85 courses with the subject THEO, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
THEO 501Introduction Theological Education3
This course will introduce new students to the diversities present in the Seminary community and to institutional commitments toward forming a supportive community of learning and theological reflection. Students will be introduced to anti-racist frameworks, power, and privilege dynamics (to include the intersections of gender, sexuality, socio-economic class, abilities, etc.), and the role of language (inclusivity, pronouns, etc.) to include or exclude others. It will also introduce students to contemplative spiritual practices and theological writing.
This course brings together students from a cross section of masters level degrees and certificates to engage significant theological, ethical, and ministerial/pastoral questions. It expects students to deploy insight and learnings from their current and prior coursework as they consider those questions. With attention to the social and spiritual implications of interpretation, the course requires students to deploy a variety of analytical tools and pastoral skills, with the acknowledgement that simplistic responses are inadequate for complex issues.
Given the realities of the increasingly multifaith character of North American society, individuals and congregations find themselves interacting with people and groups of a variety of different faiths. This course will be team-taught, covering the content of the main world religions, as well as articulating ways to bear “authentic” witness to Christian faith in multifaith settings.
This course offers a blend of teaching, discussion, and experiential exercises and includes a regular small-group experience in which group members engage spiritual practice and reflection together. Students will sample contemplative/centering prayer, meditation, pilgrimage, retreat, journaling, holy listening, creativity, the labyrinth, and other practices and will choose one spiritual practice to explore and experience throughout the semester. Course content includes a survey of the history and development of spiritual practices in religious tradition and highlights engaged practice as a primary means of shaping and living out one’s spirituality. Emphasis is placed on application of learnings to one’s life and ministry/counseling practice.
Students will examine prayer as an “integral part of the human adventure” (William Johnston). Through a study of the spirituality, psychology, and praxis of prayer, students will explore the realities of prayer in the spiritual quest. Students will also be invited to experience what it means to be a “praying community” while cultivating the skills to facilitate that experience with others. 2 credits
Students will examine discernment as both a process and a grace for deepening our capacity to move with God’s action in our world in order to affect individual transformation and social change. Students will explore the history, theology, psychology, spirituality and praxis of Christian discernment as it applies to both individual and communal discernment.
Students will be exposed to a variety of aspects of living incarnationally through health, well-being, and balance. The course will focus on different themes (nutrition, exercise/movement, art, music, and sensitivity to the earth through eco-spirituality) and will highlight how each component weaves together into a holistic approach honoring God’s image within.
Designed to expand the students exposure to the range of diverse expressions of healthy spirituality across populations and social issues. Experiential in nature, the course will be hosted by Christ Lutheran Church (Allentown) for the first 2 class days, with opportunities to work with urban youth, a Community Meal/soup kitchen and our local urban culture. It includes a 2-day/1 overnight retreat, in Wisdom School format, at St. Francis Center for Renewal, 395 Bridle Path Rd, Bethlehem. Additional $100 fee for retreat center accommodations. (This can become a 3-credit Intercultural Immersion course with additional coursework and 40 hrs immersed in the July Christ Lutheran Daycamp program).
Students will pray through the Four Weeks of the Spiritual Exercises of St. Ignatius as a group experience. Engaging the genius of this spiritual classic will provide students with a rich tool for personal and communal transformation and an invaluable resource for facilitating contemplative practices in our places of ministry. Special attention will be given to the student’s personal and communal experience of God, the underlying theology of the Spiritual Exercises, and ideas for the practical application of the Exercises in their personal prayer life and in their places of ministry.
This course will introduce students to the unique moral role that pastors and those working in service organizations play. It will underscore the need to serve with integrity and with respect for the persons they serve. It will introduce students to the types of choices and ethical dilemmas that they will face and equip them to decide and act wisely.
MATS Capstone Development assists students in preparing for their Capstone Projects by enhancing their research and writing skills. In multiple stages, students will develop proposals for their Capstone Projects that indicate their focus of study, research methodology, and basic bibliographic resources. Peer review constitutes an essential dimension of the learning experience.
This course involves the completion of the Master of Arts in Theological Studies Capstone Project. In consultation with a faculty Capstone advisor, learners will develop a project that builds a contribution based upon their own research.
