
3 credits

P692

Independent Study in Evangelism
and Church Growth

Independent Study in Christian
Education

Dawson or Nishioka
3 credits

P693 Independent Study in Practical
Theology and Counseling

Harkins or Mook or Johnson
3 credits

P694 Independent Study in Worship

Wren
3 credits

P695 Independent Study in Preaching

Campbell or Florence
3 credits

P696 Independent Study in
Communication

Staff
3 credits

P697 Independent Study in Spirituality

Staff
3 credits

P698 Independent Study in Ministry
and Administration

Forney or Murchison
3 credits

P699 Independent Study in New
Church Development

Staff
3 credits

P890 Th.M. Thesis

PT Area Staff
6 credits

79

Interdisciplinary Courses

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 sem-
inar after they have taken at least two cours-
es, but before they complete five courses.
3 credits

1141 Intersections

Staff

Columbia's three required integrative cours-
es, namely, 1141 Intersections, 1241 Explora-
tions, and 1341 Integrations are interrelated
and contribute to meet cumulative objectives.
This first course is designed to (a) provide stu-
dents with resources and opportunities to
name and lay claim to the gospel through their
experiences of God in the world and of God's
people, their ecclesial traditions, and their
Christian vocations; (b) introduce students to
the mission and sacramental life of the church;
and (c) introduce students to methods of ana-
lyzing and engaging contexts.
3 credits

1241 Explorations

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.
3 credits

1497 Th.M. Research

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

1600

Staff
3 credits

M.A.T.S. Independent Study

1601 Preaching in a Culture of Travail

Florence

Envisions preaching as a response to the tra-
vail that increasingly marks Western culture.
Explores the norms that shape a culture of tra-
vail; critiques political, social, and ecclesial
strategies that address that culture, and sug-
gests a reorientation of preaching as a start-
ing point for giving meaning to work and re-
lief to suffering.
3 credits

1605 Pastoral Care & Theological
Anthropology

Harkins

Theological anthropology has typically been
understood as doctrine about "the nature of
the human"-or what it is to be "person," cre-
ated in the image of God. Through the explo-
ration of related themes such as health/ whole-
ness, finitude, sin, and salvation, as variously
understood in pastoral theology, students will
explore this rich set of practical pastoral and
theological challenges. Prerequisite: P232,
HD233, and, HD232; or by permission of In-
structors.
3 credits

1341 Integrations

Staff

Encourages leadership formation by teaching,
modeling, and providing experiences of the
integrative practices that are vital to good
ministerial leadership. Student investigate
contemporary situations of transition in the
life of the Church, engage in disciplined theo-
logical reflection about those situations
through integrative practices that draw on
their learning across the curriculum and their
ministerial experiences, and develop resilien-
cy and leadership skills that faithfully partic-
ipates in God's ongoing mission in the world.
3 credits

80

1608: The Geography of Grace in

Chaotic Space: Culture, Ritual,
Mission

Cardoza-Orlandi

This course explores the nature of God's ac-
tivity in the world, especially as this intersects
with foundational Christian practices such as
baptism and Eucharist. Through site visits,
readings, lectures and reflections exploring
recent developments in social theory, mission,
human geography, and ritual theory, we will
examine the ways societies use story and prac-
tice to create shared perceptions of space and
time, to produce and invoke shared meaning,
to focus attention and mold perception, and
to create culture, How do gospel practices in-
tersect with the shared stories and practices
of cultures? How do the church's practices
intersect with God's activity in the world?
How can Christian communities construct
social spaces that give witness to and partici-
pate in God's mission in the world? What is
the "geography" of grace?
3 credits

1618 Presbyterian History and Polity

Clarke

A study of the history and polity of the Pres-
byterian Church (USA), focusing on the theo-
logical debates and missiological commit-
ments that have influenced current polity.
3 credits

\6Y7 Cross-Cultural Ministry in the USA

Cardoza-Orlandi

Focuses on immigrant issues, cross-cultural

ministry dynamics, and orientation to ways

in which churches are engaging in immigrant

ministry. This course includes attendance at

the Ethnic Workers Summit.

1.5 credits

1621 Women's Issues in Health

Staff

Explores the relationship between physical,
mental, emotional, and spiritual health by
drawing upon personal stories, women's spir-
itualities, and biblical, ethical, and pastoral
resources.
3 credits

1690 Th.M. Research Seminar

Presents a broad overview of research meth-
odologies and presentation of aspects of Th.M.
students' theses work.
3 credits (full year)

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.
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, spirituali-
ty, ethics, systems theory, and pastoral care,
as well as readings, film, and fiction. Partici-
pants engage in the construction of a religious
autobiography and attend an overnight moun-
tain retreat.
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.
3 credits

81

1695 Interpreting and Proclaiming the
Gospel of John

Bartlett

The purpose of the course is to do a careful
reading of the Gospel of John and to under-
stand it both in its first century context and as
a resource for theology and preaching today.
All members of the class will do the same read-
ings and attend the same class sessions. Those
who are taking the course as a Practical The-
ology course will write three sermons and
preach one of them. Those who are taking this
as a Bible course will write three short papers
and be responsible for class discussion on the
basis of one of them.
3 credits

1696 Acts and Disciples: Preaching Into
New Spaces

Florence

The Book of Acts has some of the oddest sto-
ries about preachers and most of them are
disciples learning to preach into the new spac-
es of the church. This course will explore a
selection of texts from Acts. We will read these
stories, asking what they might have to say to
postmodern disciples as we preach the church
into new spaces, and new spaces into the
church. Prerequisites: P151 and B161.
3 credits

