m iflSv *r it Idw^fo k ' >^ **'* If 1 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, ^jm^^Ar7^n^M^A^ 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. . 1 ' : In m i* p H! 1 III >l lit If ; HI II in if III fo 1 Hi a . .. . 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 ,0 ^fr. 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 i; - ;:;, m Wkh--<- t:M: rl K^M |] 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 *T^f u 'aJmjm 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 Doctor of Theology Name (please print) College or Seminary Degree School address Graduation date 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. TEAR OFF AND SEND FOR FURTHER INFORMATION BUSINESS REPLY MAIL FIRST CLASS PERMIT NO. 192, DECATUR, GA. POSTAGE WILL BE PAID BY OFFICE OF ADMISSIONS Columbia Theological Seminary P.O. Box 520 Decatur, Georgia 30031-9954 NO POSTAGE NECESSARY IF MAILED IN THE UNITED STATES Directory for Communicating Telephone 404/378-8821 Fax 404/377-9696 www.CTSnet.edu Please address inquiries to the following people at Columbia Theological Seminary, P.O. Box 520, Decatur, Georgia 30031-0520. Concerning general matters about the seminary Laura S. Mendenhall, President Concerning transcripts, academic records, curriculum, and faculty D. Cameron Murchison, Dean of the Faculty and Executive Vice-President Concerning transfering credits, institutional research, and accreditation David Forney, Associate Dean of the Faculty Concerning business matters, campus events, and housing Martin Sadler, Vice President for Business and Finance Concerning basic degree admissions Ann Clay Adams, Director Concerning financial aid 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. s- ipLv^Z^ I 'Mi 3 w ) ' * &*;