COLUMBIA
THEOLOGICAL

SEMINARY

COLUMBIA THEOLOGICAL SEMINARY

P.O. Box 520

701 S. Columbia Drive

Decatur, Georgia 30031

www. CTSnet . edu

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

The regulations, requirements, and general information included in this catalog are official for the
2008-2009 and 2009-2010 academic years but are subject to revision at any time and, therefore,
are in no way binding upon the seminary.

Printed February 2008

Contents

Come and See 1

Message from the President 1

Statement of Mission 2

Mission Emphases 2

Institutional Goals 4

A Brief History of the Seminary 4

Degree Programs and Admissions 7

Degree Programs 7

Master of Divinity 7

Master of Arts in Theological Studies 13

Advanced Degrees Introduction 15

Master of Theology 16

Doctor of Ministry 18

Doctor of Educational Ministry 22

Doctor of Theology in Pastoral Counseling 25

Transfer of Credit for Th.D. Students 27

Application Information for International Students and Exchange Visitors 28

Occasional Students and Auditors 29

Housing and Financial Information 31

Housing 31

Hospitalization Insurance 32

Financial Aid 32

Scholarships for Basic Degree Students 34

Tuition, Fees, and Other Charges Effective Summer Term 35

Refund Policies 37

Resources and Related Academic Programs 41

The John Bulow Campbell Library 41

The Columbia Bookstore 42

Related Academic Programs 42

Programs in Other Locations 43

Columbia in Service to the Church and Its Ministry 45

The Center for Lifelong Learning 45

Faith and the City 47

International Theological Education 47

Campbell Scholars 48

Evangelism Emphasis 48

Columbia Colloquium 48

Smyth Lectures 48

Community Life 51

Yearly Schedule 51

Orientation 51

Community Worship and Convocations 51

Student Organizations and Activities 52

Placement 53

Awards and Prizes 54

Graduate Fellowships 56

Curriculum and Courses 59

Courses of Instruction 60

Biblical Area 61

Historical Doctrinal Area 66

Practical Theology Area 72

Interdisciplinary Courses 79

Supervised Ministry .81

Atlanta Theological Association Courses 83

Academic Notes and Policies 87

Basic Degree Students 87

Advanced Degree Students 89

All Degree Students 89

FACULTY 95

Adjunct/Visiting Professors 103

Supervising Pastors and Teaching Congregations for

Congregation-Based Internships 103

Supervisors and Teaching Agencies for Internships in

Specialized Ministries , 104

Professors Emeriti/ae 104

Support of Columbia 107

Columbia Friendship Circle 107

Alumni/ae Association 107

Alumni/ae Association Council 108

Board of Trustees 2007-20 10 109

Campbell Scholars Ill

CALENDAR 2008-2011 113

Index 115

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Welcome to
Columbia Seminary!

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Come and See

Message from the President

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 sendee 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 seminar} 7 , 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 nurture your gifts for new or renewed leadership in
Christ's ministry.

Come and meet these students and members of the faculty and staff. Come and worship with
us 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 w T hat God
could do with you.

Come and See,

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Laura Mendenhall

Statement of Mission

Columbia Theological Seminary is

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

in the service of the Church

of Jesus Christ.

Mission Emphases

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

in a pluralistic society and

interdependent world.

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

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

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

and continuing education programs;
and to provide theological resources

for the denomination,

for the ecumenical church,

and for persons with a variety of

theological concerns.

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

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

mind and heart;
to develop personal and professional skills

for leadership in the church;
to learn

from the worldwide Church,

from education, the arts, politics,

economics, and science,

and from those outside the centers

of power and influence;
to consider critically from the perspective

of the Christian faith,

ideological, technical, and scientific assumptions

including our own

about the human situation.

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

in the scriptures of the Old and New Testaments,

in the Church throughout the ages,

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

and celebrate the goodness of God

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

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

around and within us;
acknowledge our own brokenness
and need for redemption;
commit ourselves
to diversity and inclusivitv,
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:

.". To participate with the church in the formation of students for pastoral vocations in the
church and the world by providing preeminent theological education within the Reformed
tradition;

.'. To educate men and women for leadership in ordained and lay ministries through its M.Div.
and M.A.T.S. degree programs;

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

.'. 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;

.'. To provide a learning environment in which theological education and formation for
ministry flourish;

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

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

.*. 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 1 828, Columbia has been committed
to training persons for leadership in the church of Jesus Christ. Throughout its history,
Columbia has nurtured, and has been nurtured by, the Presbyterian Church in the South; this
connection continues to be a cherished tradition. While Columbia now enjoys an outstanding
national and international reputation, it also faithfully upholds its historic covenants with the
Synods of Living Waters and South Atlantic.

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

The decade of the 1920's saw a shift in population throughout the Southeast. Atlanta 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 became uncertain.
Columbia, however, experienced substantial growth under the leadership 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 presidency; he
retired eleven years later. Dr. Douglas W. Oldenburg became the seminary's seventh president
in January 1987. In August 2000, Dr. Laura S. Mendenhall began her service as Columbia's
eighth president.

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Degree Programs and Admissions

Degree Programs

Columbia's seal carries a motto which consists of the Greek words for pastors and teachers.
These words are taken from the letter to the Ephesians: "The gifts he gave were that some
would be apostles, some prophets, some evangelists, some pastors and teachers, to equip the
saints for the work of ministry, for building up the body of Christ" (Ephesians 4:1 1-12 NRS\ 7 ).
Since its inception, Columbia has seen its role as training persons for leadership in the church
bv 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 seminar}- 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
imaginations for mission in a church and world in crisis.

The Christian ministry needs persons who are possessed with a deep, informed, and personal
faith and who are equipped with skills and imagination to lead the people of God in acts of
compassion, proclamation, praise, confession, celebration, justice, reconciliation, and healing.
Teaching and learning at Columbia exist for the purpose of equipping and forming the people
who equip the saints to engage in the work of ministry.

Length of Program

The M.Div. curriculum is designed so that a full-time student can complete the requirements
for the degree in three full years. A student's program may be lengthened by a variety of
factors, such as participation in internships or taking a reduced load in any given semester. All
students must complete their work within six years from the date of matriculation.

Curriculum

Students in the M.Div. program take 63 prescribed credit hours of the total ninety-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 students as they progress through the
programs and into their ministries. These elements 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 knowledge they learn in seminary with their own lives in the Christian faith and their
understanding of the church as the community of faith. The curriculum addresses this task by
requiring three integrative courses and experiential learning; it seeks to put to good use the rich
resources of learning environments such as the congregation and the hospital beyond the
traditional academy.

Integrative Courses

Integrative courses are offered both as required and elective courses in the curriculum. 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
multicultural 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 another, and reflect theologically on their findings.

Elective System

The elective portion of the M.Div. curriculum is important, for it is here that persons 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. Columbia takes the interests and experiences of its students, and the diversity
of ministries in which they will serve, seriously by making room for a large number of electives
in its curriculum. Students are required to take thirty elective credit hours.

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 studies and
experiences in their own lives. Faculty members aid this process of integration and formation
by serving as advisers, assisting students in their course selections 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 studies, students undergo an individual
supervised ministry assessment with the Director of Supervised Ministry. The director
makes a joint recommendation to the student and adviser about the student's contextual
learning about ministry.

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 designed 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 students 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 earn- simultaneously. Because of
the time commitment involved, Greek School and Supervised Ministry 210 each earn six credit
hours. Students may take up to a maximum 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 representation indicate times when electives
may be taken.

Summer Matriculation

Summer

Fall

Januarv

Spring

Essentials of Greek

Old Testament Survey
New Testament Exegesis
Church History or elective
Elective

Scripture Reading
Practicum

Elective

New Testament Survey
Worship and Preaching
Church History or

elective
Intersections

Supervised Ministry:
Congregation

Essentials of Hebrew
Christian Theology I
Pastoral Care or elective
Elective

Explorations:

Alternative

Context

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

American Religion and

Optional: Clinical

Ethics or elective

Cultural Historv

Pastoral Education

Christian Education or

World Christianitv

or Advanced

elective

Integrations

Ethics or elective

Supervised

Elective

Christian Education or

Ministry

Elective

elective
Elective

Fall Matriculation

Summer

Fall

Januarv

Spring

Old Testament Survey
Essentials of Hebrew
Church History or elective
Elective

Scripture Reading
Practicum

Elective

New Testament Survey
Old Testament Exegesis
Church History or

elective
Intersections

Essentials of Greek

New Testament Exegesis
Christian Theology I
Pastoral Care or elective
Elective

Explorations:

Alternative

Context

Worship and Preaching
Christian Theologv II
History and Polity
Pastoral Care or elective

American Religion and

Ethics or elective

Cultural Historv

Supervised Ministry:
Congregation

Christian Education or

elective
Elective

Integrations

World Christianity
Christian Education or
elective

Elective

Ethics or elective
Elective

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

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Mid-Course Assessment

A student's admission to candidacy for the degree emerges from the Mid-course Assessment
and must be approved by the faculty. The Mid-course Assessment is a major review of the
student's potential for ministry that occurs after the student has completed thirty-nine credit
hours of the degree requirements.

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:

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

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

Be admitted to degree candidacy through the successful completion of the Mid-course
Assessment;

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 completed at Columbia (excluding
cross-registration courses);

Maintain a minimum overall grade point average of 2.30;

Pass an approved Bible Content Exam;

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

Be in residence for at least four long terms;

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

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

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 public and ministerial
leaders in their communities. The program prepares leadership that enriches the life of
congregations and promotes public participation in a culturally 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

11

enrolling students from Columbia and Georgia State as well as other seminaries. Students
interested in this program should inquire with the Director of the Faith and the City Program.

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 Office of Academic Affairs the
ways in which their programs can meet the dual demands 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 application
from the Office of Admissions. To be considered for admission, prospective students are
required to:

Have completed a baccalaureate degree, or its equivalent, at a university or college accredited
by one of the six regional accreditation agencies; applicants with degrees from educational
institutions not accredited by one of the six agencies must furnish test scores from the
Graduate Record Examinations 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;

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

Complete an interview with a member of the Admissions Committee; this interview is best
done on campus.

Students in good standing in other accredited seminaries may be admitted after transcripts have
been evaluated and their applications approved by the Admissions Committee. Such students
must secure a letter from their academic dean indicating that they are students in good
standing. Students in the M.Div. degree program may receive no more than 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

12

receive credit is made by the Office of Academic Affairs, which also determines whether the
credits will fulfill either required or elective credit hours. All petitions for transfer credit and
advanced standing must be made by the end of the student's first academic year. Ordinarily, no
correspondence courses will be considered for transfer credit.

All applicants 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 admission must score at least 220 (computer format), 550 (written format), or 76
(internet format) with minimum scores in the following areas: Reading 22; Listening 16;
Speaking 16; and Writing 22.

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 options, 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 modern 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 develop 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 seminar}-. A secondary purpose of the seminar is to help students choose a faculty
adviser within their area of specialization.

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. Independent Study, which is
done under the direction of a faculty member in that discipline. 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 specializing in New- Testament must take Greek. The other courses in the discipline
may be chosen from among any offered to basic degree students at Columbia.

To help round out their education, M.A.T.S. students must choose a different discipline than
their area of specialization and take any 9 credit hours in it. Additionally, they must take at least
three hours in yet a third discipline. Beyond these requirements, students are invited to take anv
course in the curriculum provided that they do not take more than 9 credit hours in the
Practical Theology area.

13

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:

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

Be tested for and achieve competency in English writing skills;

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 completed at Columbia (excluding
cross-registration courses);

Maintain a minimum overall grade point average of 2.30;

Be in residence for at least three long terms;

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

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

Details of the program are available from the director of the Master of Arts 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 admission, prospective
students are required to:

Have completed a four-year baccalaureate degree, or its equivalent, at an accredited university
or college of arts and sciences;

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;

Complete an interview with a member of the Admissions Committee. This interview is best
done on campus.

A student may transfer no more than 15 credit hours in the five fields of the program 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 admission. Occasional Students
subsequendy admitted to the program may receive up to 6 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
correspondence courses will be considered for transfer credit.

All applicants 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 admission must score at least 220 (computer format), 550 (written format), or
76 (internet format) with minimum scores in the following areas: Reading 22; Listening 16;
Speaking 16; and Writing 22.

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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 seminar}- are provided during the visit. Arrangements
for visiting can be made through the Admissions 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 minis try are invited to
attend classes; meet in faculty homes; talk with students, staff, and faculty; and worship with
the seminary community. The conferences are designed to provide a retreat atmosphere in
which participants can reflect upon questions of call and vocation in addition to gathering
specific information about the seminar) 7 . All persons, who are considering the possibility of a
church vocation (whether college students or those currently engaged in other careers), are
invited to participate in the conference of their choice. The dates for upcoming conferences
are listed in the calendar at the end of this catalog. For further information, contact the
Admissions Office.

Advanced Degrees Introduction

Columbia offers four programs leading to an advanced degree. They include the Master of
Theology 7 , 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 augments the resources of Columbia, Candler
School of Theology of Emory University; the Interdenominational Theological Center;
Erskine Theological Seminar)' in Due West, South Carolina; and Lutheran Theological
Southern Seminar) 7 in Columbia, South Carolina. Th.M. degree students may also include in
their program studies at these seminaries.

Resources within the Atlanta community are also available to Columbia's advanced degree
students. Accredited programs of clinical pastoral education and pastoral counseling are
available in many settings. The Urban Training Organization of Atlanta provides resources in
the area of urban problems and urban ministries. Numerous 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.

15

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 particularly 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 academic 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 preparation (reading and writing), in the
chosen area. The curricular areas and/or specific concentrations within them (e.g., theology,
homiletics, church history) may designate 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 written 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 Research 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

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

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

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);

Complete a Th.M. thesis;

Complete the Th.M. Research Seminar;

Be in residence for at least two long terms;

Maintain a minimum overall grade point average of 3.00;

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

L6

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

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
(12 credits)

Th.M. Thesis Reading

(3 credits)

Two Courses
(6 credits)

Th.M. Thesis Writing
(6 credits)

Th.M. Research Seminar (3 credits over

the \

/hole academic year)

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:

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

Have a knowledge of both the Hebrew and Greek languages if they seek to do their Th.M. in
the Biblical Area;

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 applicant's ministry;

File the application for the Th.M. degree by February 1 5 for the following academic year;
applications from international students must be filed by February 1 for the following
academic year;

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

Begin their course of study only in the fall semester.

All applicants 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 admission must score at least 220 (computer format), 550 (written format),
or 77 (internet format) with minimum scores in the following areas: Reading 22; Listening 16;
Speaking 17; and Writing 22.

17

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 sendee in the
practice of ministry after their M.Div. studies. Qualified 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 perhaps further
specialization within ministry. The program focuses on the critical engagement between the
biblical, historical, theological, and pastoral disciplines of ministry. By helping people integrate
ministerial theory and practice with basic faith commitments, the program strengthens
ministers to exercise a critical kind of teaching role in the church and to increase their
competency and faithfulness in practice.

Because the program seeks to help students strengthen a holistic ministry in community, the
program is largely generalist in character, involving questions of personal ministerial identity
and of the nature of the church and its mission in a postmodern world. A doctoral project
requires students to focus this integrated approach in a particular context.

In addition to the Church and Ministry program, possibilities for different approaches include
Gospel and Culture, Christian Spirituality, and New Church Development.

Church and Ministry Approach

The Church and Ministry approach leads ministers in an experience of collegial learning with a
primary focus on the ministry and mission of the local congregation.

Students examine their ministry settings and describe their present practice of ministry.
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 approach asks
pastors to engage questions about the mission of the Church in contemporary 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 products, technologies, entertainments,

IS

institutions, and movements that characterize daily life. They examine the major fault lines
within the church about the meaning of Christian 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 ministry 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 studies centered
upon the church's theology and practice of Christian spirituality. In this program, which has the
same general aims and degree requirements listed previously for other approaches, students
explore God's relationship to persons, the community of faith, and the world, including the
ethical and social dimensions of spirituality. Through the introductory seminar, the various
elective classes, the practicum, and the project, students are enabled to bring their minds to
bear more effectively on matters of the heart and to gain resources to foster spiritual renewal
not only in the lives of individuals, but also in the life of congregations. Studies and projects are
rooted in congregational life.

Students study the history of spirituality, the biblical resources in Israel's prayers, and the
practices of the New Testament community. Issues of spirituality in a post-enlightenment,
post-modern culture, discovery of issues of spirituality for children, and resources for the
practices of retreats and small groups for spiritual direction are among the other explorations
and research undertaken. Time for worship, community 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 students 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 diverse new church development leaders.

D.Min. Program Administrate

ion

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 Atlanta 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.

