REG 0506 Theo Catalog Final - Drew University

2005–2007 CATALOG 

THE THEOLOGICAL SCHOOL 

■ 

D R E W 

U N I V E R S I T Y 

DREW UNIVERSITY 

Madison, New Jersey 07940 

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CONTENTS 

5 

Greetings From the Dean 

7 

The Theological School 

13 

Admissions 

21 

Community Life 

29 

Academic Life 

59 

Financial Information 

77 

Course Listing 

131 

The University 

137 

The Register 

147 

Academic Calendar 

152 

Index

GREETINGS FROM THE DEAN 

Drew began as a dream of faithful men and women who cared deeply for the world. Their desire to 

prepare appropriate leadership for the church lead them to call forth the first class of theologians in 1867. 

We are still very much like we were then! 

We still demand excellence in academic pursuit with a faculty that is as fine as any in the world. We still 

share our life on a beautiful campus that is a short trip into New York City. We still graduate those who 

lead in all areas of the church and the world. We still worship as a community and honor the prophetic 

spirit. We still celebrate justice-making ministries that transform our world. 

But as much as we have stayed the same we have also changed. We now study with a faculty of men and 

women from around the world. Our student body is now very diverse. We come from dozens of denominations 

while we maintain our strong United Methodist connection. We continue to prepare for ordination 

but also for lay ministries and advanced degrees for teaching and research. We have become a 

center for theology that preaches liberation of all people. 

We are very connected to the dream that founded this great school and are confident that we can continue 

to translate that dream for this third millennium of Jesus’ followers. 

This catalog gives you a glimpse of who we are. But if you want to know us we invite you to come and 

stay awhile. The Drew spirit is vital and will catch you. If you resonate with our spirit, we will do all 

that we can to make you part of us. 

Maxine Clarke Beach 

Dean of the Theological School 

Vice President of Drew University

THE THEOLOGICAL SCHOOL

8 The Theological School 


History 

Drew was founded in 1867 by the General (nationwide) Conference of the Methodist 

Episcopal Church as a “national” seminary. In part this was an attempt to heal wounds 

remaining from the division between north and south. Drew’s mission was to reflect the 

full range and depth of thought and faith experience of one of the largest and most diverse 

Protestant denominations, and to train church leaders of many denominations, clergy and lay, to 

minister to people of all backgrounds and needs. 

Drew has continued as a seminary of the United Methodist Church and, in keeping with its original 

mission, has also become one of the world’s foremost ecumenical institutions, drawing on 

Catholic, reformed, evangelical, and liberal strands of Christian thought. 

While other seminaries of that day usually functioned as alternatives to college, Drew, from the 

beginning, required a baccalaureate degree for admission—a pattern now followed by most seminaries. 

This scholarly commitment continues to be a hallmark of Drew Theological School. 

Theological study at Drew is unapologetically rigorous and intellectually demanding. We believe 

that enduring faithfulness in ministry requires well-developed disciplines of study and reflection, a 

solid knowledge of the Bible and the history of Christianity, and skill in the analysis of personal 

problems, social situations, and human nature. 

As a “national” seminary, Drew remains committed to a thoroughly diverse faculty and student 

body. African-Americans, Asian-Americans, and Hispanics contribute to a sense of the many cultures 

and heritages the church must serve. Drew likewise recognizes the centrality of women’s 

experiences in theological understanding and liturgical practice and takes for granted the full 

equality of women in ministry. Our student body and faculty have been drawn from every state 

and many countries.

The Theological School 9 

Drew Theological School is a living, working, worshiping community. We believe that authentic 

theology arises out of life experiences and, in turn, deepens and enriches those experiences. 

Students, faculty, and staff share in decision making, in planning, and in the communal bonds that 

foster growth and transformation. Approximately one-half of our students live on campus, many 

with spouses and children. 

Location 

The school enjoys a setting that is conducive both to study and research, and presents unparalleled 

supervised ministry opportunities. North-central New Jersey is lavish with woodlands, wildlife, and 

lakes that provide scenery and recreation. The campus is spacious, forested, and secure. Madison, 

a pleasant town of 15,000 people, has services and stores typical of a much larger community. New 

York City, Newark, and Philadelphia are all easy to reach and offer not only rich cultural and historical 

resources but also an amazing variety of opportunities to practice ministry. 

The University Setting 

The Theological School established two other schools as it grew into a university—the College of 

Liberal Arts and the Caspersen Graduate School. This university environment makes possible an 

abundant and enjoyable campus life, with cultural, social, entertainment, and recreational possibilities 

that could not exist in a more limited institution. 

Our Mission 

Drew Theological School empowers leadership for a global Christianity of justice, ecumenism, and 

the integrity of creation. Its pastoral, spiritual, and conceptual disciplines grow within an intimate 

liturgical and communal context, one that sustains multiple relations of difference. Through its particular 

historical commitments to African, Asian, African-American, Hispanic, and women’s ministries, 

the Theological School remains faithfully rooted in its Methodist heritage. Drew nurtures 

Christian practices through vital partnership with local churches and international networks of 

education. Transdisciplinary interpretation of text, tradition, and experience energizes its scholarly 

rigor. Drew engenders theologies responsible to the complex social realities of an interconnected 

world. Into that world Drew sends pastors, preachers and prophets, deacons, activists, and teachers. 

Our Theological Position 

Drew Theological School is rooted in the Wesleyan heritage 

and celebrates the centrality of Christ to our faith. 

The school does not require students to adopt a particular 

position or creed, but expects that students will 

remain in touch with and develop their own distinct 

faith tradition. Students take responsibility for articulating 

their own convictions, yet remain in dialogue with 

those of other faiths and with Christians who may think 

and believe differently. Students find many persons 

who share their faith experience and learn from persons 

who challenge them with their differences. In a world 

where diversity is often an excuse for hatred and a trigger 

for violence, Drew students learn to use diversity as 

a key to unlock the mysteries of a God beyond individual 

understanding, who is revealed more fully through 

our shared faith and experience.


The Distinctiveness of Drew 

Drew Theological School represents a unique combination of church ties and university setting, 

faithfulness in ministry and cultural relevance, classical Christian convictions and creative reinterpretations, 

regard for diversity and protection of personal integrity, global awareness and local 

effectiveness, intellectual rigor, and vital community life. 

Programs 

The Theological School offers four degree programs, two entry-level and two advanced. The Master 

of Divinity (M.Div.) is the three-year basic program providing preparation for ordained ministry. 

The Master of Theological Studies (M.T.S.) is a basic, flexible, individualized two-year program for 

those who wish to study theology for personal enrichment, for theologically informed practitioners 

of other vocations, or for those who wish to prepare for the United Methodist order of deacon 

or diaconal ministry. The Master of Sacred Theology (S.T.M.) is a one-year advanced degree that 

presupposes the M.Div. degree and offers further academic study in one or more of the theological 

disciplines. The Doctor of Ministry (D.Min.) is a six-semester “in-ministry” program for ordained 

or recognized, practicing ministers in parish or recognized ministry settings. 

Accreditation 

The University is fully accredited by the Middle States Association of Schools and Colleges, and the 

Theological School is further accredited by the Association of Theological Schools in the United 

States and Canada. 

The University Library 

Library collections and services are housed in a spacious complex that includes the Rose Memorial 

building and the Learning Center, which also houses the Lena C. Coburn Media Resource Center. 

Across the courtyard is the national United Methodist Archives and History Center administered 

by the United Methodist Commission on Archives and History.


The library provides reference assistance and instruction in research methods. The library Web page 

serves as a portal to the online catalog, many electronic reference and research resources, and the 

library catalogs of other New Jersey, national, and international institutions. 

The collection includes some 558,000 bound volumes, more than 378,000 microforms, and about 

2,700 periodical subscriptions in paper form. The library also provides a wide and growing range 

of electronic resources including full-text sources and access to more than 10,000 periodical titles 

by way of electronic database subscriptions. Since 1939 the library has been a selective depository 

for U.S. government publications, and it also collects the official documents of the United Nations 

and the state of New Jersey. There are over 400,000 documents in the collection. 

A substantial reference collection in electronic and print format features bibliographies and the 

most recent encyclopedic sources in numerous subject areas. Periodical holdings span the academic 

spectrum in support of the Drew curriculum and research needs. 

The holdings of the Drew Library, coupled with the Archives of the United Methodist Church, form 

a world-renowned collection of global Methodism. This collection is a rich repository of primary 

documents and artifacts on the religious, cultural, and social history of England and America in the 

eighteenth and nineteenth centuries. The library’s holdings have been enriched by the libraries and 

papers of Professors Carl Michalson, Will Herberg, George D. Kelsey and James White. The 

Hymnology Collection numbers over 7,000 volumes of which some 4,000 are Methodist and related 

works; 3,000 are non-Methodist. More than 25 countries and 20 languages are represented. The 

Maser and Prinster Prayer Book collections contain numerous editions of the Book of Common 

Prayer, many from the period of early printing, which complement the library’s considerable holdings 

in prayer book history and criticism. 

The Archives of the Society of Biblical Literature (SBL) are also located in the library complex. 

Founded in 1880, SBL is one of the oldest learned societies in the world. The archive includes the 

extensive publications of the SBL and records of its executive office and its publication and program 

units. 

The University Archives is located in the library and maintains selective records that document the 

history of the University. An extensive photograph collection provides researchers with historical 

and current images of the University. 

The United Methodist Archives 

Drew University is home to the United Methodist Archives and History Center, the official repository 

for historical documents and artifacts of that church. This comprehensive collection attracts 

scholars from all over the world who wish to study Methodism and related denominations. The 

Archives are largely computerized and the collection can be accessed by computer modem. 

Centers 

The Academic Computing Center, staffed with professionals and student aides, provides support 

for the Drew Knowledge Initiative, a voice-data telecommunications system available to all 

students. This system makes it possible for students to do library searches, access the Internet, communicate 

with other students and faculty, even submit course work electronically, as well as learn 

of additions to the academic calendar, new course listings, and registration information. 

The Florence Ellen Bell Center for Methodist Studies uses Drew’s unique archival and theological 

resources to develop programs on Methodist history and theology for scholars, pastors, 

church leaders, and the general public.


The Hispanic Institute of Theology (HIT) is a multidenominational center founded in 1992. 

The HIT works for the recruitment, education, networking, and support of Hispanic ministers and 

scholars in religion and theology at Drew and beyond. Services, lectures, meetings, seminars, 

courses, workshops, scholarships and special travel opportunities are among the many initiatives 

sponsored by the HIT to enhance the presence of Latina/o theologies in our midst. 

The Black Scholars Project. The high number of Black scholars currently teaching in theological 

schools and enrolled as students in seminaries is unprecedented. This intellectual boom in the 

academy comes at a time in history when the Black church is struggling to meet the ever-changing 

and challenging needs of a diverse Black people. Additionally, Black theological scholars are, 

increasingly, being tapped/pursued for their views concerning majority culture issues. This interdisciplinary 

series of courses is designed to put Drew seminarians and graduate students in dialogue 

with some of the best theological minds of the 21st century. The series of courses holds in creative 

tension our seminary’s mission both to educate our students for practical leadership within the 

local church as well as educate our students to be theologians in residence with their local church 

and to the world. 

The Lena C. Coburn Media Resource Center contains a variety of state-of-the-art media 

equipment and offers hands-on lab experiences to enhance communication abilities. 

Drew is a participating partner in the Harold Brock Media Resource Center of the Greater N.J. 

United Methodist Conference. 

Bookstore 

The Drew University Bookstore maintains an impressive selection of books of interest to ministers, 

teachers, and scholars in many areas, in addition to texts and supplies. Special orders are welcomed. 

Lecture Series 

The Theological School offers a number of regular lectures and lecture series, featuring prominent 

authorities in the topic of the lecture. Traditionally alumni/ae class reunions are held during the 

Tipple/Vosburgh lecture series each October. 

The Tipple/Vosburgh Lecture series was established by the fifth Drew president Ezra Squier 

Tipple and his wife, Edna White Tipple. The topic for the Frances Youngker Vosburgh presentation 

focuses on a modern aspect of Christian faith and communication. 

The Frederick A. Shippey Lecture was established in memory of Professor Frederick A. 

Shippey to further scholarly contributions in the discipline of sociology of religion. 

The Nelle K. Morton Lecture, dedicated to Drew’s early feminist educator and theologian Nelle 

Morton, highlights women’s issues in society, theology, and religious communities. 

The Martin Luther King Jr. Lecture is hosted by the Black Ministerial Caucus; speakers address 

theological and ethical issues from the perspective of the African-American experience. 

The Korean Theological Studies Lecture is hosted by the Korean Caucus. 

The Hispanic/Latino/a Theology and Religion Lecture is hosted by the Hispanic Institute of 

Theology.

ADMISSIONS


ADMISSIONS 

Candidates for admission to the Theological School must hold a bachelor’s degree or its equivalent 

from an accredited (or, outside the United States, government-approved) college or 

university. Specific admissions criteria for each Theological School program are listed under 

the programs to which they apply. The Theological School of Drew University considers candidates 

for admission in terms of their overall qualifications for the degree in question. The school does not 

consider gender, race, ethnic background, national origin, sexual orientation, age, or handicapping 

conditions in its admissions decisions. 

Deadlines and Procedures 

Applicants for master’s programs who plan to begin classes in the fall semester must complete their 

applications by July 1 to clear all housing and financial aid procedures and to allow for participation 

in orientation activities. Applicants who plan to begin classes in the spring semester must complete 

their applications by December 1. International student deadlines may be found in the 

International Student section on page 19. 

Please note that the Theological School uses a self-managed application that requires the applicant 

to gather and send in all required materials. All application documents (except TOEFL/TWE scores) 

should be mailed together in one envelope to the Office of Theological Admissions. 

Applicants to all Theological School programs must submit the following credentials to the Office 

of Theological Admissions: 

1. A completed application form, accompanied by a nonrefundable $35 application fee (check or 

money order made payable to “Drew University”). 

2. Official transcripts (in sealed envelopes) of all academic study done beyond the high school (12th 

year) level. Transcripts must be submitted by the institution at which the work was completed. 

Persons who apply while still enrolled at another institution may submit a transcript of work 

completed to date, but a final transcript showing the award of the degree must be furnished 

before registration at Drew. Records submitted as part of an application cannot be returned.

Admissions 15 

3. Letters of reference from persons qualified to evaluate the applicant’s intellectual competence 

and suitability for the degree. 

4. A personal statement from the applicant. 

5. A TOEFL/TWE score from students whose first language is not English. 

6. An interview (if the candidate wishes). 

If a candidate is admitted, the following are also required: 

1. A signed copy of the Intent to Accept Form and payment of the $300 enrollment deposit, $150 

for non-degree seeking applicants. The deposit is nonrefundable after July 1 for the fall semester 

and after December 2 for the spring semester. 

2. A health history report, due prior to registration. Registration will be blocked until this form is 

completed and filed with Drew’s Health Services. 

Degree Program Changes 

Students changing programs must follow a two-step process: 

1. Complete the first page of the application form, provide an updated personal statement, and provide 

a reference from a Drew professor. After completing the above process, a student may move 

to the second step. 

2. File a petition for review by the Academic Standing Committee to have credits transferred from 

the degree program in which the student is currently matriculated to the degree program to 

which the student is transferring. 

Admission Options 

STUDENTS SEEKING ADMISSION TO THE FOLLOWING DEGREE PROGRAMS APPLY 

USING THE DEGREE APPLICATION 

Master of Divinity (M.Div.) 

The M.Div. degree is for people who expect to seek ordination as ministers or who anticipate 

engaging in religious professions. This degree may be completed in three years and requires 84 

credit hours. 

Master of Theological Studies (M.T.S.) 

The M.T.S. is a flexible degree designed to accommodate the learning objectives of the individual 

student. This degree will meet the educational requirements for individuals who hold a master’s 

degree in a related field or professional identity who are seeking ordination as a U.M. deacon. The 

M.T.S. degree requires 48 credit hours, including the completion of a Capstone Project Seminar. 

Master of Sacred Theology (S.T.M.) 

The S.T.M. degree is a one-year academic program requiring 24 credit hours including the satisfactory 

completion of a thesis (18 hours of course work and a six-credit thesis). This degree is 

designed for those who have completed their basic theological education with the M.Div. degree 

(or first graduate theological degree providing equivalent theological background, or its educational 

equivalent) and wish to pursue further study through the curriculum of the Theological School.


Doctor of Ministry (D.Min.) 

The D.Min. degree is the highest professional degree in the Theological School at Drew. It is 

designed to move pastors to the next level of competence in the practice of ministry and contribute 

to the field of Christian ministry. It is a team-based, peer model, six-semester program for experienced 

pastors who wish to continue their education with a systematic program of study. This 

degree is offered in both a traditional, regional, group format and in an online format. 

Requirements include either a) the Master of Divinity degree, b) an M.Div. equivalent (3 years of 

graduate theological education), or c) a master’s degree in a related field plus the Master of 

Theological Studies degree or 24 Basic Graduate Theological Studies. The D.Min. also requires 3 

years of ministerial experience following the first theological degree. 

Doctor of Ministry Special (D.S.) 

This student status is not on Drew’s application form. Admission to this status is offered at the 

request of the D.Min. Director or Dean to allow a student in the application process to take a 

D.Min. course. This status offers students who do not seek matriculation into a D.Min. program the 

chance to take doctoral level courses. These persons must complete a one-time application; and 

registration is on a space-available basis. D.Min. Special students are ineligible for financial aid. 

STUDENTS SEEKING THE FOLLOWING STATUSES APPLY USING THE 

NON-DEGREE APPLICATION 

Theological Unclassified (T.U.) 

A limited number of persons wishing to take one course per semester, up to three courses (9 credits), 

but who do not wish to matriculate as degree candidates, may be admitted as unclassified 

students. A limited application process must be followed for this status. Registration for courses is 

on a space-available basis. Students in this category are ineligible for financial aid. 

Theological Online/Offsite (T.O.) 

A limited number of persons wishing to take one course per semester, up to three courses (9 credits), 

of online or offsite work but who do not wish to matriculate as degree candidates, may be 

admitted as online/offsite students. A limited application process must be followed for this status. 

Registration for courses is on a space-available basis. Students in this category are ineligible for 

financial aid. 

Theological Visitor (T.V.) 

This classification is used for persons enrolled in another seminary or theological institution who 

wish to take classes at Drew, generally summer classes, for academic credit. A letter from the 

Academic Dean or Registrar from the applicant’s home institution approving the course work is 

required to complete the application. 

Theological Special (T.S.) 

Persons who wish to take courses but do not wish to matriculate as candidates for degrees may be 

accepted as special students. The complete application process must be followed for this status. 

Registration for courses is on a space-available basis. Students in this category are ineligible for 

financial aid. 

Theological Audit (T.A.) 

Official Audit: Matriculating students may receive permission to officially audit from the 

Academic Associate Dean’s office and register for the class. They are charged the full audit rate. 

Spouses of students, alumni/ae, and ministers may be permitted to officially audit courses as 

space is available as official auditors, with audit credit being entered into a permanent transcript 

record. After completing the admissions process they receive permission to audit from the 

Academic Associate Dean’s office and register for the class. They are charged the full audit rate.

Admissions 17 

Unofficial Audit: Matriculating students may receive permission to unofficially audit from 

the Academic Associate Dean’s office. They DO NOT register for the class. There is no tuition 

charged for unofficial audit. Spouses of students, alumni/ae, and ministers may be permitted 

to unofficially audit courses as space is available as unofficial auditors without audit credit and 

without entry into a permanent transcript record. After completing the admissions process, 

they receive permission to audit from the Academic Associate Dean’s office. They DO NOT 

register for the class. There is no tuition charged for unofficial audit. 

Community Fellows (C.F.) 

Members of the community who wish to explore new subjects in a non-credit setting can apply to 

be Community Fellows. This program offers selected courses which include matriculated students. 

The aim of this program is personal enrichment, not credit towards a degree. Community Fellows 

are non-matriculated students. Students, spouses of students, alumni/ae, and ministers are ineligible 

for this status and must apply as a Theological Auditor. Students in this category are ineligible 

for financial aid. An on-campus interview is required. 

Certification Studies (C.S.) 

This status is assigned to students in United Methodist Certification programs who will receive their 

certificates from the United Methodist Church, but who take Drew course(s) to meet these programs’ 

academic requirements. These courses are entered into a permanent transcript record. 

A separate application is required for each U.M. certification. Students in this category are ineligible 

for financial aid from Drew. 

STUDENTS RECEIVING AN OFFER OF ADMISSION WILL BE AWARDED ONE OF 

THE FOLLOWING ADMISSION STATUSES: 

Full Admission: This status signifies that the student has met all admission requirements and is a 

matriculated candidate for a degree. 

Conditional Admission: This status is awarded to students who have met all requirements in 

principle but from whom one or more official documents are still required. When the materials 

required are provided to the Office of Theological Admissions, the status is changed to Full 

Admission. The fulfillment of the condition is the responsibility of the student. When the condition 

is met, proper documentation must be presented to the Office of the Associate Academic Dean. Any 

work completed prior to meeting conditions outlined on the Intent to Accept cannot be guaranteed 

to be applied to a degree program. It shall be the student’s responsibility to petition the 

Committee on Academic Standing for consideration of all such work. 

Probationary Admission: In rare cases a student with outstanding credentials in all other areas 

but whose previous academic record is ambiguous may be admitted on a probationary basis. 

Students may remain in probationary status for up to one year and are limited to nine (9) credit 

hours of instruction per semester. Continuation of financial aid is contingent upon satisfactory 

progress and the removal of probationary status. Persons whose academic performance while on 

probationary status does not show clear ability to meet required standards are disqualified from 

continuing enrollment. The Committee on Academic Standing reviews the records of students on 

probation at the end of each semester.


Transfer Students/Advanced Standing 

Applicants who meet the requirements for admission and have completed courses at another theological 

school accredited by the A.T.S. (Association of Theological Schools) may be considered for 

transfer admission. Applicants who wish to be considered for transfer or “advanced standing” 

should notify the Admissions office during the application process. A written transfer assessment 

will be produced for the applicant. All transferable credit can be applied to the student’s permanent 

record after successful completion of 10 credit hours at Drew Theological School. At such time, the 

student must request the transfer using a petition form available in the Office of the Registrar. 

PREVIOUS ACADEMIC CREDIT WILL BE CONSIDERED FOR TRANSFER IF IT 

MEETS THE FOLLOWING CRITERIA: 

The credit is from a graduate theological school accredited by the A.T.S. in the United States and 

Canada. Credit from unaccredited seminaries will be considered on a case by case basis with appropriate 

documentation provided by the student. 

The grade is no lower than “C“ graded on a conventional grading scale. “Pass” grades are not considered 

for transfer unless the student has documentation to indicate that the work was at least C 

level. 

The course was completed within ten years prior to matriculation at Drew. 

No more than one-half of the credit hours (42) of the M.Div. program at Drew nor one quarter 

(12) of the M.T.S. program may be fulfilled by transfer credit. No credit may be transferred into the 

S.T.M. program. Every candidate for the degree programs must complete all degree requirements, 

including Drew’s field education requirement. 

Applicants who have previously earned a theologically oriented degree may be considered for 

advanced standing credit provided their cumulative Grade Point Average for that degree was 3.0 

or higher. Advanced standing credit transfer from a previous degree is limited to not more than 

fifteen hours for the M.Div. degree and nine hours for the M.T.S.; not more than one-half of the 

credits required for the previous degree may be transferred. The courses may not be used to replace 

required courses. 

Applicants who have earned graduate credit hours in a non-theological degree with a cumulative 

G.P.A. of 3.0 or higher may be considered for not more than twelve hours of transfer credit, 

provided that the courses are related to studies at Drew. Requests for such transfer should include 

a written explanation of how the courses related to the degree pursued at Drew. 

Orientation 

All new degree seeking students are required to participate in the Theological School orientation 

program prior to registering for classes. The program is designed to introduce students to the academic 

regulations and community life of the school. It also serves to begin to build community 

within the entering class and introduces new students to returning students. An important element 

of the program is the introduction of students to the spiritual life of the school. Families of students 

are invited to participate in portions of the program. A language skills diagnostic test is required of 

all students. Failure to participate in the orientation program may result in students not being permitted 

to register for the semester.

Admissions 19 

Inclusive Language Policy 

It is Drew’s policy to require in term papers and doctoral theses the fair use of inclusive language 

in reference to human gender and divinity. Any theological or cultural objection to the use of inclusive 

language related to divinity must be justified by the author in text or footnote. See Daniel’s 

Dictionary and D.Min. Handbook for further information. 

Advising 

Each Theological School student is assigned a faculty adviser, who ordinarily remains with the student 

throughout his/her entire academic career at Drew. The adviser exercises an academic and a 

mentor responsibility. Each student, however, retains full responsibility for his/her own satisfactory 

performance as a student and as a community member, and for meeting all degree requirements. 

International Students 

Students from outside the United States are a vital part of the life of the Theological School. We 

therefore welcome applications from women and men throughout the world who would like to 

engage in theological studies at Drew Theological School. The deadline for completed international 

applications is May 1 for enrollment in the fall semester and October 1 for enrollment in the 

spring semester. 

Records of international applicants are evaluated by American university standards: the educational 

level of requirements, the course of studies completed, the quality of the student’s work, and 

the rating of the institution by agencies and persons acquainted with it. At least one-half of any 

program submitted as the equivalent of an American undergraduate degree must be college-level 

subject matter in the liberal arts. 

Apart from exceptional circumstances, applicants whose native (first) language is not English must 

submit a TOEFL (Test of English as a Foreign Language) score and a TWE (Test of Written English) 

score when applying for admission. A TOEFL score of 570 (computer-based is 230) is required for 

admission into the Theological School. Please note: If the grading system for the TOEFL exam 

changes, please refer to our online catalog (www.drew.edu/theo) for up-to-date information or 

contact the Office of Theological Admissions for TOEFL requirements. A minimum TWE score of 

3.5 is required for admission to all programs. 

