Columbia Theological Seminary Course Catalog 2010-2012, 40330

COLUMBIA THEOLOGICAL SEMINARY

&

Since 1828,

preparing

resilient, imaginative

leaders for

COLUMBIA THEOLOGICAL SEMINARY

P. O. Box 520

701 S. Columbia Drive

Decatur, Georgia 30031

vvww.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 (Theological
Studies), Master of Arts in Practical Theology, 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
2010-201 1 and 201 1-2012 academic years but are subject to revision at any time and, therefore,
are in no way binding upon the seminary.

Printed June 2010

Contents

Come and See 3

Message from the President 3

Statement of Mission 4

Mission Emphases 4

Institutional Goals 6

A Brief History of the Seminar}- 6

Degree Programs and Admissions 7

Degree Programs 7

Master of Divinity 7

Master of Arts in Practical Theology 12

Master of Arts in Theological Studies 13

Advanced Degrees Introduction 16

Master of Theology 16

Doctor of Ministry 18

Doctor of Educational Ministry 22

Doctor of Theology in Pastoral Counseling 26

Application Information for International Students and Exchange Visitors 29

Occasional Students and Auditors 30

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 39

The John Bulow Campbell Library 39

The Columbia Bookstore 40

Related Academic Programs 40

Programs in Other Locations 42

Columbia in Service to the Church and Its Ministry 43

The Center for Lifelong Learning 43

Faith and the City 44

International Theological Education 45

Campbell Scholars 45

Evangelism Emphasis 46

Columbia Colloquium 46

Smyth Lectures 46

1

Community Life 47

Yearly Schedule 47

Orientation 47

Community Worship and Convocations 47

Awards and Prizes 48

Graduate Fellowships 50

Student Organizations and Activities 50

Placement 52

Curriculum and Courses 53

Courses of Instruction 54

Biblical Area 55

Historical Doctrinal Area 59

Practical Theology Area 64

Interdisciplinary Courses 72

Supervised Ministry 74

Atlanta Theological Association Courses 76

Academic Notes and Policies 79

Basic Degree Students 79

Advanced Degree Students 81

All Degree Students 81

Faculty 86

Adjunct/ Visiting Professors 94

Supervisors and Teaching Agencies for Internships in

Specialized Ministries 2010-11 95

Professors Emeriti/ae 96

Support of Columbia 98

Columbia Friendship Circle 98

Alumni/ae Association 98

Alumni/ae Association Council 99

Board of Trustees 2010-2012 100

CALENDAR 2010-2012 101

Index 102

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 Seminar}- to prepare and
nurture leaders for the church around the world. Our desire is to
assist the church in even - dimension of its calling to grow and be
fruitful in Christ's mission in the world.

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 that happen over coffee or lunch in the Richards Center, the
deeper conversations that ensue in residence halls or under a tree on the Oldenburg
Quadrangle. Faculty, students and staff at Columbia come from a wide variety of places and
backgrounds and have extraordinary experience in what God is doing around the world today.
As you gather information about classes, academic resources, housing, finances and the
fantastic people here and as you catch hints of what is available to those studying in this
international city you will only be able to imagine what it is like here, 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 vour 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 what God
could do with you.

Joyfully,

^fe^T

Stephen Hayner
President

Statement of Mission

Columbia Theological Seminar}' 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 assumpdons

including our own

about the human situadon.

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

and celebrate the goodness of God

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

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

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

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

for our choices

amid the political realities,
the social institutions,
and the global context
in which we live.

In carrying out our mission,

we seek to be faithful to the gospel,
and to become a living expression
of the Body of Christ in the world.

Institutional Goals

Columbia Theological Seminary seeks:

.*. 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 ministry through its MDiv, MA(TS) and
MAPT 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 ThM, DMin, DEdMin, and ThD
programs;

.'. To enhance the ministries of the PC(USA), the ecumenical church, and persons with a
variety of theological interests through its Lifelong Learning programs;

.*. To provide a learning community in which theological education, scholarship, 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, national and global communities.

A Brief History of the Seminary

From 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 1 830, 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.

In 1971, Dr. C. Benton Kline served five years as president. In January 1976, Dr. J. Davison
Philips became president; he retired eleven years later. Dr. Douglas W. Oldenburg became the
seventh president in January 1987 and Dr. Laura Mendenhall the eighth president in 2000. In
July 2009, Dr. Stephen Hayner became Columbia's ninth president after serving as a professor.

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 4:11-12 NRSV).
Since its inception, Columbia has seen its role as training persons for leadership in the church
by offering courses of study leading to both basic and advanced degrees. The Master of Divinity
(MDiv) and the Master of Arts in Practical Theology (MAPT) are first professional degrees in
theological education. The Master of Arts in Theological Studies (MAfTS]), a basic theological
degree, is academic rather than professional in orientation. Advanced degrees include the
Master of Theology (ThM), the Doctor of Ministry (DMin), the Doctor of Educational Ministry
(DEdMin), and the Doctor of Theology in Pastoral Care and Counseling (ThD). 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 MDiv students emerges from the seminary's identity as a community
of memory and hope. The seminary finds its identity as part of the people of God stretching
back thousands of years. It thus aims to lead students to a fresh critical appropriation of the
Christian tradition for themselves and for the sake of the church they serve. Columbia is also a
community that finds its identity in hope, in the promises of God, in the world that God will
bring about, and in the opportunities still ahead for the work of the church in the Missio Dei.
Consequently, the MDiv 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 MDiv 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.

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 Contextual Education. 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 MDiv 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 exam and assessment week, another 6 weeks of classes, and a final exam
week. The 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 carry simultaneously. Because of
the time commitment involved, Greek School and Supervised Ministry 210 each earn 6 credit
hours. Students may take up to a maximum of 12 credit hours in a long term.

Visual Representations of the MDiv 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

January

Spring

Essentials of Greek

Old Testament Survey
New Testament Exegesis
Church History or elective
Into to Worship
Scripture Reading
Practicum

Elective

New Testament Survey

Preaching

Church History or

elective
Elective

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 History

Pastoral Education

Christian Education or

World Christianity

or Advanced

elective

Integrations

Ethics or elective

Supervised

Elective

Christian Education or

Ministry

Elective

elective
Elective

Fall Matriculation

Summer

Fall

January

Spring

Old Testament Survey
Essentials of Hebrew
Church History or elective
Into to Worship
Scripture Reading
Practicum

Elective

New Testament Survey
Old Testament Exegesis
Church Historv or

elective
Elective

Essentials of Greek

New Testament Exegesis
Christian Theology I
Pastoral Care or elective
Elective

Explorations:

Alternative

Context

Preaching

Christian Theology II
History and Polity
Pastoral Care or elective

American Religion and

Ethics or elective

Cultural History

Supervised Ministry:
Congregation

Christian Education or

World Christianity

elective
Elective

Integrations

Christian Education or
elective

Elective

Ethics or elective
Elective

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

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 MDiv 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 MDiv 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 seminary a complete and official transcript of credits showing
graduation with a bachelor's degree from an accredited university or college of liberal arts and
sciences, a completed health form, and standardized test results;

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.

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 MDiv 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.

10

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 or the CTS website. 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 MDiv 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.

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.

Transfer Credit

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

11

standing must be made by the end of the student's first academic year. Ordinarily, no
correspondence courses will be considered for transfer credit.

Master of Arts in Practical Theology

The purpose of the Master of Arts in Practical Theology degree is to equip persons for a broad
array of ministries through the practice of theological and contextual reflection. The degree
program combines a core curriculum of theological studies with the study of particular ministry
arts through four areas of concentration: Christian Education, Christian Leadership, Pastoral
Care/Pastoral Theology, or Worship The degree may be appropriate for ordination in those
traditions that do not require a three-year Master of Divinity program, or for those lay people
who desire a theological education in order to carry out their professional or volunteer
ministries in congregational settings or beyond.

This degree may also be used to add an area of specialization to a Master of Divinity degree.

Components of the Program

The Masters of Arts in Practical Theology requires 60 credit hours and can be completed in
two years and one summer if pursued on a full-time basis. Typically the summer will be used to
complete the contextual education requirement. Over the course of the 60 credit hours in this
program, students will complete a core set of general courses in biblical studies, history and
doctrine totaling 21 credit hours. In addition all students will complete the Introduction to
Practical Theology and Capstone Course in Practical Theology (6 credit hours) and a contextual
education course (6 credit hours). Courses in the area of concentration (Christian Education,
Christian Leadership, Pastoral Care/Pastoral Theology or Worship) will constitute the
remaining 27 credit hours.

Requirements for the Degree

' Have on file with the seminary a complete and official transcript of credits showing

graduation with a bachelor's degree from an accredited university or college of liberal arts and
sciences, 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 60 credit hours within
five years of the date of matriculation, 30 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, unless having already attained a Master of
Divinity or Master of Arts degree;

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.

12

Admission to the Master of Arts in V radical Theology Program

Persons seeking admission to the Master of Arts in Practical Theology 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 nor accredited by one of the six agencies must furnish test scores from the
Graduate Record Examination General Test with their applications. Under special
circumstances some students, who are deemed to possess the requisite academic skills and
abilities due to their life experience, may be admitted in a provisional status to pursue this
degree.

' Furnish a) a completed application form, b) supplemental form, c) transcripts, d)

recommendations on forms produced by Columbia, and e) a church endorsement from one's
home church or church in which one serves, -OR- a letter of endorsement from one's
sponsoring Christian organization; test scores from the Graduate Record Examination
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.

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 1 6; and Writing 22.

Transfer of Credit and Dual Degree Option

A student may receive no more than 1 8 credit hours for work completed at another
Association of Theological Schools (ATS) accredited seminary within the past five years.
Transfer credit will only be given for courses passed with a grade of B or higher. The
determination of whether or not courses taken at other institutions may receive credit is made
by the Office of Academic Affairs, which also determines whether the credits will fulfill either
required or elective credit hours. All petitions for transfer credit and advanced standing must
be made by the end of the student's first academic year. Ordinarily, no correspondence courses
will be considered for transfer credit.

A student who has completed a Master of Arts (MA) degree from an ATS accredited seminary
may transfer in up to half of the MA degree toward Columbia's MAPT degree, but in no case
more than 30 hours. A student who has completed an MDiv at Columbia or at another ATS
accredited seminar)-, may also apply up to 30 hours toward the MAPT degree. Applied credit
will only be given for courses passed with a grade of B or higher. The determination of
whether or not courses taken at other institutions may receive credit is made by the Office of
Academic Affairs, which also determines whether the credits will fulfill either required or
elective credit hours.

Master of Arts in Theological Studies

The Master of Arts in Theological Studies (MA[TS]) 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 MAfTS)

13

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 MA(TS) program for a wide variety of reasons, they enjoy an
extremely flexible schedule. Indeed, the only class they must all take is the MA(TS) Seminar,
normally during the spring of their first year at the seminary. Among its primary purposes, this
seminar helps them to clarify their plans for the degree and thereby structure their coursework
at the seminary. A secondary purpose of the seminar is to help students choose a faculty
adviser within their area of specialization.

MA(TS) 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 MA(TS) 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, MA(TS) 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, MA(TS) 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 any
course in the curriculum provided that they do not take more than 9 credit hours in the
Practical Theology area.

Requirements for the Master of Arts in Theological Studies

To be eligible for graduation with the MA(TS) degree, students are required to:

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

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.

14

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.

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.

Transfer Credit

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
subsequently 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.

Visiting Columbia

Those who are interested in applying for admission to a basic degree program are strongly
encouraged to visit the seminary before or during the application process. Prospective students
and their spouses may arrange visits that include a tour of the campus, appointments with
admissions and financial aid staff, conversations with faculty and students, and class
observation. Housing and meals at the seminary are provided during the visit. Arrangements
for visiting can be made through the Admissions Office by calling 1.8". 548.281 7.

Conferences for Prospective Students

Each spring and fall Columbia sponsors a conference on ministry. During these conferences,
women and men from any denomination who are exploring their call to ministry are invited to
attend classes; meet in faculty homes; talk with students, staff, and faculty; and worship with
the seminar)- 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 seminary. All persons, who are considering the possibility of a
church vocation (whether college students or those currently engaged in other careers), are

15

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, 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
MDiv or MA(TS) 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 Adanta area. The ThD 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 Seminary in Due West, South Carolina; and Lutheran Theological
Southern Seminary in Columbia, South Carolina. ThM 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. Faith and the City provides resources in the area of urban problems
and urban ministries. Numerous national and regional offices of denominational and
interdenominational agencies are located in Adanta. Other educational opportunities are
available at Emory University, Georgia State University, and area colleges.

Master of Theology

The Master of Theology degree program is designed for persons with an MDiv 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 ThM requires 30 credit hours; it is designed to be completed in one academic year.
ThM 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 ThM 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
ThM degree in addition to their 9 credits of independent work on the thesis.

