school of theology and religious studies

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SCHOOL OF THEOLOGY AND RELIGIOUS STUDIES Graduate Study in Theology and Religious Studies

Goals and Assessments of Student Learning Outcomes

The School of Theology and Religious Studies (STRS) at The Catholic University of America, constituted in its current form in 2003, takes as its twin goals “to promote excellence in teaching, research, and publication in the area of theology and religious studies, and to provide the professional training of lay and clerical leaders who will serve the Roman Catholic community in the United States and throughout the world.” The School “places emphasis on an interdisciplinary approach and collaboration with other schools of the university, on the ecumenical and inter-religious dimensions of all theological studies, on the exploration of relations between religion and culture, and on the promotion of informed efforts to work for justice and peace, both within the Church and in the world.” STRS is one of the largest theological faculties in the United States and sustains a correspondingly large number of graduate programs, offering ecclesiastical, civil and pastoral degrees in theology and religious studies including collaborative degree and graduate certificate programs. The School’s programs encompass the following: • Ecclesiastical degrees: Graduate degrees in theology recognized as having canonical effects

in virtue of the School’s status as a pontifical faculty that the Holy See accredits. Of these graduate degrees – Bachelor of Sacred Theology (S.T.B.), Licentiate in Sacred Theology (S.T.L.) and Doctorate in Sacred Theology (S.T.D.) – the School offers the latter two with specializations in the fields of biblical theology, liturgical studies/sacramental theology, moral theology, historical theology, and systematic theology.

• Civil degrees: The Master of Arts and Doctor of Philosophy in the fields of biblical studies, church history, historical theology, liturgical studies/sacramental theology, moral theology/ethics, religious education/catechetics, religion and culture, spirituality, and systematic theology; and two collaborative Master of Arts degrees—an M.A. in the history of religions (especially Hinduism) in conjunction with the Washington Consortium of Universities; and an M.A./M.S. in Library Science run jointly with the School of Library and Information Science.

• Pastoral degrees and graduate certificates: Graduate degrees in the fields of religious education/catechetics (Master of Religions Education), Catholic theology (Master of Divinity) and Hispanic ministry (Master of Divinity in Hispanic Ministry), and adult spiritual formation, liturgical studies/sacramental theology, and pastoral care and counseling (Doctor of Ministry); and short, non-degree programs to supplement ecclesiastical or civil degrees with an emphasis on pastoral studies (Graduate Certificate in Pastoral Studies) and Hispanic pastoral leadership (Graduate Certificate in Hispanic Pastoral Leadership).

STRS is accredited by the Association of Theological Schools in the United States and Canada (ATS), a membership organization of more than 250 graduate schools that conduct post-baccalaureate professional and academic degree programs to educate persons for the practice of ministry and for teaching and research in the theological disciplines. STRS underwent a successful accreditation process with ATS in 2007 and used that opportunity to assess many of

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its practices and programs.

ECCLESIASTICAL DEGREE PROGRAMS

Since 1931, uniform norms that Catholic faculties and universities throughout the world observe have regulated the sequence of the Baccalaureate (S.T.B.), Licentiate (S.T.L.), and Doctorate in Sacred Theology (S.T.D.). In 1979, Pope John Paul II promulgated an apostolic Constitution, Sapientia Christiana, which currently governs the granting of ecclesiastical degrees, and the Norms of Application issued by the Sacred Congregation for Catholic Education set broad standards for the structuring of ecclesiastical degrees for Faculties around the world. The ecclesiastical degrees provide a theological education focused on research. For many years recipients of these degrees were almost exclusively men preparing for the reception of Holy Orders in the Roman Catholic Church or wishing to acquire further theological competency after ordination. For several decades, however, the program has welcomed all qualified men and women to prepare themselves for a wide variety of roles and ministries in the Church and world through these academic degrees in theology.

Bachelor of Sacred Theology (S.T.B.)

I. Program Description

The S.T.B. degree provides familiarity with the wide variety of subject matter and disciplines that constitute the Christian theological tradition. It is one of several degrees within the School (with the M.Div. and M.A.) that may be combined with studies for ordination, and is generally categorizable as a master’s degree. Because it is necessary that ecclesiastical degrees be “transferrable” to other ecclesiastical programs around the world, it is important that there be considerable structural continuity to such programs the world over. Accordingly, the fields of instruction, number of years to degree, and other broad parameters for such programs are set out in the Norms of Application set by the Sacred Congregation for Catholic Education. Further details, including the quantity of courses or credit hours in each subject, course syllabi, and reading lists are determined by individual Faculties. Applicants to the program have a bachelor’s degree, including a broad foundation in philosophy and religious studies; a reading knowledge of Latin and an academic record providing evidence of superior achievement and the ability to pursue graduate work, as reflected in strong grades and standardized test scores (usually on the GRE). The School’s Ecclesiastical Degrees Committee reaches the decisions on suitability for admission to this program. For the degree, students successfully complete a minimum of 69 semester hours of course work, including 21 credits of foundational courses (e.g. TRS 660: History and Method in Theology, TRS 650A: Introduction to Christian Spirituality, TRS 630A: Foundations of Christian Moral Life), 15 credits of systematic theology, six credits of liturgical studies, nine credits of moral theology, 15 credits of scripture, and three credits of church history. They must also complete several pro-seminars introducing graduate students to academic writing style and research

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methodologies. Students who are candidates for priesthood in the Roman Catholic Church must take at least one course in a non-Roman Catholic ecclesial tradition during the course of studies. Graduates of the program frequently proceed to ordination, a process independent of their academic studies. Students who have received at GPA of at least 3.0 are qualified to advance to the Licentiate in Sacred Theology program.

II. Goals for Student Learning Students who graduate with a Bachelor of Sacred Theology will: 1. Demonstrate an introductory and foundational knowledge of each of the major disciplines

that constitute the Christian theological tradition, including scripture, liturgy and sacraments, moral theology, systematic theology, spirituality, and canon law;

2. Exhibit the theological knowledge and pastoral skills necessary for professional ministry in the Roman Catholic Church; and

3. Demonstrate the level of theological knowledge and academic skills necessary to pursue a more advanced degree in theological studies, normally the S.T.L.

4. Display a reading knowledge of Latin.

III. Student Assessment Outcome Measures 1. Admission: Applicants have a bachelor’s degree, including a broad foundation in philosophy

and religious studies; some reading knowledge of Latin and an academic record providing evidence of superior achievement and the ability to pursue graduate work in theological studies. There is no minimum GPA or GRE requirement, although these measures form part of the basis for a judgment about the student’s aptitude for theological studies.

2. Foreign language requirement: Students demonstrate a reading knowledge of Latin by the end of the first semester by passing a timed exam drafted and evaluated by qualified faculty members in TRS or the Greek and Latin department.

3. GPA: Students must maintain a G.P.A. of at least 2.75. 4. Advising: S.T.B. students are assigned academic advisors, who meet with them regularly to

consult on course selection. (Students may be prevented from registering, if they have not cleared their proposed courses with the advisor.) Advisors generally maintain tracking sheets to oversee student progress toward the degree. Problems involving students are addressed by the area director or advisor and, when necessary, are referred to the Associate Dean for Seminary and Ministerial Studies (ADSMS).

5. Pro-seminar: S.T.B. students take a pro-seminar in theological sources and research methodology during their first semester.

6. Comprehensive examination: Students must pass a comprehensive exam consisting of either a three-hour written examination or a one-hour oral examination before three members of the faculty, with the format chosen by the student. To pass the comprehensive exam, a student must receive an average grade of 2.5 (on a scale of 0 to 4.0) on the exam. The subject matter of the examination is material covered in the courses in systematic and sacramental theology, moral theology, and Scripture. Past exam questions and a list of themes and readings for review are available for students to review. A candidate for the S.T.B. degree may not

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continue candidacy after two failures in the comprehensive examination.

IV. Use of Results to Improve Student Learning

1. Because the S.T.B. is an ecclesiastical degree governed by international norms, its structure

admits of only limited local variations. Faculty assignments may be revised in response to suggestions and criticisms expressed in course evaluations; the character and number of courses in individual subjects may be and have been adjusted in light of the changing profiles of students (e.g. the degree of philosophical and theological knowledge with which they arrive, as reflected in undergraduate transcripts and class performance at CUA); and language requirements and examining methods may also be adjusted as the faculty deems necessary.

2. The Ecclesiastical Degrees Committee within STRS makes designations regarding how specific courses meet the degree requirements, and must therefore approve curricular modifications of the sort described above.

3. Individual faculty members are responsible for adjusting the content of their courses in response to formal and informal feedback from students and colleagues in their academic areas.

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Licentiate in Sacred Theology (S.T.L.)


The S.T.L. degree involves developing student mastery of appropriate methods of scientific investigation in theology and entails specialization in one of the following areas of theological concentration: biblical theology, liturgical studies/sacramental theology, moral theology, historical theology, and systematic theology. Because it is necessary that ecclesiastical degrees be “transferrable” to other ecclesiastical programs around the world, it is important that there be considerable structural continuity to such programs the world over. Accordingly, the fields of instruction, number of years to degree, and other broad parameters for such programs are set out in the Norms of Application set by the Sacred Congregation for Catholic Education. Further details, including the quantity of courses or credit hours in each subject, course syllabi, and reading lists are determined by individual Faculties. Applicants must have completed a previous academic program calculated to engender a basic familiarity with the long history of Christian theological endeavors – usually the S.T.B. or, alternatively, a Master of Arts or Master of Divinity with course work equivalent to that for the S.T.B. at CUA and theological proficiency in Latin. The STRS Ecclesiastical Degrees Committee assesses the qualifications of applicants and makes decisions regarding prerequisites.

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The S.T.L. requires a minimum of 24 credit hours of course work on the 700 or 800 levels, and students must demonstrate research proficiency in Biblical Greek and a modern language, usually either French or German. Students with a specialization in biblical theology must satisfy additional requirements in Greek and Hebrew. S.T.L. students must also complete a thesis. S.T.L. graduates are qualified to teach in a major seminary or equivalent school. Graduates of CUA’s S.T.L. program teach in seminaries around the country.

II. Goals for Student Learning Students who graduate with a Licentiate in Sacred Theology will: 1. Demonstrate a specialized knowledge, meeting international standards, of one of the

following major areas: biblical theology, liturgical studies/sacramental theology, moral theology, historical theology, or systematic theology;

2. Exhibit, by successfully completing an S.T.L. thesis, a grasp of methods of scientific investigation in his or her field sufficient to advance to the pursuit of a doctoral degree in that area;

3. Demonstrate the level of theological knowledge and academic skills necessary to teach in a major seminary or school of theology; and

4. Possess the ability to use, for purposes of research, theological Latin, biblical Greek, and either French or theological German.

III. Student Assessment Outcome Measures

1. Admission: Applicants must have completed a previous graduate-level academic program

calculated to engender a basic familiarity with the long history of Christian theological endeavors – usually the S.T.B. or a Master of Arts or Master of Divinity with course work equivalent to that for the S.T.B. at CUA and research proficiency in Latin.

2. Foreign language requirements: Students must pass language proficiency exams in Latin, Biblical Greek, and a modern language, usually through a one-hour written translation evaluated by qualified faculty members. In the case of Latin and the modern language a theological facility with the language must be demonstrated. These requirements may in some cases be met by passing a specialized course (e.g. TRS 504: Theological German) or by carrying out a “language project” involving the translation of an article in the students area of study followed by an oral exam. Students specializing in biblical theology must satisfy additional requirements in intermediate Greek and Hebrew.

3. GPA: Students must maintain a cumulative GPA, derived from the combined average of course work, thesis and comprehensive examination, of 3.0 or higher.

4. Advising: S.T.L. students are assigned academic advisors, who meet with them regularly to consult on course selection. (Students may be prevented from registering, if they have not cleared their proposed courses with the advisor.) Advisors generally maintain tracking sheets to oversee student progress toward the degree. Problems involving students are addressed by the area director or advisor and, when necessary, are referred to the Associate Dean for Seminary and Ministerial Studies (ADSMS).

5. Pro-Seminars: S.T.L. students must participate in four workshops conveying information

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about professionalization, learned societies, publications, and thesis procedures. Attendance at these workshops is recorded by the office of the ADGS via an electronic checklist.

6. Research Guidance: Beginning in the second semester, S.T.L. students register for research guidance for three successive semesters, during which they are guided by a faculty member in readings within the area in which they propose to write a thesis.

7. Admission to Candidacy: Upon completion of all course requirements, including pro-seminars, and language requirements, students apply for admission to candidacy. The area director ascertains that all requirements have been met, and area faculty vote to admit to candidacy based on their judgment of whether the student’s prior work displays the ability to write an acceptable thesis.

8. Licentiate reading list: S.T.L. reading lists are developed within individual academic areas and serve as the basis for comprehensive examinations. They are periodically updated by area faculty and approved by the Ecclesiastical Degrees committee.

9. Thesis proposal: Each student must write a thesis of 75 to 100 pages (approximately 25,000 to 35,000 words), which demonstrates the ability to proceed further in scientific theological research. This requires drafting and seeking approval for a thesis proposal drafted in collaboration with the thesis director and following a format for theses and dissertations standardized at the university level. The thesis proposal undergoes an intensive vetting process in which it must be approved by the director and a reader named by the academic area director; the faculty of the student’s academic area; and the Ecclesiastical Degrees Committee.

10. Thesis: The thesis should give evidence of the student’s training in research and make a contribution to theological knowledge involving a limited, yet significant, problem of investigation. It must prove familiarity with basic research methods and techniques, technical mastery of the limited subject matter and ability to exercise sound theological judgment and formulate accurate conclusions. The director and reader must approve the completed thesis before credit is granted (six semester hours). At that point the student becomes eligible to take comprehensive exams.

11. Comprehensive examinations: Each student must successfully complete written and oral comprehensive examinations requiring mastery of the chosen concentration. To qualify for these comprehensive examinations, the student must have maintained at least a 3.0 cumulative grade point average. A candidate for the S.T.L. degree may not continue candidacy after two failures in the comprehensive examinations. The written examination is based on a fixed list of books in the student’s area of concentration; it is four hours in duration. The director and reader of the thesis plus one additional faculty member assigned by the academic area director read and grade the exam separately; their assessments are then tabulated by the academic area director. Students must receive a passing grade of at least 3.0 to proceed to the oral comprehensives. The oral examination is also based on a student’s reading list. One hour in duration, it takes place before the same examiners who previously graded the written comprehensives. The panel also grades this exam on a 0 to 4 scale. The final result is the average of the scores given by each of the three examiners in a secret vote. Students must earn a 3.0 average score to pass the oral. Students who fail any part of the comprehensive exams must sit for the entire exams again and must wait at least one month before retaking the exams. A candidate for the S.T.L. degree may not continue candidacy after two failures in the comprehensive examinations.

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1. Because the S.T.L. is an ecclesiastical degree governed by international norms, its structure

admits of only limited local variations. Faculty assignments may be revised in response to suggestions and criticisms expressed in course evaluations; the character and number of courses in individual subjects may be and have been adjusted; reading lists for comprehensive exams are periodically updated; and language requirements and examining methods may also be adjusted as the faculty deems necessary.


3. Individual faculty members are responsible for adjusting the content of their courses in response to formal (i.e. course evaluations) and informal feedback from students and colleagues in their academic areas.

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Doctor of Sacred Theology (S.T.D.)


The Doctor of Sacred Theology is an academic degree conferred only after a candidate with a basic, tested theological foundation and proven competence in one area of specialization (as evinced at the S.T.L. level) has shown ability for advanced achievement in scholarly research and publication. The S.T.D. is a two-year program focused on the writing of a doctoral dissertation. Because it is necessary that ecclesiastical degrees be “transferrable” to other ecclesiastical programs around the world, it is important that there be considerable structural continuity to such programs the world over. Accordingly, the fields of instruction, number of years to degree, and other broad parameters for such programs are set out in the Norms of Application set by the Sacred Congregation for Catholic Education. Further details, including the quantity of courses or credit hours in each subject, course syllabi, and reading lists are determined by individual Faculties. Applicants to the S.T.D. program must possess an S.T.L. from CUA or its equivalent, as assessed by the Ecclesiastical Degree Committee, and have attained a cumulative G.P.A. of 3.3 or better in previous graduate work. Students whose preparation (S.T.L. or equivalent) is in an area of concentration differing from that proposed for the S.T.D. are as a rule required to take additional courses and/or pass the licentiate comprehensive examination in the new academic area of study. S.T.D. students participate in non-credit pro-seminars for doctoral students, take at least 12 semester hours of advanced course work and write and defend a doctoral dissertation. They register for dissertation guidance beginning in their first semester.

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Receipt of the degree qualifies them to serve on the faculty of an ecclesiastical university. Students who have received the S.T.D. from Catholic University teach at and administer Catholic universities and seminaries around the world.

II. Goals for Student Learning Students who graduate with a Doctorate in Sacred Theology will:

1. Demonstrate mastery of a specialized area of theological studies, in accordance with norms

established by the Sacred Congregation for Catholic Education; 2. Have made a real contribution to theological knowledge in the form of the dissertation, and

in so doing have demonstrated the breadth and depth of advanced knowledge and skill in the specialty area to produce constructive research and contribute to the life of the academy;

3. Possess research proficiency in Latin, biblical Greek, and two modern languages (e.g. French, German, Italian)

4. Be qualified to teach theology in a Catholic university or Ecclesiastical Faculty, and thus to provide for the intellectual formation of future faculty at Catholic institutions of higher learning.


1. Admission: Applicants must possess an S.T.L. from CUA or its equivalent, as assessed by the Ecclesiastical Degree Committee, and have attained a cumulative G.P.A. of 3.3 or better in previous graduate work. Students who plan to change their area of concentration for the S.T.D. usually must meet additional pre-requisites, such as taking additional courses and/or passing the licentiate comprehensive examination in the new academic area of study.

2. GPA: Students must maintain at least a 3.0 G.P.A. in their course work. 3. Research papers: Working closely with their instructors, S.T.D. students must produce a

substantial research paper (ca. 25-30 pages) that aspires to publishable quality in each of their four courses.

4. Foreign language requirements: Students must demonstrate proficiency in Latin, Biblical Greek, and two modern languages (usually French and German). Students specializing in biblical theology must also master biblical Hebrew. The standard for the modern language requirements is not simply basic reading knowledge but rather a command of theological usage. The means for satisfying these requirements follow the procedures within the individual areas, but most often involve a one-hour translation exercise designed and graded by School faculty members.

5. Dissertation proposal: Students must propose and complete a doctoral dissertation. The dissertation proposal undergoes an intensive vetting process through which the director and readers, the faculty of the student’s academic area, the STRS Ph.D. Committee, the Dean of STRS, a blind outside reviewer, and finally the Vice Provost for Graduate Studies must approve it.

6. Dissertation: In comparison to other institutions offering the S.T.D., STRS places great emphasis on producing a sizable and significant doctoral dissertation. Expectations are that it

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will demonstrate the student’s technical mastery of the subject, skill at engaging in scholarly research and proficiency in formulating conclusions significant to the academic theological community.

7. Comprehensive oral examination (lectio): Prior to defense of the doctoral dissertation, each student must pass a comprehensive oral examination (lectio) on the origins, history and contemporary status of the entire major area suggested by the topic of the dissertation. In consultation with his or her director and readers, a student selects five topics related to but not reproducing the dissertation topic, which the academic area director must approve. The dissertation director selects one topic for the examination and conveys it to the student 24 hours in advance of the lectio. The student then prepares and delivers a 25-minute lecture on the topic, using a one-page outline as notes, and subsequently responds to 30 minutes of questions from the dissertation director and readers. The members of this committee then award secret grades according to the following rubric: Excellent (3.75 or above), Outstanding (3.50 to 3.75), Superior (3.25 to 3.50), Pass (2.50 to 3.50), which are averaged to produce the final grade for the oral exam. A grade below 2.50 is a failure. A student who fails the lectio may not proceed to the dissertation defense. A new lectio may be scheduled after one month. In the event of a second failure, the student is no longer eligible for the degree.

8. Oral defense: Following approval of the written dissertation and passing the oral comprehensive, the student must present a public defense of the dissertation before the director and readers. The director organizes the dissertation, which must involve a committee including the director, the readers, and a Chair and Secretary recruited from outside STRS. In the defense, the student provides a 10- to 15-minute presentation without notes, describing the origins of the project, the specific topic and methodology involved, and the chief conclusions. There follows an initial round of 15 minutes of questioning from the director and each of the readers, followed by a second round of the same length at the conclusion of which the Secretary and Chair may also pose questions. After excusing the candidate, the committee then votes on whether the student has passed the oral defense, assigning grades in secret using the scale also used for the lectio (see above). The chief criteria for this evaluation are the scope of the student’s knowledge, ability to respond effectively and thoroughly to questions, the degree of critical and analytical thought evinced in the student’s performance, and the ability to expand upon his/her findings and apply them to problems and issues beyond the dissertation. The three members of the dissertation committee also grade the dissertation itself, using the same grading system as that employed for the lectio. The chair of the defense averages the individual grades to provide final grades.

9. Dissertation submission: Once a student has successfully defended the dissertation, s/he must revise it to include any changes the examining committee has required and bring it into conformity with the formatting requirements set out by the office of the Dean of Graduate Studies before it can be deposited.

10. Final grade: The final grade for the S.T.D. degree is calculated as follows: 30% for course work; 50%, dissertation; 10%, Lectio and 10%, oral defense.


1. Because the S.T.L. is an ecclesiastical degree governed by international norms, its structure

admits of only limited local variations. Faculty assignments may be revised in response to suggestions and criticisms expressed in course evaluations; the character and number of

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courses in individual subjects may be and have been adjusted; reading lists for comprehensive exams are periodically updated; and language requirements and examining methods may also be adjusted as the faculty deems necessary.


3. Individual faculty members are responsible for adjusting the content of their courses in response to formal (i.e. course evaluations) and informal feedback from students and colleagues in their academic areas.

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CIVIL DEGREE PROGRAMS

The civil degrees of Master of Arts and Doctor of Philosophy have as their purpose the intellectual formation of students as research scholars, teachers, and professional practitioners of their chosen disciplines. At present, STRS offers M.A. and Ph.D. degrees in each of the following eight academic programs: Biblical Studies (BS), Church History (CH), Historical and Systematic Theology (HST; at the Ph.D. level, there are distinct programs in Historical Theology and Systematic Theology), Liturgical Studies/Sacramental Theology (LS/ST), Moral Theology/Ethics (MT/E), Religion and Culture (RC), Religious Education/Catechetics (RE/C), and Spirituality (S). In addition, STRS offers collaborative M.A. degrees in Religious Studies and Library and Information Science (as an M.A./M.S. in Library Science, awarded jointly with the School of Library and Information Science), and the History of Religions (through the Washington Consortium of Universities). The individual programs differ with respect to their specific requirements, including admissions requirements, language requirements, and the shape of comprehensive exams. Faculty members associated with the School’s seven academic areas have primary responsibility for setting and periodically reviewing and adjusting the requirements for each of these programs. (For administrative reasons the Spirituality and Religious Education/Catechetics programs are grouped in a single academic area.) One of the purposes of the reorganization of STRS and the revision of its civil degree programs in 2003 was to promote an ethos of dialogue, cooperation and cross-disciplinary formation among the School’s varying academic programs. For this reason, the M.A. and Ph.D. programs generally require some course work in at least one academic area or discipline outside of the student’s area of specialization.

Master of Arts (M.A.) The M.A. degree seeks to promote critical literacy and introduce students to scholarship and research in a selected area of theology and religious studies. Although the School formally awards a single M.A. in “Theology and Religious Studies,” in practice there are eight distinct degree programs corresponding to the academic programs listed above, each of which oversees the development of its own requirements.

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Courses for the M.A. are also open to students pursuing M.Div. and S.T.B. degrees. STRS holds that the interaction of students with different career goals – some intending academic careers, others pursuing ministerial careers – is beneficial to all. Instead of being held to varying requirements according to programs, students are expected to meet the same standards in each course, irrespective of which degree they are pursuing.