Applicants that have completed previous degree work from an accredited English-speaking institution 

may request a waiver from the Office of Theological Admissions. 

The Theological School reserves the right to admit outstanding students with slightly lower TOEFL 

scores if the application overall indicates that the student is able to succeed in this environment. 

The University of Cambridge language examinations may be submitted as an alternative to the 

TOEFL examination. In such instances, a passing grade in the Cambridge CPE (Certificate of 

Proficiency in English) is required, or a grade of 6 is required on the IELTS (International English 

Language Testing System) examination. 

After admission, and before matriculation for the first semester of course work in the Theological 

School, the English language proficiency of non-native English-speaking students is evaluated by 

means of a written examination and an oral interview. Based on the results, the student may be 

required to participate in Drew’s ESOL program during the first semester of study. 

Financial aid awards for eligible international applicants are announced when the candidate is notified 

of an admissions decision. The Theological School’s financial aid resources do not permit full 

coverage of student expenses; thus, like other Theological School students, international students 

should seek additional financial support to underwrite the cost of Drew studies. International agencies 

related to major denominations are often a source for additional financial aid.


International students, whose statements of resources indicate they will contribute toward their 

own support, from sources other than Drew financial assistance, are required to submit irrevocable 

letters of credit or official letters of commitment from sponsors covering the expected amounts, 

before the University issues the immigration form necessary for obtaining a student visa (DS 2019 

or I-20). Students must meet all BCIS standards before documents will be issued. 

Concurrent B.A./M.Div. Study 

Using standards approved by the Association of Theological Schools (A.T.S.), Drew may admit a 

very limited number of students into the Master of Divinity degree program while they are completing 

a few remaining academic requirements for their baccalaureate degree. Such students are 

eligible for admission on conditional status, when they have completed two-thirds or more of their 

undergraduate degree. 

Students in this category are not considered fully matriculated until all baccalaureate work is 

satisfactorily completed. 

Concurrent course work is limited to a maximum of 28 credits prior to being fully matriculated. 

Students in this category are ineligible for financial aid until they fully matriculate into the M.Div. 

program. 

Persons interested in the concurrent B.A./M.Div. opportunity should contact the Admissions office 

for more information. 

Kevin D. Miller 

Director of 

Theological Admissions 

Karen G. Puckett 

Assistant Director of 

Theological Admissions

COMMUNITY LIFE


COMMUNITY LIFE 

Theological education is not simply an educational or professional activity. Preparation for 

ministry and theological reflection inevitably involve the student’s full personal identity and 

relationships. A supportive and challenging community for worship, reflection, and service 

is an essential component of learning. Drew seeks to create a community of openness, mutual 

regard, patience, and care among people of diverse backgrounds. This community building takes 

place in small-group interactions in regular courses, daily worship, community meals, all school 

retreats, and life in campus residences. 

Housing 

Campus residential life is an important feature of community in the Theological School. It provides 

a context in which students share their common experiences and support one another through the 

life changes accompanying seminary enrollment. Since community living enters so naturally into 

the processes of theological education, students are encouraged to seek ways of residing on campus 

during at least a part of their studies, preferably during the first year. 

Much sharing is informal: the spontaneous late-night conversations, the readiness of a neighbor or 

roommate to listen and remain present through a time of crisis. Some is intentional: potluck dinners, 

parties and celebrations, study breaks, the formation of groups for prayer, faith sharing, and 

mutual encouragement. 

Lasting friendships develop among individuals and families. There are opportunities for all members 

of the family to be exposed to a multicultural community where racial and linguistic diversity 

is taken for granted. Families are helped in their adjustment to the decision of a parent or spouse 

to engage in theological education and ministry.

Community Life 23 

Drew is fortunate in its wide variety of housing options available to students. Units include dormitory-style 

rooms; one-, two-, and three-bedroom apartments; and “commuter” rooms for persons 

who live a short distance away and need housing for only two or three nights per week. A campus 

playground is provided for the children of student families, and a day-care center (see page 27) 

offers professional supervision at a competitive cost. Campus housing is more economical than 

comparable accommodations in the neighborhood of the campus. 

Campus housing cannot, however, be guaranteed to all applicants and is reserved for full-time students 

and their immediate families, including children age 18 and under. All housing is available 

on a first-come, first-served basis, so applicants are encouraged to apply early. The University 

reserves the right to limit the length of occupancy and to set limits on the number of people occupying 

a given size apartment. Married student housing is limited to members of the immediate 

family only. Relatives of students may visit in campus housing no more than 72 hours. No pets are 

permitted in any residence hall or apartment. 

Adjustment to campus residency may not be easy for those who have owned their own homes or 

lived in spacious apartments. Campus apartments may seem small. Single students often share 

rooms. Even so, the personal gains made possible by University housing usually more than outweigh 

any inconveniences. 

Single students may choose to live in group living situations, in suites or houses. These are furnished 

with single beds, dressers, chairs, study tables, and bookcases. Students provide their own 

bed linens, blankets, pillows, towels, curtains, lamps, rugs, and other incidental furnishings. 

Common living areas are furnished. 

Apartments have baths and kitchenettes, most have a living room and one or more bedrooms. All 

apartments are unfurnished. Residents provide their own kitchen utensils, dishes, tableware, rugs, 

lamps, bed linens, pillows, blankets, towels, curtains, and other furnishings. Heat, water, gas, and 

electricity are furnished by the University. Heavy appliances, such as freezers and portable washers 

and dryers, may not be installed. Coin-operated laundry facilities are available in the basement of 

each apartment building. 

Occupancy of rooms and apartments begins the day before Orientation and terminates on May 31 

for students in single-student housing and on June 30 for students in family housing. By applying 

in advance to the Housing Office, students may arrange to terminate their housing agreements on 

January 15 or at the close of the first semester. 

Further details are available in Daniel’s Dictionary. 

Employment (student/spouse) 

The region around Drew is consistently high in employment. This generally ensures that there is a 

steady supply of well-paid part-time and full-time jobs for students or their spouses. While many 

of these jobs are entry level, there are also abundant positions for persons with skill and experience. 

These opportunities also include student in non-student jobs for those with special skills 

needed at the University offering increased hours, compensation, and benefits. Theological School 

students are in high demand for all types of positions. International students are usually eligible 

only for on-campus employment. 

Regular employment opportunities are available on campus, usually on a part-time basis. Students 

who qualify for the Federal College Community Service Work/Study Program, as noted in their 

financial aid eligibility award notices, receive priority in campus employment (see Financial 

Information, page 60).


Worship 

Public worship opportunities are frequent and varied in the Theological School community. 

The Theological School offers chapel services every Tuesday, Wednesday, and Thursday morning of 

the academic term. The Thursday Chapel Service is a Communion Service which includes the 

musical offerings of the Seminary Choir. The chapel services offer an opportunity for students to 

share their historic faith practices as well as experiment with new and challenging concepts. Guest 

preachers bring their wit and wisdom, and faculty members periodically share their witness. 

In addition, many student groups offer special worship opportunities, such as morning and evening 

prayer services, revivals, liturgical drama, dance, and music. 

Spiritual Formation 

Ministry that successfully addresses the complexities and ambiguities of life in the 21st century 

must be grounded in a deep and lively spiritual life. The Theological School is acutely aware of its 

responsibility toward each student’s spiritual formation. Beginning with the orientation program, 

students are introduced to influences and events that contribute to spiritual development and 

maturity. Spiritual disciplines and values are presented in both individual piety and social service 

models and reflect the many traditions and faith communities present in the seminary. Retreats 

take students and faculty off campus to retreat centers for extended times of reflection and community 

building. Community lunches held on campus provide times of fellowship and dialog 

between students and faculty. Cross-cultural study offers further opportunities for spiritual growth. 

No student is required to change; all students are offered opportunities to develop. 

Covenant Groups 

Spiritual Formation is an important part of preparation for ministry within the Theological School. 

Students are counseled to develop and maintain a practice of spiritual disciplines that will nourish 

and sustain their ministry across the years. In order to help students process the experience of being 

in theological education and to discuss the spiritual implications of that experience, covenant 

groups are offered for interested students. Led by upper class students who are selected for their 

spiritual maturity and leadership ability, the groups meet weekly for support, reflection, and 

accountability. Groups are offered at multiple times throughout the week. 

Diversity and Inclusiveness 

Following its mission to represent the full range of Christian thinking, the Theological School 

makes constant efforts to ensure that both the student body and the faculty include persons from 

a wide variety of backgrounds and traditions. We seek individuals of every ethnic heritage, every 

geographical region, every vocation and social group, and every segment of the larger Christian 

family. Diversity is sought not simply for its own sake, but because of our conviction that it is theologically 

valuable and a communal mandate. We are convinced that the experience of being part 

of such an inclusive community contributes necessary insights to individuals preparing for 

Christian service while offering opportunities for spiritual growth necessary for effective religious 

leadership.


Learning Differences 

Drew has developed supports and guidelines for helping enrolled students with learning differences 

to function effectively in the academic environment. Though learning-disabled students must meet 

the same academic standards as other students, the University is committed to helping them 

achieve success. A student who wishes to request special accommodations due to learning disabilities 

should provide the Associate Academic Dean with a professional diagnosis accompanied by 

the professional’s suggestions for appropriate alternative educational methods. At the request of the 

student, the Associate Academic Dean will then notify the student’s professors and work with the 

professors and student to negotiate an appropriate educational solution. For more information see 

the Associate Academic Dean or the Dean of Educational and Student Services. If you would like 

to be tested for learning differences, contact the Counseling Center at x3398. 

Physical and Emotional Illnesses and Family Crises 

A student who is unable to complete work or attend class due to a physical or emotional illness or 

family crisis should notify the Associate Academic Dean’s office and provide appropriate corroboration 

from a physician or other qualified professional. At the request of the student, the Associate 

Academic Dean will notify the student’s professors and work with the professors and student to 

negotiate appropriate deadlines for completion of course work. 

Profile of the Student Body 

The seminary student body is stable at about 250 regular degree-seeking students in on-campus 

programs. About 75 percent of these are M.Div. candidates, about 12 percent are seeking the 

M.T.S., and about 7 percent are enrolled in the S.T.M. program. In any particular term, our students 

come from at least 30 states and more than 50 denominations. About 18 percent are from other 

countries. Students range in age from 22 to 70. Males and females each make up about 50 percent 

of the student population. Approximately 60 percent of the student body consists of African-American, 

Asian, Asian-American, and Hispanic students. Students have had experiences as lawyers, accountants, 

dentists, medical doctors, computer professionals, law enforcement officers, musicians, actors, educators, 

plumbers, carpenters, welders, missionaries, broadcasters, homemakers, farmers, and engineers. 

Counseling 

The University maintains a professional staff of counselors for students. The campus services are 

free for a limited number of sessions, and some off-campus services may be available to students 

at a reduced fee. 

Student Organizations and Initiatives 

Students, through student organizations and initiatives, play a central role in shaping theological 

education at Drew. Student organizations are formed and remain active in response to student 

interest and need. 

Seminary Governance 

Student representatives attend regular faculty meetings and have the right to speak, but without 

vote. They play an advisory role in faculty appointments and contract renewals and in promotion 

and tenure recommendations. They are full participants on school and university committees, 

including admissions, curriculum, academic standards, chapel, and community life. 

Theological Students Association 

This body represents the entire theological student community. It manages an activities budget and 

seeks to identify and articulate student concerns in seminary and university policy-making. Officers 

are elected annually.


Black Ministerial Caucus 

This group provides support and representation for African-American students in all aspects of the 

school’s life. It is especially active and involved in curricular matters and sponsors various chapel 

services and the Martin Luther King Jr. Lectures. 

The Hispanic Caucus 

This caucus is a gathering of students and faculty from both the Theological and Graduate schools 

and is instrumental in recruiting and supporting the growing number of Hispanic students. Special 

chapel services, festive meals, and lectures are among its activities. 

The International Student Organization 

This group includes all international students and their families but is open to American citizens as 

well. It assists new students at the time of their arrival in the United States and helps them settle 

in to a new culture. It sponsors social events and sightseeing excursions, providing opportunities 

for developing close associations and friendships with persons from around the world. 

The Korean Caucus 

One of the most active groups on campus, the Korean Caucus serves the needs of Korean and 

Korean-American students. It holds regular early morning worship services in Craig Chapel and 

sponsors an annual Korean lecture and cultural festival in the spring. 

The Order of Saint Luke 

This United Methodist religious order is dedicated to sacramental and liturgical scholarship, education, 

and practice. It includes interested students and faculty. 

The Seminary Choir 

The choir provides opportunities for students to develop skills in vocal music and to gain appreciation 

of choral music from a variety of cultures and traditions. The choir offers choral leadership 

for chapel services and represents the Theological School in public concerts and conferences. 

Alumni/ae Association 

Theological School Alumni/ae Association 

Every degree recipient from the seminary automatically becomes a lifetime member of the 

Theological School Alumni/ae Association of Drew University. The association exists to establish 

and maintain mutually beneficial relations between the alumni/ae and the Theological School, to 

encourage efforts to provide lifelong learning, and to support the University in its pursuit of excellence 

in teaching, research, and public service. 

Membership in the Theological School Alumni/ae Association offers numerous benefits and opportunities. 

Alumni/ae receive a free subscription to the quarterly Drew magazine and the Drew 

Alumni/ae online community. Alumni/ae receive invitations to educational, professional and 

social events both on and off campus, including the Tipple-Vosburgh Lectures, and receptions at 

United Methodist, American Academy of Religion, and Society of Biblical Literature conferences. 

Each year the Theological School Alumni/ae Association recognizes an alumnus/a for exemplary 

leadership in the church or ministry, and acknowledges Drew Theological School as the foundational 

preparation for this individual’s leadership, through the Distinguished Service Award which 

is presented at the annual meeting of the association. 

Alumni/ae help to further the mission of the association through volunteer work with the 

Theological School Alumni/ae Association Executive Board and its committees. For example, 

alumni/ae assist the Admissions office in representing Drew Theological School at annual conferences; 

Gift Chairs encourage their classmates to provide philanthropic support for current operations 

and the endowment; and alumni/ae volunteer as mentors to current students in their transition 

into ministry.


For further information about the Drew Theological School Alumni/ae Association contact the 

Office of Alumni/ae & Parent Relations at 973/408-3229 or alumni@drew.edu, or visit the 

Alumni/ae House Web site at www.drew.edu/alumni. 

Food Services 

Several types of food service are available on campus. Students have, of course, the option of 

preparing their own meals in community kitchens in the dormitory and in the apartment kitchenettes. 

The University Commons offers nutritious and hearty meals, and meal tickets can be purchased 

for a variety of different plans (see Room and Board, page 60). A campus snack bar features 

fast foods and quick meals at modest prices. 

The Madison community has a range of restaurants and diners with many different styles of meals. 

Food delivery services bring fast foods to campus rooms and apartments, if contacted. 

Health Services 

Drew University Health Service is a nationally accredited ambulatory health center that serves all 

Drew students. The Health Service operates seven days a week during regular semesters with limited 

clinical hours during January and the summer. Board certified nurse practitioners are available 

during all open hours, and board certified primary care physicians are available on-site nine hours 

per week. Students are asked to make an appointment for all office visits by calling 973/408-3414. 

There is no charge for routine office visits and all lab tests, vaccines and medications are discounted. 

Services include assessment of health problems, treatment of common illnesses and injuries, 

support to students with chronic disease or disability, health education, and crisis intervention. Well 

Woman Care and International Travel Advisory are also available. 

To comply with New Jersey law, all full-time students are automatically enrolled in and billed for 

a student medical insurance plan carried by the University. Students who have proof of comparable 

insurance coverage can waive out of the student plan, but must do so online by the deadline 

set by the business office. Part-time matriculated students who are interested in enrolling in the 

student insurance plan must do so online or arrange through the Business office. Information 

about insurance enrollment/waiver and other services can be found at the Health Service Web site 

www.depts.drew.edu/health. 

Should a student require more specialized medical care, physicians of every specialty are nearby. 

Drew is located near a medical center should hospitalization or emergency services be necessary. 

Expenses associated with hospitalization and specialized care are the student’s responsibility. 

Admitted students are required to return a completed health history, including immunization 

information, in order to maintain registration and housing. 

Child Care/Day Care 

Children in families who live on campus are the responsibility of their parents. Standards of 

parental care in this type of setting are prescribed by N.J. state law, a copy of which is available 

through the Office of the Dean of Student Life. The University provides a playground conveniently 

near the family apartments, and the University child care center is located at the edge of the campus 

in a safe and comfortable setting. University-operated child care is competitively priced. Young 

children are required to be under supervision at all times.


Recreation 

North-central New Jersey offers a generous menu of recreational selections. Bike trails crisscross 

the forested countryside. Revolutionary War historic sites dot the region. The area is a center for 

bird-watching as it is situated on a major migratory route. Ski slopes are a 45-minute drive away, 

and canoeing, river rafting, hunting, and fishing are popular area activities. Cultural opportunities 

include, in New York City, the Metropolitan Opera, Broadway theaters, Carnegie Hall, the New 

York Philharmonic, and, on campus, the Shakespeare Theater of New Jersey. Restaurants featuring 

the foods of many nations of the world are locally available, including Indian, Italian, Japanese, 

Korean, Portuguese, and Jewish. Major league sports of all types are readily reached by public 

transportation, as well as by car. Festivals of all sorts, from Macy’s Thanksgiving Day Parade and 

Renaissance fairs to Scottish Highland Days and Holocaust memorials, are handy for students. 

Accessibility 

Every effort is being made to bring Drew’s historic buildings to full accessibility. Many campus 

buildings are fully accessible, but a few barriers still exist. As of Fall 2005, Seminary Hall is wheelchair 

accessible on all levels. The Theological School is committed to making its educational programs 

accessible to all students, regardless of handicap, and accommodations are made according 

to the handicapping condition. Students with special needs must notify the Theological School and 

the University Dean of Educational and Student Affairs, well in advance, of any courses they wish 

to take to allow time for adjustments to be made to accommodate them. 

Community Lunch 

Several times each semester in Seminary Hall, a community lunch is offered at no charge. The 

community lunch provides time for fellowship and for special programs, including informal 

presentations, reports, and community forums. Commuters who bring their own lunches often 

gather for lunch and conversation in the common spaces of Seminary Hall. 

Sexual Harassment 

In order to provide a safe and open educational atmosphere for all students, faculty, and staff, the 

University has a policy addressing issues of sexual harassment and assault governing all members 

of the University community. The policy provides for both informal and formal processes to address 

these issues depending upon the exact nature of the harassment. Students, who believe they are 

victims of harassment by another member of the University community, may speak with a member 

of the University Sexual Harassment Committee about their concerns. The committee is made 

up of students, faculty, and staff and a membership list is published in several places around campus. 

The full policy is available in the office of the Associate Dean for Contextual Learning and 

Daniel’s Dictionary. 

Separation from the School 

Drew Theological School reserves the right, upon recommendation of the deans, to separate from 

the school any student who fails to meet the standards of academic or community life; or whose 

character, or personal maturity raises reasonable doubts about the student’s fitness for ministry or 

theological education. Students may also be separated from the school for failure to meet their 

financial obligations.

ACADEMIC LIFE


ACADEMIC LIFE 

Each year, the Drew Theological School reenacts an academic ritual that dates from its first 

day as a seminary, October 16, 1867. Following a Matriculation address by a member of the 

faculty, newly enrolled students sign their name in a book that contains the signatures of 

the first students of Drew and of subsequent classes. On the first page of the Matriculation book 

are the following words: 

I hereby solemnly promise to obey all the laws of Drew Theological Seminary, as prescribed by 

the trustees and faculty; and to apply myself diligently, and in the fear of God, to my studies, so 

long as I remain a student in said Seminary. 

Drew Theological School provides an environment of learning, reflection, and practice, and theological 

scholarship marked by intellectual rigor, spiritual discipline, and practical skills for leadership. 

The following descriptions of its degrees, policies, and procedures reflect its academic life and 

its history as a graduate institution of scholarship and spiritual discipline. 

DEGREE OFFERINGS 

Master of Divinity (M.Div.) 

The Master of Divinity is the most widely recognized and accepted degree for religious professionals. 

The M.Div. emphasizes foundational principles necessary in the practice of ministry. Candidates are 

expected to gain understanding in the Christian faith and in the capacity to interpret that faith to 

the contemporary world; to grow as persons of faith while exercising the responsibilities of the 

pastoral office; to become aware of social processes that bear upon pastoral leaders and the interactions 

of the church and society; and to develop professional competencies important to an effective 

ministry.

Academic Life 31 

The M.Div. is awarded at the satisfactory completion of 84 credits, 51 required and 33 elective. 

Students are encouraged to use elective credits to shape the curriculum to their own professional 

goals, to fulfill specific denominational requirements for ordination, and to become more proficient 

in areas where future ministry needs may have been identified. 

Students in the M.T.S. program who wish to become candidates for an ordination of word, sacrament, 

and order (example: as an elder in the United Methodist Church) may transfer to the M.Div. 

program, normally before completing degree requirements. Transfer students must first complete 

the admission process and then petition the Committee on Academic Standing. 

Students in the M.Div. program who wish to transfer to the M.T.S. degree may apply for transfer 

to the M.T.S. program. Transfer students must first complete the admission process and then petition 

the Committee on Academic Standing. 

Admission Requirements 

1. Applicants must have a bachelor’s degree from an accredited college or university, or from an 

equivalent international institution. Academic work should have been rich in the liberal arts, 

offering general knowledge of human culture through studies in the humanities, including religion, 

languages, and the natural and social sciences. Applicants must be able to write clearly and 

effectively and have skills in public speaking. Students whose undergraduate preparation contains 

little or no work in the humanities may be conditionally admitted to the Theological School 

with the requirement that they take one or more undergraduate courses at Drew. 

2. Applicants should demonstrate the capacity to do above average academic work, with a cumulative 

grade point average of 3.0 or above (on a 4.0 scale) in a previous degree program. This 

capacity may also be indicated by “B” work in a selected group of courses pertinent to theological 

study. Those whose previous academic performance falls below this level, but who demonstrate 

compensating strengths, may be admitted on academic probation and limited to nine 

credit hours per semester until the probation is removed. 

3. Applicants should demonstrate capacity for leadership and, when appropriate, the potential for 

ordination. Applicants are normally requested to furnish evidence of relationships with their 

judicatory bodies and statements detailing their reasons for seeking this degree. 

4. Personal interviews with an admissions representative are strongly encouraged. 

Length of Program 

The M.Div. program may be completed in three years of full-time study. Students who carry heavy 

employment or other responsibilities may extend this an additional year by carrying a lighter but 

still full-time load. Financial assistance may be awarded for no more than eight semesters (four 

years) and all requirements for the degree must be completed within 14 semesters (seven years) of 

the date of initial matriculation. Credit loads exceeding 15 credits in any one semester must be 

approved by petition to the Committee on Academic Standing. 

Students who cannot attend seminary full time may apply for the Extended Track Program of the 

Theological School. In this program, students take 15–18 credits per year including fall and spring 

semesters, January term, and summer terms. The program takes 5–6 years to complete on this 

track. Scholarships apply to all courses even if the student is enrolled in only three credits up to a 

total of 12 semesters (6 years). There are a limited number of spaces available for Extended Track 

students. Students should indicate an interest in this program on their application form. Contact 

the Associate Academic Dean for more information on this program.



Courses are offered in the fall semester, January term, spring semester, and summer term. Many 

required courses are offered only in the fall and spring semesters. January term and spring semester 

courses are added together in considering a student’s scholarship and full-time status. 

Curriculum 

Theological study rests upon faith in God. Through processes of critical inquiry it moves to deeper, 

broader, more coherent and mature expressions of faith. The curriculum focuses on the formative 

traditions of Christian existence, on the mediation of these traditions to successive generations, and 

on the articulation of the Christian faith in personal, communal, and institutional settings. While 

there is no specific language requirement for the M.Div. degree, knowledge of Hebrew, Greek, and 

Latin are important aids to biblical study and the study of classical Christian authors. Knowledge 

of a second language is considered a valuable preparation for exploring contemporary theological 

literature and preparing for the global context of ministry. 

Offerings in the M.Div. (including the S.T.M. and M.T.S. programs) curriculum are grouped into 

five divisions: biblical studies, church history, theology and philosophy, church and society, and 

pastoral theology. 

Division 1. Biblical Studies build upon two contrasting yet complementary emphases. The first 

treats the Bible as literature produced in particular life situations. Students read biblical texts in 

light of the social and cultural realities of ancient Israel, early Judaism, and the emergent Christian 

movement. The second treats the Bible as the faith witness to the presence of God. Students clarify 

the role of that witness for their own faith and to guide the life and thought of contemporary 

communities of faith. 

Division 2. Church History recognizes that our conditions are historically formed. We never 

begin at the beginning but always in settings marked by long periods of development. Historical 

studies heighten awareness of intellectual and social influences shaping the current situation of 

church and world, and provide analyses of faith in action that illuminate theological formation, 

identifying directions to emulate and tendencies to avoid. 

Division 3. Theology and Philosophy have their center in the contemporary appropriation of 

the riches of the biblical and historical experience of the church. Some courses stress obedient 

listening to received traditions, others, the unique challenge presented by the emergence of the 

modern world. Yet others examine the wisdom and insight of the great world religions, their 

contrasts and opposition; others pursue the effects and scope of what individuals perceive as revelation. 

In all cases students take responsibility for mediating and reformulating the concepts in a 

manner that engages the contemporary world. The aim is to present a vital and authentic Christian 

faith incorporating the richness and diversity of the global church. 

