Use this page to view Summer 2020 and January 2021 course offerings until the catalog is published. This webpage serves as a temporary/alternate method to view course information and is replaced semesterly.
Courses are separated by field and subject. Select each course below to view details; select faculty name to view their bio.
Visit this webpage to view course schedules.
Summer 2020 Courses
Biblical Field
Old Testament
NT 111Q – Elementary Biblical Greek I
3 credits
Amy Meverden
An introduction to the basic grammar and vocabulary of biblical Greek. The course also focuses on skills in reading and writing Greek. NT 111 and NT 204 should be taken sequentially during the summer term.
Notes: Language courses may not be taken for audit or reading credit except by permission of the instructor. May be repeated, but taken only once for credit. Students are expected to bring this required textbook to the first class: A Primer of Biblical Greek, N. Clayton Croy, 2011.
NT 204Q – Elementary Biblical Greek II
3 credits
Amy Meverden
An introduction to the basic grammar and vocabulary of biblical Greek. The course also focuses on skills in reading and writing Greek. NT 111 and NT 204 should be taken sequentially during the summer term.
Notes: Language courses may not be taken for audit or reading credit except by permission of the instructor. May be repeated, but taken only once for credit. Students are expected to bring this required textbook to the first class: A Primer of Biblical Greek, N. Clayton Croy, 2011.
Denominational Studies
Center for Progressive Renewal
CPR-UCC 202Q – United Church of Christ (UCC) History and Polity
2 credits
Heather Fosburgh
This online course examines the historical development, theology, and structural polity of the United Church of Christ. This course also focuses on the emerging UCC and gives students a chance to explore social justice, world missions, ecumenism, and new and renewing congregational ministry within the UCC.
Notes: Offered by the Center for Progressive Renewal from May 20 – August 26. Students are required to also register with the Center.
Interreligious Engagement Field
Interreligious Engagement
IE 112Q – Introduction to Sanskrit
3 credits
Thelma Ranjitsingh
This introduction to Sanskrit is designed to introduce students the basics of pronunciation, vocabulary, and grammar. By the end of the course students will be able to master vocabulary and basic grammatical paradigms and develop the capacity to read aloud selected texts in Sanskrit.
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Practical Theology Field
Integrative & Field-Based Education
FE 206Q – Summer Ministries
2 credits
Su Yon Pak
Independent study in connection with a supervised field placement of at least eight weeks in length. Required meetings with field education staff are arranged. Proposals must be submitted to the senior director of integrative and field-based education prior to registration.
Prerequisites: FE 103 and FE 104. Permission of the instructor.
FE 366Q – Clinical Pastoral Education
6 credits
Su Yon Pak
Clinical Pastoral Education (CPE) is graduate-level theological and professional education for ministry that takes place in a clinical setting. CPE students learn the art and skills of pastoral and spiritual care by providing pastoral and spiritual care to patients, families and staff, and then reflect on their ministry experiences with a certified CPE supervisor and a small group of peers. Students may request to receive academic credits for up to one unit of CPE to fulfill the field education requirement. The senior director of integrative and field-based education will consider an application to substitute a unit of CPE taken on an extended basis through the academic year in order to fulfill the field education requirement.
Prerequisites: PS 110 is required. PS 101 is recommended. Permission of the instructor.
Note: Pass/fail. Identical to PS 366Q.
Psychology & Religion
PS 255Q – Addictions and Spiritual Care
2 credits
Elijah Nealy
The phenomenon of substance and process addiction cuts across all communities, impacting the individuals themselves, as well as their families and faith communities. Consequently, all pastoral and community leaders must be informed and prepared to address these concerns. This course explores historical and current understandings of addiction, including the role of stigma and/or oppression (e.g., sexism, racism, homo/transphobia, disability), current information emerging from neuroscience, and the wide-ranging impact of addiction on families and communities. Various approaches to treatment and recovery are reviewed. Specific pastoral and spiritual care strategies are explored, including education, counseling with individuals and families currently affected by addiction, spiritual care to support those in recovery from addiction, and creating communities supportive of those in recovery.
PS 366Q – Clinical Pastoral Education
6 credits
Su Yon Pak
Clinical Pastoral Education (CPE) is graduate-level theological and professional education for ministry that takes place in a clinical setting. CPE students learn the art and skills of pastoral and spiritual care by providing pastoral and spiritual care to patients, families and staff, and then reflect on their ministry experiences with a certified CPE supervisor and a small group of peers. Students may request to receive academic credits for up to one unit of CPE to fulfill the field education requirement. The senior director of integrative and field-based education will consider an application to substitute a unit of CPE taken on an extended basis through the academic year in order to fulfill the field education requirement.