Master of Arts (M.A.) in Theology and Religious Studies

Biblical Studies (BS)

I. Program Description The Biblical Studies program provides students with a philologically oriented training in methodologies for engaging in the exegesis of biblical texts. The M.A. program takes as its primary goal student mastery of biblical languages. It is not designed to produce a terminal M.A. degree; rather, it is geared specifically to prepare students for the Ph.D. in Biblical Studies. Successful applicants have a bachelor’s degree with a major, or at least a minor, in theology or religious studies or an equivalent field, and have shown superior achievement and the ability to succeed in graduate work, as evidenced by a G.P.A. of at least 3.3. They must have attained suitable combined scores on the GRE or MAT exams. For foreign students, also requisite are scores on the TOEFL exam that meet basic University requirements. The director of the academic area makes recommendations regarding admission and pre-requisites, which the Associate Dean for Graduate Studies reviews and approves. Students are not expected to have fulfilled requirements in biblical languages prior to admission. To earn the M.A., students in the Biblical Studies (BS) concentration complete at least 30 credit hours of course work at the 600 level and above, a research requirement (normally a master’s thesis, or, in cases in which a student is unlikely to proceed to the doctoral level, two seminar papers), and a comprehensive examination. They focus their course work on acquiring advanced Biblical Greek and advanced Biblical Hebrew skills. In some cases, students at the M.A. level may also begin to acquire the competency in a Semitic language that is required at the doctoral level. After satisfying pre-requisites in theology, they must also study biblical exegesis in 800-level courses, take at least one course in a related academic area (e.g. history, theology, archeology) and display an ability to work with language texts and biblical commentaries in either French or German. Master’s students must also participate in several pro-seminar workshops introducing them to academic writing style and research methodologies. The Associate Dean may consider students, who clearly intend to go on to doctoral work and who show promise of succeeding at that level, for scholarships and/or teaching or research assistantships. Students are also encouraged to participate in and present papers at meetings of professional societies such as the Society for Biblical Literature, the American Academy of Religion, and the Catholic Biblical Association; and to submit particularly worthy papers for consideration for publication in journals in the field.

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Students who have completed the M.A. may be advanced to the doctoral degree program in their academic area with the approval of area faculty. Unlike other M.A. programs in the School, the program in Biblical Studies was not conceived as a terminal degree, but rather expressly serves to prepare students for doctoral work. As a result, it produces few degree recipients who pursue jobs outside of the field of biblical studies.

II. Goals for Student Learning

Students who graduate with a Master of Arts in Theology and Religious Studies with the concentration in Biblical Studies will: 1. Demonstrate knowledge of basic methodological issues in their area of specialization; 2. Exhibit critical literacy in their field, including the ability to exercise sound judgments

involving analysis, comparison and/or criticism and draw appropriate and accurate conclusions;

3. Have achieved mastery of Biblical Hebrew and Biblical Greek; 4. Have sufficient knowledge of French or German to work with facility with materials in that

language dealing with biblical languages and texts; 5. Have received an introduction to the skills requisite to engaging in the exegesis of biblical

texts; 6. Present an understanding of and insight into the complexities of the dialogue between

theology and religious studies; and 7. Be prepared to continue on to doctoral work in their area of specialization.

III. Student Assessment Outcome Measures 1. Admission: Successful applicants have a bachelor’s degree with a major, or at least a minor,

in theology or religious studies, and have shown superior achievement and the ability to succeed in graduate work, as evidenced by an undergraduate GPA of at least 3.3. They have attained suitable combined scores on the GRE or MAT exams. For foreign students, also requisite are scores on the TOEFL exam that meet University requirements

2. Advising: The academic area director serves as the advisor for M.A. students and meets with them regularly to consult on course selection. (Students may be prevented from registering, if they have not cleared their proposed courses with the advisor.) As a rule, academic areas also engage in an annual review of students at which faculty discusses student progress and airs potential problems.

3. Course work/GPA: M.A. students must maintain a GPA of 3.0 to remain in good standing, and a G.P.A. of 3.3 to qualify for advancement to the doctoral level. The Associate Dean for Graduate Studies ( ADGS) periodically reviews student GPAs, and students who fail to maintain the minimum GPA for their program may, after consultation with their advisor, be placed on academic probation and then, after one semester, dismissed. The office of the ADGS also monitors student milestones, including completion of the M.A. pro-seminars, satisfaction of language requirements, and passing of comprehensive exams.

4. Pro-Seminars: M.A. students are required to participate during their first year in workshops

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introducing them to the University’s library system, to research methodologies, and to academic writing. Participation is noted in an electronic checklist.

5. Foreign language requirements: Students must demonstrate control of Biblical Hebrew and Biblical Greek by completing coursework at an advanced level in each. They must also satisfy the area director that they have facility with French or German by passing a translation exam or its equivalent.

6. M.A. comprehensive examinations: Students usually take their comprehensive exams in the final semester of course work, after they have completed all language requirements. Administered in three parts on two separate days, M.A. comprehensives in BS include three hours on Greek, three hours on Hebrew, and three hours on exegesis. The area director oversees the formulation of exam questions and assigns faculty members to evaluate the exams.

7. Thesis requirement: Following successful completion of comprehensive exams, M.A. students who intend to go on to the doctorate in Biblical Studies must write a master’s thesis, for which they receive six credits. The thesis itself should demonstrate the student’s ability to do research by means of a modest contribution to knowledge involving a limited but significant topic of investigation. Specifically, the thesis should prove the student's familiarity with basic methods of research; mastery of the limited subject matter; knowledge and skill in exercising sound judgments involving analysis, comparison, and/or criticism; and knowledge and skill at drawing appropriate and accurate conclusions. The nature of the subject matter and the research involved primarily govern the length of the thesis, but ordinarily it should be 75-100 pages. Students complete their M.A. theses in conjunction with a director and a reader. The school’s M.A. Committee vets proposed topics. Area faculty members evaluate the thesis on a pass/fail basis.

8. Non-thesis option seminar papers: Students who do not perform up to doctoral standards in the work or who for other reasons which to stop with a Master’s degree have the option of submitting two term papers instead of a thesis in fulfillment of the research requirement. These papers should be 25-35 pages long and aspire to be of publishable quality. At least one of these papers must demonstrate facility with one of the foreign languages in which the student has been examined.

9. Student course evaluations: Students submit course evaluations that are scanned so that they are available for review by the Dean and the ADGS. Instructors then receive the evaluations for their benefit.

10. Informal student feedback: The Dean meets periodically with members of the STRS Student Organization and also holds occasional “Town Hall Meetings” with any interested graduate students. In these sessions, students are informed of ongoing developments within the school and have the opportunity to bring their questions and concerns to the School administrators.

11. End-of-program survey: The Career Services Office has administered up through the present year a questionnaire to graduated students and reported its findings to the School regarding placement, starting salaries, and satisfaction with career path. This function will migrate to the Center for Planning and Information Technology beginning next year.

IV. Use of Results to Improve Student Learning 1. Faculty members and administrators in the School routinely use the various findings of the

14

Student Assessment Outcome Measures as the basis for making adjustments to the individual M.A. programs, primarily at the level of the academic area. Academic areas, under the leadership of area directors or program liaisons, advise students, instruct and grade students, teach and evaluate language skills, and create and assess comprehensive exams. Based on these processes, academic areas periodically re-calibrate the practices and requirements for each degree program. The BS area director is able to access student files, including transcripts, electronically and in the physical School files, and also keeps files on area students. The academic area faculty members meet monthly to attend to area business. Any changes in procedures or policies for students are posted on the School website.

2. In addition, the Executive Council – a monthly meeting of the School’s deans and academic area directors – can take the initiative to revise master’s programs, as can full School faculty meetings. Working with data and profiles from students across the School, the Executive Council can harmonize language requirements, respond to negative patterns in teaching as reported in course evaluations, and add requirements that cross several areas (such as the course in hermeneutics that fulfills a requirement in several areas).

3. Faculty members administer and have access to teaching evaluations, and adjust their courses accordingly. In addition, they have ready access to training and technical support from CPIT for the use of course management software and other technological aids, should they deem it desirable, in light of responses from students and colleagues, to include them in their teaching.

4. The Dean exercises oversight over graduate studies in various respects. The Dean may draw on the contributions of “Town Hall Meetings” with graduate students to improve the procedures dealing with the graduate curriculum, or engage in an independent review of faculty syllabi and course evaluations, or review enrollment figures and adjust course offerings in order to ensure that common standards of quality are being met across the School.

*****

Master of Arts (M.A.) in Theology and Religious Studies Church History (CH)


This program prepares students for careers in education and research, providing both a general background in the history of the church and a specialization in a particular area of that history. Applicants for this M.A. have a bachelor’s degree with a major, or at least a minor, in theology or religious studies, although the program will also accept a B.A. in history; and have evidenced superior achievement and the ability to succeed in graduate work, as reflected in their undergraduate GPA and their scores on the GRE or MAT exams. TOEFL exams meeting minimum University requirements are requisite for foreign students. The director of the academic area makes recommendations regarding admission and pre-requisites, which the Associate Dean for Graduate Studies reviews and approves. To earn the degree with a concentration in Church History, students complete at least 30 credit hours of course work at the 600 level and above, satisfy a research requirement (either two

15

article-length seminar papers that aspire to be of publishable quality or a master’s thesis), and pass a comprehensive exam. CH mandates that students demonstrate reading knowledge of a modern foreign language (ordinarily French or German). In addition, depending on their area of specialization within CH, students might also need a reading knowledge of Greek and/or Latin. All first year students are required to take a core course, The Writing of Church History (TRS 521). All M.A. students must also participate in several pro-seminar workshops introducing them to academic writing style and research methodologies. The Associate Dean may consider students, who clearly intend to go on to doctoral work and who show promise of succeeding at that level, for scholarships and/or teaching or research assistantships. Students are also encouraged to participate in conferences and professional societies and, in some cases, to develop their work for submission for publication Students who have completed the M.A. may be advanced to the doctoral degree program in their academic area with the approval of area faculty. Students who take the M.A. as a terminal degree may proceed to a variety of careers. Recent M.A. degree recipients in Church History have taken positions in teaching, publishing, and library science.


Students who graduate with a Master of Arts in Theology and Religious Studies with a concentration in Church History will: 1. Demonstrate knowledge of basic methodological issues in their area of specialization; 2. Exhibit critical literacy in their field, including the ability to exercise sound judgments

involving analysis, comparison and/or criticism; and to draw appropriate and accurate conclusions;

3. Demonstrate reading knowledge of a modern foreign language (ordinarily French or German) and, if required for their area of specialization within CH, also a reading knowledge of Greek and/or Latin;

4. Present an understanding of and insight into the complexities of the dialogue between theology and religious studies; and

5. Be prepared to continue on to doctoral work in their area of specialization.

III. Student Assessment Outcome Measures 1. Admission: See program description above. 2. Advising: The academic area assigns M.A. students advisors, who meet with them regularly

to consult on course selection. (Students may be prevented from registering, if they have not cleared their proposed courses with the advisor.) Academic area directors generally maintain tracking sheets to oversee student progress toward the degree. As a rule, academic areas also engage in an annual review of students at which faculty discusses student progress and airs potential problems. Problems involving students are addressed by the area director or advisor and, when necessary, are referred to the ADGS.

3. Course work/GPA: M.A. students must maintain a GPA of 3.0 to remain in good standing,

16

and a GPA of 3.3 to qualify for advancement to the doctoral level. The ADGS periodically reviews student GPAs, and students who fail to maintain the minimum may be placed on academic probation and then, after one semester, dismissed. Advisors and the area director may be called upon to assist students on probation in determining how to improve their performance. The office of the ADGS also monitors student milestones, including the colloquy, completion of coursework including the M.A. pro-seminars and research papers, fulfillment of language requirements, and comprehensive exams.

4. Pro-Seminars: M.A. students are required to participate during their first year in workshops introducing them to the University’s library system, to research methodologies, and to academic writing. Participation is noted in an electronic checklist.

5. Colloquy: At the beginning of their second semester students meet with a panel of faculty members including the area director and two of their instructors from the prior semester. At this meeting the students’ future program is discussed. In light of student interests and abilities as reflected in their coursework up to that point, a determination is made regarding the subfield of church history in which the student will proceed. This determination sets the structure of the students’ MA comprehensives and may also result in the assignment of a new advisor specific to that subfield.

6. Foreign language requirements: M.A. students in church history must demonstrate competence in French or German in one of three ways: by passing a University course geared toward reading and research in the relevant language; by passing the one-hour standardized Princeton exam administered at the University’s counseling center; or by completing a translation project in which they translate an entire article, summarize it, and then submit to an examination on it by a TRS professor. Students working in the patristic, medieval, or Renaissance periods must further demonstrate facility with Latin or Greek by successfully completing a course or passing an examination administered by the Greek and Latin department.

7. M.A. reading list: In preparation for comprehensive exams, students in Church History use a common reading list covering the six subfields in the program (patristics, medieval, Renaissance/Reformation, early modern, modern, and American) for all except their own period of specialization; for their own subfield, a personalized reading list is created in consultation with their advisor. Students also submit suggested topics and general questions to their advisor to be consulted in the drafting of comprehensive exams.

8. Non-thesis option seminar papers: Students must submit two term papers in fulfillment of the research requirement. These papers, normally written in the context of 800-level seminars, should be 25-35 pages long and aspire to be of publishable quality. At least one of these papers must demonstrate facility with one of the foreign languages in which the student has been examined. The papers are evaluated by the professor to whom they are submitted, and a brief evaluation and/or copy of each paper is deposited in the student’s file. The area director confirms that this requirement has been met before the student may proceed to sit for comprehensive exams.

9. Thesis option: Alternatively, students may elect to write a master’s thesis for which they receive six credits. One benefit to this option is that students may work on the thesis over the summer, e.g. at a time when they would not be able to take the courses in which they might write the two papers that would otherwise satisfy the research requirement. The thesis itself should demonstrate the student’s ability to do research by means of a modest contribution to knowledge involving a limited but significant topic of investigation. Specifically, the thesis

17

should prove the student's familiarity with basic methods of research; mastery of the limited subject matter; knowledge and skill in exercising sound judgments involving analysis, comparison, and/or criticism; and knowledge and skill at drawing appropriate and accurate conclusions. The nature of the subject matter and the research involved primarily govern the length of the thesis, but ordinarily it should be 75-100 pages. Students complete their M.A. theses in conjunction with a director and a reader. The school’s M.A. Committee vets proposed topics. The director and reader evaluate theses on a pass/fail basis

10. M.A. comprehensive examinations: Students usually take their comprehensive exams in the final semester of course work, after they have completed all language requirements. Administered in two parts on separate days, the Church History comprehensive exam features a general section on the field as a whole and a second part devoted to the student’s area of specialization. At least two and in, in cases of a split decision, three faculty members read each part of the exam, evaluating it on a pass/fail basis. Any part of the exam that is failed by two faculty members must be retaken if the student is to pass.



13. End-of-program survey: The Career Services Office has administered up through the present year a questionnaire to graduated students and reported its findings to the School regarding placement, starting salaries, and satisfaction with career path. This function will migrate to CPIT beginning next year.

IV. Use of Results to Improve Student Learning 1. Faculty members and administrators in the School routinely use the various findings of the

Student Assessment Outcome Measures as the basis for making adjustments to the individual M.A. programs, primarily at the level of the academic area. Academic areas, under the leadership of area directors or program liaisons, advise students, instruct and grade students, teach and evaluate language skills, and create and assess comprehensive exams. Based on these processes, academic areas periodically re-calibrate the practices and requirements for each degree program. The CH area director is able to access student files, including transcripts, electronically and in the physical School files, and also keeps files on area students. The academic area faculty members meet monthly to attend to area business, and may also on occasion review past enrollment figures to determine shifts in patterns of student interests and react accordingly. Any changes in procedures or policies for students are posted on the School website.

2. In addition, the Executive Council – a monthly meeting of the School’s deans and academic area directors – can take the initiative to revise master’s programs, as can full School faculty meetings. Working with data and profiles from students across the School, the Executive Council can harmonize language requirements, respond to negative patterns in teaching as reported in course evaluations, and add requirements that cross several areas (such as the

18

course in hermeneutics that fulfills a requirement in several areas). 3. Faculty members administer and have access to teaching evaluations, and adjust their courses

accordingly. In addition, they have ready access to training and technical support from CPIT for the use of course management software and other technological aids, should they deem it desirable, in light of responses from students and colleagues, to include them in their teaching.


*****


Historical and Systematic Theology (HST)

I. Program Description The Masters of Arts in Historical and Systematic Theology (M.A.) is the basic graduate degree in general Roman Catholic theology. The program provides sound initiation in graduate theological studies by assisting students in acquiring the ability to "think theologically." The unique strength of the program lies in the broad and solid grounding in the Roman Catholic tradition which it affords the candidate. HST offers a general M.A. degree in Roman Catholic theology; only at the doctoral level do students specialize in historical or systematic theology. Applicants to the M.A. degree program with a concentration in Historical and Systematic Theology (HST) have a bachelor’s degree with a major, or at least a minor, in theology or religious studies, possess basic proficiency in Latin and a grounding in philosophy (normally at least twelve credits). They evidence superior achievement and the ability to succeed in graduate work, as reflected in an undergraduate GPA of at least 3.0 and suitable combined scores on the GRE (normally a combined verbal and quantitative score of 1200 or above) or MAT exams. TOEFL exams meeting minimum university standards are requisite for foreign students. The director of the academic area makes recommendations regarding admission and prerequisites, which the Associate Dean for Graduate Studies reviews and approves. To complete this concentration, students take at least 30 credit hours of course work at the 600 level and above, satisfy a research requirement (either two article-length seminar papers that aspire to be of publishable quality or a master’s thesis), and pass a comprehensive exam. They also demonstrate reading ability in Latin and a modern foreign language (either a Romance language or German) and use one of these language proficiencies in meeting the research requirement. HST students take two core courses – History and Method in Theology (TRS 660) and Introduction to the Study of Religion (TRS 780A) – and nine credits of systematics, three in Scripture, three in moral theology, and nine in an area of theology or religious studies other than

19

HST. All M.A. students must also participate in several pro-seminar workshops introducing them to academic writing style and research methodologies. The Associate Dean may consider students, who clearly intend to go on to doctoral work and who show promise of succeeding at that level, for scholarships and/or teaching or research assistantships. Students are also encouraged to participate in and present papers at meetings of professional societies such as the American Academy of Religion or the College Theology Society; and to submit particularly worthy papers for consideration for publication in journals or other venues in the field. Students who have completed the M.A. may be advanced to the doctoral degree program in their academic area with the approval of area faculty. Students who take the M.A. as a terminal degree may proceed to a variety of careers. Positions that recent degree recipients in theology have taken include: associate pastor, teacher, director of religious education, and bishop.


Students who graduate with a Master of Arts in Theology and Religious Studies with a concentration in Historical and Systematic Theology will: 1. Demonstrate knowledge of basic methodological issues in historical and systematic theology; 2. Exhibit critical literacy in their field, including the ability to exercise sound judgments


3. Demonstrate reading ability in Latin and a modern foreign language (either a Romance language or German);

4. Show an understanding of and insight into the complexities of the dialogue between theology and religious studies; and



to consult on course selection. (Students may be prevented from registering, if they have not cleared their proposed courses with the advisor.) Academic area directors generally maintain tracking sheets to oversee student progress toward the degree. As a rule, academic areas also engage in an annual review of students at which faculty discusses student progress and airs potential problems.

3. Course work/GPA: M.A. students must maintain a GPA of 3.0 to remain in good standing, and a GPA of 3.3 to qualify for advancement to the doctoral level. The ADGS periodically reviews student GPAs, and students who fail to maintain the minimum GPA may be placed on academic probation and then, after one semester, dismissed. In such cases the academic area director may consult with the student to develop a plan for improving academic performance. The office of the ADGS also monitors student milestones, such as the completion of coursework including the M.A. pro-seminars and research papers, fulfillment

20

of language requirements, and comprehensive exams. 4. Pro-Seminars: M.A. students are required to participate during their first year in workshops

introducing them to the University’s library system, to research methodologies, and to academic writing. Participation is noted in an electronic checklist.

5. Foreign language requirements: M.A. students must demonstrate a basic knowledge of either Latin or Greek by: (1) passing either TRS 500A “Theological Latin” or TRS 502 “Greek for Theology” or by (2) passing a one-hour reading exam in either Latin or Greek. M.A. students must also demonstrate theological reading knowledge of either German or a Romance language by passing a timed exam in the language, written and evaluated by STRS faculty members. The German requirement may also be fulfilled by passing TRS 504 Theological German instead of an exam.

6. M.A. reading list: Students are given a reading list with thirty books subdivided under three areas: source books, ten subfields of theology, and collateral areas. This list provides the basis for M.A. comprehensive exams in the field.


8. Thesis option: Alternatively, students may elect to write a master’s thesis for which they receive six credits. The thesis itself should demonstrate the student’s ability to do research by means of a modest contribution to knowledge involving a limited but significant topic of investigation. Specifically, the thesis should prove the student's familiarity with basic methods of research; mastery of the limited subject matter; knowledge and skill in exercising sound judgments involving analysis, comparison, and/or criticism; and knowledge and skill at drawing appropriate and accurate conclusions. The nature of the subject matter and the research involved primarily govern the length of the thesis, but ordinarily it should be 75-100 pages. Students complete their M.A. theses in conjunction with a director and a reader, normally in the last semester of coursework. The school’s M.A. Committee vets proposed topics.

9. M.A. comprehensive examinations: Students usually take their comprehensive exams in the final semester of course work, after they have completed all language requirements. Administered in two parts on separate days, the HST exam deals in its first half with systematic theology and in its second half with various subfields. It is based wholly on the M.A. reading list. The area director oversees the formulation of exam questions and then assigns faculty members to evaluate the exams. At least two and in some cases three faculty members read each part of the exam; they vote as a body on whether or not to pass the student on the exam as a whole. The area director tabulates the responses and reports them.


11. Informal student feedback: The Dean meets periodically with members of the STRS Student Organization and also holds occasional “Town Hall Meetings” with any interested graduate

21

students. In these sessions, students are informed of ongoing developments within the school and have the opportunity to bring their questions and concerns to the School administrators.



1. Faculty members and administrators in the School routinely use the various findings of the

Student Assessment Outcome Measures as the basis for making adjustments to the individual M.A. programs, primarily at the level of the academic area. Academic areas, under the leadership of area directors or program liaisons, advise students, instruct and grade students, teach and evaluate language skills, and create and assess comprehensive exams. Based on these processes, academic areas periodically re-calibrate the practices and requirements for each degree program. The HST area director is able to access student files, including transcripts, electronically and in the physical School files, and also keeps files on area students. The academic area faculty members meet monthly to attend to area business. Faculty and students may be consulted in order to gather data relevant to proposed revisions of language requirements or guidelines for comprehensive exams. Student criticisms involving the quality of courses taken for transfer credit in neighboring institutions may also be investigated by the area director. Any changes in procedures or policies for students are posted on the School website.




*****


Liturgical Studies/Sacramental Theology (LS/ST)

22


The program in Liturgical Studies/Sacramental Theology trains students in the study of liturgy and the sacraments and prepares them for both academic and pastoral work in that field. Two concentrations are offered: one in General Research, focused on preparation for doctoral studies, and one in Pastoral Liturgy, a terminal program geared toward careers in ministry. Applicants to the M.A. degree program with a concentration in Liturgical Studies/Sacramental Theology have a bachelor’s degree with a major, or at least a minor, in theology or religious studies; possess basic proficiency in Latin; and evidence superior achievement and the ability to succeed in graduate work, as reflected in undergraduate GPA (usually of at least 3.0) and scores on the GRE (generally at least 1200 combined, but with no set minimum) or MAT exams. TOEFL exams meeting University standards are requisite for foreign students. The director of the academic area makes recommendations regarding admission and prerequisites, which the Associate Dean for Graduate Studies reviews and approves. To earn the degree with this concentration, students complete at least 30 credit hours of course work at the 600 level and above, satisfy a research requirement (either two article-length seminar papers that aspire to be of publishable quality or a master’s thesis), and pass a comprehensive exam. They also demonstrate competence sufficient for theological research in French or German and Theological Latin. LS/ST requires three core courses for all its M.A. students: Liturgy and Culture (TRS 741B), Liturgy: Theological and Historical Perspectives (TRS 741A), and Eucharist: A Liturgical Theology (TRS 744). There are additional required courses associated with the two concentrations available within the degree: students specializing in pastoral liturgy must take Liturgical Catechesis (TRS 743A), while those specializing in general research must take Liturgical Sources (TRS 740). All M.A. students participate in several required pro-seminar workshops that introduce them to academic writing style and research methodologies. The Associate Dean may consider students, who clearly intend to go on to doctoral work and who show promise of succeeding at that level, for scholarships and/or teaching or research assistantships. Students are also encouraged to participate in and present papers at meetings of professional societies; and to submit particularly worthy papers for consideration for publication in journals in the field. Students who have completed the M.A. may be advanced to the doctoral degree program in their academic area with the approval of area faculty. Students who take the M.A. as a terminal degree may proceed to a variety of careers. Positions that recent degree recipients have taken include: associate pastor, teacher, director of religious education, parish liturgy coordinator, and director of the catechumenate.


Students who graduate with a Master of Arts in Theology and Religious Studies with a concentration in Liturgical Studies/Sacramental Theology will:

23

1. Demonstrate knowledge of basic methodological issues in their area of specialization; 2. Exhibit critical literacy in their field, including the ability to exercise sound judgments


3. Have gained sufficient knowledge of the liturgical tradition to implement and catechize on the liturgy in a parish setting;

4. Demonstrate facility for research purposes in French or German and Theological Latin (for the General Research concentration only).

5. Possess an understanding of and insight into the complexities of the dialogue between theology and religious studies; and

6. Be prepared to continue on to doctoral work in their area of specialization (for the general research concentration only.