ThM Thesis

As part of their program of study students complete a ThM 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 a first reader and a second reader. The fall date for the submission of the
statement, and the spring dates for provisional and final approval of thesis are set yearly by the
ThM director in consultation with the Advanced Degrees committee.

16

As part of their program of study, ThM 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 Degree

To be eligible for graduation with the ThM degree, students are required to:

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

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 ThM thesis;

Complete the ThM 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
seminar}' life and give promise of useful service in the ministry or other church vocations; and

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

ThM Program Visual Representation

Fall Term Winter Term Spring Term

Four Courses ThM Thesis Reading Two Courses

(12 credits) (3 credits) (6 credits)

ThM Thesis Writing
(6 credits)

ThM Research Seminar (3 credits over the whole academic year)

Admission to the Master of Theology Program

Persons seeking admission to the Master of Theology program may obtain an application from
the admissions office or the CTS web site. To be considered for admission, prospective
students are required to:

Have completed the MDiv 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

17

required; ordinarily, a B average in an applicant's college and seminar} 7 program is considered
a minimum standard for admission. Applicants shall 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 ThM in
the Biblical Area;

Submit three references (on reference 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 or professional ministry;

File the application for the ThM degree by January 15 for the following academic year;

Indicate to the admission office 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 ThM applicants for whom English is a second language must pass the Test of English as a
Foreign Language (TOEFL) Internet-based test (iBT), and the iBT TOEFL score must be
from a test date that is two years or less from the date of application to Columbia Theological
Seminary. A minimum total iBT TOEFL score of 86 is required, with the following minimum
required scores in the areas: Reading 22; Listening 20; Speaking 20; and Writing 24.

Transfer of Credit

In planning the student's program with her/his adviser or the ThM program director, a student
may request the transfer of limited credit for work done prior to entry or at another institution
while enrolled in the ThM program at Columbia. Ordinarily, the number of hours of transfer
credit will be limited to three semester hours, or the equivalent of one elective course at
Columbia. The work must have been done at a comparable graduate level within the last five
years. A grade of B or better must have been earned for the course. The student must be able
to show that the work is relevant to the ThM program and that the course work was not
credited toward a degree which was received. Final approval regarding transfer of credit resides
with the Office of Academic Affairs.

Doctor of Ministry

Aims of the Program

The Doctor of Ministry degree program is designed for persons now engaged in ministry in the
North American or Caribbean settings, who have completed basic theological studies (the
Master of Divinity degree or its equivalent), and at least three years of full-time service in the
practice of ministry after their MDiv studies. Persons from other countries may be eligible to
apply, and 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 die
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.

18

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 Church Planting and Transformation.

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 DMin project are undertaken. The Church and Ministry approach offers
students the opportunity to reshape ministry for the sake of their leadership in the church.
The introductory seminar for this approach is taught even" fall jointly with the
Interdenominational Center in x\tlanta 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,
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

19

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.

Church Planting and Transformation Approach

The Church Planting and Transformation approach to the Doctor of Ministry invites reflective
and analytical investigation of our theological, missiological and ecclesiological assumptions
that send the church into the world. It will also reflect on ministerial and public leadership
styles in relation to entrepreneurial and transformative congregational ministry.

DMin Program Administration

The DMin program operates under the supervision of Columbia's Advanced Degrees
Committee and is administered by a faculty member serving as Dean of Lifelong Learning and
Advanced Professional 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.

Advising

Each student is guided by an adviser who is assigned during the Introductory Seminar. The
student is responsible for consulting with the adviser to develop a plan of study. When the
student is ready to submit a proposal for his or her project, first and second readers are chosen.
The adviser may serve as either the first or second reader for the project. The first and second
readers assist the student in developing a project proposal, comprise the doctoral committee
that administers the qualifying examination, and evaluate 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.

20

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 seminar}' 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 for
final completion of the project.

Students enrolled in the Doctor of Ministry degree program are required to request an
extension if they have not completed the degree requirements within four years of the date of
enrollment. The extension request must be sent to the Registrar, indicating in the request an
expected graduation date. When the request is approved an extension fee will be charged by the
Business Office.

Requirements for the Doctor of Ministry Degree

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

Have on file with the seminar} 7 a complete and official transcript of credits showing
graduation with the MDiv 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 DMin Qualifying Exam;

Complete the DMin 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
seminar}' life and give promise of useful service in the ministry or other church vocations; and

21

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

Admission to the Doctor of Ministry Program

Persons seeking admission to the Doctor of Ministry degree program are required to have a
MDiv 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
MDiv

To be considered for admission to the DMin 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 MDiv 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 Dean of Lifelong
Learning and Advanced Professional Studies may request a personal interview with the
applicant.

All DMin applicants for whom English is a second language must take the Test of English as a
Foreign Language (TOEFL) Internet-based test (iBT), and the iBT TOEFL score must be
from a test date that is two years or less from the date of application to Columbia Theological
Seminary. A minimum total iBT TOEFL score of 86 is required, with the following minimum
required scores in the areas: Reading 22; Listening 20; Speaking 20; and Writing 24.

International applicants to the DMin program must first contact the International Programs
Office (intlprog@ctsnet.edu) for application information.

Transfer Credit

With prior approval from the Office of Academic Affairs, a student may receive up to 6 hours
of transfer credit from another ATS accredited institution. Each course must be at the
advanced degree level and the grade must be at least a B (3.0 on a scale of 4.0). 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

22

leadership for at least three years of full-time service in the practice of Christian educational
ministry after their studies. Persons from other countries may be eligible to apply, and in
certain instances, be admitted.

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 minis try in culturally and racially
diverse contexts.

Like the DMin program, the DEdMin 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
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. \X rule the first reader for the report will likely
be one of the faculty members in Christian education, the second reader must come from
outside the field of Christian 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
imaginatively about the educational and administrative aspects of congregational life and other
contexts of educational ministry practice. This too will be similar in form and function to the
oral exam required of DMin students.

23

DEdMin Program Administration

The DEdMin program operates under the supervision of Columbia's Advanced Degrees
Committee and is administered the Dean of Advanced Professional 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 first reader and a second reader is chosen. The first and second 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
DEdMin 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 DMin
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.

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 seminar}' community and the
larger church. So that the project can be an integrating focus for the entire course of stud}-,
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.

24

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 DEdMin degree, students are required to:

Have on file with the seminar}- a complete and official transcript of credits showing
graduation with the first professional degree in religious education (or its equivalent) from an
ATS accredited institunon, 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 DEdMin Qualifying Exam;

Complete the DEdMin 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
seminar}- life and give promise of useful service in the ministry or other church vocations; and

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 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., MACE, MA(TS) with a concentration
in Christian education, MDiv 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.

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 DEdMin 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 direcdy from
the appropriate institutions; and

25

Three letters of recommendation (on forms provided by Columbia): one academic reference
from a seminar}' 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 D.Ed. Min. applicants for whom English is a second language must take the Test of English
as a Foreign Language (TOEFL) Internet-based test (iBT), and the iBT TOEFL score must be
from a test date that is two years or less from the date of application to Columbia Theological
Seminary. A minimum total iBT TOEFL score of 86 is required, with the following minimum
required scores in the areas: Reading 22; Listening 20; Speaking 20; and Writing 24.

International applicants to the DEdMin program must first contact the International Programs
Office (intlprog@ctsnet.edu) for application information.

Transfer Credit

With prior approval from the Office of Academic Affairs, a student may receive up to 6 hours
of transfer credit from another ATS accredited institution. Each course must be at the advanced
degree level and the grade must be at least a B (3.0 on a scale of 4.0). 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 (ThD) 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 ThD Committee of the
Atlanta Theological Association. The ThD 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.

Aims of the Program

The ThD 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 PhD, but it is designed for those whose interest in pastoral counseling is
primarily professional and theological.

Program of Study

The studies included within the program help students gain an advanced 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.

26

Course Work and Practicum

In earning 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. ThD students who have finished their course work
are required to register for ATA499 for even- 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 supenision 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
supenision.

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.

Dissertation

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

27

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, the admission process requires the following:

Completed application form;

Official transcripts from all colleges and universities attended;

Three letters of reference and all supporting materials;

Personal interview arranged with the director of the program and conducted by the ThD
Admission Committee;

Official scores on the verbal, quantitative, and analytical reading portions of the Graduate
Record Examination (GRE) taken within the last five years and sent directly to Columbia
Theological Seminary. The institutional code for Columbia is R5118;

Significant experience in clinical pastoral education (usually not less than four consecutive
units);

A sense of pastoral identity, preferably in pastoral ministry or grounded in a significant history
of service in the church;

Review of the applicant's academic and professional achievement, statement of purpose,
references, and other materials supplied by the applicant.

All ThD applicants for whom English is a second language must take the Test of English as a
Foreign Language (TOEFL) Internet-based test (iBT), and the iBT TOEFL score must be
from a test date that is two years or less from the date of application to Columbia Theological
Seminary. A minimum total iBT TOEFL score of 95 is required, with a minimum required
score of 21 in each of the four sub-areas.

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

Application forms and further general information about the ThD program may be obtained
from the Director of ThD Program, the Office of Admissions, or the CTS website.
International applicants to the ThD program must first contact the International Programs
Office (intlprog@ctsnet.edu) for application information.

Transfer of Credit for ThD Students

In planning the student's program with her/his adviser or ThD 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 ThD 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 ThD 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.

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- 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 Information for
International Students and Exchange Visitors

All international applicants are expected to have the written recommendation of their
denomination. A statement of the applicant's plans for future work in the applicant's home
country is also required. In order to matriculate for a course for credit internationals students
must have a current Fl or Jl non-immigrant student standing.

All applicants for whom English is a second language must take the Test of English as a
Foreign Language (TOEFL) Internet-based test (iBT), and submit an iBT TOEFL score from
a test date that is two years or less from the date of application to Columbia Theological
Seminar}' before admission and enrollment for credit can be attained. Those applicants seeking
admission to basic degree programs (MAPT, MAfTS], and MDiv) 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. Applicants seeking
admission to advanced degree programs (ThM, DEdMin, DMin) must present an iBT TOEFL
score of 86, with the following minimum required scores in the areas: Reading 22; Listening 20;
Speaking 20; and Writing 24. Applicants to the ThD program must present a minimum total
iBT TOEFL score of 95, with a minimum required score of 21 in each of the four sub-areas.
The Columbia institutional code for reporting the TOEFL score is 5118.

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, and 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 Sendees, 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.

Prospective international applicants should contact the International Programs Office
( intlprog@ctsnet.edu ) for application materials and additional information not available
through the Columbia Theological Seminary website.

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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
Admissions Committee 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 76 (internet format) with
minimum scores in the following areas: Reading 22; Listening 16; Speaking 16; 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 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.

30

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 the New Residential Hall, are designed for
single students and contain both single rooms and suites. 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.

Occupation of the New Residential Hall for single students began in summer 2009. This
building contains one-bedroom apartments for singles, as well as two and four-bedroom
apartments that can be shared by full-time students. There are also a number of suites and
studios. All of these units have private bathrooms (one per each bedroom). The apartments
have full kitchens. The suites 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 (sixteen 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 older housing units that are accessible to persons with
physical limitations. The entire new residential hall is also 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 or
candidates of their presbyteries' Committees on Preparation for Ministry are eligible to participate
in the major medical plan of the Board of Pensions of the Presbyterian Church (USA).

International students and all accompanying family members in the United States on J or F
visas enrolled in any program of the seminary are required to carry the school-sponsored
hospitalization insurance 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 using the seminary's
financial aid policies to determine need. Students apply for financial aid by completing
Columbia's financial aid application, which includes an estimate of their income and expenses;
and applicants must complete the Free Application for Student Aid (FAFSA) form on the web.
The difference between a student's income and expenses is established using Columbia's
expense norms. This 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 semester forfeit their right to financial aid for the
term in which such action is taken.

New students who plan to attend Greek School must submit the seminary's financial aid
application form and complete the FAFSA on-line by May 1 . New students entering in the fall
must submit the financial aid application form and the FAFSA by July 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/ William D. Ford Federal
Direct Loan Program

The seminary is preparing to transition from the Federal Family Education Loan (FFEL)
Program to the William D. Ford Federal Direct Loan Program. It was authorized under the
Health Care and reconciliation Act of 2010. The programs for borrowers will remain similar in
most regulations, loan origination and certification. The changes will be related to disbursement
and loan origination fees will be few changes. The intent of the Direct Lending program is to
provide greater benefits to borrowers.

The subsidized and unsubsidized loans offered under the DL 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 Direct
Loans are provided by the federal government. Applications for-Direct Loans at Columbia may
be obtained from the Financial Aid Office.

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 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 will be returned to the Direct 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.

Veterans Administration Benefits

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

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 MDiv 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 MDiv
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 apply for
Columbia's financial aid. Such financial aid will include a work-study assignment.