1697 Preaching Gospel Narratives

Campbell

Focusing on diverse biblical narratives about
Jesus, this course examines the interface be-
tween theological reflection and the practice
of preaching and explores the ways in which
preaching nurtures Christian identity and dis-
cipleship in congregations. In addition to read-
ings, class participation, and a major essay,
students will preach one sermon in class. Pre-
requisites: P151 and HD234.
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. Prerequisites: B141 and B161
1 .5 credits

1699 Reading and Preaching the

Parables as Subversive Speech

Campbell / 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-
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?
1 .5 credits

1699a Gospel Foolishness

Campbell

Drawing upon the traditions of carnival, bur-
lesque, parody, court jesters, and holy fools,
this course explores Christian preaching and
ritual that unmasks and subverts convention-
al wisdom and power. Prerequisites: P151 and
B161.
3 credits

1691 Interdisciplinary Independent
Study

Staff

Any term up to 3 credits

82

Supervised Ministry

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 I Spring (part-time) 6 credits

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 organiza-
tion where supervision is provided by a pas-
tor, educator, or other experienced youth min-
istry professional.
Summer (full-time) or
Fall I Spring (part-time) 3 or 6 credits

SM416 Intern Year: International

Carroll

A full year of ministry in the church in another
nation. Placements with congregations, colleg-
es, 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 consultant familiar
with the student's home context. Prerequisite:
completion of at least 60 credit hours.
12 months (full-time) 6 credits, plus option of 3
additional credits for January elective

SM417 Intern Year: Campus Ministry

Carroll

A full year in ministry in a college or universi-
ty context. Interns work with a church-related
agency of campus ministry to serve students,
faculty, and/or administrative personnel. Su-
pervision provided by an experienced campus
minister or other approved clergy. Prerequisite:
completion of at least 60 credit hours.
12 months (full-time) 6 credits, plus option of 3
additional credits for January elective

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 60 credit hours.
12 months (full-time) 6 credits, plus option of 3
additional credits 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 60
credit hours.

12 months (full-time) 6 credits, plus option of 3
additional credits for January elective

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
internships. Prerequisite: completion of at
least 60 credit hours.

12 months (full-time 6 credits, plus option of 3 ad-
ditional credits for January elective

SM419 Internship in Ministry with the
Small Congregation

Carroll

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 recommend-
ed. Prerequisites: SM210 and permission of the
instructor.
Fall or Spring (part-time) 3 credits per semester

83

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 insti-
tutions accredited by the Association for Clin-
ical Pastoral Education. Fulfills the D.Min. re-
quirement for Supervised Ministry.
Any term, usually Summer 6 credits

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 60 credit hours.
Summer (full-time) 6 credits;
Fall or Spring (part-time) 3 credits per semester

SM611 Clinical Pastoral Education
(Advanced Unit)

Staff

Additional units of CPE build upon the teach-
ings of the final unit and provide pastoral ed-
ucation over a period of a full-year. Prerequi-
site: Basic unit of CPE. Note: The maximum
number of units one may apply to the M.Div.
degree is four. Additional units earned may
be applied to another degree program.
12-month period 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.
Summer (full-time) 6 credits;
Fall or Spring (part-time) 3 credits 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-relat-
ed congregation provides supervision.
Summer (full-time) 6 credits;
Fall or Spring (part-time) 3 credits per semester

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 crim-
inal justice system. Special attention is given
to ministry with persons who are incarcerat-
ed or who are victims of crimes. Seeks to cul-
tivate insights and skills for ministry in the
criminal justice system.
Summer (full-time) 6 credits;
Fall or Spring (part-time) 3 credits 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

84

SM682 Practicum in Christian Spirituality

Carroll

Recommended for D.Min. students in the
Christian Spirituality specialization. Involves
engagement in a ministry of the church relat-
ed to spiritual formation and sharing issues
and concerns in a peer group with an action-
reflection process. Supervision by an ap-
proved 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. Lim-
ited 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) 6 credits;

Fall or Spring (part-time) 3 credits per semester

85

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 (ATA). The 600 level courses
in this catalog, together with advanced cours-
es at Candler School of Theology, Erskine
Theological Seminary, and Interdenomina-
tional 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.

ATA421 Family System in Context

ATA Staff

Places the family in context, historically, cul-
turally, and socially. Assumes that in respond-
ing to family programs or planning their own,
ministers and counselors must place the fam-
ily in context in order to think critically and
evaluatively.
3 credits

ATA434 Exploring the Field of Family
Therapy

ATA Staff

Explores systems of family evaluation and
counseling, emphasizing theorists and clini-
cians such as Bowen, Minuchin, Satir, Nagy,
and Haley.
3 credits

ATA463 The Historical and Social

Dimensions of Contemporary
Pastoral Counseling

ATA Staff

Reviews the modern history of pastoral coun-
seling, including its roots in theology, psycho-
analysis, existential, and humanistic psychol-
ogy. Th.D. core course.
3 credits

ATA473 Pastoral Assessment, Healing, and
Change

ATA Staff

Considers the process of transformation and

change from theological and psychological

perspectives. Th.D. core course.