This is a seminar course designed to prepare students for their formative experiences in a supervised ministry setting outside of the classroom. Students will articulate their learning and ministry goals; select their supervised ministry setting and supervisor; complete and submit their student serving and learning covenant; review the policies, expectations, and code of ethics required of them as student ministers/interns.
This course is the first in a two semester supervised ministry sequence. For Master of Divinity students, it requires a one-year concurrent field education placement. Master of Ministry students will fulfill a one-semester field education placement. This course has two key components: 8-10 hrs per week in an offsite field education and a biweekly 2-hr classroom component. In conjunction with the work that students are doing in their field education placement and their weekly on-site supervision, students meet with a faculty-led seminar class to process their offsite work and join in on-going theological reflection on their field education experiences and what they are learning about themselves, ministry, and community dynamics. For Master of Divinity students, this course is intended to be immediately followed by THEO 552 within the same academic year. Students will attend an informational plenary session led by the Director of Field Education. In consultation with the Director of Field Education, they will submit no later than 2 weeks prior to the beginning of the course a commitment form signed by the student and the site supervisor. Boundary Training, completed within the 12 months prior to beginning Field Education, either through a judicatory, service agency or offered by MU.
THEO 501 Introduction to Theological Education strongly recommended: THEO 650 Spiritual Care in Contemporary Contexts In the semester prior to beginning THEO 551 Credit Type Code: Letter Grade
THEO 552Field Education 23
This course is the second in a two semester supervised ministry sequence and requires a one-year concurrent field education placement. This course has two key components: 8-10 hrs per week in an offsite field education and a biweekly 2-hr classroom component. In conjunction with the work that students are doing in their field education placement and their weekly on-site supervision, students meet with a faculty-led seminar class to process their offsite work and join in on-going theological reflection on their field education experiences and what they are learning about themselves, ministry, and community dynamics. This course is intended to be taken in the semester following THEO 551 within the same academic year. Students will attend an informational plenary session led by the Director of Field Education. In consultation with the Director of Field Education, they will submit no later than 2 weeks prior to the beginning of the course a commitment form signed by the student and the site supervisor. Boundary Training, completed within the 12 months prior to beginning Field Education, either through a judicatory, service agency or offered by MU.
THEO 501 Introduction to Theological Education THEO 551 Field Education 1 strongly recommended: THEO 650 Spiritual Care in Contemporary Contexts In the semester prior to beginning THEO 551 Credit Type Code: Letter Grade
THEO 555Intro To Chaplaincy3
The course lays a foundation for assessing and integrating theories of spiritual care, faith development, and family and organizational systems that inform one’s work as a chaplain. Students develop practices that form and nurture their own and others’ faith as they explore important theological, ethical, intercultural, interfaith issues commonly encountered in a variety of chaplaincy settings, including nursing home, hospital, campus, prison and other emerging chaplaincy situations.
This course provides students with an intercultural experience that offers students opportunities to expand their global consciousness and empathy through immersion in a culture different than their own; engage in personal reflection on their place within an interconnected world; and to cultivate meaningful relationships with their peer group and the peoples in the host cultures.
This course is independently student guided, with assistance from the Integrative Paper Advisor. Students will write a paper that integrates learning from the student’s full course of study and research culminating in a paper that analyzes, synthesizes, and evaluates a topic of religion and public life, demonstrating their critical thoughts on the subject. The final paper is approximately 25-35 pages in length. For MRPL students only.
An introduction to the culture and language specific to the field of contemplative spiritual direction. Students will examine the core competencies needed for the unique work of spiritual direction and begin to practice their application. The course will include a study of the theory and ethics of spiritual direction. Particular attention will be given to the role of prayer and group work in spiritual direction.
Students meet individually with a trained spiritual director for one hour a week and have full class meetings 3 times throughout the semester to reflect critically about their experience and their learning.
Students learn the process of group spiritual direction. Students experience receiving group spiritual direction from the instructor and peers, as they further cultivate sensitivities both in offering their journey for the consideration of others and in convening group spiritual direction with peers.
Students will continue to deepen their experience of receiving group spiritual direction from the instructor and peers, as they further cultivate sensitivities and skills for becoming facilitators of group spiritual direction. Students in this course will also expand their range of skills and sensitivities for offering a wide variety of contemplative practices with others, develop resources for these practices, and gain practical experience in implementing these disciplines in their parish/community setting.