Deans Scholarships

A number of Deans Scholarships are given each year to entering MDiv 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 apply for Columbia's
financial aid. Such financial aid will include a work-study assignment.

34

Merit Scholarships

Merit Scholarships are awarded each year to returning full-time MDiv 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 apply for Columbia's 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) MDiv 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 Seminary Relations.

The following criteria are used in making nominations: The student must be a second or third
year student (fourth year if the student has been involved in a 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 2010-201 1 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

S 370 Per credit hour
185 Audit fee per credit hour

Other Fees

$ 100 Student Fee (for each long term)

$100 Student Fee (per year), part-time students enrolled in five year MDiv program.
297 1241 Alternative Context, Atlanta (plus 3 credit hour course fee)
610 1241 Alternative Context, Other U.S. (plus 3 credit hour course fee)

1,194 1241 Alternative Context, International (plus 3 credit hour course fee)

35

Advanced Degree Candidates and Occasional Students

Tuition

$ 446 Per credit hour
223 Audit fee per credit hour

Supervised Ministry Fees

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

Other Fees

% 50 Advanced Degree Student Fee (annual)

35 Occasional Student Fee (annual)
1 ,1 85 ATA401 Seminar on Ministry
1 ,1 85 ATA496 Doctoral Project
100 ATA497 ThM Research fee (ThM candidates only; does not apply to ThM

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

students enrolled in courses)
300 ThM, DMin, and DEdMin 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 ThM thesis registration)
1 50 Commencement fee

Meal Plans

Full meal plan includes 1 6 meals per week.

$ 805 Essentials of Greek (Summer Greek School)
1410 Fall or spring term
310 Winter term
Lunch plan includes lunch Monday-Friday only

% 270 Essentials of Greek (Summer Greek School)
470 Fall or spring term
104 Winter term

Housing

When a housing option has two rates, the first is for unfurnished; the second, for furnished.

Prices are per term unless otherwise indicated.

Florida Hall

Singles (full meal plan required)

% 630 Single room, Summer Greek School
1 ,260 Single room, fall or spring term
315 Single room, winter term
Suite (full meal plan required)

$806/864 Suite, Summer Greek School
1,612/1,728 Suite, fall or spring term
403/432 Suite, winter term

36

Efficiency Units (lunch plan required 1 st year, lunch plan year 2 and 3)

$499 Standard (per month)
540 Exterior entrance (per month)

New Residential Hall

Studio (full meal plan required 1st year, lunch plan year 2 and 3)

$ 734 Summer Greek School
1,468 Fall or spring term
367 Winter term

1 Bedroom w/ Kitchenette (full meal plan required 1st year, lunch plan year 2 and 3)

S 894/952 Suite, fall or spring term
1 ,788/ 1 ,904 Suite, winter term

447/476 Efficiency units per month

1 Bedroom Apartment (lunch plan required 1st year, optional year 2 and 3)

$ 556/585 Per month

2 Bedroom Apartment (meal plan optional)

$ 646/674 Per month

2 or 4 Bedroom Apartment (lunch plan required 1st year, optional year 2 and 3)

S323 Per month per occupant

Village Apartments, per month (unfurnished)

S 720-751 4 Bedrooms

647-707 3 Bedrooms

546-588 2 Bedrooms

520 1 Bedroom

Payment of Fees

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

Refund Policies

Tuition

Subject to the following schedule, students are entitled to refunds when they drop a course or
withdraw from school with approval from the 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%

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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-week classes:
By the end of the:
First day of class 100%

Third day of class 50%

After third day of class 0%

No refund of course supervision fees or of clinical pastoral education fees will be made.

Room and Board

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

A student who otherwise is required to be on the seminary's board plan, but who has a
sufficient medical reason for withdrawing from board status, may be granted a full refund
if a written request is made to the Vice President for Business and 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

Resources and Related
Academic Programs

The John Bulow Campbell Library

The library, which is named for John Bulow Campbell, an Atlanta businessman and member
of Columbia's Board of Trustees during the 1930s, serves a vital educational role at the
seminary. 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 194,000
books and bound journals, 870 current periodical subscriptions, 46,000 microforms,
thousands of church records and archival collections, and many audiovisual resources.
(See www.ctsnet.edu/library/) Particular subject strengths are 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 and children's literature.

Library services include a continuously staffed central reference desk, e-mail reference service,
computer workstations with Internet connectivity, and a wireless 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 are 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 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 Council for Higher Education (ARCHE), gives Columbia's faculty
and students free access to the libraries of twenty-seven other academic institutions in the
Atlanta area, including five major research libraries and six other theological collections.

The 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, which forms the core of the rare book collection.
In 2007, thousands of significant church records and personal papers from the Presbyterian
Historical Society at Montreal, 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 's Library

The Griffith Children's Library provides books and other materials for use in the spiritual
formation of children. Children come to the library to read and participate in educational
activities. Seminar} 7 students utilize the collection for courses in Christian education and

39

preparation for children's sermons and church school classes. The collection is available
Monday-Friday, 8:30-4:30, and by appointment. (Contact LawJ@ctsnet.edu)

Media Services

Media Services 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

The CTS Bookstore, located in Richards Center next to the dining hall, offers a wide variety of
resources for study and worship at a discounted price. It serves students, pastors, laypersons
and churches all over the southeast. The bookstore stocks books for all CTS classes in addition
to a wide selection of liturgical and theological resources in church administration, church
history, spirituality, homiletics, Christian education, worship, and Christian life. In addition the
bookstore offers Old and New Testament commentaries, a complete selection of faculty
publications, and resources for women's studies, African American studies, world missions, and
evangelism. Bookstore hours are Monday - Friday 10:30 - 2:30 when classes are in session, as
well as by special appointment. These hours are extended for special campus events and during
the first week of classes each term.

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 (Emory University 7 ), Erskine
Theological Seminary, Interdenominational Theological Center, Lutheran Theological Southern
Seminary and McAfee School of Theology (Mercer University). The association develops and
coordinates educational programs and resources of these member institutions, which include
approximately sixteen hundred students, two hundred faculty, and a combined library
collection of 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

40

public of the direct and indirect ways in which higher education benefits the Atlanta region and
the State of Georgia.

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.

Certificate Programs at Georgia State University

The Andrew Young School of Policy Studies at Georgia State University offers three
certificate programs in the following areas: Nonprofit Management, Planning and Economic
Development, and Disaster Management. With approval of the Dean of Faculty, a student
may use four elective courses to pursue a certificate in one of the three areas. For
information regarding the courses needed for each certificate, and procedures for enrolling
in the cernficate program, please contact either the Office of Academic Affairs or the
Contextual Education Office.

Partnership with the Presbyterian Church Camp and Conference Association

Columbia has an official relationship with the Presbyterian Church Camp and Conference
Association (PCCCA). This organization supports the camps and conference centers of the
Presbyterian Church (USA) and The Presbyterian Church in Canada by equipping leaders for
ministries of discipleship, community building and the care of creation. In 2008, the seminary
created a partnership with PCCCA in order to help prepare our students for ministries that
include camps, conferences and retreats.

The seminary is committed to providing a consistent schedule of courses in the field of camp
and conference ministry. The P524 Camp/Conference Program and Administration course is

41

currently offered during the January term. More classes will be added to the schedule as the
Master of Arts in Practical Theology degree program begins, allowing concentration within
their MAPT studies in the area of Christian Education specializing in the field of camp and
conference ministry.

Columbia is also working with PCCCA to create a certification program for camp and
conference professionals. When this program is unveiled, many of its requirements will be
satisfied with the successful completion of camp and conference courses at the seminary.

Programs in Other Locations

Appalachian Ministries Educational Resource Center

Columbia is a member of the Appalachian Ministries Educational Resource Center (A MERC),
a seminary 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 Contextual Education.

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 Seminary) 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. J. Maxwell Miller, professor emeritus 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.

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.

42

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 more than 65 learning events for at least 1700
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
upbuild the church; we seek to engage God's transforming Word and work in the world.

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

Lifelong Learningfor Church Professionals and Laity

Lifelong Learning for church professionals consists of learning events designed to assist
pastors, church leaders and laity 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 and offer church leaders
opportunities to learn together-from gifted teachers, from other pastors and peers, and from
the traditions of the church. We seek to offer 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, workplace, church, community, and world.

A variety of events are scheduled each year. The January seminars, a combination of worship and
workshops designed primarily for clergy and church leaders, is a Columbia tradition. Each
summer the Center for Lifelong Learning offers leadership training classes for leaders involved in
the Presbyterian Women's Bible study. Summer Scholars is an annual event offering opportunity
for laity and church professionals to explore together traditional and emerging topics of faith for
the 21st Century. Other events include topics such as technology in the church, stewardship and
resource issues, leadership formation and development, preaching and worship, Biblical studies,
theology, and pastoral care. In addition, contemplative retreat programs for men and women and
synod or presbytery-specific events are conducted. Other regularly-offered programs include
short term courses in biblical studies, theology, church history, ethics, and spiritual formation
offered in both weeknight and weekend formats.

Several programs are offered on an application basis. The Guthrie Scholars program invites
pastors to campus for a week of individual study on their choice of topics related to ministry.
The Thompson Scholars, an intensive training event for pastors focused on evangelism and
church renewal, is generally held in the spring of each year. The S3 Project, funded by a grant
from the Lily Endowment, focuses on encouraging pastoral excellence through participation in

43

self-directed peer-learning groups engaged in projects designed to foster Sabbath, study, and
service. Journey of Faith, an intentional pilgrimage experience to the Holy Land, focuses on
pastoral renewal for clergy in mid-career and was originally developed in partnership with the
CF Foundation. Most participant costs for these programs are supported through grants and
gifts. Application information may be found on the seminary website or through the Center for
Lifelong Learning.

The Youth Ministry Leadership Initiative, a certificate program for youth ministry leadership
development, is now in its fifth year. The Center for Lifelong Learning also works in
partnership with the Presbytery of Greater Atlanta in supporting ongoing certificate programs
in lay leader training for Spanish, Portuguese and English-speaking church leaders in immigrant
churches and fellowships. Faith and the Arts, funded through special contributions, represents
a unique and important emphasis in Lifelong Learning as we seek opportunities to sponsor art
exhibitions and incorporate art-related experiential learning in our lifelong learning events.

The newest additions to Columbia's Center for Lifelong Learning are the Presbyterian History
and Reformed Theology and Korean American Ministry Programs (KAM), developed in
collaboration with Columbia's faculty. The Presbyterian History and Reformed Theology
programs include 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. The KAM programs include officer training for elders and deacons, a springtime
Korean Pastors' Retreat, and summer worship and music conference.

Certificate in Spiritual Formation

For fifteen 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 to five year period. Courses are offered in week-long
or weekend formats throughout the year, with a total of six elective courses plus the Immersion
Experience 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 Spouses

Basic degree students and their spouses, and seminary faculty, staff and 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 or offered at reduced fees. Lifelong
Learning at Columbia Seminar}' provides structure and resources to help people of faith
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 sendee.

Faith and the City

Faith and the City seeks to develop the capacity for ministerial and public leadership in all
clergy and clergy-in-training so that they might be leaders wherever they serve. Through
multidisciplinary curriculum enhancement, community involvement initiatives, independent
studies, cooperative efforts with other Columbia programs, forums, and special events, Faith

44

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 MDiv students have participated in one of Columbia's international programs.
These programs include:

An international component for the second year course, "Explorations: Alternative Context
for Ministry." 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.
" Two week DMin and DEdMin travel seminar to South Africa or Geneva, Switzerland.

A January pilgrimage to the Holy Land.

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

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 Amencan Religious History and
addressed the theme "The Mission of the Church in an Age of Religious Violence." 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 convened the seminar. The theme of that seminar was "The
Mission of the Global Church in the 21 st Century in an Age of Pandemics".

45

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. 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
multi-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, DD, 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.

46

Community Life

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

Yearly Schedule

The academic year is composed of two long semesters of fourteen weeks each and a short
January term. During the summer, the seminary offers a full program of supervised ministry, an
eight-week course in beginning Greek, and a four-week summer session designed primarily for
DMin 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 7 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 seminar}' 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 seminar}' community gathers for convocations and other
special services. At opening convocation in the fall and at graduation each spring, students are
recognized for outstanding academic work and for service to the church through the
presentation of awards, prizes, and fellowships. Descriptions of these awards are on the
following pages.

4~

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 Maty 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 MDiv 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 exemplar} 7 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.

48

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 Robert Ramey, Jr. Christian 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 DMin
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 Eunice McGarrahan's leadership in the Worship and Theology
Unit of the Presbyterian Church, USA, and her father the Reverend Russell Toms, a '51
graduate of Columbia.

The William Rivers Waddey Award in Youth Ministry was established by Walter and
Cecilia Waddey in memory of their son William, who was an active and vital part of the youth
program at Peachtree Presbyterian Church. The award is given to a 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, MDiv, DMin, Princeton Theological Seminar)- 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.