Prerequisites: PS 110 is required. PS 101 is recommended. Permission of the instructor.
Notes: Pass/fail. PS 366Q, or PS 363 and PS 364, required for students with a concentration in Psychology and Religion. Identical to FE 366Q.
Religion & Education
RE 312Q – Theory and Practice of Teaching
1 credit
John Falcone
Prepares clinical pastoral education (CPE) and spiritual leaders to develop and deliver curriculum in
effective, engaging, and contextually sensitive ways. Students learn about and practice a variety of teaching
techniques (facilitated inquiry, analytic remembering, creative exploration, discernment, lecture,
embodied reflection, etc.). The course is framed by critical pedagogy, empirically grounded learning
theory, and models of situated learning/professional expertise.
Notes: Identical to DM 412Q.
Back to top
Doctor of Ministry
Doctor of Ministry
DM 405Q – Research Literacy
2 credits
Fitchett
Around the world, a new evidence-based paradigm is informing the work of healthcare chaplains and
spiritual care providers. Fulfilling the potential of the evidence-based paradigm for healthcare chaplaincy requires that all chaplains, and those who educate them, become research literate. Being research literate means 1) having the ability to critically read and understand basic research, and, if indicated, apply the findings of research studies to one’s chaplaincy practice, and 2) being generally familiar with the existing body of chaplaincy research including topics that have been studied and important areas for future research. The aim of this course is to provide students with a beginning level of research literacy in both senses of the term. This is primarily accomplished by reading chaplaincy-related research and presenting critical summaries of selected studies to the class.
Prerequisite: Restricted to DMin students.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 406Q – Group Development & Theory
1 credit
A. Meigs Ross
This course is designed to provide an overview of group dynamics theories from the systems-centered and
group-as-a-whole perspectives. The focus is on applying group dynamics theories to the leadership of
experiential process groups, with a particular focus on groups in Association for Clinical Pastoral
Education (ACPE). Students enhance their understanding of the theory and practice of group dynamics
through readings, discussion and experiential group participation.
Prerequisite: Restricted to DMin students.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 411Q – Research Integration Seminar
2 credits
White
This final residency is a capstone course in which students work with the director and their learning cohort to integrate their academic learning, their personal understanding of their ministry and their practice of supervision. The seminar also provides advisement and oversight on the development of their Doctor of Ministry demonstration project. Students present their thesis/project proposal for discussion, revision, and approval.
Prerequisite: Restricted to DMin students planning to graduate in May 2021.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 412Q – Theory and Practice of Teaching
1 credit
Falcone
Prepares clinical pastoral education (CPE) and spiritual leaders to develop and deliver curriculum in effective, engaging, and contextually sensitive ways. Students learn about and practice a variety of teaching techniques (facilitated inquiry, analytic remembering, creative exploration, discernment, lecture, embodied reflection, etc.). The course is framed by critical pedagogy, empirically grounded learning theory, and models of situated learning/professional expertise.
Prerequisite: Restricted to DMin students with Summer 2018 entrance year.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs. Identical to RE 312Q.
January 2021 Courses
TBD November 2020
GET THE LATEST NEWS AND EVENTS IN YOUR INBOX
Biblical Field
Old Testament
NT 111Q – Elementary Biblical Greek I
3 credits
Amy Meverden
An introduction to the basic grammar and vocabulary of biblical Greek. The course also focuses on skills in reading and writing Greek. NT 111 and NT 204 should be taken sequentially during the summer term.
Notes: Language courses may not be taken for audit or reading credit except by permission of the instructor. May be repeated, but taken only once for credit. Students are expected to bring this required textbook to the first class: A Primer of Biblical Greek, N. Clayton Croy, 2011.
NT 204Q – Elementary Biblical Greek II
3 credits
Amy Meverden
An introduction to the basic grammar and vocabulary of biblical Greek. The course also focuses on skills in reading and writing Greek. NT 111 and NT 204 should be taken sequentially during the summer term.
Notes: Language courses may not be taken for audit or reading credit except by permission of the instructor. May be repeated, but taken only once for credit. Students are expected to bring this required textbook to the first class: A Primer of Biblical Greek, N. Clayton Croy, 2011.