3 credits

ATA475 Pastoral Theological Method

ATA Staff

Examines methodologies of theology and pas-
toral care to helping students develop pasto-
ral theological method for the ministry of pas-
toral counseling. Th.D. core course.
3 credits

ATA476 Evaluation and Treatment in
Couples Therapy

ATA Staff

Explores various approaches to couples ther-
apy and applies them to clinical cases. Stud-
ies models of intervention as well as issues of
individual psychopathology.
3 credits

ATA477 Seminar in Pastoral Supervision

ATA Staff

Provides doctoral students in pastoral coun-
seling the experience of pastoral supervision
under the guidance of clinical supervisors.
3 credits

ATA478 Group Therapy: Theory, Process,
and Application

ATA Staff

Examines how group therapy affects both the
group and the participating individual and
how we may use this effect therapeutically.
6 credits per year

ATA471 Human Being in Context

ATA Staff

Examines theological and psychological the-
ories of personhood to assess their relevance
for pastoral counseling. Th.D. core course.
3 credits

ATA479 Family Development Through the
Life Cycle

ATA Staff

Explores phases of family development and
their impact on people entering, living in and
leaving the family; also studies developmen-
tal, situation, and nodal (divorce, retirement,
and geographical uprooting) crises and events
faced by families.
3 credits per year

86

ATA481 Pastoral Counseling Research
Seminar

ATA Staff

Research methodology in pastoral counseling
and theology. At least two semesters of the
seminar are required for Th.D. students, who
may choose two additional semesters of ATA
481 instead of three semester hours of ATA 496.
3 credits per year

ATA485 Counseling Practicum

ATA 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 regis-
ter for ATA485a "The Theory and Technique
of Individual Counseling," ATA485b "Assess-
ment and Treatment from the Perspective of
Ego Psychology and Object Relations Theo-
ry," ATA485c "Professional Development:
Working with Disorders of the Self," and
ATA485d "Professional Development: The
Therapist's Self" for a total of 18 semester cred-
its. Required of Th.D. students.
9 credits per year

ATA489 Directed Study

ATA Staff

Taken at recommendation of the adviser.

Credit as assigned

ATA496 Doctoral Project

ATA Staff

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

ATA498 D.Min. Research

ATA 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

ATA Staff

Required of all Th.D. students who have fin-
ished their course work. The fee for this course
is $60 per long semester.
6 credits

87

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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 6 credit-hour course, B021, during the summer. This
eight-week course meets each weekday morning for two hours, with small group
afternoon 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 but do not have graduate credit in the area may be exempt
from the course and permitted to take an advanced course in the area. 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 require-
ments 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 semes-
ters for a total of 6 credit hours. 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:

91

A

4.0

Outstanding

A-

3.7

Superior

B+

3.3

Very good

B

3.0

Good

B-

2.7

Slightly above standard

C+

2.3

Standard

c

2.0

Slightly below standard

c-

, 1.7

Below standard

D

1.0

Serious deficiencies

F

0.0

Failing

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 E 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 6 credit hours Pass /Fail
when the instructor grants permission in the first two weeks of the course. The grade
designations are as follows:

P (Pass) work that represents sufficient mastery of the content of the

course to merit recommendation for graduation

F (Fail) 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 for the portion of the course for
which the extension was granted. Extension request forms may be secured from the
Academic Affairs Office. The Registrar is instructed to convert incompletes into F's
if the extension deadline for completing the work has expired or 30 days from the
end of the course, whichever 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.

92

B-

2.7

C+

2.3

C

2.0

F

0.0

Provisional Admissions for Basic Degree Students

An entering student whose undergraduate or graduate school preparation is
deemed deficient is admitted provisionally. To be admitted provisionally is not a
punitive action, rather a mechanism for monitoring academic process. A student who
is admitted provisionally is afforded full student privileges, including financial aid
and housing. A student who is admitted provisionally is asked to meet with his or
her adviser monthly with appointments made at the student's initiative. In the spring
of the entering year, or during the terms in which the student is taking his or her 24
credit hour, the student meets with the Dean of Faculty to review academic work to
date and to report on the meetings with the student's adviser. Ordinarily after grades
have been received for the spring semester (or after the student has completed 27
credit hours), the Commission will review the student's academic progress and re-
port to the student regarding his or her status.

Advanced Degree Students
Grading for Advanced Degree Students

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

A 4.0

A- 3.7

B+ 3.3

B 3.0

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.

Provisional Admissions for Advanced Degree Students

If a candidate for admission shows unusual promise in a particular Advanced
Degree program when his or her previous degree grade point average falls below
honors (3.0 G.P.A.), the applicant may be admitted provisionally. A provisional ad-
mission student has all the privileges of other Advanced Degree students. As soon as
possible in the first term of study, the student must meet with the faculty adviser and
develop a plan for continuing consultation about the provisional status. After the
first course term (in the case of the Doctor of Ministry or Doctor of Educational Min-
istry, after the Introductory Seminar and one elective course), the Registrar reports
the grade point average to the Commission. If the student has not achieved an hon-
ors grade point ratio, the student is dismissed from the Advanced Degree program
and may receive a certificate of studies.

93

All Degree Students

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.

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
3 credit hour course is approximately equivalent to 150 hours. Satisfactory comple-
tion of a course, however, is determined not by time invested but by goals and objec-
tives achieved.