Division 4. Church and Society courses direct attention to the social and cultural forces that 

shape and condition communities, their internal development and mission. They aggressively confront 

social and institutional oppression, so often systemic in human society, with a commitment 

to liberating praxis nourished by liberated and liberating communities. Students look at the ways 

in which Christian faith and ministry use the resources and approaches necessary to understand 

the implications of such actions and counteractions. Global awareness highlights the worldwide 

context of the church’s life and thought. 

Division 5. Pastoral Theology courses help candidates become more attentive to their own 

experiences as growing, maturing persons of faith. Students are challenged to examine their experiences 

of the Christian heritage and their calling in ministry. This culminates in a theology of 

ministry that embraces personal experiences, the realities of the pastoral office, practical understanding 

stemming from direct involvement in ministry, and a coherent and pertinent appropriation 

of Christian faith.


Theological study ultimately leads to the enactment of Christian faith in the practice of ministry, a 

teamwork of the whole people of God, lay and ordained. It flourishes best with competent leadership. 

Such leadership requires not only a mature and thoughtful spirituality, but also a substantial 

range of skills and competencies. Especially important are those that span all aspects of ministerial 

practice: listening, interpreting, communicating; building groups and communities, enabling collective 

decisions and commitments, providing a challenge to lay leadership, mission, and service; 

offering care, support, nurture, and guidance. Courses in pastoral theology assist candidates in 

developing such competencies through worship and preaching, teaching, pastoral care, church 

music, communications, pastoral leadership, and administration. Supervised ministerial practice is 

central in the program’s commitment to pastoral effectiveness. 

Distribution of Courses 

In each of the five divisions there are basic (required) and advanced (elective) courses. Candidates 

with a solid background in religious studies may be exempted from some basic courses and encouraged 

to move directly into advanced courses. 

Basic (required) credits are distributed as follows: 

Biblical Studies (BIBST). Two basic courses, three credits each: BIBST 101/Introduction to the 

Old Testament and BIBST 111/Introduction to the New Testament. 

Church History (CHIST). Two basic courses, three credits each: CHIST 202/Church History 1 and 

CHIST 203/Church History 2. 

Theology and Philosophy (THEPH). One basic course, one advanced seminar, and a third prerequisite 

course for students without prior course work in philosophy (all three credits each): 

THEPH 301/Systematic Theology; any advanced seminar in the division; and, for those students 

without prior work in philosophy, THEPH 300/Philosophical Resources for Theology. 

Church and Society (CHSOC). Two basic courses, three credits each: CHSOC 400/Christian 

Ethics; and CHSOC 401/Religion and the Social Process. CHSOC 401 should be taken before 

CHSOC 400. 

Pastoral Theology (PASTH). One basic course of three credits: PASTH 501/The Public Practice 

of Theology; six credits of supervised ministry (PASTH 521, 522); four three-credit basic courses: 

PASTH 503/Introduction to Educational Ministries; PASTH 504/Introduction to Pastoral Care; 

PASTH 505/The Church @ Worship: Worship and PASTH 506/The Church @ Worship: Preaching. 

World Religions Requirement. Students are required to take one course in world religions. 

THEPH 308/Challenge of World Religions to Christian Practice meets this requirement as do 

several other courses. 

Cross-Cultural Study at Drew Theological School 

The mission of the Theological School is to “empower leadership for a global Christianity of justice, 

ecumenism, and the integrity of creation. Its pastoral, spiritual, and conceptual disciplines grow within 

an intimate liturgical and communal context, one that sustains multiple relations of difference.” 

Formation of students as religious leaders that are capable of ministering within a complex and 

diverse society requires those students to have encounters with the other that are transformative 

and result in a greater ability to move between and among people of many different backgrounds, 

values, and belief systems. In the classroom and in the community life of the school, students are 

encouraged to wrestle with difference in a global context and to think about its impact on their 

developing understandings of ministry. Cross-cultural study—required of all Master of Divinity 

students—takes students out of their familiar, everyday existence and introduces them to other 

cultures in the United States and beyond its borders.


The cross-cultural requirement consists of a total of three credits and is met through the following: 

A ten-hour, one credit pre-departure course that introduces students to the religious, political, 

historical, economic, and social life of the culture chosen. A two credit immersion experience of 

two to three weeks in the chosen culture. In most cases students travel abroad for this course. With 

prior permission of the faculty committee that oversees the requirement, students may fulfill the 

requirements by participating in a domestic program approved by the faculty of the school. 

Sequence of Courses 

To avoid serious scheduling conflicts and to assure the necessary prerequisites for continuing study, 

full-time students should complete the following courses in the first year: both courses in biblical 

studies; both courses in church history; Public Practice of Theology; and Religion and the Social 

Process. Students are also encouraged to take Philosophical Resources for Theology (if required), 

Systematic Theology, and some of the requirements in Pastoral Theology. Students should complete 

the following courses by the end of the second year of study: at least one course in Theology 

and Philosophy; one course in Church and Society; nine credits in Pastoral Theology; and both 

sections of Supervised Ministerial Practice. 

Online courses are being developed for some elective courses. The United Methodist History, 

Doctrine, and Polity course (6 credits), required by the United Methodist Church for ordination, is 

offered each year. Students must normally enroll in this yearlong course at the start of the fall 

semester. Software requirements for such courses will be listed on registration material provided 

by the Associate Academic Dean’s office. 

Summer Session course offerings will include a certain number of required courses as well as electives 

each year. Scholarships are not available for summer term courses due to the reduced tuition 

rate for these courses. 

Contextual Learning: Ministerial Practice 

Master of Divinity students are required to take Supervised Ministerial Practice in their second year 

of study. Designed to prepare religious leaders for the 21st century, the program teaches students 

how to be ministers, by offering the guidance of those who already are experienced ministers. 

Through exposure to recognized ministerial leaders, work in field settings, and enrollment in a 

yearlong seminar, students are assisted to develop disciplined ways of attending critically to the 

practice of ministry, informed by theological understanding. 

Students immediately out of college discover that the experience develops confidence, and they 

learn basic leadership skills; second-career students who come with considerable life experience are 

helped to adapt previously gained competencies to the work of ministry. 

Drew’s location in a suburban New Jersey setting within the New York metropolitan area provides 

unlimited secular and ecclesiastical opportunities for ministerial practice. Urban, exurban, suburban, 

and rural settings are all nearby. 

Admission to the M.Div. program does not, in itself, imply a right to a supervised placement. 

Students must demonstrate individual readiness for the responsibilities supervised ministry assignments 

require. The supervised ministry staff assesses readiness through a variety of preparatory steps, 

including psychological testing, counseling, and/or completion of a preliminary supervised task. 

Students may seek assignment in either churches or agencies. The school helps students obtain 

such placement. Students who serve as student pastors are responsible for a parish and serve under 

the supervision of a judicatory official. While the school ordinarily cannot place students in fullcharge 

positions, since that responsibility belongs to denominational authorities, we can direct students 

to proper denominational contacts. Student pastors are ordinarily advised to take a limited 

academic load and to plan to take at least four years to complete the degree.


Supervised ministry students also participate in weekly peer reflection groups, led by experienced 

pastors, to analyze and discuss their experiences and to interpret them in terms of basic theological 

understanding. Learning-serving covenants—negotiated with the program director, the 

student’s supervisor, and a teaching committee made up of lay people in the ministerial setting— 

help set priorities for the year and define guiding activities. Supervisors and teaching committees 

meet regularly with students and twice yearly provide an overall performance evaluation. Students 

also prepare a report of their activities and a self-assessment of their work, taking special account 

of theological interpretations. 

Supervised ministry assignments are an integral part of the student’s academic progress and, therefore, 

the requirements of conduct as a member of the Drew University community apply, as well 

as accepted standards of ethics in pastoral office. Academic dishonesty, sexual harassment, or other 

injurious behavior in a supervised ministry placement subject the student to University disciplinary 

action. 

Alternative Service 

Students are encouraged to determine whether their judicatory officials recommend or require 

Clinical Pastoral Education (C.P.E.) for ordination. In some cases, with approval of the director of 

supervised ministry, students may apply three credits of PASTH 595/C.P.E. toward the required six 

credits in Supervised Ministerial Practice. The Theological School is a member of the Association 

for Clinical Pastoral Education, composed of accredited clinical pastoral training organizations for 

seminary students and clergy, whose 400 U.S. institutional members annually offer 12-week summer 

programs in various clinical settings. Equivalent programs are also offered on a part-time basis 

during the academic year, enabling students to include clinical training in their regular academic 

programs. Six credits are granted for the successful completion of a full C.P.E. program. 

Students may also meet the requirement in Supervised Ministerial Practice by taking PASTH 

647/Intern Year, usually after two years of on-campus study. Those in approved assignments are 

expected to participate in preparatory and post-intern year conferences. They must maintain a 

journal, reflecting issues of ministry arising in their intern year, which provides a basis for supervisory 

conferences with the school. In addition, the intern must write a faculty-supervised paper


reflecting on his or her ministerial practice. The Office of Supervised Ministry assists students in 

securing intern-year assignments. Six academic credits are given for satisfactory completion. 

Ministerial Internship/INTRT 690 

This internship allows students to supplement their academic knowledge with hands-on experience 

through employment in their field of study. Students will put theory into practice to gauge its 

effectiveness in real-life settings. The internship will be for one credit per year, renewable for up to 

six years, but the credit will not apply toward academic programs. 

Study Abroad 

The Theological School encourages study abroad and makes several opportunities available. Such 

studies are most appropriate to the M.Div. program, and students generally plan to take advantage 

of these during their second year of studies after approval by the Committee on Academic 

Standing. 

A petition to study abroad should include a prospectus of the student’s entire curriculum for the 

degree sought, describing how all requirements will be met between courses taken at Drew and 

those taken abroad. Applications must be submitted to the committee no later than March 1 of the 

year preceding the one to be taken abroad. 

The English Language Program 

The English Language program offered to non-native English-speaking students is a non-credit 

academic support program staffed by the Office of English for Speakers of Other Languages (ESOL). 

The program is designed to assist students in all aspects of their English language development 

while studying at the Theological School. Since it is assumed that students matriculating in the 

Theological School have developed their English language skills to the level of proficiency required 

for admission, its primary objective is to provide students with supplementary developmental language 

instruction that enables them to engage both actively and productively in their academic 

experience at Drew. Participation in the program is open to all students matriculated in the 

Theological School whose first language is not English. 

The program comprises the following: content-based courses, which complement various required 

courses, are designed to further develop speaking and writing skills, particularly in the Master of 

Divinity program; simulated seminars for S.T.M. and M.T.S. students, which provide the opportunity 

to develop skills and techniques to engage with greater ease in regularly scheduled seminars; 

mini-courses, which are offered to target specific skills, such as pronunciation, listening comprehension, 

and interviewing techniques; a conversation partners program, which enhances proficiency 

in informal English; individual consultations, by appointment, for purposes of reviewing the 

organization, content, and appropriate documentation of research papers and reports; and a Spring 

Workshop Series, specifically offered for graduating students to assist them as they prepare to enter 

their careers in ministry or more advanced graduate programs of study. 

Specific options are available to first-year students, including regularly scheduled weekly meetings 

with the ESOL Director.


The Hispanic Summer Program 

Drew is one of nearly 40 A.T.S. seminaries sponsoring the Hispanic Summer Program (H.S.P.). 

Offered every summer for two weeks of intensive study, the H.S.P. is an ecumenical and itinerant 

theological school (held every year in a different seminary and region of the U.S.) accredited by the 

Association of Theological Schools. Drew students interested in Hispanic ministry can take up to 

two 2-credit courses each summer from among a choice of eight (usually 6 in Spanish, 2 in English). 

Credits from the program are transferred as Pass/Fail to the Drew degree through petition to the Committee 

on Academic Standing . Students are advised to apply in January for the following summer. 

Fees for Drew students (comprising air fare, room, board, tuition and credits’ fees) are usually under $400. 

Ordination 

Ordination, a separate process from academic preparation, is the responsibility of a church or 

denomination. Since the ordination process may require as much as three years, many students 

begin the process as early as the first year at Drew. Each student should contact denominational 

officials before enrolling in the Theological School, although in some cases the student may enroll 

before determining the appropriate denomination in which to minister. 

Requirements for United Methodist Candidates 

Drew Theological School works in cooperation with United Methodist district and conference 

Boards of Ordained Ministry to prepare students for their ministries. Students seeking ordination 

as elder should enroll in the M.Div. program. Students seeking ordination as deacon working in 

specialized ministries can enroll in the M.Div. program, or the M.T.S. program, or enroll as a nonmatriculated 

student in Intensive Basic Theological Graduate Studies courses. Students seeking 

certification in camp/retreat ministries can complete educational requirements in either an M.Div. 

or M.T.S. program, or January and summer specialized intensive courses. 

The United Methodist Church requires all candidates for ordination to meet educational requirements, 

specifically including History, Doctrine, and Polity. This requirement is met by the twosemester 

sequence in CHIST 260–261/United Methodist History, Doctrine, and Polity I & II (six 

credits total). Drew’s online course LOGON 260/261 meets the requirements for the Book of 

Discipline. United Methodist students meeting ordination requirements should take the required 

two-course sequence in the second or third year or during the summer sessions.


UM students must also fulfill the requirement in evangelism. CHIST 244/Evangelism in the 

Methodist Tradition is specifically designed to meet that requirement. 

Ordination Requirements for Other Denominations 

Some denominations require knowledge of their polity, competence in biblical languages, or proficiency 

in certain courses or subjects. Students should ascertain the specific requirements of their 

denomination. Drew provides a variety of denominational history, doctrine, and polity courses 

(PASTH 632). Students may also take those courses at other seminaries, with prior approval of the 

Committee on Academic Standing, for transfer of credit to Drew. 

Cross-Registration 

Drew students may cross-register for courses at Union Theological School (interdenominational), 

New York Theological Seminary (interdenominational), and General Theological Seminary (Episcopal) 

through Drew University’s Office of the Registrar. These courses are billed at Drew’s tution rate and 

student scholarships apply. 

The Master of Divinity/Master of Social Work 

The combination M.Div./M.S.W. degree is particularly attractive to students interested in ministries 

of counseling or community development. Drew Theological School and Monmouth University 

Department of Social Work offer a dual degree program that allows students to complete the M.Div. 

and M.S.W. in four years of full time study. Students interested in the M.Div./M.S.W. combination 

should consult with the Admissions office and the Associate Academic Dean.


The Master of Theological Studies (M.T.S.) 

The Master of Theological Studies is normally a two-year program of advanced theological studies 

(48 credits) with a wide range of possible purposes: preparation for research and teaching, preparation 

for service as a United Methodist deacon or a resource for persons in other vocations who 

wish to be theologically informed. 

United Methodist students pursuing the Order of Deacon according to the Basic Graduate 

Theological Studies (B.G.T.S.) prescribed program may do so within the Master of Theological 

Studies program. 

Students in the M.Div. program who wish to transfer to the M.T.S. degree may apply for transfer 

to the M.T.S. program. Transfer students must first complete the admission process and then 

petition the Committee on Academic Standing. 


1. The applicant must have earned a bachelor’s degree from an accredited college or university or 

an approved international institution and must have maintained a grade point average of 3.0 or 

better (on a 4.0 scale) in a previous degree program. Students whose previous work is below this 

level but who demonstrate compensating strengths may be admitted on academic probation and 

limited to nine credit hours per semester until the probation is removed. 

2. The applicant must present transcripts for all academic study beyond secondary school showing 

high academic performance. 

3. The completed application form must be accompanied by a statement of purpose by the applicant, 

explaining the reasons and goals for pursuing the M.T.S. degree, and by letters of reference 

from persons qualified to evaluate the applicant’s intellectual competence and promise as well 

as personal character and potential. 

Students with credits earned elsewhere at the graduate professional level and not applied toward 

another earned degree may apply for a maximum of 12 credits of advanced standing. Transfer credit 

is not granted for credits earned earlier than 10 years prior. 


Courses are offered in the fall semester, January term, spring semester, and summer term. January 

term and spring semester courses are added together in considering a student’s scholarship and fulltime 

status. 

Curriculum 

The M.T.S. program is very flexible and requires careful planning in relation to the student’s objectives. 

The program of study is developed by the student, in consultation with the M.T.S. adviser. 

A preliminary statement of objectives must be submitted to the M.T.S. faculty adviser following 

registration. Students must meet all stated course prerequisites. 

All M.T.S. students must complete MTS 675/M.T.S. Capstone Project in their last year of studies. 

This project can take a variety of forms depending on the student’s interest and focus in the 

program. Each student plans for the project with the assistance of an adviser. 


The program is designed to be completed in two years or four semesters. All requirements must be 

completed within five years from the date of initial matriculation.


The Master of Sacred Theology (S.T.M.) 

The Master of Sacred Theology is a one-year program (24 credits) for those who have completed 

their basic theological education with the M.Div. or its equivalent and who wish to pursue further 

study in a particular field within the curriculum of the Theological School. 


Students must have met the following requirements for admission to the S.T.M. program: 

1. Applicants must hold the M.Div. (or first graduate theological degree providing equivalent theological 

background, or its educational equivalent) from an accredited theological school and 

must have maintained at least a 3.33 (B+) grade point average. Additional academic work 

beyond the M.Div. may also satisfy the 3.33 grade point average requirement. 

2. If an applicant’s academic record indicates deficiencies in certain areas prescribed by the 

Association of Theological Schools (A.T.S.) in the United States and Canada, that person may be 

required to take prerequisite courses that will not be credited toward the S.T.M. degree. 

3. No advanced standing is granted toward the S.T.M. degree. 


Courses are offered in the fall semester, January term, spring semester, and summer term. January 

term and spring semester courses are added together in considering a student’s scholarship and fulltime 

status. 

Curriculum 

Each student is expected to develop a coherent program of study in consultation with the director 

of the S.T.M. program upon initial registration. The coherence of the program may be exhibited by 

1) the concentration of courses and seminars in a single division of the Theological School 

curriculum, or 2) by focus on a major aspect of theological study that is approached from an interdisciplinary 

perspective. In either case, 18 credits (including credit earned for completion of the 

thesis) must be taken in a specific field of concentration, with the remaining six credits in other 

fields that support the student’s designated field of study. Proficiency in a foreign language is not 

required for the degree but certain programs of study may require such proficiency. 

The satisfactory completion of a thesis is required, 6 credits focusing on a specific issue or question 

within the student’s designated field of concentration. The candidate’s exploration of the question 

should demonstrate mastery of the basic perspectives of that field. 


The program is generally completed in one year or three academic terms. All requirements for the 

S.T.M. degree must be completed within four years from the date of initial matriculation.

The Doctor of Ministry Program (D.Min.) 

The Doctor of Ministry degree is the highest professional degree offered by a 

theological school. It presupposes the Master of Divinity degree, which, 

according to the written standards of the Association of Theological Schools 

(A.T.S.), “represents the acquisition of the knowledge and proficiencies 

required for effective ministries of church and synagogue” and constitutes an 

advanced professional degree at the doctoral level available to those seeking 

to enhance their ministry. “Thus, it is the purpose of the D.Min. degree to provide 

that level of knowledge, theoretical clarity, and competence of practice 

commensurate with the highest earned degree for the profession and practice 

of ministry” (Standards for Individual Degrees, A.T.S.). 

It is offered at Drew University in seven program concentrations, utilizing a 

mobile core and adjunct faculty prepared to teach practical theology and 


Michael Christensen 

Director of the 

Doctor of Ministry 

Program 

organize contextualized learning. The focus is on the practical issues of ministry in the church and 

community setting. The program relies on the traditional disciplines of academic research as well 

as on fresh theological reflection. It relies on computer technology and requires students to use 

e-mail, the Internet, video conferencing software, and construct a personal ministry Web site during 

their three-year program. 

General Admission Requirements 

1. M.Div. or M.Div. equivalent totaling approximately 84 semester credits of graduate theological 

education. The Doctor of Ministry Committee typically determines an M.Div. equivalency by 

calculating total graduate credits and assessing their distribution across the theoretical and practical 

fields of study (e.g., three years of graduate theological education or two-year master’s in a 

professional field related to ministry, plus at least 24 credits of Basic Graduate Theological Studies 

with a distribution in New Testament, Old Testament, Church History, Theology, Mission of the 

Church in the World, Worship and Liturgy, and Denominational History and Polity). 

2. At least three years of full-time ministry experience after one’s first theological degree. 

3. Recognized ministry assignment at time of admission. 

4. Evidence of advanced competence in the practice of ministry program is recommended. 

5. Evidence of academic ability (a 3.2 G.P.A. in a graduate degree program is recommended). 

6. Capacity for critical theological reflection and writing. 

7. TOEFL scores must be submitted by those for whom English is not their first language 

(see Language Requirements below). 

8. For Pastoral Care and Counseling Program—an entrance interview. 

9. For Global/Online Leadership Program—demonstration of competence with online technology 

in English. 

Applications are considered monthly by the Doctor of Ministry Committee. The application deadlines 

are April 1 for summer and July 15 for fall. 

Language Requirements 

For Regional and Specialty Programs: All non-native speakers of English are required to submit a 

TOEFL (Test of English as a Foreign Language) composite score of 570 (230 computer-based form) 

for admission. The University of Cambridge language examinations may be submitted as an alternative 

to the TOEFL examination. In such instances, a passing grade in the Cambridge CPE (Certificate of 

Proficiency in English) is required, or a grade of 6 is required on the IELTS (International English 

Language Testing System) examination.


For Bilingual D.Min. Programs (Spanish): All applicants are required to submit composite TOEFL 

(Test of English as a Foreign Language) scores for purposes of language assessment. On Test 3 

(Reading Comprehension) a score of 55 (213 computer-based form) is expected. 

Program Requirements 

Programs require the successful completion of 18 credits (24 credits for the Pastoral Care and 

Counseling Concentration) of multidisciplinary study prior to advancing to the project phase (12 

credits). See the individual program descriptions for the required courses. 

Upon completion of course work, candidates in all programs work with their assigned faculty advisers 

to develop a project proposal, design and execute their approved project, have it independently 

evaluated, and then integrate the results, learnings, and contributions in a doctoral thesis or 

professional paper. 

Beyond group concentration, individual specialties are determined by professional project and 

doctoral thesis in this phase of the program. 

Most programs begin in the fall, come together after the first year for the summer intensive, and 

culminate in a professional project and publishable paper of one’s findings. Known as Unit IV (Unit 

V for Pastoral Care and Counseling concentration), the project phase consists of four semesters of 

project development and thesis writing in Colloquium groups (12 credits). The purpose of this unit 

is to support the two-year team process of proposing, designing, implementing, evaluating, and 

reporting on a professional project. There are no letter grades for Unit IV (or V), simply “pass” or 

“not pass” based on attendance, participation, and progress. The project proposal must be approved 

by the Unit IV (or V) faculty adviser and assigned reader before the execution of the project and 

final write-up as a doctoral thesis. Doctoral candidacy is conferred upon those who have maintained 

a G.P.A. of 3.2 or above in course work and have an approved prospectus on file in the 

D.Min. office, signed and dated by their faculty adviser.



The degree requires at least six semesters for completion. After three years, continuing students 

may maintain their matriculation for an additional four semesters before being withdrawn from 

the program. 

Drew Doctor of Ministry study is considered the equivalent of a half-time, in-ministry, advanced 

professional degree program. 

The Drew D.Min. program is designed to be completed within three years and must be completed 

within five years of starting. For demonstrated reasons students may petition for a Leave of 

Absence, which is granted for one term (semester) at a time for up to one academic year. (If there 

is a need to extend the leave for a second semester, the student must fill out an additional Leave 

of Absence form). Time on leave will not be subtracted from the five-year limit for completing the 

program. Students may apply for a Leave of Absence at any time during their matriculation in the 

program. To obtain a leave of absence from the program without penalty—whether for medical, 

financial, or personal reasons—students must request a “Leave of Absence form” from the D.Min. 

office, fill it out, and return it to the D.Min. office in a timely manner. The information will then 

also be recorded with the Registrar, Financial Aid office, and the Business office. Any notice of leave 

of absence becomes official as of the date it is received by the D.Min. office, regardless of the date 

on the form. Students who opt to take the leave during a semester should be guided by the grading 

and refund policies of the University. 

Concentrations and Curricula 

All programs require at least 12 admitted participants to the concentration in order for the group 

to start. Currently, seven program concentrations are offered. 

Congregational and Community Development Concentration. Consists of 30 semester 

credits of multidisciplinary study, a three-week summer term on the Drew campus, and a oneweek 

practical theology intensive at a Drew extension site. The four units cover pastoral leadership, 

congregational development and dynamics, social context, and a practicum. Requires classroom 

attendance at six courses in various formats. The first year of this program concentration consists 

of three foundational courses (CONCD 900, 910, and 920), two practical theology seminars (DMIN 970 

and CONCD 980), and one elective in biblical studies, theology, or church history (DMIN 930, 940, 950, 

or 960) for a total of 18 credits. Four semesters of project development and thesis writing in Colloquium 

groups complete the degree program: DMIN 990, 991, 992, 993 (12 credits). 

Global/Online Concentration in Ministerial Leadership. Open to ministerial leaders anywhere 

in the world who meet qualifications for admission, have access to the Internet, and are proficient 

in online work. Consists of 30 credit hours of multidisciplinary study. A futurist-oriented 

program designed for ministerial leaders with a distinguished record of innovative ministry, the 

online curriculum includes re-imagining faith and ministry, ministerial leadership in postmodern 

culture, Christian futuring, and models of a future church. Requires three online courses, a threeweek 

summer session at Drew, and a one-week practical theology intensive at a Drew extension 

site. The first year of this concentration consists of three foundational courses (LOGON 900, 910, 

and 920), a practical theology seminar DMIN 970, a Theological Methods for Ministry seminar 

LOGON 980, and one elective in either biblical studies, theology, or church history (DMIN 930, 

940, 950, or 960 or LOGON 930) for a total of 18 credits. Four semesters of project development 

and thesis writing in Colloquium groups complete the degree program: LOGON 990, 991, 992, 993 

(12 credits). Offered annually. 