1. Admission: See program description above. 2. Advising: The academic area assigns M.A. students advisors, who meet with them regularly

to consult on course selection. (Students may be prevented from registering, if they have not cleared their proposed courses with the advisor.) Academic area directors generally maintain tracking sheets to oversee student progress toward the degree. As a rule, academic areas also engage in an annual review of students at which the faculty discusses student progress and airs potential problems and solutions.

3. Course work/GPA: M.A. students must maintain a GPA of 3.0 to remain in good standing, and a GPA of 3.3 to qualify for advancement to the doctoral level. The ADGS periodically reviews student GPAs, and students who fail to maintain the minimum GPA may be placed on academic probation and then, after one semester, dismissed. Advisors and the area director may assist the student in developing strategies to improve academic performance. The office of the ADGS also monitors student milestones, such as the completion of coursework including the M.A. pro-seminars and research papers, fulfillment of language requirements, and comprehensive exams.


5. Foreign language requirements: Students in the General Research Specialization must fulfill a Latin requirement (either by the satisfactory completion of Theological Latin [TRS 500A] or passing a timed Latin exam administered and graded by faculty) and a French requirement (either by the satisfactory completion of the course in "Reading for Comprehension [FREN 500] or by passing a reading exam administered within STRS.) There is no language requirement for students in the Pastoral Liturgy specialization.

6. M.A. reading list: M.A. students receive a four-page reading list of books and articles, periodically revised by the faculty, on which the comprehensive exams are based.

7. Non-thesis option seminar papers: Students must submit two term papers in fulfillment of the research requirement. These papers, normally written in the context of 800-level seminars, should be 25-35 pages long and are evaluated with respect to criteria including proper use of sources, knowledge of the current state of the question, ability to relate various scholarly

24

opinions to one another, and ability to use research methods in the field. At least one of these papers must demonstrate facility with one of the foreign languages in which the student has been examined. The papers are evaluated by the professor to whom they are submitted, and a brief evaluation and/or copy of each paper is deposited in the student’s file. Using tracking sheets, the area director confirms that this requirement has been met before the student may proceed to sit for comprehensive exams.

8. Thesis option: Alternatively, students may elect to write a master’s thesis for which they receive six credits. The thesis itself should demonstrate the student’s ability to do research by means of a modest contribution to knowledge involving a limited but significant topic of investigation. Specifically, the thesis should prove the student's familiarity with basic methods of research; mastery of the limited subject matter; knowledge and skill in exercising sound judgments involving analysis, comparison, and/or criticism; and knowledge and skill at drawing appropriate and accurate conclusions. The nature of the subject matter and the research involved primarily govern the length of the thesis, but ordinarily it should be 75-100 pages. Students complete their M.A. theses in conjunction with a director and a reader, sometimes before the comprehensive exam but normally thereafter. The school’s M.A. Committee vets proposed topics. Theses are evaluated on a pass/fail basis.

9. M.A. comprehensive examinations: Students in LS/ST usually take their comprehensive exams in the final semester of course work, after they have completed all language requirements. Administered in two parts on separate days, the LS/ST exam has sections devoted to ancient texts, sacraments, the reformation of rites, and theology. The area director oversees the formulation of exam questions and then assigns faculty members to evaluate the exams. At least two and in some cases three faculty members read each part of the exam and evaluate it on a pass/fail basis; and the area director tabulates and records the results.





1. Faculty members and administrators in the School routinely use the various findings of the

Student Assessment Outcome Measures as the basis for making adjustments to the individual M.A. programs, primarily at the level of the academic area. Academic areas, under the leadership of area directors or program liaisons, advise students, instruct and grade students, teach and evaluate language skills, and create and assess comprehensive exams. Based on these processes, academic areas periodically re-calibrate the practices and requirements for each degree program. The LS/ST area director is able to access student files, including transcripts, electronically and in the physical School files, and also keeps files on area

25

students. The academic area faculty members meet monthly to attend to area business. Any changes in procedures or policies for students are posted on the School website.




*****

Master of Arts (M.A.) in Theology and Religious Studies Moral Theology/Ethics (MT/E)


This program is designed to provide men and women with advanced training in moral theology and ethics. Moral theology—the branch of Christian theology that focuses on the human response to the Christian revelation—is studied in conversation with Scripture and tradition, as well as with other disciplines that address moral questions, such as philosophy, religious studies, politics, law, medicine, and the social and behavioral sciences. Applicants to the M.A. degree program with a concentration in Moral Theology/Ethics (MT/E) have a bachelor’s degree with a major, or at least a minor, in theology or religious studies, possess some acquaintance with philosophy (at least two courses), and evidence superior achievement and the ability to succeed in graduate work, as reflected in their undergraduate GPA (usually over 3.5) and the scores on the GRE or MAT exams. TOEFL exams meeting University standards are requisite for foreign students. MT/E students must also provide a writing sample displaying an ability to write critically and well on academic topics. The director of the academic area makes recommendations regarding admission and prerequisites, which the Associate Dean for Graduate Studies reviews and approves. For the concentration in MT/E, students complete at least 30 credit hours of course work at the 600 level and above, satisfy a research requirement (either two article-length seminar papers that

26

aspire to be of publishable quality or a master’s thesis), demonstrate research competency in one modern foreign language and pass a comprehensive exam. They take two required courses: Foundations of Christian Moral Life (TRS 630A) and either Theological Foundations (TRS 760A) or Introduction to the Study of Religion (TRS 780A). Additional courses must be distributed between MT/E (at least nine credits) and other STRS academic areas or apposite disciplines outside the School such as philosophy or political science. All M.A. students must also participate in several pro-seminar workshops introducing them to academic writing style and research methodologies. The Associate Dean may consider students who clearly intend to go on to doctoral work and who show promise of succeeding at that level, for scholarships and/or teaching or research assistantships. Students are also encouraged to participate in and present papers at meetings of professional societies such as the American Academy of Religion, and the Society of Christian Ethics; and to submit particularly worthy papers for consideration for publication in journals in the field Students who have completed the M.A. may be advanced to the doctoral degree program in their academic area with the approval of area faculty. Students who take the M.A. as a terminal degree may proceed to a variety of careers. Positions that recent degree recipients have taken include: teacher, director of religious education, and pastor.


Students who graduate with a Master of Arts in Theology and Religious Studies with a concentration in Moral Theology/Ethics will: 1. Demonstrate knowledge of basic methodological issues in their area of specialization; 2. Exhibit critical literacy in their field, including the ability to exercise sound judgments


3. Demonstrate research competency in one modern foreign language; 4. Possess an understanding of and insight into the complexities of the dialogue between moral

theology and other approaches to the study of morality; 5. Possess an understanding of and insight into the complexities of the dialogue between



to consult on course selection. (Students may be prevented from registering, if they have not cleared their proposed courses with the advisor.) Academic area directors generally maintain tracking sheets to oversee student progress toward the degree. As a rule, academic areas also engage in an annual review of students at which faculty discusses student progress and airs potential problems.

27

3. Course work/GPA: M.A. students must maintain a GPA of 3.0 to remain in good standing, and a GPA of 3.3 to qualify for advancement to the doctoral level. The ADGS periodically reviews student GPAs, and students who fail to maintain the minimum GPA may be placed on academic probation and then, after one semester, dismissed. In such cases the advisor and/or area director may work together with the student to formulate a plan to improve student performance. The office of the ADGS also monitors student milestones: completion of coursework including the M.A. pro-seminars and research requirement; foreign language requirements; and comprehensive exams.


5. Foreign language requirements: M.A. students in MT/E must demonstrate reading facility and proficiency for use in theological research in one modern language, normally French or German. Students may meet this requirement by passing an advanced language course, for example, Theological German (TRS 501); by sitting for a one-hour translation exam drafted and graded by STRS faculty members; or by completing a translation project in which they translate an entire article, summarize it, and then submit to an examination on it by a professor.

6. M.A. reading list: A reading list for the M.A. program is available for students once they have entered the program. Students are expected to have a grasp of the central arguments of each text before they sit for their comprehensive exams.


8. Thesis option: Alternatively, students may elect to write a master’s thesis for which they receive six credits. The thesis itself should demonstrate the student’s ability to do research by means of a modest contribution to knowledge involving a limited but significant topic of investigation. Specifically, the thesis should prove the student's familiarity with basic methods of research; mastery of the limited subject matter; knowledge and skill in exercising sound judgments involving analysis, comparison, and/or criticism; and knowledge and skill at drawing appropriate and accurate conclusions. The nature of the subject matter and the research involved primarily govern the length of the thesis, but ordinarily it should be 75-100 pages. Students complete their M.A. theses in conjunction with a director and a reader. The school’s M.A. Committee vets proposed topics. Theses are evaluated by the director and reader on a pass/fail basis.

9. M.A. comprehensive examinations: Students usually take their comprehensive exams in the final semester of course work, after they have completed all language requirements. M.A. comprehensive exams are administered in two parts on separate days, addressing respectively the area core and each student’s area of specialization. The exams take both the general M.A. reading list and the student’s coursework into account. Area directors oversee the formulation of exam questions and then assign faculty members to evaluate the exams. At

28

least two and in some cases three faculty members evaluate each part of the exam on a pass/fail basis.





1. Meeting as a committee of the whole, the MT/E faculty routinely uses the various findings of

the Student Assessment Outcome Measures as the basis for making adjustments to the M.A. program. MT/E professors, under the leadership of the area director, advise students, instruct and grade students, evaluate language skills, and create and assess comprehensive exams. Based on these processes, the academic area periodically re-calibrates the practices and requirements for each degree program. Course offerings for the academic area are determined collectively each year through a process that includes a review of student enrollment and performance in past semesters. Any changes in procedures or policies for students are posted on the School website.




*****


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Religion and Culture (RC)

I. Program Description The Religion and Culture academic area emphasizes analysis of the ways that religious expressions have transformed cultures and have been transformed by them. The area’s programs utilize the methods of the social sciences and humanities in the study of religion, emphasizing the human and cultural dimensions of religious life. Students in the past have pursued research on, for example, religion and science, interreligious dialogue, religion and literature, comparative religious philosophies, American religious experience, and Latino Catholic studies. Applicants to the M.A. program with a concentration in Religion and Culture (RC) have a bachelor’s degree with a major, or at least a minor, in theology, religious studies or one of a number of related disciplines in the humanities and social sciences. Successful applicants evidence superior achievement and the ability to succeed in graduate studies, normally as reflected in an undergraduate GPA of at least 3.5. They also have acceptable scores on the GRE (normally above 1200 for quantitative and verbal combined) or MAT exams. TOEFL exams fulfilling University standards are requisite for foreign students. Applicants’ statements of purpose should reflect an ability to write clearly, a coherent set of research interests, and career goals for which the M.A. would be relevant. The director of the academic area makes recommendations regarding admission and prerequisites, which the Associate Dean for Graduate Studies reviews and approves. To complete the RC concentration, students take at least 30 credit hours of course work at the 600 level and above, satisfy a research requirement (either two article-length seminar papers that aspire to be of publishable quality or a master’s thesis), demonstrate research competency in one modern foreign language and pass a comprehensive exam. RC requires two courses: Introduction to the Study of Religion (TRS 780A) and either History and Method in Theology (TRS 660) or Theological Foundations (TRS 760A). Additional courses must be distributed between RC (at least nine credits) and other STRS academic areas or apposite disciplines outside the School related to the Catholic theological tradition. All M.A. students must also participate in several pro-seminar workshops introducing them to academic writing style and research methodologies. The Associate Dean may consider students, who clearly intend to go on to doctoral work and who show promise of succeeding at that level, for scholarships and/or teaching or research assistantships. Students are also encouraged to participate in and present papers at local and national meetings of professional societies such as the American Academy of Religion; and to submit particularly worthy papers for consideration for publication in journals in the field. Students who have completed the M.A. may be advanced to the doctoral degree program in their academic area with the approval of area faculty. Students who take the M.A. as a terminal degree may proceed to a variety of careers. Although most students in the program advance to the doctoral level, recent students taking a terminal M.A. have taken up positions including priest, minister/pastor, and policy analyst.


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Students who graduate with a Master of Arts in Theology and Religious Studies with a concentration in Religion and Culture will: 1. Demonstrate knowledge of basic methodological issues in their area of specialization; 2. Exhibit critical literacy in their field, including the ability to exercise sound judgments

involving analysis of specific religious traditions or phenomena, comparison and/or criticism; and to draw appropriate and accurate conclusions;

3. Demonstrate research knowledge of one modern foreign language. 4. Be able to carry out research and to present findings in clearly-written form; 5. Present an understanding of and insight into the complexities of the dialogue between


III. Student Assessment Outcome Measures 1. Admission: See description of admissions criteria in program description above. 2. Advising: The academic area director advises all M.A. students. He or she meets with them

regularly to consult on program design and course selection. (Students may be prevented from registering, if they have not cleared their proposed courses with the advisor.) The academic area director uses tracking sheets to oversee student progress toward the degree. The academic area also engages in an annual review of students at which the faculty discusses student progress and airs potential problems. If problems arise, the academic area director discusses the matter with the student; for more serious matters, the area director consults with the ADGS or the Dean before taking action. The area director notifies students by letter when each milestone (admission, completion of language requirements, completion of coursework, including pro-seminars and research papers or thesis, passage of comprehensive exams; see below) is passed, with a copy sent to each student’s official file.

3. Course work/GPA: M.A. students must maintain a GPA of 3.0 to remain in good standing, and a GPA of 3.3 to qualify for advancement to the doctoral level. The ADGS periodically reviews student GPAs, and students who fail to maintain the minimum GPA may be placed on academic probation and then, after one semester, dismissed. The area director may meet with the student in some cases to work out a plan of action, but this is not required. The office of the ADGS also monitors student milestones, such as the completion of coursework including the M.A. pro-seminars and research papers, fulfillment of language requirements, and comprehensive exams.


5. Foreign language requirements: In Religion and Culture, proficiency in one foreign language is required. Normally this language is either French or German, but because of the flexibility of the program, students may elect to be examined on another language more suited to their program of study (e.g., Arabic or Spanish). The requirement may be satisfied by passing an appropriate graduate-level course in the language of choice, or by successfully completing a one-hour translation test. Generally, TRS faculty members evaluate student work on language exams. The academic area director approves the choice of language, and must exercise flexibility in arranging for evaluations when the language is not one taught at the

31

university (recent examples include Russian and Osage). 6. M.A. reading list: In preparation for M.A. comprehensive examinations, students obtain a

standard reading list. The first part of the list contains a set of readings for the first day of the examination on basic issues in Religion and Culture and the Catholic Theological Tradition. The second part of the list contains several sub-lists divided by discipline and subject (e.g., hermeneutics, anthropology of religion, psychology of religion, sociology of religion, women’s studies and religion, etc.) Of these, the student selects three areas in which to be examined and reads the selections from those lists.

7. Non-thesis option seminar papers: Students must submit two term papers in fulfillment of the research requirement. These papers should be 25-35 pages long and aspire to be of publishable quality. Professors therefore evaluate them differently from a normal term paper, assessing their potential for publication in a journal or presentation at a conference. At least one of these papers must demonstrate facility with one of the foreign languages in which the student has been examined. These papers are evaluated by the professors in whose courses or under whose independent supervision the papers were written.

8. Thesis option: Alternatively, students may elect to write a master’s thesis for which they receive six credits. The thesis itself should demonstrate the student’s ability to do research by means of a modest contribution to knowledge involving a limited but significant topic of investigation. Specifically, the thesis should prove the student's familiarity with basic methods of research; mastery of the limited subject matter; knowledge and skill in exercising sound judgments involving analysis, comparison, and/or criticism; and knowledge and skill at drawing appropriate and accurate conclusions. The nature of the subject matter and the research involved primarily govern the length of the thesis, but ordinarily it should be 75-100 pages. Students complete their M.A. theses in conjunction with a director and a reader. The school’s M.A. Committee vets proposed topics. The student writes the thesis during the last two semesters in residence, concurrently with remaining coursework and/or comprehensive examinations. Many details of these procedures for guidance and evaluation remain purely theoretical, since no students in recent memory have written a thesis.

9. M.A. comprehensive examinations: Students usually take their comprehensive exams in the final semester of course work, after they have completed all pro-seminar and language requirements but concurrently with remaining coursework. The faculty structures the exams around the standard reading list, taking into consideration the student’s specific coursework. Area directors oversee the formulation of exam questions and then assign faculty members to evaluate the exams. Two readers evaluate each examination, and a third reader will be asked to read the exams in case of a tie. The readers use their own experience and professional judgment in recommending that a student either pass or fail and examination. The final determination is made by the Religion and Culture faculty as a whole. After reviewing the readers’ comments and some discussion, the faculty votes to pass or fail the student. Students who fail the exam may retake it once, after one month at the earliest.


11. Informal student feedback: The Dean meets periodically with members of the STRS Student Organization and also holds occasional “Town Hall Meetings” with any interested graduate students. Should these meetings bring to light problems specific to an academic area, the Dean will communicate as appropriate with the ADGS and/or the relevant area director.

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1. When needed, the faculty of the Religion and Culture area, functioning as a committee of the

whole, uses the various findings of the Student Assessment Outcome Measures as the basis for making adjustments to the M.A. program, primarily at the level of the academic area. Area faculty members, under the leadership of the area director, advise students, instruct and grade students, teach and evaluate language skills, and create and assess comprehensive exams. Based on these processes, the academic areas periodically re-calibrate the practices and requirements for each degree program. For example, the M.A. reading lists are periodically reviewed and updated to include the most recent scholarship. Recently, the area director has begun collecting data on alumni in order to frame a discussion about how best to serve the needs of future students. Any changes in procedures or policies for students are posted on the School website.

2. In addition, the Executive Council – a monthly meeting of the School’s deans and academic area directors – can take the initiative to revise master’s programs, as can full faculty meetings. Working with data and profiles from students across the School, the Executive Council can harmonize language requirements, respond to negative patterns in teaching as reported in course evaluations, and add requirements that cross several areas (such as the course in hermeneutics that fulfills a requirement in several areas).

3. The Dean and ADGS, in reviewing teaching evaluations and syllabi, may periodically make suggestions to individual faculty members regarding potential improvements to their courses. Faculty have ready access to technical and instructional support for the use of teaching software from CPIT, and are also included in workshops on pedagogy conducted under the auspices of the School’s Teaching and Learning program. The School has also benefited in the past from funding from the Wabash foundation for various events on teaching skills.

4. School administrators also use the results from “Town Hall Meetings,” meetings with the student organization STRSSA, informal colloquies with students, and end-of-program or alumni surveys as the impetus for initiatives designed to enhance student learning. Recent initiatives include the creation of common spaces with computer terminals for student use in Caldwell Hall, and the establishment of a webpage making available frequently used forms and the Graduate Student Handbook online.

*****


Religious Education/Catechetics (RE/C)

I. Program Description The Graduate Program in Religious Education/Catechetics is designed to prepare students for a broad range of educational, diocesan and parish ministries through the study of foundations,

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history and theories of Christian education and the dynamics of faith and moral development with a special emphasis on the liturgical life of the Church. Although the RE/C program is part of a larger academic area overseen by an area director, it functions in many respects as a self-contained unit, and many of the day-to-day affairs involving the program are managed by a program coordinator. Applicants to the M.A. degree program with a concentration in Religious Education/Catechetics (RE/C) have a bachelor’s degree with a major, or at least a minor, in theology or religious studies or education, and at least nine credits in philosophy. They evidence superior achievement and the ability to succeed in graduate work as reflected in undergraduate GPA and combined scores on the GRE or MAT exams. TOEFL scores meeting university standards are requisite for foreign students. The director of the academic area, working with the program coordinator, makes recommendations regarding admission and prerequisites, which the Associate Dean for Graduate Studies reviews and approves. To earn this degree, students complete at least 30 credit hours of course work at the 700 level and above (with few exceptions), satisfy a research requirement (either two article-length seminar papers that aspire to be of publishable quality or a master’s thesis), demonstrate reading competency in one modern foreign language, and pass a comprehensive exam. RE/C requires three courses: Foundations of Religious Education/Catechetics (TRS 751F), Liturgical Catechesis (TRS 743A), and History and Theory of Catechetics (TRS 751B). Additional courses must be distributed between RE/C (at least six credits) and other STRS academic areas or relevant disciplines outside the School such as psychology and sociology. All M.A. students must also participate in several pro-seminar workshops introducing them to academic writing style and research methodologies. The ADGS may consider students, who clearly intend to go on to doctoral work and who show promise of succeeding at that level, for scholarships and/or teaching or research assistantships. Students are also encouraged to participate in and present papers at meetings of professional societies such as the Religious Education Association and the American Academy of Religion; and to submit particularly worthy papers for consideration for publication in journals in the field. Students who have completed the M.A. may be advanced to the doctoral degree program in their academic area with the approval of area faculty. Students who take the M.A. as a terminal degree may proceed to a variety of careers. Positions that recent degree recipients have taken include: associate pastor, high school religion teacher, and director of religious education.


Students who graduate with a Master of Arts in Theology and Religious Studies with a concentration in Religious Education/Catechetics will: 1. Demonstrate knowledge of basic methodological issues in their area of specialization; 2. Exhibit critical literacy in writing and research in their field, including the ability to exercise

sound judgments involving analysis, comparison and/or criticism; and to draw appropriate and accurate conclusions;

3. Demonstrate reading competency in one modern foreign language.

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4. Present an understanding of and insight into the complexities of the dialogue between theology and religious studies; and



to consult on course selection. (Students may be prevented from registering, if they have not cleared their proposed courses with the advisor.) Academic area directors or program coordinators generally maintain tracking sheets to oversee student progress toward the degree. As a rule, academic areas also engage in an annual review of students at which faculty discusses student progress and airs potential problems.

3. Course work/GPA: M.A. students must maintain a GPA of 3.0 to remain in good standing, and a GPA of 3.3 to qualify for advancement to the doctoral level. The ADGS periodically reviews student GPAs, and students who fail to maintain the minimum GPA may be placed on academic probation and then, after one semester, dismissed. Advisors and the program coordinator may help a student devise strategies to improve academic performance. The office of the ADGS also monitors student milestones, such as the completion of coursework including the M.A. pro-seminars and research papers, fulfillment of language requirements, and comprehensive exams.


5. Foreign language requirements: M.A. students in RE/C must demonstrate competence in reading one modern foreign language, normally French, German or Spanish, for the purpose of research. They may do this by passing an approved language course or passing a language examination administered and evaluated by area faculty.

6. M.A. reading list: A reading list that serves as part of the basis for the comprehensive exams is available to M.A. students. The list is periodically updated by area faculty.


8. Thesis option: Alternatively, students may elect to write a master’s thesis for which they receive six credits. The thesis itself should demonstrate the student’s ability to do research by means of a modest contribution to knowledge involving a limited but significant topic of investigation. Specifically, the thesis should prove the student's familiarity with basic methods of research; mastery of the limited subject matter; knowledge and skill in exercising sound judgments involving analysis, comparison, and/or criticism; and knowledge and skill at drawing appropriate and accurate conclusions. The nature of the subject matter and the research involved primarily govern the length of the thesis, but ordinarily it should be 75-100

35

pages. Students complete their M.A. thesis in conjunction with a director and a reader, who evaluate the thesis on a pass/fail basis. The school’s M.A. Committee vets proposed topics.

9. M.A. comprehensive examinations: Students usually take their comprehensive exams in the final semester of course work, after they have completed all language requirements. The tests are administered in two parts on separate days, and each academic area fixes the structure of its own exams. In RE/C, the faculty structures these exams around an approved reading list that they have developed, and also considers the specific course work that students have completed. Area directors oversee the formulation of exam questions and then assign faculty members to evaluate the exams. Three faculty members read each part of the exam; they vote as a body on whether or not to pass the student on the exam as a whole.





1. When needed, the faculty of the RE/C program, functioning as a committee of the whole,

uses the various findings of the Student Assessment Outcome Measures as the basis for making adjustments to the M.A. program. Area faculty members, under the leadership of the area director and program coordinator, advise students, instruct and grade students, teach and evaluate language skills, create and assess comprehensive exams, and direct and evaluate theses. Based on these processes, the academic areas periodically re-calibrate the practices and requirements for each degree program. For example, the M.A. reading lists are periodically reviewed and updated to include the most recent scholarship.



4. School administrators also use the results from “Town Hall Meetings,” meetings with the student organization STRSSA, informal colloquies with students, and end-of-program or

36

alumni surveys as the impetus for initiatives designed to enhance student learning. Recent initiatives include the creation of common spaces with computer terminals for student use in Caldwell Hall, and the establishment of a webpage making available frequently used forms and the Graduate Student Handbook online.