19

Advising

Each student is guided by an adviser who is assigned 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, a 1 st reader is chosen. The adviser usually serves as either the
I st or 2nd reader for the project. The 1 st and 2 nd readers comprise the doctoral committee that
administers the qualifying examination, 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:

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

Elective Courses (18 credit hours). The program requires a plan of study involving 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 student and the doctoral program.

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

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

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 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 usual ministerial setting. February 1 is the deadline for
provisional approval of the written draft by the project committee; March 1 is the deadline foi
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.

20

Requirements for the Doctor of Ministry Degree

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

Have on file with the seminar)- a complete and official transcript of credits showing
graduation with the M.Div. degree (or its equivalent) from an ATS accredited institution, a
completed health form, and standardized test results;

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 completed at Columbia;

Complete the Project Workshop;

Pass the D.Min. Qualifying Exam;

Complete the D.Min. project;

Maintain a minimum overall grade point average of 3.00;

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

' Pay all bills to the seminary and give assurance that all open accounts in the community and
elsewhere have been satisfied; students with education loans must agree to make prompt and
regular payments.

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 average 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:

An application for admission, including a personal statement;

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

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

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

All applicants for whom Emglish 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 admission must score at least 220 (computer format), 550 (written format), or 77
(internet format) with minimum scores in the following areas: Reading 22; Listening 16;
Speaking 17; and Writing 22.

21

International students who apply to the D.Min. program must follow the guidelines 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 academic work applied toward another degree.

Doctor of Educational Ministry

Aims of the Program

The goal of the Doctor of Educational Ministry degree program is to enhance the practice of
and theological reflection on educational ministry for persons who hold their first professional
degree in religious education or its equivalent and have engaged in educational ministry
leadership for at least three years of full-time service in the practice of Christian educational
ministry after their studies.

The program affords a course of graduate study for educators who serve the people 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 capacity to reflect theologically on
issues and practices related to educational ministry, (c) acquisition and refinement of skills and
competencies for more effective ministry, (d) an understanding of emerging models in
educational ministry and ability critically 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:

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

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

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

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:

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

Significant interdisciplinary learning experiences that provide integration of theological
understanding and ministerial practice, require thoughtful use of the student's ministerial
context as a learning environment, and cultivate reflective practice of educational ministry;

Opportunities for personal and spiritual growth; and

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 completion 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

22

understandings of the practice of educational ministry. The ministry project demonstrates the
candidate's ability, under supervision, to identify an educational ministry need, organize a
model of ministry that addresses that need, use appropriate resources in the implementation of
the model of ministry, and evaluate the results. While the first reader for the report will likely
be one of the faculty members in Chrisdan education, the second reader must come from
outside the field of Chrisdan education.

Columbia also requires a concluding oral exam, in which the candidate demonstrates an
advanced capacity to reflect theologically on the practice of educational ministry, to identify
critical issues in the context of the ministry project, and to think constructively and
imaginativelv 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 through an Introductory Seminar 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 1st reader and a 2nd reader is chosen. The 1st and 2nd readers
comprise the doctoral committee that administers the qualifying examination, 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:

Introductory Seminar (6 credit hours), required at the outset of the program. Students take
part in an intensive seminar to explore 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 curriculum development, and 4) advanced study in teaching
theory and teaching methods.

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

Doctor of Educational Ministry Practicum (6 credit hours), a supervised activity in
educational ministry. The practicum takes place outside the student's ordinary work situation,
providing new perspectives on self, theology, profession, and the needs and challenges of
other persons and institutions. 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.

23

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

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 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 Educational Ministry Degree

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

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

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 completed at Columbia;

Complete the Project Workshop;

Pass the D.Ed.Min. Qualifying Exam;

Complete the D.Ed.Min. project;

Maintain a minimum overall grade point average of 3.00;

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

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

Students enrolled in the Doctor of Educational 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 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 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 considered eligible for advanced standing.

24

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 supply the Office of Advanced
Studies with:

An application for admission, including a personal statement;

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

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

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

All applicants 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 admission must score at least 220 (computer format), 550 (written format), or 77
(internet format) with minimum scores in the following areas: Reading 22; Listening 16;
Speaking 17; and Writing 22.

International students who apply to the D.Ed.Min. program must follow the guidelines 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 academic work applied toward another degree.

Doctor of Theology in Pastoral Counseling

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

A.ims of the Program

The Th.D. prepares ministers to serve as pastoral counselors in a local church or on the staff of
a community counseling center; to serve as consultants to other clergy; and to offer training in
pastoral care and counseling. The program is designed to prepare persons for the specialized
ministry of pastoral counseling at a doctoral level of competence and for membership at the
Fellow level in the American Association of Pastoral Counselors. The degree is intended to be
comparable to the Ph.D., but it is designed for those whose interest in pastoral counseling is
primarily professional and theological.

25

Program of Study

The studies included within the program help students gain an advanced understanding 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 counseling 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-one semester hours of academic course work including 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 continue in the practicum for four
consecutive semesters. Students take one of the Qualifying 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 Sendee 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-one credits with at least a B average, students may apply to take the
Comprehensive Examination, which tests competence in both the content and performance of
pastoral counseling. Students are examined in the following content areas:

Personal and Interpersonal Dimensions of Pastoral Counseling

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

Exam 2 Family theory and therapy, related social psychological understandings of

therapeutic process, and either theory of group process or of consultation and
supervision.

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

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 understood through such
disciplines as cultural anthropology, cultural criticism, and feminist theory.

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.

26

Dissertation

Following satisfactory performance in the Qualifying Examination, students engage 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 learning and professional promise were
evident. In addition, applicants must have significant experience in ministry (usually three years
of full-time employment after completion of the first theological degree) and in clinical pastoral
education (usually four consecutive units).

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

Provide materials for assessment pertaining to their academic record and professional
experience;

Submit a statement of purpose;

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

Complete an interview with the inter-seminary admissions committee.

The deadline for receipt of all application materials is February 1 5 of the year for which fall
semester admission is requested.

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

Transfer of Credit for Th.D. Students

In planning the student's program with her/his adviser or Th.D. program director, 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.

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:

Prior to registration for a course for which credit is to be transferred, the student 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 enrolled.

- 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.

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.

27

Application Information for
International Students and Exchange Visitors

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

All applicants for degree programs 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 admission must score at least 220 (computer format), 550 (written
format), or 77 (internet format) with minimum scores in the following areas: Reading 22;
Listening 16; Speaking 17; and Writing 22.

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.

Columbia has a very limited number of scholarships for international students and those are
awarded through arrangements with specific theological institutions around the world.
International students may be eligible for financial aid awards. However, students must be
prepared to cover the expenses involved while engaged in study at Columbia. Therefore, 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 limited to, tuition, fees, textbooks,
health insurance, travel, and living expenses for the entire period of study in the United States.
The required form 1-20, form DS-2019 or other visa documents will not be issued until this
financial information has been received and verified.

ALL international students are required to carry the school-sponsored hospitalization
insurance, which meets the standards of the U. S. Citizenship and Immigration
Services, for themselves 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 and the required form 1-20 or form DS-2019.

All international applicants should contact the International Programs Office for application
materials and additional information not available through the Columbia Theological
Seminary website.

28

Occasional Students and Auditors

Those who meet requirements for admission to a basic-degree program and do not wish to
work toward a degree may enroll as Occasional Students and take courses for credit. The
Dean of the Faculty must approve their program of study and every course they propose to
take. Occasional Student status must be renewed each academic term. All applicants 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 admission must
score at least 220 (computer format), 550 (written format), or 77 (internet format) with
minimum scores in the following areas: Reading 22; Listening 16; Speaking 17; and Writing 22.

Students of other institutions of theological education who want to take courses for credit at
Columbia can enroll as an Occasional Student. Their application must include either a letter of
good standing from the Registrar or an official transcript of work completed at their home
institution. It is the responsibility of the student to determine the transferability of Columbia's
credit to his or her home institution.

Columbia students, spouses of students, and other members of the community are invited to
audit courses with the permission of the instructor and the Academic Dean when space
permits. Auditors must register for courses through with the Registrar. Auditors are advised to
follow the following procedures:

Request a class schedule from the Registrar;

Select the class to be audited;

Secure permission from the professor of that class; and

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.

The cost for auditing a course is one-half the tuition for the course. Students taking a full-load
may audit a class for no charge pending the professor's and Dean's permissions.

Certification in Christian Education

Students can take courses leading to the certification in Christian education. Students interested
should inquire with the Christian Education Professors.

29

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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 accepted. Students should
apply for housing as early as possible following their acceptance 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.

Construction on a new residential hall for single students is scheduled to begin in February
2008, with a targeted date for completion of March 2009. This building will contain one-
bedroom apartments for singles, as well as two and four-bedroom apartments that can be
shared by full-time students. There will also be a number of suites and studios. All of these
units will have private bathrooms (one per each bedroom). The apartments will have full
kitchens. The suites will have kitchen sinks, small refrigerators, and microwave ovens.

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

Housing for Married Students without Children

While married students without children are welcome to live in the residence hall suites, most
prefer to reside in the efficiency apartments, which include cooking facilities. Married students
without children are also eligible for either one or two bedroom 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 existing housing units that are accessible to persons with
physical limitations. The entire new residential hall (scheduled to be under construction by
Februarys 2008) will be accessible.

31

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.

Hospitalization Insurance

Basic degree students are required to carry some form of hospitalization insurance
acceptable to the seminary. Students may purchase group insurance offered to the student body,
or they may purchase insurance through other sources. Presbyterian students who are inquirers o
candidates of their presbyteries' Committees on Preparation for Ministry are eligible to participati
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 which meets the minimum standards set by the U.S. Citizenship and
Immigration Services. 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
Columbia 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 must
complete the Free Application for Student Aid (FAFSA) form on the web. The difference
between a student's income and expenses, as calculated using Columbia'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 1
which such action is taken.

New students who plan to attend Greek School must submit the seminary's financial aid
application form and complete the FAFSA on-line by June 1 . New students entering in the fall
must submit the financial aid application form and the FAFSA by August 1 . Students 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 on-line 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. Persons interested
in more detailed information about the basic degree financial aid program offered by Columbia
should contact the Financial Aid Office.

32

Federal Family Education Loan Program

The Federal Family Education Loan (FFEL) Program is made available to postsecondary
students under the Higher Educadon Act of 1965 and subsequent amendments and is
regulated through federal and state agencies. The Stafford subsidized 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 determining 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 regulations for
Stafford loans at Columbia may be obtained from the Financial Aid Office.

Stafford loans may be used for study abroad in programs approved by the seminary 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 Satisfactory Academic Progress
Policy. Copies of this policy are available in the Registrar'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 require 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:

Unsubsidized loan program if an unsubsidized loan was certified;

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 employment opportunities
for students. Eligibility for these funds is determined according to the federal need-analysis
formula. Availability of these funds is limited by the seminary's annual allocation. Information
pertaining to application procedures and policy regulations for federal work-study at Columbia
may be obtained from the Financial Aid Office.

]/eterans Administration Benefits

Certification for V.A. benefits is handled through the Office of Student Sen-ices.

33

Scholarships for Basic Degree Students

Columbia Scholarships

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

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 maintains full-time status, retains a 3.50
cumulative grade point average, and continues to show outstanding potential for ministry.

A scholarship application and a personal interview are ordinarily 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.

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

Honor Scholarships

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

An Honor Scholarship covers tuition for Greek School and the following academic year, as
well as activity fees. The scholarship will be renewed for succeeding years if the recipient
maintains full-time status, retains a 3.30 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.

Deans Scholarships

A number of Deans Scholarships are given each year to entering M.Div. students. These
scholarships are awarded by the Admissions Committee on the basis of academic achievement,
leadership ability, and potential for ministry. Deans Scholarships are not renewable. A recipient
who shows financial need over and above a Deans Scholarship may also be grated financial
aid. Such financial aid will include a work-study assignment.

34

Merit Scholarships

Merit Scholarships are awarded each year to returning full-time M.Div. students. The Basic
Degrees Committee considers all returning students and makes the awards based upon GPA
as well as demonstration of promise for ministry. Merit scholarships for returning students
are also not renewable. A recipient who shows financial need over and above a Merit
Scholarship award may also be granted financial aid. Such financial aid will include a
work-study assignment.

Racial/ Ethnic Scholarships

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

Columbia Friendship Circle Scholarships

A number of scholarships are funded annually by the Columbia Friendship Circle. These
scholarships are awarded to PC (USA) M.Div. degree students by the Basic Degrees Committee
upon nomination by the President and Dean of Students in consultation with the Office of
Institutional Advancement and Seminar}' 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 yearlong 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 Scholarship may be
eligible for additional financial aid. Such financial aid will include a work-study assignment.

Tuition, Fees, and Other Charges
Effective Summer Term

Tuition and fees listed are for the 2008-2009 academic year and are subject to change annually.

Tuition and fees represent only a small part of the cost of providing theological education.
Most of the cost is met through gifts from individuals and churches and by endowment
income. Also, other services to the student are provided on a subsidized basis.

Master of Divinity and Master of Arts Degree Candidates

Tuition

% 328 Per credit hour
164 Audit fee per credit hour

Other Fees

$ 100 Student Fee (for each long term)
240 1241 Alternative Context, Atlanta (plus 3 credit hour course fee)
470 1241 Alternative Context, Other U.S. (plus 3 credit hour course fee)
803 1241 Alternative Context, International (plus 3 credit hour course fee)

35

Advanced Degree Candidates and Occasional Students

Tuition

% 386 Per credit hour
193 Audit fee per credit hour

Supervised Ministry Fees

% 786 SM610, SM680, SM681, SM682, SM683, SM684, SM685, SM687

Other Fees

% 50 Advanced Degree Student Fee (annual)

35 Occasional Student Fee (annual)
1050 ATA401 Seminar on Ministry
1050 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)

or All Students

Other Fees

$ 65 Application fee

50 Late registration fee (does not apply to doctoral practicum and doctoral projects or
to Th.M. thesis registration)
150 Commencement fee

Board

% 803 Essentials of Greek (Summer Greek School)

1 506 Fall or spring term

301 Winter term

Housing

Residence Halls

$ 498-536 Single room, Summer Greek School

976-1072 Single room, fall or spring term

244-268 Single room, winter term

698-742 Suite, Summer Greek School

1396-1484 Suite, fall or spring term

349-371 Suite, winter term

426-480 Efficiency units per month

Village Apartments, per month
% 656-683 4 Bedrooms
598-653 3 Bedrooms
505-596 2 Bedrooms
480 1 Bedroom

3o

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 seminar}-. A course is considered dropped or a
student is considered to have withdrawn from the seminar}' at the time the Registrar receives
written notice to that effect.

Fall and spring term classes (full- term):
By the end of the:

First week 100%

Second week 80%

Third week 50%

Fourth week 25%

After sixth week 0%

Classes less than nine weeks and greater than five weeks in duration:
By the end of the:
Third day of class 100%

Second week 50%

Third week 25%

After third week 0%

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%

Two-w r eek classes:
By the end of the:
First day of class 1 00%

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.

Room and Board

A student who has entered into a lease agreement for a seminar}- housing unit for a term or
semester is responsible for payment in full unless w T ritten 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 seminar}-. A minimum charge of one month's rent will be
assessed as a penalty for breaking a lease.

37

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 Finance 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.

38

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Resources and Related
Academic Programs

The John Bulow Campbell Library

The library, named for John Bulow Campbell, an Atlanta benefactor and member of
Columbia's Board of Trustees during the 1930s, serves a vital educational role. The library
offers resources for student and faculty research, supports the curriculum, and encourages the
exploration of theological topics beyond the classroom.

The library's collections, accessible through a web-based catalog, include over 165,000 books,
878 current periodical subscriptions, over 41,000 microforms, thousands of church records and
archival collections, and many audiovisual resources. Particular subject strengths include
biblical studies, historical and contemporary theology, especially in the Reformed traditions,
American Presbyterianism, pastoral counseling, and practical theology. Special collections have
been developed in the areas of Southern Presbyterianism, children's literature, and religious art.

Library services include a continuously staffed central reference desk, e-mail reference service,
computer workstations with Internet connectivity, and a wireless access environment. The
library participates in GALILEO (Georgia Library Learning Online), allowing access to over
170 databases that index thousands of periodicals and scholarly journals. Other online
resources from GALILEO include encyclopedias, foreign and domestic newspapers, business
and community directories, government publications, and a comprehensive Internet subject
index and guide. The library also subscribes to the ATLA (American Theological Library
Association) Religion Database with ATLA Serials, Old Testament Abstracts, New T Testament
Abstracts, and Catholic Periodical and Literature Index, all of which have citations and full-text
scholarly journal articles in the field of religion.

The library's membership in two primary consortia, the Atlanta Theological Association (ATA)
and the Atlanta Regional Consortium for Higher Education (ARC HE), gives Columbia's
faculty and students free access to the libraries of twenty-seven other academic institutions in
the Atlanta area, including five major research libraries and six other theological collections.