Hispanic Leadership and Ministry Development. This three-year bilingual program is 

designed for pastors involved in the practice of ministry in urban Latina/o communities. Must have 

ability to understand spoken Spanish, to read in English, and to write fluently in at least one of the 

two languages. Must be a U.S. citizen or permanent resident. Features a modular (rather than 

sequential) curriculum, bilingual faculty, and intensive courses. Requires classroom attendance at


three courses at Drew during fall and spring semesters of the first year (HISP 900, 910, and 920) 

plus a choice of summer electives in the regular English D.Min. program or Hispanic language elective 

courses for an additional 9 credits. Eight of these credits can be completed by taking the 

Hispanic Summer Institute Course (H.S.P.) during the summers before and after the first year, for 

a maximum of four credits each summer. The remaining 1 credit might be taken through a special 

assignment, approved by the Faculty Convener, including the Annual Hispanic Lecture in Theology 

and Religion at Drew. Four semesters of project development and thesis writing in Colloquium 

groups complete the degree program: DMIN 990, 991, 992, 993 (12 credits). Initiated in 1996, the 

next group is scheduled to start in the summer of 2008. 

Ecological Ministries and the Get Out Of Doors Church Concentration is a three-year, 30 

credit hour, multi-disciplinary, doctoral program of Drew Theological School. First offered in 2002 

on a national scale for United Methodist camp and retreat directors, the new program, beginning 

in Fall 2006, is for ministerial leaders from any denomination or faith traditions who have an interest 

in ecological ministries, including those with an interest in the following emphases: faith formation; 

environmnetal justice; ecotheology; management of outdoor ministries; camp and retreat 

ministries. The progarm is team-taught and requires preparatory reading, travel-study, a practical 

ministry project and doctoral thesis. It requires a three-week residential component at Drew, an 

ecological pilgrimage, and periodic retreat sessions at other venue sites. Foundation Courses: GRC 900, 

910, 920. Elective: DMIN 950 or choose one from either Cert. or Ph.D. program offerings. Methods: 

GRC 980. Pilgrimage: GRC 914. Project Colloquium Process: GRC 990, 991, 992, 993. The following 

certification courses (up to 9 credits) may be transferred upon admission ot the DMIN Progam from 

Common Ground: Theology and Ecology of Common Ground (3); Greening the Church: The Social 

Context (3); Faith Formation and Christian Living (3); Developing Environmental Education/Social 

Justice Programs and Resources (2); Biblical Foundations of Camp/Retreat Ministry (2); Ministry 

of Camp/Retreat Center Management (2). The next group is scheduled to start in fall 2006. 

Worship and Spirituality Concentration. Offered to those specializing in ministries of music, 

liturgy, preaching, spiritual formation and spiritual direction. The mobile program is team-taught, 

draws participants nationally, and requires 30 credit hours of multidisciplinary study consisting of 

preparatory reading, travel-study, intensive sessions, and active learning at Drew and its extension 

sites and various retreat centers. Also requires participation in a three-week summer session at 

Drew plus a one-week summer practical theology intensive at a Drew extension site. The first year 

of this concentration consists of three foundational courses (WSP 900, 910, and 920), two practical 

theology seminars (WSP 972 and 980), and one elective in biblical studies, theology, or church 

history (DMIN 930, 940, 950, or 960) for a total of 18 credits. Four semesters of project development 

and thesis writing in Colloquium groups complete the degree program: DMIN 990, 991, 992, 

993 (12 credits). Initiated in 2002, groups form periodically. 

Pastoral Care and Counseling Concentration. This innovative program addresses the needs of 

contemporary clergy who desire to grow in competency and skill in the delivery of pastoral care and 

counseling and provides resources for the creation of healthy communities of care. It requires 8 

courses (24 credits) of multidisciplinary study followed by the project colloquium process (12 credits). 

Students will study Family Systems Theory in relation to biblical faith, object relations and other 

theoretical approaches, models for individual, couple, and family assessment and Pastoral Care and 

Counseling, and skill practice under the coaching of faculty scholar-clinicians. In the second and third 

year students privately contract for 52 hours of required clinical supervision. The Pastoral Care and 

Counseling concentration begins with a three-week summer session consisting of two foundational 

courses ((PCC 951, 953), then two semesters (fall and spring) of on-campus study (PCC 952, 954, 

955, 956), followed by a second summer session (PCC 957 and 958, 959 or 960). In the second and 

third years students recruit and train a Lay Advisory Team who work with the student to develop 

a major ministry project, execute it, and have it independently evaluated. Students meet periodically 

in Colloquium groups for faculty guidance and peer feedback (DMIN 990, 991). The third year 

is devoted to research and writing up the results, findings, and learnings from the ministry project 

in a publishable thesis (DMIN 992, 993). The next group is scheduled to start in summer 2007.


Supervision Requirement for Pastoral Care and Counseling Concentration. Students are 

required to complete 52 hours of professional clinical supervision of their pastoral care and counseling 

work, spread over twenty months of the second and third years of the program. This is to be 

contracted for independently by the student and chosen supervisor. Supervisors must be qualified 

and approved by the Pastoral Care and Counseling Subcommittee. (They must be supervisory level 

counseling or psychotherapy professionals who have held appropriate licenses and/or certifications 

for a minimum of three years. Professionals with equivalent credentials will be considered on a 

case-to-case basis.) 

The costs of supervision are borne by the student and any professional liability issues remain with 

the student and supervisor and not with Drew University. 

Tuition and Refund Policy 

The current tuition for the D.Min. program is $10,980 over the three-year term ($13,176 for the Pastoral 

Care and Counseling concentration), billable by the credit hour (approximately $366/credit hour) and 

payable upon registration. A candidate who continues in the program after six semesters must maintain 

matriculation, requiring an additional $250 per semester charge. A student unable to complete the project 

and thesis with his or her group and who requires a new, individual adviser is charged an additional 

one-time fee of $500. Maintaining matriculation fees must be paid at the beginning of each semester: 

September 1 and February 1. The new adviser fee must be paid before work with the new adviser begins. 

In addition to tuition, periodic venue fees are charged to each student to cover any regional costs for 

educational facilities. Students may also incur travel costs to scheduled Advances and to summer term. 

Failure to make timely tuition payments results in a business hold on the student’s account. 

Balances exceeding $300 owed preclude the student from registering for the next term and, after 

two semesters, result in the student being withdrawn from the program. 

For Refund Policy, see page 64 of this catalog. 

Financing the Program 

A percentage of the projected tuition in the program is set aside to award limited financial aid to 

students in great financial need. To apply, contact the Drew University Office of Financial Aid, 

request and complete the federal Free Application for Federal Student Aid (FAFSA) form for determination 

of need. A new FAFSA form must be completed for each year of financial need. For 

further information, please contact Drew’s Office of Financial Aid (973/408-3112). 

Military Financial Assistance and Veterans Educational Benefits may be available to some. For 

eligibility, contact the Department of Veterans Affairs at 1-888-442-4551. 

Since the D.Min. degree requires lay participation in the ministry project, directly benefits the 

church congregation or community agency, and has intrinsic programmatic value, many church or 

organizational boards support their ministerial leader financially and professionally. Be sure to 

explore congregational and denominational resources. Some denominational boards and agencies 

provide special scholarships and loans for continuing education. 

Registration 

Students are required to register for courses prior to attending them. Those who are not properly 

registered are not permitted to attend classes and will not receive a grade. 

Students who wish to transfer or substitute an alternative course in the program must petition the 

D.Min. committee in advance for approval. 

Online registration is the preferred way of program registration. Regular tuition payments are due at 

the beginning of each unit of learning. Forms received after the Registrar’s deadlines are subject to a $200 

late registration fee. To register online go to http://www.depts.drew.edu/regist/theo/online_reg.html.


Attendance Requirements and Extension Policy 

Students are expected to attend all class sessions and complete the course assignments within the 

specified time. A full day’s absence amounts to a significant loss of the contact hours. A student 

should not expect to pass the course with an “A” grade if absent from a scheduled class. In extenuating 

circumstances, a student may request and be granted an extension of time in which to complete 

an assignment. Such extensions must be negotiated with, and approved by, the instructor of 

the course. When an extension is granted, a new date for the submission of the assignment must 

be specified by the student and approved by the instructor and the D.Min. director. 

Academic Performance Policy 

Doctoral students are expected to do excellent work (“B” level). Exceptional work (“A” level) is 

achieved by only a small percentage of candidates and represents superior work. The successful 

D.Min. candidate should complete the course work with an overall average grade of B (3.20 G.P.A. 

or better), and a professional doctoral project approved by his or her faculty adviser and assigned 

reader. The director of the program reviews each student’s academic performance after each semester 

of the first year of course work, following the Summer Term, and again before graduation. 

Students admitted or placed on academic probation are cleared from probation if they achieve an 

overall 3.2 G.P.A or better at the time of review. 

Students who achieve less than a B (3.2 G.P.A.) at the end of the first year are not permitted to 

proceed into the second year of the program. Depending on the circumstances that caused someone 

to perform inadequately and the perceived capability of that student, the committee may 

recommend and grant opportunity to the student to improve his or her performance by retaking 

a particular course on probation. 

Semester grades are forwarded to all students by the Registrar’s office as soon as they are received 

from the faculty, usually after the end of the semester. 

Certificate of Completion in Advanced Ministerial Studies 

Students who fail to maintain a 3.2 G.P.A., but who have completed all course work with a minimum 

G.P.A. of 2.0, may request from the Registrar a Certificate of Completion in Advanced 

Ministerial Studies. 

Writing Style and Annotations 

Because written work in a strong doctoral program must be of the highest standard, the judicial 

use of the following is recommended: 

1. A Manual for Writers of Term Papers, Theses and Dissertations, latest edition, by Kate L. Turabian. Your 

written work should be in conformity with this manual, unless decided otherwise with an instructor; 

2. The Elements of Style, by William Strunk and E.B. White. If you assess yourself as needing help 

with your writing style, this book may suffice. 

Inclusive Language Policy 

It is Drew’s policy to require in term papers and doctoral theses the fair use of inclusive language 

in reference to human gender and divinity. Any theological or cultural objection to the use of inclusive 

language related to divinity must be justified by the author in text or footnote. A copy of the 

D.Min. program’s inclusive language guidelines are found in the D.Min. Student Handbook.


State of North Carolina Exemption from Licensure 

The Doctor of Ministry degree program of study offered by the Theological School of Drew 

University in North Carolina has been declared exempt from the requirements for licensure under 

provisions of North Carolina General Statutes Section (G.S.)116–15(d) for exemption from licensure 

with respect to religious education. Exemption from licensure is not based upon any assessment 

of program quality under established licensing standards. 

D.Min. Required Courses 

See page 119 for course descriptions. 

Congregational and Community Development Concentration 

Required courses for Congregational and Community Development Concentration: Regional Groups 

(9 credits core courses, 9 credits electives, 12 credits project colloquium) 

CONCD 900/Pastoral Leadership in Historical and Theological Perspective (3) 

CONCD 910/Ministerial Leadership and Congregational Dynamics (3) 

CONCD 920/The Church in Social Context (3) 

CONCD 980/Theological Methods for Ministry (3) 

Global/Online Concentration in Ministerial Leadership 

Required core courses for Global/Online Concentration in MInisterial Leadership. 

(9 credits core courses, 9 credits electives, 12 credits project colloquium). The courses in this 

concentration are offered in cycles. Students take the course offered in each unit. 

UNIT I: Re-imagining Faith and Ministry 

A study of historical and theological foundations of ministry by means of particular interpretative 

frameworks. 

LOGON 900/Topics in Re-imagining Faith and Ministry (3) 

LOGON 901/Apocalyptic Theology and New Millennialism (3) 

LOGON 902/American Jesus: Representing Christ in U.S. Cultures (3) 

UNIT II: Ministerial Leadership in Postmodern Culture 

Exploration of new means of envisioning, planning and carrying out ministry in the contemporary 

setting. 

LOGON 910/Ministerial Leadership in Postmodern Culture (3) 

LOGON 911/Christian Futuring: An Operator’s Manual for the Future (3) 

LOGON 912/Preaching in a Postmodern Culture: Communicating with 

Contemporary Audiences (3) 

UNIT III: Models of a Future Church 

A study of contemporary issues in theology, ecclesiology and ministry. 

LOGON 920/Models of a Future Church (3) 

LOGON 921/Readings in Postmodern Ecclesiology (3) 

LOGON 922/The Next Church: Ministry in the New World (3) 

LOGON 980/Theological Methods and Practice (2) 

Elective Courses for Global/Online Concentration 

LOGON 930/Topics in Practical Theology and Postmodern Ministry (3) 

LOGON 931/Practical Theology: Virtual Faith and Postmodern Ministry (3)


Worship and Spirituality Concentration 

Required core courses for Worship and Spirituality Concentration 


WSP 900/Foundations in Worship and Spirituality (3) 

WSP 910/Leading in Worship and Spiritual Formation (3) 

WSP 920/Spirituality and Community (3) 

WSP 980/Theological Methods and Practice (2) 

Elective Courses for Worship and Spirituality Concentration 

DMIN 960/Topics in Spirituality 

WSP 961/The Varieties of Spiritual Experience (3) 

WSP 962/Figures in Contemporary Spirituality: The Life and Work of 

Henri J. M. Nouwen (3) 

WSP 972/Pilgrimage: Exploring Celtic Sites with Christian Faith (3) 

Ecological Ministries and the Get Out Of Doors Church Concentration 

Required courses for Greening the Church/Ecological Ministries Concentration 


GRC 900/The Theology and Ecology of Common Ground (3) 

GRC 910/Ministerial Leadership and Faith Formation (3) 

GRC 920/Greening the Church: Christianity and Ecology (3) 

GRC 930/Biblical Foundations of Camp/Retreat Ministry (2) 

GRC 950/Practical Theology: Ministry of Camp/Retreat Center Management (2) 

GRC 980/Theological Methods for Ministry (2) 

Hispanic Leadership and Ministry Development Concentration 

Offerings for Hispanic Ministry and Leadership Development Concentration 


HISP 900/Hispanic Theology, Ethics, and Ministry in the U.S.A. (3) 

HISP 901/Ministerial Leadership and Congregational Dynamics (3) 

HISP 902/The Church in Social Context (3) 

HISP 981/Topics in the Mission of the Hispanic Church (1) 

Pastoral Care and Counseling Concentration 

Offerings for Pastoral Care and Counseling Concentration 

(24 credits core courses, 12 credits project colloquium) 

PCC 951/Biblical Faith and Family Systems Theory (3) 

PCC 952/Theories of Psychology (3) 

PCC 953/Theories of Family Therapy (3) 

PCC 954/Ethnicity in Family Therapy Assessment (3) 

PCC 955/Counseling Skills in Clinical Practice (3) 

PCC 956/Family Systems Interventions with Couples, Families, Groups, 

and Social Institutions (3) 

PCC 957/Family Crisis (3) 

PCC 958/Gender, Sexuality and Wholeness (3) 

PCC 959/Use of Self and Countertransference (3) 

PCC 960/Addiction and Recovery Counseling (3)

General Electives 


DMIN 930/Topics in Biblical Studies (3) 

DMIN 931/Preaching with the Old Testament (3) 

DMIN 932/Priest, Prophet, Sage (3) 

DMIN 940/Topics in Theological Studies (3) 

DMIN 950/Topics in Pastoral Theology (3) 

DMIN 960/Topics on Spirituality (3) 

DMIN 961/The Varieties of Spiritual Experience (3) 

DMIN 962/Figures in Spirituality (3) 

DMIN 970/Themes in Ministry Intensive Options (3) 

DMIN 971/Drew@Ocean Grove (3) 

DMIN 972/Drew@St. Deiniol’s (Wales) Pilgrimage (3) 

DMIN 973/Drew@Lake Junaluska Seminar (3) 

DMIN 981/Topics in the Mission of the Church in the World (3) 

Project Colloquia 

(12 credit hours total) 

DMIN 990/Project Colloquium (3) 

DMIN 991/D.Min. Professional Project (3) 

DMIN 992/Project and Thesis Research and Writing (3) 

DMIN 993/Project Thesis Completion and Exit Interview (3) 

LOGON 990/Project Colloquium (3) 

LOGON 991/D.Min. Professional Project (3) 

LOGON 992/Project Thesis Research and Writing (3) 

LOGON 993/Project Thesis Completion and Exit Interview (3) 

Maintaining Matriculation 

Students may register for Maintaining Matriculation at any time during the course of the program, 

but each semester of Maintaining Matriculation will be counted in the total time allowed for the 

completion of the program. Students who are not taking courses must be Maintaining 

Matriculation or must have officially filed the Leave of Absence form. A Maintaining Matriculation 

fee of $250 per semester is charged for the following: 

DMIN MD1H/Maintaining Matriculation Prior to Completion of Course Work 

DMIN MD2H/Maintaining Matriculation, Course Work Complete 

DMIN MD3H/Maintaining Matriculation During Professional Project 

DMIN MD4H/Maintaining Matriculation After Professional Project 

DMIN MD5L/Maintaining Matriculation (less than half time) 

There is no charge for the following: 

DMIN MG1H/Maintaining Matriculation Prior to Completion of Course Work in 

the Ecological Ministries Concentration 

Academic Progress Policy 

Master of Divinity Program 

Qualitative Progress: M.Div. degree students must maintain a minimum 2.0 G.P.A. each semester 

and a cumulative minimum 2.0 G.P.A., based upon completion of a minimum of nine credit hours 

per academic term. A student who fails to achieve this G.P.A. minimum is placed on academic probation 

for one semester. Students who remain on academic probation for a second semester may 

lose their scholarship eligibility.


Quantitative Progress: Students who wish to complete the degree in six semesters must earn at 

least 28 credits per year and not fewer than 12 credits in any semester. Full-time students who will 

complete the degree in eight semesters must earn 21 semester hours per year and not fewer than 

nine hours in any academic term. Drew’s financial awards are limited to a total of eight semesters. 

Full-time students who have completed fewer than 42 credits at the end of their fourth semester 

or who have registered for fewer than nine credits in any academic term may be required to file a 

plan of studies approved by the Committee on Academic Standing showing how they plan to complete 

the degree within eight semesters. All academic requirements for the degree must be completed 

within seven years from the date of initial matriculation. Extended track students are not 

subject to the same quantitative progress guidelines. 

Master of Theological Studies Program 

Qualitative Progress: M.T.S. degree students must maintain a minimum 2.0 G.P.A. each semester 

and a cumulative minimum 2.0 G.P.A., based upon completion of a minimum of nine hours 


for one semester. Students who remain on academic probation for a second semester may 

lose their scholarship eligibility. 

Quantitative Progress: Full-time students complete the degree in four semesters. This requires 

students to earn at least 24 credits per year and not fewer than 12 hours in any semester. Drew’s 

financial awards are limited to a total of six semesters. Students who have completed fewer than 

24 credits at the end of their third semester or who have registered for fewer than nine credit hours 

in any academic term may be required to file a plan of studies approved by the Committee on 

Academic Standing showing how they plan to complete the degree within three years. All academic 

requirements for the degree must be completed within five years from the date of initial 

matriculation. 

Master of Sacred Theology Program 

Qualitative Progress: S.T.M. degree students must maintain a minimum 3.30 G.P.A. each semester 

and a cumulative minimum 3.30 G.P.A., based upon completion of at least nine credit hours 


for one semester. If the student is placed on strict academic probation for the following 

semester, she/he may be ineligible for financial assistance. 

Quantitative Progress: Students are expected to complete the degree in no more than four 

semesters. Full-time students must register for a minimum of nine hours per academic term. 

Exceptions to this policy require the written permission of the Associate Academic Dean. Drew’s 

financial awards are limited to a total of three semesters. All academic requirements for the degree 

must be completed within four years from the date of initial matriculation. 

Categories of Academic Probation 

PROBATION 

M.Div. and M.T.S. students with a semester or cumulative G.P.A. between 1.40 and 1.99. S.T.M. 

students with a semester or cumulative G.P.A. between 3.00 and 3.32. During the probationary 

semester the student would be restricted to 10 credit hours. 

STRICT ACADEMIC PROBATION 

M.Div. and M.T.S. students with a semester or cumulative G.P.A. between 1.00 and 1.39. S.T.M. 

students with a semester or cumulative G.P.A. between 2.00 and 2.99. Students with two consecutive 

semesters on academic probation.


Students on this status are restricted to 10 credit hours during the probationary semester and must 

complete at least 9 credit hours. M.Div. and M.T.S. students must maintain a minimum 2.00 for the 

probationary semester and S.T.M. students must maintain a minimum 3.33 for the probationary 

semester. Students who do not attain these minimums may be recommended for academic leave or 

withdrawal. 

TERMINAL ACADEMIC PROBATION 

M.Div. and M.T.S. students with a semester or cumulative G.P.A. below 1.00. S.T.M. students with 

a semester or cumulative G.P.A. below 2.00. Students with two semesters on strict academic probation. 

Students on this status are restricted to 10 credit hours during the probationary semester and must 

complete at least 6 credit hours. M.Div. and M.T.S. students must maintain a minimum 2.00 for the 

probationary semester and S.T.M. students must maintain a minimum 3.33 for the probationary 

semester. Students who do not attain these minimums may be recommended for withdrawal without 

appeal. 

(Students who receive all “U” grades in any one semester may be recommended for withdrawal.) 

Doctor of Ministry Program 

Qualitative Progress: D.Min. degree students must maintain a cumulative minimum 3.2 G.P.A. 

in the first three units and in the summer intensive courses. Students who fail to achieve this minimum 

may be withdrawn from the program or, in extenuating circumstances, be permitted by the 

D.Min. Committee to repeat course(s) in an attempt to achieve the minimum G.P.A. Students granted 

such permission who still fail to achieve the minimum G.P.A. will be withdrawn from the program. 

Quantitative Progress: The normal time for completion of this “half-time” in-ministry advanced 

professional degree program is six semesters and a total of 30 credits distributed as follows: nine 

credits in the first year, nine credits in the first summer and third semester, and 12 credits for the 

satisfactory completion of the professional project. All requirements for the degree must be completed 

within five years from the date of initial matriculation. D.Min. students are normally not 

eligible for full-time student status. 

Any student who fails to maintain satisfactory academic progress is ineligible to receive financial 

assistance until she/he has regained good standing according to the division’s published standards. 

Grading and Honors 

Credits are recorded in semester hours. Evaluation of course work is on a graded basis as follows: 

A (work of unusual excellence), B (work of superior quality), C (work of satisfactory quality), 

D (work of less than satisfactory quality, but passing), U (unsatisfactory). Pluses and minuses may 

qualify all letter grades except U. All required courses in the M.Div. curriculum must be passed with 

grades of C- or better. 

Except for required courses in the M.Div. curriculum, a student may arrange, with the consent of 

the instructor, prior to the end of the second week of the semester, to take a course on a pass/unsatisfactory 

basis. The notation P is used to indicate the student’s successful completion of the course 

at the grade level of C- or better. 

The pass/unsatisfactory option is not available to S.T.M. or D.Min. students except in the case of 

D.Min. courses when an entire regional group mutually arranges with an instructor for that option. 

In such a case, a pass represents a grade of B or better.


When a student has valid reason, approved by the instructor and the Associate Academic Dean, for 

not completing assigned course work by the end of the semester, a petition for a temporary extension 

must be filed with the registrar’s office in advance of the close of the semester. The date of 

course work completion must be stated. The student whose work will be delayed, by illness or 

other sufficient reason longer than one semester can also petition the instructor and the Associate 

Academic Dean in advance of the close of the semester for an Incomplete. Unless the late privilege 

is on file and granted, a failing grade is given for work outstanding, and the grade point average is 

lowered accordingly. No work due for courses taken in a given academic year may be accepted after 

October 15 of the next academic year. Courses from the previous year for which no grade has been 

submitted as of November 1 have Unsatisfactory entries recorded. 

Grade averages in the Theological School are computed on the following basis: 0 grade points are 

assigned for each credit-hour graded U, .67 point for each credit-hour graded D-, 1.00 point for 

each credit-hour graded D, 1.33 points for each credit-hour graded D+, 1.67 points for each credit-hour 

graded C-, 2.00 points for each credit-hour graded C, 2.33 points for each credit-hour graded 

C+, 2.67 points for each credit-hour graded B-, 3.00 points for each credit-hour graded B, 3.33 

points for each credit-hour graded B+, 3.67 points for each credit-hour graded A-, 4.00 points for 

each credit-hour graded A, and 4.33 points for each credit-hour graded A+. 

The grade point average is determined by dividing the total number of grade points earned by the 

total number of credits attempted in courses having grades assigned. No grade points are assigned 

grades of P, and these grades are not included in the grade average. In the granting of special scholarships, 

honors, awards, and prizes based on overall academic performance, the proportion of pass/ 

unsatisfactory work to graded work is taken into account; in general, preference in standing is 

given to the students with the higher percentage of graded work. Students who have taken more 

than 12 elective credits on a pass/unsatisfactory basis are not considered for general academic honors 

at graduation. 

CUMULATIVE GRADE POINT AVERAGE REQUIREMENTS 

FOR HONORS AT GRADUATION: 

Summa Cum Laude 3.90 and higher 

Magna Cum Laude 3.70 to 3.89 

Cum Laude 3.50 to 3.69 

Minimum Degree Requirements 

M.Div.: 84 credit hours with a grade average no less than a C (2.00). 