This class provides an examination of the fundamental theory, theology, and ethics that undergird the ministry of spiritual direction. Students complete a thorough study of the Spiritual Directors International [SDI] Guidelines for Ethical Conduct and explore ways to apply them in their spiritual direction ministries. The course includes experiential components designed to engage the students’ capacity for working with the movement of God in themselves and others. Pre-/Co-requisites: acceptance into the Spiritual Direction program
acceptance into the Spiritual Direction program Credit Type Code: Letter Grade
THEO 585Spiritual Dir 1: Art, Prac, Sup3
This is the first course of the three-semester practicum in the Spiritual Direction Graduate Certificate program. During this course students will begin to meet individually with 1 or 2 people for spiritual direction while receiving both group and individual supervision. The course includes experiential components designed to engage the students’ capacity for working with the movement of God in themselves and others.
This course is the second of the three-semester practicum in the Spiritual Direction Graduate Certificate program. During this course students will meet individually with 2-4 people for spiritual direction while receiving both group and individual supervision. The course includes a study of advanced issues in spiritual direction and develops the skill set necessary to work with these dynamics in a spiritual direction session. It will have experiential components designed to deepen students’ capacity for working with the movement of God in themselves and others.
This is the third and final course of the three semester practicum in the Spiritual Direction Graduate Certificate program. During this course students will meet individually with 4 - 6 people for spiritual direction, while receiving both group and individual supervision. The course will explore advanced issues in spiritual direction and develop the skill set necessary to work with these dynamics in a spiritual direction session. It will have experiential components designed to further cultivate the students’ capacity for working with the movement of God in themselves and others, while also learning how to sustain one’s own spiritual direction practice over time.
An introductory course on theology defined as the self-critically reflective dimension of the Christian life, and that it is imperative for all Christians to engage in this activity. Theology happens when Christians try to determine what they should do, how they should feel, and what they should think about their world in order to live as genuine persons of faith, i.e. something that Christians do when they are perplexed about how to live their lives most faithfully. This course invites students to read the works of others who have undertaken this task, and guides students as they do the same. Topics will be studied in the context of their historical development as well as confronting contemporary questions, ideas, and beliefs.
Christianity is globally diverse. This course is designed to enable students to articulate their own convictions on major theological topics in respectful conversation with major streams (theological thinkers, texts, and movements) within the multi-faceted world-wide doctrinal and practical expressions of Christian churches.
THEO 610 or THEO 620 Credit Type Code: Letter Grade
THEO 612Introduction to Christian Ethics3
Christian traditions have usually divided the Christian life into activities directed toward God, and activities directed toward other creatures, particularly humans. Ethical reflection as it evolved within the churches concerns this second set of activities. This course provides a basic background in the theory and practice of Christian ethics, including its biblical, theological, and philosophical foundations, and presents a framework for moral deliberation in Christian, multi-faith, and secular settings.
This course seeks to familiarize students with the large sweep of the history of Christianity as a global religion so that they are able to identify key figures, movements, traditions, and turning points within it, from the early centuries in the Mediterranean world to the world-wide church of today. Attention will be given to the relationship of Christian life and thought to the changing historical, political, and social contexts. Students learn basic historical methodology, craft historical arguments, and make connections between past and present. This course will help students make sense of the complexity of Christianity and will provide them with resources for pastoral ministry and theological reflection.
This course equips students to engage the richness and the challenges of the Old Testament critically, imaginatively, and theologically. Students will increase their knowledge of the content and character of the collection, the historical and cultural contexts of its origins, and the diversity embedded in the texts and their interpretation. They will develop their abilities to interpret Old Testament texts in ways that engage critical methods of biblical studies and honor the dignity of diverse peoples and our planet.
The book of Exodus, Moses, and the exodus motif have been used in Africana literature, music, sermons, and speeches to explore themes of liberation, origin and migration, and freedom movements. This course will examine the biblical hermeneutics, history of interpretation, and contemporary cultural context for reading Exodus to develop a critical awareness of the impact of biblical interpretation and race, racism, and belonging in African American communities; racial origins and identity; and public religious discourse in power dynamics.