Denominational Studies
Center for Progressive Renewal
CPR-UCC 202Q – United Church of Christ (UCC) History and Polity
2 credits
Heather Fosburgh
This online course examines the historical development, theology, and structural polity of the United Church of Christ. This course also focuses on the emerging UCC and gives students a chance to explore social justice, world missions, ecumenism, and new and renewing congregational ministry within the UCC.
Notes: Offered by the Center for Progressive Renewal from May 20 – August 26. Students are required to also register with the Center.
Interreligious Engagement Field
Interreligious Engagement
IE 112Q – Introduction to Sanskrit
3 credits
Thelma Ranjitsingh
This introduction to Sanskrit is designed to introduce students the basics of pronunciation, vocabulary, and grammar. By the end of the course students will be able to master vocabulary and basic grammatical paradigms and develop the capacity to read aloud selected texts in Sanskrit.
Back to top
Practical Theology Field
Integrative & Field-Based Education
FE 206Q – Summer Ministries
2 credits
Su Yon Pak
Independent study in connection with a supervised field placement of at least eight weeks in length. Required meetings with field education staff are arranged. Proposals must be submitted to the senior director of integrative and field-based education prior to registration.
Prerequisites: FE 103 and FE 104. Permission of the instructor.
FE 366Q – Clinical Pastoral Education
6 credits
Su Yon Pak
Clinical Pastoral Education (CPE) is graduate-level theological and professional education for ministry that takes place in a clinical setting. CPE students learn the art and skills of pastoral and spiritual care by providing pastoral and spiritual care to patients, families and staff, and then reflect on their ministry experiences with a certified CPE supervisor and a small group of peers. Students may request to receive academic credits for up to one unit of CPE to fulfill the field education requirement. The senior director of integrative and field-based education will consider an application to substitute a unit of CPE taken on an extended basis through the academic year in order to fulfill the field education requirement.
Prerequisites: PS 110 is required. PS 101 is recommended. Permission of the instructor.
Note: Pass/fail. Identical to PS 366Q.
Psychology & Religion
PS 255Q – Addictions and Spiritual Care
2 credits
Elijah Nealy
The phenomenon of substance and process addiction cuts across all communities, impacting the individuals themselves, as well as their families and faith communities. Consequently, all pastoral and community leaders must be informed and prepared to address these concerns. This course explores historical and current understandings of addiction, including the role of stigma and/or oppression (e.g., sexism, racism, homo/transphobia, disability), current information emerging from neuroscience, and the wide-ranging impact of addiction on families and communities. Various approaches to treatment and recovery are reviewed. Specific pastoral and spiritual care strategies are explored, including education, counseling with individuals and families currently affected by addiction, spiritual care to support those in recovery from addiction, and creating communities supportive of those in recovery.
PS 366Q – Clinical Pastoral Education
6 credits
Su Yon Pak
Clinical Pastoral Education (CPE) is graduate-level theological and professional education for ministry that takes place in a clinical setting. CPE students learn the art and skills of pastoral and spiritual care by providing pastoral and spiritual care to patients, families and staff, and then reflect on their ministry experiences with a certified CPE supervisor and a small group of peers. Students may request to receive academic credits for up to one unit of CPE to fulfill the field education requirement. The senior director of integrative and field-based education will consider an application to substitute a unit of CPE taken on an extended basis through the academic year in order to fulfill the field education requirement.
Prerequisites: PS 110 is required. PS 101 is recommended. Permission of the instructor.
Notes: Pass/fail. PS 366Q, or PS 363 and PS 364, required for students with a concentration in Psychology and Religion. Identical to FE 366Q.
Religion & Education
RE 312Q – Theory and Practice of Teaching
1 credit
John Falcone
Prepares clinical pastoral education (CPE) and spiritual leaders to develop and deliver curriculum in
effective, engaging, and contextually sensitive ways. Students learn about and practice a variety of teaching
techniques (facilitated inquiry, analytic remembering, creative exploration, discernment, lecture,
embodied reflection, etc.). The course is framed by critical pedagogy, empirically grounded learning
theory, and models of situated learning/professional expertise.
Notes: Identical to DM 412Q.