M.T.S.: 48 credit hours with a grade average no less than a C (2.00). 

S.T.M.: 24 credit hours with a grade average no less than a B+ (3.30). 

D.Min.: 18 credit hours with a grade average no less than a B (3.20) and the satisfactory 

completion of a professional project for 12 credit hours. 

ACADEMIC INFORMATION AND SERVICES 

Academic Advising 

Faculty advisers aid students in selecting courses in line with their interests and/or career objectives. 

If you do not have an adviser, please call the office of the Associate Academic Dean at x3419. 

Doctor of Ministry Students should contact the Doctor of Ministry Office for assignments of 

advisers: x3630.


Academic Integrity 

In an effort to standardize practice, the Theological School (along with the College of Liberal Arts 

and the Caspersen School of Graduate Studies) has adopted an academic integrity policy. The following 

Standards of Academic Honesty Policy has been approved by the Theological School faculty. 

Standards of Academic Honesty 

Standards of honesty in the academic world derive from the nature of the academic enterprise 

itself. Scholars use writing both to create knowledge and to record knowledge, and students are 

invited into the academic enterprise through an intellectual conversation that occurs primarily in 

writing. Through the exchange of written texts, students contribute to the academic conversation 

and develop their intellectual skills. Since academic dishonesty necessarily hinders such development, 

it cannot be tolerated under any circumstances. Accordingly, Drew University has established 

standards of academic integrity and procedures governing violations of them. These basic 

standards apply to all work done at Drew. Students are expected to study and comply with these 

principles as stated below. 

CATEGORIES OF ACADEMIC DISHONESTY 

The standards of academic integrity apply to information that is presented orally, in writing, or via 

the computer, in any format ranging from the most informal comment to a formal research paper 

or a dissertation. These standards apply to source material gathered from other people, from written 

texts, from computer programs, from the Internet, or from any other location. 

PLAGIARISM 

Plagiarism is the act of appropriating or imitating the language, ideas, or thoughts of another and 

presenting them as one’s own or without proper acknowledgment. This includes submitting as 

one’s own a thesis, a paper, or part of a paper written by another person, whether that material 

was stolen, purchased, or shared freely. It also includes submitting a paper containing insufficient 

citation or misuse of source material. 

DUPLICATE SUBMISSION 

Submitting one work in identical or similar form to fulfill more than one requirement without 

prior approval of the relevant faculty members is a breach of academic integrity. This includes using 

a paper for more than one course or submitting material previously used to meet another requirement. 

CHEATING ON EXAMINATIONS 

Cheating on examinations by copying material from another person or source or by gaining any 

advance knowledge of the content or topic of an examination without the permission of the 

instructor is another breach of academic integrity. In the case of take-home examinations, the 

guidelines under Collaboration (below) apply; failure to follow those guidelines constitutes 

academic dishonesty. 

FALSE CITATION 

Listing an author, title, or page reference as the source for obtained material, when the material 

actually came from another source or from another location within that source, is a breach of 

academic integrity. This includes attributing fabricated material to a real or fictitious source. 

Basic Requirements for Acknowledging Sources 

QUOTATION 

All quotations, however short, must be identified as such. In written texts they must be placed in 

quotation marks or be clearly indented, and the complete source must be cited either in the text 

or in a footnote or endnote.


PARAPHRASE 

Any borrowed material that is summarized, restated, or reworked must be cited as such, whether 

it is used in written or oral form. The paraphrased material must be clearly indicated by a signal 

phrase (including the author’s name) at the beginning and a page citation or footnote/endnote 

marker at the end. Students should take careful notes when reading and researching so that they 

can properly acknowledge sources and produce them upon request. Lapse of time or substantial 

reworking of researched material does not eliminate the obligation to give due recognition. 

COLLABORATION 

If a student has collaborated with another person or group of people and used research data gathered 

by others or significant ideas developed in collaboration (via notes, conferences, conversations, e-mail 

communications, etc.) as part of a paper or assignment, the extent and nature of the contribution 

must be clearly indicated. Students collaborating on an assignment must give proper acknowledgment 

both to the extent of the collaboration and to any team member whose specific ideas or 

words played a significant role in the development of the thesis, the argument, or the structure of 

the finished work. Unless a paper or assignment is collaboratively authored (and acknowledged as 

such), the presentation of the ideas, the interpretation of the data, and the organization of sentences 

and paragraphs should be original and should differ significantly from those in the papers or assignments 

of others who have collaborated on the research. 

MATERIAL IN THE PUBLIC DOMAIN 

While facts and concepts borrowed from a source should be properly acknowledged, certain wellknown 

facts, proverbs, and famous quotations are regarded as in the public domain, so their source 

need not be cited. That the First World War started in 1914 does not require citation, nor does “to 

be or not to be” call for citation of its exact whereabouts in Hamlet. What constitutes public domain 

varies according to discipline; if in doubt, students should consult the instructor. 

BIBLIOGRAPHY/WORKS CITED 

All sources consulted in preparing a paper or assignment are to be listed in the bibliography or works 

cited list, unless other instructions are given. While in some disciplines, works listed in the bibliography 

may not necessarily be directly referred to in the paper or notes, all sources included in the 

works cited list must appear in the paper. Simply listing a work in the bibliography or works cited 

list does not remove the obligation to give due recognition for specific use in the body of the paper. 

FORMS OF REFERENCE 

If individual departments or instructors require that a particular style be used for quotations, footnotes, 

endnotes, bibliographies, etc., students should be made aware of that requirement. For most 

theses and dissertations, students will be asked to follow the guidelines to be found in The Chicago 

Manual of Style (CMS), 15th ed. (University of Chicago Press, 2003) or the version of CMS in A 

Manual for Writers of Term Papers, Theses, and Dissertations, 5th ed., by Kate Turabian (University of 

Chicago Press, 1987). Otherwise, for standard forms students may consult: The MLA Handbook for 

Writers of Research Papers (MLA), 6th ed. (New York: Modern Language Association of America, 

2003) in the humanities; or the Publication Manual of the American Psychological Association (APA), 5th 

ed. (New York: American Psychological Association, 2001) in the social sciences. 

Examples of Plagiarism 

The following examples, from Rebecca Moore Howard’s “A Plagiarism Pentimento” (Journal of 

Teaching Writing, Summary 1993), are provided to help prevent any misunderstanding. Please read 

and analyze them carefully. 

SOURCE 

Davidson, Robert. Genesis 1–11. Cambridge: Cambridge UP, 1973. 

ORIGINAL WORDING 

Such story myths are not told for their entertainment value. They provide answers to questions 

people ask about life, about society and about the world in which they live (10).


MISUSE OF SOURCE (1) 

Specifically, story myths serve as answers to questions people ask about life, about society and 

about the world in which they live, not for entertainment purposes. 

Comment: This is an example of plagiarism as defined in this booklet. The student copied 

words and phrases from the original without acknowledging their source. Although the student 

has rearranged some phrases and made minor stylistic changes, this version still follows the basic 

wording and structure of the original while the student repeats ideas as if they were his or her own. 


Davidson explains that story myths answer questions people ask about life, about society, and 

about the world that we live in (10). 

Comment: Less obviously, this example is also classified as plagiarism. Although the student 

cites the source of the ideas, he or she presents Davidson’s exact words as if he or she authored 

them. As is often the case in such plagiarism, where the words are changed, the changes render 

the material less clear (shifting from “people” to “we,” for example). 

How to Avoid Unintentional Plagiarism 

Unintentional plagiarism is also a breach of academic integrity and may be punished accordingly. 

Also known as patch writing, unintentional plagiarism occurs when students depend too heavily 

on textual material to make a point rather than on making the point themselves and using the text 

to support it. The second example of plagiarism above is an example of patch writing: it may be 

rewritten in several different ways: 


Davidson explains that “story myths” answer “questions people ask about life, about society and 

about the world that we live in” (10). 

(A) REWRITTEN WITH CORRECT CITATION 

Davidson explains that story myths answer questions people ask about life, about society and 

about the world in which they live (10). 

(B) PARAPHRASED 

As Davidson explains, the importance of “story myths” is in their relevance to the everyday lives 

of their readers (10). 

(C) USE OF PARAPHRASE AND QUOTATION IN A PARAGRAPH 

“Story myths” are powerful because they deal with phenomena that people cannot understand 

in any other way. As Davidson explains, story myths have direct relevance in the everyday lives 

of their readers by “provid[ing] answers to questions” (10). 

Comment: In the rewritten version of the plagiarized sentence (a), the student has quoted 

all of the words that came directly from Davidson. Although this is an acceptable sentence, 

obviously such extensive quotation would not be acceptable throughout a research paper. In 

the sample paraphrase (b), the writer has maintained and correctly cited the essential idea in 

Davidson’s sentence, but the articulation of that idea is original, very different from the source. 

This is an example of an appropriate use of source material. In the final example (c), the writer 

has used Davidson’s analysis to support a point he or she is making about the role of story 

myths, and combined paraphrase and quotation to show how Davidson supports the assertion. 

This is the most common way to use source material in academic papers. 

Notice that in all three examples the writer introduces the source material with a signal phrase 

naming the author and marks the end of the use of that source material with a parenthetical 

page reference. Although the exact method of citation varies across the disciplines, the purpose—to 

mark the beginning and end of material drawn from another source—remains the 

same.


Procedures for Hearing Cases of Academic Dishonesty 

This procedure applies retroactively for theses and dissertations accepted in good faith by the Drew 

University Theological School toward completion of a degree, but later suspected of being plagiarized 

in part or in full. 

1. Instructors or others suspecting plagiarism shall report alleged cases of academic dishonesty to 

the Associate Academic Dean of the Theological School. Students should help to maintain the 

standards of the University by reporting all cases of academic dishonesty they observe. The usual 

response to an allegation that the Academic Integrity Policy has been violated is for the Associate 

Academic Dean to convene an Academic Integrity Committee as described below. When the 

allegation is the first one made against a student, and the alleged offense seems minor or even 

unintentional, an Alternative Resolution Procedure may be attempted. This procedure applies 

only when the student, the instructor, and the Associate Academic Dean agree that it is appropriate. 

All of the steps described below under Alternative Resolution Procedure must be completed 

for the matter to be resolved without a full hearing by an Academic Integrity Committee. 

2. When a charge of academic dishonesty is brought, the Associate Academic Dean will notify the 

student, convene, and chair an Academic Integrity Committee made up of one faculty member, 

the reporting instructor, the student’s adviser, and, should the student desire it, one other person 

of the accused student’s choosing, usually a member of the University community. When 

any member of this committee believes that he or she should not hear a case because of a possible 

conflict of interest, that member should excuse him or herself. 

3. The student may request, and will be granted, up to a week to prepare his or her response before 

being called before the committee. In the first stage of the hearing, both the faculty member 

bringing the charge and the accused student will be present and each will make an oral statement 

to the committee and answer any questions. At this stage, either may ask to address the 

committee without the other’s being present and will be granted the right to do so. 

4. The student, the reporting faculty member, and the student’s advocate will be asked to wait outside 

the room while the committee discusses the case, and either may be called back into the 

room to answer questions. At the end of their deliberations on the case, the Associate Academic 

Dean, the one faculty member, and the student’s adviser will vote on the matter. 

5. A decision of guilt or innocence will be based on a preponderance of the evidence in the case; 

however, other factors, such as any prior accusations or any mitigating circumstances, may be 

taken into account in the determination of penalty. 

6. In all cases, both the student and the faculty member bringing the charge may appeal the decision 

as described below. All documents relating to the case will be placed on file in the office of 

the Associate Academic Dean, where they will remain until the student’s file is destroyed three 

years after graduation. 

Penalties 

The individual merits of each case are weighed by the committee, which determines the penalty 

accordingly. The committee considers the purpose both of the hearing and the penalty to be educational; 

penalties are determined with that in mind. 

FIRST OFFENSE 

The maximum penalty is a failing grade for the course and a suspension for one semester from the 

Theological School. Other penalties may include, but are not limited to, denial of some or all honors 

conferred by the University, and loss of credit for the assignment or the course. When the committee 

finds that a violation has occurred, a letter stating the committee’s ruling will be placed in the 

student’s permanent file in the registrar’s office. Any such letters will be a part of the record in 

subsequent cases and appeals.


SECOND OFFENSE 

The maximum penalty is expulsion from Drew and/or the revocation of a degree issued by Drew. 

Alternative Resolution Procedure 

1. The student (with a support person of his/her choosing if desired), the instructor, and the 

Associate Academic Dean meet to look over the alleged violation. 

2. The student admits misusing sources and violating the Academic Integrity Policy and agrees to 

correct the work in a manner satisfactory to the course instructor. 

3. The student completes and signs a form that describes the violation and the corrective measures 

to be undertaken and includes a promise that the problem will not occur again. 

4. The instructor completes and signs a form that describes the incident and certifies that it has been 

resolved satisfactorily. That form, together with all documentary material from the case, will be 

placed on file in the office of the Associate Academic Dean, where it will remain until the 

student’s file is destroyed three years after the student graduates. 

5. If the student is later found to have committed another violation of the standards of academic 

integrity, the documentary material on file from any prior invocation of the Alternative 

Resolution Procedure will be used as evidence of a first offense in the penalty phase of the hearing 

and the penalty will be more severe than it would be for a first offense. 

Appeal Process 

1. Decisions of the Academic Integriy Committee may be appealed only if new evidence has been 

found, or if the original hearing overlooked specific evidence, or committed procedural errors. 

2. The Dean’s Council is the final appeals board for cases of academic dishonesty. The appeal, 

whether sought by the faculty member who brought the charge or by the student, must be submitted 

in writing. On the basis of the written appeal, the committee may decide to hear the case 

or to uphold the original decision if no new evidence has been presented, if no evidence has been 

shown to have been overlooked, and/or if no procedural errors have been shown to have occurred. 

Whatever its decision, the Dean’s Council must provide reasons in writing to both parties. If the 

committee agrees to hear the case, it has the right to reverse the decision of an earlier hearing. 

3. When any member of the committee believes he or she should not hear the matter under appeal 

because of a possible conflict of interest, that member may be excused. 

4. During the hearing of the appeal, the faculty member who brought the original charge will provide 

information and answer questions. The student may be accompanied and advised by a 

member of the faculty of his or her choice and will also provide information and answer questions. 

5. Decisions will be based on a preponderance of the evidence and will be provided in writing to 

both parties.

FINANCIAL INFORMATION


FINANCIAL INFORMATION 

Costs 

Annual support by the United Methodist Church and income from designated endowments 

allow a substantial reduction of Theological School tuition for full-time degree candidates. 

Since it is the mission of the Theological School to prepare students for professional 

careers, much of the tuition structure is designed to encourage students to complete the program 

in a timely fashion and begin their professional service. 

Master Level Courses and Degrees 

(2005–2006 Tuition Rates) 

10 credits or less $ 540 Students who register for less than 11 credits in a semester are 

charged tuition at the per-credit rate. 

11–15 credits $5,770 Students registered for 11–15 credits in a semester pay the full-time 

tuition rate. 

January courses are calculated in spring registration and are normally limited to three credits. 

Students may not exceed 15 credits in the fall or spring semester without permission from the 

Committee on Academic Standing. Given the rigor of the academic programs, overloads are discouraged. 

If a student’s combined January and spring course load exceeds 15 credits, the additional 

credits are billed on a per-credit basis. The student’s scholarship continues to apply to those credits. 

While all tuition and fees are set by the University trustees in the spring when they meet to approve 

the next annual budget, the University reserves the right to adjust charges and regulations at the 

beginning of each semester. The University makes every effort to hold increases at a minimum; 

however, recent experience indicates that students should plan on cost increases at least equal to 

the inflation rate for higher education. 

THE THEOLOGICAL SCHOOL (Excludes D.Min.) 

2005–2006 First Academic 

Semester Year 

TUITION (11-–15 credits per semester) $5,770 $11,540 

Room (Double) 2,704 5,408 

Board (Optional) 1,487 2,974 

General Fee 265 530 

Network Fee 80 160 

Computer Initiative (Full-Time M.Div.) 300 600 

_________________________________________________________________________________ 

TOTAL $10,606 $21,212 

_________________________________________________________________________________

Financial Information 61 

Other Fees, Deposits and Charges 

The following 2005–2006 costs are figured on an annual basis unless noted otherwise: 

Enrollment deposit (all entering students) Non-Matriculated........................................................$150 

Matriculated,..................................................................300 

Housing reservation deposit (new resident students) ......................................................................250 

Orientation fee (new students, fall) ..................................................................................................125 

(new students, spring) ................................................................................................75 

Security deposit (all full-time students; payable first semester of attendance)........................................400 

Late registration fee (per semester) ..................................................................................................125 

Late payment fee (per semester) ......................................................................................................500 

Student Health/Accident Insurance (optional)* ..........................................................................1,160 

Student Health/Accident Insurance (optional—International Students)*......................................1,193 

Tuition Refund Insurance (optional) (per semester) ..........................................................................70 

Parking permit ................................................................................................................................100 

Transcripts (new students) ..................................................................................................................25 

One-day or same-day service (per transcript)....................................................................................10 

*(2004–2005 rate; expect 2005–2006 costs to be higher) 

During the three-week summer residence program, housing for families and single or double 

rooms are available on campus at prevailing student rates. Exact costs for housing and meals are 

announced well in advance. 

Explanation of Deposits, Fees, and Other Charges (2005–2006) 

Tuition. Students pay $540 for each credit hour up to 11 credits. Students registered for 11 to 15 

credits pay the full-time tuition fee of $5,770 per semester. 

Audits. Full-time degree candidates paying full tuition for the current semester may audit additional 

courses free, provided these audits are not entered on the student’s record (the student 

should not register for these unofficial audits). Auditors who are part-time students are charged at 

one-half of the per-credit-hour equivalent. Audits by full-time students, when the student registers 

to audit the course, will be reflected on the student’s record and are charged at the audit rate. 

Spouses of full-time students may audit two courses a semester in the Theological School as outlined 

below. 

Spouses of Students. Spouses of regular, full-time students may be admitted to two Theological 

School courses a semester as unofficial auditors without tuition charge (the spouse should not register 

for these unofficial audits). No fees are charged unless spouses take meals on campus or unless 

they are registered for credit courses or for auditor’s privileges beyond the two courtesy courses 

available each semester. The approval of the instructors must be obtained in advance and attendance 

must be regular. Spouses who wish to have audits entered on the academic record or take 

courses for credit are charged at the regular audit or tuition rate and must register in the usual 

manner. 

Room and Board. Reflects the cost of campus residency (and meals in the University dining hall, 

if contracted) on a full-week basis. Except as noted below, the rates listed are for the 2005–2006 

academic year and do not include Thanksgiving, Christmas, spring, or other recesses. 

A limited number of double and triple rooms are available for commuting students who need a 

room two or three nights each week during the semester. Commuters are not included in the regular 

meal plan, but may purchase a “debit card” plan. 

The University reserves the right to increase room and board rates during the academic year if 

necessary. Rates have been adjusted to allow for the normal number of meals missed by students 

and are not subject to further revision for meals missed because of work or personal appointments.


Apartment Rentals, Married Students. On- and off-campus apartments are available to rent 

for the academic year. On-campus rentals include electricity, gas, telephone, and water. Students 

are responsible for utilities’ expenses in off-campus apartments. Additional information for on- and 

off-campus units is available from the Housing Office. 

Although charges for apartment rentals are billed by the semester, upon application to the Business 

Office, students may schedule payments on a monthly basis. 

General Fee. The General fee is used to support the operation of the University Center and student 

activities under the jurisdiction of the Theological School student government organization. The 

General fee also entitles the student to diagnosis and treatment of minor illnesses. The Health 

Center has services for internal medicine, allergy, and gynecology. Part-time students are charged 

per credit-hour for the general fee. 

Network Fee. The Network fee supports University’s campus-wide network; which enables 

students to 1) send and receive electronic messages, reports, and assignments from professors and 

fellow students; 2) access the University library’s online catalog system to retrieve reference and 

bibliographic information; 3) access the Internet; 4) register and access student information online. 

Computer Initiative. All faculty, students, and staff on campus are linked through computer, 

phone, and Internet to each other, to the Library and Archives, and to hundreds of sites off 

campus. Participation of full-time M.Div. students is required so that all students receive the same 

services and training from the Computer Center. The total cost of the computer package, standard 

programs, and service is prorated over six semesters. 

Health Services, Family-in-Residence Plan. The basic general fee covers the enrolled student 

only. Students with spouses and/or children living with them on campus may obtain family coverage 

for an additional fee. International Students who have spouses and/or children living with 

them must obtain family coverage through the University. In 2004–2005, the approximate cost for 

this insurance was $3,300 in addition to the student health insurance cost of $1,193. Expect 

2005–2006 costs to be higher. 

Student Health/Accident Insurance. All full-time Drew students, excluding their families, are 

automatically billed for this comprehensive medical expense insurance plan. Students may waive 

this insurance by verifying other coverage with their approved insurance plan. 

Tuition Refund Insurance. A per-semester fee that provides for a pro-rata refund in the event 

of student withdrawal/leave of absence due to physical, mental or nervous disability in accord with 

the University’s refund policy as described on page 64. All students are automatically billed for 

tuition refund insurance. Students may waive this insurance by submitting a waiver card. 

Enrollment Deposit. A deposit paid upon acceptance of admission verifies the student’s 

acceptance of the offer of admission and reserves a place in the class. The deposit is refunded at 

graduation or upon withdrawal from the University after outstanding fines, penalties, and/or 

miscellaneous charges have been cleared. In the case of withdrawals, the deposit is nonrefundable 

after July 1 for the fall semester and after December 15 for the spring semester. 

Housing Reservation Deposit. This deposit for new resident students is payable with the 

Application for Housing. The deposit is nonrefundable except in cases where the University is 

unable to provide housing. In case of withdrawals prior to enrollment, the deposit is nonrefundable 

after July 1 for the fall semester and after December 15 for the spring semester. 

Security Deposit. This fee is a one-time deposit and is payable with first tuition payment. The 

deposit is refunded at graduation or upon withdrawal from the University after any outstanding 

fines, penalties, and/or miscellaneous charges have been cleared. 

Orientation Fee. All new M.Div. and M.T.S. candidates (and other students at the discretion of the 

school) pay an orientation fee. The fee covers all orientation costs, including several meals on campus 

during the first week of the semester. Students entering in the spring semester pay an adjusted fee.


Maintaining Matriculation. S.T.M. candidates and D.Min. candidates who are not registered for 

courses must maintain matriculation in the school through the payment of the Matriculation Fee. 

The fee must be paid at the beginning of each semester. Matriculation can only be maintained if all 

previous financial obligations to the University have been met. 

Telephone Service. Campus telephone service is a part of on-campus housing for resident students. 

There is no charge for initial installation; however, a fee is charged for subsequent moves or 

changes. Students may receive an authorization code for toll/long distance calls by signing a payment 

agreement. 

Microfilming Fee. D.Min. candidates are charged a $50 fee for microfilming professional projects. 

Copyrights may be obtained for an added fee of $35. 

Transcripts of Record. Students may have official transcripts mailed to other institutions, 

prospective employers, or other agencies by completing a transcript request form available at the 

Registrar’s office or by notifying the office by mail. All requests for transcripts must be in writing 

and bear 1) the signature of the record’s subject, 2) the date of the request, 3) the dates of attendance, 

4) the current address and telephone number of the record’s subject, 5) the subject’s name 

at the time of enrollment at Drew, and 6) the subject’s Social Security number. 

Requests sent via e-mail are usually accepted. Requests sent by facsimile machine are not usually 

accepted, and all transcripts must be requested at least seven working days in advance of the date 

they are to be issued. There is no charge for transcripts requested for normal processing. Transcripts 

requested for same-day or one-day processing carry a charge. During a two-week period when 

grades are being recorded at the conclusion of a semester, transcripts cannot be issued for currently 

enrolled students. Students may have unofficial transcripts upon request, with the same regulations 

and fees applying. 

Issuance of a transcript or other form of grade report must be cleared by the Business office. The 

University withholds transcripts or grade reports if a student has an outstanding balance on a 

student account or if repayment of a loan granted by or through the University is in arrears. In 

addition, any necessary transcript fees must be paid before release of the record. 

The University does not usually release official transcripts directly to the subject of a record. When 

such a direct release is required by a graduate school or scholarship agency, the University shall do 

so only in a secured envelope whose seal must remain intact for the transcript to remain valid. 

Payments 

Bills are payable in advance, in the first week of August for the fall semester and the first week of 

January for the spring semester. Accounts not paid by the scheduled dates are subject to a late payment 

fee. Students who have delinquent accounts at the time of registration may not be permitted 

to register. 

Checks should be made payable to “Drew University” and should be carried or mailed to the 

Business office. 

Deferred payment plans are available as additional payment options. The Drew University Tuition 

Loan Plan allows payment of up to $3,000 of the semester charges over the first four months of 

the semester. The current interest rate on this loan is 8%. Details on the Tuition Loan Plan will be 

provided with your semester bill in July. Students may also utilize the Drew University Monthly 

Payment Plan, administered by Key Education Resources (1-800-KEY-LEND), which allows you to 

spread your payments over ten monthly payments, beginning in June prior to the Fall semester.


Refund Policies 

TUITION AND GENERAL FEE ADD/DROP POLICY 

Students wishing to adjust their schedules may do so without penalty during the first two weeks 

of classes. They may add or drop classes only with the approval of their advisers. Any charges made 

for tuition for courses officially dropped or added during this period are adjusted in full. A reduction 

in the number of courses carried may result in a reduction in the level of financial aid. Please 

consult with the Office of Financial Assistance if you have questions. No financial adjustment is 

made for courses dropped after the first two weeks of the semester. This policy does not apply to 

withdrawals or leaves of absence (students are not permitted to drop all courses without withdrawing 

or taking a leave of absence). 