This course focuses primarily on the grammar and syntax of biblical Hebrew. Jewish music and liturgy will be interjected throughout the semester to achieve a better understanding of how the Hebrew texts might have functioned in ancient Israel. (Before the end of the drop/add period, students may elect to take this course Pass/No Pass by notifying the instructor in writing.)
This course provides an introduction to textual criticism and exegetical method while studying selected portions of the Hebrew Bible (in Hebrew). We will build upon the grammar learned in SEBK910. (Before the end of the drop/add period, students may elect to take this course Pass/No Pass by notifying the instructor in writing.)
This class introduces students to processes of and approaches to New Testament interpretation with a view toward vocational application. It provides a broad familiarity with contents and central themes of New Testament, early Christian, and other contemporary texts.
This course is an intermediate-level seminar devoted to the exploration of selected topics in the interpretation of Luke and Acts. The course involves close investigation of Luke and Acts in their entirety, along with attention to selections from contemporary scholarship.
THEO640 - New Testament Credit Type Code: Letter Grade
THEO 644Gospel Of John3
This course provides intermediate level engagement with the Gospel according to John. It features weekly close reading of John’s Gospel, sensitivity to John’s distinctive witness, and attention to key topics and themes in the Gospel and in contemporary scholarship. Students will cultivate their skills in public biblical interpretation and practical theology. While oriented toward historical and literary scholarship, the course consistently presses questions of faith and meaning.
This course is an advanced-level elective in New Testament studies. It is an intensive survey of the parables attributed to Jesus designed to develop students= advanced skills in exegesis and awareness of the methods of biblical criticism. The parables will be located in their literary and cultural contexts and examined as possible windows both to the teaching of the historical Jesus and to the lives of early Christian audiences. Students will encounter a variety of contemporary approaches to the parables, including, literary, existential, and liberationist readings.
This course is a seminar on Paul’s Letter to the Romans with a view to understanding its social setting, appreciating its religious influence, and engaging its message for contemporary Christians. Practice in exegetical skills for ministry.
A foundation will be laid for working with the New Testament in its original language. Emphasis lies on the mastering of grammatical forms, fundamental syntax, and basic vocabulary, aiming toward deeper understanding of these writings. (Before the end of the drop/add period, students may elect to take this course Pass/No Pass by notifying the instructor in writing.) 3 credits
Students explore and develop an in-depth exegetical method that applies to the Greek New Testament. A significant amount of reading of the Greek New Testament (especially selected Pauline and Johannine literature) is taken up in the course. (Before the end of the drop/add period, students may elect to take this course Pass/No Pass by notifying the instructor in writing.)
This course will survey historical and contemporary models of spiritual/pastoral care and will introduce students to the basic knowledge, skills, and personal attributes needed for the practice of care in a variety of contexts, including parish based ministry, chaplaincy, and other non-profit settings. Training and practice in listening skills, spiritual/pastoral assessment, theological reflection, crisis care, and responding to a variety of common spiritual/pastoral issues will be included.
This course introduces students to Murray Bowen’s Systems Theory, viewing the family as an emotional unit, understanding the individual person in the context of his/her/their family of origin, and strategies for applying this knowledge in organizational systems (church, agency, seminary, cohort). Students will have the opportunity to reflect on their own family of origin, as well as explore religion and spirituality from a family systems perspective.
With particular focus on processes of grief and loss, this course explores the complex emotional, mental, spiritual, and physical dynamics associated with the experience of chronic/terminal illness, permanent disability, dying, and death. Students also will have the opportunity to explore their personal history with death and loss and how it impacts their growing understanding of their care giving and/or clinical counseling role in working with individuals, families, and communities.
Students in this course will study, learn, and practice the application of classical theories of human development and faith development through reading, observation, and self-reflection. The nature and needs of individuals through the lifespan, and of the moral and faith developmental process will be examined using vignettes and videos of interviews. The various settings in which students will serve after graduation will be considered and assignments tailored to these settings. 3 credits
An exploration of the pervasiveness of addictions in society and how this phenomenon affects all of our lives, with attention to the addictions of members of congregations and communities and of the religious professionals who serve them. The dynamics of both individual and systemic patterns of addictions are considered.