Academic Probation

Academic probation reflects unsatisfactory academic progress and, therefore, stu-
dents are automatically placed on academic probation when:

1. A continuing M.A.T.S. or M.Div. student whose cumulative grade point average
falls below 2.30.

2. A continuing Th.M., D.Min., D.Ed.Min., or Th.D. student whose cumulative grade
point average falls below 3.00.

A student on academic probation:

1. Does not receive federal financial aid,

2. Has his or her academic record reviewed by the Commission,

3. Is required to regularly meet with his or her adviser, and

4. May not take courses pass/fail.

At the end of the fall and spring terms, the Office of Academic Affairs reviews the
academic progress of all degree seeking students and provides the Commission and
the Office of Financial Aid four lists of students

94

1. Students who have successfully raised their cumulative grade-point average to
or above the required minimum (listed above),

2. Students whose cumulative grade point average places them on academic proba-
tion,

3. Students whose cumulative grade point average continues to place them on aca-
demic probation,

4. Students who are to be considered for academic dismissal,

5. All provisional students progress, and

6. Students who failed one or more courses.

After reviewing these lists, the Commission informs the student(s) in writing of
their probationary status and schedules, as necessary, a meeting with the Commis-
sion. Those attending this meeting are the members of the Commission, the student,
and his or her adviser with the objective to develop a plan to help the student return
to good academic standing.

Academic Dismissal

A M. A.T.S. or M.Div. student is dismissed when he or she:

1. Does not raise his or her cumulative grade point average to or above a 2.30 by the
next semester after being placed on academic probation, or

2. Fails any 9 credit hours of course work.

A Th.M., D.Min., D.Ed.Min., or Th.D. is dismissed when he or she:

1. Does not raise his or her cumulative grade point average to or above a 3.00 with
the next course after being placed on academic probation, or

2. Fails any course.

A student who is dismissed for academic reasons may not take classes, live on
campus, or have any of the privileges afforded to 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 Academic
and Judicial Commission of the Faculty. The determination of when not to award a
degree based upon moral failings of the candidate is the sole and exclusive province
of the institution, represented by its Faculty and Board of Trustees.

95

Disciplinary Cases

The plan of government states, "A student who neglects regular studies, is guilty
of personal misconduct, exhibits an indifference to the Christian faith, violates the
rules of the Seminary, or displays behavior or attitudes which would be unbecoming
of a minister is subject to such disciplinary action as may be determined by the facul-
ty in accordance with standards and procedures as are from time to time adopted by
the faculty" (Plan of Government, V. 4.).

When a member of the seminary community becomes personally aware of a cir-
cumstance which could potentially lead to disciplinary action against a student for
reasons other than academic, she or he may go directly to the student involved in
order to overcome any misunderstandings and to begin a process of resolution.

In instances where this approach is judged to be unsuccessful, insufficient, or
inappropriate, the matter may be brought to the Commission (which functions in a
judicial capacity in disciplinary cases) in the form of a written complaint. The com-
plaint should include all relevant information, including the names of any addition-
al witnesses. The Commission shall review the complaint. The student's adviser and
other members of the administration and /or the faculty may be consulted in the
process. If the Commission believes that the complaint against the student would, if
established, provide the basis for disciplinary action, it shall schedule a hearing. At
the hearing, the student against whom the complaint has been lodged shall have
opportunity to confront the person making the complaint, be appraised of and re-
spond to the evidence related to the complaint, and present evidence and /or wit-
nesses in his or her own defense. None of the parties in the hearing shall be entitled
to representation by legal counsel. If the student accused does not attend the hear-
ing, the Commission is authorized to respond to the complaint on the presented
evidence.

When in its judgment the case has been adequately and equitably heard, the Com-
mission shall deliberate in private. The Commission may determine that:

1. No cause for disciplinary action against the student exists and declares the matter
closed.

2. Corrective actions are appropriate and necessary if the student is to remain a
member of the community in good standing.

3. A warning shall be issued to the student.

4. The student shall be placed on disciplinary probation.

5. The student shall be suspended. Instances of suspension must be reported to the
Faculty. A suspended student may reapply no earlier than the time stated by the
Commission. The Commission makes the decision regarding readmission.

96

6. Just cause exists to recommend to the Faculty the student's expulsion from the
seminary (see below). A student who is expelled will ordinarily not be reconsid-
ered for readmission. Should the student believe there are exceptional circum-
stances, a written request for re-admittance may be submitted to the Commission
through the Dean of Faculty. The Commission may recommend to the Faculty
readmission.

The decisions of the Commission will ordinarily be communicated in writing to
the parties involved, the student's adviser, and the ecclesiastical body having over-
sight for the student's preparation for ministry (as appropriate).

Expulsion

Upon the recommendation of the Commission, the Faculty may expel any stu-
dent for reasons including, but not limited to, the following:

1. A student whose disciplinary case warrants expulsion.

2. A student whose continuing membership in the seminary is prejudicial or poten-
tially injurious to his or herself or the community.

"The president shall notify a student in writing no later than fifteen days prior to
the date of a faculty meeting at which a recommendation concerning his or her ex-
pulsion is to be considered by the faculty, such notification to include the time and
place of the faculty meeting. The student shall be provided an opportunity at such
meeting to present to the faculty any information relevant thereto" (Plan of Govern-
ment, V. 5.).

The decision of the faculty will be communicated in writing to all parties involved
and the ecclesiastical body having oversight for the student's preparation for minis-
try (as appropriate).

A student who is expelled may not take classes, live on campus, or have any of
the privileges afforded to students.