Students in intensive courses wishing to adjust their schedules must do so prior to the first day of 

class in consultation with the Associate Academic Dean or the Director of the Doctor of Ministry 

program. 

REFUND POLICY FOR WITHDRAWAL/LEAVE OF ABSENCE 

The University’s refund policies for students withdrawing or taking a leave of absence are described 

in the paragraphs below. The policy applicable to an individual student is determined by the particular 

circumstances of the student, including the timing of the withdrawal/leave of absence, 

whether or not the student is a participant in a federal or state financial assistance program, and 

whether or not the student will receive a refund under the Tuition Refund Plan. No refund is paid 

to any student who is suspended or required to withdraw or who leaves without first securing the 

written consent of the Dean of Student Life. 

Students Not Receiving Federal or State Aid 

Students who take a leave of absence or withdraw for any reason during the first three weeks of 

the semester and are not eligible to receive a refund under the Tuition Refund Plan are entitled to 

a prorated refund of certain Institutional Charges (see list of refundable institutional charges on 

page 65). Prorated charges are based upon the date of actual withdrawal (as determined by the 

University in accordance with the withdrawal/leave of absence procedure) according to the following 

schedule: 

Withdrawal Date Percentage Refund 

First week of semester 90% 

Second week of semester 70% 

Third week of semester 50% 

Fourth week or more 0% 

Any refunds calculated under this formula will first be used to refund any institutional aid to the 

University, with any amount left over refunded to the student. 

Students Receiving Federal or State Aid 

Students receiving Federal or State aid and who take a leave of absence or withdraw for any 

reason and who are not eligible to receive a refund under the Tuition Refund Plan will receive a 

prorated refund as described above. In the event the University is required to return federal and/or 

state funds (see Refunds of Federal and State Aid on page 65) in excess of the refund of charges as 

calculated above, then the student will receive a refund in institutional charges equivalent to the 

amount that is returned in federal and/or state funds. However, if total financial aid exceeds the 

amount of institutional charges, a refund will be made of a percentage of institutional charges less 

non-federal aid equal to the percentage of federal aid returned plus an amount equivalent to any 

state aid returned.


Students Covered by the Tuition Refund Plan 

Students who are enrolled in the Tuition Refund Plan and are eligible to receive a refund under 

the Tuition Refund Plan will receive a refund from the insurance company as described in the plan 

materials. The Tuition Refund Plan provides prorated refunds to students who withdraw or take a 

leave of absence due to physical, mental or nervous disabilities. All students are billed for the 

Tuition Refund Plan with their Fall semester bill. Students who decline this coverage must sign a 

waiver form and are not enrolled for the academic year. Please consult the plan brochure or the 

University Business office for additional details. In the event this refund is less than the amount 

that would be provided under the refund policies above, the University will refund the difference. 

Any refunds calculated under this policy will first be used to refund federal and state aid and any 

institutional aid to the University, with any amount left over refunded to the student. 

Refundable Institutional Charges 

Tuition 

General Fee 

Board 

Safety Fee 

The housing charge and all other fees are nonrefundable. 

Refunds of Federal and State Aid 

When a student takes a leave of absence or withdraws from the University, federal and state regulations 

may require the University and/or the student to return a portion of the aid received as 

described below. 

Refunds of Federal Aid 

When a student takes a leave of absence or withdraws before completing 60 percent of the enrollment 

period, federal regulations require the University and/or the student to return that portion 

of federal aid funds which has not been earned. This is calculated as follows: 

The percentage of federal aid earned is calculated by dividing the number of days of the enrollment 

period completed by the total number of days in the enrollment period. 

The amount of federal aid earned is calculated by multiplying the percentage of federal aid earned 

by the amount of federal aid that was disbursed plus the amount of federal aid that could have 

been disbursed. (Please note that funds that have not met the requirements for disbursement will 

not be disbursed to the student.) 

The student is entitled to keep all earned federal aid which has been disbursed and is entitled to 

receive a post-withdrawal disbursement of all earned federal aid which could have been disbursed. 

All other federal aid will be returned or canceled. 

Refunds of State Aid 

When a student withdraws and receives a refund of Institutional Charges, state regulations require 

the return of a percentage of state aid received. This is calculated as follows: 

Determine the percentage of total aid that is state aid by dividing the amount of state aid (excluding 

work earnings) awarded by the total amount of financial aid (excluding work earnings) awarded. 

Calculate the amount of state aid to be returned by multiplying the percentage of total aid that is 

state aid by the amount of institutional charges refunded. 

If a student utilizes any part of an award, it will be treated the same as a full semester payment in 

calculating the number of semesters of eligibility. Therefore the student may decline the state 

award and repay the award for the payment period.


Separation from the School 

Drew Theological School reserves the right, upon recommendation of the deans, to separate from 

the school any student who fails to meet the standards of academic or community life; or whose 

character, or personal maturity raises reasonable doubts about the student’s fitness for ministry or 

theological education. 

Students may also be separated from the school for failure to meet their financial obligations. 

Financial Assistance 

Theological education may initially appear expensive, but the Theological School helps bring costs 

well within reach through financial assistance. 

Drew structures financial assistance using two principles: 1) avoid unduly increasing any accumulated 

indebtedness; and 2) give maximum assistance to students in the Master of Divinity program. Most 

students qualify for both merit- and need-based aid. Through a combination of types of aid most students 

can complete a Drew Theological School degree program with minimal additional educational debt. 

Very limited federal or state aid is available to graduate or professional-level students, so most aid 

comes from the University or from outside, nongovernmental sources. While University aid is calculated 

automatically, students need ingenuity and resourcefulness to discover other assistance. 

Local library reference departments or church officials are good starting points. Students should 

contact the Office of Student Assistance (or its equivalent) in their state to inquire about state 

financial aid programs. 

Drew Awards 

Drew’s Office of Financial Assistance creates a financial aid “package” for each eligible student. This 

package usually consists of several aid components (any of which a student may choose to decline). 

Every effort is made to create a package that minimizes a student’s debt burden, thus the typical 

package contains scholarships and grants, work-study, and low-interest loans, in that order. 

Merit-based scholarships can cover up to 100 percent of tuition. Grants generally cover from 20 to 

75 percent of annual tuition charges and are based on a student’s academic record. Drew financial 

assistance awards are given as a percentage of tuition and the percentage remains constant 

throughout the degree program, relative to academic load and satisfactory academic progress. 

A student must be enrolled in a minimum of 6 credits per semester to be eligible. 

One-half of a student’s annual grant award and loan amount is credited to the student’s account 

each semester. Those with federal work-study jobs or other campus employment receive regular 

paychecks for time worked. Work-study is NOT credited to the student accounts. 

In accordance with standards adopted by the Association of Theological Schools (A.T.S.), students 

are expected to furnish a reasonable portion of their own educational expenses. This contribution 

may come from savings, summer work, an employed spouse, part-time jobs, or a loan. 

Application Procedures 

Students seeking federal financial assistance must file the Free Application for Federal Student Aid 

(FAFSA) and the Drew University Supplemental Aid Form as directed at the time of their application 

for admission. There are two deadlines: a priority deadline for consideration for merit-based 

scholarships and a guaranteed award deadline, after which the school cannot guarantee that students 

can be awarded the full financial aid for which they may be eligible. The priority deadline for 

new students is April 30; the deadline for guaranteed awards for fall applicants is June 30. Every 

effort is made to provide full financial assistance to applications received after the guaranteed 

award deadlines, and appropriate adjustments will be made in future semesters. Aid is awarded on 

an annual basis, except for new students admitted in the spring semester. Registered students must 

submit new financial aid forms annually by April 1.


Consequences of Noncompliance with Verification Deadlines 

Federal regulations require aid administrators to verify selected financial aid applications by 

comparing reported data with income tax returns and other documentation. Federal aid awards 

cannot be credited to student accounts until verification is completed. 

Failure to provide the requested documentation within the specific time period may thus result in 

the following: 

1. Denial of financial aid for a semester or academic year; 

2. Drew’s inability to process your future financial aid applications; 

3. Forwarding your financial aid application materials to the U.S. Department of Education for review. 

International Students 

Because of the stringent financial reporting prerequisite to the granting of visa documents, international 

students are required to submit financial documentation to certify all funds needed to 

cover the cost of attendance for one calendar year. Drew scholarship assistance and on-campus 

employment can be applied in partial satisfaction of this requirement. 

Theological School Scholarships 

Named Awards. Funding for many Drew Scholarships comes from the earnings of endowed 

scholarships created by trustees, alumni/ae, and friends of the University. 

Franklin E. and Bertha E. Allison Scholarship. Endowed by the estate of Franklin E. and 

Bertha E. Allison in 1979. Awarded to assist a student or students in training for the ministry or 

Christian education. 

Henry G. Appenzeller Scholarship. Endowed in 1988, in memory of Henry G. Appenzeller, 

1885 graduate of the Theological School, by friends. Awarded to a second- or third-year student 

who displays commitment to service in the spirit of Henry G. Appenzeller, the first Methodist missionary 

to Korea. 

Lawrence Athey Scholarship. Endowed by the estate of Lawrence H. Athey T’31. Awarded to 

deserving theological students.


Cathrine C. Baxter Scholarship. Endowed in the year 2000 by this lifelong United Methodist 

churchwoman from Summitville, N.Y. Awarded as a two-year scholarship to one or more United 

Methodist students contemplating parish ministry—with standing as either a junior in the College 

or a second-year M.Div. student in the Theological School—with a preference for young men and 

for students from New York State. 

Frank C. and Ethel S. Benitz Memorial Scholarship. Endowed in 1969 by Frank R. Benitz to 

honor his parents. Awarded to a young man preparing for United Methodist ministry. 

Richard and Marian Berkefeldt Student Help Fund. Established in 1968 by Richard 

N. Berkefeldt, a generous Methodist layman, and his wife, Marian Berkefeldt, to help needy and 

worthy students. 

G. Roy and Olive Scott Bragg Scholarship. Endowed in 1992 by Mrs. Bragg in memory of 

G. Roy Bragg T’39. Awarded to a second- or third-year student preparing for the ministry who 

excels in the study of theology. 

C. Maxwell Brown Scholarship. Endowed in 1977 by Evelyn Berger Brown in honor of her 

husband, C. Maxwell Brown T’32. Awarded to second- or third-year M.Div. students with demonstrated 

need. 

Paul Burt Scholarship. Awarded annually since 1975 by the Wesley United Methodist Church 

in Urbana, Ill. Awarded to a student preparing for campus ministry or to an international student. 

Gladys Capron Memorial Scholarship. Endowed in 1990 by the Reverend Richard W. Capron 

T’73, G’86 in memory of his grandmother, Gladys Capron. Awarded to a second- or third-year student 

who professes a vocation in urban ministry. 

Henry J. and Georgetta Cassard Memorial Scholarship. Endowed in 1968 by Georgetta 

Cassard, Marcella Cassard Chapman, and Georgetta Cassard Webbe. Awarded to deserving theological 

students. 

Darwin R. and Yen M. Chang Scholarship. Endowed by Darwin R. and Yen M. Chang of 

Madison. Awarded annually to a student of Chinese descent who demonstrates good character. 

The Chatham United Methodist Women’s Scholarship. An award to a woman in the M.Div. 

program, usually given to an entering student, but renewable if need continues. Made available 

by the Chatham, N.J., United Methodist Women and awarded through the Drew Theological 

School Financial Assistance Committee. 

Andrew Cheng Scholarship. Endowed in 2002 by Andrew Cheng T’41. Awarded to Chinese 

students training for the ministry, with preference for nationals of the People’s Republic of China 

who would not otherwise be able to come to the United States for such training. 

Reverend Helen Gulick Clement Memorial Scholarship. Endowed in 2002 by a bequest 

from this 1991 alumna. Awarded annually to one or more students who demonstrate both financial 

need and high academic achievement. Renewable. 

Mildred Moody Eakin Scholarship. Endowed in 1987 by bequest from this assistant professor 

emeritus of religious education who taught at Drew from 1932 to 1955. Awarded with preference 

to students preparing for work in religious education, especially with children. 

James Fleming Scholarship. Endowed in 1969 by a bequest from the estate of James Fleming. 

Awarded annually to students with promise for ministry. 

R. Benjamin Garrison Scholarship. Established in 1995 by Mrs. Raymond Vogel. Awarded 

annually to a third-year seminary student, selected by the faculty, who has excelled in preaching. 

William H. Gray Jr. Memorial Scholarship. Endowed in 1998 by friends and William H. Gray 

III, Class of 1966—former university trustee, former U.S. Congressman, and president of the United 

Negro College Fund—in honor of his father. Awarded annually to an ethnic minority student 

preparing for parish ministry who shows potential for exceptional leadership.


Frank W. Grippin Memorial Scholarship. Endowed in 1989 by Helen Grippin in memory of 

her husband, Frank W. Grippin T’30. Awarded to a student, preferably Asian, in need. 

Haller-Wire Scholarship. For a deserving student preparing for the ministry. 

Harris Memorial Trust Scholarship. Established in 1966 by the Harris Memorial Trust. 

Awarded to outstanding students at the seminary level who are devoting themselves to training for 

the pastoral ministry. 

Haverstraw United Methodist Church Scholarship. Awarded annually since 1988 from the 

Goldsmith bequest to the Haverstraw Methodist Church. Awarded to a student who attended the 

Haverstraw United Methodist Church, who resides in Rockland County, N.Y., or who is a member 

of the Greater New Jersey Annual Conference of the United Methodist Church. 

William Randolph Hearst Endowed Scholarship. Endowed by the Hearst Foundation in 

1992 and awarded to minority students seeking teaching careers in the United States. 

Lynn Harold Hough Scholarship. Endowed in 1984 to honor this Class of 1905 alumnus, longtime 

professor of homiletics, and dean of the school (1934–1947). Awarded annually to a student 

who can unite Christian action with homiletic inspiration. 

Clarice M. and Herbert E. Howe Scholarship. Established in 2004 by Herbert E. Howe Jr., 

Wesley Howe, and Clarice Howe Johnson, in memory of their mother and father. The scholarship 

honors Clarice M. Howe’s accomplishments as a lifelong active Methodist churchwoman. Awarded 

to students whose goal is the Methodist ministry, with preference for first-year women students 

over the age of 35. 

International Friends Scholarship. Established by Garnett and Martha (C’84) Keith for deserving 

undergraduate or graduate students from outside the United States who wish to augment their 

European education with an American educational experience. 

Henry L. Lambdin Scholarship. Named for Dr. Henry L. Lambdin T’14, T’35, longtime professor 

of homiletics. Awarded annually to one or more candidates in the M.Div. program. 

Edwin Lewis Scholarship. Endowed in 1974 by Kenneth B. Grady T’30, a former trustee, and 

his wife, Velva T’27, in memory of her father, Edwin Lewis, former professor in the Theological 

School. Awarded to students who have completed the second year of theological study and who 

show outstanding promise in the study of theology. 

Magee Christian Education Scholarship. Awarded since 1980 by the Magee Christian 

Education Foundation to students preparing for full-time, church-related vocations. 

Gertrude S. Mallalieu Scholarship. Awarded to deserving students preparing for the ministry. 

Mary Louise Jarden Maser and Frederick E. Maser Scholarship. Endowed in 2003 by the 

estate of Frederick E. Maser. Awarded to deserving theological students. 

John McClintock Association Scholarship. Endowed in 1917 by friends, family and colleagues 

to honor the first president of Drew Theological School. Awarded to outstanding students 

preparing for the ministry. 

Delaplaine McDaniel Fellowship. Endowed in 1914. Awarded to an M.Div. candidate in the 

next year’s graduating class based on outstanding accomplishment and promise for ministry. 

Stanley J. and Betty Menking Scholarship. Endowed in 1985 by Stanley J. Menking, G’56, 

T’57, and former associate dean of the Theological School, and his wife, Betty. Awarded to a second-year 

theological student who is preparing for ministry in the United Methodist Church and 

who shows promise of integrating theological understanding with the practice of ministry. 

Merrill Trust Scholarship. For United Methodist students.


Carl Michalson Scholarship. Endowed in 1988 by the Carl Michalson Society in memory of 

Dr. Michalson T’39, the Henry Anson Buttz professor of systematic theology at Drew. Awarded in 

the spring to a first-year M.Div. student who has shown outstanding scholarship and unusual 

promise as a preacher and pastor. 

Mickel Scholarship in Town and Country Ministry. Established in 2000 by Christopher 

Mickel, Class of 1988. Awarded annually to one or more second- or third-year students who 

demonstrate an abiding interest in rural or small-town ministry, with preference for students with 

financial need. 

Morrow Memorial Scholarship. Endowed in 1939 by the Morrow Memorial Church in 

Maplewood, N.J. Awarded to the rising third-year M.Div. candidate who has shown high scholarship 

and promise as a preacher and pastor. 

David and Joan Myers Scholarship. Established in 2003 by David M. (T’60) and Joan H. 

Myers. To be awarded to a Theological School student who excels in preaching. Renewable. 

Leslie J. Nevins Scholarship. Endowed in 1972 by Dora E. Nevins in memory of her husband, 

Leslie J. Nevins T’23. For a student preparing for the ministry. 

John P. Newman Scholarship. Endowed in 1903 to honor this bishop of the Methodist Church. 

Awarded to deserving students with financial need who are preparing for Christian ministry. 

Ockershausen Scholarship. Endowed in 1981 in memory of John Ockershausen, one of Drew’s 

first trustees, and his wife, by their granddaughter, Julia Huffington T’33. Awarded to a deserving 

theological student. 

Judge and Mrs. Lindsay O’Connor Scholarship. Awarded to students preparing for the ministry. 

John Paterson Memorial Scholarship. Endowed by his daughter, Anne, and her husband, 

Chester B. Dugdale C’39, in memory of her father, who was a professor of Hebrew and Old 

Testament at Drew from 1931 to 1957. Awarded to a deserving student of Old Testament studies. 

William and Mary Jane Pennington Scholarship. Established in 1997 by bequest and named 

for lifelong supporters of the church. Awarded annually to one or more students on the basis of 

financial need or merit who demonstrate promise for lay, ordained, or non-parish ministry. 

Renewable annually as long as the recipient maintains good academic standing. 

William S. Pilling Traveling Fellowship. Endowed in 1929. Awarded to select students who 

are involved in cross-cultural educational experiences and are matriculated in the M.Div. program. 

Dan M. Potter Scholarship. Endowed in 2000 in memory of this ecumenical leader and 

pioneering religious broadcaster. Awarded annually to one or more students preparing for the ministry 

and enduring financial hardship. 

Joseph H. Rainear Scholarship. Established in 2001 by the estate of Elizabeth H. Rainear, in 

memory of her husband, the Reverend Joseph H. Rainear C’40, T’42. For a worthy student or 

students in the Theological School. 

William M. Reider Scholarship. Endowed by Mr. Reider. Awarded to students from New Jersey. 

William F. D. Rodda Scholarship. Endowed in 1985 by Mr. and Mrs. Raymond Walden in gratitude 

for Dr. Rodda’s ministry in the United Methodist Church. Dr. Rodda was also a Drew trustee. 

Awarded to a deserving theological student with promise for ministry and in need of financial support. 

Bertha A. and Emma L. Schur and Arthur C. and Matilde Mundle Memorial Scholarship. 

Endowed in 1978 by bequest of Bertha A. Schur. Awarded annually to students with financial need. 

Marjorie M. Simons Scholarship. Endowed by the estate of Christian C. Simons in memory of 

his wife, Marjorie M. Simons, in 1983. Awarded to deserving theological students.


Robert Drew Simpson Scholarship. Endowed in 1990 by Mr. and Mrs. Raymond Walden in 

honor of Dr. Simpson’s retirement as pastor of the Chatham United Methodist Church. Dr. Simpson 

C’45, T’48, ’54 is also a Drew trustee emeritus. Awarded to a deserving theological student. 

Charles F. Sitterly Scholarship. Endowed in 1979 via bequest from Bancroft Walker Sitterly to 

honor his father, an 1886 alumnus and longtime professor of Greek, New Testament, and biblical 

literature. Awarded annually to one or more Theological School students with financial need. 

Harold Paul Sloan Scholarship. Endowed in 1983 from a fund established by Dr. Harold Paul 

Sloan T’07, a former Drew trustee, and his family. Awarded to theological students, with preference 

given to students from the southern area of the New Jersey Annual Conference, where Dr. Sloan 

served his ministry. 

Joseph M. Sloane Scholarship. Endowed in 1986 by Mr. and Mrs. Joseph M. Sloane and awarded 

to a student preparing for parish ministry, with preference for a current or former member of the Union 

United Methodist Church of East Northport, N.Y. The award is renewable if need persists. 

George E. Sovereign Scholarship. Endowed in 1989 by the estate of this Methodist layman. 

Awarded annually to assist students in securing their theological training. 

Geoffrey and Helene Stafford Diversity Scholarship. Endowed by the estate of Mrs. Helene 

Stafford in memory of her husband, Geoffrey, a former Drew professor. Awarded to entering 

M.Div. students with outstanding promise for ministry. 

Geoffrey and Helene Stafford International Scholarship. Endowed by the estate of 

Mrs. Helene Stafford in memory of her husband, Geoffrey, a former Drew professor. Awarded to 

second-year M.Div. students in seminaries outside the United States for one year of study at Drew 

and to international candidates for the S.T.M. degree. 

Geoffrey and Helene Stafford Regional Scholarship. Endowed by the estate of Mrs. Helene 

Stafford in memory of her husband, Geoffrey, a former Drew professor. Awarded to entering students 

with strong academic records and outstanding promise for ministry who reside outside the 

primary recruitment region of the Theological School. 

Taiwanese Student Scholarship. Awarded annually by Mr. and Mrs. Shing-Long Lin in honor 

of fellow Taiwanese who are seeking a quality education. Mr. Lin is a former member of the Drew 

community who appreciates the value of the University in our global community. Awarded to 

Taiwanese students with need at Drew who are in good academic standing. 

Tipple Scholarship. Named in honor of former Drew president Ezra Squier Tipple and his wife, 

Edna White Tipple, these merit scholarships are offered each year to two entering M.Div. students 

with distinguished academic records and unusual promise for ministry. Merit-based. 

Leslie and Emma Uphoff Scholarship. Endowed in 1961 by Delta Uphoff in memory of her 

parents, Leslie and Emma Uphoff, completing their gift. Awarded to a second- or third-year seminary 

student, preferably in the M.Div. program, preparing for full-time Christian service. 

Alfred Morgan Waller Jr. Memorial Scholarship. Endowed in 2000 by family, friends, students, 

staff, faculty, and Mrs. Bernita S. Waller, to honor her late husband, Alfred M. Waller Jr., a 

graduate of Drew’s theological and graduate schools. Awarded to one or more Master of Divinity 

students during their second year of study who demonstrate financial need. 

Reverend Dr. Howard B. Warren Scholarship Fund. Endowed by the Reverend Dr. Howard 

B. Warren T’40 in 1985. Awarded to students in need who are preparing for the United Methodist 

parish ministry. 

Edward L. Wegst Scholarship. Endowed in 1993 by the estate of Edward L. Wegst. Awarded 

to a theological student who shows promise for the ministry with preference given for a student 

who is preparing for missionary work.


Betty H. Welsh Scholarship. Endowed in 1997 by this noted churchwoman. Awarded annually 

to one or more students on the basis of financial need or merit who demonstrate promise for 

ordained ministry in the church. Renewable annually as long as the recipient maintains good 

academic standing. 

Bishop Lloyd C. Wicke and Family Scholarship. Endowed in 1981 by United Methodist 

Bishop Lloyd C. Wicke, Class of 1926 and trustee emeritus, and his family. Awarded annually to 

one or more students entering the M.Div. program who intend to pursue parish ministry, with 

preference for United Methodists from the West Virginia, New Jersey, Western Pennsylvania, New 

York, or Troy Conferences who plan to return to their conference for ministerial service. 

Emerson and Helen Willson Scholarship. Endowed in 1956 by the Emerson Willson family. 

Awarded to an entering student with exceptional promise for ministry, with preference for United 

Methodist students from the Wyoming Conference. Renewable annually. 

Theological School Prizes 

American Bible Society Award—New Testament. Sponsored by the American Bible Society. 

Awarded to the student of outstanding achievement in biblical studies. 

Annin Memorial Prize in Theology. Endowed in 2005 by Anne V. Annin T’00, in memory of 

William E. and David E. Annin. Awarded to graduating students in the Master of Divinity program 

who have displayed both interest and excellence in theology. 

B’nai Zion Award. Sponsored by the American Israel Friendship House. Presented to a graduating 

student for proficiency in Hebrew. 

Robert Jehu Bull Prize. For the graduating student with the best record in church history. 

Clarence Tucker Craig Prize in Biblical Studies. Established by the Class of 1955 to honor the 

former dean and awarded to the graduating M.Div. candidate who has excelled in this field. 

George R. Crooks Prize. Originated in 1914. For excellence in hymn and scripture reading. 

Open to graduating M.Div. candidates. 

J. Newton Davies Greek New Testament Prize. Established in honor of the late professor of 

New Testament, J. Newton Davies. Presented to the first-year student who has excelled in New 

Testament studies. 

Dorr Diefendorf Award. For excellence in homiletics. 

Fellowship Seminarian Award. Presented annually by the Fellowship to a student who 

displays outstanding leadership in music and/or worship arts. 

David Graybeal Prize. For use in a ministry that will enhance community life. 

Daniel P. Kidder Prize. For the best academic record in the department of practical theology. 

Henry L. Lambdin Prize for Excellence in Pastoral Leadership. Endowed in 1989 by friends 

and colleagues to honor former faculty member Henry Lambdin T’14, T’35. Awarded for excellence 

in pastoral leadership. 