This course will introduce students to the possibility and promise of learning across faith and wisdom traditions. Various forms of this learning will be explored as spiritual learning has occurred in historical, pre-modern contexts, in the contemporary period, and in ecclesial settings. The dynamics of transformation through interreligious learning will be understood through sociocultural, phenomenological, psychological, and theological perspectives. Examples of spiritualities that have emerged from interreligious learning will be studied, and students will consider the relevance of this form of spirituality for their personal and ministerial development.
The Clinical Pastoral Education (CPE) course allows students to complete a CPE unit for academic credit through recognized spiritual care educational organizations, such as the ACPE or other institutions offering CPE as approved by the School of Theology. CPE engages the student in self-awareness, pastoral skill-building, and theological reflection as mediated by the clinical method of learning. CPE units consist of two integrated components: educational and group process hours, and structured clinical hours. The educational and group process hours may be done in-person or online at a CPE center. Structured clinical hours may be completed through the CPE center, or other ministry sites approved by the CPE center. Possible placements include acute care hospitals, recovery and rehabilitation centers, educational institutions, prisons, congregations/parishes, and social service agencies. Receiving academic credit for CPE involves registering for THEO 659: Clinical Pastoral Education (CPE) before the CPE unit begins. The CPE application is separate from the School of Theology course registration and must follow the admission requirements mandated by the CPE center. The School of Theology offers CPE tuition support through a designated reimbursement for students registered in THEO 659. To receive this designated reimbursement, students will pay their tuition to the CPE center, and then forward a receipt to the office of the Associate Dean in Lancaster. For more information on the reimbursement policy, please see the Student Handbook. The CPE course is recommended to be taken after at least one year of studies in the School of Theology and after completing the prerequisite course, THEO 650: Spiritual Care in Contemporary Contexts. Summer units meet on a full-time basis (with weekend and overnight on-call duties) for approximately 10 weeks. Summer units should be completed before the final year of studies. Any exceptions must be approved by the MACh degree coordinator, or one of the Deans. CPE may also be taken as a fall, spring, or extended unit. CPE work in January is often required for extended units. Students are obligated to meet with the faculty instructor assigned to the CPE course at the beginning of the semester, at the midpoint of the unit, and at the end of the unit. The CPE educator evaluation will be sent to the faculty instructor as part of the summary review of the experience. Course credit will be conferred provided the student fulfills the necessary requirements for the CPE center, in addition to meeting the School of Theology requirements stated above.
THEO650 - Spirit Care Contemp Cont Credit Type Code: PASS-NO CREDIT
THEO 661Worship3
Introduction to the history of Christian worship and to the basic components of worship services. Through individual and group reflection students will examine and refine familiar liturgical practices; they will also learn and practice new ones, appropriate to their social and denominational contexts. The course will give attention to best practices for online worship. Suggested
THEO 620 Church History from Pentecost to Yesterday Credit Type Code: Letter Grade
THEO 662Proclamation & Public Rhetoric3
This course is designed to give an overview of the theory and practice of public speaking, centering on Christian proclamation in the context of public worship, and public oratory. It covers a brief history of public rhetoric, and spends time on the theology and place of preaching in communities of faith, with attention to culturally diverse groups. It will also build upon verbal communication skills, providing support for students to improve and care for their voices as they develop vocal stamina. Students will learn a variety of styles of oratory from conception to delivery, in order to explore and develop their own public voice.
THEO 630 and THEO 640 Credit Type Code: Letter Grade
THEO 663Proclamation In Word And Song3
In this course students will explore the synergy of preaching and music in the context of corporate Christian worship. We will examine the texts of various genres of music used in congregational song, to determine their proclamatory character. We will also examine sermons where music is used explicitly or implicitly to proclaim the Gospel. The course is designed to help preachers, pastors, church musicians, and other worship leaders make the most of the mutually beneficial relationship between the Word spoken and sung.
An important function of pastors and ordained individuals is leading baptisms, weddings, and funerals/memorial services. This course will provide students the opportunity to plan, prepare, and practice mock versions of rites and rituals associated with each.
This course prepares students for religious leadership in diverse public contexts. Students will develop theological categories for social engagement, resources for social analysis, strategies for pastoral communication and communal care, and models for effective social action on the part of religious communities. The course engages active learning pedagogies, including a multi-stage project devoted to social change in students’ contexts. While contemporary topics may vary from year to year, each year the course will explore the intersection among religion, race, and ethnicity.