Back to top
Doctor of Ministry
Doctor of Ministry
DM 405Q – Research Literacy
2 credits
Fitchett
Around the world, a new evidence-based paradigm is informing the work of healthcare chaplains and
spiritual care providers. Fulfilling the potential of the evidence-based paradigm for healthcare chaplaincy requires that all chaplains, and those who educate them, become research literate. Being research literate means 1) having the ability to critically read and understand basic research, and, if indicated, apply the findings of research studies to one’s chaplaincy practice, and 2) being generally familiar with the existing body of chaplaincy research including topics that have been studied and important areas for future research. The aim of this course is to provide students with a beginning level of research literacy in both senses of the term. This is primarily accomplished by reading chaplaincy-related research and presenting critical summaries of selected studies to the class.
Prerequisite: Restricted to DMin students.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 406Q – Group Development & Theory
1 credit
A. Meigs Ross
This course is designed to provide an overview of group dynamics theories from the systems-centered and
group-as-a-whole perspectives. The focus is on applying group dynamics theories to the leadership of
experiential process groups, with a particular focus on groups in Association for Clinical Pastoral
Education (ACPE). Students enhance their understanding of the theory and practice of group dynamics
through readings, discussion and experiential group participation.
Prerequisite: Restricted to DMin students.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 411Q – Research Integration Seminar
2 credits
White
This final residency is a capstone course in which students work with the director and their learning cohort to integrate their academic learning, their personal understanding of their ministry and their practice of supervision. The seminar also provides advisement and oversight on the development of their Doctor of Ministry demonstration project. Students present their thesis/project proposal for discussion, revision, and approval.
Prerequisite: Restricted to DMin students planning to graduate in May 2021.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 412Q – Theory and Practice of Teaching
1 credit
Falcone
Prepares clinical pastoral education (CPE) and spiritual leaders to develop and deliver curriculum in effective, engaging, and contextually sensitive ways. Students learn about and practice a variety of teaching techniques (facilitated inquiry, analytic remembering, creative exploration, discernment, lecture, embodied reflection, etc.). The course is framed by critical pedagogy, empirically grounded learning theory, and models of situated learning/professional expertise.
Prerequisite: Restricted to DMin students with Summer 2018 entrance year.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs. Identical to RE 312Q.
January 2021 Courses
TBD November 2020
GET THE LATEST NEWS AND EVENTS IN YOUR INBOX
Center for Progressive Renewal
CPR-UCC 202Q – United Church of Christ (UCC) History and Polity
2 credits
Heather Fosburgh
This online course examines the historical development, theology, and structural polity of the United Church of Christ. This course also focuses on the emerging UCC and gives students a chance to explore social justice, world missions, ecumenism, and new and renewing congregational ministry within the UCC.
Notes: Offered by the Center for Progressive Renewal from May 20 – August 26. Students are required to also register with the Center.
Interreligious Engagement Field
Interreligious Engagement
IE 112Q – Introduction to Sanskrit
3 credits
Thelma Ranjitsingh
This introduction to Sanskrit is designed to introduce students the basics of pronunciation, vocabulary, and grammar. By the end of the course students will be able to master vocabulary and basic grammatical paradigms and develop the capacity to read aloud selected texts in Sanskrit.
Back to top
Practical Theology Field
Integrative & Field-Based Education
FE 206Q – Summer Ministries
2 credits
Su Yon Pak
Independent study in connection with a supervised field placement of at least eight weeks in length. Required meetings with field education staff are arranged. Proposals must be submitted to the senior director of integrative and field-based education prior to registration.
Prerequisites: FE 103 and FE 104. Permission of the instructor.
FE 366Q – Clinical Pastoral Education
6 credits
Su Yon Pak
Clinical Pastoral Education (CPE) is graduate-level theological and professional education for ministry that takes place in a clinical setting. CPE students learn the art and skills of pastoral and spiritual care by providing pastoral and spiritual care to patients, families and staff, and then reflect on their ministry experiences with a certified CPE supervisor and a small group of peers. Students may request to receive academic credits for up to one unit of CPE to fulfill the field education requirement. The senior director of integrative and field-based education will consider an application to substitute a unit of CPE taken on an extended basis through the academic year in order to fulfill the field education requirement.
Prerequisites: PS 110 is required. PS 101 is recommended. Permission of the instructor.
Note: Pass/fail. Identical to PS 366Q.
Psychology & Religion
PS 255Q – Addictions and Spiritual Care
2 credits
Elijah Nealy
The phenomenon of substance and process addiction cuts across all communities, impacting the individuals themselves, as well as their families and faith communities. Consequently, all pastoral and community leaders must be informed and prepared to address these concerns. This course explores historical and current understandings of addiction, including the role of stigma and/or oppression (e.g., sexism, racism, homo/transphobia, disability), current information emerging from neuroscience, and the wide-ranging impact of addiction on families and communities. Various approaches to treatment and recovery are reviewed. Specific pastoral and spiritual care strategies are explored, including education, counseling with individuals and families currently affected by addiction, spiritual care to support those in recovery from addiction, and creating communities supportive of those in recovery.