The C Benton Kline, Jr. Special Collections and Archives

The Special Collections and Archives area, named for Columbia's fifth president, is the official
repository for all seminary records and faculty publications. In addition, the department
contains over six thousand volumes from the library of the early nineteenth-century South
Carolina Presbyterian pastor, Thomas Smyth, forming the core of the rare book collection. In
2007, thousands of significant church records and personal papers from the Presbyterian
Historical Society at Montreat, NC were transferred to Columbia and are now housed in
Special Collections and Archives. Use of the collections by researchers is by appointment.
(Contact Archives@ctsnet.edu)

The Griffith Children y s Library

The Griffith Children's Library provides books and other materials for use in the spiritual
formation of children. This child- friendly laboratory environment for storytelling and
interaction also has a viewing room for the observation of educational activities. Use of the
collection is by appointment. (Contact: Ref-Desk@ctsnet.edu)

41

Media Services

Media Sendees provides a wealth of multi-media production assistance, including 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 students and laypersons throughout the world.

The Columbia Bookstore

Columbia's bookstore, located in the Richards Center, provides books and supplies 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 homiletics. In addition, the bookstore offers
commentaries on the Old and New Testaments and books related to women's studies, African
American studies, world missions, and evangelism. The bookstore is ordinarily open from
10:30 a.m. until 2:30 p.m., Monday through Friday, with special hours during campus events.

Related Academic Programs

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

Atlanta Theological Association

Through the Atlanta Theological Association (ATA), Columbia enjoys academic and
professional affiliations with Candler School of Theology, Erskine Theological Seminar}',
Interdenominational Theological Center, and Lutheran Theological Southern Seminary. The
association develops and coordinates educational programs and resources of these member
institutions, which include approximately sixteen hundred students, two hundred faculty, and a
combined library collection of 600,000 volumes. Among significant and promising cooperative
endeavors, in addition to the Doctor of Theology and Doctor of Ministry degree programs, are
cross registration, sharing of faculty, library and lectureship resources, inter-seminary courses,
and experimental programs in various academic disciplines and professional specializations.

Atlanta Regional Consortium for Higher Education

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

42

Cross-Registration at Area Schools

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

Students may cross-register for a course on a space-available basis. 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 institutions without paying additional tuition.
Tuition for a course is charged at the home institution. For additional information, contact the
Office of Academic Affairs.

Clinical Pastoral Education

Clinical Pastoral Education (CPE), a firsthand learning experience under certified supervision,
provides theological students and pastors with opportunities for intensive study of pastoral
relationships. It seeks to make clear in understanding and practice the resources, methods, and
meanings of the Christian faith as expressed through pastoral care. Columbia's membership in
the Association for Clinical Pastoral 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 Center (AMERC),
a seminar}- consortium that facilitates contextualized theological education for students
interested in the Appalachian region or rural ministry. Through its educational programs,
normally offered in the summer and January terms, students have the opportunity to learn
about Appalachia, its people and history, its values and religion, and its needs and issues for
ministry. For information about AMERC courses, contact the Office of Supervised Ministry.

The Middle-East Travel Seminar

The Middle-East Travel Seminar (METS) is a joint venture of three seminaries (Candler School
of Theology, Columbia, and Southern Baptist Theological Seminarv) and consists of a three-
week study trip to Israel, Syria, Lebanon, the Sinai, 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. Five students from each of the three schools are selected through
an application/interview process. They are joined by five laypersons selected from positions of
leadership in the Southeast.

43

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

National Capital Semester for Seminarians

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

Columbia in Service to the
Church and Its Ministry

The Center for Lifelong Learning

Columbia 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 the
Center for Lifelong Learning which annually hosts over 70 learning events for more than 2000
pastors, educators, other church professionals and laypersons designed to support participants'
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 21 st
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
up-build the church; we seek to engage God's transforming Word and work in the world.

Because both laity and clergy find learning events sponsored through the Center for Lifelong
Learning helpful, it is not unusual to find a diverse mix of church professionals and lay leaders
enrolled in the same event. However, some of our events are restricted to clergy by funding
requirements and some programs are planned specifically for a lay audience.

Lifelong Learning for Church Professionals

Lifelong Learning for church professionals consists of a variety of learning events designed to
assist pastors and church leaders in acquiring 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, Columbia's learning events
address a broad range of topics, issues, and concerns of ministry from a variety of perspectives
and offer church leaders opportunities to learn together-from gifted teachers, from other
pastors and peers, 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 technology in the church, stewardship and
resource issues, leadership formation and development, preaching and worship, Biblical studies,
theology 7 , and pastoral care. In addition, contemplative retreat programs for men and women
and synod or presbytery-specific events are conducted. The Youth Ministry Leadership
Initiative, a certificate program for youth ministry leadership development, is now in its third
year. The Thompson Scholars, a week-long annual intensive training event for pastors 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 program 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 offers Columbia graduates serving their first
calls an opportunity to return to campus for a week of renewal, rest and recreation. The S3
Project, in its sixth year, funded by a grant from the Lily Endowment, focuses on encouraging
pastoral excellence through encouraging participation in self directed peer-learning groups in
learning projects designed to foster Sabbath, study, and service. Journey of Faith, now in its third
year, is an intentional pilgrimage experience to the Holy Land. This pilgrimage focuses on
pastoral renewal for clergy in mid-career and was developed in partnership with the CF
Foundation. The Rural Ministry Fellowship, first implemented in 2007, is an annual award made

45

to a pastor serving a rural congregation to help support growth and participation in lifelong
learning for ministry. Most participant costs for these programs are supported through grants
and gifts. Application information may be found on the seminary website of through the
Center for Lifelong Learning.

The newest addition to Columbia's Lifelong Learning program is the Reformed History and
Theology Program, developed in collaboration with Columbia's faculty, which includes an
annual lecture series at Montreat, occasions for travel and learning, lectures on the Columbia
campus, and opportunities for independent study, all utilizing the recently obtained collection
of historic documents and artifacts from the Montreat historical collection.

"Lifelong "Learning for Laity

Since 1987, Columbia has been equipping laity for ministry in the world and in the church,
offering courses, seminars, retreats, and workshops designed to help Christian laypersons
deepen their faith and strengthen their skills for ministry in all areas of life home, work place,
church, community, and world.

Among the ongoing programs that regularly attract lay participants are short term courses in
biblical studies, theology, church history, ethics, and spiritual formation offered in both
weeknight and weekend formats, as well as shorter lunch time formats. Other regular programs
include monthly study groups that examine current issues in theology and life through the
genre of literature. Each summer the Center for Lifelong Learning offers week-long and
weekend leadership training classes for leaders involved in the Presbyterian Women's Bible
study. Summer Scholars is an annual week-long event offering opportunity for laity and church
professionals to explore together both traditions and emerging topics of faith for the 21st
Century. The Center for Lifelong learning also offers courses periodically off campus in local
churches.

The Center for Lifelong Learning also works in partnership with the Presbyterian Outreach
Foundation and the Presbytery of Greater Atlanta in supporting ongoing certificate programs
for lay leader training for Spanish speaking and Portuguese speaking church leaders. Faith and
the Arts represents a unique and important emphasis in Lifelong Learning. Through this
program, funded through special contributions, each year the Center sponsors two art
exhibitions, as well as hands-on learning events focused on faith and the arts.

Certificate in Spiritual Lormation

For ten years Columbia has offered the Certificate in Spiritual Formation. Christian spiritual
formation explores our individual and communal relationship with God how it is initiated,
affirmed, and nurtured. The Certificate is designed for both laity and clergy. While the work of
spiritual formation 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. Topics include prayer, Biblical spirituality,
history of spiritual formation, spiritual direction, Reformed spiritual formation, as well as topics
that address specific practices and approaches.

Basic Degree Students and Sp

ouses

Basic degree students and their spouses are encouraged to participate in learning events
sponsored by the Center for Lifelong Learning. Participation in many learning events is
supported by scholarship funds. Lifelong Learning at Columbia Seminary provides structure

46

and resources to help seminarians and their spouses nurture their understanding, experience,
leadership and practice of the Christian life as they prepare for the ministries to which God is
calling them. Additional Lifelong Learning opportunities at Columbia include participation in
Spiritual Direction, walking the Labyrinth, and occasional small group opportunities for
conversation and 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 metropolitan 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 the}- might be leaders wherever they serve.

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

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

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. Historically, more than seventy percent of the
second year M.Div. students have participated in one of Columbia's international programs.
These programs include:

An international component for the second year course, "Explorations: Alternative Context.''
Students may choose to take this course in an international setting. Ordinarily three
international alternative contexts for ministry are offered: Mexico, Jamaica, and Central
Europe.

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

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

Exchange programs and internships in such places as England, Jamaica, Kenya, South Africa,
Korea, and Scotland.

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

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

A two week D. Min. travel seminar to South Africa or China.

A January pilgrimage to the Holy Land.

For further information, write to the Director of International Programs.

47

Campbell Scholars

The Campbell Scholars Seminar, named in honor of Columbia's former trustee and benefactor
John Bulow Campbell, began in the fall of 2000. The seminar's purpose is to help Columbia
and the church think more clearly about the mission of the church in the 21 st century. Scholars
and pastors from around the world are invited to participate. Dr. Walter Brueggemann,
McPheeters Professor of Old Testament, convened the 2000 Campbell Scholars Seminar.
The theme was "Mission of the Church in the Twenty- First Century: Mission as Hope in
Action." Dr. Catherine Gonzalez, Professor of Church History, convened the 2001 Campbell
Scholar Seminar. The theme was "Context and Catholicity: One Faith or Many?" The 2002
seminar was convened by Dr. Kathleen O'Connor, Professor of Old Testament Language,
Literature, and Exegesis, and addressed the theme: "Mission in a World of Hunger." The 2004
seminar 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 Violence." Most
recently, the 2006 seminar was convened by Dr. Stephen Hayner, Peachtree Associate
Professor of Evangelism and Church Growth on the theme, "The Mission of the Church with
Uprooted Peoples." In the fall of 2008, Dr. E. Elizabeth Johnson, the J. Davison Philips
Professor of New Testament Language, Literature, and Exegesis will convene the seminar
whose theme is "The Mission of the Global Church in the 21 st Century in an Age of
Pandemics".

Evangelism Emphasis

In 1981 Columbia initiated a program in evangelism. Under the direction of the Peachtree
Associate Professor of Evangelism and Church Growth, a program of courses for basic and
advanced degree students has been developed that focuses on the church's evangelistic mission
in the rapidly changing context of North America. Students wishing to emphasize evangelism
and mission are urged to include an internship (from one summer to one year) in a teaching
congregation with strong missional commitments.

In addition to course offerings, the professor works with the Thompson Scholars Program, a
selective continuing education opportunity that brings pastors with a special interest in
evangelism to the campus. The annual five-day intensive study experience 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. Activities include
worship services, lectures, and formal and informal occasions for visiting with guest speakers,
faculty members, and friends. The Alumni/ae Association 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 principles of the Christian faith." The
Smyth Lectures are presented to the seminary community and are open to all ministers and
laypersons who wish to attend.

48

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
Januarv term. During the summer, the seminary offers a full program of supervised ministry, an
eight-week course in beginning Greek, and a four-week summer session designed primarily for
D.Min. students and ministers interested in continuing education.

Orientation

All entering basic degree students and international students are required to attend an
orientation program that occurs during the days preceding the regular opening 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 understand 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
transferred 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 congregation, preparation for ordination
examinations, and consultation with faculty advisers.

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. Forums 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 designed and led by student organizations.

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 sen-ice to the church through the
presentation of awards, prizes, and fellowships. Descriptions of these awards are given below
along with a listing of recent recipients.

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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 interests of the entire seminar}' community, i.e.,
students on and off campus, international students, and student families.

Evangelical Student Association

This association strives to foster Christian fellowship and service within the seminar} 7
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 seminarians by
creating an on-campus environment that nurtures their spiritual, intellectual, 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.

Society for Missionary Inquiry

Founded in 1 832, this society has been instrumental through the years in promoting an active
interest in missions among the students and throughout the church. The society provides
hospitality for international students and visitors on the Columbia campus. Through the work
of the society, a number of students have responded to the challenge of international missions.

52

Spouses of Seminarians

Designed primarily for the spouses of regularly enrolled students, this organization 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 organizadon 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, tennis, 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 information for
students on matters such as housing, student services, and seminary policies and procedures.

Placement

Columbia's students seeking a call find a wide range of ministry options available to them at
graduation. While the majority of basic-degree graduates accept calls to congregational
ministries, others discover that their gifts and interests lead them into different avenues of
Christian service to the church and world. These avenues include further graduate study in one
of the traditional theological disciplines; Clinical Pastoral Education; work in international
missions; service in a social ministry agency; chaplaincy in hospitals, schools, or the military
services; campus ministry; teaching; and ministry in denominational staff positions.

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

Columbia maintains close ties with congregations seeking pastors and other calling 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 students and
alumni/ae.

53

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 Carolina, in
1917. In 1992, an addition to the fund was made by Mary Scott Wilds Hill, Annie Edmunds
Wilds McLeod, Murphey Candler Wilds, and their children in memory of their parents and
grandparents, Laura Candler Wilds and Louis T. Wilds, Jr. The fund provides a cash award to
the graduating M.Div. student selected by the faculty for the highest distinction in his or her
academic work over the entire seminary 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 presenting the best
paper showing sound theological scholarship and relevance to the needs of Christian people in
the contemporary world. Special attention is given to papers 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 student writing the best
paper on the creative use of music in worship.

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 outstanding 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.

54

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 demonstrated unusual
leadership qualities at Columbia as well as spiritual depth and integrity.

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, evangelism 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 Columbia.

The Harold J. Riddle Memorial Book Award is presented to one or more seniors, selected
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 patients.

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 outstanding
graduate in the Doctor of Ministry program. The award will be granted to a graduating D.Min.
student who shows exceptional ability for congregational leadership 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 Funice 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 student who shows
promise and commitment to a call in youth ministry upon graduation 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.

The John Nelsen Award is given for the best Doctor of Ministry project focusing on
scripture in aiding the transformation of the Doctor of Ministry student's congregation into a
missional church. The award is given by Dan Winn Jr. in honor of his friend and counselor,
John Nelsen, M.Div., D.Min., Princeton Theological Seminary and pastor of the First
Presbyterian Church, Sapulpa, Oklahoma, who for 25 years has devoted his ministry to
challenging, sustaining, and transforming congregations. The missional church has been his
primary focus for several years.

55

Graduate Fellowships

Each year the seminary awards one or more fellowships to outstanding graduates completing
the M.Div. degree. The purpose of these fellowships is to recognize superior intellectual
achievement demonstrated during the course of the regular seminary program and to provide a
modest support for graduate work beyond the first professional degree. Fellowships must be
used toward an accredited master's degree or doctoral graduate degree program in which the
recipient engages in the scholarly 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 graduate 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 graduates
who have completed the Master of Divinity degree. The purpose of the fellowship is to
recognize superior achievement and to provide support for further study.

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

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

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

James & Clara Terry Fellowship established by Desert Ministries, Inc., is given to a
graduating senior who demonstrates excellence in practical theology and high potential for
parish ministry.

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"Si

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 Columbia stands within a
Reformed tradition, historical-doctrinal studies are concerned not only with right thinking, but
also with the relation of Christian faith and doctrine to all arenas of life. Therefore, studies in
this area engage students in consideration of the social, political, economic, and cultural life of
today in the United States and across the world. In historical-doctrinal studies students 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 prophetic 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 pastor, 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 weaknesses, and then to develop a flexibility that will enable
them to take their biblical and theological understanding and deal with whatever issues they
face during their ministry.

Supervised Ministry serves an integrative function for the curriculum. Students are involved
in the actual practice of ministry under competent supervision. Through experiential, relational,
and inductive learning, students explore the forms, styles, contents, and concepts of ministry
and put into practice what they have learned through studies in the biblical, historical-doctrinal,
and Practical Theology Areas. These studies are integrated with the practice of ministry and
personhood of each student.

59

Courses of Instruction

The following pages provide representative illustration of the courses taught by the faculty of
Columbia. The Registrar publishes the specific course offerings in the preceding spring each
year. Copies are available in the Academic Affairs Office and on the web.

The faculty reserves the right to modify individual course requirements within a degree
program. Such changes will be effective the next time such courses are offered or at a later date
as determined by the faculty. Degree programs and their major 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 offered: B for
Biblical; HD for Historical-Doctrinal; P for Practical Theology; I for Interdisciplinary; and SM
for Supervised Ministry. Courses whose numbers are prefaced by ATA are offered by the
Atlanta Theological Association. The hundred's digit refers to the level of the course and
whether it is required for the Master of Divinity degree program or elective:

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

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

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

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

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

700s are off-campus electives at advanced level.