Mead Hall Study Circle Prize. Originated in 1926. For the woman student who achieves the 

best academic record in her first year of study. 

Order of St. Luke-Hoyt Hickman Award. For excellence in liturgical studies. 

John Paterson Old Testament Studies Prize. Endowed by family and friends in memory of 

John Paterson, professor of Hebrew and Old Testament from 1931 to 1957. Awarded to the firstyear 

student of greatest promise in Old Testament studies.


Alton Raynor Prize. Established in 1998. Awarded annually to a second-year student with 

financial need who shows great promise for success in town and country ministry. 

Reverend Florence Spearing-Randolph Prize. Awarded to a graduating African-American 

woman student who demonstrates powerful preaching skills and potential for outstanding pastoral 

leadership. 

Jasper and Ann Steele Prize. Endowed by Jasper and Ann Steele in 1994. For a student who 

demonstrates potential for ministry in a multicultural community. 

Lawrence E. Toombs Prize in Old Testament History. For a student who has excelled in this area. 

Alfred M. Waller Jr. Memorial Prize. Established in 2001 by family, friends, and Mrs. Bernita 

S. Waller in memory of her late husband, Alfred M. Waller Jr. Awarded annually for excellence in 

the practice of Christian ministry to a second-year M.Div. student with exceptional promise and an 

interest in urban ministry. 

George R. Warren Memorial Prize. Endowed in 1985 by family in memory of George R. 

Warren T’28. Awarded for outstanding New Testament scholarship. 

Patricia Wickham Prize in Feminist Scholarship. Endowed in 1992 by family and friends in 

memory of Patricia Wickham T’89. Awarded for overall academic excellence and creativity in feminist 

scholarship to a woman student who has completed two-thirds of the M.Div. or three-quarters 

of the M.T.S. curriculum. 

John Heston Willey Prize. Originated in 1920. Presented to the student who excels in pulpit 

oratory and manner. 

F. J. Yetter Prize Fund. Awarded to a seminary student of the Old Testament of the Bible as selected 

by the appropriate faculty. 

Edward D. Zinbarg Prize. Established in 1999 by Barbara Zinbarg to honor her husband upon 

the completion of his Doctor of Letters degree at Drew. Awarded annually to a student in any of 

the University’s schools who has creatively linked Jewish studies and the study of other religious 

traditions.


Outside Scholarships and Grants 

United Methodist Church. United Methodist students should contact the Office of Loans 

and Scholarships, P.O. Box 340007, Nashville, TN 37203-0007, or visit their Web site at 

http://www.gbhem.org, for more information on funds available through the denomination. 

Presbyterian Church. The Presbyterian Church (U.S.A.) offers a limited number of grants and 

loans to inquirers or candidates under the care of a presbytery. 

The Georgia Harkness Scholarship Award. This annual award, which covers tuition and 

demonstrated additional need up to a total of $4,000 a year, is available to women over 35 who 

are planning second careers in the United Methodist ministry. The award is made by the Division 

of the Ordained Ministry of the United Methodist Church in honor of Georgia Harkness 

(1891–1974), outstanding teacher and theologian. Students must apply for this award by requesting 

a form from the Office of Financial Assistance at Drew or by writing to the Division of Ordained 

Ministry, P.O. Box 871, Nashville, TN 37202. Deadline for application is early spring. 

The Reverend Charles W. Tadlock Scholarship. A maximum of $3,000 a year is available to a 

United Methodist student preparing for the parish ministry. The student must be a probationary 

member of a United Methodist Annual Conference; preference is given to persons from Missouri. 

Applications are available from the Drew Office of Financial Assistance or from conference boards 

of ministry. All applications are processed by the section of loans and scholarships of the Board of 

Higher Education and Ministry of the United Methodist Church. 

United Methodist Scholarships. Each year the Board of Higher Education and Ministry of the 

United Methodist Church awards scholarships to members of the first- and second-year class who 

show promise of becoming outstanding Methodist ministers. In addition, the Annual Conferences 

of the United Methodist Church provide financial assistance through the Ministerial Education 

Fund, monies which are administered through the boards of ministry in each conference. Most 

awards require that the student be in candidacy status and file an application with a proposed 

budget and a demonstration of financial need. United Methodist candidates should contact the registrars 

of their Annual Conference boards of ministry early in the spring to be considered for aid in 

the following year. The Theological School works closely with the boards of ministry to help meet 

each student’s financial need. 

Other 

Drew students have been successful in obtaining scholarships and grants to meet school expenses 

from such agencies as Rotary International, the Women’s Club, the World Council of Churches, 

and the United Nations. Students are encouraged to pursue such possibilities. 

Ecumenical Scholarship Exchange Program. Drew periodically provides one full-expense scholarship 

for an exchange student in theology. Direct inquiries to The National Council of Churches of 

Christ, Department of Church World Service, Ecumenical Scholarship Exchange, 475 Riverside 

Drive, New York, NY 10115-0008. 

Part-Time Employment 

Theological students may participate in any of several part-time employment programs of the 

University. The federal government appropriates funds for post-secondary institutions under the 

Federal College Community Service Work/Study Program. Under the FWSP students are hired on 

campus in part-time jobs that range from clerical positions to career-related work. Eligibility is 

determined through the filing of the FAFSA. Students must demonstrate financial need. 

Regular employment opportunities are available on campus, on a part-time basis, to Theological 

School students. The Office of Career Planning and Placement maintains lists of part-time employment 

openings in the surrounding area for students and their spouses.


The Federal Immigration and Control Act of 1986 requires Drew to certify identity and determine the 

eligibility of every employee, including students who work in a Drew or Drew-referred job. Therefore, 

all students who work at Drew must file an I-9 form with the Student Employment Office. 

Loans 

United Methodist Loans. Several of the United Methodist conferences have loan or scholarship 

funds for their students, who are encouraged to investigate these sources through their home 

churches. The Board of Higher Education and Ministry of the United Methodist Church makes 

available loans for full-time theological students who demonstrate need. Details are available from 

Drew’s Office of Financial Assistance. 

Federal Family Educational Loan Program. Federally guaranteed Stafford Loans are available 

for students who are enrolled at least half-time each semester and have demonstrated federal 

financial need. Federal need is defined as the difference between the total cost of Theological 

School study (tuition, fees, room, board, books, supplies, and miscellaneous expenses) and the student’s 

personal and family resources. Students must file the Free Application for Federal Student 

Aid (FAFSA) and the Drew University Supplemental Form, which are used to assess need. Loans 

are offered up to the amount of a student’s need, but for no more than $8,500 per year for 

Theological School students without consultation with the dean’s office and the Office of Financial 

Assistance. For subsidized Stafford Loans, interest is paid by the federal government until six 

months after the student graduates or withdraws or drops below half-time status. 

Unsubsidized Federal Stafford Loans are also available. These loans are not based on financial need 

and are not to exceed $10,000. 

Cumulative borrowing limits are $138,500 for graduate/professional study (including all undergraduate 

loans). The interest on these loans cannot exceed 8.25 percent. Additional information, 

including current interest rates, is available in the Office of Financial Assistance.

COURSE LISTING


COURSE LISTING 

Theological School courses are arranged according to the five divisions of study in the curriculum. 

Division 1: Biblical Studies (BIBST) 

Division 2: Church History (CHIST) 

Division 3: Theology and Philosophy (THEPH) 

Division 4: Church and Society (CHSOC) 

Division 5: Pastoral Theology (PASTH) 

Courses bearing numbers from 100 to 699 and prefaced with abbreviations for one of the 

Theological School’s five divisions BIBST, CHIST, THEPH, CHSOC, or PASTH are offered primarily 

for the Theological School’s degree programs. Courses offered in the Doctor of Ministry program 

require the approval of the Committee on Academic Standing unless they carry one of the five 

Division’s classifications. 

Courses numbered in the 700s and 800s are offered primarily for M.A. and Ph.D. students, but are 

open to Theological School students with the approval of the instructor. Enrollment in some courses 

is limited. When the number of students interested in a course exceeds this limit, priority is given 

on the basis of academic requirements and/or class standing. 

Some courses are offered in several sections. Individual preferences are accommodated whenever 

possible, but students are not guaranteed an assignment to a particular course section. 

The University reserves the right to cancel scheduled courses for which, in its judgment, there is 

insufficient enrollment. 

Credits 

Credit hours are listed in parentheses following the course titles. For instance, (3) indicates three 

credits per semester; (3, 3) indicates three credits per semester for a course running through two 

semesters. 

Class Schedule 

Classes normally meet in the period from Monday evening through Friday morning. Some of the 

basic courses meet two or three days per week and most seminars normally meet for one 2.5 hour 

session each week. Some classes may be assigned to a late afternoon or evening period. January 

term courses and summer term courses are usually listed in separate publication materials. 

Frequency of Course Offerings 

Courses are offered with varying frequencies. Some are offered annually; others are offered over a 

two- or three-year cycle. The particular offerings for each semester, January and summer term are 

determined by the needs of students and the requirements of the curriculum. Frequency is noted, 

whenever possible, in the course description. An updated catalog supplement and course list are 

published in advance of registration each semester or term. Online course listings are available on 

the Drew Web site.

Course Listing 79 

SUGGESTED COURSE SEQUENCE FOR REQUIRED COURSES: FULL-TIME STUDENT 

Fall Semester First Year 

BIBST 101/Introduction to the Old Testament 

PASTH 501/The Public Practice of Theology 

CHIST 202/Church History 1 

THEPH 300/Philosophical Resources for Theology (when required) 

PASTH 503/Introduction to Educational Ministries (first or second year) 

THEPH 308/Challenge of World Religions to Christian Practice (first or second year) 

Spring Semester 

BIBST 111/Introduction to the New Testament 

CHSOC 401/Religion and the Social Process 

CHIST 203/Church History 2 

THEPH 301/Systematic Theology 

Fall Semester Second Year 

CHSOC 400/Christian Ethics 

PASTH 505/The Church @ Worship: Worship 

PASTH 521/Supervised Ministry Practice 

PASTH 504/Introduction to Pastoral Care 

Spring Semester 

PASTH 506/The Church @ Worship: Preaching 

PASTH 522/Supervised Ministry Practice 

PASTH 503/Introduction to Educational Ministry


DIVISION 1. BIBLICAL STUDIES 

Basic and Introductory Bible Classes 

BIBST 101/Introduction to the Old Testament (3) 

An introduction to the first testament as a source for understanding and appropriating the religious 

experiences, insights, commitments, and expectations of the various communities of ancient Israel. 

The focus is on learning to interpret biblical texts with theological and ethical sensitivity, using the 

tools and skills of historical-critical, social-scientific, and literary-critical research. Required of students 

in the M.Div. program during the first year of study. Offered fall semester annually. 

BIBST 107/Biblical Foundations of Camp/Retreat Ministry (2) 

See CERT 310 for course description. Same as: CERT 310. 

BIBST 111/Introduction to the New Testament (3) 

An introduction to the history, literature, and religion of earliest Christianity; study of selected passages 

illustrating historical and theological interpretation; collateral readings in scholarly literature. 

Required of students in the M.Div. program during the first year of study. Offered spring semester 

annually. 

Intermediate Exegesis Courses 

BIBST 103/ Old Testament Exegesis (2–3) 

An introduction to exegesis and interpretation of related texts: focus varies. Amount of credit established 

at time of registration. Course may be repeated. Same as: BIBST 742. Recent offerings: 

Genesis 1–11, Isaiah.

Division 1. Biblical Studies 81 

BIBST 113/New Testament Exegesis (2–3) 

An introduction to exegesis and interpretation of related texts: focus varies. Amount of credit established 

at time of registration. Course may be repeated. Same as: BIBST 743. Recent offerings: 

Galatians and Philippians, Hebrews, Luke-Acts, The Gospels of John, Mark and Matthew, The 

Corinthian Correspondence, Philemon and the Politics of Slavery. 

BIBST 182/The Book of Genesis: Interpretation, Proclamation, and Moral Reflection (3) 

Exegetical study of Genesis, with emphasis on how this ancient text might be considered a resource 

for theological and ethical reflection in contemporary society, and how exegetical work might be 

used to enhance ministry in church and community. 

BIBST 184/Judging Judges (3) 

Study of what has been a troubling book for many Christians, primarily on account of its violence 

and God’s seeming sanction of, even participation in, that violence. Special attention is given to the 

book’s narrative complexity and moral ambiguity; the ways in which its images continue to permeate 

contemporary society; and the problem posed by its existence in the biblical canon. 

Prerequisite: BIBST 101. 

BIBST 186/Daniel and Esther: Surviving Exile, Resisting Domination (3) 

Literary, social-historical, and theological study of Daniel and Esther. Emphasis on such themes as 

oppression, theodicy, ambition, political resistance, and the maintenance of religious and ethnic 

identity. This course will also address the question of whether Jews and Christians can together 

read these books in a post-Holocaust world. Prerequisite: BIBST 101. 

Advanced Courses on Old Testament and Ancient Israel 

BIBST 106/Biblical Models for Ministry: Priest, Prophet, and Sage (3) 

Survey of the distinctive roles within ancient Israel of the priests, the prophets, and wise persons, with 

reference to their types of authority, their functions, and their ideologies, with continual reference 

to these roles as they relate to leadership within the church community. Prerequisite: BIBST 101. 

BIBST 108/Preaching with the Old Testament (3) 

A study of the various genres of texts (e.g., Prophecy, Psalms, Narratives, and Wisdom texts) in the 

Old Testament and the appropriate ways to utilize these texts in Christian preaching. Prerequisite: 

BIBST 101. 

BIBST 151/Texts and Topics in the Pentateuch (3) 

Literary and historical problems in the interpretation of the Pentateuch; subjects vary. Course may 

be repeated. Prerequisite: BIBST 101. 

BIBST 152/Texts and Topics in the Historical Books of the Old Testament (3) 

Studies of historical and literary issues in the books of Joshua, Judges, Samuel, Kings, Chronicles, 

Ezra, and Nehemiah; subjects vary. Course may be repeated. Recent offerings: The Elijah/Elisha Cycle, 

The Dramas of David. Prerequisite: BIBST 101. 

BIBST 153/Texts and Topics in the Poetic Literature of the Old Testament (3) 

Studies in Hebrew poetic style, wisdom, literature, Psalms, Lamentations, and Song of Songs; subjects 

vary. Course may be repeated. Recent offerings: The Book of Job. Prerequisite: BIBST 101. 

BIBST 154/Texts and Topics in the Hebrew Prophets (3) 

Studies in social roles, the theological messages, the political concerns, the literary artistry, and the 

historical contexts of the writing prophets; subjects vary. Course may be repeated. Recent offerings: 

Amos, Hosea, and Micah. Prerequisite: BIBST 101.


BIBST 165/Topics in Old Testament Theology (3) 

Studies in the theological themes and paradigms of the Old Testament and in issues involved in 

theological interpretation. Subjects vary. Course may be repeated. Prerequisite: BIBST 101. 

BIBST 168/Topics in Ancient Israelite Religion (3) 

Study of the religious practices of the Canaanites and Israelites, as presented by architecture, artifacts, 

and text. Emphasis on the archaeological evidence for the variety and actuality of religion and 

cult. Prerequisite: BIBST 101. 

BIBST 169/Religions of the Ancient Near East (3) 

Study of the religions of Mesopotamia (Sumeria, Babylonia, Assyria), Egypt, Anatolia, and Syria- 

Palestine (Canaan, Aram) through analysis of literature and archaeological remains. Special attention 

is given to general religious questions and to the interrelationship of Israel and other ancient 

Near Eastern cultures. Signature of instructor required for registration. Same as: REL 169 BIBST 739. 


BIBST 710/Law and Ethics in Ancient Israel (3) 

A study of Israelite faith and its expression in the legal collections of the Pentateuch; the Josianic 

and postexilic reforms. Signature of instructor required for registration. 

BIBST 726/Gender, Difference, and Election in Israel’s Primary Story (3) 

Re-examination of the primary story of Israel with attention to the concerns of “others” (women, 

children, aliens, slaves, the physically challenged, et al.), and exploration of how such a shift in 

emphasis might invite revisions of commonly held notions of covenant, salvation history, and election. 

Signature of instructor required for registration. Prerequisite: BIBST 101. 

BIBST 728/The Books of Samuel and the Politics of Representation (3) 

A study of how the stories of Samuel, Saul, and David are told in the books of Samuel, with attention 

to the possible political and theological drives that may have shaped their narration in the 

Bible, and their subsequent representations in Western literature and art. Signature of instructor 

required for registration. Prerequisite: BIBST 101. 

BIBST 745/The Literature of the Persian Period (3) 

A study of selected narrative and prophetic texts produced during the Persian Period. Signature of 

instructor required for registration. Prerequisite: BIBST 101. 

Advanced Courses on New Testament 

and Early Christianity 

BIBST 149/Contemporary Hermeneutics for Preaching the New Testament (3) 

An overview of the main critical paradigms in New Testament hermeneutics: historical, literary, socialscientific, 

and ideological criticisms and their application for preaching the New Testament to a postmodern 

world. Particular emphasis will be given to contextual perspectives. Prerequisite: BIBST 111. 

BIBST 150/Women in the New Testament (3) 

A socio-historical study of the role of women in the world of early Christianity through the writings 

of the New Testament. Feminist methods of interpretation will be studied to help in the analysis 

and appropriation of selected women’s stories from the Gospels and texts dealing with women 

in the Pauline letters. Amount of credit established at time of registration. Prerequisite: BIBST 111.


BIBST 170/Biblical Conceptions of Afterlife (3) 

Study of such topics as Sheol, heaven, Gehenna, and Hades, together with other related topics, 

such as divine reward and punishment, resurrection, and Satan. Emphasis on isolating the origins of 

each of these concepts and tracing their development through both the Old and New Testaments and 

other relevant ancient literature. Course may be repeated. Prerequisite: BIBST 101 and BIBST 111. 

BIBST 175/The Synoptic Gospels (3) 

Historical, literary, and theological analysis of one or more of the synoptic gospels. Same as: BIBST 715. 


BIBST 176/The Johannine Literature (3) 

Historical, literary, and theological problems in the interpretation of the fourth Gospel and the 

Johannine epistles; particular attention is given to the religious-historical background of Johannine 

theology. Prerequisite: BIBST 111. 

BIBST 177/The Letters of Paul (3) 

Historical problems in the interpretation of the letters of Paul. Special attention is given to the theology 

of Paul and the meaning of Paul’s theology for the church today. Prerequisite: BIBST 111. 

BIBST 178/The Literature of the Emerging Church (3) 

Historical and theological study of the writings of the emerging church: deutero-Pauline Epistles, 

Pastoral Epistles, Hebrews, Revelation, Apostolic Fathers. Prerequisite: BIBST 111. 

BIBST 181/The Bible and Homosexuality (3) 

This course will center on an in-depth exegesis of all the verses in the Bible that deal with or relate 

to homosexuality, both in the Hebrew Bible/Old Testament and the New Testament. The goal 

throughout will be to situate this material in relation both to the ancient cultural contexts in which 

it was produced and the present ecclesiastical contexts in which it is interpreted, and to bring these 

two sets of contexts into creative and productive dialogue. Prerequisite: BIBST 101 and BIBST 111. 

BIBST 183/The New Testament and Christian Ethics (3) 

The New Testament understanding of human relationships and historical responsibility; New 

Testament models for ethical existence evaluated as possibilities for contemporary life. Signature of 

instructor required for registration. Prerequisite: BIBST 111. 

BIBST 185/New Testament Theology (3) 

Theological themes in the New Testament; problems of unity and diversity in the New Testament; 

evaluation of alternative approaches to theological interpretation of New Testament writings. 

Signature of instructor required for registration. Prerequisite: BIBST 111. 

BIBST 188/Cross-Cultural Representations of Jesus (3) 

Christianity around the world has produced a myriad of Jesus images. This course explores some 

of the theological, ideological, pictorial and mass media representations of Jesus that have emerged 

from the cultural appropriations of the Gospels. Special attention will be given to the hermeneutics 

behind the images as well as their ethical ramifications. Prerequisite: BIBST 111. 

BIBST 189/The Historical Jesus (3) 

The problems of the historical Jesus; representative lives of Jesus; evaluation of synoptic material 

as a source for historical knowledge of Jesus; the proclamation of Jesus in the parables and the 

Sermon on the Mount. Prerequisite: BIBST 111.


BIBST 703/Readings in Hellenistic Texts: Ancient Novels—Jewish, Christian, Pagan (3) 

A study of the historical emergence of the novel in the pluralistic cultural context of ancient 

Mediterranean peoples, double colonized by the culture of hellenism and the empire of Rome. 

Considering the effects of linguistic stylization and hybridization, irony and appropriation, the 

course tracks the novel’s tendency to disrupt stable boundaries between places, times, and literary 

genres and explores how perceptions of difference—measured across ethnicity, class, gender, cultic 

affiliation—are sharpened even as identity is made more complex, malleable, and permeable. 

Signature of instructor required for registration. 

BIBST 710/Law and Ethics in the Bible (3) 

A study of the legal materials of the Hebrew Bible and the ethical issues that emerge in the narratives 

and discourses of both testaments. Signature of instructor required for registration. Prerequisite: BIBST 

101 and BIBST 111. 

BIBST 718/The Bible and Postmodernism (3) 

Explores the outer limits of contemporary biblical scholarship through immersion in some of the 

more innovative and challenging developments in the neighboring field of literacy studies, a field 

that, more than any other, has shown what postmodernism might mean in academic terms and 

through attempting, creatively and imaginatively, to bring these developments into dialogue with 

biblical studies. Prerequisite: BIBST 101 and BIBST 111. 

BIBST 725/Late Ancient Judaism (3) 

This course will cover the history of Judaism from the Maccabean revolt through Late Antiquity, 

with emphasis on historiographic issues, e.g., strategies of periodizations, the usefulness of concepts 

such as “sectarianism” or “hellenization,” the emergence of Rabbinism, and the “parting of the 

ways” between Christianity and Judaism. Prerequisite: BIBST 101 and BIBST 111. 

BIBST 727/The Bible and the Body (3) 

Examines biblical understandings and depictions of bodies, both human and divine, and explores 

how these representations have shaped, and might shape differently, theological and ethical 

responses to embodied existence. Special attention is given to such topics as gender, sexuality, violence, 

disease, infertility, physical challenge, and the problems involved in representing the body 

of God. Signature of instructor required for registration. Prerequisite: BIBST 101 and BIBST 111. 

BIBST 731/Unveiling Revelation (3) 

Brings the book of Revelation into dialogue with a variety of critical discourses, notably historical 

criticism, gender studies, postcolonial studies, and ecocriticism. Signature of instructor required for registration. 


BIBST 734/Topics in Biblical Theology (3) 

This course examines various topics of Biblical Theology. Offering to be determined. Prerequisite: 

BIBST 101 and BIBST 111. 

BIBST 736/Feminist Interpretations of the Gospels (3) 

Surveys critical readings of the Gospels proposed by feminist biblical scholars from around the 

world, paying special attention to the methodology they use, the role of their social location and 

ideological agendas, and the challenge they post to traditional readings of the Gospels. Prerequisite: 

BIBST 111. 

BIBST 737/The Bible, Colonialism, and Postcolonialism (3) 

Using the resources of postcolonial theory, this course will examine selected texts from the Hebrew 

Bible and New Testament in relation to the perennial theme of empire, and the complex patterns 

of resistance and collusion that empire invariably elicits. Signature of instructor required for registration. 

Prerequisite: BIBST 101 and BIBST 111.


BIBST 738/Earliest Christianities: History and Culture (3) 

A historical study of first- and second-century Christianity in cultural context, for New Testament 

doctoral students and other interested. Topics covered include: Jesus and Christian origins, 

Christian difference and diversity, Christianity and the Roman Empire, Hellenistic culture(s), 

Christianity and Judaism. Signature of instructor required for registration. Prerequisite: BIBST 111 and 

CHIST 202 or their equivalents. 

BIBST 740/Studies in Gnosticism (3) 

An exploration of an elusive and eclectic ancient religious phenomenon through a reading of the 

heresiological sources and the Nag Hammadi corpus, in conjunction with recent scholarly literature. 

Course may be repeated. Signature of instructor required for registration. Prerequisite: CHIST 202. 

BIBST 744/Gender and Sexuality in Ancient Christianity (3) 

A seminar engaging both women’s history and the history of cultural constructions of gender and 

sexuality through the readings of the New Testament and other Christian texts of Mediterranean 

antiquity, in combination with recent works of critical scholarship. Signature of instructor required for 

registration. Prerequisite: CHIST 202 or BIBST 111. 

BIBST 746/The New Testament Through Non-Western Eyes (3) 

A seminar on global hermeneutics and the Bible, via the study and critique of particular interpretations 

of the New Testament coming from African, Asian, and Latin American perspectives. 

Attention will be given to critical approaches, issues of identity, colonialism and resistance, and the 

ideological contrasts with the Western world. Signature of instructor required for registration. 


Courses on Biblical Languages 

BIBST 141/Beginning Hebrew (3) 

Basic elements of biblical Hebrew. Offered January term or spring semester annually. 

BIBST 142/Hebrew Exegesis (3) 

Exegesis of selected passages from the Hebrew Bible. Offered in the spring semester or summer 

term annually. Prerequisite: BIBST 141 or the equivalent. 

BIBST 144/Basic Elements of Egyptian Hieroglyphics (3) 

Offerings dependent upon student interest. Prerequisite: BIBST 141 or 142 or the equivalent. 

BIBST 145/Beginning Greek (3) 

Basic elements of biblical Greek. Offered fall semester annually. 

BIBST 146/Greek Exegesis (3) 

Exegesis of selected passages from the Greek New Testament. Offered spring semester annually. 