THEO 501 and THEO 610 Credit Type Code: Letter Grade
THEO 672Leading Future Faith Communities3
This course will introduce students to skills necessary to lead congregational and non-profit ministries. It will cultivate awareness of attributes helpful in leadership. It will allow students to learn more about their own preferred styles of leadership and cultivate awareness and appreciation of other approaches as well.
This course will consider two related roles of a local pastor which require self-understanding, strategic/leadership skills and theological insights not necessarily practiced in regular duties of parish ministry. Further, it will consider the tensions between the pastoral and prophetic tensions in parish ministry. Such situations include occasions when a pastor is called to minister in public tragedy and community grief and in times of significant social/political/moral conflict affecting both the local congregation and the local community.
This course explores the historical and ecclesial significance of Women in the Civil Rights Movement, also engaging practical ministry implications of their prophetic witness.
This course equips students with the basic practical skills of livestreaming, podcast creation, website maintenance, and social media. It also provides theological frameworks for thinking deeply about our technological world and the new moral and ethical conundrums that arise from increasing digitalization and globalization of society.
This course will explore the virtues, values and virtuosities necessary to build ministries and communities of faith for the common good in the context of a complex global environment. The course will increase seminarians’ awareness and understanding of the peculiar challenges facing the tradition of visionary prophetic leadership in the rapidly changing political and religious landscape of the 21st century. Seminarians will engage in pedagogies and practices designed to cultivate spiritual renewal, leadership, and activism. This course extends opportunities for pre- and post-conference discourse, theological reflection and study, research as well as ministry partnerships.
This course equips students for the educational dimensions of all forms of ministry. It explores a variety of theories of Christian education and their theological and philosophical foundations. Particular pedagogical skills are examined and practiced, with an emphasis on group theory and leadership. Communal and individual contextual factors influencing the ways that students learn are taken into account. Preferred: THEO 650 Spiritual Care in Contemporary Contexts
This course examines the rich theological heritage of the Moravian Church beginning with the concept of the essentials, ministerials, and non-essentials developed by Luke of Prague. Students read some of the classic texts in Moravian theology, such as Idea Fidei Fratrum, and some of the catechisms and confessions of faith used in the church. Special attention is given to the theology of Zinzendorf and how it relates to Moravians today. Students investigate the Ground of the Unity and the Essential Features of the Unitas Fratrum.
This course is a survey of the history of the Moravian Church (Unitas Fratrum) from its founding in 15th century Bohemia to the present. The course will examine three eras of Moravian history: the Czech Unity of the Brethren (1457-1670), the Zinzendorfian church (1722-1850), and the modern Unity (1850-present). Special attention will be given to the Moravian Church in North America. Key figures discussed include John Hus, Peter Chelcicky, Luke of Prague, John Amos Comenius, Count Nicholas von Zinzendorf, August Gottlieb Spangenberg, Anna Nitschmann, and Edmund De Schweinitz. Key topics will include Moravian pacifism, communalism, the choir system, and global missions.
Within biblical wisdom literature resides three representative wise and beautiful women-Chavah/Eve of Genesis, the Shulamite of Song of Songs, and Wise Woman of Proverbs-whose strong biblical presence, curiosity, and independence invite us to explore ancient and current dialogues on gender, sexuality, and spirituality. Such conversations are particularly relevant in faith traditions grappling with women’s roles in society, ordination, and the construction of gender in our churches, synagogues, and mosques (God language and other symbols). This course will apply current gender theory, including womanist and feminist discourse, to these ancient texts. In addition, it will survey the many ways that these texts have served as a center for feminist spirituality.
It is difficult to witness pain and suffering in this world that is often inflicted on the innocent. The resulting carnage from natural disasters or unrestrained physical and other forms of violence (emotional, economic) make us want to shake our fist at God and question why God seems not to intervene. This course focuses on God’s Justice (Theodicy) particularly as articulated in the books of Job, Qoheleth, and Psalms. It explores why innocent people suffer while the unrighteous often prosper and how the Hebrew Bible provides resources for those struggling with such universal questions. We will read biblical theodicies in the context of contemporary suffering communities and individuals.
This course examines issues of race and ethnicity in New Testament interpretation in three steps: 1) examining, largely through historical interpretation of New Testament texts, how ancient logics and rhetorics of ethnicity impacted Christian origins; 2) explore how changing ideas about ethnicity and race impacted New Testament interpretation; and 3) encounter and develop resources for engaging issues of ethnicity/race and biblical interpretation in our own vocations and communities.