*****


Spirituality (S)

I. Program Description In dialogue with the Catholic theological tradition, the program in Spirituality also draws on the methods of philosophy, biblical studies, psychology, sociology, and the history of religions to analyze religious experience as expressed in worship, contemplation, doctrine, catechesis, and the spiritual classics. Although the Spirituality program is part of a larger academic area overseen by an area director, it functions in many respects as a self-contained unit, and many of the day-to-day affairs involving the program are managed by a program coordinator. Applicants to the M.A. degree program with a concentration in Spirituality (S) have a bachelor’s degree with a major, or at least a minor, in theology or religious studies or education, and at least nine credits in philosophy. They evidence superior achievement and the ability to succeed in graduate work as reflected in undergraduate GPA and combined scores on the GRE or MAT exams. TOEFL scores meeting university standards are requisite for foreign students. The program coordinator makes recommendations regarding admission and prerequisites, which the Associate Dean for Graduate Studies reviews and approves. For the concentration in Spirituality, students complete at least 30 credit hours of course work at the 600 level and above, satisfy a research requirement (either two article-length seminar papers that aspire to be of publishable quality or a master’s thesis), demonstrate reading competency in one modern foreign language and pass a comprehensive exam. Spirituality requires four courses: Introduction to the History of Christian Spirituality (TRS 650A), Theological Foundations (TRS 760A), Introduction to the Study of Religion (TRS 780A), and Classics in Christian Spirituality I or II (TRS 750A or 750B). Students must also take three credits of Catholic theology and three of biblical studies. They devote their remaining credits to their specialized interests in the field. All M.A. students must also participate in several pro-seminar workshops introducing them to academic writing style and research methodologies. The Associate Dean may consider students, who clearly intend to go on to doctoral work and who show promise of succeeding at that level, for scholarships and/or teaching or research assistantships. Students are also encouraged to participate in and present papers at meetings of professional societies such as the American Academy of Religion; and to submit particularly worthy papers for consideration for publication in journals in the field.

37

Students who have completed the M.A. may be advanced to the doctoral degree program in their academic area with the approval of area faculty. Students who take the M.A. as a terminal degree may proceed to a variety of careers. Positions that recent degree recipients have taken include: associate pastor, teacher, and director of religious education.


Students who graduate with a Master of Arts in Theology and Religious Studies with a concentration in Spirituality will: 1. Demonstrate knowledge of basic methodological issues in the area of Spirituality 2. Exhibit critical literacy in their field, including the ability to exercise sound judgments


3. Demonstrate reading competency in one modern foreign language. 4. Show an understanding of and insight into the complexities of the dialogue between theology

and religious studies; and 5. Be prepared to continue on to doctoral work in their area of specialization.

III. Student Assessment Outcome Measures 1. Admission: See description of admissions criteria in program description above. 2. Advising: The program coordinator advises all M.A. students. He or she meets with them

regularly to consult on program design and course selection and uses tracking sheets to oversee student progress toward the degree. (Students may be prevented from registering, if they have not cleared their proposed courses with the advisor.) The program coordinator notifies students by letter when each milestone (admission, completion of language requirements, completion of coursework, including pro-seminars and research papers or thesis, passage of comprehensive exams; see below) is passed, with a copy sent to each student’s official file.

3. Course work/GPA: M.A. students must maintain a GPA of 3.0 to remain in good standing, and a GPA of 3.3 to qualify for advancement to the doctoral level. The ADGS periodically reviews student GPAs, and students who fail to maintain the minimum GPA may be placed on academic probation and then, after one semester, dismissed. The program coordinator may meet with the student in some cases to work out a plan of action, but this is not required. The office of the ADGS also monitors student milestones, such as the completion of coursework including the M.A. pro-seminars and research papers, fulfillment of language requirements, and comprehensive exams.


5. Foreign language requirements: In S, proficiency in one foreign language is required. Normally this language is either French or German. The requirement may be satisfied by passing an appropriate graduate-level course in the language of choice, or by successfully completing a one-hour translation test. Generally, TRS faculty members evaluate student work on language exams. The program coordinator approves the choice of language.

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6. M.A. reading list: In preparation for M.A. comprehensive examinations, students obtain a standard reading list. The reading list, which is periodically updated by the Spirituality faculty, serves as the basis for the M.A. comprehensive exams.

7. Non-thesis option seminar papers: Students must submit two term papers in fulfillment of the research requirement. These papers should be 25-35 pages long and aspire to be of publishable quality. Professors therefore evaluate them differently from a normal term paper, assessing their potential for publication in a journal or presentation at a conference. At least one of these papers must demonstrate facility with one of the foreign languages in which the student has been examined. These papers are evaluated by the professors in whose courses or under whose independent supervision the papers were written.

8. Thesis option: Alternatively, students may elect to write a master’s thesis for which they receive six credits. The thesis itself should demonstrate the student’s ability to do research by means of a modest contribution to knowledge involving a limited but significant topic of investigation. Specifically, the thesis should prove the student's familiarity with basic methods of research; mastery of the limited subject matter; knowledge and skill in exercising sound judgments involving analysis, comparison, and/or criticism; and knowledge and skill at drawing appropriate and accurate conclusions. The nature of the subject matter and the research involved primarily govern the length of the thesis, but ordinarily it should be 75-100 pages. Students complete their M.A. theses in conjunction with a director and a reader. The school’s M.A. Committee vets proposed topics. The student writes the thesis during the last two semesters in residence, concurrently with remaining coursework and/or comprehensive examinations. Many details of these procedures for guidance and evaluation remain purely theoretical, since no students in recent memory have written a thesis.

9. M.A. comprehensive examinations: Students usually take their comprehensive exams in the final semester of course work, after they have completed all pro-seminar and language requirements but concurrently with remaining coursework. The faculty structures the exams around the standard reading list, taking into consideration the student’s specific coursework. Area directors oversee the formulation of exam questions and then assign faculty members to evaluate the exams. Two readers evaluate each examination, and a third reader will be asked to read the exams in case of a tie. The readers use their own experience and professional judgment in recommending that a student either pass or fail and examination. The program coordinator tabulates and records results. Students who fail the exam may retake it once, after one month at the earliest.





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1. When needed, the faculty of the S program, functioning as a committee of the whole, uses

the various findings of the Student Assessment Outcome Measures as the basis for making adjustments to the M.A. program. Area faculty members, under the leadership of the area director and program coordinator, advise students, instruct and grade students, teach and evaluate language skills, create and assess comprehensive exams, and direct and evaluate theses. Based on these processes, the academic areas periodically re-calibrate the practices and requirements for each degree program. For example, the M.A. reading lists are periodically reviewed and updated to include the most recent scholarship.



4. School administrators also use the results from “Town Hall Meetings,” meetings with the student organization STRSSA, informal colloquies with students, and end-of-program or alumni surveys as the impetus for initiatives designed to enhance student learning. Recent initiatives include the creation of common spaces with computer terminals for student use in Caldwell Hall, and the establishment of a webpage making available frequently used forms and the Graduate Student Handbook online.

*****

Master of Arts in Religious Studies/Master of Science in Library Science (M.A./M.S. in L.S.)


The joint M.A in Religious Studies/M.S. in L.S. provides students with the opportunity to combine work in both disciplines in order to acquire competence in specialized areas in which library and information science and theology and religious studies overlap. The program allows students to obtain the two graduate degrees sooner than they could acquire each independently. The student specializes in either Religious Studies and Archival Management or General Librarianship and Religious Studies; however, the religious studies component may be tailored to any of several areas, depending on the student’s interests. Some oversight and standardization in this process is exercised by the School’s M.A. Committee.

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Applicants for the joint degree must submit complete and separate applications (including the application fee and all required supporting documents) to both degree-granting units of the university. Applicants to the M.A. degree program in Theology and Religious Studies are expected to have attained a bachelor’s degree with a major or at least a minor in theology, religious studies, or a cognate field. Successful applicants evidence superior achievement and the ability to succeed in graduate studies, normally as reflected in an undergraduate GPA of at least 3.5. They also have acceptable scores on the GRE (normally above 1200 for quantitative and verbal combined) or MAT exams. TOEFL exams fulfilling University standards are requisite for foreign students. Applicants’ statements of purpose should reflect an ability to write clearly, a coherent set of research interests, and career goals for which the M.A. would be relevant. The director of the academic area makes recommendations regarding admission and prerequisites, which the Associate Dean for Graduate Studies reviews and approves. The M.A./M.S. in L.S., with specializations in either Religious Studies and Archival Management or General Librarianship and Religious Studies, requires 27 or 24 credits in Theology and Religious Studies, as a rule at the 600 level and above, with the distribution of credits roughly conforming to the requirements of the academic area within STRS in which the student is accepted. Six of these hours must be devoted to satisfying a research requirement in the form of either (1) two article-length seminar papers that aspire to be of publishable quality or (2) a master’s thesis. Master’s students must also participate in several pro-seminar workshops introducing them to academic writing style and research methodologies. All STRS M.A. programs require at least one research language and administer comprehensive exams. The Library Science component of the degree requires four core courses (CLSC/LSC 551, 553, 555, and 557) and a comprehensive exam. The M.A./M.S. in L.S. is normally a terminal degree, although students who have completed the program are eligible to apply for advancement to the doctoral degree program in the academic area or program in which they have specialized. Students who take the degree as a terminal degree may proceed to a variety of careers. Recent participants in the program have targeted jobs as archivist for a religious order, cataloguer of rare books collections, and librarian for religious studies.


Students who graduate with an M.A./M.S. in L.S. will:

1. Have knowledge of basic methodological issues in their area of specialization in religious studies and in library science;

2. Have attained a degree of critical literacy in their field, including the ability to exercise

sound judgments involving analysis, comparison and/or criticism; and to draw appropriate and accurate conclusions;

3. Possess competence in basic computer applications;

4. Have research competence in one modern language;

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5. Have developed understanding of and insight into the complexities of the dialogue

between theology and religious studies; and



1. Admission: See program description above. 2. Advising: The academic area assigns M.A./M.S. in L.S. students advisors, who meet with

them regularly to consult on course selection and oversee the Religious Studies component of their programs. (Students may be prevented from registering, if they have not cleared their proposed courses with the advisor.) Academic area directors or program coordinators generally maintain tracking sheets to oversee student progress toward the degree. As a rule, academic areas also engage in an annual review of students at which faculty discusses student progress and airs potential problems.


4. Pro-Seminars: M.A./M.S. in L.S. students are required to participate during their first year in workshops introducing them to the University’s library system, to research methodologies, and to academic writing. Participation is noted in an electronic checklist.

5. Foreign language requirements: M.A./M.S. in L.S. students must demonstrate competence in reading one modern foreign language, normally French, German or Spanish, for the purpose of research. They may do this by passing an approved language course or passing a language examination administered and evaluated by faculty in the area in which they have concentrated their studies.

6. M.A. reading list: A reading list that serves as part of the basis for the comprehensive exams is available to M.A. students in STRS. The list is periodically updated by area faculty.

7. Non-thesis option seminar papers: Students must submit two term papers in fulfillment of the research requirement. These papers, normally written in the context of 800-level seminars, should be 25-35 pages long and aspire to be of publishable quality. At least one of these papers must demonstrate facility with one of the foreign languages in which the student has been examined. The papers are evaluated by the professor to whom they are submitted, and a brief evaluation and/or copy of each paper is deposited in the student’s file. The director of the area with which the student is affiliated confirms that this requirement has been met before the student may proceed to sit for comprehensive exams.

8. Thesis option: Alternatively, students may elect to write a master’s thesis for which they receive six credits. The thesis itself should demonstrate the student’s ability to do

42

research by means of a modest contribution to knowledge involving a limited but significant topic of investigation. Specifically, the thesis should prove the student's familiarity with basic methods of research; mastery of the limited subject matter; knowledge and skill in exercising sound judgments involving analysis, comparison, and/or criticism; and knowledge and skill at drawing appropriate and accurate conclusions. The nature of the subject matter and the research involved primarily govern the length of the thesis, but ordinarily it should be 75-100 pages. Students complete their M.A. thesis in conjunction with a director and a reader, who evaluate the thesis on a pass/fail basis. The school’s M.A. Committee vets proposed topics.

9. M.A. comprehensive examinations: Students usually take their comprehensive exams in the final semester of course work, after they have completed all language requirements. The tests are administered in two parts on separate days, and each academic area fixes the structure of its own exams. Area directors oversee the formulation of exam questions and then assign faculty members to evaluate the exams. Three faculty members read each part of the exam; they vote as a body on whether or not to pass the student on the exam as a whole. M.A./M.S. in L.S. students must also write comprehensive exams in Library Science, and in doing so are able to take advantage of a website detailing the structure of the exam and making available sample exam questions.


11. Informal student feedback: The Dean of STRS meets periodically with members of the STRS Student Organization and also holds occasional “Town Hall Meetings” with any interested graduate students. In these sessions, students are informed of ongoing developments within the school and have the opportunity to bring their questions and concerns to the School administrators.


IV. Use of Results to Improve Student Learning 1. Meeting as a committee of the whole, STRS area faculty routinely uses the various findings

of the Student Assessment Outcome Measures as the basis for making adjustments to the School’s various M.A. programs. STRS professors, under the leadership of area directors and program coordinators, advise students, instruct and grade students, evaluate language skills, and create and assess comprehensive exams. Through the advising process in particular, M.A./M.S. in L.S. students are able to weigh in with comments on how well the individual areas with which they have affiliated themselves serve the joint degree undertaking. Based on these processes, the academic areas periodically re-calibrate the practices and requirements for each degree program. Where needed, STRS faculty and administrators consult with colleagues form the School of Library and Information Science to coordinate the degree program.

2. In addition, the Executive Council – a monthly meeting of the School’s deans and academic

43

area directors – can take the initiative to revise master’s programs, as can full School faculty meetings. Working with data and profiles from students across the School, the Executive Council can harmonize language requirements, respond to negative patterns in teaching as reported in course evaluations, and add requirements that cross several areas (such as the course in hermeneutics that fulfills a requirement in several areas).



*****

Master of Arts (M.A.) in the History of Religions


The M.A. in the History of Religions is a degree offered jointly with other schools in the Consortium of Universities in the Washington Metropolitan Area (specifically, George Washington University, Georgetown University, and American University). Its purpose is to provide students with language competency and historical knowledge of a particular religious tradition—normally Hinduism—and, for comparative purposes, an acquaintance with a second tradition (e.g. Catholicism or Islam). Students are based at one school, but may take courses for the program through other Consortium schools. Within STRS, the program is administered by the Religion and Culture area. Although the program has received applications in recent years, it has not matriculated students. Applicants to the M.A. degree program are expected to have attained a bachelor’s degree with a major or at least a minor in theology or religious studies, to possess some acquaintance with philosophy, and to provide evidence of superior achievement and the ability to succeed in graduate work. Suitable scores on the GRE or MAT exams, and, for foreign students, on the TOEFL exam are required. Recommendations regarding admission and prerequisites are made by the directors of each academic area and approved by the Associate Dean for Graduate Studies. The STRS M.A. in the History of Religions program requires 30 credit hours of coursework (not including languages), as a rule at the 600 level and above. Six of these hours must be devoted to satisfying a research requirement in the form of either (1) two article-length seminar papers that aspire to be of publishable quality or (2) a master’s thesis. Master’s students must also participate in several pro-seminar workshops introducing them to academic writing style and

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research methodologies. The program requires at least one research language and administers comprehensive exams. The M.A. in the History of Religions combines course work on a primary tradition (e.g., Hinduism) with work on a relevant language (e.g. Sanskrit), as well as an introduction to the methods of the history of religions and a second religious tradition (e.g. Islam or Christianity). Students who have completed the M.A. may be advanced to the doctoral degree program in Religion and Culture with the approval of area faculty. Students who take the M.A. as a terminal degree may proceed to a variety of careers, including with non-profits and government agencies.


Students who graduate with an M.A. in the History of Religions will:

1. Have knowledge of methodological issues in the study of the history of religions, and have attained a degree of critical literacy in the field, including the ability to exercise sound judgments involving analysis, comparison and/or criticism; and to draw appropriate and accurate conclusions;

2. Have a base of knowledge of a primary religious tradition, usually in the field of Hinduism or Indian studies, and enough acquaintance with a second tradition to be able to mount meaningful comparisons;

3. Have research competence in a relevant language (e.g. Sanskrit or Hindi); 4. Have training in field research techniques; 5. Have developed understanding of and insight into the complexities of the dialogue

between theology and religious studies; and 6. Be prepared to continue on to doctoral work in their area of specialization.


1. Admission: See program description above. 2. Advising: The academic area assigns M.A. in the History of Religions students advisors,

who meet with them regularly to consult on course selection. (Students may be prevented from registering, if they have not cleared their proposed courses with the advisor.) Academic area directors or program coordinators generally maintain tracking sheets to oversee student progress toward the degree. As a rule, academic areas also engage in an annual review of students at which faculty discusses student progress and airs potential problems.


4. Pro-Seminars: M.A. students are required to participate during their first year in

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workshops introducing them to the University’s library system, to research methodologies, and to academic writing. Participation is noted in an electronic checklist.

5. Foreign language requirements: M.A. in the History of Religions students must demonstrate research competence in a language related to their field of study, usually Hindi or Sanskrit. They may do this by passing an approved language course or passing a language examination administered and evaluated by faculty in the area in which they have concentrated their studies. Normally this requirement presupposes a level equivalent to two years of language instruction.

6. M.A. reading list: A reading list that serves as part of the basis for the comprehensive exams is drafted by the area director, taking both the student’s coursework and approved texts in Religion and Culture into account.

7. Non-thesis option seminar papers: Students must submit two term papers in fulfillment of the research requirement. These papers, normally written in the context of 800-level seminars, should be 25-35 pages long and aspire to be of publishable quality. At least one of these papers must demonstrate facility with one of the foreign languages in which the student has been examined. The papers are evaluated by the professor to whom they are submitted, and a brief evaluation and/or copy of each paper is deposited in the student’s file. The director of the area with which the student is affiliated confirms that this requirement has been met before the student may proceed to sit for comprehensive exams.

8. Thesis option: Alternatively, students may elect to write a master’s thesis for which they receive six credits. The thesis itself should demonstrate the student’s ability to do research by means of a modest contribution to knowledge involving a limited but significant topic of investigation. Specifically, the thesis should prove the student's familiarity with basic methods of research; mastery of the limited subject matter; knowledge and skill in exercising sound judgments involving analysis, comparison, and/or criticism; and knowledge and skill at drawing appropriate and accurate conclusions. The nature of the subject matter and the research involved primarily govern the length of the thesis, but ordinarily it should be 75-100 pages. Students complete their M.A. thesis in conjunction with a director and a reader, who evaluate the thesis on a pass/fail basis. The school’s M.A. Committee vets proposed topics.

9. M.A. comprehensive examinations: Students usually take their comprehensive exams in the final semester of course work, after they have completed all language requirements. The tests are administered in two parts on separate days, and each academic area fixes the structure of its own exams. For the M.A. in the History of Religions, the faculty structures these exams around an approved reading list that it has developed, and also considers the specific course work those students have completed. The Religion and Culture area director oversees the formulation of exam questions and then assigns faculty members to evaluate the exams. Three faculty members read each part of the exam; they vote as a body on whether or not to pass the student on the exam as a whole.


11. Informal student feedback: The Dean of STRS meets periodically with members of the STRS Student Organization and also holds occasional “Town Hall Meetings” with any interested graduate students. In these sessions, students are informed of ongoing

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developments within the school and have the opportunity to bring their questions and concerns to the School administrators.


IV. Use of Results to Improve Student Learning 1. Meeting as a committee of the whole, Religion and Culture area faculty routinely uses the

various findings of the Student Assessment Outcome Measures as the basis for making adjustments to its M.A. programs. RC professors, under the leadership of the area director, advise students, instruct and grade students, evaluate language skills, and create and assess comprehensive exams. Through the advising process in particular, M.A. in the History of Religions students are able to weigh in with comments on how well the academic area serves the joint degree undertaking. Based on these processes, the academic area periodically re-calibrates the practices and requirements for the degree program. Where needed, STRS faculty and administrators consult with colleagues form the other Consortium schools that participate in the degree program.




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Doctor of Philosophy (Ph.D.)

The Ph.D. marks the attainment of a thorough understanding of a particular field of studies and a developed capacity to make significant contributions to knowledge in that field through disciplined research. Although the School formally offers a single Ph.D. in “Theology and Religious Studies,” in practice there are distinct degree programs each of which oversees the

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development of its own requirements. Described in separate sections below, they are: Biblical Studies, Church History, Historical Theology, Liturgical Studies/Sacramental Theology, Moral Theology/Ethics, Religion and Culture, Religious Education/Catechetics, Spirituality, and Systematic Theology. (The academic area of Historical and Systematic Theology, which offers a combined program at the M.A. level, diverges into two programs at the Ph.D. level.) Nonetheless, STRS expects that all graduates will be acquainted with the diversity of theological and other disciplines brought to bear in the study of religion.

Doctor of Philosophy (Ph.D.) in Theology and Religious Studies Biblical Studies


The Biblical Studies program provides students with a philologically oriented training in methodologies for engaging in the exegesis of biblical texts. The Ph.D. level of the program is designed to provide students with the training necessary for effective teaching, research, and publication in the biblical field. Since the biblical text is the product of religious thought and culture that evolved over many centuries, students will also be directed to advanced work in theological areas related to the critical study of the Bible. Applicants to the Ph.D. in BS have a master’s degree or the equivalent in a field of theological or religious studies, a minimum four courses in philosophy and evidence of superior achievement and the ability to succeed in graduate work (a minimum GPA of 3.3 at the master’s level), as well as acceptable combined scores on the GRE or MAT exams. Foreign students must present scores on the TOEFL exam that meet the University minimum. Applicants in Biblical Studies must also demonstrate mastery of biblical Greek, Hebrew, and one other Semitic language, or be prepared to acquire these skills as prerequisites. The director of the academic area makes recommendations regarding admission and pre-requisites, which the Associate Dean for Graduate Studies reviews and approves. To earn the Ph.D., students in the Biblical Studies concentration generally complete at least 30 credit hours of course work at the 700 or 800 level (for Biblical Studies courses, at the 800 level only), 15 hours of which involve satisfying a research requirement (five article-length seminar papers that aspire to be of publishable quality and are written in an 800-level research seminar); demonstrate research-level reading knowledge of both French and German in addition to the biblical languages; pass comprehensive exams and write and defend a dissertation. The BS curriculum builds on the language skills students acquired at the M.A. level (in biblical Greek and Hebrew) and focuses on exegesis. Mastery of a Semitic language must also be demonstrated as a prerequisite for the doctoral courses. A mixture of Old Testament and New Testament exegesis seminars make up half of the required coursework; the rest is devoted to acquisition of a second Semitic language (e.g. Aramaic, Syriac, Ugaritic, Akkadian, Ethiopic) and work in theology or another cognate discipline (for example, history or archeology). All Ph.D. students must participate in a series of pro-seminars introducing them to doctoral studies. The Associate Dean may consider students admitted at the doctoral level for scholarships and/or teaching or research assistantships. The faculty encourages students to present their research

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publicly at meetings of professional associations, and in some cases faculty members work closely with students to assist them in finding publication venues. Students are able to contribute to academic governance through their teaching evaluations and their representation in faculty meetings, the School’s student organization (STRSSA), and periodic “Town Hall” meetings with the Dean of the School. Based in part on student input, STRS has developed a “Teaching and Learning” Program in recent years aimed at enhancing Ph.D. students’ professional development by providing teaching opportunities and pedagogical instruction. This is part of a broader effort to promote their professional development through teaching and job-seeking workshops, faculty mentoring relationships, sponsorship of paper presentations and travel, and introductions to professional societies, such as the American Academy of Religion. STRS’s Ph.D. graduates are qualified for and frequently obtain teaching positions at the college or university level. A high percentage teaches in Catholic institutions of higher learning. Others accept positions in foundations, ministries of varying sorts, or the publishing world. Recent BS graduates hold faculty positions at Xavier University (OH), University of Dallas (TX), Sogang University (South Korea), LeMoyne College (NY), Benedictine College (KS), Spring Hill College (AL), Scranton University (PA), and University of Portland (OR).


Students who graduate with a Ph.D. in Theology and Religious Studies with a concentration in Biblical Studies will: 1. Demonstrate mastery of methods and knowledge in biblical studies, including exegetical

methodology; 2. Possess training in the responsible exegesis of biblical texts; 3. Be able to apply philological knowledge to textual criticism; 4. Display a sophisticated understanding of the complex relationship of theology and religious

studies; 5. Demonstrate research-level reading proficiency in French and German. 6. Have a thorough knowledge of biblical Greek and Hebrew and at least one other Semitic

language; 7. Exhibit the requisite disciplinary foundation and pedagogical training to teach in the broader

academy; and 8. Demonstrate the advanced knowledge and skills to produce constructive research and

contribute to the life of the academy.

III. Student Assessment Outcome Measures 1. Admission: Applicants have a master’s degree or the equivalent in a field of theological or

religious studies, a minimum four courses in philosophy, a minimum GPA of 3.3 at the master’s level, and suitable combined scores on the GRE or MAT exams. Foreign students present scores on the TOEFL exam that meet minimum University requirements.