PS 366Q – Clinical Pastoral Education
6 credits
Su Yon Pak
Clinical Pastoral Education (CPE) is graduate-level theological and professional education for ministry that takes place in a clinical setting. CPE students learn the art and skills of pastoral and spiritual care by providing pastoral and spiritual care to patients, families and staff, and then reflect on their ministry experiences with a certified CPE supervisor and a small group of peers. Students may request to receive academic credits for up to one unit of CPE to fulfill the field education requirement. The senior director of integrative and field-based education will consider an application to substitute a unit of CPE taken on an extended basis through the academic year in order to fulfill the field education requirement.
Prerequisites: PS 110 is required. PS 101 is recommended. Permission of the instructor.
Notes: Pass/fail. PS 366Q, or PS 363 and PS 364, required for students with a concentration in Psychology and Religion. Identical to FE 366Q.
Religion & Education
RE 312Q – Theory and Practice of Teaching
1 credit
John Falcone
Prepares clinical pastoral education (CPE) and spiritual leaders to develop and deliver curriculum in
effective, engaging, and contextually sensitive ways. Students learn about and practice a variety of teaching
techniques (facilitated inquiry, analytic remembering, creative exploration, discernment, lecture,
embodied reflection, etc.). The course is framed by critical pedagogy, empirically grounded learning
theory, and models of situated learning/professional expertise.
Notes: Identical to DM 412Q.
Back to top
Doctor of Ministry
Doctor of Ministry
DM 405Q – Research Literacy
2 credits
Fitchett
Around the world, a new evidence-based paradigm is informing the work of healthcare chaplains and
spiritual care providers. Fulfilling the potential of the evidence-based paradigm for healthcare chaplaincy requires that all chaplains, and those who educate them, become research literate. Being research literate means 1) having the ability to critically read and understand basic research, and, if indicated, apply the findings of research studies to one’s chaplaincy practice, and 2) being generally familiar with the existing body of chaplaincy research including topics that have been studied and important areas for future research. The aim of this course is to provide students with a beginning level of research literacy in both senses of the term. This is primarily accomplished by reading chaplaincy-related research and presenting critical summaries of selected studies to the class.
Prerequisite: Restricted to DMin students.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 406Q – Group Development & Theory
1 credit
A. Meigs Ross
This course is designed to provide an overview of group dynamics theories from the systems-centered and
group-as-a-whole perspectives. The focus is on applying group dynamics theories to the leadership of
experiential process groups, with a particular focus on groups in Association for Clinical Pastoral
Education (ACPE). Students enhance their understanding of the theory and practice of group dynamics
through readings, discussion and experiential group participation.
Prerequisite: Restricted to DMin students.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 411Q – Research Integration Seminar
2 credits
White
This final residency is a capstone course in which students work with the director and their learning cohort to integrate their academic learning, their personal understanding of their ministry and their practice of supervision. The seminar also provides advisement and oversight on the development of their Doctor of Ministry demonstration project. Students present their thesis/project proposal for discussion, revision, and approval.
Prerequisite: Restricted to DMin students planning to graduate in May 2021.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 412Q – Theory and Practice of Teaching
1 credit
Falcone
Prepares clinical pastoral education (CPE) and spiritual leaders to develop and deliver curriculum in effective, engaging, and contextually sensitive ways. Students learn about and practice a variety of teaching techniques (facilitated inquiry, analytic remembering, creative exploration, discernment, lecture, embodied reflection, etc.). The course is framed by critical pedagogy, empirically grounded learning theory, and models of situated learning/professional expertise.
Prerequisite: Restricted to DMin students with Summer 2018 entrance year.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs. Identical to RE 312Q.
January 2021 Courses
TBD November 2020
GET THE LATEST NEWS AND EVENTS IN YOUR INBOX
Interreligious Engagement
IE 112Q – Introduction to Sanskrit
3 credits
Thelma Ranjitsingh
This introduction to Sanskrit is designed to introduce students the basics of pronunciation, vocabulary, and grammar. By the end of the course students will be able to master vocabulary and basic grammatical paradigms and develop the capacity to read aloud selected texts in Sanskrit.