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Graduate Fellowships

Each year the seminary awards one or more fellowships to outstanding graduates completing
the MDiv 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.

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} 7 community, i.e.,
students on and off campus, international students, and student families.

African Heritage Seminarians Association

This association seeks to identify and voice the unique concerns seminarians of African
heritage by creating an on-campus environment that nurtures their spiritual, intellectual,
emotional, and physical needs.

Asian Student Association

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

50

Beatitude Society

The Beatitude Society is a grassroots student-lead organization that provides a place for
students and community members to discuss issues of injustice.

Evangelical Student Association

This association strives to foster Christian fellowship and sen-ice within the seminary
communitv. 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.

Fellowship for Theological Dialogue

Established to encourage even- 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.

Society for Missionary Inquiry

Founded in 1832, 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.

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 in Ministry

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

Recreation Program

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

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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.
Announcements are posted regarding a wide variety of ministry opportunities. Individual
personal information forms are sent to congregations and agencies that request them. Each
year 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.

52

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.

53

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 and do not
presume prior course work in the subject

600s are elective courses for basic degree students

700s electives for advanced degrees

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

54

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

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

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

B573 Old Testament Theology

0'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

B612 Covenant of Life: The Journey of

God's Communion in the Bible

Brown

Covenant is the backbone of Old Testament
theology, perhaps of the Bible as a whole.
Participants will study a variety of biblical texts
that deal with various aspects of covenant and,
more broadly, of God's relationship to Israel,
humanity, and creation. Knowledge of Hebrew is
recommended, but not required.
3 credits

B613 Sex, Celibacy, and Siblings

Johnson

An exploration of the ways early Christians use
kinship language and metaphors to talk about
themselves, their relationships, and the God they
worship in Jesus Christ. Includes examination of
New Testament texts that employ family imagery
and texts that discuss family life in the context of
the contemporary culture wars about families and
family values.
3 credits

B615 New Testament Spirituality &

Congregational Ministry

Rensberger

Will study important themes and practices in New
Testament spirituality as these are expressed or
implied in major texts, with a methodological
introduction to the study of spirituality. Themes
and practices will include the presence of God,
prayer, the Lord's Supper, and the relation of
spirituality to social justice. The aim will be both
to understand New Testament spirituality and to
engage with it in ways that can be transformative
for the spiritual lives and practices of
contemporary Christian congregations.
3 credits

55

B627 Greek Reading

Bartlett

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

B638

Yoder

Song of Songs

Interprets Song of Songs, with particular attention
to the book's rhetorical strategies, theological
significance, and roles in Jewish and Christian
liturgies. Considers ways in which the poetry and
passion of Song of Songs may inform faith
communities today.
1.5 credits

B632 Isaiah and Exile

Brown

This Hebrew reading course will study portions of
Isaiah 40-55 in relation to the trauma of exile. The
class is designed for participants who desire to
further their facility with Hebrew and to explore
the theological and social challenges of life in sixth
century Babylonia and Palestine. Prerequisite:
B222, Intro to Biblical Hebrew
1.5 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

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

B637 Five Scrolls (Megilloth 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

B641 Wisdom Literature

Yoder

Examines the books of Proverbs, Job, and
Qoheleth as theological resources for
mission/ministry today; places these books in the
context of other ancient Near Eastern literature
and briefly considers the Song of Songs, Sirach,
and Wisdom of Solomon. Attention given to
creation themes and to the enigmatic character of
female wisdom. Prerequisite: B141
1.5 credits

B642 The Book of Daniel

Gladsen

An exegetical and theological study of the book of
Daniel and its place in Christian eschatology.
Attention will be given to the literary, historical,
apocalyptic, and theological dimensions of this
intriguing book, and to its place in traditional and
recent eschatological interpretation.
3 credits

B646

Bi

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

Explores various biblical passages that deal with
the topic of creation. Considers ancient Near
Eastern background as well as dieological, ethical,
and ecological implications.
3 credits

B646b Word for a Warming World: Bible,

Creation & the Science of Wonder

Brown

Participants will study the various creation
traditions of the Old Testament with a view
toward their theological, spiritual, and ecological
implications, particularly as the church addresses
the crisis of global warming with a message that is
both prophetic and pastoral. The class will draw
on a range of resources, from biblical scholarship
to scientific research, in order to develop new
ways of reading Scripture in the light of science.
credits

56

B647 Hebrew 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

B650 Gospel of John

Bartlett

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

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

B663 Hebrews

Bartlett

Examines exegetically the Greek text of the book

of Hebrews, with special attention to the book's

Christological claims and its interpretation of the

Septuagint. Prerequisite B021 and B153.

3 credits

B665 Romans

Bartlett

The class will do a detailed interpretation of Paul's
letter to the Romans trying to understand
something of the function of the letter for its
original audience and its significance for Christian
reflection and practice today. Prerequisite B021
and B 153.
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

B670 Interpretive Methods, the Bible,

and the Church

\ 'oder

Considers methods for interpreting Old

Testament texts, including literary, historical, and

ideological criticisms. Prerequisite: B141.

3 credits

B672 Death of Jesus

Johnson

Studies how early Chnstians 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

B673 Women's Experience in Early

Christianity

Johnson

Attempts, through studying early Christian

literature, to reconstruct women's experience in

the primitive church. Prerequisite: B161.

3 credits

B674 New Creation and Ecology:

Practicing in the Garden

Saunders, Brown

Explores dimensions of the ecological crises
facing the present generation; presents theological,
scriptural, and anthropological resources for
shaping sustainable ecological behavior; examines
traditional Chnstian 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

57

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

Th.M. Thesis Reading

B690

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

B692 Exegetical Research in Old

Testament

' 'Connor, Yoder,Brown
3 credits

B693 Research in Old Testament

Criticism or Theology

^Connor, Yoder,Brown
3 credits

Independent Study in Biblical
Languages

B694

Staff
3 credits

B695 Exegetical Research in New

Testament

Johnson, Saunders, Barlett
3 credits

B696 Research in New Testament

Criticism or Theology

Johnson, Saunders, Barlett
3 credits

B717 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

B731 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

B771

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

B774 Apocalyptic Ecology

Saunders

This course explores the "ecology" nature,
structures, and vocations of the church as an
eschatological body in the New Testament, with a
particular eye to possible connections between
this ecology and the ecology of creation itself.
How is the ecology of the church a response to
imperial ecologies of the first century? How might
the church today respond faithfully to situations
of empire and environmental degradation? How
might the eschatological imagination of the
church be related to God's intentions for
creation?
3 credits

B890

Staff
6 credits

Th.M. Thesis

58

Historical Doctrinal Area

Faculty: Mark Douglas, Martha Moore-Keish, Marcia Y. Riggs, George W. Stroup, Haruko
Ward

HD120 Introduction to Church History

Ward

An overview of the formation, development, and
outcome of Christian doctrines and practices in
their socio-cultural and politico-economic
contexts. 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 historical 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 contemporarv 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

Staff

Studies the history of religion in the U.S. and its
relationship to the national culture.
1.5 credits

HD360 Introduction to World Christianity

Staff

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 Chnstian encyclopedia.
1.5 credits

HD372 Christian Ethics

Douglas, RJggs

Studies the biblical, theological, and philosophical

foundations of Christian ethics.

3 credits

HD532 Reformed Theology: Its Shape
and Development

Moore-Keish

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

Raynal

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

HD619

Black Church Studies Seminar

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

HD623

Ward

Eucharist of Crumbs: Women and
Vocation in the Medieval Church

An examination of writings by medieval women
who pursued their "vocation" as monastic writers,
abbesses, theologians, visionaries, mystic teachers,
spmrual guides, humanist educators, city
reformers, apologists, catechists, and leaders of
sodalities. Explores the ways in which biblical,
theological, anthropological and social arguments
were used against women in officially ministering
within the church. Women questioned the status
quo and created venues to preach and engage in
sacramental ministries.
3 credits

59

HD626 Calvin, the Exegete and Preacher
Ward

An examination of John Calvin's (1509 -1564
C.E.) reformation through his sermons. Studies
how exegetical preparations helped inform his
theological, educational, pastoral, social, legal,
administrative, and disciplinary programs, which
shaped the life of Christian women and men in
Geneva. Explores what geo-political, economic,
and global conflicts and issues are reflected in
Calvin's preaching.
3 credits

HD631a John Calvin on the Christian Life:
Piety, Prayer, Liturgy,
Sacraments, and Pastoral Care.

Raynal

This course through readings, class reports, and a
seminar project, aims to study Calvin's teaching
on the Christian life, piety, and worship with a
view toward engaging in faithful congregational
leadership for the church today. This course
would be appropriate for those students interested
reformed Christian spirituality.
3 credits

HD627 The Early Jesuits

Ward

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

HD628a Women in the Reformations

Ward

An examination of representative women who
helped shape the Reformation movements.
Studies the range of women's leadership in
Lutheran, Reformed, Radical, English, and
Catholic Reformations in Europe, Africa, Asia,
and the Americas. Addresses the critical issues in
studying women in history.
3 credits

HD631 Gospel & Culture in Augustine's

Confessions

Stroup

Many of the issues today concerning the relation
between contemporary culture and the
interpretation of the Gospel are not new. One of
the first theological attempts to relate culture to
the Gospel is the theology of Augustine (354-
430). This seminar will read portions of both
"Augustine's Confessions" and his "City of God"
as a case study in relating gospel and culture. A
final paper will be due at the conclusion of the
seminar.
3 credits

HD632b Theology of the Holy Spirit:
Pneumatology

Moore-Keisb

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 of
the Spirit?
3 credits

HD633a Liturgical Theology

Moore-Keisb

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 w r ork. 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

Moore-Keisb

Surveys the development of baptismal and

eucharistic theologies through history and

explores some of the various debates concerning

baptism and Eucharist in churches around the

world today.

3 credits

HD 634c Karl Barth on the Church's Task
of Witness & Ministry

Rajnal

This seminar will study selections from CHURCH
DOGMATICS, Volume IV, Part 3, in which Karl
Barth develops his \ision of the witness of the
church as the community of Jesus Christ in mission
to the world and describes the tasks of ministry that
follow from it. Participants will examine their own
views of the church in mission and work of ministry
as they would practice it today.
3 credits

()0

HD636 Doctrine of Election

Stroup

At one time election or predestination was one of
the most controversial doctrines in Christian faith.
It was vigorously attacked and defended, although
what "it" was continued to be a matter of
considerable disagreement. Today people are
more likely to be curious than they are advocates
or attackers. What is election? Why have some
theologians argued that it is indispensable in a
Christian understanding of the God of the Bible?
What are its practical implications for the church
and its ministry? This seminar wall examine what
Augustine, Calvin, Schleiermacher, and Barth have
said about election. Requirements: seminar
presentation and a term paper.
3 credits

HD637 Feminist Theology

Moore-Keish

An examination of the roots of the feminist
theological movement in earlier Christian history,
the significant voices from the 1960s and 1970's,
and contemporary theologians who are working in
feminist theology today. In the final weeks of
class, students work on projects on topics of
particular interest.
3 credits

HD638 Christology

Stroup

Surveys major christological texts and issues from
the New Testament to the present, exploring
questions such as Who was Jesus? What does it
mean to call him the Christ? What does it mean to
call him Son of God? What does it mean to claim
that he is present today? What difference does his
historical gender and cultural location make?
3 credits

HD653 Theology and Religious Pluralism

Moore-Keish

This course will examine Christian construcuye
theological responses to the situation of religious
pluralism, from the early church to the present,
with an emphasis on contemporary voices, such as
Jacques Dupuis, Mark Heim, and Paul Knitter.
The class will enable students to see that religious
pluralism is not a new situation, but one that
Christians have been addressing since the writing
of the New Testament. Students will read and
engage a variety- of perspecdves on religious
pluralism, with the goal of developing their own
theological interpretations.
3 credits

HD669 Introduction to Mission Studies

Staff

Surveys and introduces the theologies and
practices of both the transmission and reception
(if 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

HD669a Christian Mission Case Studies:
Workshop on Mission Theology
and Practice

Staff

Focuses on readings and reflection on mission
theologies and practices through case studies.
Four different areas of mission practices and
theologies will be explored: (l)cross-cultural
mission-overseas and national;(2) inter-religious
encounters and dialogue-overseas and
national;(3) short-term mission trips;(4)mission
weekends, festivals or conferences.

1.5 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 & Themes in Liberation

Ethics: History and Practice of
Nonviolence

Riggs

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

61

HD673 The Church as Community of

Moral Discourse

RJggs

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

HD674 The Church, Ethics, and
Economic Life

Douglas

Seeks to discover how the church should think

about money, business, and its prophetic role in

society.

3 credits

HD675 Issues in Medical Ethics

Douglas

Explores how theologians try to make moral sense

of life and death in relation to issues such as

euthanasia, abortion, cloning, and healthcare

reform.