2. Advising: Ph.D. students are assigned advisors by the area director; they meet with the students regularly to consult regarding course selection. Advisors may be reassigned accordingly after students begin participating in exegetical seminars, and again once they

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have found a dissertation director. Students may be prevented from registering if they have not cleared their proposed courses with their advisor. Area directors generally maintain tracking sheets to oversee student progress toward the degree.

3. Course work/GPA: Ph.D. students must maintain a GPA of 3.3 to remain in good standing. The ADGS periodically reviews student GPAs, and students who fail to maintain the minimum GPA may be placed on academic probation and then, after one semester, dismissed. The office of the ADGS also monitors student milestones: the completion of coursework including the Ph.D. pro-seminars and research papers, language requirements, comprehensive exams, admission to candidacy, approval of dissertation proposal, and defense and deposit of the dissertation.

4. Pro-Seminars: Doctoral students must participate in four workshops conveying information about professionalization, learned societies, publications, and dissertation procedures. Attendance at these workshops is recorded by the office of the ADGS via an electronic checklist.

5. Teaching Assistants: Selected students serve as teaching assistants and participate in the School’s teaching and learning program, in which they receive evaluations from students and from faculty members. They also benefit from University-level workshops on pedagogy.

6. Research requirement: Ph.D. students must submit at least five seminar papers in fulfillment of the research requirement, each 25-35 pages long and aspiring to be of publishable quality. At least one of the papers must demonstrate facility with one of the foreign languages in which the student has been examined. Some, but not all, of the papers may be composed with a view to exploring prospective dissertation topics. In BS, these papers are evaluated by the faculty members specializing in exegesis. This requirement is tracked by the area director.

7. Foreign language requirement: BS students must demonstrate research-reading level competence in both French and German in addition to mastery of biblical Greek and biblical Hebrew and control of at least one other Semitic language. The protocols for satisfying these language requirements are tailored to each individual case by the area director, but generally revolve around success in advanced language classes offered by University faculty members.

8. Ph.D. reading list: Reading lists are the basis for the exegetical sections of the comprehensive exam. The Old and New Testament sections of the exam each draw on a reading list with roughly fifty works, compiled by area faculty members.

9. Ph.D. comprehensive examinations: Students take Ph.D. comprehensive exams following the completion of all required course work and language requirements, as verified by the area director. Administered in three parts on separate days, exams are structured in part around the academic area reading lists. The area director oversees the formulation of exam questions by faculty members, and then assigns faculty members to evaluate the answers. At least two, and in some cases three, faculty members read each part of each exam, and comprehensive exam committee members or area faculty members as a body vote on whether or not to pass the student on the exam as a whole. Exams are evaluated on a pass/fail basis. If a student fails a comprehensive examination, s/he may repeat it only once, typically in the following semester at the earliest. A second failure automatically terminates a student's enrollment in the Ph.D. program.

10. Candidacy: Students who have passed the comprehensive exam become eligible for consideration for admission to doctoral candidacy. Students’ performance on exams, research papers, and course work are the grounds on which the academic area decides on candidacy. While students who have reached this point are normally admitted, the area reserves the right

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not to deny candidacy to students who have proved only marginal in their abilities. If approved, candidacy begins in the semester following successful completion of the comprehensive exams. Students have five years from the beginning of candidacy to complete and deposit their dissertations.

11. Research proposal: Once a faculty member has agreed to direct that student’s dissertation, the area director appoints a dissertation committee that includes at a minimum the director and two readers in consultation with the director. This committee then works with the student to refine his/her dissertation proposal, which must conform to a four-page format approved by the University. Once the student’s committee has approved the proposal, the area director forwards it to other faculty in the area for comment and approval within 48 hours. Subsequently, the STRS Ph.D. Committee and the Dean of the School must approve it. The proposal is then forwarded to the Dean of Graduate Studies, who sends it to a blind reviewer elsewhere in the University for a final approval process. The proposal may be sent back to the student for revision at any one of these stages.

12. Dissertation: The procedure for dissertation direction in BS requires that the dissertation director serve as liaison between student and readers. Only after a proposal or chapter has been approved by the director is it sent to the readers for comment; and their comments are relayed in turn by the director back to the student. The dissertation is only eligible for defense when the director and readers have signified their approval by signature. Ph.D. dissertations are not graded.

13. Oral defense: The director organizes the dissertation defense. It involves a committee including the director, the readers, and a Chair and Secretary recruited from outside STRS. At the defense, the student provides a 10- to 15-minute presentation describing the origins of the project, the specific topic and methodology involved, and the chief conclusions. There follows an initial round of fifteen minutes of questioning from the director and each of the readers, followed by a second round of the same length, at the conclusion of which the Secretary and Chair may also pose questions. After excusing the candidate, the committee then deliberates about whether the student has passed. The chief criteria for this judgment are the scope of the student’s knowledge, his or her ability to respond effectively and thoroughly to questions, the degree of critical and analytical thought evinced in the student’s performance, and the student’s skill at expanding on his or her findings and applying them to problems and issues beyond the scope of the dissertation. Following a particularly impressive defense, a member of the committee – but not the director – may propose that the student pass “with distinction”. In this case, the committee votes by secret ballot; the result must be unanimously in favor to confer the distinction, which applies not to the dissertation itself, but rather to the defense only. Following the defense, members of the examining committee frequently provide the student with written comments and corrections for the dissertation.

14. Revision and deposit of the dissertation: Once a candidate has successfully defended the dissertation, s/he must revise it to include any changes the examining committee required and bring it into conformity with the formatting requirements that the office of the Dean of Graduate Studies has set out before it can be deposited.


16. Informal student feedback: The Dean meets periodically with members of the STRS Student Organization and also holds occasional “Town Hall Meetings” with any interested graduate

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students. The purpose of these meetings is to inform graduate students of new developments in the School and to provide them with an opportunity to raise their own questions and concerns.

17. End-of-program survey: The Career Services Office has administered up through the present year a questionnaire to recently graduated students and reported its findings to the School regarding placement, starting salaries, and satisfaction with career path. This function will migrate to CPIT beginning next year.

IV. Use of Results to Improve Student Learning 1. When needed, the faculty of the BS area, functioning as a committee of the whole, uses the

various findings of the Student Assessment Outcome Measures as the basis for making adjustments to the Ph.D. program. Area faculty members, under the leadership of the area director, advise students, instruct and grade students, teach and evaluate language skills, create and assess comprehensive exams, and direct and evaluate dissertations. Based on these processes, the academic area periodically re-calibrates the practices and requirements for each degree program. Any changes in procedures or policies for students are posted on the School website.



4. School administrators also use the results from “Town Hall Meetings,” meetings with the student organization STRSSA, informal colloquies with students, and end-of-program or alumni surveys as the impetus for initiatives designed to enhance student learning, for example by improving material support, information access, and web content.

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Doctor of Philosophy (Ph.D.) in Theology and Religious Studies

Church History

I. Program Description The program prepares students for a career in education and scholarship, providing them with thorough knowledge of specific areas of specialization, experience in research and teaching, and original contribution to historical research.

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Applicants have a master’s degree or the equivalent in a field of theological or religious studies or education, have taken at least four courses in philosophy and have evidenced superior achievement and the ability to succeed in graduate work, as reflected in a GPA of 3.3 at the master’s level as well as suitable scores on the GRE or MAT exams. TOEFL exams meeting minimum University requirements are requisite for foreign students. The director of the academic area makes recommendations regarding admission and pre-requisites, which the Associate Dean for Graduate Studies reviews and approves. Ph.D. students in Church History generally complete at least 36 credit hours of course work at the 700 and 800 levels, 12 hours of which involve satisfying a research requirement (four article-length seminar papers that aspire to be of publishable quality and are usually written either in an 800-level course or as an individual directed research project); pass comprehensive exams and write and defend a dissertation. All first year students are required to take a core course, The Writing of Church History (TRS 521). CH students must demonstrate research competence in two modern foreign languages (usually French and German) but, depending on a student’s research interest, this might expand to include four semesters beyond the bachelor’s level in any other languages that the student needs for research. All Ph.D. students must participate in a series of pro-seminars introducing them to doctoral studies. The Associate Dean may consider students admitted at the doctoral level for scholarships and/or teaching or research assistantships. The faculty encourages students to present their research publicly at meetings of professional associations, and in some cases faculty members work closely with students to assist them in finding publication venues. Students are able to contribute to academic governance through their teaching evaluations and their representation in faculty meetings, the School’s student organization (STRSSA), and periodic “Town Hall” meetings with the Dean of the School. Based in part on student input, STRS has developed a “Teaching and Learning” Program in recent years aimed at enhancing Ph.D. students’ professional development by providing teaching opportunities and pedagogical instruction. This is part of a broader effort to promote their professional development through teaching and job-seeking workshops, faculty mentoring relationships, sponsorship of paper presentations and travel, and introductions to professional societies, such as the American Academy of Religion. STRS’s Ph.D. graduates are qualified for and frequently obtain teaching positions at the college or university level. A high percentage teaches in Catholic institutions of higher learning. Others accept positions in foundations, ministries of varying sorts, or the publishing world. Recent graduates have accepted academic positions at, for example, Belmont Abbey (NC), Conception Seminary College (MO), Mount St. Mary Seminary (MD), University of St. Mary of the Lake (IL).


Students who graduate with a Ph.D. in Theology and Religious Studies with a concentration in Church History will: 1. Demonstrate mastery of methods and knowledge in their field of specialization; 2. Display a comprehensive grasp of issues within their chosen discipline and a sophisticated

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understanding of the complex relationship of theology and religious studies; 3. Demonstrate a research-reading level proficiency in two modern foreign languages (usually

French and German) and the ability to translate original texts in any other languages (e.g. Greek or Latin for students in patristics) that the student needs for research.

4. Have developed professional relationships with other scholars in their field through professional societies and like media;

5. Exhibit the requisite disciplinary foundation and pedagogical training to teach in the broader academy; and

6. Demonstrate the advanced knowledge and skills to produce and present constructive research and contribute to the life of the academy.


1. Admission: See program description above. 2. Advising: Academic area directors assign academic advisors to Ph.D. students; they meet

with the students regularly to consult regarding course selection. Students may be prevented from registering, if they have not cleared their proposed courses with their advisor. Area directors generally maintain tracking sheets to oversee student progress toward the degree. As a rule, academic areas also engage in an annual review of students at which they discuss student progress and air potential problems. Once a student has a dissertation director, s/he becomes that student’s advisor.

3. Course work/GPA: Ph.D. students must maintain a GPA of 3.3 to remain in good standing. The ADGS periodically reviews student GPAs, and students who fail to maintain the minimum GPA may be placed on academic probation and then, after one semester, dismissed. The office of the ADGS also monitors student milestones: the colloquy, the completion of coursework including the Ph.D. pro-seminars and research papers, language requirements, comprehensive exams, admission to candidacy, approval of dissertation proposal, and defense and deposit of the dissertation.



6. Colloquy: At the beginning of their second semester students meet with a panel of faculty members including the area director and two of their instructors from the prior semester. At this meeting the students’ future program is discussed. In light of student interests and abilities as reflected in their coursework up to that point, a determination is made regarding the subfield of church history in which the student will proceed. This determination sets the structure of the students’ Ph.D. comprehensive exams and may also result in the assignment of a new advisor specific to that subfield.

7. Research requirement: Ph.D. students must submit four term papers in fulfillment of the research requirement, each 25-35 pages long and aspiring to be of publishable quality. These papers are normally written in the context of an 800-level research seminar. At least one of the papers must demonstrate facility with one of the foreign languages in which the student

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has been examined. Some, but not all, of the papers may be composed with a view to exploring prospective dissertation topics. The papers are graded by the instructor to whom they are submitted, and evaluations and/or copies of the research papers are placed in the students’ files.

14. Foreign language requirement: Doctoral students in CH must demonstrate competence in French and German, in one of three ways: by passing a University course geared toward reading and research in the relevant language; by passing the one-hour standardized Princeton exam administered at the University’s counseling center; or by completing a translation project in which they translate an entire article, summarize it, and then submit to an examination on it by a TRS professor. Students working in the patristic, medieval, or Renaissance periods must further demonstrate the ability to translate original texts in Latin or Greek by successfully completing a course or passing an examination administered by the Greek and Latin department. In addition, students in Latin patristics must display facility with Greek, and students in Greek patristics must display facility with Latin.

8. Ph.D. reading list: Reading lists are the basis for the comprehensive exam in CH. Drafted by and for each student individually in the student’s major area, area of concentration, and minor area, these lists are approved by a faculty committee. Reading lists take a student’s course materials into account, and they also include additional titles judged to represent significant topics not covered by the student’s course work.

9. Ph.D. comprehensive examinations: Students take Ph.D. comprehensive exams following the completion of all required course work and language requirements. Administered in three parts on four separate days (two days on the major area, one on the area of concentration, and one on the minor area), the CH exams are structured around students’ reading lists. The area director oversees the formulation of exam questions by faculty members, and then assigns faculty members to evaluate the answers. At least two, and in some cases three, faculty members read each part of each exam, evaluating it on a pass/fail basis. If a student fails a comprehensive examination, s/he may repeat it only once, typically in the following semester at the earliest. A second failure automatically terminates a student's enrollment in the Ph.D. program.

10. Candidacy: Students who have passed the comprehensive exam become eligible for consideration for admission to doctoral candidacy. Students’ performance on exams, research papers, and course work are the grounds on which the academic area decides on candidacy. In cases in which the student’s performance to that point has been marginal, candidacy may be denied. If approved, candidacy begins in the semester following successful completion of the comprehensive exams. Students have five years from the beginning of candidacy to complete and deposit their dissertations.

11. Research proposal: Once a faculty member has agreed to direct that student’s dissertation, the area director appoints a dissertation committee that includes at a minimum the director and two readers in consultation with the director. This committee then works with the student to refine his/her dissertation proposal, which must conform to a four-page format approved by the University. Once the student’s committee has approved the proposal, the area director forwards it to other faculty in the area for comment and approval within 48 hours. Subsequently, the STRS Ph.D. Committee and the Dean of the School must approve it. The proposal is then forwarded to the Dean of Graduate Studies, who sends it to a blind reviewer elsewhere in the University for a final approval process. If at any point the proposal is returned, it is revised and resubmitted by the student.

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12. Dissertation: Academic areas vary with respect to their practices for dissertation guidance. In CH, all chapters are submitted throughout the writing process to readers as well as the director, all of whom respond directly to the student with comments and criticisms. The dissertation is eligible for defense only when the director and readers have signified their approval by signature. Ph.D. dissertations are not graded.

13. Oral defense: The director organizes the dissertation defense. It involves a committee including the director, the readers, and a Chair and Secretary recruited from outside STRS. At the defense, the student provides a 10- to 15-minute presentation describing the origins of the project, the specific topic and methodology involved, and the chief conclusions. There follows an initial round of fifteen minutes of questioning from the director and each of the readers, followed by a second round of the same length, at the conclusion of which the Secretary and Chair may also pose questions. After excusing the candidate, the committee then deliberates about whether the student has passed. The chief criteria for this judgment are the scope of the student’s knowledge, his or her ability to respond effectively and thoroughly to questions, the degree of critical and analytical thought evinced in the student’s performance, and the student’s skill at expanding on his or her findings and applying them to problems and issues beyond the scope of the dissertation. The committee votes to determine whether the student passes or fails. There is no grade or numerical score. A vote to pass may be contingent on the completion of revisions stipulated by one or more of the director and readers. Following a particularly impressive defense, a member of the committee – but not the director – may propose that the student pass “with distinction”. In this case, the committee votes by secret ballot; the result must be unanimously in favor to confer the distinction.




17. End-of-program survey: The Career Services Office has administered up through the present year a questionnaire to just-graduated students and reported its findings to the School regarding placement, starting salaries, and satisfaction with career path. This function will migrate to CPIT beginning next year.

IV. Use of Results to Improve Student Learning 1. When needed, the faculty of the CH area, functioning as a committee of the whole, uses the

various findings of the Student Assessment Outcome Measures as the basis for making adjustments to the Ph.D. program, primarily at the level of the academic area. Area faculty members, under the leadership of the area director, advise students, instruct and grade students, teach and evaluate language skills, and create and assess comprehensive exams.

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Based on these processes, the academic areas periodically re-calibrate the practices and requirements for each degree program. As needed, and based on a review of past enrollment and other data, the academic area may entertain significant restructuring measures in order to respond to shifting patterns of student interest. Any changes in procedures or policies for students are posted on the School website.




*****


Historical Theology

I. Program Description The Ph.D. program in historical theology studies the development of Eastern and Western Christian theology from the earliest Christian communities to the present. Applicants to the Ph.D. degree program with a concentration in Historical Theology have a master’s degree or the equivalent in a field of theological or religious studies, basic proficiency in Latin and a minimum of four courses in philosophy. They evidence superior achievement and the ability to succeed in graduate work, as reflected in a GPA of at least 3.3 at the master’s level and suitable combined scores on the GRE (normally a combined verbal and quantitative score of 1200 or above) or MAT exams. TOEFL exams meeting minimum university standards are requisite for foreign students. The director of the academic area makes recommendations regarding admission and prerequisites, which the Associate Dean for Graduate Studies reviews and approves. Students in the Historical Theology concentration usually complete at least 36 credit hours of course work at the 700 and 800 levels for the Ph.D., 12 hours of which involve satisfying a research requirement (four article-length seminar papers that aspire to be of publishable quality and are usually written either in an 800-level course or as an individual directed research

57

project); qualify in four research languages (Latin, Greek, German and a Romance language); pass comprehensive exams and write and defend a dissertation. Historical Theology has a single core course, Theological Foundations (TRS 760A); it requires that half of a student’s course work be in historical theology with the other half devoted to electives (12 credits) and a minor field of study (6 credits) within another academic area (e.g. church history or moral theology/ethics) or outside of the School (e.g. philosophy). All Ph.D. students must participate in a series of pro-seminars introducing them to doctoral studies. The Associate Dean may consider students admitted at the doctoral level for scholarships and/or teaching or research assistantships. The faculty encourages students to present their research publicly at meetings of professional associations, and in some cases faculty members work closely with students to assist them in finding publication venues. Students are able to contribute to academic governance through their teaching evaluations and their representation in faculty meetings, the School’s student organization (STRSSA), and periodic “Town Hall” meetings with the Dean of the School. Based in part on student input, STRS has developed a “Teaching and Learning” Program in recent years aimed at enhancing Ph.D. students’ professional development by providing teaching opportunities and pedagogical instruction. This is part of a broader effort to promote their professional development through teaching and job-seeking workshops, faculty mentoring relationships, sponsorship of paper presentations and travel, and introductions to professional societies, such as the American Academy of Religion. STRS’s Ph.D. graduates are qualified for and frequently obtain teaching positions at the college or university level. A high percentage teaches in Catholic institutions of higher learning. Others accept positions in foundations, ministries of varying sorts, or the publishing world. Recent posts for graduates in this program include the University of Notre Dame and the University of Scranton.


Students who graduate with a Ph.D. in Theology and Religious Studies with a concentration in Historical Theology will: 1. Demonstrate knowledge of the history of theology and mastery of methods in the study of

historical theology; 2. Display a comprehensive grasp of issues within historical theology and a sophisticated

understanding of the complex relationship of theology and religious studies; 3. Possess a deep grounding in a particular historical subfield (patristic, medieval, or modern)

and a particular subfield of theology (e.g. Christology, ecclesiology, etc.); 4. Demonstrate research proficiency in Latin, Greek, German and a Romance language. 5. Exhibit the requisite disciplinary foundation and pedagogical training to teach in the broader




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1. Admission: See program description above. 2. Advising: The academic area director assigns academic advisors to Ph.D. students; they meet

with the students regularly to consult regarding course selection. Students may be prevented from registering, if they have not cleared their proposed courses with their advisor. The area director maintains tracking sheets to oversee student progress toward the degree. As a rule, academic areas also engage in an annual review of students at which they discuss student progress and air potential problems. Once a student has a dissertation director, s/he becomes that student’s advisor.




6. Research requirement: Ph.D. students must submit four term papers in fulfillment of the research requirement, each 25-35 pages long and aspiring to be of publishable quality. The papers are developed in conjunction with 800-level research seminars. At least one of the papers must demonstrate facility with one of the foreign languages in which the student has been examined. Some, but not all, of the papers may be composed with a view to exploring prospective dissertation topics. The papers are graded by the instructors of the research seminars in which they are assigned.

7. Foreign language requirement: Students demonstrate research competence in Latin, Greek, German and a major Romance language (either French, Spanish, or Italian). Students fulfill the Latin requirement either by the satisfactory completion of Theological Latin (TRS 500A) or by passing a timed Latin exam administered and graded by faculty; the Greek requirement either by passing a similar Greek exam or by passing either Greek for Theology or Biblical Greek; the German requirement by passing either TRS 504: Theological German or an exam administered by STRS faculty; and the Romance language requirement by passing a reading exam administered within STRS.

8. Ph.D. reading list: A reading list consisting of approximately fifty substantive titles serves as the basis for the comprehensive exam. The list is drafted by the student in collaboration with a committee of three faculty members drawn from the areas in which the student is to be examined. Reading lists take a student’s course materials into account, and also include additional titles judged to represent significant topics not covered by the student’s course work. The reading list in historical theology includes fifteen books from the student’s major historical period, ten books in each of the other two historical periods, and fifteen books in the student’s area of theological specialization. Students are responsible for knowing the main propositions of each work on their list and for being able to relate those propositions to

59

others in the field. 9. Ph.D. comprehensive examinations: Students take Ph.D. comprehensive exams following the

completion of all required course work and language requirements. Administered in three parts on separate days, exams are structured around students’ reading lists. The comprehensive exam in Historical Theology has three parts devoted respectively to the student’s major historical periods, minor historical periods, and theological specialization. The area director oversees the formulation of exam questions by faculty members, and then assigns faculty members to evaluate the answers. At least two, and in some cases three, faculty members read each part of each exam and evaluate it on a pass/fail basis, and the area director tabulates and records the results. If a student fails a comprehensive examination, s/he may repeat it only once, typically in the following semester at the earliest. A second failure automatically terminates a student's enrollment in the Ph.D. program.

10. Candidacy: Students who have passed the comprehensive exam become eligible for consideration for admission to doctoral candidacy. Students’ performance on exams, research papers, and course work are the grounds on which the academic area decides on candidacy. If approved, candidacy begins in the semester following successful completion of the comprehensive exams. Students have five years from the beginning of candidacy to complete and deposit their dissertations.

11. Research proposal: Once a faculty member has agreed to direct that student’s dissertation, the area director appoints a dissertation committee that includes at a minimum the director and two readers in consultation with the director. This committee then works with the student to refine his/her dissertation proposal, which must conform to a four-page format approved by the University. Once the student’s committee has approved the proposal, the area director forwards it to other faculty in the area for comment and approval within 48 hours. Subsequently, the STRS Ph.D. Committee and the Dean of the School must approve it. The proposal is then forwarded to the Dean of Graduate Studies, who sends it to a blind reviewer elsewhere in the University for a final approval process.

12. Dissertation: Academic areas vary with respect to their practices for dissertation guidance. In Historical Theology, readers determine individually at which points in the drafting process they will review individual chapters. The dissertation is eligible for defense only when the director and readers have signified their approval by signature.

13. Oral defense: The director organizes the dissertation defense. It involves a committee including the director, the readers, and a Chair and Secretary recruited from outside STRS. At the defense, the student provides a 10- to 15-minute presentation describing the origins of the project, the specific topic and methodology involved, and the chief conclusions. There follows an initial round of fifteen minutes of questioning from the director and each of the readers, followed by a second round of the same length, at the conclusion of which the Secretary and Chair may also pose questions. After excusing the candidate, the committee then deliberates about whether the student has passed. The chief criteria for this judgment are the scope of the student’s knowledge, his or her ability to respond effectively and thoroughly to questions, the degree of critical and analytical thought evinced in the student’s performance, and the student’s skill at expanding on his or her findings and applying them to problems and issues beyond the scope of the dissertation. Following a particularly impressive defense, a member of the committee – but not the director – may propose that the student pass “with distinction.” In this case, the committee votes by secret ballot; the result must be unanimously in favor to confer the distinction. If there is no such proposal, a vote is held to

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pass or fail the dissertation and the defense. Comments and corrections are communicated orally and in writing to students following the defense.





IV. Use of Results to Improve Student Learning 1. When needed, the faculty of the HST area, functioning as a committee of the whole, uses the

various findings of the Student Assessment Outcome Measures as the basis for making adjustments to the Ph.D. program. Area faculty members, under the leadership of the area director, advise students, instruct and grade students, teach and evaluate language skills, create and assess comprehensive exams, and direct and evaluate dissertations. Based on these processes, the academic area periodically re-calibrates its practices and requirements for each degree program, including language requirements, course offerings, and procedures for documenting student progress. Any changes in procedures or policies for students are posted on the School website.