A current list of course can be found at www.ctsnet.edu.

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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 Testament.
Required of all students who have not taken
Greek in college or passed the Greek qualifying
exam.
6 credits

B627 Greek Reading

Bartlett

An intensive reading course in the New
Testament and related literature. Includes reading
and translation of selections from the synoptics, 1
Thessalonians, and Hebrews, and study of
portions of the Septuagint and first Clement.
Prerequisites: B021 and B153.
1.5 credits

B141 Survey of the Old Testament

'Connor, Yoder, Brown

A study of Old Testament literary development

and theological content and the history and

religion of ancient Israel.

3 credits

B542 Jeremiah

Brown, O'Connor

Considers Jeremiah as the book emerged from

one man's poetry to a canonical resource for an

exilic community.

3 credits

B153 Exegesis of the New Testament

Johnson, Saunders, Bartlett

Material from the Greek New Testament is

interpreted, with emphasis on exegetical method

and the document's place in the New Testament

and early church. Prerequisite: B021.

3 credits

B161 Survey of the New Testament

Johnson, Saunders, Bartlett

An examination the New Testament's literary

character and theological content in the light of

first-century history and culture.

3 credits

B222 Introductory Hebrew

Yoder, Brown

Introduces the essentials of Hebrew grammar,

syntax, and vocabulary preparatory' to study of the

Hebrew Old Testament.

3 credits

B233 Exegesis of the Old Testament

O'Connor, Yoder, Brown

Examines Old Testament passages emblematic of

the literature and faith of Israel. Discusses their

relevance to Christian theology- and the church's

teaching ministry. Prerequisite: B222.

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

B553 Galatians

Cousar

Examines exegetically the Greek text of Paul's
letter to the Galatians, with special attention to
the "hearing" of the letter both in the ancient
Galatians communities and today and to the
critical theological issues. Prerequisites: B021 and
B153.
3 credits

B553a Ephesians

Cousar

An examination of the Greek text of Ephesians

from a literary and historical-critical perspective

that seeks to understand the theological character

of the letter and its relevance for today.

Prerequisite: B021.

3 credits

B573 Old Testament Theology

'Connor, Yoder

Investigates theological themes in the traditions of

the Old Testament, focusing on methods of

relating biblical material to contemporary

understandings of the nature of human life.

Prerequisites: B141 and B161.

3 credits

61

B614 Reading Biblical Narrative

O 'Connor

Explores the Old Testament character
development, narrative voice, plot, repetition,
suspense, narrative gaps and timing, irony, and
ambiguity. Examines parallels between scripture
and modern Western stories.
3 credits

B616 Women and the Old Testament

'Connor

Studies scripture and feminist scholarship to

investigate the Old Testament as both problem

and resource for believing women and seeks ways

to reclaim texts for mission and ministry.

3 credits

B617 Intercultural Readings

'Connor

Fostering awareness of how a person's context

illuminates and limits interpretations of the Old

Testament, the course exposes students to

contextual realities and interpretations of other

peoples.

3 credits

B619 Nature of the Church

Bartlett

Seeks to understand key images of the Church in the
New Testament, along with Old Testament passages
that help inform those images. Attention is given to
the Pauline epistles, Matthew, Luke-Acts, and
Hebrews. Contemporary interpretations of church
are considered. A final project requires students to
apply biblical material to their denominational and
congregational setting.
3 credits

B621 Hebrew Reading

Yoder

Concentrates on the Hebrew Old Testament to
increase facility in the language. Special emphasis
on grammatical structures and vocabulary. By
permission of instructor.
1.5 credits

B622 Biblical Aramaic

Staff

Studies the grammatical and syntactical features of
biblical Aramaic with a view to translating
portions of the Old Testament written in Aramaic
(Daniel 2:4-7:28; Ezra 4:8-6:18, 7:12-26).
Prerequisite: B222.
3 credits

B631 Proverbs: Wisdom for an

Uncertain World

Yoder

Engages in exegesis of the book of Proverbs, with
particular attention to the book's rhetorical
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

'Connor

Close reading and exegesis of Deuteronomy that

attends to the book's rhetorical strategies and its

political and theological intentions. Prerequisite:

B222.

3 credits

B634 Jeremiah and the God Who

Weeps

Connor

Places Jeremiah in the tradition of Hebrew

prophecy, analyzing the book as theological and

political literature, centering on Israel's experience

of exile. Prerequisite: B222.

3 credits

B636

Brown

Psalms: Hymnbook for
Wholeness

Engages in exegesis of the book of Psalms with
special attention to their use in the liturgical,
devotional, and theological life of ancient Israel
and the church. Prerequisite: B222.
3 credits

B636a

Brown

Pain Seeking Understanding: The
Search for Wholeness in the Old
Testament

Examines various texts of scripture that address
the matter of pain in its theological and pastoral
dimensions. Explores how the Old Testament
defines personal and corporate wholeness for
human beings.
3 credits

62

B637 Five Scrolls (MegiUoth of the Old

Testament and the Experience of
God)

Gladson

A study of the five books in the Hebrew Writings
known as the Megilloth (scrolls): Ruth, Song of
Solomon, Ecclesiastes, Lamentations, and Esther,
with a focus on the contribution these writings
make to the experience of God in the world.
Attention given to the contemporary
interpretation and preaching from these books.
3 credits

B640 Exilic Prophets

'Connor

Investigates Jeremiah, Ezekiel, and Second Isaiah

as responses to the collapse of Judah in the

Babylonian period. Uses historical, disaster,

literary, and theological studies.

Prerequisite: B141.

3 credits

B642

Jeremiah: Scripture of 9/11 in
Ancient Jerusalem

Considers the message and structure of the book
of Jeremiah and the way in which the book
reflects the crisis of faith and culture during the
failure of the city of Jerusalem. Attention given to
the ways in which the book mirrors and
illuminates today's cultural crisis of discontinuity
and to the book's resources for truth-telling and
hope-telling.
3 credits

B643 1 and 2 Kings: The Riddle of

Power and Faith

Brueggemann

Considers the interface of history and theology
that is essential to an Old Testament articulation
of God. A study of the Books of Kings will reflect
on biblical antecedents to Niebuhr on the strange
linkage of faith and power. Students participate in
class presentations with attention to
methodological issues in interpretation.
3 credits

B644 Psalms

Brueggemann

A conventional analysis of the genres of the psalm
literature with attention to the interface of the
Psalms as "limit expressions" and the life of faith
in an environment of anxiety. Students interpret
the Psalms, reflect on pastoral interfaces, and
explore liturgical uses of the Psalter.
3 credits

B646 Pentateuch

Brueggemann

Reviews recent scholarship on the Pentateuch, the

foundational document of Jewish and Christian

faith.

3 credits

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 theological, ethical,

and ecological implications.

3 credits

B647 Old Testament Wisdom and the

Contemporary Church

Gladson

A study of the Wisdom literature of the Old

Testament and its relevance for the preaching,

teaching, and contextualizing ministry of the

contemporary church.

3 credits

B648 Lamentation and Weeping in the

Old Testament

'Connor

Studies Psalms of lament, Jeremiah's confessions,

and the book of Lamentations as resources for

mission and ministry today.

3 credits

B649 God in the Whirlwind: The Book

of Job and the Practice of
Ministry

'Connor

Considers Job from numerous theological

perspectives, addressing relationships of the

book's theological visions to the practice of

ministry.

3 credits

B650 Gospel of John

Bart/ett

Studies the Fourth Gospel both from a literary

and from an historical-critical perspective to

understand the unique theological and

ecclesiological concerns of this early Christian

writing. Prerequisites: B021 and B153.

3 credits

63

B651 The Gospel According to

Matthew

Saunders

Examines Matthew, emphasizing ways that

contemporary Christians, especially those dealing

with fear, violence, and rapid cultural 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 attention to this

evangelist's eschatology, social agendas, and

appropriation of Israel's prophetic traditions.

Prerequisites: B021 and B153.

3 credits

B663 Romans

Johnson

A close reading of the text 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

B668 Corinthian Correspondence

Bartlett

An exegetical study of key passages in 1 and 2

Corinthians that seeks to discover the situation of

the early Corinthian churches and to discern

Paul's pastoral and theological responses.

3 credits

B671

Yoder

Rebuilding Our House:
Community and Theology in the
Post-Exile

Explores the socio-historical and theological
world of 539 to 331 BCE; emphasizes the
redefinition of community, the role of the temple,
idolatry and purity, and the threat of "foreign"
women, and considers how the post-exile may
inform understandings of the contemporary
church and the practice of ministry. Prerequisite:
B141.
3 credits

B672 Death of Jesus

Johnson

Studies how early Christians interpreted Jesus'

death and seeks to understand what they thought

it meant to God, and what they thought it meant

for the world. Prerequisite: B161.

3 credits

B674 New Creation and Ecology:

Practicing in the Garden

Saunders

Explores dimensions of the ecological crises
facing the present generation; presents theological,
scriptural, and anthropological resources for
shaping sustainable ecological behavior; examines
traditional Christian practices pertaining to
community, the Body, and the world; and offers
resources and models for working with
congregations and young people on
environmental issues.
1.5 credits

B675 The Body of Christ: Eschatology,

Mission, and Church in the New
Testament

Saunders

Explores the eschatological convictions and
practices of the earliest Christians, especially their
understandings of their mission and the distinctive
communal character of the church. Attempts to
discern ways of re-appropriating within our own
cultural settings the "Last Days" convictions,
practices, and missional orientation of the earliest
Christians. Prerequisites: B161 and B153.
3 credits

B678 Paul for the North American

Church

Cousar

Examines the theological themes of the undisputed

Pauline letters, their literary contexts, and their

significance for shaping the church today.

3 credits

B679 Interpretation of the Gospel of

Mark

Saunders

Explores Mark's parabolic presentation of the

Jesus story; students read the Greek text and

engage literary and sociological interpretations.

Prerequisite: B153.

3 credits

64

B690 Th.M. Thesis Reading B694 Independent Study in Biblical

Staff Languages

Offered dunng January forTh.M. students to Staff

accomplish reading in preparation for thesis 3 credits

writing. Students create the reading list with their

adviser and meet to discuss the reading and the B695 Exegetical Research in New

wnting of the thesis. ^

& Testament

Johnson, Saunders, Barlett

3 credits

B692 Exegetical Research in Old

_ ., . n B696 Research in New Testament

U Connor, 1 oder, Brown n . . . ~, .

Criticism or Theology

Johnson, Saunders, Barlett

3 credits

B693 Research in Old Testament

Criticism or Theology

O'Connor, Yoder, Brown

3 credits

65

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 overview of the formation, development, and
outcome of Christian doctrine and practice in the
socio-cultural and politico-economic context.
Traces major geographical shifts in the
institutional "centers" of Christianity, giving
attention to the growth of diverse Christian
traditions. Introduces Christian literature in
various genres to give students hermeneutical
skills in reading texts in their contexts.
3 credits

HD233 Christian Theology I

Stroup, Moore-Keish

Introduces the basic doctrines of Christian faith.
Studies classical theological paradigms, their
contemporary reinterpretation, and the
significance of theology for the life of the church.
3 credits

HD234 Christian Theology II

Stroup, Moore-Keish

Studies classical and contemporary Reformed
theology and the contribution of black,
evangelical, feminist, and liberation theological
perspectives. The continuation of HD233.
3 credits

HD320 American Religious and Cultural
History

Clarke

Studies the history of religion in the U.S. and its
relationship to the national 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 movement has
on the life of Christian communities. Through a
focus on the current demographic transformation
of Christianity, students are exposed to emerging
theological and historical dynamics which are both
in continuity and discontinuity with Western
historical and theological Christian encyclopedia.
1.5 credits

HD372 Christian Ethics

Douglas, Riggs

Studies the biblical, theological, and philosophical

foundations of Christian ethics.

3 credits

HD532 Reformed Theology: Its Shape
and Development

Moore-Keish, Stroup

Examines Reformed theology from the sixteenth

century to the present, focusing on theologians

(Calvin, Edwards, Schleiermacher, Barth,

Moltmann), creeds, and confessions.

3 credits

HD533 Introduction to Theology

Stroup, Moore-Keish

An extended reflection on The Apostles' Creed,
The Lord's Prayer, and the Ten Commandments
that presupposes no prior knowledge of Christian
theology. Case studies are used in order to discuss
the practical signifiance of the theological
reflections.
3 credits

HD551 Philosophical Introduction

Staff

Introduces philosophy through an exploration of

its history and relation to theology.

3 credits

HD561 Religions Encountered

Cardoza-Orlandi

Explores the encounters of Hinduism, Buddhism,
and Islam religions with Roman Catholic,
Orthodox, Protestant, and Pentecostal traditions.
3 credits

HD564 Faces of Latin American
Protestantism

Cardoza-Orlandi

Studies Latin American and Caribbean
Protestantism in the context of liberation
theology, the emergence of Amerindian and Afro-
diaspora religions, and the question of authentic
Christianity in the region.
3 credits

66

HD576 The Bible and Christian Ethical

Reflection
RJggs, Saunders

Examining the writings of ethicists and biblical
scholars, students develop their understanding 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

HD610

Clarkt

Introduction to U.S. Religion and
Cultural History

Studies American religion, society, and culture to
give international students a historical context for
their studies.
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. Examines the character of
African American Christianity and its links to
traditional African religions. Looks particularly at
the character of southern white religious life and
the response of Columbia Theological Seminary
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
Protestantism in the U.S. Seeks to discover the
theological assumptions and commitments in
fundamentalism and to discern how
fundamentalism is to be understood in
relationship to U.S. culture and to U.S. economic
and political life.
/ . 5 credits

HD613 Social Theory for Mission and

Ministry

Cardo^a-Or/andi

Explores the dynamics of cross-cultural,

intercultural, and interfaith mission and ministries.

Integrates theoretical and experiential material

with theological perspectives to develop a

theology for cross-cultural ministry.

3 credits

HD615a History of Western Christian

Spirituality
Gon%ale%

Traces the central focus of spirituality in the
Chrisuan community- throughout its existence,
beginning with the early church that is largely in
the East, and shifting to the West in the Medieval
period. Gives attention to the renewal of spiritual
life in the church, its sources, and its relationship
to context in order to determine what such
sources are for the church today.
3 credits

HD623 Eucharist of Crumbs: Women and

Vocation in the Medieval Church
Ward

An introduction to writings by women who found
their "vocation" as monastic creative writers,
abbesses, theologians, visionaries, mystic teachers,
spiritual guides, humanist educators, city
reformers, apologists, catechists, and leaders of
sodalities. Explores the ways in which biblical,
theological, anthropological and social arguments
were used against women in officially ministering
within the church.
^ credits

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

Ward

Designed to broaden knowledge and understanding
of the historical period known as the age of
Reformation. Surveys the history of the reformation
movements from the late medieval to early modern
period and asks for a redefinition of "The Age of
Discover)-, Expansions, and Reformations" in
Lurope within the larger global context. Lxamines
levels of reform within the Catholic church before
and concurrent with Luther's, Zwingli's, Calvin's,
Radical, Lnglish, and other wings of the Protestant
Reformation. Issues are discussed in the context of
the larger political, economic, and social changes.
3 credits

67

HD623b Gospel and Culture in

Reformation World
Ward

A seminar that examines the thinking and writings
of reformers in the Reform movements of late
medieval and early modern Europe. Studies
representative writings and their definitions of the
gospel, and questions how reformers addressed or
did not address issues of their time. Seeks to
discern whether.their earlier understandings have
affected understandings of the gospel and culture
in today's church.
3 credits

HD624 Origen of Alexandria
Ward

An examination of Alexandrian biblical
hermeneutics exemplified in Origen's "Homilies
on Genesis." Origen's original contributions will
be compared to rabbinical exegesis as well as
Philo's biblical understandings in Alexandria.
3 credits

HD625 Luther

Ward

An examination of Luther's reformation in the
context of late medieval and early modern Europe
and beyond. Readings include Luther's major writings
on biblical works. Covers the development of his
reform ideas and practices and theological topics, and
places Luther's reform in interaction with other
reform movements of the period.
3 credits

HD628a Women in the Reformation
Ward

Examination of texts by women who helped shape
various Reformation movements. Examples include
writings by Argula von Grumbach 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 contrasted with what the male Reformers
said about women.
3 credits

HD630b Reformation Voices for the

Present: Luther and Calvin in
Dialogue
Ward

Places the two great, formative Protestant voices-
Martin Luther and John Calvin in conversation
with one another and with class participants.
Emphasis on the practical and pastoral
importance of their thought for modern parish
ministry, their work and writings, their place in
history, and their role as resources for today's
church.
3 credits

HD631 Sin and Grace

Stroup

Examines interpretations of sin and grace, the

different ways churches understand their relation,

and the implications of this issue for the life of the

church.