Back to top
Practical Theology Field
Integrative & Field-Based Education
FE 206Q – Summer Ministries
2 credits
Su Yon Pak
Independent study in connection with a supervised field placement of at least eight weeks in length. Required meetings with field education staff are arranged. Proposals must be submitted to the senior director of integrative and field-based education prior to registration.
Prerequisites: FE 103 and FE 104. Permission of the instructor.
FE 366Q – Clinical Pastoral Education
6 credits
Su Yon Pak
Clinical Pastoral Education (CPE) is graduate-level theological and professional education for ministry that takes place in a clinical setting. CPE students learn the art and skills of pastoral and spiritual care by providing pastoral and spiritual care to patients, families and staff, and then reflect on their ministry experiences with a certified CPE supervisor and a small group of peers. Students may request to receive academic credits for up to one unit of CPE to fulfill the field education requirement. The senior director of integrative and field-based education will consider an application to substitute a unit of CPE taken on an extended basis through the academic year in order to fulfill the field education requirement.
Prerequisites: PS 110 is required. PS 101 is recommended. Permission of the instructor.
Note: Pass/fail. Identical to PS 366Q.
Psychology & Religion
PS 255Q – Addictions and Spiritual Care
2 credits
Elijah Nealy
The phenomenon of substance and process addiction cuts across all communities, impacting the individuals themselves, as well as their families and faith communities. Consequently, all pastoral and community leaders must be informed and prepared to address these concerns. This course explores historical and current understandings of addiction, including the role of stigma and/or oppression (e.g., sexism, racism, homo/transphobia, disability), current information emerging from neuroscience, and the wide-ranging impact of addiction on families and communities. Various approaches to treatment and recovery are reviewed. Specific pastoral and spiritual care strategies are explored, including education, counseling with individuals and families currently affected by addiction, spiritual care to support those in recovery from addiction, and creating communities supportive of those in recovery.
PS 366Q – Clinical Pastoral Education
6 credits
Su Yon Pak
Clinical Pastoral Education (CPE) is graduate-level theological and professional education for ministry that takes place in a clinical setting. CPE students learn the art and skills of pastoral and spiritual care by providing pastoral and spiritual care to patients, families and staff, and then reflect on their ministry experiences with a certified CPE supervisor and a small group of peers. Students may request to receive academic credits for up to one unit of CPE to fulfill the field education requirement. The senior director of integrative and field-based education will consider an application to substitute a unit of CPE taken on an extended basis through the academic year in order to fulfill the field education requirement.
Prerequisites: PS 110 is required. PS 101 is recommended. Permission of the instructor.
Notes: Pass/fail. PS 366Q, or PS 363 and PS 364, required for students with a concentration in Psychology and Religion. Identical to FE 366Q.
Religion & Education
RE 312Q – Theory and Practice of Teaching
1 credit
John Falcone
Prepares clinical pastoral education (CPE) and spiritual leaders to develop and deliver curriculum in
effective, engaging, and contextually sensitive ways. Students learn about and practice a variety of teaching
techniques (facilitated inquiry, analytic remembering, creative exploration, discernment, lecture,
embodied reflection, etc.). The course is framed by critical pedagogy, empirically grounded learning
theory, and models of situated learning/professional expertise.
Notes: Identical to DM 412Q.
Back to top
Doctor of Ministry
Doctor of Ministry
DM 405Q – Research Literacy
2 credits
Fitchett
Around the world, a new evidence-based paradigm is informing the work of healthcare chaplains and
spiritual care providers. Fulfilling the potential of the evidence-based paradigm for healthcare chaplaincy requires that all chaplains, and those who educate them, become research literate. Being research literate means 1) having the ability to critically read and understand basic research, and, if indicated, apply the findings of research studies to one’s chaplaincy practice, and 2) being generally familiar with the existing body of chaplaincy research including topics that have been studied and important areas for future research. The aim of this course is to provide students with a beginning level of research literacy in both senses of the term. This is primarily accomplished by reading chaplaincy-related research and presenting critical summaries of selected studies to the class.
Prerequisite: Restricted to DMin students.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 406Q – Group Development & Theory
1 credit
A. Meigs Ross
This course is designed to provide an overview of group dynamics theories from the systems-centered and
group-as-a-whole perspectives. The focus is on applying group dynamics theories to the leadership of
experiential process groups, with a particular focus on groups in Association for Clinical Pastoral
Education (ACPE). Students enhance their understanding of the theory and practice of group dynamics
through readings, discussion and experiential group participation.