3. The Dean and ADGS, in reviewing teaching evaluations and syllabi, may periodically make

suggestions to individual faculty members regarding potential improvements to their courses. Faculty have ready access to technical and instructional support for the use of teaching software from CPIT, and are also included in workshops on pedagogy conducted under the auspices of the School’s Teaching and Learning program. The School has also benefited in the past from funding from the Wabash foundation for various events on teaching skills.

4. School administrators also use the results from “Town Hall Meetings,” meetings with the

student organization STRSSA, informal colloquies with students, and end-of-program or

61

alumni surveys as the impetus for initiatives designed to enhance student learning, for example by improving material support, information access, and web content.

*****


Liturgical Studies/Sacramental Theology

I. Program Description The Ph.D. program in Liturgical Studies/Sacramental Theology is devoted to the scholarly study of the Christian liturgical and sacramental tradition. Applicants have a master’s degree or the equivalent in a field of theological or religious studies, research proficiency in Latin, a minimum of four courses in philosophy and evidence of superior achievement and the ability to succeed in graduate work, as reflected in a minimum GPA of 3.3 at the master’s level and suitable combined scores on the GRE or MAT exams. Foreign students meet University standards for scores on the TOEFL exam. The director of the academic area makes recommendations regarding admission and pre-requisites, which the Associate Dean for Graduate Studies reviews and approves. To earn the Ph.D. with a concentration in Liturgical Studies/Sacramental Theology, students typically complete at least 36 credit hours of course work at the 700 and 800 levels, 12 hours of which involve satisfying a research requirement (four article-length seminar papers that aspire to be of publishable quality and are usually written either in an 800-level course or as an individual directed research project); qualify in Latin and Greek and two modern languages (usually German and French); pass comprehensive exams and write and defend a dissertation. LS/ST requires that half of a student’s course work be in liturgical studies and sacramental theology, with the other half devoted to electives (12 credits) and a minor field of study within another academic area or outside of STRS (6 credits). All Ph.D. students must participate in a series of pro-seminars introducing them to doctoral studies. The Associate Dean may consider students admitted at the doctoral level for scholarships and/or teaching or research assistantships. The faculty encourages students to present their research publicly at meetings of professional associations, and in some cases faculty members work closely with students to assist them in finding publication venues. Students are able to contribute to academic governance through their teaching evaluations and their representation in faculty meetings, the School’s student organization (STRSSA), and periodic “Town Hall” meetings with the Dean of the School. Based in part on student input, STRS has developed a “Teaching and Learning” Program in recent years aimed at enhancing Ph.D. students’ professional development by providing teaching opportunities and pedagogical instruction. This is part of a broader effort to promote their professional development through teaching and job-seeking workshops, faculty mentoring relationships, sponsorship of paper presentations and travel, and introductions to professional societies, such as the American Academy of Religion. STRS’s Ph.D. graduates are qualified for and frequently obtain teaching positions at the college

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or university level. A high percentage teaches in Catholic institutions of higher learning. Others accept positions in foundations, ministries of varying sorts, or the publishing world. Students in the LS/ST program have taken positions at Providence College (RI), Gonzaga University (WA), and Loyola Marymount University (CA).


Students who graduate with a Ph.D. in Theology and Religious Studies with a concentration in Liturgical Studies/Sacramental Theology will: 1. Demonstrate mastery of methods and knowledge in their field of specialization; 2. Display a comprehensive grasp of issues within their chosen discipline and a sophisticated

understanding of the complex relationship of theology and religious studies; 3. Demonstrate research competence in Latin, Greek and two modern languages (usually

French and German); 4. Exhibit the requisite disciplinary foundation and pedagogical training to teach in the broader




1. Admission: See program description above. 2. Advising: Academic area directors assign academic advisors to Ph.D. students; they meet

with the students regularly to consult regarding course selection. Students may be prevented from registering, if they have not cleared their proposed courses with their advisor. Area directors generally maintain tracking sheets to oversee student progress toward the degree. As a rule, academic areas also engage in an annual review of students at which they discuss student progress and air potential problems. Once a student’s dissertation proposal has been approved, the dissertation director becomes that student’s advisor.




6. Research requirement: Ph.D. students must submit four term papers in fulfillment of the research requirement, each 25-35 pages long and aspiring to be of publishable quality. At

63

least one of the papers must demonstrate facility with one of the foreign languages in which the student has been examined. Some, but not all, of the papers may be composed with a view to exploring prospective dissertation topics. The papers are graded by the instructors of the research seminars in which they are assigned.

7. Foreign language requirement: Students demonstrate research competence in Latin, Greek and two modern languages (generally German and either French or Italian). Students fulfill the Latin requirement either by the satisfactory completion of Theological Latin (TRS 500A) or by passing a timed Latin exam administered and graded by faculty; the Greek requirement either by passing a similar Greek exam or by passing either Greek for Theology or Biblical Greek; and the modern language requirements either by the satisfactory completion of a course in "Reading for Comprehension” or by passing a reading exam administered within STRS.

8. Ph.D. reading list: Reading lists are the basis for the comprehensive exam. The lists are drafted by and for each student individually and then approved by a faculty committee. Reading lists take a student’s course materials into account, and they also include additional titles judged to represent significant topics not covered by the student’s course work. Students are responsible for knowing the main propositions of each work on their list and for being able to relate those propositions to others in the field.

9. Ph.D. comprehensive examinations: Students take Ph.D. comprehensive exams following the completion of all required course work and language requirements. Administered in three parts on separate days, exams are structured around students’ reading lists. The area director oversees the formulation of exam questions by faculty members, and then assigns faculty members to evaluate the answers. At least two, and in some cases three, faculty members read each part of each exam and evaluate it on a pass/fail basis, and the area director tabulates and records the results. If a student fails a comprehensive examination, s/he may repeat it only once, typically in the following semester at the earliest. A second failure automatically terminates a student's enrollment in the Ph.D. program.



12. Dissertation: Academic areas vary with respect to their practices for dissertation guidance. In LS/ST, students submit chapters that have been corrected by the dissertation director to readers, who send comments directly to the student, with copies to the dissertation director. . The dissertation is eligible for defense only when the director and readers have signified their

64

approval by signature. 13. Oral defense: The director organizes the dissertation defense. It involves a committee

including the director, the readers, and a Chair and Secretary recruited from outside STRS. At the defense, the student provides a 10- to 15-minute presentation describing the origins of the project, the specific topic and methodology involved, and the chief conclusions. There follows an initial round of fifteen minutes of questioning from the director and each of the readers, followed by a second round of the same length, at the conclusion of which the Secretary and Chair may also pose questions. After excusing the candidate, the committee then deliberates about whether the student has passed. The chief criteria for this judgment are the scope of the student’s knowledge, his or her ability to respond effectively and thoroughly to questions, the degree of critical and analytical thought evinced in the student’s performance, and the student’s skill at expanding on his or her findings and applying them to problems and issues beyond the scope of the dissertation. Following a particularly impressive defense, a member of the committee – but not the director – may propose that the student pass “with distinction.” In this case, the committee votes by secret ballot; the result must be unanimously in favor to confer the distinction. If there is no such proposal, a vote is held to pass or fail the dissertation and the defense. Comments and corrections are communicated orally and in writing to students following the defense.





IV. Use of Results to Improve Student Learning 1. When needed, the faculty of the LS/ST area, functioning as a committee of the whole, uses

the various findings of the Student Assessment Outcome Measures as the basis for making adjustments to the Ph.D. program. Area faculty members, under the leadership of the area director, advise students, instruct and grade students, teach and evaluate language skills, create and assess comprehensive exams, and direct and evaluate dissertations. Based on these processes, the academic area periodically re-calibrates its practices and requirements for each degree program, including language requirements and advising procedures. Any changes in procedures or policies for students are posted on the School website.

2. In addition, the Executive Council – a monthly meeting of the School’s deans and academic

65

area directors – can take the initiative to revise master’s programs, as can full faculty meetings. Working with data and profiles from students across the School, the Executive Council can harmonize language requirements, respond to negative patterns in teaching as reported in course evaluations, and add requirements that cross several areas (such as the course in hermeneutics that fulfills a requirement in several areas).

3. The Dean and ADGS, in reviewing teaching evaluations and syllabi, may periodically make

suggestions to individual faculty members regarding potential improvements to their courses. Faculty have ready access to technical and instructional support for the use of teaching software from CPIT, and are also included in workshops on pedagogy conducted under the auspices of the School’s Teaching and Learning program. The School has also benefited in the past from funding from the Wabash foundation for various events on teaching skills.

4. School administrators also use the results from “Town Hall Meetings,” meetings with the

student organization STRSSA, informal colloquies with students, and end-of-program or alumni surveys as the impetus for initiatives designed to enhance student learning, for example by improving material support, information access, and web content.

*****


Moral Theology/Ethics

I. Program Description This program is designed to provide men and women with advanced training in moral theology and ethics. Moral theology—the branch of Christian theology that focuses on the human response to the Christian revelation—is studied in conversation with Scripture and tradition, as well as with other disciplines that address moral questions, such as philosophy, religious studies, politics, law, medicine, and the social and behavioral sciences. Applicants have a master’s degree or the equivalent in a field of theological or religious studies, research proficiency in Latin, a minimum of four courses in philosophy and evidence of superior achievement and the ability to succeed in graduate work, as reflected in a minimum GPA of 3.3 at the master’s level and suitable combined scores on the GRE or MAT exams. Foreign students meet University standards for scores on the TOEFL exam. The director of the academic area makes recommendations regarding admission and pre-requisites, which the Associate Dean for Graduate Studies reviews and approves. Students concentrating in Moral Theology/Ethics generally complete at least 36 credit hours of course work at the 700 and 800 levels to earn the Ph.D., 12 hours of which involve satisfying a research requirement (four article-length seminar papers that aspire to be of publishable quality and are usually written either in an 800-level course or as an individual directed research project); qualify with reading proficiency in two modern foreign languages and either Latin or Greek; pass comprehensive exams and write and defend a dissertation. MT/E has a cycle of four core courses: TRS 737A, Ethics and Action; TRS 737B, The Virtues; TRS 737C, Law in Moral

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Theology, and TRS 737D, Twentieth Century Theological Ethics. Students must also take two additional courses in moral theology or ethics, two electives, and two devoted to each of two minor areas. All Ph.D. students must participate in a series of pro-seminars introducing them to doctoral studies. The Associate Dean may consider students admitted at the doctoral level for scholarships and/or teaching or research assistantships. The faculty encourages students to present their research publicly at meetings of professional associations, and in some cases faculty members work closely with students to assist them in finding publication venues. Students are able to contribute to academic governance through their teaching evaluations and their representation in faculty meetings, the School’s student organization (STRSSA), and periodic “Town Hall” meetings with the Dean of the School. Based in part on student input, STRS has developed a “Teaching and Learning” Program in recent years aimed at enhancing Ph.D. students’ professional development by providing teaching opportunities and pedagogical instruction. This is part of a broader effort to promote their professional development through teaching and job-seeking workshops, faculty mentoring relationships, sponsorship of paper presentations and travel, and introductions to professional societies, such as the American Academy of Religion. STRS’s Ph.D. graduates are qualified for and frequently obtain teaching positions at the college or university level. A high percentage teaches in Catholic institutions of higher learning around the world. Recent graduates have taken academic positions at Fordham University and in China. Others accept positions in foundations, ministries of varying sorts, or the publishing world.


Students who graduate with a Ph.D. in Theology and Religious Studies with a concentration in Moral Theology/Ethics will: 1. Demonstrate mastery of methods and knowledge in moral theology and ethics; 2. Display a sophisticated understanding of the complex relationship of theology and religious

studies; 3. Demonstrate reading proficiency in two modern foreign language and either Latin or Greek; 4. Exhibit the requisite disciplinary foundation and pedagogical training to teach in the broader



III. Student Assessment Outcome Measures 1. Admission: See program description above. 2. Advising: The academic area director assigns academic advisors to Ph.D. students; they meet

with the students regularly to consult regarding course selection. Students may be prevented from registering, if they have not cleared their proposed courses with their advisor. Area directors generally maintain tracking sheets to oversee student progress toward the degree. As a rule, academic areas also engage in an annual review of students at which they discuss student progress and air potential problems. Once a student’s dissertation proposal has been

67

approved, the dissertation director becomes that student’s advisor. 3. Course work/GPA: Ph.D. students must maintain a GPA of 3.3 to remain in good standing.

The ADGS periodically reviews student GPAs, and students who fail to maintain the minimum GPA may be placed on academic probation and then, after one semester, dismissed. The office of the ADGS also monitors student milestones: the completion of coursework including the Ph.D. pro-seminars and research papers, language requirements, comprehensive exams, admission to candidacy, approval of dissertation proposal, and defense and deposit of the dissertation.



6. Research requirement: Ph.D. students must submit four term papers in fulfillment of the research requirement, each 25-35 pages long and aspiring to be of publishable quality. At least one of the papers must demonstrate facility with one of the foreign languages in which the student has been examined. Some, but not all, of the papers may be composed with a view to exploring prospective dissertation topics. The papers are graded by the instructors of the research seminars in which they are assigned.

7. Foreign language requirement: Students demonstrate research competence in Latin or Greek and two modern languages (generally German and either French or Italian). Students may fulfill the Latin requirement either by the satisfactory completion of Theological Latin (TRS 500A) or by passing a timed Latin exam administered and graded by faculty; or the Greek requirement either by passing a similar Greek exam or by passing either Greek for Theology or Biblical Greek. They may satisfy each of the modern language requirements either by the satisfactory completion of a course in "Reading for Comprehension” or by passing a reading exam administered within STRS.

8. Ph.D. reading list: Reading lists are the basis for the comprehensive exam. The lists are drafted by and for each student individually in conjunction with a faculty committee. Reading lists take a student’s course materials into account, and they also include additional titles judged to represent significant topics not covered by the student’s course work. Students are responsible for knowing the main propositions of each work on their list and for being able to relate those propositions to others in the field.


10. Candidacy: Students who have passed the comprehensive exam become eligible for consideration for admission to doctoral candidacy. Students’ performance on exams, research

68

papers, and course work are the grounds on which the academic area decides on candidacy. If approved, candidacy begins in the semester following successful completion of the comprehensive exams. Students have five years from the beginning of candidacy to complete and deposit their dissertations.


12. Dissertation: Academic areas vary with respect to their practices for dissertation guidance. In MT/E, readers determine individually at which points in the drafting process they will review individual chapters. The dissertation is eligible for defense only when the director and readers have signified their approval by signature.

13. Oral defense: The director organizes the dissertation defense. It involves a committee including the director, the readers, and a Chair and Secretary recruited from outside STRS. At the defense, the student provides a 10- to 15-minute presentation describing the origins of the project, the specific topic and methodology involved, and the chief conclusions. There follows an initial round of fifteen minutes of questioning from the director and each of the readers, followed by a second round of the same length, at the conclusion of which the Secretary and Chair may also pose questions. After excusing the candidate, the committee then deliberates about whether the student has passed. The chief criteria for this judgment are the scope of the student’s knowledge, his or her ability to respond effectively and thoroughly to questions, the degree of critical and analytical thought evinced in the student’s performance, and the student’s skill at expanding on his or her findings and applying them to problems and issues beyond the scope of the dissertation. Following a particularly impressive defense, a member of the committee – but not the director – may propose that the student pass “with distinction.” In this case, the committee votes by secret ballot; the result must be unanimously in favor to confer the distinction. If there is no such proposal, a vote is held to pass or fail the dissertation and the defense. Comments and corrections are communicated orally and in writing to students following the defense.




17. End-of-program survey: The Career Services Office has administered up through the present

69

year a questionnaire to graduated students and reported its findings to the School regarding placement, starting salaries, and satisfaction with career path. This function will migrate to CPIT beginning next year.

IV. Use of Results to Improve Student Learning 1. When needed, the faculty of the MT/E area, functioning as a committee of the whole, uses

the various findings of the Student Assessment Outcome Measures as the basis for making adjustments to the Ph.D. program. Area faculty members, under the leadership of the area director, advise students, instruct and grade students, teach and evaluate language skills, create and assess comprehensive exams, and direct and evaluate dissertations. Based on these processes, the academic area periodically re-calibrates its practices and requirements for each degree program. Any changes in procedures or policies for students are posted on the School website.




*****


Religion and Culture

I. Program Description The Religion and Culture academic area emphasizes analysis of the ways that religious expressions have transformed cultures and have been transformed by them. The area’s programs utilize the methods of the social sciences and humanities in the study of religion, emphasizing the human and cultural dimensions of religious life. These methods may include anthropology, sociology, psychology, literary theory, history, phenomenology, ritual studies, and others. All students in this program take required courses in religious studies methodology, hermeneutics, and the Catholic theological tradition. Otherwise, students are free to design their own programs in collaboration with

70

their adviser. Students in the past have pursued research on topics including religion and science, interreligious dialogue, Confucianism in the modern Vietnamese novel, medieval Islamic philosophy in comparison with western philosophy, the American religious experience, Hindu thought and practice, the practices of modern Latino parishes, and religion in film. Applicants to the program have a master’s degree or the equivalent in a field of theological or religious studies or in any of a number of disciplines in the humanities and social sciences, provided that they have had some exposure to the study of theology and/or religious studies. RC applicants must also have evidenced superior achievement and the ability to succeed in graduate work (a minimum GPA of 3.3 at the master’s level), and have posted acceptable scores on the GRE (normally 1200 combined verbal and quantitative) or MAT exams. Foreign students must present scores on the TOEFL exam that meet minimum University requirements. Applicants’ statements of purpose should reflect an ability to write clearly, a coherent set of research interests, and career goals for which the Ph.D. would be relevant. The director of the academic area makes recommendations regarding admission and prerequisites, which the Associate Dean for Graduate Studies reviews and approves. Students concentrating in Religion and Culture for their Ph.D. generally complete at least 36 credit hours of course work at the 700 and 800 levels, 12 hours of which involve satisfying a research requirement (four article-length seminar papers that aspire to be of publishable quality and are usually written either in an 800-level course or as an individual directed research project); qualify in two modern foreign languages; pass comprehensive exams and write and defend a dissertation. RC has three core course requirements: TRS 780A, Introduction to the Study of Religion; a course in Theological Foundations (either TRS 760A or TRS 660), and a course in Hermeneutics (either TRS 760B or TRS 780B). In all, students should earn 21 credits in religion and culture, nine in the Catholic theological tradition, and six in an allied area within or outside the School such as church history, sociology, or anthropology. All Ph.D. students must participate in a series of pro-seminars introducing them to doctoral studies. The Associate Dean may consider students admitted at the doctoral level for scholarships and/or teaching or research assistantships. The faculty encourages students to present their research publicly at meetings of professional associations, and in some cases faculty members work closely with students to assist them in finding publication venues. Students are able to contribute to academic governance through their teaching evaluations and their representation in faculty meetings, the School’s student organization (STRSSA), and periodic “Town Hall” meetings with the Dean of the School. Based in part on student input, STRS has developed a “Teaching and Learning” Program in recent years aimed at enhancing Ph.D. students’ professional development by providing teaching opportunities and pedagogical instruction. This is part of a broader effort to promote their professional development through teaching and job-seeking workshops, faculty mentoring relationships, sponsorship of paper presentations and travel, and introductions to professional societies, such as the American Academy of Religion. STRS’s Ph.D. graduates are qualified for and frequently obtain teaching positions at the college or university level. A high percentage teaches in Catholic institutions of higher learning. Others accept positions in foundations, ministries of varying sorts, or the publishing world. Recent

71

graduates of the Religion and Culture program have received posts as professors at Emmanuel School of Religion (TN), Uludag University (Turkey), Cabrini College (PA), University of Missouri at Kansas City, Eastern Mennonite University (VA), Our Lady of the Lake University (TX), Xavier University (OH), and St. John’s University (NY).


Students who graduate with a Ph.D. in Theology and Religious Studies with a concentration in Religion and Culture will: 1. Demonstrate a foundation of knowledge and an acquaintance with basic methodological issues in their area of specialization, meaning that the student achieves a knowledge of several specific crucial thinkers and texts in the field from several disciplines, knows the outlines of their theories, and knows when the application of a particular approach is suitable for research; 2. Display a sophisticated understanding of the complex relationship of theology and religious studies; 3. Demonstrate sufficient proficiency in two modern foreign languages to read secondary literature in their field for research purposes; 4. Exhibit the requisite disciplinary foundation and pedagogical training to teach in the broader academy; and; 5. Demonstrate the advanced knowledge and skills to produce constructive research and contribute to the life of the academy.

III. Student Assessment Outcome Measures 1. Admission: See admissions criteria above. 2. Advising: The academic area director serves as the advisor for new doctoral students. Once a

student has a dissertation director, s/he becomes that student’s advisor. Advisors meet with Ph.D. students regularly to consult regarding course selection. Students may be prevented from registering if they have not cleared their proposed courses with their advisor. The area director maintains tracking sheets to oversee student progress toward the degree. The academic area also engages in an annual review of students at which faculty members discuss student progress and air potential problems. Such problems are referred to the area director for follow-up.

3. Course work/GPA: Ph.D. students must maintain a GPA of 3.3 to remain in good standing. The ADGS periodically reviews student GPAs, and students who fail to maintain the minimum GPA may be placed on academic probation and then, after one semester, dismissed. The academic area director will work with a student on probation to devise a plan to improve student performance. The office of the ADGS also monitors student milestones: completion of coursework, including the Ph.D. pro-seminars and research papers; language requirements; comprehensive exams, admission to candidacy, acceptance of the dissertation

72

proposal, and completion, defense, and deposit of the dissertation. 4. Pro-Seminars: Doctoral students must participate in four workshops conveying information

about professionalization, learned societies, publications, and dissertation procedures. Attendance at these workshops is recorded by the office of the ADGS via an electronic checklist.


6. Research requirement: Ph.D. students must submit four major research papers (three if the student completed the master’s degree in the STRS) in fulfillment of the research requirement, each 25-35 pages long and aspiring to be of publishable quality. Thus, the criteria for evaluation will be stricter than those applied to a regular term paper; the professor will evaluate the paper based on its suitability for publication in an academic journal or presentation at a professional conference. At least one of the papers must demonstrate facility with one of the foreign languages in which the student has been examined. Some, but not all, of the papers may be composed with a view to exploring prospective dissertation topics. The papers are initially graded by the professor under whose supervision it was written. Later, when the faculty votes on doctoral candidacy, the Religion and Culture faculty as a whole will review the papers and evaluations as a guide to the student’s ability to write a dissertation. The academic area director certifies that all three or four papers have been completed before the student can proceed to comprehensive examinations.

7. Foreign language requirement: Students demonstrate proficiency in two modern foreign languages. There are three ways in which Religion and Culture students may demonstrate competence in a foreign language. a. In areas in which a general standard of reading proficiency suffices, passing an approved language course may meet the requirement. b. Students may also sit for a one-hour translation exam developed and evaluated by a member of the faculty with competence in that language. c. Or they may opt for a translation project in which they translate an entire article, summarize it, and then submit to an examination on it by a professor. Generally, TRS faculty members evaluate student work on language exams. In Religion and Culture, the “defaults” are French and German, but because of the flexibility of the program, students may elect to be examined on another language more suited to their program of study (e.g., Arabic or Spanish). The academic area director approves the choice of languages based on their suitability for the student’s dissertation research, and must exercise flexibility in arranging for evaluations when the language is not one taught at the university (recent examples include Russian and Osage).

8. Ph.D. reading list: Reading lists are the basis for the comprehensive exam. Drafted by and for each student individually, these lists are approved by a faculty committee. Reading lists take a student’s course materials into account, and they also include additional titles judged to represent significant topics not covered by the student’s course work. The list must be completed one semester prior to sitting for comprehensive exams. The items included on the list constitute “fair game” for the formulation of questions, and the student should strive to grasp the main ideas and arguments of the items and be able to use them in exam essays.

9. Ph.D. comprehensive examinations: Students take Ph.D. comprehensive exams following the completion of all required course work, pro-seminars, and language requirements.

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Administered in three parts on separate days in one or two semesters, exams are structured around students’ reading lists. The area director oversees the formulation of exam questions by faculty members, and then assigns faculty members to evaluate the answers. Two faculty members read each part of each exam, and a third reader reads them in case of a tie. Exam readers apply their own professional judgment to recommend whether the student passes or fails each examination. After all exams are completed, the Religion and Culture faculty meet and review the readers’ comments and recommendations, discuss the examinations, and vote whether to pass or fail the student on all exams. If a student fails a comprehensive examination, s/he may repeat it only once, typically in the following semester at the earliest. A second failure automatically terminates a student's enrollment in the Ph.D. program.

10. Candidacy: Students who have passed the comprehensive exam become eligible for consideration for admission to doctoral candidacy, but the two steps are distinct milestones. Students’ performance on exams, research papers, and course work are the grounds on which the academic area decides on candidacy. If approved, candidacy begins in the semester following successful completion of the comprehensive exams. Students have five years from the beginning of candidacy to complete and deposit their dissertations.