3 credits

HD675a

Science, Religion & the End of
the World

The sciences and the Christian tradition provide
narratives about the end of the world. Yet how do
these narratives relate? How do we evaluate them?
And what are the implications of the narratives
for the way we live and think today? This course,
taught by a professor of astrophysics and a
professor of religious ethics and offered jointly by
Agnes Scott College and Columbia Theological
Seminary, takes up those critical questions and
provides students from both schools with
opportunities to study widely, think critically, and
learn respectfully in a cross-disciplinary setting.
3 credits

HD675b Theology, Ethics & Sexuality

Douglas, Moore-Keish

This course explores the theologies that underlie

Christian notions of embodiment, desire, and

sexual activity and attempts to connect those

theological notions to contemporary issues of

sexuality that confront the church.

3 credits

HD676 Providence, Theodicy, and Ethics

Douglas

Combines systematic theological inquiry into

notions of providence and theodicy with an

ethical concern about personal and social

responses to God's actions in history.

3 credits

HD677 Feminist,Womanist Ethics

Riggs

Examines the historical, sociological, and
theological bases of feminist and womanist 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

HD678 Public Speaking: Shaping

Theological Voices for Civic
Discourse

Douglas

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

History

Ward
3 credits

HD693 Independent Study in Theology

Stroup
3 credits

HD694 Independent Study in Christianity
and World Religions

Staff
3 credits

62

HD695
Staff

3 credits

HD696

Staff
3 credits

Independent Study in Philosophy

Independent Study in Mission,
Ecumenics, and World
Christianity

HD739 Prayer

Moore-Keish

This class will explore the theology and practice of
Christian praying. Drawing on classical and
contemporary writings and the students' own
experiences, we will reflect on major quesdons
such as: What is prayer? What happens when we
pray? Does it affect God? Does it affect us? What
is Christian prayer in particular? How do we pray?
3 credits

HD697 Independent Study in Ethics

Kiggs, Douglas
3 credits

HD 715 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

HD771

Ethicist as Social and Cultural
Critic

A seminar exploring how selected theological and
social ethical questions are presented in culmral
sources such as contemporary movies, novels,
political cartoons, music, and visual art. Theories
of cultural criticism and traditional and liberation
theologies and ethics provide the analytical and
dialogical frame for the course.
3 credits

HD716 History of Western Christian

Spirit uality

Gon%ale%

Traces the central focus of spirituality in the
Christian 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

HD720 Idolatry

Stroup

The bible is deeply concerned about idolatry. A
case could be made that it is the primary form of
sin. But what is idolatry? How is idolatry related to
images? Was idolatry only an issue in ancient
Israel? A Bnef Statement of Faith says Christians
are called to "unmask the idolatries of church and
culture." What are the idols with which we
struggle today both within the church and
within society? Course requirements: seminar
presentation and term paper due one month after
completion of course.
3 credits

HD774 United Nations Seminar

Douglas

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

HD890

Staff
6 credits

Th.M Thesis Historical Doctrinal
Area

63

Practical Theology Area

Faculty: Pamela Cooper- White, Kathy Dawson, Matthew Flemming Anna Carter Florence, J.
William Harkins, Stephen A. Hayner, Paul Huh, Skip Johnson, Kimberly Long, D. Cameron
Murchison, Rodger Nishioka, Joseph Roberts, Jeffery Tribble

P101 Introduction to Practical

Theology

Dawson

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

P131

Introduction to Worship

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

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

P151 Preaching

Flemming, Florence

Focuses on the theory and practice of preaching
as the church's proclamation of the Word of God.
Students work closely with instructors and peers
to prepare and preach sermons in small group
settings. Prerequisites: Scripture Reading
Practicum, B021, and enrollment in B153.
3 credits

P232 Introduction to Pastoral Care

Harkins, 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

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

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

P524 Camp /Conference Program and

Administration

Winchip

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

64

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

P527 Teaching the Bible Through

Liberative Pedagogy

Nishioka

Recognizing that Bible study 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

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

'Lewis

Offers a grounding in spirituality; provides

opportunities for students to practice the

particular disciplines that undergird the Christian

faith.

3 credits

P528 Faith Formation in a Media

Culture
Nisbioka

Critically examines theological themes in the
popular media culture through the lens of
narrative as pedagogy. Through film, television,
and music, students investigate the impact of the
media culture on the church and understand how
the media culture may be used to help faith
formation.
1 .5 credits

P533 Family Systems for Ministry

Johnson

Explores the basics of family systems theories as a
basis for understanding dynamics at work within
families and congregations, l.nhances
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

P602 Pastoral Writing

Brown Taylor

Course content will include instruction and
practice in a variety of skills useful for written
communication in the pastoral mode. Participants
will bring their own working projects with them,
which may include bulletin covers, pastoral letters
to the congregation, columns for the local
newspaper, sermons, poems or memoirs. The
course will focus on writing non fiction, not on
getting into print, with special attention to the
ways in which pastoral writing nourishes local
communities and pastors alike.
3 credits

P610 Exploring the Missional Church

Hajner

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

65

P611 Theology of Evangelism

Tribble

The premise of this course is that evangelism is to
be faithfully embodied in persons and in
congregations, both of whom are beneficiaries
and bearers of God's grace in the world. In a
Post-Christian context, this course proposes to
create a space for exploring how church leaders
might partner with the Holy Spirit to make
evangelism a constitutive practice of the church.
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

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

P619 The Foundations of Evangelism

Staff

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

P622 Preschool Religious Education

Dawson

Through reading, class discussion, and visits to
preschools in Atlanta, 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

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

66

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

P627 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

P628 Recreation and Community

Building

Nishioka

Focuses on recreation as a means of building
community in the body of Christ. Students
explore a theology of recreation and practice
planning and leading recreational activities in a
variety of congregational settings for persons of
all ages and abilities.
1.5 credits

P633 Advanced Pastoral Care Seminar

Cooper-White

A forum for students who already have pastoral
care experience to come together and share
specific pastoral care cases, with a view toward;
deepening their theological understanding of
those whom they serve, honing pastoral
assessment skills, evaluating their interventions
and enhancing their pastoral skills, and planning
next steps for their own learning and for
continued pastoral intervention with the case as
appropriate.
3 credits

P634 Pastoral Care of Marriage and

Families
Staff

Acquaints students with ways to think
theoretically and theologically about the family,
with the assumption that all Christian ministers
have involvement with family pain. Objectives are
to develop a plan for a pastoral response to family
pain as a pastor, not a therapist; to gain familiarity
with some major schools of family therapy; to be
reminded of the importance of the pastor's own
family experience in his or her pastoral work; and
to begin developing a theology of family and
marital life.
3 credits

P631 The Art and Practice of

Theological Reflection

Harkins

This class will be of use for those whose "vocatio"
calls upon and invites them to engage in theological
reflection in a variety of settings-parish ministry,
chaplaincy, and clinical venues-and in turn for
those for whom they care, as this topic can then be
taught in Adult Ed. and other education settings
(CPE, confirmation classes, etc.)contexts. Matters
of formation , spiritual discipline and human
development will be considered. This class is open
to M.Div, D.Min, MATS, and Th.M. students.
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

P636 Death, Dying & Bereavement

Cooper-White

An in-depth exploration of the physical,
emotional, and spiritual dimensions of death and
dying, and the process of bereavement, in the
context of pastoral theology, students will explore
the skill and art of ministering to the dying and
the bereaved, and develop their own theological
framework for understanding and facing terminal
illness, life-threatening violence, and death.
Pastoring to diverging beliefs about evil,
suffering,and life after death will be considered.
3 credits

P638

Pastoral Care and Crisis Ministry:
The Activity of Resilience, Grace,
and Hope

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

67

P641 The Art of Public Worshp

Long

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
formadve power of prayer, song, and space; the
importance of globally-conscious worship; and the
art of liturgical leadership.
3 credits

P642

Worship through the Phases of
Life: Occasional Services

Long

This course will consider the theological, liturgical,
and homiletical aspects of occasional services in
the life of the church: weddings, funerals, services
of healing and wholeness, ordination, and other
rites related to baptism. Students will explore
cultural attitudes and sociological analyses
regarding rites of passage in the church, consider
those rites theologically, and examine liturgies
associated with those rites. Although the class will
not include opportunities for preaching,
homiletical issues will be discussed. Prerequisite:
P151.
3 credits

P642a Worship & Music: Lifetime

Learning

Huh

An exploration of the nature and function of
worship music in biblical, historical, and
contemporary contexts. Congregational, cantoral,
and choral aspects of psalmody, hymnody, and
service music are the primary areas of study and
discussion.
3 credits

P642b

Worship & Preaching through the
Christian Year

Lo

ng

The Christian year enables the church to mark
time in a profound way. In this course, students
will study the theological themes and dominant
metaphors inherent in the days and seasons of the
liturgical year. Building on these insights, they will
then explore the liturgical and homiletical
possibilities therein. Participants will study
liturgies and sermons as well as engage in creating
their own. Attention will be given to the use of
language and the role of music and other lively
arts. Prerequisite: PI 51.
3 credits

P643 Bilingual/Multicultural Worship

Huh

Students will learn to design and critique various
liturgical styles of the post-modern Christian
worship: Taize, Alternative, Folk, Seeker, Inter-
Generational, Blended, Emerging, Thomas Mass,
Bilingual, Multi-Cultural, and Ecumenical
communities.
3 credits

P646 Leading Christian Worship

Long

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

P646a

Worship and Justice

What does worship have to do with seeking
justice? What does seeking justice have to do with
worship? Through a variety of readings and other
media, students will explore how the liturgical
practices of the church - in Word, sacraments,
song, prayer, and the arts - are intrinsic to working
for justice and peace. Prerequisite P151.
3 credits

P650 Preaching Challenging Issues

Roberts

Discovering different methods to include
controversial issues in preaching, while respecting
and really listening to those who espouse
opposing points of view , seeking to incorporate
consensus insights into Biblically based sermons.
3 credits

P651 Contemporary Homiletics

Hemming

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: P151.
3 credits

68

P652 The Theatre in the Text

Florence

Using plays, films, homiletical writings, and
theatre texts, students focus on the book of
Exodus, considering the performative arts as
resources for preaching in the postmodern world.
Includes the preaching of three sermons.
Prerequisite: PI 51.
3 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: P151.
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

P655

Prophetic Preaching/Prophetic
Preacher

Explores prophetic preaching as an answer to the
call of the Gospel rather than as a skill to be
mastered. During the first half of every week we
will examine the prophetic vision of people such
as Bonhoeffer, Brueggemann, King, Stringfellow
and Weil. In the second half of the week we will
immerse ourselves in certain avenues of grace that
are central to the prophetic life. Students will read
the prophets together, they will pray and
investigate the nature of prayer together and they
will engage in some form of sendee that is
intimately tied to the prophetic Word God has
called them to proclaim. Prerequisite: PI 51.
3 credits

P657 Back to the Text: Gospel of Mark

Florence

A communal exercise in getting "back to the text"
by reading and performing together an entire
book of scripture-in this case, the gospel of Mark.
There have been many individuals who have
memorized and performed the gospel of Mark,
and in response, many scholars who have written
about scripture through the lens of performance
studies. In this class, students will read some of
those theorists, experiment with various ways of
reading, rehearsing, and improvising, and then
create a group performance of Mark' s gospel,
which we will offer to the community.
3 credits

P671 Teaching and Learning Theory

Nishioka

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

Damon

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

69

P674 Theory, History & Philosophy of

Educational Ministry
Nishioka

Provides for advanced stud)' 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

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

P681

Tribble

Congregational Leadership &
Church Administration

Th.M. Thesis Reading

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

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

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

P690

Staff

Offered during J anuary 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

Staff

3 credits

P692 Independent Study in Christian

Education

Dawson, Nishioka
3 credits

P693 Independent Study in Practical

Theology and Counseling

Harkins, Johnson
3 credits

P694 Independent Study in Worship

Long, Huh
3 credits

P695 Independent Study in Preaching

Femming Florence
3 credits

P696 Independent Study in

Communication
Staff

3 credits

P697 Independent Study in Spirituality

Staff

3 credits

70

P698 Independent Study in Ministry

and Administration
Murcbison, Tribble
3 credits

P699

Staff

3 credits

Independent Study in New
Church Development

P701 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 combinauon with site
visits for purposes of enriching dialogue and
making peace.
3 credits

P711

Tangible Kingdom: Church
Planting & Transformation

Jones

Examines the practices that lead us out of our

church buildings to be the body of Christ in the

world, the ways in which the Holy Spirit breathes

life into the church, for growing disciples,

reaching people, and relieving suffering.