Prerequisite: Restricted to DMin students.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 411Q – Research Integration Seminar
2 credits
White
This final residency is a capstone course in which students work with the director and their learning cohort to integrate their academic learning, their personal understanding of their ministry and their practice of supervision. The seminar also provides advisement and oversight on the development of their Doctor of Ministry demonstration project. Students present their thesis/project proposal for discussion, revision, and approval.
Prerequisite: Restricted to DMin students planning to graduate in May 2021.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 412Q – Theory and Practice of Teaching
1 credit
Falcone
Prepares clinical pastoral education (CPE) and spiritual leaders to develop and deliver curriculum in effective, engaging, and contextually sensitive ways. Students learn about and practice a variety of teaching techniques (facilitated inquiry, analytic remembering, creative exploration, discernment, lecture, embodied reflection, etc.). The course is framed by critical pedagogy, empirically grounded learning theory, and models of situated learning/professional expertise.
Prerequisite: Restricted to DMin students with Summer 2018 entrance year.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs. Identical to RE 312Q.
January 2021 Courses
TBD November 2020
GET THE LATEST NEWS AND EVENTS IN YOUR INBOX
Integrative & Field-Based Education
FE 206Q – Summer Ministries
2 credits
Su Yon Pak
Independent study in connection with a supervised field placement of at least eight weeks in length. Required meetings with field education staff are arranged. Proposals must be submitted to the senior director of integrative and field-based education prior to registration.
Prerequisites: FE 103 and FE 104. Permission of the instructor.
FE 366Q – Clinical Pastoral Education
6 credits
Su Yon Pak
Clinical Pastoral Education (CPE) is graduate-level theological and professional education for ministry that takes place in a clinical setting. CPE students learn the art and skills of pastoral and spiritual care by providing pastoral and spiritual care to patients, families and staff, and then reflect on their ministry experiences with a certified CPE supervisor and a small group of peers. Students may request to receive academic credits for up to one unit of CPE to fulfill the field education requirement. The senior director of integrative and field-based education will consider an application to substitute a unit of CPE taken on an extended basis through the academic year in order to fulfill the field education requirement.
Prerequisites: PS 110 is required. PS 101 is recommended. Permission of the instructor.
Note: Pass/fail. Identical to PS 366Q.
Psychology & Religion
PS 255Q – Addictions and Spiritual Care
2 credits
Elijah Nealy
The phenomenon of substance and process addiction cuts across all communities, impacting the individuals themselves, as well as their families and faith communities. Consequently, all pastoral and community leaders must be informed and prepared to address these concerns. This course explores historical and current understandings of addiction, including the role of stigma and/or oppression (e.g., sexism, racism, homo/transphobia, disability), current information emerging from neuroscience, and the wide-ranging impact of addiction on families and communities. Various approaches to treatment and recovery are reviewed. Specific pastoral and spiritual care strategies are explored, including education, counseling with individuals and families currently affected by addiction, spiritual care to support those in recovery from addiction, and creating communities supportive of those in recovery.
PS 366Q – Clinical Pastoral Education
6 credits
Su Yon Pak
Clinical Pastoral Education (CPE) is graduate-level theological and professional education for ministry that takes place in a clinical setting. CPE students learn the art and skills of pastoral and spiritual care by providing pastoral and spiritual care to patients, families and staff, and then reflect on their ministry experiences with a certified CPE supervisor and a small group of peers. Students may request to receive academic credits for up to one unit of CPE to fulfill the field education requirement. The senior director of integrative and field-based education will consider an application to substitute a unit of CPE taken on an extended basis through the academic year in order to fulfill the field education requirement.
Prerequisites: PS 110 is required. PS 101 is recommended. Permission of the instructor.
Notes: Pass/fail. PS 366Q, or PS 363 and PS 364, required for students with a concentration in Psychology and Religion. Identical to FE 366Q.
Religion & Education
RE 312Q – Theory and Practice of Teaching
1 credit
John Falcone
Prepares clinical pastoral education (CPE) and spiritual leaders to develop and deliver curriculum in
effective, engaging, and contextually sensitive ways. Students learn about and practice a variety of teaching
techniques (facilitated inquiry, analytic remembering, creative exploration, discernment, lecture,
embodied reflection, etc.). The course is framed by critical pedagogy, empirically grounded learning
theory, and models of situated learning/professional expertise.
Notes: Identical to DM 412Q.