In this course students will gain familiarity with the women who populate early Christian texts and what these texts have to say about the presence and participation of women within the movement. With attention to the socio-cultural landscape of gender in the ancient Mediterranean world, we will examine a variety of early Christian positions on women and gender, including those of the Pastoral Epistles and the Acts of Paul and Thecla, as well as contemporary scholarly debates on the role of women in early Christianity. This course engages feminist, queer, and intersectional theories.
This course first examines palliative care as a humanistic and philosophical perspective, exploring the meanings of relationality, suffering, and agency in chronic care and end-of-life contexts. It traces the historical roots of palliative practice to premodern faith traditions and considers their relevance for contemporary perspectives on care. The work of chaplaincy and spiritual accompaniment in a palliative key will be studied in relation to these historical foundations, to humanistic perspectives, literary and theological reflection, and the methodology of contemporary chaplaincy.
This course is designed to form students as pastoral theologians, worship leaders, and administrative leaders for the Moravian Church, drawing on resources such as the Moravian Book of Worship, Ground of the Unity, and the Moravian Covenant for Christian Living. It addresses the nature and responsibilities of governance in the Moravian Church from the worldwide Unity to congregational life, paying particular attention to issues surrounding call, the sacraments, and forms of ministry, including ordination.
This course uses ethnographic methodology to create rich opportunities for sharing stories and strengthening interpersonal relationships between individuals and among groups. Listening has the potential to transform both the listener and the one being heard; it is an act of love. Students engage in pastoral interviews and life story collection in their ministry settings, gradually enhancing their skills.
This course examines the fundamental shifts in society and culture that have occurred in the last few decades and have produced a radically altered environment for the Christian faith. Issues of ideological and religious pluralism, multiple value systems, hybrid spirituality, fluid personal identities , economic polarization, and global cross-pollination will be considered, with an eye to their implications for Christian life and ministry.
THEO801 - Listening Act of Love Credit Type Code: PASS-FAIL
THEO 803Develop Leader/Cultivating Partner3
This course includes an exploration of organizational dynamics and contemporary notions of leadership. Effective leaders are familiar with an array of emerging leadership models and are continuously developing their repertoire of practical leadership skills. Projects will help students deepen their understanding of their ministry settings and expand their range of context-specific leadership approaches and tools. Throughout, partnerships will be emphasized, both within and beyond organizational boundaries.
THEO802 - Amer Change Landscape Credit Type Code: PASS-FAIL
THEO 804Major Project Preparation3
This course will guide students in the preparation of their Major Project Proposals. Students will confirm a suitable topic or area of research, clearly frame their research questions, develop a rationale and methodology appropriate to investigating it, and articulate its anticipated contribution to the wider practice of ministry. Students will assist their peers throughout the course in the design, content, and format of the final project. During the on-campus intensive, students (in most cases) will have an opportunity to meet with their Major Project Supervisors.
The Collaborative Research Seminar is a cohort-style class that combines elements of directed study and peer-learning. Limited to six participants, determined by need and readiness for this work, students gather for guidance and peer support as they work to develop their Major Project idea through dedicated research and writing in their subject-area. Activities in the course include developing and working through a subject-specific reading list, writing and sharing reading summaries, connecting readings to one’s ministry context and Major Project, interviewing subject matter experts and program alumni, and reflecting together to enhance this work.
This course will investigate the idea that financial challenges often drive many of the conversations in our churches today. This course seeks to cultivate theologically grounded strategic planning practices for congregations and non-profit institutions to enable medium-and long-term focus on goals beyond what is financially urgent. We will work through the steps of communal strategic thinking and planning, paying attention to issues of church polity, leadership, and acting with integrity. The course will increase students’ familiarity and comfort levels with institutional planning, fundraising, and community growth.
This course will examine social justice in the context of the faith community. Students will examine how we as Christians can engage in the current dialogues and activism around social justice and the progressive movements that have erupted after the death of George Floyd. The class will explore themes such as the (mis)appropriation of Biblical texts from a historical perspective, the historical role of the Black Church in America in the pursuit of civil rights, and the role of the church and Christians in the 21st Century pursuit of social justice. To situate the life of the church in the context of struggle toward an equitable, common public life where all are valued, a commitment to social justice is imperative. Valuing all of God’s good creation is a social justice mandate, which faith communities should embrace. The historical record in America however tells a different story. This course will encourage critical thinking to foster workable solutions to some of the social justice issues of the day.