Under extraordinary circumstances, the President has discretionary authority to
impose a student's immediate suspension from classes and/or seminary housing
when such action is necessary for the general welfare of the seminary community.
This suspension will be reviewed by the Commission at its next meeting.

Withdrawal from Seminary

A. Withdrawal:

A student considering withdrawal is treated with special concern. The Dean of
Students and the adviser will help in thinking through personal and vocational
implications. The Dean of Faculty will counsel regarding academic implications.
A student who withdraws from Columbia forfeits all financial assistance (schol-
arships and financial aid) previously awarded for the term in which such action

97

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

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

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 Commission is re-
quired.

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 Commission for a period of up to two years; be-
yond that, the regular admissions process must be used.

B. Dropout:

A student who does not register for classes for 12 months and does not submit a
withdrawal form is automatically considered inactive. If the student left in good
standing, he or she may petition the Dean of Faculty to return to active status and
register for additional courses.

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.

98

For academic dismissal, a student may appeal to the Office of Academic Affairs
concerning his or her grade-point-average calculation within two weeks of the deci-
sion.

The decisions of the Commission (other than expulsion) may be appealed to the
Faculty in writing through the President.

The decision of the Faculty in cases of expulsion may be appealed as follows: "A
student who is expelled by the faculty may appeal the expulsion to the Board by
written notice to the president given no later than ten days after the expulsion is
ordered by the faculty, such appeal to be heard by the Board or a committee thereof
at such time and place and under such conditions as the Board or its executive com-
mittee may establish" (Plan of Government, V. 5.).

99

::

"^

Faculty

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

Laura S. Mendenhall 2000
President

B.A. Austin College; M. A. Presbyterian School of Christian Ed-
ucation; M.Div. San Francisco Theological Seminary; D.Min.
Austin Presbyterian Theological Seminary; Litt.D. Austin Col-
lege.

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.

David Bartlett 2005

Distinguished Professor of New Testament

B.A. Swarthmore; B.D. Yale Divinity; Ph.D. Yale University

He is interested in the intersection of biblical studies and the life of the
church, especially the church's preaching ministry. His particular exe-
getical interests are in Mark, John, and the Pauline Epistles.

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 cul-
tural contexts out of which scripture emerged. Specific interests include
Psalms, wisdom literature, Pentateuch, Isaiah, history of ancient Israel,
and modern literary theory.

Charles L. Campbell 1991

Peter Marshall Professor of Homiletics and Director of the Th.M. Pro-
gram

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 Chris-
tological and ecclesiological aspects of preaching and on the implica-
tions of character ethics and contemporary Radical Reformation ethics
for preaching.

101

Carlos R 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 Ameri-
can and the Caribbean; the globalization of Christianity and its chal-
lenges to the Christian church; and themes, theories, and theology in
the study of religion.

R. Leon Carroll, Jr. 1983

Associate Professor of Supervised Ministry

B.S. University of Southern Mississippi; M.Div Columbia Theo-
logical 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 Interna-
tional 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.

Dent C. Davis 2002
Dean and Vice President of Lifelong Learning
B.S. University of Tennessee; M.Div. Vanderbilt University Di-
vinity 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 devel-
opment.

102

Kathy Dawson 2004
Assistant Professor of Christian Education

B.A. California State University, Long Beach; M.A.C.E. Presby-
terian School of Christian Education; M.Div. Columbia Theo-
logical Seminary; Ph.D. Princeton Theological Seminary

His current research and teaching interests include ethics in neo-ortho-
dox theologies, medical and business ethics, the American philosophi-
cal tradition of pragmatism, and the role of religion in political philos-
ophy.

Mark Douglas 1999

Associate 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-ortho-
dox theologies, medical and business ethics, the American philosophi-
cal tradition of pragmatism, and the role of religion in political philos-
ophy.

Anna Carter Florence 1998

Assistant Professor of Preaching and Worship
B.A. Yale University; M.Div, Ph.D. Princeton Theological Sem-
inary

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 tradi-
tions. Her current research focuses on testimony, feminist theology, the
role of experience in preaching, and the history of preaching women.

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.

103

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 counsel-
ing to both congregational life and clinical settings. Research interests
include psychoanalytic theory marriage and family therapy and psy-
chological/religious dimensions of literature and film.

I

Steven Hayner 2003

Peachtree 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 interna-
tionally in these efforts.

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.

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. Luth-
er 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 cler-
gy and clergy families. Current research interests focus on transforma-
tion in human experience and relational encounters; and intercultural
dimensions of pastoral ministry, pastoral theological education, pasto-
ral counseling and supervision, and family life in its many forms.

104

Martha Moore-Keish 2004

Assistant Professor of Theology

A.B. Harvard College; M.Div. Union Theological Seminary in

Virginia; Ph.D. Emory University

Her research interests include Reformed theology, liturgical theology
particularly the theology and practice of the sacraments, and feminist
theology.

D. Cameron Murchison, Jr. 1996

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

B.A. Rhodes College; B.D. Union Theological Seminary in Vir-
ginia; 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, pol-
ity, vocation, church leadership, and congregational education.

Rodger Yutaka Nishioka 2000
Associate Professor of Christian Education

B.A. Seattle Pacific University; M.A.T.S. McCormick Theologi-
cal 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

William Marcellus McPheeters Professor of Old Testament

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 interpreta-
tions of the Bible around the globe. She is particularly fascinated by
feminist theologies, reader response criticism, and literary theories, es-
pecially relating to the power of symbol and metaphor. Her current
research is in the books of Jeremiah and Lamentations.