3 credits

P729

Dan

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

Explores the role of strategic educational
leadership in ministry. Integrates ideas and
practices from the fields of leadership studies,
Christian education, spiritual formation,
organization development, and pracdcal theology.
3 credits

P739 Pastoral Theology of Good & Evil

Cooper-White

Pastoral Caregivers in situations of suffering
frequently encounter the question "How could
God allow such evil to happen?" This course will
explore classic and contemporary doctrines of
theodicy in relation to pastoral care in contexts of
suffering, pain, and evil. The format of the course
is a graduate seminar, in which students will take
turns presenting in-depth discussions of readings,
and case studies from their own pastoral practice.
Pre-requisites: 1 unit of CPE, PPC100 Intro to
Pastoral Care or the equivalent, and one year of
full-time pastoral ministry, lay or ordained.
3 credits

P740

Long

Liturgical Language for Today's
Church

How can the words we speak in worship be
accessible, lively, and evocative? This course will
study the evolution of liturgical language in the 20th
century, provide tools for analyzing and critiquing
liturgical resources that have been published in recent
years, and offer a vision for liturgical language for
today's church. In addition to exploring how
language works and considering the work of
contemporary authors who write about liturgical
language, students will create new liturgical texts and
engage in collaborative methods of writing and
editing. A wide variety of prayer forms, as well as
words spoken from font and table, will be explored.
3 credits

Korean Worship and Preaching

P743
Huh

Korean preaching is prominent in church life, an
emphasis that continues to shape Korean-American
Protestant worship. The course will study the
symbolic dimensions of Korean and Korean-
American Protestant worship and preaching. In
relationship to the Global Christianity, Korean
culture, ritual, liturgy, and history will be discussed
in a wide range of topics from ancestor worship to
English ministry contemporary praises in the
Korean American church context.
3 credits

P754 Preaching as Testimony: Toward

a Women's Preaching Tradition

Florence

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

P782 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

P890
Staff

6 credits

Th.M Thesis Practical Area

71

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

1141 Intersections

Staff

"Intersections" is a multidisciplinary course which
brings together a student's background and faith
journey with the biblical, theological,
hjstoricakand ecclesiastical dimensions of the
sacraments of baptism and communion. The
course introduces students to reflective contextual
study of these topics, and begins to think about
the implications of such study to the
understanding of calling and mission-of identity
and the meaning and purposes of God's presence
in the world.
3 credits

\2A\ Explorations: 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.,
immigrant communities in Atlanta, Central
Europe, and Jamaica.
3 credits

1341

Integrations

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
stud)' methodology and requires students to work
as ministry colleagues.
3 credits

1612 History, Theology and Polity of

the Christian Church (Disciples of
Christ)

Gladson

This seminar explores the history, theology, and
polity of the Christian Church (Disciples of
Christ). The denomination will be traced from its
origins in the early 1 800s to the present. Some
attention will also be given to the church's main
theological themes, as well as to current polity and
mission.
3 credits

1617

Cross-Cultural Ministry in the

U.S.

Staff

Focuses on immigrant issues, cross-cultural

ministry dynamics, and orientation to ways in

which churches are engaging in immigrant

ministry.

3 credits

1618 Presbyterian History and Polity

Murchison

A stud}' 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

1621 Women's Issues in Health

R/egj\ Cooper-White

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

72

1630 Bible and Theology

Bartktt, 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

1666 Apocalypse Now!

Saunders

Explores the Apocalypse of John (Revelation) as

literature of prophetic discernment, judgment, and

hope for communities oppressed or seduced bv

imperial power and pietv.

3 credits

1690

Th.M. Research Seminar

Year-long research seminary required of all Th.M.
students. 1.5 credits per semester.
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
"Pnson-Industrial Complex* 1 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

1725 The Pastor as Community Leader

W'atkins

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 civic issues as well as
uses of power in decision making.
3 credits

73

Supervised Ministry

SM210 Congregation-Based Internship

Clayton

For at least ten full-time weeks, 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: 1111 and P151.
Summer (full-time) or Fall/Spring (part-time).
6 credits

SM417 Intern Year: Campus Ministry

Clayton

A full year in ministry 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 20 units.

12 months (full-time), plus option of 1 additional

unit for January elective.

6 credits

SM213 Internship in Youth Ministry

Clayton

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) or
Fall/Spring (part-time).
6 credits

SM414 Intern Year: Congregation

Clayton

A full-time internship that provides an in-depth

experience in the life and ministry of a teaching

congregation. Prerequisite: 12 months (full-time),

plus option of 1 additional unit for January

elective.

6 credits

SM415 Intern Year: Urban Ministry

Clayton

A full year internship in one or more ministry
settings. Students engage the realities of the city,
especially in ministry with the poor, and develop
insights and skills needed for ministry in the urban
context. Prerequisite: completion of at least 20
units. 12 months (full-time), plus option of 1
additional unit for January elective.
6 credits

SM416 Intern Year: International

Clayton

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 and by a consultant familiar with the
students home context. Prerequisite: completion
of at least 20 units. 12 months (full-time), plus
option of 1 additional unit for January elective.
6 credits

SM418 Intern Year: Independent Study

Clayton

An independent study 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 20 units. 12 months (full-
time), plus option of 1 additional unit for January
elective.
6 credits

SM610

Practicum in Clinical Pastoral
Education (Basic Unit)

Staff

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 hospitals,
congregations, prisons, and other institutions
accredited by the Association for Clinical Pastoral
Education. Fulfills the D.Min. requirement for
Supervised Ministry.
6 credits

SM611

Clinical Pastoral Education
(Advanced Unit)

Staff

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

1A

SM615 Internship in Urban Ministry

(Basic)

Clayton

An internship in one of several ministry settings

seriously engaged in realities of the city, especially

in ministry to the poor. Interns develop insights

and skills needed for effectiveness in the urban

context.

6 credits

SM617 Internship in Campus Ministry

(Basic)

Clayton

A basic introduction to ministry in the context of

a college or university community. Campus

chaplain or pastor of campus-related congregation

provides supervision.

6 credits

SM620

Congregation-Based Internship
(Advanced)

Claytot

An internship providing students with the
opportunitv to gain congregational experience
beyond the required SM210. Interns may
concentrate on a specialization, e.g., Christian
education, pastoral care, social ministry, or seek a
broad range of experience. Designed to further
develop the participant's idenuty and competence
in ministry. Prerequisites: SM210 and completion
of at least 20 units.
6 credits

SM660 Internship in Criminal Justice

Clayton

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 vicums
of crimes. Seeks to cultivate insights and skills for
ministry in the criminal justice system.
6 credits

SM680 Practicum: Church and Ministry

Clayton

Designed by the D.Min. student and approved
supervisor. The student engages in a ministry of
the church, often outside the student" s normal
setting for ministrv, and uulizes an acuon-
reflection learning process with a peer group and
approved supervisor.
6 credits

SM681 Practicum in Preaching

Clayton

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 vanety of preaching resources.

6 credits

SM682 Practicum in Christian Spirituality

Clayton

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

SM683 Practicum in Gospel and Culture

Clayton

Recommended for D.Min students in the Gospel
and Culture specialization. Designed to meet the
major challenges of this specialization; involves
students in a ministry of the church with
particular aspects of modern culture. Includes
work with peer groups and approved supervisor
in an action-reflection process.
6 credits

SM686 Practicum in Church Planting

and Transformation

Clayton

For graduate students in the Church Planting and
Transformation D.Min. specialization. The
student engages in a selected aspect of minis try
with a new church development or church in need
of transformation, working with a peer group and
approved supervisor in an action-reflection
process.
6 credits

SM690

Clayton
6 credits

Supervised Ministrv: Independent
Study

Atlanta Theological Association Courses

The ThD and DMin programs consist primarily of advanced courses provided by participating
schools in the Atlanta Theological Association (ATA). The 700 level courses in this catalog,
together with advanced courses at Candler School of Theology, Erskine Theological Seminar}',
and Interdenominational Theological Center, are open to students in these programs. The
following list includes other courses specifically developed for the ThD and DMin 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. January or July. Non- credit.

credits

ATA401a Church and Ministry Introductory
Seminar

Staff

Church and Ministry Introductory Seminar has as
its primary aim to encourage pastors, church
administrators, chaplains, and those in other forms
of church service to become familiar with excellent
recent thinking about ministry and to apply new
insights to their own practice of ministry.
6 credits

ATA 401b Gospel and Culture Introductory
Seminar

Staff

Gospel and Culture Introductory Seminar
encourages participants to develop a new paradigm
for their ministry, aimed at supporting the local
congregation of Christian people to understand
their call to mission in a post-Christian, globalizing
culture. Developing theological approaches to
cultural analysis, participants, in readings, reflection
with teachers and conversations with colleagues,
describe their own setting in ministry and develop
faithful ways of bearing witness to the gospel of
Jesus Christ for the sake of witness, service, and
transforming mission.
6 credits

ATA401c D.Ed.Min. Introductory Seminar

Dawson, Nishioka

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

ATA 401d Christian Spirituality Introductory
Seminar

Staff

The Christian Spirituality Introductory Seminar

leads participants to develop ministries with die

people of God to encourage all to grow in the

practices of daily worship, prayer, and sendee for

the building up of Christian discipleship.

6 credits

ATA 401f Church Planting and

Transformation Introductory
Seminar

Hayner

The Church Planting and Transformation
Introductory Seminar seeks to equip pastoral
leaders for starting new Christian communities
and transforming continuing ministries with
Christian people. This introductory seminar
proposes to help church planters and pastoral
leaders of congregations seeking transformation
to develop strategies for worship and preaching,
teaching and discipleship, justice and care that
sustain faithful congregations.
6 credits

ATA421 Family System in Context

A.TA. 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 evaluatively.

3 credits

ATA434 Exploring the Field of Family
Therapy

A.TA. Staff

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

76

ATA463 The Historical and Social

Dimensions of Contemporary
Pastoral Counseling

A.TA. 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

A.TA. Staff

Examines theological and psychological theories

of personhood to assess their relevance for

pastoral counseling. Th.D. core course.

3 credits

ATA472 Reading Freud in a Postmodern
Time

Cooper-White

A seminar looking at various topics such as
gender, sexual identity and development, social
constructions of race and culture, models of
conscious and unconscious, theories of human
motivation and desire, etc. by pairing readings in
Freud with contemporary readings from the
psychoanalytic literature and other sources.
Theological and spiritual implications will be
considered throughout in relation to the practice
of pastoral psychotherapy.
3 credits

ATA476 Evaluation and Treatment in

Couples Therapy
AL4. 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 From Object Relations to
Relationalitv

A.TA. Staff

A seminar to explore the development of
relational thought beginning with Freud and
Klein, through the British object relations school,
into a 20th century flowering of relational
approaches understood most broadly including
Self Psychology and the Intersubjectivitv
"school"; Sullivan, the interpersonalists, and the
Stone Center; Stephen Mitchell and relational
psychoanalysis; Theological and spirimal
appropriations of relational theory.
3 credits

ATA478 Grovip 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 therapeuucally. Credit per year.
6 credits

ATA473 Theory and Practice in Pastoral
Counseling

Cooper- White

This class is a ThD level overview of the theory
and practice of pastoral counseling from a
dynamic and post-Freudian psychoanalytic
perspective, with other theoretical understandings
as time permits. Histoncal development of
theories, practical therapeutic approaches, and
theological reflection are integrated in an
examination of the "art" and "science" of pastoral
psychotherapy. This is a year long course with 1.5
credits awarded for each semester.
3 credits

ATA475 Pastoral Theological Method

A.TA. 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

ATA479 Family Development Through the
Life Cycle

A.TA. 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

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

ATA484 Developing Intercultural
Competence in Pastoral
Counseling

Johnson

Pastoral counseling, like every other form of
counseling, is culturally embedded. This means that
the theories and practices of counseling (along with
the personhood of the counselor) reflect the
cultures within which they have been formed. This
course will assist students in the exercise of a
disciplined in-depth reflection upon the broader
questions of history, ethnicity, gender, power and
class that shape both the therapeutic relationship as
well as the experience and definition of the
perceived problem. This is a yearlong course with
1.5 credits given per semester.
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 faU 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

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 spnng
semester of the second year.(l credit hour per
semester)
/ credit

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 credit per semester)

1.5 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.

6 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.
credits

78

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 or the manual for that program.

Basic Degree Students

Summer Greek School

Entering students in the MDiv 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. When a evening section is
available, it meets for three hours twice a week. 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. Students may choose to work with a particular professor in the
biblical, historical-doctrinal, or practical theology areas. The program consists of guided study
in both long semesters for a total of 6 credit hours. If the area determines that the project
should receive honors, then the advisor will grant an A to the student for each semester of
study. If the area determines that the project should not receive honors, then the advisor, with
the input from the area, will determine the final grade for each semester of study. For
additional information, see the 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, Master of Arts in Practical Theology,
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.

79

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, MDiv 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 Academic and Judicial Commission will review the student's academic
progress and report to the student regarding his or her status.