3 credits

HD626 Calvin, the Exegete and Preacher

Ward

An examination of John Calvin's (1509-1564)
reformation in the context of late medieval and
early modern Europe. Surveys the development of
Calvin's biblical and theological writings;looks at
sermons in detail. Examines how exegetical
preparations helped inform his preaching as well
as theological, educational, pastoral and
disciplinary programs,which shaped the life of
Christian women and men in Geneva.
3 credits

HD632a Theology in the Nineteenth
Century

Stroup

A survey of the development of Christian
theology in the nineteenth century in Europe and
North America. Attention is given to the
significance 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

HD627 The Early Jesuits

Ward

A survey of the writings and works of the Society of
Jesus from its inception by Ignatius of Loyola in
1530's to the papal suppression in 1773. Examines
contexts in which the Jesuits were prominent, with
attention to their attitude toward world cultures and
religions, theories of accommodation, use of native
clergy, and other issues.
) credits

HD632b Theology of the Holy Spirit

Stroup

This seminar explores the following questions: In
Christian faith and Scripture, who is the Holy
Spirit? How does one discern the Spirit amidst the
spirits? What is the relation between Jesus and the
Spirit? What is Christian life lived in the power ot
the Spirit?
3 credits

68

HD632c Theology in the Twentieth
Century

St roup

A survey of the development of Christian

theology in the twentieth century following the
collapse of theological liberalism after the First
World War. Focuses on the emergence of
"Neo-orthodox" theology, especially that of
Barth, Tillich, Bonhoeffer, and the Niebuhrs, the
dissolution of neo-orthodoxy at mid-century, and
the emergence of new paradigms
represented bv Karl Rahner, process, feminist,
and liberation theologies, Moltmann, Tracy,
Lindbeck, and the conversation with
postmodernism.
3 credits

HD633a Liturgical Theology

Moon-Keish

Explores the relationship between the practice of
worship and the practice of reflective theology.
Examines the work of liturgical theologians from
a variety of Christian traditions who look to
liturgical action as both source and norm for
theological work. Students use lenses from
liturgical theology to reflect on the theology
enacted in their own worship settings.
3 credits

HD633b Theologies of Baptism and

Eucharist
Moon-Keish

Surveys the development of baptismal and
eucharistic theologies through history and
explores some of the various debates concerning
baptism and Euchanst in churches around the
world today.
3 credits

HD634a Barth on God
RaynaJ, Stroup

The topic for Spring, 2008 is Karl Barth's
interpretation of the reality and attributes of God.
The seminar studies Volume II/l of Barth's
"Church Dogmatics". Students lead a seminar
discussion and write a term paper on some aspect
of Barth's interpretadon of Cod.
3 credits

HD634b Readings in Theology: Karl Barth
Kaynal

Studies Church Dogmatics 1Y,3, "Jesus Christ,
The Lord as Sen-ant" to explore how Barth
developed his understanding of Jesus in
relationship to Christology.
3 credits

HD635 Theology and Postmodernism
Stroup

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

HD637 Feminist Theology
.A loore-Keish

An examination of the roots of the feminist
theological movement in earlier Christian history,
the significant voices from the 1960's and 197()'s,
and contemporary theologians who are working in
feminist theology today. In the final weeks of
class, students work on projects on topics of
particular interest.
3 credits

HD638 Christology

Moore-Keisb

Surveys major chnstological texts and issues from
the New Testament to the present, exploring
questions such as Who was fesus? 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 does his
historical gender and cultural location make?
3 credits

HD638a Christology of Karl Barth

St roup

Examines Barth's Christology as he develops it in
the context of his doctrine of reconciliation in
volumes 1Y/1 and IY/3a of Church Dogmatics.
3 credits

HD638b Christology of Jurgen Moltmann

Stroup

An examination of Moltmann's Christology as he

develops it in The Crucified God and The Way of
fesus Christ.
3 credits

HD639 Meet the Niebuhrs
Douglas

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

69

HD644 Pilgrimage to the Borderlands
Cardot(a-Orlandi

An exploration of the history, cultures, social
conditions, and theological perspectives of life in
the region between northern Mexico and
southwestern U.S. Focusing on the Latin reality of
this region and the border/global dynamics,
instructors and students gain understanding of the
complex reality of the human condition and the
church in this region.
3 credits

HD645 Church in China

Staff

Examines the history, theology, and contemporary

context of the church in China, emphasizing issues

of gospel and culture.

3 credits

HD661 Pentecostalism in Latin America

Cardoifa-Orlandi

Explores the development of Latin American and

Caribbean Pentecostal traditions as they become

emerging agents to transform Christianity in the

continent.

3 credits

HD661b World Religions and the Global
Church: Islam and Christianity
Encountered

Cardo^a-Orlandi

An introduction to Islam in historical and
contemporary relationship with Christianity.
Explores a missiology of religious encounters
based on readings from Christian and non-
Christian theologians from these regions.
3 credits

HD664 A Faith on Fire!: Christian

Theology and Missiology from a
Non-Western Perspective

Cardo^a-Orlandi

Focusing on the late 19th and 20th centuries, this
course studies the theological and missiological
contributions of frequently silenced and ignored
non- Western theologians and missiologists and
their relevance to Christian communities in the
West.
i credits

HD666 Missiologies from the Underside

Cardo?(a-Orlandi

Explores theologies of mission from the Fourth-
Fifths world, particularly Africa, India, and Latin
America, and such concerns as contextualizafion,
ecology, inculturation, interfaith dialogue, and the
preferential option for the poor.
> credits

HD667 Hispanic and Latino Cultures and

Theologies
Cardo^a-Orlandi

Examines anthropological, theological, literary,
and other media sources to reveal the diversity of
the cultural reality and theological and
missiological endeavors of Hispanic and Latino
communities in the U.S.
3 credits

HD669 Introduction to Mission Studies
Cardv^a-Orlandi

Surveys and introduces the theologies and
practices of both the transmission and reception
of the gospel. Employs historical, theological,
biographical, and religious studies to expose
students to the missiological contributions of
world Christians and Christian communities as
they share and/or contextualize the gospel of
Jesus Christ in particular times and regions.
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

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

HD672

Figures and Themes in Liberation
Ethics

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

HD673

K/oas

The Church as Community of
Moral Discourse

Examines how the church reflects ethically upon
contemporary social problems. Guides students in
preparing models of pastoral-prophetic ministry.
3 credits

70

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 healthcare

reform.

3 credits

HD677

Feminist.Womanist Ethics

Examines the historical, sociological, and
theological bases of feminist and vomanist ethics
to explore gender oppression, socio-religious
ethics and the analysis of sexism, and the purpose
of a movement against sexist oppression.
1.5 credits

HD679 Ethical Leadership Seminar
Riggs

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

HD690 Th.M. Thesis Reading
Staff

Offered during January for Th.M. students to
accomplish reading in preparation for thesis
writing. Students create the reading list with their
adviser and meet to discuss the reading and the
writing of the thesis.
3 credits

HD691

Clarke, Ward
3 credits

Independent Study in Church
History

HD693 Independent Study in Theology

Stroitp, .\ loon-Kc/s/i
3 credits

HD694 Independent Study in Christianity

and World Religions
Cardot(a-Orlandi

3 credits

HD695 Independent Study in Philosophy
Staff

3 credits

HD696 Independent Study in Mission,

Ecumenics, and World
Christianity

Cardo^a-Orlandi
3 credits

HD697 Independent Study in Ethics

Riggs, Doug/as
3 credits

HD715 American Cultural Issues

Clarke

Explores contemporary U.S. culture from a

historical perspective with a focus on critical

social and cultural issues and their influence on

ministry.

3 credits

HD774 United Nations Seminar

Staff

Under the guidance of a CTS professor, students

in this NYC-centered seminar use the resources of

the UN Office of the P.C. (U.S.A.) for an in-depth

and cross-disciplinary exploration of an important

issue confronting the global church.

3 credits

71

Practical Theology Area

Faculty: Charles L. Campbell, R. Leon Carroll, Pamela Cooper- White, Kathy Dawson, Anna
Carter Florence, J. William Harkins, Stephen A. Hayner, Paul Huh, Skip Johnson, Kimberly
Long, D. Cameron Murchison, Rodger Nishioka, Jeffery Tribble

P150 Scripture Reading Practicum

Florence

Prepares students' to be liturgists and oral

interpreters of scripture by offering a performance

and proclamation theology for Reformed worship.

Required of M.Div. students in the first semester

as a prerequisite to PI 51 .

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 evaluate

resources theologically and educationally.

1.5 credits

P151 The Ministry of Worship and

Preaching

Campbell, Florence, Long, Huh
Focuses on the preparation and delivery of
sermons and on 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, Johnson, Cooper-White

Introduces the basics of pastoral care ministry,

provides experience in pastoral visitation, and

examines issues most clergy face. Supervised

clinical practice facilitates theological reflection,

personal growth, and pastoral identity.

3 credits

P322 Introduction to the Theory and

Practice of Christian Education

Dawson, Nishioka

Examining understandings of God, mission, and

education, students learn basic educational

concepts, analyze contemporary theories and

practices, and develop approaches to Christian

education.

3 credits

P505 Theological Writing Workshop

Campbell

Focuses on the challenge of writing in a

theological setting; students meet one-on-one with

instructor to address individual writing issues and

goals. May include review of English grammar and

composition.

credits

P523b The Spiritual Lives of Children

Dawson

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

P525 Faith and Human Development

Dawson

Surveys the field of human development and
explores the developmental theories and methods
that inform current education practice. Faith
interviews with children, youth, and adults are
used to analyze and critique developmental
psychology. Fulfills the educator certification
requirements in human development for
PC(USA) students.
3 credits

P526 Living History of Religious

Education

Dawson

An examination of periods in the history of
Judeo-Christian teaching from ancient Israel to
present practices in Protestant, Catholic, and
Orthodox churches. Includes educational
experiences in the style of the times, discussion of
the pedagogy as it reflected its historical context,
and implications for present practice.
3 credits

72

P527 Teaching the Bible Through

Liberative Pedagogy

Nishioka

Recognizing that Bible smdy too often "gives the

correct answers" without questioning, the class

explores teaching methods and developmental

theory, and provides students with practice in

teaching the Bible effectively.

3 credits

P601 American Spiritualities

Brown-Taylor

Examines religious pluralism in the U.S. as reality,
challenge, and resource for Christian spirituality.
Offers introductions to spiritual practices of other
major wisdom traditions in combination with site
visits for purposes of enriching dialogue and
making peace.
3 credits

P533 Family Systems for Ministry

Harkins

Explores the basics of family systems theories as a
basis for understanding dynamics at work within
families and congregations. Enhances
understanding of the student's own family system
and the impact of this system upon formation for
ministry. Addresses issues relating to personal and
professional boundaries.
3 credits

P534 Pastoral Care of Couples and

Family Life
Harkins

Utilizes systems theory and other clinical sources
to examine couples and family life as they relate to
ministry and pastoral care.
3 credits

P538 Pastoral Care and the Experience

of Crisis

Johnson

An exploration of ways for pastors to speak and
live God's story when crisis events overwhelm
individuals, families, and communities. Focuses
on pastoral care skills one can learn to help
persons who are moving through such a time.
Looks beyond management and intervention
response to crisis to consider the resiliency of
hope and possibility of grace incarnated through
acts of pastoral care.
3 credits

P576 Spiritual Formation

Davis

Offers a grounding in spirituality; provides

opportunities for students to practice the

particular disciplines that undergird the Reformed

faith.

3 credits

Korean-American Ministry

P583

Staff

Prepares students to respond to the needs,
problems, and aspirations of the Korean-
American community in the U.S.
3 credits

P604 Christian Practice for

Congregations

Brown-Taylor

Engages a variety of new and old practices on the

premise that the Christian way of life depends

more on its verbs than its nouns, with special

attention to pastoral leadership of congregational

practice.

3 credits

P605 Being in Christ: Mysticism and

Resistance

Brown-Taylor

Uses case studies to explore unitive religious

experience as a valid but often suspect path to

being in Christ. Examines sources of resistance

along with resources for social action and pastoral

care.

3 credits

P606 Congregational Spiritual

Formation

Brown-Taylor

Studies how to cultivate spiritual leadership in

tasks of ministry such as worship, vision, teaching,

administration, mission, and discipleship.

3 credits

P607 A Change of Heart: The

Experience of Conversion

Brown-Taylor

Explores the phenomenon of individual and

congregational transformation in theory and

practice, including a brief survey of conversion in

other Abrahamic traditions.

3 credits

P608 The Embodied Word

Brown-Taylor

Develops congruity between the preacher's

speech and the preacher's life, with special interest

in how congregations "catch" the Christian

virtues embodied in their leaders.

3 credits

73

P610 Exploring the Missional Church

Hayner

Investigates the meaning and practice of missional
vocation as it is applied to the local congregation.
Examines the biblical and theological character of
the particular congregation as the fundamental
instrument of God's mission in human history
and asks how this missional calling defines the
ordering of the community's life, actions, and
formal leadership.
3 credits

P611 Frontiers in Mission Strategy:

Mission Strategy Planning in
Local, Regional, and National
Contexts

Staff

An overview of church development and new
church development. Topics include gathering a
congregation around a central mythology;
developing the culture of the congregation;
cultural anthropology; creative preaching and
indigenous worship; outreach and evangelism; the
history of mainline church development; analysis
of the present and future of the mainline tradition.
3 credits

P612 The Missional Practice of the

Christian Life

Hayner

Explores the relationship between discipleship

and apostolic witness with an emphasis on the

role of spiritual disciplines in forming the pastor

as missional leader and evangelist.

3 credits

P613 Emerging Models of Church Life

Hayner

An examination of new paradigms of church life
and changes in the culture that are driving these
changes. Seeks to understand underlying biblical,
theological and ministry principles and to
determine their applicability to particular church
contexts.
3 credits

P615 Multi-ethnic Ministry in America

Hayner

Description to come
3 credits

P616 Evangelism in Emerging Cultures

Hayner

Explores ways in which the emerging generations
think, covering topics such as preaching,
discipleship, worship, and leadership development
in a new age. Attempts to understand emerging
cultures, find answers to today's questions, and
find ways to communicate God's good news to
the changing culture.
3 credits

P618 Key Readings in Gospel and

Culture

Hayner

Explores key thinkers who have influenced the
dialogue concerning the relationship between
gospel and culture in our day. Significant reading
required; classroom focus on integration and
practical applications within congregational life.
3 credits

P619 The Foundations of Evangelism

Hayner

Recognizing that evangelism often has negative
connotations in the culture and the church, this
course asks what a biblical theology of evangelism
looks like and how faithful and effective
evangelism should be practiced today, especially
by those who take seriously the role of the church
in sharing Jesus Christ with those who have not
heard or responded.
3 credits

P620 Curriculum Planning and

Evaluation in the Local
Congregation

Dawson

An introduction to and analysis of instructional
resources available from denominational and
nondenominational publishers. Contexts of
community, prayer, teaching, proclamation, and
service provide the focus for curriculum analysis
and formation.
3 credits

P621 Group Process and Faith

Formation
Dawson

Focuses on helping students understand the
dynamics of groups and hone their skills as
facilitators and leaders. Using a methodology of
shared leadership, students explore different
behaviors in groups and learn how to facilitate
healthy group interaction as a means of faith
formation.
1.5 credits

74

P622 Preschool Religious Education

Dawson

Through reading, class discussion, and visits to
preschools in Adanta, students learn how to
evaluate Christian preschool programs. Of
particular value to those interested in starting a
Christian preschool, of evaluating existing
programs, or looking for an existing quality
program for children.

1.5 credits

P624 Christian Education in a Small

Member Church

Nishioka

Focuses on the challenges and opportunities of
Christian Education in the small membership
church. Students examine and experience a
variety of methodologies for engaging small
membership churches in Christian education and
Christian formation for children, youth, and
adults.
1.5 credits

P625 Ministry with Second Generation

Asian- Americans

Nishioka

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

P621 Transforming the Confirmation

Journey

Nishioka

Explores the meanings of confirmation, critiques

models and methods, and attempts to determine

the best approach to confirmation in students'

future congregations.

1.5 credits

P629

Dam

Leadership, Learning, and
Ministry in the Twenty-First
Century

Explores the role of strategic educational
leadership in the church. Integrates ideas and
practices from the fields of leadership studies,
Christian education, practical theology,
organization development, and adult education.
3 credits

P632 Pastoral Care and the Caring

Rituals of the Church

Johnson

Reflects upon a selection of church rituals and
their theological foundations from a pastoral
perspective, beginning with an assumption that
founding narratives and redemptive beliefs of the
church are embedded within its practices of ritual
and liturgy. Seeks an enlivening of ritual practice
in congregational life along with a broadened
understanding of how liturgy speaks and cares for
the deeper aspects of what it means to be human.
3 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 patterns, and emerging

strategies in ministry with youth.