105

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.

Marcia Y. Riggs 1991

/. Erskine Love Professor of Christian Ethics

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 ad-
dressing the relationship between social processes of oppression and
socio-religious ethical praxis; ethical discourse that bridges the gap be-
tween 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 Reli-
gion; Ph.D. Princeton Theological Seminary

His research and teaching interests focus on early Christian understand-
ings of "the last days," the nature of the Church, spirituality, and eccle-
sial 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 con-
temporary and constructive theology, including hermeneutics, Chris-
tology, and the role of narrative in theology.

106

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, en-
counter of cultures and religions, women and religious vocation, histo-
ry of biblical interpretation, history of Christianity in Asia, and justice
issues in church history.

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

Associate Professor of Old Testament Language, Literature, and Exe-
gesis

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 inter-
pretation.

Paul J. Johnson 2005

Adjunct Assistant Professor of Pastoral Theology and Care

B.A. University of North Carolina; M.Div. Duke University;

Th.M. Texas Christian University; Ph.D. Emory University

His current research interests focus on pastoral theology as embodied

and lived within congregational care and liturgical experience. This

includes reflections upon evil and the demonic as traditional,

phenomenological categories of Christian religious experience. He is

also interested in storytelling, narrative theory, and post-Freudian

theorists whose theories offer rich opportunities for integrating an

understanding of cultural and religious expression.

107

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.

108

109

Adjunct /Visiting Professors

Dana B. Campbell, M.Ed.
Jerry A. Gladson, Ph.D.
Jennifer S. Green, M.Div.
Kimberly B. Long, Ph.D.
John C. Knapp, Ph.D.

Paul Osborne, MA.
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's

Miriam A. Needham
Veterans Administration Medical Center

Gabe Clark

Thomas Mozley

Supervising Pastors and Teaching Congregations
for Congregation-Based Internships 2005 - 2006

Joanna Adams
Dwight Andrews
Harry Barrow
Earl Bland
Fritz Bogar
Nath Briley
Tammy Brown
Chris Carson
John Causey
Mary Jane Cornell
Shannon Dill
Charles Durham
Christopher Edmonston
Matt Fry
Howard Gordon
Thomas Hagood
Richard Hart
Charles Heyward
Ron Hilliard
Randy Jackson
Walk Jones
Jasper Keith
Caroline Kelly
Jin Kim
Dave Kivett
Emmanuel Lartey

Morningside Presbyterian Church, Atlanta, Georgia

First Congregational Church, Atlanta, Georgia

Newnan Presbyterian Church, Newnan, Georgia

Morrow Presbyterian Church, Morrow, Georgia

John Knox Presbyterian Church, Marietta, Georgia

Decatur Presbyterian Church, Decatur, Georgia

Westminster Presbyterian Church, Charleston, South Carolina

Alpharetta Presbyterian Church, Alpharetta, Georgia

First Presbyterian Church, Smithfield, North Carolina

Druid Hills Presbyterian Church, Atlanta, Georgia

St. Luke's Presbyterian Church, Dunwoody, Georgia

First Presbyterian Church, Tuscaloosa, Alabama

Howard Memorial Presbyterian Church, Tarboro, North Carolina

Norcross Presbyterian Church, Norcross, Georgia

First Presbyterian Church, Little Rock, Arkansas

Columbia Presbyterian Church, Decatur, Georgia

Trinity Presbyterian Church, Valdosta, Georgia

St. James Presbyterian Church, Charleston, South Carolina

First Presbyterian Church, North Palm Beach, Florida

First Presbyterian Church, Pensacola, Florida

Northminster Presbyterian Church, Pensacola, Florida

Decatur Presbyterian Church, Decatur, Georgia

Central Presbyterian Church, Atlanta, Georgia

Church of All Nations, Brooklyn Center, Minnesota

St. Andrews Presbyterian Church, Tucker, Georgia

Ghana Interdenominational Church, Atlanta, Georgia

110

Gene Lassiter
Phillip Lotspeich
Spencer Lundgaard
Jake Marshall
Humphrey Muraya
Jeff Peterson-Davis
Kerri Peterson-Davis
David Pierce
Allan Purtill
Robert Reno
Preston Shealy
Tom Sparks
Brian Stamper
Nibs Stroupe
Todd Sutton
Michelle Thomas-Bush
Chris Torrey
Susan Triplett
William Wade, Jr.
Julia Wiley
Ted Worley
Beth Yarborough

First Presbyterian Church, West Virginia

Faithbridge Presbyterian Church, Frisco, Texas

First Presbyterian Church, Marietta, Georgia

Sixes Presbyterian Church, Canton, Georgia

Mt. Kenya Academy, Kenya, Africa

Pleasant Hill Presbyterian Church, Duluth, Georgia

Pleasant Hill Presbyterian Church, Duluth, Georgia

Westminster Christian Felllowship, Atlanta, Georgia

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

Kelly Presbyterian Church, McDonough, Georgia

Trinity Presbyterian Church, Surfside Beach, South Carolina

Conyers Presbyterian, Conyers, Georgia

Crosspoint Presbyterian Church, Clermont, Florida

Oakhurst Presbyterian Church, Decatur, Georgia

Lakeview Presbyterian Church, St. Petersburg, Florida

Riverside Presbyterian Church, Jacksonville, Florida

Lakeside Presbyterian Church, Ft. Mitchell, Kentucky

North Avenue Presbyterian Church, Atlanta, Georgia

First Presbyterian Church, Covington, Georgia

Faith Presbyterian Church, Canton, Georgia

Woodstock Presbyterian Church, Woodstock, Georgia

Jonesborough Presbyterian Church, Jonesborough, Tennessee

Supervisors and Teaching Agencies for Internships
in Specialized Ministries 2005-06

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

111

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
Seminary, 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

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

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.