This course will examine the concept of hospitality as experienced in human social contact. Anyone who has experienced any degree of alienation or displacement in a social/religious setting knows that there is a big difference between being invited and being welcomed and affirmed. Invitations require nothing more than words. Genuine welcome and affirmation require us to examine the assumptions, practices, and ethos that characterize our affiliated contexts. This course will challenge students to move from mere invitations to becoming more welcoming and affirming of the diversity that is embedded in God’s human creation, including the diversities of race/ethnicity, socioeconomic location, gender, sexual orientation, ability, theology, et al.
This course examines the phenomena of clinical crises and emergencies, as well as intervention strategies. Attention will be paid to specific types of crises such as suicide, relational losses such as divorce or breakups, sexuality, substance use disorders, domestic violence, racial trauma, sexual abuse and PTSD in order to increase students understanding of the developmental, psychological, and cultural dynamics driving the crisis. The course will help students assess the individual in crisis as well as the larger system dynamics. The course will provide a very concrete model to practice during the class so the student can apply their new knowledge in a practical way.
This course examines how Christian theology and faith formation take shape in a digitally mediated world. Students will develop a theological framework for engaging digital technologies in ministry, while critically assessing how technologies such as social media, artificial intelligence, and streaming media impact spiritual practices, relationships, and communal life. Drawing on theology, digital studies, and the social sciences, the course invites students to consider how digital technologies can enhance or hinder faith formation. Through engagement with digital tools, students will design a theologically grounded ministry resource, preparing them to lead faithfully and thoughtfully in digitally networked contexts.
This course will investigate the idea that it is difficult to grow spiritually. Understanding what is happening to us spiritually takes patience, discipline, self-awareness, and grace. There are no shortcuts. God invites us to draw closer in a variety of ways, even in times of spiritual fatigue, confusion, temptation, and over-stimulation. This class will explore these challenges and ways in which historical and contemporary writers on the spiritual life have responded to them.
This course will investigate how to share Christianity’s good news in intelligible and attractive ways in rapidly changing cultural contexts. The course considers a variety of rhetorical styles, strategies of communication, and conceptual frameworks to enhance one’s ability to think spontaneously in innovative and creative ways in addressing church issues such as church meetings, Bible study, and church conflict. Students learn practical exercises - both verbally and non-verbally to think theologically “on one’s feet.”
The Major Project Consultation consists of a review of the project proposal by the Major Project Supervisor and a faculty member of the Doctor of Ministry Committee, who chairs the MPC. The student introduces the project and all present discuss its significance, method, and design. There are four possible outcomes: 1) Approved as presented: The student proceeds directly to the project as proposed. 2) Approved with recommendations: The student takes the recommendations into account and begins to work on the project. 3) Approved with required changes: The student must submit a revised MPP to the project supervisor before work on the project begins. 4) Required resubmission of revised MPP: A second MPC must be held before the project begins.
Overall, the Major Project should demonstrate the student’s ability to: Conceptualize an important problem or issue in ministry; articulate a rationale for the significance of the project; hypothesize probable findings and conclusions, where appropriate; show familiarity with and an understanding of the literature applicable to the research area and its pertinence to the chosen topic and engage in conversation with that literature throughout the project; utilize a method appropriate for the question or issue under consideration and be able to justify its pertinence; take into account the socio-economic, racial/ethnic, cultural, historical, religious, theological, and other contextual dimensions for the practice of ministry; reflect theologically on the central issue of the project; offer suggestions for further research.
This asynchronous course serves as the final intensive drafting phase for students’ Major Projects, moving students from individual chapters to a cohesive, full-length manuscript in preparation for spring graduation. Under the supervision of a Major Project Mentor, students finalize their data collection and fieldwork, integrating their findings into a unified narrative that emphasizes theological synthesis and methodological rigor. The course culminates in the technical polishing of the document according to university standards and the preparation of the research presentation for the DMin Symposium, ensuring the project is ready for professional publication and formal submission.