80

Advanced Degree Students

Grading for Advanced Degree Students

The grading scale for ThM, DMin, DEdMin, and ThD 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 Academic and Judicial 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 Load

While the educational progress of students cannot ultimately be measured by the number of
credits earned, a system of course valuation is necessary to assure balance in the curriculum.
Columbia estimates a semester credit as approximately 42 to 45 working hours, except for
certain supervised ministry and clinical programs whose work investment is determined by the

81

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

A continuing ThM, DMin, DEdMin, or ThD 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 Academic and Judicial 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 Academic and Judicial 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 Academic and Judicial Commission informs the student(s) in
writing of their probationary status and schedules, as necessary, of 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 MA(TS), MAPT or MDiv 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.

82

A ThM, DMin, DEdMin, or ThD 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.

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

Moral Conduct

The Faculty and the Board of Trustees of Columbia reserve the right to refuse to grant a degree
to any individual in any degree program whose moral conduct raises serious questions about
that person's personal integrity or fitness for service in the Christian church. Persons are
accepted into degree programs with the requirement that should they become the subject of
criminal, civil, or ecclesiastical proceedings they will report the fact of those proceedings and
their outcomes to the Academic and Judicial Commission of the Faculty. The determination of
when not to award a degree based upon moral failings of the candidate is the sole and exclusive
province of the institution, represented by its Faculty and Board of Trustees.

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 disciplinarv 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 Academic and judicial 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 anv 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 Academic and Judicial
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 Academic and
Judicial 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.

83

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 Academic and Judicial
Commission. The Commission makes the decision regarding readmission.

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

The decisions of the Academic and Judicial 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 I Expulsion

Upon the recommendation of the Academic and Judicial 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 Academic and Judicial 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.

84

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.

A student in good standing may be readmitted by the Dean of Faculty within one year
following withdrawal; beyond this, action by the Academic and Judicial 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 Academic and Judicial 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 mav
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 saident may appeal to the Office of Academic Affairs concerning Ins
or her grade-point-average calculation within two weeks of the decision.
The decisions of the Academic and Judicial Commission (other than expulsion) mav 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.).

85

Faculty

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

Stephen A. Hayner 2003*

President and Professor of Evangelism and Church Growth

BA Whitman College; MTS Harvard Divinity School; ThM Gordon-

Conwell Theological Seminary; PhD 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.

David Bartlett 2005

Distinguished Professor of New Testament

BA Swarthmore; BD Yale Divinity; PhD Yale University

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

William Patrick Brown 2004

Professor of Old Testament Language, Literature, and Exegesis

BA Whitman College; MDiv Princeton Theological Seminary; PhD

Emory University

He has abiding interests in the use of scripture in the life of the
church and 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.

"Service as president began 2009.

86

Pamela Cooper-White 2008

Ben G. and Nancye Clapp G an tier Professor of Pastoral Theology, Care, and

Counseling

BMus Boston University; MDiv Harvard University; MA Harvard

University; PhD Harvard University; MA Holy Names College; PhD

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.

Kathy Dawson 2004

Associate Professor of Christian Education

BA California State University 7 , Long Beach; MACE Presbyterian School

of Christian Education; MDiv Columbia Theological Seminar}"; PhD

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(TS) Program
BA Colorado College; MDiv, ThM Princeton Theological Seminary;
PhD 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.

Matthew Flemming 2009

Instructor in Preaching

BA Calvin College; MDiv, ThM Princeton Theological Seminar}'; PhD

Candidate, Emory University

His teaching and writing focus on theologies and practices of ministry that
will shape and sustain prophetic preaching.

mm

87

Anna Carter Florence 1998

Peter Marshall Associate Professor of Preaching and Worship

BA Yale University; MDiv, PhD Princeton Theological Seminary

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

John William Harkins III 1999

Senior Lecturer in Pastoral Theology and Care

BA Rhodes College; MDiv Vanderbilt University Divinity School; PhD

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.

Pauljunggap Huh 2008

Assistant Professor of Worship and Director of Korean American Ministries

BA Wheaton College; MM Biola University; MA Brooklyn Conservatory:

MDiv Princeton Theological Seminary; PhD 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. Elizabeth Johnson 1998

/. Davison Philips Professor of New Testament Language, Literature, and Exegesis
BGS Ohio University; MDiv, PhD 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.

Kimberly Bracken Long 2007

Assistant Professor of Worship and Coordinator of Worship Resources for

Congregations

BMus College of Wooster; MMus University of Maryland; MDiv

Princeton Theological Seminar)'; PhD 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

Associate Professor of Theology

AB Harvard College; MDiv Union Theological Seminar)' in Virginia;

PhD Emory University

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

Deborah Flemister Mullen 2010

Dean of Faculty and Executive I 'ice-President and Associate Professor of

American Christianity and Black Church Studies

BA University of Rochester; MDiv. Colgate Rochester Divinity

School/Bexley Hall/Crozer Theological Seminary; PhD University of

Chicago

Her research, scholarly and teaching interests as a historian of modern
American Christianity and Black Church Studies cluster around themes
related to race and sexuality as subjects of ongoing debates within
American Religion and Civil Society. She is committed to a graduate
theological curriculum that prepares religious leaders for ministries of
care, compassion, empowerment, jusdee and sendee in the world and
for the whole church of Jesus Christ.

D. Cameron Murchison, Jr. 1996

Professor of Ministry

BA Rhodes College; BD Union Theological Seminar)' in Virginia;

M.PhiL, PhD Yale University

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

89

Sara J. Myers, 2007

Director of the John Bulow Campbell Library and Professor of Theological

Bibliography

BA University of Florida; MSLS University of North Carolina at

Chapel Hill; PhD 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

Benton Family Associate Professor of Christian Education

BA Seattle Pacific University; MA(TS) McCormick Theological

Seminary, LittD Austin College, PhD Georgia State University

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

Kathleen M. O'Connor 1995

William Marcellus McPheeters Professor of Old Testament

BA College of New Rochelle; MA Providence College; PhD 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.

MarciaY. Riggs 1991

/. Erskine Love Professor of Christian Ethics and Director ofThM Program
AB Randolph-Macon Woman's College; MDiv Yale Divinity School;
PhD Vanderbilt University

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

90

Joseph L. Roberts, Jr 2009

Wade Hitie Professor of Preaching <& Director of the Preaching Center
BA Knoxville College; MDiv, Union Theological Seminary (New
York); ThM, Princeton Theological Seminary

His interests are in discovering correlations between 16th
century Reformation history and the development of African & Afro
American churches. He is asking, "Is there a balm in Gilead to
heal". ...God's pluralistic world? What are some of the methods of
communicating such a gospel through sermonic efforts, which take
seriously these differences?

Stanley P. Saunders 1991

Associate Professor of New Testament

BA San Jose Bible College; MDiv Emmanuel School of Religion;

Princeton Theological Seminary

PhD

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

George \X\ Stroup 1986

]. B. Green Professor of Theology

BA Rice University; BD, STM Yale University; MA, PhD Vanderbilt

University

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

Jeffery L. Tnbble Sr. 2007

Assistant Professor of Ministry

BS Howard University; MDiv Garrett-Evangelical Theological

Seminary-; PhD 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 seminar}- through his teaching, ministry, and
scholarship in the areas of practical theology, congregational studies,
ethnographic research, urban church ministry, black church studies,
congregational leadership, and evangelism.

91

Haruko Nawata Ward 2002

Associate Professor of Church History

BFA Tokyo University of Fine Arts and Music; MA New York

University; MDiv Southeastern Baptist Theological Seminar}-; ThM,

PhD 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

BA Geneva College; MDiv, DMin 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.

Christine Roy Yoder 1998

Associate Professor of Old Testament "Language, Literature, and Exegesis

BA Swarthmore College; MDiv, PhD 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

BA University of North Carolina; MDiv Duke University; ThM Texas

Christian University; PhD 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.

92

Barbara Brown Taylor 2002

Adjunct Professor of Christian Spirituality

BA Emory University; MDiv 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.

93

Adjunct/Visiting Professors

Fritz Bogar
Brennan Breed
Jerry A. Gladson
David Rensberger

Angel Santiago-Vendrell
Jim Watkins
Joel Winchip
Ryan Woods

Kimberly L. Clayton, 2005

Director of Contextual Education

BA Birmingham-Southern College; MDiv, DMin, Columbia

Theological Seminary

Her current research interests include models of supervision for
formation in pastoral identity, development of 'teaching
congregations' for pastoral internships, and urban ministry
initiatives. Her other interests include worship and liturgy,
preaching, and congregational transition and development.

SUPERVISING PASTORS AND TEACHING CONGREGATIONS
FOR CONGREGATION-BASED INTERNSHIPS 2010-2011

Supervisor Location

Elias Agola Loresho Community Church, Nairobi, Kenya

Joel Alvis North Decatur Presbyterian Church, Decatur, Georgia

John Anderson Saint John's Presbyterian Church, San Francisco, California

Harry Barrow Newnan Presbyterian Church, Newnan, Georgia

Christine Benguche Montego Bay Circuit, Montego Bay and Kingston, Jamaica

Fritz Bogar John Knox Presbyterian Church, Marietta, Georgia

Bob Bohler Central Presbyterian Church, Athens, Georgia

Mary Cornell Memorial Drive Presbyterian Church, Stone Mountain, Georgia

Thomas Daniel Kairos Church, Decatur, Georgia

Savannah Davis Kirkwood United Community Church, Atlanta, Georgia

Shannon Dill Saint Luke's Presbyterian Church, Dunwoody, Georgia

Jane Fahey Druid Hills Presbyterian Church, Atlanta, Georgia

Heather Finck Freedom Plains United Presbyterian Church, LaGrangeville, New York

Joy Fisher Midway Presbyterian Church, Decatur, Georgia

John Frye First Presbyterian Church, Gastonia, North Carolina

Doug Gerdts First Central Presbyterian Church, Wilmington, Delaware

Tom Hagood Columbia Presbyterian Church, Decatur, Georgia

Mark Harper Covenant Presbyterian Church, Athens, Georgia

Morgan Hay Saint Andrews Presbyterian Church, Tucker, Georgia

Herman Haynes Greater Piney Grove Baptist Church, Atlanta, Georgia

Maggie Henderson Old First Presbyterian Church, San Francisco, California

Tom Herrington Mount Pleasant Presbyterian Church, Mount Pleasant, South Carolina

Ken Hetzel First Presbyterian Church, Croswell, Michigan

Dana Hughes Ormewood Presbyterian Church, Atlanta, Georgia

Sungrae Kim Peacemakers Presbyterian Church, Duluth, Georgia

Dave Kivett Saint Andrews Presbyterian Church, Tucker, Georgia

Gene Lassiter Indiantown and Saint Paul Presbyterian Churches, Hemingway,
South Carolina

94

Supervisor Location

Michael Llewellyn Montego Bay Circuit, Montego Bay and Kingston, Jamaica

Mark Lomax First African Presbyterian Church, Lithonia, Georgia

Patrick Marshall First Presbyterian Church, Wahoo, Nebraska

Jan McCarver First United Methodist Church, Lanett, Alabama

Mchael McCauley New Mercies Christian Church, Lilburn, Georgia

Rob Mueller Divine Redeemer Presbyterian Church, San Antonio, Texas

Joseph Ng'ang'a Thogoto Parish, Kenya

David Pierce Austell Presbyterian Church, Austell, Georgia

Daryl Porter Mount Zion African Methodist Episcopal Church, Kennesaw, Georgia

Tim Rogers-Martin North Avenue Presbyterian Church

Matthew Ro Journey Church of Atlanta, Atlanta, Georgia

Marthame Sanders Oglethorpe Presbyterian Church, Atlanta, Georgia

Woojim Shim Korean Community Presbyterian Church, Duluth, Georgia

Todd Speed Decatur Presbyterian Church, Decatur, Georgia

Nibs Stroupe Oakhurst Presbyterian Church, Decatur, Georgia

Cecelya Taylor Trinity Presbyterian Church, Decatur, Georgia

Joel Tolbert Rehoboth Presbyterian Church, Decatur, Georgia

Kim Wells First Presbyterian Church, Charlottesville, Virginia

Peter Zim Bethany Presbyterian Church, Marietta, Georgia

Supervisors and Teaching Agencies for Internships
in Specialized Ministries 2010-1 1

Margaret Aymer Interdenominational Theological Center, Atlanta, Georgia

Tim Isaacson Open Table Community Evangelical Free Church, Chamblee, Georgia

Nana Marckia Nairobi Peace Initiative, Nairobi, Kenya

Florence Mpaaayei Nairobi Peace Initiative, Nairobi, Kenya

95

Professors Emeriti/ae

C. Benton Kline, Jr.
President Emeritus

AB College of Wooster; BD, ThM Princeton Theological Seminary; PhD Yale University

Douglas W. Oldenburg

President Emeritus

BS Davidson College; BD Union Theological Seminary in Virginia; STM Yale University
Divinity School; DD Davis and Elkins College; DD St. Andrews Presbyterian College; LLD
Davidson College

J. Davison Philips

President Emeritus

AB Hampden-Sydney College; BD Columbia Theological Seminary; PhD University of
Edinburgh; DD Presbyterian College; DD Hampden-Sydney College

Laura S. Mendenhall

President Emeritus

BA Austin College; MA Presbyterian School of Christian Education; MDiv San Francisco
Theological Seminary; DMin Austin Presbyterian Theological Seminary; Litt.D. Austin
College

George Thompson Brown

BS Davidson College; ThM Princeton Theological Seminary; BD, ThD Union Theological
Seminary in Virginia

Walter Brueggemann

AB Elmhurst College, BD Eden Theological Seminary, ThD Union Theological Seminary,
PhD St. Louis University

R. Leon Carroll, Jr.

BS University of Southern Mississippi; MDiv Columbia Theological Seminary

Thomas Erskine Clarke

AB University of South Carolina; BD Columbia Theological Seminary; ThM, PhD Union
Theological Seminary in Virginia

Charles Blanton Cousar

AB Davidson College, BD Columbia Theological Seminary, PhD University of Aberdeen

James Herbert Gailey, Jr.