112

Philip R. Gehman

A.B. Wheaton College; M.Div. Columbia Theological Seminary; D.Min. Union
Theological Seminary in Virginia

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

113

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i ** "^* '.If ' *

*ff f#^*

Support of Columbia

Columbia is sustained in its mission of service to the Church of Jesus Christ by
the support of individuals, churches, church-related organizations, and foundations
(in the form of new gifts, gifts to endowment, and endowment income from previ-
ous gifts). This financial support accounts for 72.6 percent of the seminary's annual
budget. The remainder comes from tuition and fees (18.2 percent), and revenue from
continuing education and other seminary programs (9.2 percent).

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

Columbia Friendship Circle

The Columbia Friendship Circle includes 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 specific needs.

Columbia is most grateful for the support it receives from the Columbia Friend-
ship Circle, now more than $45,000 annually. These gifts currently provide scholar-
ships for seminary students who have dependent children.

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.

115

Alumni/ae Association Council

2005-06 Alumni/ae Association Council

Executive Committee

President: Todd Speed '93
Vice President: Doug Slagle '68

Secretary: Laura Cunningham '98

Immediate Past President: Beth Yarborough '99

Susannah Cook '99
Richard Cushman '65
Eugene Diamond '98
Carolyn Heyward '98
Bill Hull"66

Membership
Class of 2006

John Law '60
Wanda Neely '85
Ron Sabo '99
Ted Smith"86
Brad Walker '89

Class of 2007

Ralph Aker '75

John Bell '88

Joe Berry '66

Frank (Chip)Blankinship '95

Tae Su Cheong"90

Laura Cunningham '98

Joe Johnson '85

Beecher Mathes '92

Nancy Graham Ogne"93
Jeri Parris Perkins '87
Stacy Rector '96
Karen Redwine"87
Kim Richter '84
Doug Slagle '68
Cary Speaker '76
Beth Yarborough '99

Class of 2008

Tae Ho Cheong '93
John Cole"98
Belinda Curry '93
Jones Doughton '93
Louly Hay"96
John Herndon '85

Ann Kelly"92
Bill Lancaster '73
Ken Letterman"92
Stephen Nickle '87
Todd Speed '93
Andy Walton '92

116

Board of Trustees

Mr. Frank Skinner
Chair

Mrs. Lois M. Strom
Vice Chair

Dr. David B. Cozad
Secretary

Synod of South Atlantic

Mr. Howell E. Adams, Jr. (2007)

Atlanta, Georgia
Dr. E. Lane Alderman, Jr. (2006)

Roswell, Georgia
Rev. Gary L. R. Bullard, Sr. (2007)

Mt. Pleasant, South Carolina
Dr. David B. Cozad (2006)

Aiken, South Carolina
Mrs. Ann D. Cousins (2007)

Atlanta, Georgia
Mrs. Claire L. Cross(2006)

Atlanta, Georgia
Mr. John Walter Drake (2006)

Decatur, Georgia
Mrs. Judy W. Gregory (2007)

Quincy, Florida
Dr. Charles C. Heyward, Sr. (2008)

St. James Island, South Carolina
Dr. Scott B. Johnston (2008)

Atlanta, Georgia
Dr. In Soo Jung (2006)

Duluth, Georgia
Mr. Edward L. Kelly (2007)

Jacksonville, Florida
Mr. Dennis M. Love (2008)

Atlanta, Georgia
Mr. Joseph E. (Pat) Patrick (2007)

Covington, Georgia
Mr. Derrick J. Quattlebaum (2008)

Greenville, South Carolina
Mr. William E. Scheu (2008)

Jacksonville, Florida
Mr. B. Frank Skinner (2008)

Atlanta, Georgia
Mr. John F. (Sandy) Smith (2007)

Atlanta, Georgia
Mrs. Lois M. Stroman (2006)

Dublin, Georgia
Dr. David D. Weirnauer (2006)

Decatur, Georgia

Synod of Living Waters
Dr. Lee W. Bowman (2007)

Lexington, Kentucky
Dr. Charles M. Durham (2006)

Tuscaloosa, Alabama
Mr. Hayne Hollis (2008)

Dothan, Alabama
Rev. Will G. Jones (2008)

Brownsville, Tennessee
Mr. Harvie C. Jordan (2006)

Mobile, Alabama
Dr. Stephen R. Montgomery (2006)

Memphis, Tennessee
Dr. Lena B. Prewitt (2008)

Tuscaloosa, Alabama
Mr. Thomas L. Yount (2007)

Nashville, Tennessee

At Large

Mr. Francis Hutton Barron (2006)

Linville, North Carolina
Dr. Sidney F. Batts (2007)

Greensboro, North Carolina
Dr. Joseph S. Harvard (2006)

Durham, North Carolina
Mr. George J. Hauptfuhrer, III (2008)

Atlanta, Georgia
Dr. H. W. Hamilton (Peter) McKay (2008)