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Doctor of Ministry
Doctor of Ministry
DM 405Q – Research Literacy
2 credits
Fitchett
Around the world, a new evidence-based paradigm is informing the work of healthcare chaplains and
spiritual care providers. Fulfilling the potential of the evidence-based paradigm for healthcare chaplaincy requires that all chaplains, and those who educate them, become research literate. Being research literate means 1) having the ability to critically read and understand basic research, and, if indicated, apply the findings of research studies to one’s chaplaincy practice, and 2) being generally familiar with the existing body of chaplaincy research including topics that have been studied and important areas for future research. The aim of this course is to provide students with a beginning level of research literacy in both senses of the term. This is primarily accomplished by reading chaplaincy-related research and presenting critical summaries of selected studies to the class.
Prerequisite: Restricted to DMin students.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 406Q – Group Development & Theory
1 credit
A. Meigs Ross
This course is designed to provide an overview of group dynamics theories from the systems-centered and
group-as-a-whole perspectives. The focus is on applying group dynamics theories to the leadership of
experiential process groups, with a particular focus on groups in Association for Clinical Pastoral
Education (ACPE). Students enhance their understanding of the theory and practice of group dynamics
through readings, discussion and experiential group participation.
Prerequisite: Restricted to DMin students.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 411Q – Research Integration Seminar
2 credits
White
This final residency is a capstone course in which students work with the director and their learning cohort to integrate their academic learning, their personal understanding of their ministry and their practice of supervision. The seminar also provides advisement and oversight on the development of their Doctor of Ministry demonstration project. Students present their thesis/project proposal for discussion, revision, and approval.
Prerequisite: Restricted to DMin students planning to graduate in May 2021.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 412Q – Theory and Practice of Teaching
1 credit
Falcone
Prepares clinical pastoral education (CPE) and spiritual leaders to develop and deliver curriculum in effective, engaging, and contextually sensitive ways. Students learn about and practice a variety of teaching techniques (facilitated inquiry, analytic remembering, creative exploration, discernment, lecture, embodied reflection, etc.). The course is framed by critical pedagogy, empirically grounded learning theory, and models of situated learning/professional expertise.
Prerequisite: Restricted to DMin students with Summer 2018 entrance year.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs. Identical to RE 312Q.
January 2021 Courses
TBD November 2020
Doctor of Ministry
DM 405Q – Research Literacy
2 credits
Fitchett
Around the world, a new evidence-based paradigm is informing the work of healthcare chaplains and
spiritual care providers. Fulfilling the potential of the evidence-based paradigm for healthcare chaplaincy requires that all chaplains, and those who educate them, become research literate. Being research literate means 1) having the ability to critically read and understand basic research, and, if indicated, apply the findings of research studies to one’s chaplaincy practice, and 2) being generally familiar with the existing body of chaplaincy research including topics that have been studied and important areas for future research. The aim of this course is to provide students with a beginning level of research literacy in both senses of the term. This is primarily accomplished by reading chaplaincy-related research and presenting critical summaries of selected studies to the class.
Prerequisite: Restricted to DMin students.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 406Q – Group Development & Theory
1 credit
A. Meigs Ross
This course is designed to provide an overview of group dynamics theories from the systems-centered and
group-as-a-whole perspectives. The focus is on applying group dynamics theories to the leadership of
experiential process groups, with a particular focus on groups in Association for Clinical Pastoral
Education (ACPE). Students enhance their understanding of the theory and practice of group dynamics
through readings, discussion and experiential group participation.
Prerequisite: Restricted to DMin students.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 411Q – Research Integration Seminar
2 credits
White
This final residency is a capstone course in which students work with the director and their learning cohort to integrate their academic learning, their personal understanding of their ministry and their practice of supervision. The seminar also provides advisement and oversight on the development of their Doctor of Ministry demonstration project. Students present their thesis/project proposal for discussion, revision, and approval.
Prerequisite: Restricted to DMin students planning to graduate in May 2021.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs.
DM 412Q – Theory and Practice of Teaching
1 credit
Falcone
Prepares clinical pastoral education (CPE) and spiritual leaders to develop and deliver curriculum in effective, engaging, and contextually sensitive ways. Students learn about and practice a variety of teaching techniques (facilitated inquiry, analytic remembering, creative exploration, discernment, lecture, embodied reflection, etc.). The course is framed by critical pedagogy, empirically grounded learning theory, and models of situated learning/professional expertise.
Prerequisite: Restricted to DMin students with Summer 2018 entrance year.
Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs. Identical to RE 312Q.