3 credits

P633 The Development of Modern

Pastoral Care

Staff

Researches the literature, personalities, and history
of the pastoral care movement in twentieth-
century U.S. For Th.M., Th.D., or D.Min.
students; or by permission of instructor.
3 credits

P626a Ministry with Older Adults

Simmers

Explores the physical, mental, emotional, social,
spiritual, and psychological dynamics of aging and
the church's role in fostering successful aging in
the U.S. Through case studies and interviews with
older adults, students gain knowledge and skills to
engage congregations in effective older adult
ministry.
3 credits

P638 Pastoral Care and Crisis Ministry:

The Activity of Resilience, Grace,
and Hope

Johnson

Focuses on Christian worship and the experience
of crisis, and considers worship as a pastoral care
resource that can assist persons to move through
the experience of crisis from that of victim or
survivor to someone who discovers God's call on
the far side of brokenness.
3 credits

75

P641

The Art of Public Worshp

Examines the theological underpinnings of vital
and faithful worship and considers elements of
effective liturgical leadership. Topics include the
role of ritual and symbol in corporate worship; the
formative power of prayer, song, and space; the
importance of globally-conscious worship; and the
art of liturgical leadership.
3 credits

P646 Leading Christian Worship

Lang

Students explore the spirituality and practice of
leading the Christian community in worship.
Participants gain practice in leading portions of
the worship service, including presiding at
baptism and the Lord's Supper. Classic prayers
forms, styles and uses of liturgical language, and
extemporaneous prayer are considered along with
gesture and movement. The writings of influential
liturgical theologians will inform the class's
practical work in writing for and presiding in
worship. Prerequisite: PI 51.
3 credits

P650 Twentieth-Century Preaching:

Theory and Practice

Campbell

Examines trends in contemporary homiletics and

the work of significant preachers. Students

develop a theology of preaching and preach two

sermons. Prerequisite: PI 51.

3 credits

P651

Preaching Workshop

Students, exploring their homiletical "growing
edges," preach three sermons, receive critiques,
and plan for their continued growth as preachers.
Prerequisite: PI 51.
1 .5 credits

P651a

Contemporary Homiletics

Students engage diverse modern and postmodern
theories of preaching to explore challenges facing
contemporary preachers, clarify their convictions
about preaching, and sharpen their skills as
preachers. In addition to reading and seminar
participation, students preach two sermons in
class. Prerequisite: PI 51.
3 credits

P653 The Preacher and the Poet

Florence

Considers the poet's art-language, imagination,
experience, and form as a resource for preaching.
Includes a workshop with a working poet and the
preaching of two sermons. Prerequisite: PI 51.
3 credits

P656 Principalities, Powers, and

Preaching

Campbell

Biblical texts, liturgical materials, theological

literature, films, and newspaper serve as resources for

exploring the nature of what the New Testament calls

the "Principalities and Powers" and their significance

for preaching. Prerequisite: PI 51.

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 attention to christology. Asks
what christologies have emerged from feminist
thought, what is feminist 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.
1.5 credits

P659 Preaching and Youth

Florence

Focuses on how preaching and interpreting
scripture are affected by the needs, social location,
and prophetic gifts of young people. Students
prepare sermons for contexts ranging from
traditional congregations to retreat settings.
Prerequisite: PI 51.
3 credits

P661 The Beloved CommunityrAn

Introduction to Public Ministry

Carroll

Building upon a theological basis for the work of
the church in the public sphere, students examine
a continuum of approaches for leading a
congregation in public ministry. The city of
Atlanta serves as a primary learning context for
the course.
3 credits

76

P671 Teaching and Learning Theory

Nishioka

This course provides for advanced study in
teaching and learning as Christian formation.
Particular attention is given to various teaching
theories with an emphasis on faith formation.
Various teaching methods will be explored with a
practicum component in the course enabling
students to practice, evaluate, and hone their skills
as a teacher and a teacher of teachers.
3 credits

P672 Advanced Study in Faith and

Human Development

Dawson

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

P673 Advanced Study in Curriculum

Theory

Dawson

A core course for the D.Ed. Min. degree. Students
think beyond curriculum as a lesson plan or
resource and explore the history of curriculum
theory in the church and world. Special emphasis
is placed on obtaining a multicultural and
interfaith perspective on this issue as well as
comparing the course of public education in the
U.S. to Christian education.
3 credits

P674 Theory, History & Philosophy of

Educational Ministry

Nishioka

This course provides for advanced study in the
theology, history, and philosophy of Christian
education. The course unfolds by weaving the
three areas of theology, history, and philosophy
together enabling the learner to experience how
the disciplines are complementary and integrated
and how together, all three contribute to the
tapestry that is educational ministry.
3 credits

P681 Congregational Leadership and

Church Administration

Dams

Addresses time management in ministry, financial
planning, spiritual development, organizational
dynamics, power and authority, communication,
problem-solving, conflict and negotiation,
coordinating personnel and members in mission
and ministry, and stewardship.
3 credits

P682 Money Matters in Ministry

Murcbison

Explores how churches can minister to their
members with a credible theology of money.
Discusses ethical issues of money facing pastors
and reviews Christian tradition for faithful
response to the economic issues facing the
church and its members.
3 credits

P683 Ministry Through the Year

Long

Using the liturgical calendar as guide, students
consider the theology and practice of ministry.
Topics include worship through the church year;
ministry during life passages such as marriage and
death; stewardship; leadership development;
confirmation; and ministry in the public domain.
3 credits

P686 The Art of Reading

Congregations

Tribble

Recognizing that theological education must be
seen in the context of the church and its mission
in the world, this class helps students develop the
art of reading congregations as "living human
documents." Multiple interpretive frames and
methodologies for analyzing congregations are
introduced as tools to enable practical theological
reflections. Students learn to read the
congregation and its history as context for the
transformative praxis of pastoral leadership.
Prerequisite: SM210 or by permission of
instructor.
3 credits

11

P687 Cultural Values in Congregational

Life

Tribble

Begins with the assumption that congregational
conflict is often rooted in conflicting cultural
values in congregational life. Methods of research
are introduced from the academic disciplines of
practical theology, qualitative research, and
congregational studies to explore cultural values in
congregational life and to formulate revised
practices of faithful ministry.
3 credits

P690 Th.M. Thesis Reading

Staff

Offered during January for Th.M. students to
accomplish reading in preparation for thesis
writing. Students create the reading list with their
adviser and meet to discuss the reading and the
writing of the thesis.
3 credits

P691

Independent Study in Evangelism
and Church Growth

P693 Independent Study in Practical

Theology and Counseling

Harkins, Johnson, Cooper-White
3 credits

P694 Independent Study in Worship

Long, Hub
3 credits

P695 Independent Study in Preaching

Campbell, Florence
3 credits

P696

Staff
3 credits

P697

Staff
3 credits

Independent Study in
Communication

Independent Study in Spirituality

P698 Independent Study in Ministry

and Administration

Murchison, Tribble
3 credits

P699

3 credits

Staff

3 credits

P692 Independent Study in Christian

Education

P736

Dawson, Nishioka

Patton

3 credits

Explore

Independent Study in New
Church Development

Pastoral Counseling in the Parish

Explores the theory and practice of the kind of
counseling that pastors can do in the parish,
accountability and confidentiality, principles of
psychological and theological diagnosis, necessary
structures for parish counseling, strategies of
referral, and the theological rational of pastoral
counseling.
3 credits

78

Interdisciplinary Courses

1100 M.A.T.S. Seminar

Douglas

Assists entering M.A.T.S. students in focusing on

vocational or personal goals. Required for entering,

full-time M.A.T.S. students. Part-time students are

expected to enroll after taking at least two courses,

but before completing five.

3 credits

1241 Alternative Context for Ministry

Staff

An academic and experiential exploration of a

significantly different cultural context and the

church's mission. Contexts may include inner-city

Atlanta, the Appalachian region of the U.S.,

Mexico, Central Europe, and Jamaica.

3 credits

1341 Integrations

Harkins, Hayner, Riggs

An examination of what it means to lead with
resilience, moral imagination, creativity, vision,and
character in the church today. Draws upon students'
life experiences, seminary studies,and location within
the life of the church, integrating these resources to
apply them to an understanding of issues facing the
church. Utilizes a creative case study methodology
and requires students to work as ministry colleagues.
3 credits

1497 Th.M. Research

Staff

Required of all Th.M. students who are not enrolled
in other course work. Fee: $60 per long semester.
credits

1601 Preaching in a Culture of Travail

Florence, Douglas

Envisions preaching as a response to the travail
that increasingly marks Western culture. Explores
the norms that shape a culture of travail; critiques
political, social, and ecclesial strategies that
address that culture, and suggests a reorientation
of preaching as a starting point for giving meaning
to work and relief to suffering.
3 credits

1602 Preaching the Pauline Epistles

Campbell, Johnson

Explores Paul's theology of preaching and helps

students develop skills for preaching from the

Pauline epistles. In addition to exegeting Pauline

texts, students will preach two sermons in class.

Prerequisites: P151, B021, and B153.

3 credits

1605 Pastoral Care and Theological

Anthropology

Harkins, Stroup

An exploration of themes related to theological
anthropology, typically understood as doctrine
about "the nature of the human"-or what it is to be
"person," created in the image of God. Themes
may include health/wholeness, finitude, sin, and
salvation, as variously understood in pastoral
theology. Prerequisites: P232, HD233,and HD232;
or by permission of instructors.
3 credits

1615 The Pastor as Public Leader

Staff

A two-week survey course for D.Min. students that
examines what it means to be a pastor who is a
leader in the public arena. Seeks to understand the
community context in which leadership takes place
and considers the biblical and theological bases for
involvement in chic issues as well as uses of power
in decision making.
3 credits

1617 Cross-Cultural Ministry in the
U.S.

Cardo^a-Orlandi, Hayner

Focuses on immigrant issues, cross-cultural ministry
dynamics, and orientation to ways in which
churches are engaging in immigrant ministry.
1 .5 credits

1618 Presbyterian History and Polity

Clarke, Murchison

A study of the history and polity of the Presbyterian

Church (USA), focusing on the theological debates

and missiological commitments that have

influenced current polity.

3 credits

1620 Narrative, Self, and Other: Men in

Ministry

Harkins

Explores the relationship between physical,
emotional, and spiritual well-being in men and the
ways in which men care for themselves, even as
they care for others. Focuses on personal
theological narrative, spirituality, ethics, systems
theory, and pastoral care, as well as readings, film,
and fiction. Participants engage in the construction
of a religious autobiography and attend an
overnight mountain retreat.
3 credits

79

1621

Women's Issues in Health

Ward

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

1623 The Historical Jesus

Stroup, Cousar

Studies the historical Jesus in the context of

theology and the life of faith. Reviews the quests

for the Jesus history, including the work of the

Jesus Seminar.

3 credits

1630 Bible and Theology

Bartlett, Stroup

Examines a variety of Christological claims and

narratives in the New Testament and interpretations

of these claims by several contemporary

theologians. Prerequisites: B153 and HD233.

3 credits

1631 Power, Faith, and Civic
Leadership

Staff

A joint course for students from Georgia State
University, the Interdenominational Theological
Center, and Columbia Theological Seminary.
Students who plan to be leaders in public agencies,
nonprofits, and faith-based groups examine various
ideas and practices of power as experienced within
communities of faith and within local communities.
Attention given to the use of power by leaders
within nonprofit organizations.
3 credits

1666 Apocalypse Now!

Campbell, Saunders

Explores the Apocalypse of John (Revelation) as

literature of prophetic discernment, judgment, and

hope for communities oppressed or seduced by

imperial power and piety.

3 credits

1696 Acts and Disciples: Preaching

Into New Spaces

Florence, Saunders

Explores a selection of texts from Acts some of
the oddest stories about preachers to discern
what they might have to say to postmodern
disciples as they preach the church into new
spaces, and new spaces into the church.
Prerequisites: PI 51 and B161.
3 credits

1697 Preaching Gospel Narratives

Campbell, Stroup

Focuses on diverse biblical narratives about Jesus to
examine the interface between theological reflection
and the practice of preaching and to explore the
ways in which preaching nurtures Christian identity
and discipleship in congregations. Includes readings,
class participation, a major essay, and the preaching
of one sermon. Prerequisites: PI 51 and HD234.
3 credits

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

Saunders

Introduces and critically engages aspects of the
current justice system in the U.S., especially the
"Prison-Industrial Complex" and state-sponsored
executions, in light of biblical and theological
traditions regarding bondage, imprisonment, and
crucifixion. Includes readings, discussion, and
field trips. Prerequisites: B141 and B161.
3 credits

1699a Gospel Foolishness

Campbell, Saunders

Draws upon the traditions of carnival, burlesque,

parody, court jesters, and holy fools to explore

Christian preaching and ritual that unmasks and

subverts conventional wisdom and power.

Prerequisites: PI 51 and B161.

3 credits

1695 Interpreting and Proclaiming the

Gospel of John

Bartlett

A careful reading of the Gospel of John that seeks
to understand it both in its first century context
and as a resource for theology and preaching
today. Students who seek Practical Theology credit
write three sermons and preach one. Students who
seek Bible credit write three short papers and lead
class discussion on the basis of one.
3 credits

80

Supervised Ministry

SM210 Congregation-Based Internship

Carroll

For a minimum of 400 hours (full-time for 10
weeks in summer, or part-time over fall and spring
semesters, the student engages in the ministry of a
teaching congregation serving in a broad range of
pastoral functions, and engaging in a structured
process of theological reflection with a supervising
pastor and lay committee. Prerequisites: PI 51.
Summer (full-time) or Fall/ Spring (part-time). 6 credits

SM213 Internship in Youth Ministry

Carroll

A student-in-ministry experience with adolescents,
typically in a congregation or other youth ministry
organization where supervision is provided by a
pastor, educator, or other experienced youth
ministry professional.

Summer (full time) 6 credits. Fall and/ or Spring (part-
time) 3 credits per semester

SM414 Intern Year: Congregation

Carroll

A full-time internship done over a period of 9-12
months tht provides an in-depth experience in the
life and ministry of a teaching congregation. An
experienced pastor and a team of lay persons
supervise the learning process, utilizing a process
of action-reflection. Prerequisite: completion of at
least 60 credit hours.
6 credits

SM415 Intern Year: Public Ministry

Carroll

A full year internship in one or more ministry
settings. Students engage the social realities of a
community, normally in ministry with the poor, and
develop insights and skills needed for ministry in
the public sphere. Prerequisite: completion of at
least 60 credits. (9-12 months full-time)
6 credits

SM416 Intern Year: International

Carroll

A full year of ministry in the church in another
nation. Placements with congregations, colleges, or
other institutions approved by the Office of
Supervised Ministry. Supervision provided by a
theologically trained church leader from the host
country.. Prerequisite: completion of at least 60
credits. (9-12 months full-time)
6 credits

SM417 Intern Year: Campus Ministry

Carroll

A full year in minisrrv in a college or university
context. Interns work with a church-related
agency of campus ministry to serve students,
faculty, and/or administrative personnel.
Prerequisite: Completion of at least 60 credits.
(9-12 months full-time)
6 credits

SM418 Intern Year: Specialized Ministry

Carroll

An internship for students who seek to gain
significant experiences of ministry under
supervision in specialized areas not designated
above in other yearlong internships. Prerequisite:
completion of at least 60 credits. (9-12 months
full-time)
6 credits

SM419 Internship in Ministry with the

Small Congregation

Carroll

A pan-time internship for M.Div. students serving
as pulpit supplies or part-time pastors of smaller
congregations. Supervision Is provided by an off-
site pastor or faculty member, plus a team of lay
persons in the congregation.
Fall and I or Spring (part-time) 3 credits

SM610

Staff

Practicum in Clinical Pastoral
Education (Basic Unit)

Brings students into supervised encounters with
people in order to develop pastoral identity and
skills, interpersonal competence, and enhanced
abilities for theological reflection. Clinically trained
supervisors provide educational leadership.
Placement limited to institutions accredited by the
Association for Clinical Pastoral Education. Fulfills
the D.Min. requirement for Supervised Ministry.
Summer (full time) 6 credits. Fall and/ or Spring (part-
time) 3 credits per semester

SM611 Clinical Pastoral Education

(Advanced Unit)

Staff

Additional units of CPE build upon the teachings
of the basic unit and provide pastoral education
over a full year. Prerequisite: Basic unit of CPE.
Note: The maximum number ofcredits one may
apply to the M.Div. degree is twelve. Additional
credits earned may be applied to another degree
program.