11. Research proposal: Once a faculty member has agreed to direct a student’s dissertation, the area director, in consultation with the dissertation director appoints a dissertation committee that includes, at a minimum, the director and two readers in. This committee then works with the student to refine his/her dissertation proposal, which must conform to a four-page format approved by the University. Once the student’s committee has approved the proposal, the student forwards it to other faculty in the area for comment and approval within 48 hours. Subsequently, the STRS Ph.D. Committee and the Dean of the School must approve it. The proposal is then forwarded to the Dean of Graduate Studies, who sends it to a blind reviewer elsewhere in the University for a final approval process. Each evaluator or evaluating body applies its own professional judgment, and may request changes. If this happens, the proposal is remanded to the student who, in consultation with his or her advisor, either makes the changes or presents reasons not to. Once this is done, the proposal proceeds to the next evaluator.

12. Dissertation: : Individual dissertation directors vary with respect to their practices for dissertation guidance. Most directors will review chapters as they are completed and meet with the student upon request, but some might share chapters with the other readers as they come in, while others will send only the completed dissertation to readers as it nears defense-readiness. The dissertation is eligible for defense only when the director and readers have signified their approval by signature.

13. Oral defense: The director organizes the dissertation defense. It involves a committee including the director, the readers, and a Chair and Secretary recruited from outside STRS. At the defense, the student provides a 10- to 15-minute presentation describing the origins of the project, the specific topic and methodology involved, and the chief conclusions. There follows an initial round of fifteen minutes of questioning from the director and each of the readers, followed by a second round of the same length, at the conclusion of which the Secretary and Chair may also pose questions. After excusing the candidate, the committee then deliberates about whether the student has passed. The chief criteria for this judgment are the scope of the student’s knowledge, his or her ability to respond effectively and thoroughly to questions, the degree of critical and analytical thought evinced in the student’s performance, and the student’s skill at expanding on his or her findings and applying them to

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problems and issues beyond the scope of the dissertation. The committee votes to determine whether the student passes or fails. There is no grade or numerical score. A vote to pass may be contingent on the completion of revisions stipulated by one or more of the director and readers. Following a particularly impressive defense, a member of the committee – but not the director – may propose that the student pass “with distinction”. In this case, the committee votes by secret ballot; the result must be unanimously in favor to confer the distinction.



18. Informal student feedback: The Dean meets periodically with members of the STRS Student Organization and also holds occasional “Town Hall Meetings” with any interested graduate students. The purpose of these meetings is to inform graduate students of new developments in the School and to provide them with an opportunity to raise their own questions and concerns.

16. End-of-program survey: The Career Services Office has administered up through the present year a questionnaire to students who graduated in the previous year, and reported its findings to the School regarding placement, starting salaries, and satisfaction with career path. This function will migrate to CPIT beginning next year.


1. When needed, the faculty of the Religion and Culture area, functioning as a committee of the whole, uses the various findings of the Student Assessment Outcome Measures as the basis for making adjustments to the Ph.D. program. Area faculty members, under the leadership of the area director, advise students, instruct and grade students, teach and evaluate language skills, create and assess comprehensive exams, and direct and evaluate dissertations. Based on these processes, the academic area periodically re-calibrates the practices and requirements for each of its degree programs. For example, instruments such as tracking sheets are periodically reviewed and updated. Any changes in procedures or policies for students are posted on the School website.


3. The Dean and ADGS, in reviewing teaching evaluations and syllabi, may periodically make suggestions to individual faculty members regarding potential improvements to their courses. Faculty have ready access to technical and instructional support for the use of teaching software from CPIT, and are also included in workshops on pedagogy conducted under the auspices of the School’s Teaching and Learning program. The School has also benefited in

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the past from funding from the Wabash foundation for various events on teaching skills. 4. School administrators also use the results from “Town Hall Meetings,” meetings with the

student organization STRSSA, informal colloquies with students, and end-of-program or alumni surveys as the impetus for initiatives designed to enhance student learning, for example by improving material support, information access, and web content.

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Religious Education/Catechetics

I. Program Description The Graduate Program in Religious Education/Catechetics is designed to prepare students for a broad range of educational, diocesan and parish ministries through the study of foundations, history and theories of Christian education and the dynamics of faith and moral development with a special emphasis on the liturgical life of the Church. Applicants to the program have a master’s degree or the equivalent in a field of theological or religious studies or in education, provided that they have had some exposure to the study of theology and/or religious studies. RE/C applicants must also have evidenced superior achievement and the ability to succeed in graduate work (a minimum GPA of 3.3 at the master’s level), and have posted acceptable scores on the GRE (normally 1200 combined verbal and quantitative) or MAT exams. Foreign students must present scores on the TOEFL exam that meet minimum University requirements. Applicants’ statements of purpose should reflect an ability to write clearly, a coherent set of research interests, and career goals for which the Ph.D. would be relevant. The director of the academic area makes recommendations regarding admission and prerequisites, which the Associate Dean for Graduate Studies reviews and approves. To earn the Ph.D., students in the Religious Education/Catechetics concentration generally complete at least 36 credit hours of course work at the 700 and 800 levels, 12 hours of which involve satisfying a research requirement (four article-length seminar papers that aspire to be of publishable quality and are usually written either in an 800-level course or as an individual directed research project); qualify with reading proficiency in two languages selected from French, Spanish, and German; pass comprehensive exams and write and defend a dissertation. RE/C has three core course requirements: TRS 751F, Foundations of Religious Education/ Catechesis; TRS 743A, Liturgical Catechesis and TRS 751B, History and Theory of Catechetics. Students take an additional three courses in the academic area and two courses in an allied field; the remaining four courses are electives. All Ph.D. students must participate in a series of pro-seminars introducing them to doctoral studies. The Associate Dean may consider students admitted at the doctoral level for scholarships and/or teaching or research assistantships. The faculty encourages students to present their research publicly at meetings of professional associations, and in some cases faculty members work closely with students to assist them in finding publication venues. Students are able to contribute

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to academic governance through their teaching evaluations and their representation in faculty meetings, the School’s student organization (STRSSA), and periodic “Town Hall” meetings with the Dean of the School. Based in part on student input, STRS has developed a “Teaching and Learning” Program in recent years aimed at enhancing Ph.D. students’ professional development by providing teaching opportunities and pedagogical instruction. This is part of a broader effort to promote their professional development through teaching and job-seeking workshops, faculty mentoring relationships, sponsorship of paper presentations and travel, and introductions to professional societies, such as the American Academy of Religion. STRS’s Ph.D. graduates are qualified for and frequently obtain teaching positions at the college or university level. A high percentage teaches in Catholic institutions of higher learning. Others accept positions in foundations, ministries of varying sorts, or the publishing world.


Students who graduate with a Ph.D. in Theology and Religious Studies with a concentration in Religious Education/Catechetics will: 1. Demonstrate mastery of methods and knowledge in their field of specialization; 2. Display a comprehensive grasp of issues within their chosen discipline and a sophisticated

understanding of the complex relationship of theology and religious studies; 3. Demonstrate reading proficiency in two languages selected from French, Spanish, and

German; 4. Exhibit the requisite disciplinary foundation and pedagogical training to teach in the broader



III. Student Assessment Outcome Measures 1. Admission: See the program description above. 2. Advising: The academic area director assigns academic advisors to Ph.D. students; they meet

with the students regularly to consult regarding course selection. Students may be prevented from registering, if they have not cleared their proposed courses with their advisor. Area directors generally maintain tracking sheets to oversee student progress toward the degree. As a rule, academic areas also engage in an annual review of students at which they discuss student progress and air potential problems. Once a student’s dissertation proposal has been approved, the dissertation director becomes that student’s advisor.


4. Pro-Seminars: Doctoral students must participate in four workshops conveying information

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about professionalization, learned societies, publications, and dissertation procedures. Attendance at these workshops is recorded by the office of the ADGS via an electronic checklist.



7. Foreign language requirement: Students demonstrate research competence in two modern languages (selected from German, French and Spanish). They may satisfy each of the modern language requirements either by the satisfactory completion of a course in "Reading for Comprehension” or by passing a reading exam administered within STRS.





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12. Dissertation: Academic areas vary with respect to their practices for dissertation guidance. In RE/C, readers, in consultation with the director, determine individually at which points in the drafting process they will review individual chapters. The dissertation is eligible for defense only when the director and readers have signified their approval by signature.






IV. Use of Results to Improve Student Learning 1. When needed, the faculty of the RE/C program, functioning as a committee of the whole,

uses the various findings of the Student Assessment Outcome Measures as the basis for making adjustments to the Ph.D. program. Area faculty members, under the leadership of the area director, advise students, instruct and grade students, teach and evaluate language skills, create and assess comprehensive exams, and direct and evaluate dissertations. Based on these processes, the program periodically re-calibrates its practices and requirements for the doctoral degree program. Any changes in procedures or policies for students are posted on

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the School website. 2. In addition, the Executive Council – a monthly meeting of the School’s deans and academic

area directors – can take the initiative to revise master’s programs, as can full faculty meetings. Working with data and profiles from students across the School, the Executive Council can harmonize language requirements, respond to negative patterns in teaching as reported in course evaluations, and add requirements that cross several areas (such as the course in hermeneutics that fulfills a requirement in several areas).



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Spirituality

I. Program Description In dialogue with the Catholic theological tradition, the program in Spirituality also draws on the methods of philosophy, biblical studies, psychology, sociology, and the history of religions to analyze religious experience as expressed in worship, contemplation, doctrine, catechesis, and the spiritual classics. Although the Spirituality program is part of a larger academic area overseen by an area director, it functions in many respects as a self-contained unit, and many of the day-to-day affairs involving the program are managed by a program coordinator. Applicants to the program have a master’s degree or the equivalent in a field of theological or religious studies or in education, provided that they have had some exposure to the study of theology and/or religious studies. Spirituality applicants must also have evidenced superior achievement and the ability to succeed in graduate work (a minimum GPA of 3.3 at the master’s level), and have posted acceptable scores on the GRE (normally 1200 combined verbal and quantitative) or MAT exams. Foreign students must present scores on the TOEFL exam that meet minimum University requirements. Applicants’ statements of purpose should reflect an ability to write clearly, a coherent set of research interests, and career goals for which the Ph.D. would be relevant. The director of the academic area makes recommendations regarding admission and prerequisites, which the Associate Dean for Graduate Studies reviews and approves. Students earning the Ph.D. with a concentration in Spirituality generally complete at least 36 credit hours of course work at the 700 and 800 levels, 12 hours of which involve satisfying a

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research requirement (four article-length seminar papers that aspire to be of publishable quality and are usually written either in an 800-level course or as an individual directed research project); demonstrate reading proficiency in two modern languages with competency in Latin also recommended; pass comprehensive exams and write and defend a dissertation. Spirituality has two core courses: TRS 750A and TRS 750B (Classics in Christian Spirituality I and II), and an additional 12 credits should be in this academic area. Students take two additional courses within a cognate area, usually in another area of STRS, and of the four remaining electives, three should be in historical and/or systematic theology. All Ph.D. students must participate in a series of pro-seminars introducing them to doctoral studies. The Associate Dean may consider students admitted at the doctoral level for scholarships and/or teaching or research assistantships. The faculty encourages students to present their research publicly at meetings of professional associations, and in some cases faculty members work closely with students to assist them in finding publication venues. Students are able to contribute to academic governance through their teaching evaluations and their representation in faculty meetings, the School’s student organization (STRSSA), and periodic “Town Hall” meetings with the Dean of the School. Based in part on student input, STRS has developed a “Teaching and Learning” Program in recent years aimed at enhancing Ph.D. students’ professional development by providing teaching opportunities and pedagogical instruction. This is part of a broader effort to promote their professional development through teaching and job-seeking workshops, faculty mentoring relationships, sponsorship of paper presentations and travel, and introductions to professional societies, such as the American Academy of Religion. STRS’s Ph.D. graduates are qualified for and frequently obtain teaching positions at the college or university level. A high percentage teaches in Catholic institutions of higher learning. Others accept positions in foundations, ministries of varying sorts, or the publishing world.


Students who graduate with a Ph.D. in Theology and Religious Studies with a concentration in Spirituality will: 1. Demonstrate mastery of methods and knowledge in the field of Spirituality; 2. Display a comprehensive grasp of issues within their chosen subfield and a sophisticated

understanding of the complex relationship of theology and religious studies; 3. Demonstrate reading proficiency in two modern languages (with competency in Latin also

recommended); 4. Exhibit the requisite disciplinary foundation and pedagogical training to teach in the broader

academy; and 5. Possess a demonstrated ability to produce constructive research and contribute to the life of

the academy.


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with the students regularly to consult regarding course selection. Students may be prevented from registering if they have not cleared their proposed courses with their advisor. The program coordinator maintains tracking sheets to oversee student progress toward the degree. As a rule, academic areas also engage in an annual review of students at which they discuss student progress and air potential problems. Once a student’s dissertation proposal has been approved, the dissertation director becomes that student’s advisor.





7. Foreign language requirement: Students demonstrate research competence in two modern languages (generally German and French, Spanish, or Italian). They may satisfy each of the modern language requirements either by the satisfactory completion of a course in "Reading for Comprehension” or by passing a reading exam administered within STRS. Proficiency in Latin is also recommended.



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12. Dissertation: Academic areas vary with respect to their practices for dissertation guidance. In Spirituality, readers determine individually at which points in the drafting process they will review individual chapters. The dissertation is eligible for defense only when the director and readers have signified their approval by signature.




16. Informal student feedback: The Dean meets periodically with members of the STRS Student Organization and also holds occasional “Town Hall Meetings” with any interested graduate students. Should these meetings bring to light problems specific to an academic area, the

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Dean will communicate as appropriate with the ADGS and/or the relevant area director. 17. End-of-program survey: The Career Services Office has administered up through the present

year a questionnaire to graduated students and reported its findings to the School regarding placement, starting salaries, and satisfaction with career path. This function will migrate to CPIT beginning next year.

IV. Use of Results to Improve Student Learning 1. When needed, the faculty of the S program, functioning as a committee of the whole, uses

the various findings of the Student Assessment Outcome Measures as the basis for making adjustments to the Ph.D. program. Program faculty members, under the leadership of the program coordinator and area director, advise students, instruct and grade students, teach and evaluate language skills, create and assess comprehensive exams, and direct and evaluate dissertations. Based on these processes, the program periodically re-calibrates its practices and procedures. Any changes in procedures or policies for students are posted on the School website.




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Systematic Theology

I. Program Description The program in Systematic Theology undertakes the task of a comprehensive and synthetic understanding of the Christian faith as mediated through the Scriptures and the Catholic Tradition and as interpreted by the conciliar and papal magisterium. Building on courses that explore the history of this effort, the program reflects on questions of hermeneutics and method, especially about the relationship among theology, philosophy, history, and the modern sciences.

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Applicants to the Ph.D. degree program with a concentration in Systematic Theology have a master’s degree or the equivalent in a field of theological or religious studies, basic proficiency in Latin and a minimum of four courses in philosophy. They evidence superior achievement and the ability to succeed in graduate work, as reflected in a GPA of at least 3.3 at the master’s level and suitable combined scores on the GRE (normally a combined verbal and quantitative score of 1200 or above) or MAT exams. TOEFL exams meeting minimum university standards are requisite for foreign students. The director of the academic area makes recommendations regarding admission and prerequisites, which the Associate Dean for Graduate Studies reviews and approves. To earn the Ph.D., students concentrating in Systematic Theology generally complete at least 36 credit hours of course work at the 700 and 800 levels, 12 hours of which involve satisfying a research requirement (four article-length seminar papers that aspire to be of publishable quality and are usually written either in an 800-level course or as an individual directed research project); qualify in Latin, Greek, German, and a Romance language; pass comprehensive exams and write and defend a dissertation. Systematic Theology has a single core course, Theological Foundations (TRS 760A). It requires that half of a student’s coursework be in systematic theology with the other half devoted to electives (12 credits) and a minor field of study within another academic area or outside of the School (6 credits). All Ph.D. students must participate in a series of pro-seminars introducing them to doctoral studies. The Associate Dean may consider students admitted at the doctoral level for scholarships and/or teaching or research assistantships. The faculty encourages students to present their research publicly at meetings of professional associations, and in some cases faculty members work closely with students to assist them in finding publication venues. Students are able to contribute to academic governance through their teaching evaluations and their representation in faculty meetings, the School’s student organization (STRSSA), and periodic “Town Hall” meetings with the Dean of the School. Based in part on student input, STRS has developed a “Teaching and Learning” Program in recent years aimed at enhancing Ph.D. students’ professional development by providing teaching opportunities and pedagogical instruction. This is part of a broader effort to promote their professional development through teaching and job-seeking workshops, faculty mentoring relationships, sponsorship of paper presentations and travel, and introductions to professional societies, such as the American Academy of Religion. STRS’s Ph.D. graduates are qualified for and frequently obtain teaching positions at the college or university level. A high percentage teaches in Catholic institutions of higher learning. Others accept positions in foundations, ministries of varying sorts, or the publishing world. Recent graduates have obtained posts at the University of Dallas (TX), Franciscan University (OH), and Seton Hall University (NJ).


Students who graduate with a Ph.D. in Theology and Religious Studies with a concentration in Systematic Theology will: 1. Demonstrate knowledge of the history of theology and mastery of methods in the study of

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systematic theology; 2. Display a comprehensive grasp of issues within systematic theology and a sophisticated

understanding of the complex relationship of theology and religious studies; 3. Possess a deep grounding in a particular subfield of theology (e.g. Christology, ecclesiology,

etc.) and a very good knowledge of six of the other nine subfields in the area; 4. Display a sophisticated understanding of the complex relationship of theology and religious

studies; 5. Demonstrate theological proficiency in Latin, Greek, German, and a Romance language; 6. Exhibit the requisite disciplinary foundation and pedagogical training to teach in the broader

academy; and 7. Possess a demonstrated ability to produce constructive research and contribute to the life of

the academy.


with the students regularly to consult regarding course selection. Students may be prevented from registering, if they have not cleared their proposed courses with their advisor. The area director maintains tracking sheets to oversee student progress toward the degree. As a rule, academic areas also engage in an annual review of students at which they discuss student progress and air potential problems. Once a student has a dissertation director, s/he becomes that student’s advisor.




6. Research requirement: Ph.D. students must submit four term papers in fulfillment of the research requirement, each 25-35 pages long and aspiring to be of publishable quality. The papers are developed in conjunction with 800-level research seminars. At least one of the papers must demonstrate facility with one of the foreign languages in which the student has been examined. Some, but not all, of the papers may be composed with a view to exploring prospective dissertation topics. The papers are graded by the instructors of the research seminars in which they are assigned.

7. Foreign language requirement: Students demonstrate research competence in Latin, Greek, German and a major Romance language (French, Spanish, or Italian). Students fulfill the

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Latin requirement either by the satisfactory completion of Theological Latin (TRS 500A) or by passing a timed Latin exam administered and graded by faculty; the Greek requirement either by passing a similar Greek exam or by passing either Greek for Theology or Biblical Greek; the German requirement by passing either TRS 504: Theological German or an exam administered by STRS faculty; and the Romance language requirement by passing a reading exam administered within STRS.

8. Ph.D. reading list: A reading list consisting of approximately fifty substantive titles serves as the basis for the comprehensive exam. The list is drafted by the student in collaboration with a committee of three faculty members drawn from the areas in which the student is to be examined. Reading lists take a student’s course materials into account, and also include additional titles judged to represent significant topics not covered by the student’s course work. The reading list in systematic theology includes twenty books from the student’s area of concentration and five books from each of six collateral theological subfields. Students are responsible for knowing the main propositions of each work on their list and for being able to relate those propositions to others in the field.

9. Ph.D. comprehensive examinations: Students take Ph.D. comprehensive exams following the completion of all required course work and language requirements. Administered in three parts on separate days, exams are structured around students’ reading lists. The comprehensive exam in Systematic Theology has three parts: one devoted to the student’s area of specialization and two addressing the student’s six collateral subfields. The area director oversees the formulation of exam questions by faculty members, and then assigns faculty members to evaluate the answers. At least two, and in some cases three, faculty members read each part of each exam and evaluate it on a pass/fail basis, and the area director tabulates and records the results. If a student fails a comprehensive examination, s/he may repeat it only once, typically in the following semester at the earliest. A second failure automatically terminates a student's enrollment in the Ph.D. program.



12. Dissertation: Academic areas vary with respect to their practices for dissertation guidance. In Systematic Theology, readers determine individually at which points in the drafting process they will review individual chapters. The dissertation is eligible for defense only when the director and readers have signified their approval by signature.

13. Oral defense: The director organizes the dissertation defense. It involves a committee

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including the director, the readers, and a Chair and Secretary recruited from outside STRS. At the defense, the student provides a 10- to 15-minute presentation describing the origins of the project, the specific topic and methodology involved, and the chief conclusions. There follows an initial round of fifteen minutes of questioning from the director and each of the readers, followed by a second round of the same length, at the conclusion of which the Secretary and Chair may also pose questions. After excusing the candidate, the committee then deliberates about whether the student has passed. The chief criteria for this judgment are the scope of the student’s knowledge, his or her ability to respond effectively and thoroughly to questions, the degree of critical and analytical thought evinced in the student’s performance, and the student’s skill at expanding on his or her findings and applying them to problems and issues beyond the scope of the dissertation. Following a particularly impressive defense, a member of the committee – but not the director – may propose that the student pass “with distinction.” In this case, the committee votes by secret ballot; the result must be unanimously in favor to confer the distinction. If there is no such proposal, a vote is held to pass or fail the dissertation and the defense. Comments and corrections are communicated orally and in writing to students following the defense.





IV. Use of Results to Improve Student Learning 1. When needed, the faculty of the HST area, functioning as a committee of the whole, uses the

various findings of the Student Assessment Outcome Measures as the basis for making adjustments to the Ph.D. program. Area faculty members, under the leadership of the area director, advise students, instruct and grade students, teach and evaluate language skills, create and assess comprehensive exams, and direct and evaluate dissertations. Based on these processes, the academic area periodically re-calibrates its practices and requirements for each degree program, including language requirements, course staffing, and modes of documenting student progress. Any changes in procedures or policies for students are posted on the School website.

2. In addition, the Executive Council – a monthly meeting of the School’s deans and academic area directors – can take the initiative to revise master’s programs, as can full faculty

88

meetings. Working with data and profiles from students across the School, the Executive Council can harmonize language requirements, respond to negative patterns in teaching as reported in course evaluations, and add requirements that cross several areas (such as the course in hermeneutics that fulfills a requirement in several areas).



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PASTORAL DEGREE PROGRAMS

STRS offers pastoral degrees to prepare students for ordination in the Catholic Church or lay ministry of various sorts through a coordinated program of courses in academic subjects, pastoral skills, and supervised ministry. These professional degree programs include the Master of Divinity (M.Div.) and Master of Divinity in Hispanic Ministry; the Master of Religious Education (M.R.E.), and the Doctor of Ministry (D.Min.). (Since 2005, STRS has offered the D.Min. only in a format that pairs intensive summer courses with online courses during the academic year.) Students who complete STRS’s Ecclesiastical or Civil graduate degree programs are also eligible to pursue a Graduate Certificate in Pastoral Ministry.

Master of Divinity (M.Div.)

I. Program Description Although the Master of Divinity (M.Div.) is open to lay as well as clerical students, most students in the program are Catholic seminarians preparing for ordination to the priesthood. The requirements for ordination are more extensive than those for the M.Div, and there is a recommended sequence of courses for seminarians, which includes the courses in the M.Div., so that there has not been a need for a separate sequence of courses for the degree itself. In addition to the general M.Div. degree, the School also offers a specialized M.Div in Hispanic Ministry, described separately. Admissions criteria for the M. Div. program include combined GRE scores indicating ability to succeed in the program (typically at least 1000), 12 credit hours of philosophy at the undergraduate or master’s level, and undergraduate grades indicating ability to succeed in

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graduate study. Students whose native language is not English demonstrate their ability to communicate well in written and spoken English via the TOEFL or completion of ESL courses.

Students complete a minimum of 90 credit-hours of graduate courses to earn the M.Div., distributed as follows: systematic theology (18), moral theology (12), biblical studies (12), and one course each in canon law, church history, liturgical studies, and spirituality (12), academic electives (12), pastoral ministry (18), and the ministry seminars (6). All students entering the program must take the following courses in the first fall semester: Pro-seminar for Masters Students, History and Method in Theology (TRS 660), and Foundations of Christian Moral Life (TRS 630A). All students are usually required to take six credits of Basic Supervised Ministry (TRS 652A, TRS 652B) They must also take at least one course in a non-Catholic ecclesial tradition through the offerings of the Washington Theological Consortium.

Within the past four years, STRS significantly revised the Master of Divinity program in light of a one-year review that included faculty, students, alumni and input from the seminaries where graduates receive their priestly formation. Replacing three required seminars of a strictly academic nature, which, it was determined, were inadequate for assessing student achievement in pastoral practice, are a two-semester Pastoral Leadership Seminar, which builds on the experience gained in Basic Supervised Ministry and requires planning and execution of a pastoral project that each student develops.