Charlotte, North Carolina
Rev. Elizabeth B. McLean (2006)

Dallas, Texas
Dr. Laura S. Mendenhall

Decatur, Georgia
Mr. William S. Morris, III (2007)

Augusta, Georgia
Dr. Victor D. Pentz (2006)

Atlanta, Georgia
Mr. Jefferson V. Smith (2007)

Greer, South Carolina

117

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 Gonzlez
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
Zimbabwe
United States
Ghana

United States
Jamaica

United States
Germany
South Africa
Indonesia
United States

119

Calendar 2006-2009

2006-2007

2007-2008 (tentative)

2008-2009 (tentative

Fall

Ordination exams

August 25-26

August 24-25

Planning Retreat

August 29-30

August 28-29

August 26-27

Labor Day

September 4

September 3

September 1

Orientation / Registration

September 5-6

September 4-5

September 2-3

Classes begin/Convocation

September 7

September 6

September 4

Smyth Lectures

October 10-12

October 9-11

October 14-16

Reading /Exam Week

October 23-27

October 22-26

October 20-24

Conference on Ministry

November 3-5

November 2-4

November 7-9

Thanksgiving Holiday

November 23-24

November 22-23

November 27-28

Classes end

December 8

December 7

December 5

Reading /Exam Week

December 11-15

December 10-14

December 8-12

Winter

Explorations

January 2-19

January 7-25

January 5-23

M.Div. classes

January 4-19

January 3-18

January 8-23

D.Min. classes

January 8-19

January 7-18

January 12-23

King Holiday

January 15

January 21

January 19

Spring

Ordination exams

January 26-27

January 25-26

January 30-31

Bible Content Exam

February 2

February 1

February 6

Classes begin

February 5

February 4

February 2

Conference on Ministry

February 23-25

February 22-24

February 20-22

Reading/ Exam Week

March 19-23

March 17-21

March 16-20

Good Friday

April 6

March 21

April 10

Spring Break

April 2-6

April 7-11

April 6-10

Colloquium

April 16-18

April 14-16

Classes end

May 11

May 9

May 8

Reading /Exam Week

May 14-18

May 12-16

May 11-15

Baccalaureate

May 18

May 16

May 15

Commencement

May 19

May 17

May 16

Summer

First D.Min. Summer Term

June 18-29

June 16-27

June 15-26

Greek School

July 2- August 24

June 30-August 22

June 29-August 21

Second D.Min. Summer Term

July 2-July 13

June 30-July 11

June 29-July 10

120

Index

Admissions:

Doctor of Educational Ministry 22

Doctor of Ministry 18

Doctor of Theology 26

Master of Arts in

Theological Studies 13

Master of Divinity 7

Master of Theology 16

International Students 29

Advanced Placement 91

Advising:

Master of Divinity 9

Doctor of Educational Ministry 24

Doctor of Ministry 21

Alternative Context 50

Alumni/ Alumnae Association 115

ATA Courses 86

Auditors 30

Awards 56

Biblical Area 63

Board of Trustees 117

Bookstore 44

Campbell Scholars 50, 119

Center for New Church

Development 49

Christian Spirituality Emphasis

and Certificate 48

Clinical Pastoral Education 110

Colloquium 51

Continuing Education 47

Convocations 53

Courses of Instruction 62

Cross Registration 45

Curriculum, Visual Representation 9

Disciplinary Cases 96

Doctor of Educational Ministry 22

Doctor of Ministry 18

Christian Spirituality Approach .... 19

Gospel and Culture Approach 19

New Church Development

Approach 20

Church and Ministry Approach .... 18
Doctor of Theology in Pastoral

Counseling 26

Elective System:

Master of Divinity 8

Doctor of Ministry 20

Doctor of Educational Ministry 24

Faith and the City 49

Fellowships 58

Financial Aid and Assistance 34

Grading 91

Greek School, Summer 91

Guthrie Scholars 47

Historical Doctrinal Area 67

Housing 33

Independent Study 9

Insurance 34

Interdisciplinary Courses 80

International Theological

Education 50

Lay Institute of Faith and Life 48

Library 43

Master of Arts in

Theological Studies 13

Master of Divinity 6

Master of Theology 16

Mid-Course Assessment 11

Moral Conduct 95

Non-Degree Enrollment,

Occasional 30

Ordination Exams 91

Orientation 53

Placement 55

Practical Theology Area 74

Probation 94

Provisional Admissions 93

Doctor of Ministry 93

Master of Divinity 93

Refund Policies 39

Room and Board 40

Scholarships 36

Smyth Lectures 51

Student Organizations and

Activities 54

Supply Preaching 55

Supervised Ministry 83

Suspension/Expulsion 97

Tuition and Fees 37

Thompson Scholars 51

TOEFL 15, 18, 26, 30

Transfer Credit 13, 14, 22, 29

Withdrawal 97

Worship 53

121

NOTES

122

NOTES

123

NOTES

124

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

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(please print)

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Degree

School address

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Denomination

Street

( )

City

Permanent address

State

Zip

Phone

Street

( )

Cty

Email address

State

Zip

Phone

Anticipated date of enrollment
CATA0608

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.

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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

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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
Vivian Hodo, Director

Concerning supervised ministry and internships
R. Leon Carroll, Director

Concerning placement

John White, 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 lifelong learning programs

Dent Davis, Dean and Vice President of Lifelong Learning

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.

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