AB Davidson College; BD Columbia Theological Seminary; ThM, ThD Princeton
Theological Seminary

Philip R. Gehman

AB Wheaton College; MDiv Columbia Theological Seminary; DMin Union Theological
Seminary in Virginia

Catherine Gunsalus Gonzalez

BA Beaver College; S.T.B. Boston University School of Theology; PhD Boston University

Douglas W. Hix

BA Davidson College; BD Columbia Theological Seminary; PhD Duke University

96

WadePrichardHuieJr.

AB Emory University; BD Columbia Theological Seminary; PhD University of Edinburgh

Ben Campbell Johnson

BA Asbury College; BD Asbury Theological Seminary; ThM Southern Baptist Theological
Seminary; DMin San Francisco Theological Seminary; PhD Emory University.

Jasper Newton Keith, Jr.

AB Mercer University; MDiv Southern Baptist Theological Seminary; ThD Columbia
Theological Seminary

James D. Newsome, Jr.

BA Millsaps College; BD, ThM Columbia Theological Seminary; PhD Vanderbilt University

John Hull Patton

BA, BD Emory University; PhD The University of Chicago

Harold Bailey Prince

AB, MA University of South Carolina; ML Emory University; BD Columbia Theological
Seminary

Robert H. Ramey, Jr.

BA/BS Hampden-Sydney College; BD, ThM, DMin Union Theological Seminary in
Virginia; DD Hampden-Sydney College

Charles E. Raynal III

BA Davidson College; BD Union Theological Seminary in Virginia; MA, PhD Yale University

Hubert Vance Taylor

AB Lafayette College; BMus Westminster Choir College; BD Columbia Theological
Seminary; PhD Northwestern University

Brian A. Wren

BA, MA, DPhil Oxford University

97

Support of Columbia

Columbia is sustained in its mission of service to the Church of Jesus Christ by the support of
individuals, churches, church-related organizations, and foundations (in the form of new gifts,
gifts to endowment, and endowment income from 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 seminary is deeply grateful to those churches and individuals who support Columbia
with their many gifts and their prayers. Columbia is also indebted to its supporting synods
for their endorsement and assistance in increasing the seminary's endowment through capital
fund campaigns.

Columbia Friendship Circle

The Columbia Friendship Circle includes thousands of Presbyterian Women throughout the
church who provide invaluable service to the seminary by praying for the seminary and telling
its story; encouraging promising women and men to consider the ministry and Columbia;
visiting Columbia regularly and participating in the life of the school; and providing financial
assistance to the seminary in 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 seminary students
who have dependent children.

Alumni/ae Association

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

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

98

Alumni/ae Association Council

2010-11 Alumni/ae Association Council

Executive Committee

President: Ann Kelly '92

Vice President: Anne Apple '92

Secretary: Hugh Hamilton '80

Immediate Past President: Susannah Cook '99

Membership
Class of 2011

Jaina Anderson '05
Becky Burton '97
JohnCole '98
Kate Foster Connors '01
Betsy Flory '01
Jennifer Fouse'02

Ed Avers '80
Jean Beedoe '04
Susannah Cook '99
Elizabeth Deibert '90
Mike Fitze '91
Sandy Lacey '07

Hugh Hamilton '80
Jarred Hammet '85
Todd Jenkins '90
Ann Kelly '92
Bill Lancaster '73
Stephen Nickle '87
MarkYerdery'71

Class of 201 2

Seung Tae Lee '99

Ann Marie Montgomery '06

Ron Sabo '99

Con* Stott '06

Michelle Thomas-Bush '94

Jerry Utt '02

Anne Apple '01
Chip Blankinship '95
Bill Connolly '89
Chris Denny '02
Greg Kershner '99
David Kwon '01
Zeta Lamberson '91

Class of 201 3

John Larson '71
Anna McArthur '99
Joy Smith '88
Can- Speaker '76
Jack Taylor '62
Sharon Youngs '87

99

Board of Trustees 2010-2012

William E. Scheu
Chair

Sue S. Williams
Vice Chair

John Walter Drake
Secretary

Synod of South Atlantic

E. Lane Alderman, Jr. (2012)

Roswell, Georgia
Bennett A. Brown (2010)

Carrolton, Georgia
Ann D. Cousins (2010)

Atlanta, Georgia
John Walter Drake (2012)

Decatur, Georgia
Florida S. Ellis (2012)

Atlanta, GA
Nancy Giguere (2011)

Greenville, South Carolina
Gail S. Glover (2011)

Atlanta, Georgia
Judy W.Gregory (2010)

Quincy, Florida
James M.Jeter (2011)

Moultrie, Georgia
In Soo Jung (2012)

Duluth, Georgia
Edward L. Kelly (2010)

Jacksonville, Florida
PhilipS. Noyes(2011)

Atlanta, Georgia
Rich Oglesby (2012)

Adanta, Georgia
Derrick J. Quattlebaum (2011)

Greenville, South Carolina
Mr. Tim Reed (2011)

Greenville, South Carolina
Margaret Reiser (2010)

Adanta, Georgia
William E. Scheu (2011)

Jacksonville, Florida
John F. (Sandy) Smith (2010)

Adanta, Georgia
David D. Weitnauer (2012)

Decatur, Georgia
Sue S. Williams (2010)

Atlanta, Georgia
Bonnie P. Wur2bacher (2012)

Atlanta, Georgia

Synod of Living Waters

Lee W.Bowman (2010)

Highlands, North Carolina
Charles M. Durham (2012)

Tuscaloosa, Alabama
Deborah Gambrell (2012)

Hattiesburg, Mississippi
Susan N. Haskell (2010)

Birmingham, Alabama
HayneHollis (2011)

Dothan, Alabama
Will G.Jones (2011)

Memphis, Tennessee
Stephen R. Montgomery (2012)

Memphis, Tennessee
Charles R. Nash (2011)

Tuscaloosa, Alabama

At Large

Sidney F. Batts (2010)

Greensboro, North Carolina
Thomas Daniel (2010)

Decatur, Georgia
Joseph S. Harvard (2012)

Durham, North Carolina
George J. Hauptfuhrer, III (2011)

Adanta, Georgia
Scott Black Johnston (2012)

New York, New York
H. W. Hamilton (Peter) McKay (2011)

Charlotte, North Carolina
William S. Morris, III (2010)

Augusta, Georgia
Pendleton B. Peery (2012)

Shreveport, Louisiana
Jim Philips (2011)

Seatde, Washington
Stephen A. Hayner, President

Decatur, Georgia
Kristin Stroble, Student (2010)

Decatur, Georgia

100

Calendar 20 10-20 12

2010-2011

2011-2012*

2012-2013*

SUMMER

First Summer Term

June 21-|ulv 2

June 20 -July 1

June 18-29

Greek School

luly 6 -August 2"

July 5 - August 26

July 2 - August 24

Second Summer Term

July 6 -July 16

July 5 - July 1 5

July 2-13

FALL

Ordination exams

August 27-28

August 26-2~

August 24-25

Faculty Retreat

August 31 -Sept. 1

August 30-31

August 28-29

Bible Content Exam

September 3

September 2

August 31

Labor Day

September 6

September 5

September 3

Orientation/Registration

September 7-8

September 6-7

September 4-5

Classes begin/Convocation

September 9

September 8

September 6

Smyth Lectures

October 12-14

October 11-13

October 9-11

Assessment and Midterm

October 25 -29

October 24-28

October 22-26

Week

Conference on Ministry

November 5-7

November 4-6

November 2-4

Thanksgiving Holiday

November 25-26

November 24-25

November 22-23

Classes end

December 10

December 9

December 7

Assessment and Finals Week

December 13-17

December 12-16

December 10-14

WINTER

Explorations

January 3-21, 27

January 3-20, 26

January 2-18, 24

M.Div. classes

January 6-21

January 5-20

January 3-18

D.Min. classes

January 10-21

January 9-20

January 7-18

King Holiday

January 17

January 16

January 21

SPRING

Ordination exams

January 28-29

January 2~-28

January 25-26

Bible Content Exam

February 4

February 3

February 1

Classes begin

January 31

January 30

February 4

Conference on Ministry

February 25-27

February 24-26

February 22-24

Assessment and Midterm

March 14-18

March 12-16

March 18-22

Week

Good Friday

April 22

April 6

March 29

Spring Break

April 4-8

April 2-6

April 1-5

Colloquium

April 25-26

April 16-17

April 15-16

Classes end

May 6

May 4

May 10

Assessment and Finals Week

May 9-13

May 7-1 1

May 13-17

Baccalaureate

May 13

May 11

May 17

Commencement

May 14

May 12

May 18

Tentauve x

101

Index

Admissions

Doctor of Educational Ministry 25

Doctor of Ministry 22

Doctor of Theology 28

International Students 29

Master of Arts in Theological Studies 15

Master of Divinity 11

Master of Theology 17

Advanced Placement 81

Advising

Doctor of Educational Ministry 24

Doctor of Ministry 20

Master of Divinity 8

Aims of the Program 18

Alternative Context 45

Alumni/ae Association 100

Atlanta Theological Association

Courses 78

Auditors 30

Awards 48

Biblical Area 55

Board of Trustees 102

Bookstore 40

Campbell Scholars 45

Certificate in Spiritual Formation 44

Clinical Pastoral Education 41

Colloquium 46

Continuing Education 43

Convocations 47

Courses of Instruction 54

Cross-Registration 41

Curriculum, Visual Representations 9

Disciplinary Cases 85

Doctor of Educational Ministry 22

Doctor of Ministry 18

Christian Spirituality Approach 19

Church and Ministry Approach 19

Gospel and Culture Approach 19

New Church Development

Approach 20

Doctor of Theology in Pastoral

Counseling 26

Faith and the City 44

Fellowships 50

Financial Aid 32

Grading 81

Greek School, Summer 81

Guthrie Scholars 43

Historical Doctrinal Area 60

Honors Program 81

Housing 31

Insurance 32

International Theological Education 45

Library 39

Master of Arts in Practical Theology 12

Master of Arts in Theological Studies... .13

Master of Divinity 7

Master of Theology 16

Mid-Course Assessment 10

Moral Conduct 85

Occasional Students 30

Ordination Exams 81

Orientation 47

Placement 52

Practical Theology Area 66

Probation 84

Provisional Admissions

Basic Degree Students 82

Provisional Admissions

Advanced Degree Students 83

Refund Policies 37

Room and Board 38

Scholarships 34

Smyth Lectures 46

Student Organizations and Activities 50

Supervised Ministry 76

Supply Preaching 52

Suspension/Expulsion 86

TOEFL 11, 13, 15, 30

Transfer of

Credit 11, 13, 15, 18, 22, 26, 28

Tuition and Fees 35

Withdrawal 86

Worship 47

102

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Master of Divinity Doctor of Educational Ministry

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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

Academic affairs, curriculum, faculty

Deborah Mullen, dean of the faculty and executive vice president

Admissions: M.Div., MA(TS), MAPT, Th.M., Th.D.
Monica Wedlock, director of recruiting and admissions

Admissions: D.Min., D.Ed.Min.

Marvin Simmers, interim director of advanced professional studies

Alumni/ae affairs, student supply preaching

Randy Calvo, Jr., director of alumni/ae and church relations

Business, accounting, and legal matters; campus maintenance and
facilities management; housing and food service
Martin Sadler, vice president for business and finance

Communications: publications, website, advertising, media relations
Genie Hambrick, director of communications

Financial aid

Vivian Hodo, director of financial aid

General matters about the seminary
Stephen A. Hayner, president

Lifelong Learning courses and events

Sarah Erickson, director of Lifelong Learning

Placement

John White, dean of students and vice president for student services

Registration, transcripts, institutional research, accreditation
Ann Clay Adams, associate dean for academic administration

Supervised ministry and internships

Kimberly Clayton, director of contextual education

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