Summer (full time) 6 credits. Fall and/ or Spring (part-
time) 3 credits per semester

si

SM615 Internship in Public Ministry

(Basic)
Carroll

An internship in one of several ministry settings
seriously engaged in realities of the public sphere,
normally in ministry with the poor. Interns
develop insights and skills needed for
effectiveness in the urban context.
Summer (full time) 6 credits. Fall and/ or Spring (part-
time) 3 credits per semester

SM617 Internship in Campus Ministry

(Basic)

Carroll

A basic introduction to ministry in the context of
a college or university community. Campus
chaplain or pastor of campus-related congregation
provides supervision.

Summer (full time) 6 credits. Fall and/ or Spring (part-
time) 3 credits per semester

SM620 Congregation-Based Internship

(Advanced)

Carroll

An internship providing students with the
opportunity to gain congregational experience
beyond the required SM210. Interns may
concentrate on a specialization, e.g., Christian
education, pastoral care, public ministry, or seek a
broad range of experience. Designed to further
develop the student's identity and competence in
ministry. Prerequisites: SM210 and completion of
at least 60 credits.

Summer (full time) 6 credits. Fall and/ 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 criminal justice
system. Special attention is given to mnistry with
persons who are incarcerated or who are victims of
crimes. Seeks to cultivate insights and skills for
ministry in the criminal justice system.
Summer (full time) 6 credits. Fall and/ 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 contexts,
including the student's own professional setting.
The student and supervisor utilize an action-
reflection learning process with a peer group.
6 credits

SM681 Practicum in Preaching

Carroll

D.Min. students work with a peer group and an

approved supervisor to evaluate their own

preaching, learn from the preaching of others, and

utilize a variety of preaching resources.

6 credits

SM682 Practicum in Christian Spirituality

Carroll

Recommended for D.Min. students in the
Christian Spirituality approach. Involves
engagement in a ministry of the church related to
spiritual formation and sharing issues and
concerns in a peer group with an action-reflection
process. Led by an approved supervisor in an
action-reflection process.
6 credits

SM686

Practicum in New Church
Development

Staff

For graduate students in the New Church
Development D.Min. approach. The student
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 Internship in specialized ministry

A 400-hour (minimum) internship for students
who seek to gain experience of ministry under
supervision in specialized areas not designated in
other internships.
Carroll

Summer (full time) 6 credits. Fall and/ or Spring (part-
time) 3 credits per semester

82

Atlanta Theological Association Courses

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

ATA403 Project Proposal Workshop

Staff

Focuses on the theory of dissertation

construction; assists students in developing
project proposals and using the library for
research. Required for D.Min. students. |anuary or
|ulv. Non- credit.
credits

ATA421 Family System in Context
,1.7.. [.Staff

Places the family in context, historically, culturally,
and socially. Assumes that in responding to family
programs or planning their own, ministers and
counselors must place the family in context in
order to think critically and evaluativeh .
3 credits

ATA434 Exploring the Field of Family
Therapy

A.T.A. Staff

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

ATA463 The Historical and Social

Dimensions of Contemporary
Pastoral Counseling
A.T^4. Staff

Reviews the modern history of pastoral
counseling, including its roots in theology and
psychoanalysis, as well as existential and
humanistic psychology. Th.D. core course.
3 credits

ATA471 Theology and Personality

1.7". L Staff
Examines theological and psychological theories of
personhood to assess their relevance for pastoral
counseling. Th.D. core course.
3 credits

ATA473 Pastoral Assessment, Healing,

and Change
A.T.A. Staff

Considers the process of transformation and
change from theological and psychological
perspectives. Th.D. core course.
3 credits

ATA475 Pastoral Theological Method

A.Tyl. Staff

Examines methodologies of theology and pastoral

care to help students develop pastoral theological

methods for the ministry of pastoral counseling.

Th.D. core course.

3 credits

ATA476 Evaluation and Treatment in

Couples Therapy
A.Ty\. Staff

Explores various approaches to couples therapy
and applies them to clinical cases. Studies models
of intervention as well as issues of individual
psychopathology.
3 credits

ATA477 Seminar in Pastoral Supervision

.1.7'. I. Staff

Provides doctoral students in pastoral counseling

the experience of pastoral supervision under the

guidance of clinical supervisors.

3 credits

ATA478 Group Therapy: Theory, Process,
and Application

A.TA. Staff

Examines how group therapy affects both the

group and the participating individual and how

this effect may be used therapeutically. Credit per

year.

6 credits

83

ATA479 Family Development Through the
Life Cycle

A.T.A. Staff

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

ATA487 Practicum: Case Conference

Clinical Staff

Students meet with clinical professionals for in-
depth analysis of cases and practices of pastoral
counseling. ATA487a and ATA487b refer to fall
and spring semester of the first year. ATA487c
and ATA487d refer to the fall and spring semester
of the second year. 1.5 credits per semester
1.5 credits

ATA481 Pastoral Counseling Research
Seminar

A.TA. 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. Credit per year.
3 credits

ATA485 Practicum: Individual Supervision

Clinical Staff

A seminar for Th.D. students that provides the
experience of one-on-one clinical pastoral
supervision of their pastoral counseling practice.
ATA485a and ATA485b refer to the fall and
spring semester of the first year. ATA485c and
ATA485d refer to the fall and spring semester of
the second year. 1 credit hour per semester.
/ credit

ATA485s Summer Practicum

Clinical Staff

Undertaken during the summer between the first

and the second years by residents already in the

practicum. Provides residents with ongoing

practical training and supervision of their pastoral

counseling practice.

3 credits

ATA489 Directed Study

A.T.A. Staff

Taken at recommendation of the advisor. Credit

as assigned.

3 credits

ATA496 Doctoral Project

A.TA.. Staff

Required of all D.Min. students. May be elected

by Th.D. students instead of three credits

available in ATA 481.

6 credits

ATA498 D.Min. Research

Staff

Required of all D.Min. students who are not

enrolled in other course work. Fee: $100 per long

semester.

credits

ATA499 Th.D. Research

A.TA. Staff

Required of all Th.D. students who have finished
their course work. Fee: $100 per long semester.
6 credits

ATA486 Practicum: Group Supervision

Clinical Staff

A seminar providing supervision for and
interaction among students in groups as a means
of sharpening students clinical and pastoral
awareness and therapeutic practice. ATA486a and
ATA486b refer to the fall and spring semester of
the first year. ATA486c and ATA486d refer to the
fall and spring semester of the second year.
1 credit hour per semester
/ credit

84

/

/

HISTORY i
UTURGIC/
ARCHITEC
FORM OVI

2000 year;

EASON DESIGN

m 27514

PRESEXTA1

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 seminar)'
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 objectives of a given
course but do not have graduate credit in the area may be exempt from the course and
permitted to take an advanced course in the area. 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 program if they pass
their Mid-course Assessment with a cumulative grade point average of 3.60 and a 3.80 average
in the proposed area of study. Waiver of these requirements is by vote of the entire faculty in
the proposed area of study. Students may choose to work with a particular professor in the
biblical, historical-doctrinal, or Practical Theology Areas. The program consists of guided study
in both long semesters 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 examinations 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 Studies, Unclassified, Special, and Occasional
students, the criteria for grading are creativity, mastery of material, skill in organizing and
expressing ideas, and the ability to relate to other teachings.

87

The grading system is as follows:

A 4.0 Outstanding

A- 3.7 Superior

B+ 3.3 Very good

B 3.0 Good

B 2.7 Slightly above standard

C+ 2.3 Standard

C 2.0 Slightly below standard

C ' 1.7 Below standard

D 1.0 Serious deficiencies

F 0.0 Failing

Third-year, 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:

S (Pass) work that represents sufficient mastery of the content of the course

to merit recommendation for graduation

U (Fail) work that represents insufficient mastery of the content of the

course to merit recommendation for graduation.

Temporary Grades for Basic Degree Students

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

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 24th 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 report to the
student regarding his or her status.

88

Advanced Degree Students

Gradingfor 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

B-

2.7

C+

2.3

c

2.0

F

0.0

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 automatically assigned if all work is not
completed by the end of the course, the end of the sixty days when the syllabus so designates,
or the end of the thirty-day extension.

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 admission 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 Ministry, 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 honors
grade point ratio, the student is dismissed from the Advanced Degree program and may receive
a certificate of studies.

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 l^oad

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

89

contract for the particular course. Therefore, a 3 credit hour course is approximately equivalent
to 150 hours. Satisfactory completion of a course, however, is determined not by time invested
but by goals and objectives achieved.

Academic Probation

Academic probation reflects unsatisfactory academic progress and, therefore, students are
automatically placed on academic probation when:

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

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:

Does not receive federal financial aid,

Has his or her academic record reviewed by the Commission,

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

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 with the following list of students:

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

Students whose cumulative grade point average places them on academic probation,

Students whose cumulative grade point average continues to place them on academic
probation,

Students who are to be considered for academic dismissal,

All provisional students progress, and

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 Commission. 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:

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

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:

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

Fails any course.

90

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 sendee 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.

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 faculty 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 circumstance
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 complaint should include all relevant
information, including the names of any additional 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 respond to the
evidence related to the complaint, and present evidence and/or witnesses 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 hearing, 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 Commission shall
deliberate in private. The Commission may determine that:

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

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

* A warning shall be issued to the student.

The student shall be placed on disciplinary probation.

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.

91

Just cause exists to recommend to the Faculty the student's expulsion from the seminary (see
below). A student who is expeDed will ordinarily not be reconsidered for readmission. Should
the student believe there are exceptional circumstances, a written request for re-admittance
may be submitted to the 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 oversight for the student's
preparation for ministry (as appropriate).

Suspension /Expulsion

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

A student whose disciplinary case warrants expulsion.

A student whose continuing membership in the seminary is prejudicial or potentially 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 expulsion is to be considered
by the faculty, such notification to include the time and place of the faculty meeting. The
student shall be provided an opportunity at such meeting to present to the faculty any
information relevant thereto" (Plan of Government, 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 ministry (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

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 (scholarships and financial aid) previously awarded for the term in which
such action occurs. A student must follow one of the processes below. A student who does not
follow the appropriate procedures will continue to be responsible for expenses incurred at
Columbia, will receive F grades in all courses, and will not be eligible for readmission.

Temporary withdrawal with return in a specific time:

The student must

Discuss the reasons with the Dean of Faculty or the Dean of Students;

Fill out a withdrawal form; and

Clear all accounts with the Business Office, Library, and the Director of Financial Aid.

92

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 required.

Permanent withdrawal:

The student must

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

Clear all accounts with the Business Office, Library, and the Director of Financial Aid.

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

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.

For academic dismissal, a student may appeal to the Office of Academic Affairs concerning his
or her grade-point-average calculation within two w 7 eeks of the decision.
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 committee may establish" (Plan of Government, V. 5.).

93

i

M

I

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 Education;

M.Div. San Francisco Theological Seminar}-; D.Min. Austin

Presbyterian Theological Seminary; Litt.D. Austin College.

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

David Bartlett 2005

Distinguished Professor of New Testa went
B.A. Swarthmore; B.D. Yale Diyinity

Ph.D. Yale L T niversitv

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

William Patrick Brown 2004

Professor of Old Testament Language, I J te rat/ire, and Exegesis

B.A. Whitman College; M.Div. Princeton Theological Seminar)-;

Ph.D. Emory University

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

Charles L.Campbell 1991

Peter Marsha/I Professor ofHomi/etics and Director of the Th.M. Program
B.A. Hendrix College; D.Min. Union Theological Seminary in Virginia;
S.T.M. Yale University; Ph.D. Duke University

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

95

Carlos F. Cardoza-Orlandi 1994

Associate Professor of World Christianity

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

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

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

R. Leon Carroll, Jr. 1983

Associate Professor of Supervised Ministry

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

Seminary

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

Thomas Erskine Clarke 1973

Professor of American Religious History and Director of the Program in
Presbyterian and Reformed History and Theology
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.

Pamela Cooper- White 2008

Professor of Pastoral Theology, Care, and Counseling

B.Mus. Boston University; M.Div. Harvard University; M.A. Harvard

University; Ph.D. Harvard University; M.A. Holy Names College; Ph.D.

Institute for Clinical Social Work, Chicago

She is excited by interdisciplinary work at the intersection of theology
(including feminist/ Womanist/global, Anglican, and trinitarian
theology), contemporary psychoanalysis, and postmodern/postcolonial
theory. Her recent works have delved into the multi-faceted nature of
both the self and God , and how we can use our selves most faithfully
as instruments for pastoral care and counseling. Her current research
interests include sacred space, architecture, and the psyche; and
continuing work on the issue of violence against women and the
church's response.

96

Dent C. Davis 2002

Dean and Vice President of Lifelong Learning

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

School; D.Min. Columbia Theological Seminary; Ed.D. University of

Tennessee

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

Kathy Dawson 2004

Assistant Professor of Christian Education

B.A. California State University, Long Beach; M.A.C.E. Presbyterian

School of Christian Education; M.Div. Columbia Theological Seminary

Ph.D. Princeton Theological Seminary

Her current interests revolve around spiritual development, creative
teaching methodology, curriculum theory, and children's ministry.
She is especially interested currently in the relationship between
church-housed schools and their host congregations.

Mark Douglas 1999

Associate Professor of Christian Ethics and Director of the MA.l.S. Program
B.A. Colorado College; M.Div., Th.M. Princeton Theological Seminary
Ph.D. University of Virginia

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

Anna Carter Florence 1998

Associate Professor of Preaching and Worship

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

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

97

John William Harkins III 1999

Senior lecturer in Pastoral Theology and Care

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

Ph.D. Vanderbilt University

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

Stephen Hayner 2003

Peachtree Associate Professor of Evangelism and Church Growth and Director of

the International Program

B.A. Whitman College; M.T.S. Harvard Divinity School; Th.M.

Gordon-Conwell Theological Seminary; Ph.D. University of St.

Andrews

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

Pauljunggap Huh 2008

Assistant Professor of Worship and Director of Korean American Ministries

B.A. Wheaton College; M.M. Biola University; M.A. Brooklyn

Conservatory; M.Div. Princeton Theological Seminary; Ph.D. Drew

University

His research interests include liturgical musicology, space, time, history,
theology, and arts in both Korean and North American settings.
Additionally, he is interested in the praxis of bilingual/bicultural
performing, designing, leading, and evaluating worship in an
ecumenical setting.

E. Eli2abeth Johnson 1998

J. 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.

98

Kimberly Bracken Long 2007

Assistant Professor of Worship and Coordinator of Worship Resources for

Congregations

B.Mus. College of Wooster; M.Mus. University of Maryland; M.Div.

Princeton Theological Seminar}-; Ph.D. Drew University

She is interested in the formation of ministers for liturgical leadership in
the church. Her current research focuses on the embodied nature of
Christian worship and the eschatological dimensions of the church's
liturgy and life.

Martha Moore-Keish 2004

Assistant Professor of Theology

A.B. Harvard College; M.Div. Union Theological Seminarv 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 I 'ice-President, and Professor of Ministry
B.A. Rhodes College; B.D. Union Theological Seminary in Virginia;
M.Phil., Ph.D. Yale University

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

Sara J. Myers, 2007

Director of the John Buloir Campbell Library and Professor of Theological

Bibliography

B.A. University of Florida; M.S.L.S. University of North Carolina at

Chapel Hill; Ph.D. Emory University

Her research interests include the history of women in North America,
religious biography, and the impact of technology on theological
libraries and research.

Rodger Yutaka Nishioka 2000

Associate Professor of Christian Education

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

Seminar}', Litt.D. Austin College, Ph.D. 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.

99

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

Charles E.Raynal III 1999

Associate Professor of Theology and Director of Advanced Studies

B.A. Davidson College; B.D. Union Theological Seminary in Virginia;

M.A., Ph.D. Yale University

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

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
addressing the relationship between social processes of oppression and
socio-religious ethical praxis; ethical discourse that bridges the gap
between womanist religious scholarship and the practice of ministry in
the church; moral foundations for public policy; and the church and its
role in social justice ministry.

Stanley P. Saunders 1991

Associate Professor of New Testament

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

Ph.D. Princeton Theological Seminary

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

100

George W. Stroup 1986

/. B. Green Professor of Theology

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

Vanderbilt University

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

Jeffery L. Tribble Sr. 2007

Assistant Professor of Ministry

B.S. Howard University; M.Div. Garrett-Evangelical Theological

Seminar)-; Ph.D. Northwestern University

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

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 Seminar}-; Th.M.

Ph.D. Princeton Theological Seminary

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

John E.White, Jr. 2006

Dean of Students and Vice President of Student Services

B.A. Geneva College; M.Div. Pittsburgh Theological Seminar}-; D.Min.