Since students in CUA’s M.Div. program are mostly seminarians, typically they are ordained to the priesthood upon the completion of their program and serve as parish priests.


Students who graduate with a Master of Divinity will: 1. Demonstrate a firm understanding of major areas of theological inquiry, including systematic

theology, moral theology, liturgical studies, spirituality, and scripture; 2. Possess reading proficiency in Latin; 3. Exhibit basic pastoral competence, including the knowledge and skill to engage in

theological reflection, preach, interpret and apply canon law, celebrate sacraments, engage in basic pastoral counseling, and exercise leadership ministry within a parish.

III. Student Outcome Assessment Measures

1. Admission: Applicants should have GRE scores indicating ability to succeed in the program

(typically a minimum 1000 total verbal and mathematical skills), 12 credit hours of philosophy, and undergraduate grades indicating ability to succeed in graduate study. Students whose native language is not English must demonstrate their ability to write and speak in English via the TOEFL in compliance with university requirements, or by completion of ESL courses.

2. Foreign language requirement: Students must demonstrate a reading knowledge of Latin by the end of the first fall semester. This requirement may be satisfied by passing a written one-hour test involving translating a scriptural passage, or by passing an approved Latin course

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such as TRS 500A: Theological Latin. 3. Advising: Each student has a faculty advisor with whom the student consults before

registering for each upcoming semester. The advisor is also available should the student need academic advice during the semester. Completion of requirements toward graduation is tracked by the Associate Dean for Seminary and Ministerial Studies, and advisors also have access to the electronic tracking system.

4. Course work/GPA: Students must maintain a minimum G.P.A. of 2.75 to remain eligible for the degree. Instructors typically assess performance in course work through examinations, research and reflection papers and class participation.

5. Group supervision: Students are assigned placements, normally in hospital settings, where they work under a Clinical Pastoral Education (CPE) Supervisor; at the same time, they participate in a weekly two-hour class. They receive three credits for this course and their performance is evaluated according to the normal letter-grade scale.

6. Preaching assignments: Students take two three-credit courses, TRS 653A: Introduction to Liturgical Preaching and TRS 653B: Advanced Preaching, in which their preaching skills are honed.

7. Pastoral project: Over the course of two three-credit courses, TRS 657A: the Art of Pastoral Leadership and TRS 657B: Pastoral Leadership—Reflection, Evaluation, and Integration, students either develop a new parish program or evaluate an existing one under faculty supervision.

8. Course Evaluations: Students submit course evaluations for all courses. 9. Informal End-of-Program Surveys: The ADSMS carries out informal exit interviews with

students who have completed the program.

IV. Use of Results to Improve Student Learning 1. When needed, the faculty in Pastoral Studies, under the leadership of the ADSMS, uses the

various findings of the Student Assessment Outcome Measures as the basis for making adjustments to the M.Div. program. Program faculty members advise students, instruct and grade students, oversee pastoral placements, and direct and evaluate pastoral projects. Based on these processes, the faculty periodically re-calibrates the practices and requirements for each degree program. For example, the M.A. reading lists are periodically reviewed and updated to include the most recent scholarship. Any changes in procedures or policies for students are posted on the School website.

2. The ADSMS and other responsible faculty members evaluate student evaluations and the comments, concerns, and suggestions of the rectors of the houses of formation that provide seminarians for the M.Div program. Based on these materials, adjustments may be made to the individual courses or to the curriculum as a whole.

3. The Dean and ADSMS, in reviewing teaching evaluations and syllabi, may periodically make suggestions to individual faculty members regarding potential improvements to their courses. Faculty have ready access to technical and instructional support for the use of teaching software from CPIT, and are also included in workshops on pedagogy conducted under the auspices of the School’s Teaching and Learning program. The School has also benefited in the past from funding from the Wabash foundation for various events on teaching skills.

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Master of Divinity (M.Div.) in Hispanic Ministry

I. Program Description The goal of the concentration in Hispanic Ministry is to prepare M. Div. students to play an active role in the life of Hispanic Catholics in North America. Although the M.Div. in Hispanic Ministry is open to lay as well as clerical students, most students in the program are Catholic seminarians preparing for ordination to the priesthood. The requirements for ordination are more extensive than those for the M.Div, and there is a recommended sequence of courses for seminarians, which includes the courses in the M.Div. program, so that there has not been a need for a separate sequence of courses for the degree itself. Admissions criteria for the M. Div. program include combined GRE scores indicating ability to succeed in the program (typically at least 1000), 12 credit hours of philosophy at the undergraduate or master’s level, and undergraduate grades indicating ability to succeed in graduate study. Students whose native language is not English demonstrate their ability to communicate well in written and spoken English via the TOEFL or completion of ESL courses.

Students complete a minimum of 90 credit-hours of graduate courses to earn the M.Div., distributed as follows: systematic theology (18), moral theology (12), biblical studies (12), and one course each in canon law, church history, liturgical studies, and spirituality (12), academic electives (12), pastoral ministry (18), and the ministry seminars (6). All students entering the program must take the following courses in the first fall semester: Pro-seminar for Masters Students, History and Method in Theology (TRS 660), and Foundations of Christian Moral Life (TRS 630A). All students are usually required to take six credits of Basic Supervised Ministry (TRS 652A, TRS 652B) They must also take at least one course in a non-Catholic ecclesial tradition through the offerings of the Washington Theological Consortium. The M. Div. in Hispanic Ministry also requires (1) Spanish language proficiency; (2) a course in Hispanic theology and culture; (3) three credits in Hispanic Ministry along with a field placement ina Hispanic setting and (4) competency in sacramental ministry. Students can use these courses to satisfy their elective requirements.

Within the past four years, STRS significantly revised the Master of Divinity program in light of a one-year review that included faculty, students, alumni and input from the seminaries where graduates receive their priestly formation. Replacing three required seminars of a strictly academic nature, which, it was determined, were inadequate for assessing student achievement in pastoral practice, are a two-semester Pastoral Leadership Seminar, which builds on the experience gained in Basic Supervised Ministry and requires planning and execution of a pastoral project that each student develops.

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Since students in CUA’s M.Div. program are mostly seminarians, typically they are ordained to the priesthood upon the completion of their program and serve as parish priests.


Students who graduate with a Master of Divinity in Hispanic Ministry will: 1. Demonstrate a firm understanding of major areas of theological inquiry, including

systematic theology, moral theology, liturgical studies, spirituality, and scripture; 2. Be knowledgeable about the identity and the contributions of the Latino population in the

United States, and capable of engaging in historical, pastoral, social, and theological reflection on the experience of Hispanic Catholics;

3. Possess reading proficiency in Latin, and speaking and reading proficiency in Spanish; 4. Exhibit basic pastoral competence, including the knowledge and skill to engage in

theological reflection, preach, interpret and apply canon law, celebrate sacraments, engage in basic pastoral counseling, and exercise leadership ministry within a parish.

III. Student Outcome Assessment Measures

1. Admission: Applicants should have GRE scores indicating ability to succeed in the program

(typically a minimum 1000 total verbal and mathematical skills), 12 credit hours of philosophy, and undergraduate grades indicating ability to succeed in graduate study. Students whose native language is not English must demonstrate their ability to write and speak in English via the TOEFL in compliance with university requirements, or by completion of ESL courses.


3. Foreign language requirement: Students must demonstrate a reading knowledge of Latin by the end of the first fall semester. This requirement may be satisfied by passing a written one-hour test involving translating a scriptural passage, or by passing an approved Latin course such as TRS 500A: Theological Latin. Students must also show speaking and reading proficiency in Spanish, as evaluated by TRS faculty.

4. Advising: Each student has a faculty advisor with whom the student consults before registering for each upcoming semester. The advisor is also available should the student need academic advice during the semester. Completion of requirements toward graduation is tracked by the Associate Dean for Seminary and Ministerial Studies, and advisors also have access to the electronic tracking system.

5. Course work/GPA: Students must maintain a minimum G.P.A. of 2.75 to remain eligible for the degree. Instructors typically assess performance in course work through examinations, research and reflection papers and class participation.

6. Group supervision: Students are assigned placements in a Hispanic setting, where they work under a Clinical Pastoral Education (CPE) Supervisor; at the same time, they participate in a weekly two-hour class. They receive three credits for this course and their performance is evaluated according to the normal letter-grade scale.

7. Preaching assignments: Students take two three-credit courses, TRS 653A: Introduction to Liturgical Preaching and TRS 653B: Advanced Preaching, in which their preaching skills

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are honed. 8. Pastoral project: Over the course of two three-credit courses, TRS 657A: the Art of Pastoral

Leadership and TRS 657B: Pastoral Leadership—Reflection, Evaluation, and Integration, students either develop a new parish program or evaluate an existing one in a Hispanic parish under faculty supervision.

9. Course Evaluations: Students submit course evaluations for all courses. 10. Informal End-of-Program Surveys: The ADSMS carries out informal exit interviews with

students who have completed the program.

IV. Use of Results to Improve Student Learning 1. When needed, the faculty in Pastoral Studies, under the leadership of the ADSMS, uses

the various findings of the Student Assessment Outcome Measures as the basis for making adjustments to the M.Div. program. Program faculty members advise students, instruct and grade students, oversee pastoral placements, and direct and evaluate pastoral projects. Based on these processes, the faculty periodically re-calibrates the practices and requirements for each degree program. For example, the M.A. reading lists are periodically reviewed and updated to include the most recent scholarship. Any changes in procedures or policies for students are posted on the School website.

2. The ADSMS and other responsible faculty members evaluate student evaluations and the comments, concerns, and suggestions of the rectors of the houses of formation that provide seminarians for the M.Div program. Based on these materials, adjustments may be made to the individual courses or to the curriculum as a whole.

3. The Dean and ADSMS, in reviewing teaching evaluations and syllabi, may periodically make suggestions to individual faculty members regarding potential improvements to their courses. Faculty have ready access to technical and instructional support for the use of teaching software from CPIT, and are also included in workshops on pedagogy conducted under the auspices of the School’s Teaching and Learning program. The School has also benefited in the past from funding from the Wabash foundation for various events on teaching skills.


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Master of Religious Education (M.R.E.)


The Master of Religious Education (M.R.E.) is a professional degree designed for those students preparing for leadership positions in religious education or catechetics on the parish, diocesan

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and national level; teaching in elementary or secondary-level religion programs; or seeking catechetical, liturgical or theological updating. The approach is interdisciplinary and draws upon theology, scripture, liturgy, history, psychology, social science, and education within the context of contemporary culture. Academic and pastoral courses on the Hispanic/Latino experience are available for students, both Hispanic and non-Hispanic, preparing for ministry in the Hispanic/Latino community. The M.R.E. program is currently undergoing review and faces possible restructuring. Applicants to the M.R.E. program should have combined GRE scores indicating ability to succeed in the program (typically a total 1000 in verbal and mathematical skills), 12 undergraduate credits in theology and/or biblical studies, and undergraduate grades indicating ability to succeed in graduate study. Students whose native language is not English demonstrate their ability to write and speak in English via the TOEFL or by completion of ESL courses. Earning the M.R.E. requires completion of 30 semester hours of course work, including core courses in Foundations of Religious Education (TRS 751F) and Liturgical Catechesis (TRS 743A) and electives in Religious Education/Catechesis or from other areas of the School (e.g. Historical and Systematic Theology, Moral Theology, Spirituality) or Departments within the University (e.g. Education, Psychology). Every student undertakes a professional field project or internship linked to a formal paper written in conjunction with a seminar or course (6 credits). This paper may be either a research paper or a report on an aspect of the internship or fieldwork. Students choose their courses in consultation with an advisor and in light of their own specific goals. Graduates of the M.R.E. program typically assume leadership positions in parish and diocesan religious education programs. These include: parish director of religious education; parish, high school, college youth minister; adult faith formation director; and parish director of the catechumenate. Graduates are qualified for positions available in diocesan offices of religious education, elementary or secondary level teaching, religious publishing, and Hispanic ministry.

II. Goals for Student Learning Students who graduate with a Master of Religious Education will: 1. Demonstrate a critical, cross-disciplinary knowledge of issues and methodologies in religious

education and catechetics and identify and critique current approaches to religious education/catechesis for various age levels;

2. Demonstrate a foundational knowledge of and the skill to articulate the biblical, historical, doctrinal, liturgical and ecclesial sources foundational to ecclesial ministry;

3. Have acquired the practical training that qualifies them for leadership positions in religious education and catechetics on the parish and diocesan level or in elementary or secondary-level religion programs.


1. Admission: Applicants should have combined GRE scores indicating ability to succeed in the

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program (typically a minimum total 1000 in verbal and mathematical skills), 12 undergraduate credits in theology and/or biblical studies, and undergraduate grades indicating ability to succeed in graduate study. Students whose native language is not English demonstrate their ability to write and speak in English by meeting university requirements for the TOEFL or by completion of ESL courses.

2. Advising: Each student has a faculty advisor with whom the student works closely to design a curriculum that meets his/her individual needs. Advisors also hold group meetings to discuss program goals, answer questions and solicit student feedback.


4. Course work/GPA: Students must maintain at least a 3.0 GPA. Instructors typically assess performance in course work through examinations, research and reflection papers, and class participation.

5. Fieldwork/internship: The field placement is overseen by a faculty member or CPE supervisor and is evaluated according to program guidelines. The placement carries three credits and letter grades are awarded.

6. Project paper: Every student must write one formal paper describing a professional field project done in conjunction with a seminar or other courses. This may be in the form of a research paper or a written report on an aspect of an internship or fieldwork. The paper is graded by the course instructor on a letter-grade basis.

7. M.R.E. comprehensive examination: Students typically take an M.R.E. comprehensive examination during their last semester of course work or on completion of course work on the dates specified in the academic calendar. Questions for this exam are culled by the program coordinator, who makes up the exam, from the content of the courses that have made up a student’s program, including religious education/catechetics courses, theology and religious studies courses and any electives taken in education or behavioral sciences. The exam is given in three-hour increments over two days. Three professors evaluate the two parts as one examination on a pass/fail basis. Students who fail the exam may retake it once.

8. Course Evaluations: Students submit course evaluations for all courses. These are reviewed by instructors, the program coordinator, the ADGS, and the Dean.




1. When needed, the faculty of the RE/C program, functioning as a committee of the whole,

uses the various findings of the Student Assessment Outcome Measures as the basis for making adjustments to the M.R.E. program. Area faculty members, under the leadership of the area director and program coordinator, advise students, instruct and grade students,

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teach and evaluate language skills, create and assess comprehensive exams, and direct and evaluate theses. A Curriculum Committee periodically re-evaluates the structure of the program, based in part on faculty discussion, student interviews, and formal class evaluations. Based on these processes, the academic areas periodically re-calibrate the practices and requirements for each degree program. Any changes in procedures or policies for students are posted on the School website.

2. In addition, the Executive Council – a monthly meeting of the School’s deans and academic area directors – can take the initiative to revise master’s programs, as can full faculty meetings. The system of pro-seminars, for example, was established at this level. More recently, this body has taken up the question of the degree to which language exams should be harmonized across areas.



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Doctor of Ministry (D.Min.)

I. Program Description The Doctor of Ministry (D.Min.) degree is a professional doctorate offering students advanced theological and pastoral formation for competent and effective ministry. The program combines theory and pastoral experience. If offers three specializations: Adult Spiritual Formation, Ministry through the Life Cycle and Word and Worship. To address the inability of many interested students, who were actively engaged in ministry, to complete a program based on a traditional academic calendar, STRS radically revised the D.Min. four years ago with student and faculty input. The revision included the addition of three on-line courses, with corresponding training for CUA faculty providing this instruction. The revised program combines four 3-week intensive on-campus sessions running from May to June with three on-line courses and a final project in ministry, which students complete at their own pace in their own ministerial setting. The schedule change has enabled more students to enroll and complete the program successfully. Applicants have a Master of Divinity degree or its equivalent with at least a 3.0 G.P.A., and they have completed at least three years in active ministry, in lay or clerical positions.

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Earning the D.Min. requires completion of a total of 36 hours of course work beyond the M.Div. and a final project. The recommend sequence of core courses is: Summer 1: Pastoral Theology (TRS 852) and Working in Small Groups (TRS 854A) Summer 2: Doctor of Ministry Supervision (TRS 850A and TRS 850B) Intervening Year 1 or 2: Principles and Practices of Adult Religious Education (TRS 855C) and

Pastoral Planning (TRS 855D) Following completion of 24 credits: Doctor of Ministry Seminar (TRS 855E) Following approval of project proposal: Pastoral Project (TRS 997A) Students take fifteen credits worth of electives; numerous options are available. Students complete the program by designing and implementing a project in ministry within their own ministerial context. Graduates with the D.Min. have found employment in parish ministry, diocesan ministry, and undergraduate and graduate teaching positions.


Students who graduate with a Doctor of Ministry will: 1. Demonstrate advanced skills in pastoral leadership within a chosen area of concentration and 2. Exhibit the knowledge and skill to integrate biblical, theological, and pastoral knowledge for

excellence in ministry.

II. Student Assessment Outcome Measures

1. Admission: Applicants have a Master of Divinity degree or its equivalent with at least a 3.0 G.P.A., and they have completed at least three years in active ministry.

2. Advising: The Director of the Doctor of Ministry Program serves as D.Min. students’ advisor. Once students have begun their project in ministry, their Project advisor assumes these responsibilities.

3. Course work/GPA: Students must maintain a minimum GPA of 3.0 to remain eligible for the degree. Instructors evaluate them through examinations, research and reflection papers and final projects.

4. Group supervision: During the intensive summer sessions students engage in group projects evaluated by CUA faculty.

5. Demonstration of specific pastoral skills: Three courses on praxis are required as core courses: Doctor of Ministry Supervision (TRS 850A and TRS 850B), Principles and Practices of Adult Religious Education (TRS 855C) and Pastoral Planning (TRS 855D). In these courses, CUA faculty members evaluate the pastoral skills of students.

6. Candidacy: Students may apply for candidacy after completing 24 credit hours of doctoral level course work with a 2.75 GPA. Students may not advance to candidacy and hold the Consultation on the D.Min. Project during the same semester.

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7. D.Min. Project Proposal: This project is usually related to the concentration in which the student has enrolled. It is intended to demonstrate the student's ability to identify a problem in ministry and identify and use appropriate interdisciplinary resources and theologically and pastorally relevant methods for its resolution. These projects typically have three components: (a) research, including familiarity with current literature on the problem and its theological background; (b) experience, including a significant amount of time spent working with the problem in a specific pastoral situation; and (c) evaluation, offering an interdisciplinary analysis of data along with an appraisal of the methods employed and the theological principles involved. The project design must be defended in a Consultation with faculty, and then approved by the School D.Min. Project Committee, the Dean, and the office of the Dean of Graduate Studies.

8. D.Min. Project: Academic areas vary with respect to their practices for dissertation guidance. In the D.Min. program, readers determine individually at which points in the drafting process they will review individual chapters. The D.Min. project is eligible for defense only when the director and readers have signified their approval by signature. The text is limited to 100 pages.

9. Oral defense: The director organizes the D.Min. project defense. It involves a committee including the director, the readers, and a Chair and Secretary recruited from outside STRS. At the defense, the student provides a 10- to 15-minute presentation describing the origins of the project, the specific topic and methodology involved, and the chief conclusions. There follows an initial round of fifteen minutes of questioning from the director and each of the readers, followed by a second round of the same length, at the conclusion of which the Secretary and Chair may also pose questions. After excusing the candidate, the committee then deliberates about whether the student has passed. The chief criteria for this judgment are the scope of the student’s knowledge, his or her ability to respond effectively and thoroughly to questions, the degree of critical and analytical thought evinced in the student’s performance, and the student’s skill at expanding on his or her findings and applying them to problems and issues beyond the scope of the project. Following a particularly impressive defense, a member of the committee – but not the director – may propose that the student pass “with distinction.” In this case, the committee votes by secret ballot; the result must be unanimously in favor to confer the distinction. If there is no such proposal, a vote is held to pass or fail the project and the defense. Comments and corrections are communicated orally and in writing to students following the defense.

10. Revision and deposit of the D.Min. Project: Once a candidate has successfully defended the D.Min. project, s/he must revise it to include any changes the examining committee required and bring it into conformity with the formatting requirements that the office of the Dean of Graduate Studies has set out before it can be deposited.

11. Student course evaluations: Students submit course evaluations for both on-site and online courses that are scanned so that they are available for review by the Dean and the ADGS. Instructors then receive the evaluations for their benefit.

12. Informal student feedback: During each summer intensive session a general meeting is held with faculty and the program director at which students have the opportunity to discuss the program and suggest improvements.


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1. When needed, the faculty of the D.Min. program, functioning as a committee of the whole, uses the various findings of the Student Assessment Outcome Measures as the basis for making adjustments to the program. Pastoral studies faculty members, under the leadership of the program director, advise students, instruct and grade students, teach and evaluate language skills, create and assess comprehensive exams, and direct and evaluate dissertations. Based on these processes, the program periodically re-calibrates its practices and requirements for each degree program, especially its on-line offerings. The program faculty members also hold an annual general meeting with students at which they invite students’ observations and criticisms regarding the program. Any changes in procedures or policies for students are posted on the School website.

2. In addition, the Executive Council – a monthly meeting of the School’s deans and academic area directors – can take the initiative to revise doctoral programs, as can full faculty meetings. The system of pro-seminars, for example, was established at this level, and this body has also exercised oversight over changes to the D.Min. project proposal procedure.


Graduate Certificate in Pastoral Ministry


The Graduate Certificate in Pastoral Ministry provides students who have successfully completed an advanced theological degree (e.g., the S.T.B., S.T.L., or M.A.) with basic knowledge and fundamental skills for pastoral ministry. The program was originally designed to serve exchange students from the University of Nijmegen, but has since served only the occasional CUA student. Applicants must have completed a Master of Arts in Theology, a Bachelor's or Licentiate in Sacred Theology, or the equivalent, and provide a rationale for pursuing the certificate. To earn the certificate, students complete four courses (12 credits) that include either TRS 656, Pastoral Theology, or TRS 852, Pastoral Theology for D.Min., paired with an additional core course selected from a list of approved offerings with a ministerial component (e.g., TRS 851A: Pastoral Counseling, TRS 851B: Marriage and Family Counseling, TRS 854A: Use of Small Groups in Parish Ministry). Students take two other courses with a significant ministerial component with the permission of the director of the Certificate program, either at or under the auspices of STRS. After the successful completion of four courses, the student has earned a Certificate of Pastoral Ministry. Students cannot apply toward this certificate courses they have used to satisfy other

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degree requirements. However, students may apply courses they take in this certificate program to a Doctor of Ministry degree at CUA with the approval of the Director of the D.Min. degree program.


Students who graduate with a Certificate in Pastoral Ministry will: 1. Have augmented their graduate degree with additional training in pastoral theology; and 2. Have acquired exposure to the theory and practice of religious ministry through a series of

applied courses in the field.

III. Student Assessment Outcome Measures 1. Admission: Applicants must have completed a Master of Arts in Theology and Religious

Studies, a Bachelor's or Licentiate in Sacred Theology, or the equivalent. 2. Advising: The director of the Certificate program works closely with each student in

designing a curriculum that meets the student’s individual needs. 3. GPA: Students must maintain a 3.0 GPA to qualify for the Certificate. 4. Student course evaluations: Students submit course evaluations that are scanned so that they

are available for review by the Dean and the ADGS. Instructors then receive the evaluations for their benefit.




1. When needed, the faculty of the Pastoral Studies program, functioning as a committee of the

whole, uses the various findings of the Student Assessment Outcome Measures as the basis for making adjustments to the Graduate Certificate program. Area faculty members, under the leadership of the program coordinator, advise, instruct and grade students. Based on these processes, the program faculty periodically re-calibrates the practices and requirements for the program. The coordinator consults with students and faculty members to determine which courses best serve the purposes of the Graduate Certificate program. Any changes in procedures or policies for students are posted on the School website.

2. In addition, the Executive Council – a monthly meeting of the School’s deans and academic area directors – can take the initiative to revise degree and certificate programs, as can full faculty meetings.

3. The Dean and ADGS, in reviewing teaching evaluations and syllabi, may periodically make suggestions to individual faculty members regarding potential improvements to their courses.

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Faculty have ready access to technical and instructional support for the use of teaching software from CPIT, and are also included in workshops on pedagogy conducted under the auspices of the School’s Teaching and Learning program. The School has also benefited in the past from funding from the Wabash foundation for various events on teaching skills.


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Graduate Certificate in Hispanic Ministry

Prior to the reorganization of STRS, a Graduate Certificate in Hispanic Ministry was offered taking advantage of summer courses offered through the Program in Hispanic Pastoral Leadership, a program jointly sponsored by CUA and the Northeast Institute for Pastoral Formation. Although a reference to the certificate program remains on the STRS website, it has not received students in at least five years and may be considered suspended.

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