Candidate Pittsburgh Theological Seminary

His current research includes the exploration of the theological ,
sociological and cultural aspects of a person's "call" to ministry. His
interests also include evangelism, youth ministry, and leadership
development in congregations.

101

Christine Roy Yoder 1998

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

Her research interests include creation theology, wisdom literature,
the socio-historical and theological dynamics of the post-exilic period,
women in the Bible, and the history and methodology of biblical
interpretation.

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.

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.

102

Adjunct/Visiting Professors

Dana B. Campbell
Chuck Denison
Jane Fahey
Jerry A. Gladson
Jennifer Green
Cameron Howard
Rod Hunter

Cheryl Maddox
Victor McCracken
Carol Pitts
Norman Shanks
Marvin Simmers
Laura Sugg

Supervising Pastors and Teaching Congregations
for Congregation-Based Internships 2007 - 2008

Joanna Adams
Lindsay Armstrong
Arch Baker
Chris Barbieri
Fritz Bogar
Nath Briley
Chuck Can-
John Cole
Man" fane Cornell
Tina Cox
Thomas Daniel
Tracey Davenport
Eric Dillenbeck
David Fry
Matt Fry
Lisa Graves
Tom Hagood
Richard Hart
Tom Herrington
Ronald Hilliard
Dana Hughes
Peter Ilgenfritz
Hoy t Johnson
JeffKacklev
David Kivett
Zeta Lamberson
Paul Lang
Lrankie Leonard
Anna MacArthur
Rick Neale

Morningside Presbyterian Church, Atlanta, Georgia

Rock Spring Presbyterian Church, Atlanta, Georgia

Eastminister Presbyterian Church, Stone Mountain, Georgia

Sandy Springs L T nited Methodist Church, Atlanta, Georgia

John Knox Presbyterian Church, Marietta, Georgia

Decatur Presbyterian Church, Decatur, Georgia

Moorings Presbyterian Church, Naples, Florida

Christ Presbyterian Church, Ormond Beach, Florida

Druid Hills Presbyterian Church, Atlanta, Georgia

Gordonsville Presbvterian Church, Gordonsville, Virginia

New Church Development - Atlantic Station, Atlanta, Georgia

Stockbridge Presbvterian Church, Stockbridge, Georgia

North Decatur Presbyterian Church, Atlanta, Georgia

Pleasant Hill Presbyterian Church, Duluth, Georgia

Norcross Presbvterian Church, Norcross, Georgia

hirst Presbvterian Church, Clarkesville, Georgia

Columbia Presbvterian Church, Decatur, Georgia

Trinity Presbyterian Church, Valdosta, Georgia

Mount Pleasant Presbyterian Church, Mount Pleasant, South Carolina

hirst Presbvterian Church, North Palm Beach, Florida

Ormewood Park Presbvterian Church, Atlanta, Georgia

University Congregational United Church of Christ, Seattle, Washington

East Point Christian Church, East Point, Georgia

First Presbyterian Church, Pulaski, Virginia

St. Andrews Presbyterian Church, Tucker, Georgia

Macland Presbvterian Church, Powder Springs, Georgia

Peace & Bovd Presbvterian Church, Winten-ille, North Carolina

Parish Church of St. John Bellville, Kasselsvlei, South Africa

Oconee Presbyterian Church, Athens, Georgia

Church of the New Covenant, Doraville, Georgia

103

Tom Pipken
Gwinn Pratt
John Ryan
Marthame Sanders
Carrie Scott
Woojin Shim
George Sinclair
Rob Sparks
Nibs Stroupe
Todd Sutton
Michelle Thomas-Bush
Jan Tolbert
Jim Truesdell
Joseph Ngigi Wairi
John Wall
Scott Weimer

Clairmont Presbyterian Church, Decatur, Georgia
Lake Shore Presbyterian Church, Jacksonville, Florida
Trinity Presbyterian Church, Atlanta, Georgia
Oglethorpe Presbyterian Church, Atlanta, Georgia
Ray-Thomas Memorial Presbyterian Church, Marietta, Georgia
Korean Community Presbyterian Church, Duluth, Georgia
Government Street Presbyterian Church, Mobile, Alabama
Fairview Presbyterian Church, Lawrenceville, Georgia
Oakhurst Presbyterian Church, Decatur, Georgia
Lakeview Presbyterian Church, Saint Petersburg, Florida
Riverside Presbyterian Church, Jacksonville, Florida
Carrollton Presbyterian Church, Carrollton, Georgia
First-Trinity Presbyterian Church, Laurel, Mississippi
Makogeni Parish, Thika, Kenya

Skidaway Island Presbyterian Church, Savannah, Georgia
North Avenue Presbyterian Church, Atlanta, Georgia

Supervisors and Teaching Agencies for Internships
in Specialized Ministries 2007-08

Susan Bishop Metro Prison for Women, Adanta, Georgia

Kelly Howington Cherokee Retreat Center

Brent Moore Yosemite National Park & Community Church

Farralee Morris Bryce Canyon National Park

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

George Thompson Brown

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

104

Walter Brueggemann

A.B. Elmhurst College, B.D. Eden Theological Seminar}-, Th.D. Union Theological
Seminar}-, Ph.D. St. Louis University

Charles Blanton Cousar

A.B. Davidson College, B.D. Columbia Theological Seminar}', Ph.D. University of Aberdeen

James Herbert Gailey, Jr.

A.B. Davidson College; B.D. Columbia Theological Seminar}-; Th.M., Th.D. Princeton
Theological Seminar}-

Philip R. Gehman

A.B. Wheaton College; M.Div. Columbia Theological Seminar}-; D.Min. Union Theological
Seminar}- in Virginia

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 Seminar}-; Ph.D. University of Edinburgh

Oscar J. Hussel

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

Ben Campbell Johnson

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

Jasper Newton Keith, Jr.

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

James D. Newsome, jr.

B.A. Millsaps College; B.D., Th.M. Columbia Theological Seminar}-; Ph.D. Vanderbilt
University

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 Seminar}' in
Virginia; D.D. Hampden-Sydney College

Hubert Vance Taylor

A.B. Lafayette College; B.Mus. Westminster Choir College; B.D. Columbia Theological
Seminar}-; Ph.D. Northwestern University

Brian A. Wren

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

105

m l *&&

*****

OLUMBIA THEOLOGICAL
SEMINARY

PRESBYTERIAN U.S.A.

FOUNDED 1828

Support of Columbia

Columbia is sustained in its mission of sen-ice to the Church of Jesus Christ by the support of
individuals, churches, church-related organizations, and foundadons (in the form of new gifts,
gifts to endowment, and endowment income from previous gifts). This financial support
accounts for 71.5 percent of the seminary's annual budget. The remainder comes from tuition
and fees (19.3 percent), and revenue from continuing education and other seminary programs
(9.2 percent).

The seminan 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 seminar}' 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 seminar}' in response to specific needs.

Columbia is most grateful for the support it receives from the Columbia Friendship Circle, now-
more than $46,000 annually. These gifts currently provide scholarships for seminar}- students
who have dependent children.

Alumni /ae Association

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

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

107

Alumni/ae Association Council

2008-10 Alumni/ae Association Council
Executive Committee

President: Laura Cunningham '98
Vice President: Stephen Nickle '87

Secretary: Susannah Cook '99

Immediate Past President: Doug Slagle '68

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

Susannah Cook '99
Carolyn Heyward '98
Bill Hull '66

John Law '60

Ann Marie Montgomery '06

Wanda Neely '85

Anne Apple '01

Joe Berry '66

Frank (Chip) Blankinship '95

David Cagle '95

Laura Cunningham '98

Ron Hillard '87

Membership
Class of 2008

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

Class of 2009

Ron Sabo '99
Doug Slagle '68
Ted Smith '86
Cory Stott '06
Jerry Utt '02
Brad Walker '89

Class of 20 10

Beecher Mathes '92
Jeri Parris Perkins '87
Mickey Shealy '99
Joy Smith '88
Cary Speaker '76
Jack Taylor '62

108

Board of Trustees 2007-2010

Mr. William E. Scheu
Chair

Mrs. Lois M. Stroman
Vice Chair

Mr. John Walter Drake
Secretary

Synod of South Atlantic

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

Atlanta, Georgia
Dr. E. Lane Alderman, Jr. (2009)

Roswell, Georgia
Mrs. Ann D. Cousins (2007)

Atlanta, Georgia
Mrs. Claire L. Cross (2009)

Atlanta, Georgia
Mr. John Walter Drake (2009)

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)

Adanta, Georgia
Dr. In Soo Jung (2009)

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

Jacksonville, Florida
Mr. Dennis ML Love (2008)

Atlanta, Georgia
Mr. Rich Oglesby (2009)

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. John F. (Sandy) Smith (2007)

Atlanta, Georgia
Mrs. Lois M. Stroman (2009)

Dublin, Georgia
Dr. David D. Weitnauer (2009)

Decatur, Georgia
Mrs. Sue S. Williams (2007)

Atlanta, Georgia

Synod of Living Waters

Dr. Lee W. Bowman (2007)

Lexington, Kentucky
Dr. Charles M. Durham (2009)

Tuscaloosa, Alabama
Mrs. Susan N. Haskell (2007)

Birmingham, Alabama
Mr. Hayne Hollis (2008)

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

Brownsville, Tennessee
Mr. Harvie C. Jordan (2009)

Mobile, Alabama
Dr. Stephen R. Montgomery (2009)

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

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

Nashville, Tennessee

At Large

Mr. Francis Hutton Barron (2009)

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

Greensboro, North Carolina
Dr. Joseph S. Harvard (2009)

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

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

Charlotte, North Carolina
Dr. Laura S. Mendenhall

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

Augusta, Georgia
Dr. Victor D. Pentz (2009)

Atlanta, Georgia
Mr. Lonnie Stout (2007)

Nashiville, Tennessee
Mr. Buz Wilcoxon (2007)

Decatur, Georgia

109

"WiT

ni^

Campbell Scholars

2000

Joanna Adams
Russel Botman
Walter Brueggemann
Douglas J. Hall
James Lowry
Damayanthi Niles
Ofelia M. Ortega
Janos Pasztor

United States
South Africa
United States
Canada
United States
Sri Lanka
Cuba
Hungary

2001

Nan-Jou Chen
Oliver Daley
Catherine Gonzalez
Justo Gonzalez
Joseph Harvard
Tinyiko Sam Malueke
Kimberly Clayton Richter
Henrich Scheffer

Taiwan

Jamaica

United States

United States/Caribbean

United States

South Africa

United States

Germany

2002

Christina Conti
Sevenno Croatto
Mark Gray
Ambrose Moyo
Kathleen O'Connor
Mercy Oduyoye
Lib McGregor Simmons
Norbert Stephens

Argentina
Argentina
Ireland
Zimbabwe
United States
Ghana
United States
Jamaica

2004

Fahed Abu-Akel
Eberhard Busch
Gabriel Habib
Maake Masango
Judo Poerwowidagdo
Catherine Taylor
Erskine Clarke
Violeta Rocha

United States
Germany
Lebanon
South Africa
Indonesia
United States
United States
Nicaragua

2006

Emily Choge
Jane Fahev
Atef M. Gendy
Howard K. Oregon-
Stephen Hayner
Jin S. Kim
Norberto Saracco

Kenya
United States

Egypt

Jamaica
United States
United States
Argentina

111

Calendar 2008-2011

2008-2009

2009-2010*

2010-2011 =

SUMMER

First Summer Term
Greek School
Second Summer Term

June 16-27

June 30- August 22

June 30-July 1 1

June 22-July 2
Julv 6 -August 28
July 6 -Jury 17

June 21 -July 2
July 6 - August 27
July 6 -July 16

FALL

Labor Day

Orientation/Registration
Classes begin/Convocation
Smyth Lectures
Reacting/Exam Week
Conference on Ministry
Thanksgiving Holiday
Classes end
Reading/Exam Week

September 1
September 2-3
September 4
October 14-16
October 20-24
November 7 -9
November 27-28
December 5
December 8-12

September 7
September 8-9
September 10
October 13-15
October 26-30
November 6-8
November 26-27
December 1 1
December 14-18

September 6
September 7-8
September 9
October 12-14
October 25 -29
November 5-7
November 25-26
December 10
December 13-17

WINTER

Explorations
M.Div. classes
D.Min. classes
King Holiday

January 5-23
January 8-23
January 12-23
January 19

January 4-22
January 7-22
January 11-22
January 18

January 4-21
January 6-21
January 10-21
January 17

SPRING

Ordination exams
Bible Content Exam
Classes begin
Conference on Ministry
Reading/ Exam Week
Good Friday
Spring Break
Colloquium
Classes end
Reading/ Exam Week
Baccalaureate
Commencement

January 30-31
February 6
February 2
February 20-22
March 16-20
April 10
April 6-10
April 22-24
May 8
May 11-15
May 15
May 16

January 29-30
February 5
February 1
February 26-28
March 15-19
April 2
April 5-9
April 19-21
May 7
May 10-14
May 14
May 15

January 28-29
February 4
January 31
February 25-27
March 14-18
April 22
April 4-8
April 25-27
May 6
May 9-13
May 13
Man- 14

Tentative*

113

"::.:-

^4

X- ~~r

Index

Admissions

Doctor of Educational Ministry 24

Doctor of Ministry 21

Doctor of Theology 27

International Students 28

Master of Arts in Theological

Studies 14

Master of Divinity 12

Master of Theology 17

Advanced Placement 87

Advising

Doctor of Educational Ministry 23

Doctor of Ministry 20

Master of Divinity 9

Alternative Context 47

Alumni/ae Association 107

Atlanta Theological Association

Courses 84

Auditors 29

Awards 54

Biblical Area 61

Board of Trustees 109

Bookstore 42

Campbell Scholars 48, 1 1 1

Certificate in Spiritual Formation 46

Clinical Pastoral Education 43

Colloquium 48

Continuing Education 45

Convocations 51

Courses of Instruction 60

Cross-Registration 43

Curriculum, Visual Representations 9

Disciplinary Cases 91

Doctor of Educational Ministry 22

Doctor of Ministry 18

Christian Spirituality Approach 19

Church and Ministry Approach 18

Gospel and Culture Approach 18

New Church Development

Approach 19

Doctor of Theology in Pastoral

Counseling 25

Elective System 8

Doctor of Educational Ministry 23

Doctor of Ministry 20

Master of Divinity 8

Faith and the City 47

Fellowships 56

Financial Aid 32

Grading 87

Greek School, Summer 87

Guthrie Scholars 45

Historical Doctrinal Area 66

Honors Program 87

Housing 31

Independent Study 8

Insurance 32

International Theological Education 47

Library 41

Lifelong Learning for Laity 46

Master of Arts in Theological Studies.... 13

Master of Divinity 7

Master of Theology 16

Mid-Course Assessment 11

Moral Conduct 91

Occasional Students 29

Ordination Exams 87

( )rientation 51

Placement 53

Practical Theology Area 72

Probation 90

Provisional Admissions

Basic Degree Students 88

Provisional Admissions

Advanced Degree Students 89

Refund Policies 37

Room and Board 37

Scholarships 34

Smyth Lectures 48

Student Organizations and Activities 52

Supervised Ministry 83

Supply Preaching 53

Suspension/Expulsion 92

Thompson Scholars 48

T< )EFL 13, 14, 17, 21, 25, 28, 29

Transfer of Credit 12, 14, 22, 27

Tuition and Fees 35

Withdrawal 92

Worship 51

115

Notes

116

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More information is also available at
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I would like to learn more about Columbia.

Please send me information on the following degree programs:

Master of Divinity (M.Div.) Doctor of Educational Ministry

M.Div./M.S. in Urban Policy Studies Doctor of Ministry
(with Georgia State University) Doctor of Theology

M.A. Theological Studies

Master of Theology

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OFFICE OF ADMISSIONS
Columbia Theological Seminary
P.O. Box 520
Decatur, GA 30031

DIRECTORY

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

Advanced degree admissions (Th.M., D.Min. D.Ed.Min., Th.D.)
Charles E. Raynal III, Director of Advanced Studies

Basic degree admissions (M.Div., MATS)
Monica Wedlock, Interim Director

Business matters, campus events, and housing

Martin Sadler, Vice President for Business and Finance

Institutional advancement, gifts, student supply preaching, and publications
Richard T. DuBose, Vice President for Institutional Advancement

Financial aid

Vivian Hodo, Director

General matters about the seminary
Laura S. Mendenhall, President

Lifelong Learning programs

Dent Davis, Dean and Vice President for Lifelong Learning

Placement

John White, Dean of Students and Vice President for Student Services

Supervised ministry and internships
R. Leon Carroll, Director

Transcripts, academic records, curriculum, and faculty

D. Cameron Murchison, Dean of the Faculty and Executive Vice President

Transferring credits, institutional research, and accreditation
Ann Clay Adams, Associate Dean for Academic Administration

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