Prerequisite: BIBST 145 or the equivalent. 

BIBST 147/Readings in the Hebrew Bible (1) 

Emphasis on facility in the language. Offerings dependent upon student interest. Course may be 

repeated. Prerequisite: BIBST 141 or 142 or the equivalent. 

BIBST 148/Readings in the Greek New Testament (1) 

Emphasis on facility in the language. Offerings dependent upon student interest. Course may be 

repeated. Prerequisite: BIBST 145 or 146 or the equivalent.


DIVISION 1 FULL-TIME FACULTY 

Danna Nolan Fewell 

Professor of 

Hebrew Bible 

Leticia Guardiola-Sáenz 

Assistant Professor of 

New Testament 

Herbert B. Huffmon 

Professor of 

Old Testament 

Melanie 

Johnson-DeBaufré 


New Testament 

Stephen D. Moore 

Professor of 

New Testament

DIVISION 2. CHURCH HISTORY 

Basic Courses 

Division 2. Church History 87 

CHIST 202/Church History 1 (3) 

The history of Christianity, emphasizing its social and theological development, from the first 

century to the end of the 15th century. Offered fall semester annually. 

CHIST 203/Church History 2 (3) 

A continuation of CHIST 202, beginning with the backgrounds to the Protestant Reformation and 

continuing to the 21st century, emphasizing social and institutional developments and theological 

traditions in western Europe and North America. Offered spring semester annually. 

CHIST 260/United Methodist History, Doctrine, and Polity I (3) 

A study of origins, organization, outreach, religious life and key ideas, issues, events, and figures in 

the development of United Methodism. Aims at enabling the student 1) to understand and evaluate 

United Methodism in the light of its antecedent organizations and the broader context of those 

traditions historically related to the Methodist movement; and 2) to engage in responsible participation 

in the life and leadership of the United Methodist Church, to communicate effectively the 

tradition, and to participate perceptively in the ecumenical dialogue. 

CHIST 261/United Methodist History, Doctrine, and Polity II (3) 

A continuation of CHIST 260 focusing on two concerns: 1) enabling the student to understand the nature 

and functioning of the United Methodist Church as the institutional expression of its historical development 

and theological assumptions, to affirm and explore the institutional structures as viable instruments 

for ministry, to understand the nature of authority and power as they relate to the United Methodist 

structure, and to contribute to the process of change in the church structure; 2) a study of the origins 

of the United Methodist doctrinal heritage in the theology of John Wesley, Philip Otterbein, and Jacob 

Albright; the development of that heritage in the Methodist, Evangelical, and United Brethren families 

of churches; and the distinctive marks of that heritage. (For United Methodist students, CHIST 260 and 

CHIST 261 together meet in full the United Methodist studies requirement for ordination.)


LOGON 240/A Short Course in United Methodist History, Doctrine, and Polity (3) 

A one-semester course that provides an understanding of the origins, history, and key issues and 

figures in the development of United Methodism in addition to enabling the student to understand 

the current polity of the course. This course is intended to fill the denominational requirements for 

deaconesses, deacons, and certification candidates. It does not fulfill the requirement for the M.Div. 

degree. Students in that track should take the two-semester CHIST 260–261 sequence. 

LOGON 260/United Methodist History, Doctrine, and Polity I (3) 

This is the first semester of a yearlong online course that meets in full the United Methodist studies 

requirements for ordination. 

LOGON 261/United Methodist History, Doctrine, and Polity II (3) 

This is the second semester of a yearlong online course that meets in full the United Methodist 

studies requirements for ordination. 

Advanced Courses 

CHIST 213/Post-Nicene Fathers (3) 

Readings in the Fathers from Athanasius to Gregory Palamas. 

CHIST 215/Studies in Gnosticism (3) 

An exploration of an elusive and eclectic ancient religious phenomenon through a reading of the 

heresiological sources and the Nag Hammadi corpus, in conjunction with recent scholarly literature. 

Course may be repeated. Signature of instructor required for registration. Prerequisite: CHIST 202 

or its equivalent. 

CHIST 218/The Thought of Augustine (3) 

The thought of Augustine of Hippo based upon extensive readings in his major works. Signature of 

instructor required for registration. 

CHIST 219/Seminar in Medieval Studies (3) 

Topics vary and are announced before registration. Course may be repeated. Signature of instructor 

required for registration. 

CHIST 220/The Thought of Thomas Aquinas (3) 

A study of historical theology in pursuit of a Thomistic synthesis of medieval philosophy and theology, 

based upon selected readings in the Summa Theologiae and the Summa Contra Gentiles. 


CHIST 222/Early Medieval Theology (3) 

Lectures, readings, assigned papers, and discussions tracing the main currents of theological development 

from the ninth century to the beginning of the high scholastic period: John Scotus 

Eriguena and early scholasticism; Anselm of Canterbury and “fides quaerens intellectum”; Peter 

Abelard and dialectical theology; Bernard of Clairvaux and monastic theology; Hugh of Saint Victor 

and the Augustinian tradition; Peter Lombard and the Sentences. Signature of instructor required for 

registration. 

CHIST 223/Late Medieval Theology (3) 

A study of some of the dominant themes of religious thought as reflected by the writings of outstanding 

figures from the late 13th century to the eve of Reformation. Duns Scotus and the via 

antigua; Meister Eckhart and the mystics; William Ockham and the via moderna; Gabriel Biel and 

late medieval nominalism; Nicholas of Cusa and “learned ignorance”; Wyclif, Hus, and reform. 

Signature of instructor required for registration.


CHIST 227/Eastern Christianity (3) 

History of the four Ancient Patriarchates and the seven separated churches of the East until the 

time of the Roman Schism. This course is offered in conjunction with the College of Liberal Arts 

course REL 27. Prerequisite: BIBST 111 and CHIST 202 or their equivalents. 

CHIST 228/Eastern Christianity (3) 

The Orthodox Church from the 11th century to the present; later history of the separated churches; 

the uniates, Eastern dissenters, and Protestant Oriental communities. This course is offered in 

conjunction with the College of Liberal Arts course REL 28. Prerequisite: BIBST 111 and CHIST 202 

or their equivalents. 

CHIST 231/Gender and Sexuality in Ancient Christianity (3) 

A seminar engaging both women’s history and the history of cultural constructions of gender and 

sexuality through the readings of the New Testament and other Christian texts of Mediterranean 

antiquity, in combination with recent works of critical scholarship. Signature of instructor required for 

registration. Prerequisite: BIBST 111 and CHIST 202 or their equivalents. 

CHIST 239/Topics in Church History (3) 

Topics vary and are announced at registration. 

CHIST 240/A Short Course in United Methodist History, Doctrine and Polity (3) 

A one-semester course that provides an understanding of the origins, history, and key issues and 

figures in the development of United Methodism in addition to enabling the student to understand 

the current polity of the course. This course is intended to fill the denominational requirements for 

deaconesses and certification candidates. It does not fulfill the requirements for the M.Div. degree. 

Students in that track should take the two-semester CHIST 260–261 sequence. 

CHIST 244/Evangelism in the Methodist Tradition (3) 

This course will focus on an articulation of a definition of evangelism, a biblical basis for evangelism 

and a theology of evangelism. It will provide students with a familiarity and practical tools for 

helping both individuals and congregations engage in evangelism. This course fulfills the Division 

of Ordained Ministry requirement in evangelism for United Methodist students. 

CHIST 250/America: One Nation, One God? (3) 

Weaving historical insights and perspectives into current concerns about religion and national 

identity, this class focuses on major religious movements, personalities, and topics in the United 

States. It foregrounds the study of American Christian traditions, due to their historical influence, yet 

also gives some attention to non-Christian religions as well. Prerequisite: CHIST 203 or its equivalent. 

CHIST 255/God, Sex, and the Making of American Families (3) 

This course examines how religious ideas and practices—particularly forms of Christianity—have 

influenced both private and public understandings of sex and family in the United States. Themes 

include the regulation of sex practices within and outside of marriage; the conflation of monogamous 

marriage with virtue and republican ideology; the meanings of domesticity; domesticity’s 

shadows, including slavery and polygamy; and same-sex love and the emergence of modern sexual 

identities and practices. Prerequisite: CHIST 203 or its equivalent. 

CHIST 262/Topics in American Methodism (3) 

An intensive study, based on original sources, of selected topics in the rise and development of 

American Methodism with a view toward defining the nature of the Methodist tradition. Course 

may be repeated. Signature of instructor required for registration.


CHIST 269/History of Missions from the Reform Era to the Twentieth Century (3) 

Beginning with the emergence of mission energy within Roman Catholic religious societies in the 

sixteenth century, this course will follow the spread of Christianity from Europe and then England 

and North America, finishing with the twentieth-century mission impulse from the “missionized” 

Christian world. Prerequisite: CHIST 203 or its equivalent. 

CHIST 271/Evangelism and Social Justice: The Social Gospel Movement in Global 

Perspective: 1880–2000 (3) 

This course explores the various modalities of the Social Gospel movement (Romantic, Scientific 

Modernist, Evangelical, Socialist, etc.) and its ramifying influence in contemporary theology and 

church life. Of particular focus is the continuing global outreach and manifestation of the “social 

gospel” approach to evangelism vis-á-vis “personal gospel” strategies. 

CHIST 276/History of Evangelism in US America (3) 

This seminar explores the historical patterns of “great awakenings” in North America and their cultural 

and social impact on U.S. American Christianity. Particular attention will be given to the fluctuating 

relationship between religion and reform. Various contemporary “movements of the Spirit” 

will be examined and explored (e.g., charismatic and “third wave” evangelism, media religion and 

cyberchurch, seeker-sensitive churches, alternative worship, “The New Reformation/Reformission”), 

and contemporary practices of evangelism will be investigated in terms of their impact on postmodern 

cultures and emerging churches. 

CHIST 277/Race and American Christianity (3) 

An intensive consideration of the power of race in American Christian cultures, with an emphasis 

on recent critical theories of race. Prerequisite: CHIST 203 or its equivalent. 

CHIST 278/Santa Christ: Ministry of Mission and Evangelism in Advent and Christmastide (3) 

Over 10 percent of a pastor’s time is spent in liturgical preparations and celebrations relating to Christmas. 

This course explores Christmas as a festival of memory, a festival of birth, an exchange ritual and a civil 

religious ritual. Particular emphasis given to the diverse expressions of Christmas in global Christianity, and 

the creative possibilities of missions and evangelism that can be generated from Advent to Christmastide. 

CHIST 279/Revivalism and American Christianity (3) 

This course will explore the ways in which scholars have understood the religious phenomenon known 

as “revival.” Using both primary and secondary sources and moving from the early 18th century to the 

20th, we will investigate this topic as a historiographical problem and look for new ways to talk about 

the elements of religious experience that have conventionally been marked as the framework for revivals. 

CHIST 281/Lived Religion in Urban American Contexts (3) 

A study of U.S. cities as Babylon and Jerusalem, icons of both evil and progress in the 19th and 

20th centuries, with special attention to theological and other religious responses to power, wealth, 

technology, immigration, and cultural and religious diversity. Emphasis on how urban contexts 

influence religious practices. Prerequisite: CHIST 203 or its equivalent. 

CHIST 282/Is God On Our Side? Religion and U.S. Politics (3) 

A study of the influences of religion, particularly Christian traditions, on political developments in 

the U.S. from the early national period up to the present. Themes include the First Amendment and 

its litigation, Protestant projections of American manifest destiny, religious interventions in contested 

matters such as family life, the twentieth-century invention of the Judeo-Christian tradition, 

and the continuing quest to create a Christian America. Prerequisite: CHIST 203 or its equivalent.


CHIST 286/History of Christian Missions from the Reform Era to the Twentieth Century (3) 

Beginning with the emergence of mission energy within Roman Catholic religious societies in the 

sixteenth century, this course will follow the spread of Christianity from Europe and then England 

and North America, finishing with the twentieth-century mission impulse from the “missionized” 

Christian world. Prerequisite: CHIST 203 or its equivalent. 

CHIST 292/Ancient Christologies (3) 

A contextual exploration of varied ideas about Christ in the critical formative period from the first through 

the fifth centuries, ending with the “definitive” Christological formulations of the Council of Chalcedon 

(CE 451). For students with particular interest in ancient Christianity and/or historical theology. 

Signature of instructor required for registration. Prerequisite: CHIST 202 or its equivalent. 

CHIST 294/Martyrdom and Asceticism in the Early Church (3) 

An examination of martyrdom and asceticism, particularly at their points of intersection and overlap, 

that focuses on the production of the self as sufferer in ancient Christian martyrology and 

hagiography, with reference also to Jewish and pagan literature. Signature of instructor required for 

registration. Prerequisite: CHIST 202 or its equivalent. 

CHIST 295/American Jesus (3) 

A study of how Jesus has been represented in literature, art, film, and other popular media in the 

United States, with special attention to what cultural contests over images of Jesus reveal about 

continuity and change in American history. Signature of instructor required for registration. 

Prerequisite: CHIST 203 or its equivalent. 

CHIST 297/Church History Survey (3) 

No description is available for this course. 

CHIST 298/Late Ancient Judaism (3) 

A seminar exploring the history of Judaism from the hellenistic to the early rabbinic periods, with 

particular attention to the place of Christianity in that history. Attention is given to selected historiographic 

issues as encountered in the reading of recent scholarly literature, complemented by 

readings of ancient texts. Signature of instructor required for registration. Prerequisite: BIBST 111 and 

CHIST 202 or their equivalents. Same as BIBST 725. 

CHIST 734/American Religion through Literature (3) 


LOGON 244/Evangelism in the Methodist Tradition (3) 

See the description for CHIST 244. 


Virginia Burrus 

Professor of 

Early Church History 

Morris L. Davis Jr. 


History of Christianity and 

Wesleyan/Methodist Studies 

Leonard I. Sweet 

E. Stanley Jones 

Professor of Evangelism 

Jesse Terry Todd 

Associate Professor of 

American Religious Studies

DIVISION 3. THEOLOGY AND PHILOSOPHY 

Basic Courses 

Division 3. Theology and Philosophy 93 

THEPH 300/Philosophical Resources for Theology (3) 

An examination of philosophy as a distinctive way of thinking and as an influence on and resource 

for theology. Students read primary texts of such figures as Plato, Aristotle, Descartes, Spinoza, and 

Kant, as well as current thinkers. Required only for those students in the M.Div. program with no 

previous work in philosophy. 

THEPH 301/Systematic Theology (3) 

Systematic and constructive interpretations of central themes of Christian faith: God, Creation, 

Providence, Jesus Christ, humanity, evil, discipleship, Holy Spirit, church, eschatology. (To be taken 

by M.Div. students in the first year of study.) Offered spring semester annually. 

THEPH 308/Challenge of World Religions to Christian Practice (3) 

Systematic and constructive interpretations of central themes of Christian faith: God, Creation, 

Providence, Jesus Christ, humanity, evil, discipleship, Holy Spirit, church, eschatology. (To be taken 

by M.Div. students in the first year of study.) Offered spring semester annually. 

THEPH 384/Theological Research and Writing Skills (2) 

This course intends to teach the research and writing skills needed for academic and professional 

progress in ministry. Students will develop proficiency in the planning of research and in finding 

and using information sources in theological and related areas; they will also develop written communication 

skills. Weekly assignments will be hands-on exercises involving the use of these skills. 

The course is team-taught by a theological librarian and a professional writing instructor.



THEPH 310/Topics in Theology (3) 

An intermediate-level course for Theological School students. Course may be repeated. Offered at 

least once annually. 

THEPH 311/Reformed Theology (3) 

Reformed theology is a conversation carried on by a global family of churches who claim to some 

degree today the inheritance of the 16th-century Reformation in Switzerland. Important to 

Reformed faith and practice are a body of historical confessions that have helped give shape to the 

tradition. What makes it Reformed, however, is a commitment to a way of doing things theologically 

in the church and in life. Ecclesia reformata semper reformanda—the church reformed and 

always reforming—is the motto of the movement. This course will provide an opportunity to 

explore the contours of Reformed theology, paying attention to its historical formations, contemporary 

expressions, and pastoral implications for church and community. The course is designed to 

be particularly relevant to those in Presbyterian, Reformed, and United Church of Christ communions 

who are seeking ordination. Everyone, however, is invited. After all, who doesn’t believe 

the church ought to be always reforming? 

THEPH 312/Twentieth-Century Theologies (3) 

A study of several of the most important theological thinkers of the near and recent past. Likely to 

appear on the syllabus are Barth, Tillich, Moltmann, and representatives from the existentialist, 

process, feminist, and liberation strands. 

THEPH 320/Constructive Theology (3) 

A cycle of seminars, each examining biblical, historical, and current contributions to a specific 

Christian doctrine—its implications, deformations and transformations as a contextual practice of 

theological reconstruction. Course may be repeated. Signature of instructor required for registration. 

THEPH 321/Philosophical Theology (3) 

A cycle of seminars probing into foundational issues in the domain where philosophical inquiry 

intersects with theological reflection. 

THEPH 324/Theology of Mission (2) 

A historical overview of the theology of mission that has undergirded the missionary task of the 

church with special emphasis on the challenges facing mission theology in our day. 

THEPH 326/Authority of Scripture and Tradition: Ecumenical Advances (3) 

Understanding of the “teaching authority of the church” has been one of the most divisive issues 

in the life of the church. The seminar seeks to study the advances made within the ecumenical 

movement on the question of the authority of scripture and tradition. Signature of instructor required 

for registration. 

THEPH 329/The Theology and Ecology of Common Ground (3) 

See CERT 302 for course description. Same as: CERT 302. 

THEPH 334/Process Theology (3) 

An in-depth study of the sources and development of process theology, moving from Whitehead’s 

Process and Reality to representative works by recent thinkers, such as Hartshome, Cobb, Griffin, 

Brock, and Suchocki.

THEPH 335/Schleiermacher and Tillich (3) 

An examination of writings of two theologians of the liberal tradition. Schleiermacher (1768–1834) 

inaugurated the liberal strain in Protestantism with his revolutionary 1799 Speeches in which he 

shaped the emergent contours of a universal religion. In his 1822 Christian Faith he unfolded a 

phenomenology of consciousness that fulfilled the Kantian project for religion. Tillich (1886–1965), 

referring to Schleiermacher as his spiritual grandfather, developed an existential theology in dialogue 

with contemporary culture and in some respects brought the grand liberal tradition to a high 

water mark. His major work of 1951–1963, Systematic Theology, Vols. I, II, III, will be the focus of the 

course’s reflections. Signature of instructor required for registration. 

THEPH 336/The Theology of Karl Barth (3) 

Consists of two units: 1) Barth’s break with liberal theology, and 2) structure and development in 

the Church Dogmatics. Readings are concentrated in the commentary on Romans and Church 

Dogmatics I & II. Throughout, historical context and later criticisms and appropriations are considered. 


THEPH 337/Feminist Theology (3) 

Violations, confrontations, redemptions: studies the unprecedented challenge of the women’s 

movement to Christian discourse, symbolism and practice, through readings in feminist, womanist, 

mujerista, Asian and other theologies. Same as: THEPH 730. 

THEPH 339/Seminar in Contemporary Theology (3) 

Key current themes and texts in Protestant, Catholic, and Jewish theology. Course may be repeated. 

THEPH 340/Liberation Theology (3) 

A critical examination of three major strands of liberation thought: black, feminist, and Third World 

(Latin American), with attention to common features and notable differences. Focuses on the 

implications of liberation thought for the transformation of the theological disciplines. Note: This 

course may be offered in conjunction with the Black Scholars Project and cross-listed with courses 

in the “God-Talk with Black Thinkers” interdisciplinary series. Signature of instructor required for 

registration. 

THEPH 348/Topics in Spirituality (3) 

This course covers variable topics in the field of spirituality. 

THEPH 350/Knowledge of God: Does the Church Know What It’s Talking About? (3) 

It is fashionable nowadays to describe theology of God-talk, human language about God. This can 

also be used to describe the activity of preaching. But do we know what we are talking about? How 

do we know? And how do we know that we know—how can we be certain of our knowledge: 

that it is indeed God we are referring to, and not an idol, or some evil genie, or a projection of our 

own ideals or desires? Is this a knowledge that can be demonstrated and defended among the 

general public, or is it a secret faith? And why is it important that we know? What are the risks of 

getting God wrong? These are the questions we will be asking as we study how the doctrine of the 

knowledge of God has been shaped by various theologians throughout the history of the Church 

and into the present—including Aquinas, Calvin, Schleiermacher, Barth, and leading theologians 

of liberation, with guest apprearances by others along the way. Our study of how this tradition has 

understood and responded to this issue will be guided by our sensitivity to the assumptions and 

demands of our own contemporary context. 

THEPH 351/Asian Theologies (3) 

A seminar dealing with major themes and figures in Asian theology. 

Division 3. Theology and Philosophy 95


THEPH 361/Kant and Hegel (3) 

A concentrated study of selected texts, with special, but not exclusive, emphasis on philosophy of 

religion. Same as: COMFE 361. 

THEPH 362/American Philosophy (3) 

Details the rise of a distinctive American philosophy in the 19th and 20th centuries. Figures covered 

include Emerson, Peirce, James, Royce, Dewey, Santayana, and Buchler. The focus is on the 

development of pragmatism, idealism, semiotics, naturalism, and systematic metaphysics. 

Conceptual analyses are correlated with contextual and social studies of the place of Euro- 

American thought in the larger culture of North America. 

THEPH 363/Phenomenology (3) 

Readings in Husserl and others, such as Schuetz, Merleau-Ponty, and Ricoeur. 

THEPH 364/The Spiritual Quest (3) 

This course considers visions of the Divine/Ultimate/Absolute as they are lived out in different traditions 

and various contexts. Turning to the past as well as the present, we will explore experiences 

relating to higher consciousness, personal transcendence, and social transformation. We approach 

these experiences by examining a number of historical and contemporary spiritual writers, ways of 

being “spiritual,” and particular faith communities in their social and religious contexts. 

THEPH 370/Topics in World Religions (3) 


THEPH 379/Ecumenical Theology (3) 

A cycle of seminars, each examining vital ecumenical concerns. The seminars include Theology of 

Religions in the Ecumenical Movement; Ecclesiology and Ethics; Justice, Peace, and the Integrity 

of Creation; Dialogue and Mission; The “Ecumenical” and the “Evangelical”; and History, 

Development, and Prospects of the Ecumenical Movement. 

THEPH 380/Studies in the Philosophy of Religion (3) 

No description is available for this course. Course may be repeated. Signature of instructor required for 

registration. 

THEPH 393/Theory for Theology: Postmodern Options (3) 

Postmodern philosophical resources for theology; radical orthodoxy; poststructuralism and negative 

theology; postcolonial and feminist theology. M.Div. students must have signature of the instructor. 

THEPH 391/Major Figures in Philosophical Theology (3) 

A seminar focusing on one major figure from the Western or Eastern traditions. Examples include, 

but are not limited to, Martin Heidegger, Charles Sanders Peirce, Helena Blavatsky, Sri Aurobindo, 

Ludwig Wittgenstein, and William James. Signature of instructor required for registration. 

THEPH 392/Nature, God, and the New Cosmology (3) 

An examination of some of the implications of the new cosmology for traditional ideas. The first 

part of this course looks at several conceptions of nature as they illuminate science and theology. 

The second part of the course probes into the new sciences of complexity and chaos theory insofar 

as they, too, illuminate the relationship between God and nature. The final part of the course 

examines current cosmological theories, with particular attention to those of Hawking. Topics 

include creation and the Big Bang, the origin of time, the no-boundary proposal, the Anthropic 

principle, the status of eschatology, and the problem of teleology. Signature of instructor required for 

registration. Same as: THEPH 725.

THRST 718/Topics in Theology (3) 

This graduate level topics course will offer variable courses in theology aimed primarily at Ph.D. 

students and advanced Master’s of Divinity students. Course may be repeated. 

THRST 724/Theology & Derrida: (Re)Drawing Lines in the Sands of Ambiguity (3) 

Jacques Derrida—long reviled as the progenitor of and poster-boy for a radical, atheist, nihilistic 

relativism unleashed upon the world under the flag of something called “deconstruction”—has 

more recently become the new poster-boy for the convergence of themes in postmodernism and 

religion. What’s up with that? Come and find out, as we tackle some of Derrida’s key texts, early 

and late, and then turn to consider a growing number of theologically-minded interpreters. We will 

attempt to catch a glimpse of the basic logic and movement of deconstruction (Derrida: “if there is 

such a thing”) and reflect upon recent attempts by various interpreters to make a profitable and 

fecund connection between deconstruction and theology. 


S. Wesley Ariarajah 

Professor of 

Ecumenical Theology 

Christopher Boesel 


Christian Theology 

Robert S. Corrington 

Professor of 

Philosophical Theology 

Division 3. Theology and Philosophy 97 

Catherine Keller 

Professor of 

Constructive Theology


DIVISION 4. CHURCH AND SOCIETY 

Basic Courses 

CHSOC 400/Christian Ethics (3) 

A systematic treatment of the central themes and issues of Christian ethics, with particular attention 

to the life of the Christian community and its place in the social order. (Preferably to be taken 

by M.Div. students in the second year of study. Prerequisites CHSOC 401 and THEPH 301. 

CHSOC 401/Religion and the Social Process (3) 

An introduction to thinking sociologically about our churches in the contemporary world, combining 

conceptual and experiential content. Students are expected to become better informed about 

and more sensitive toward current social problems. Focuses on situations of oppression, using a 

“view from below” as a key to approaching the entire social process and, specifically, the role of the 

church in that process. (To be taken by students in the M.Div. program in the first year of study.) 


CHIST 281/Lived Religion in Urban American Contexts (3) 

A study of U.S. cities as Babylon and Jerusalem, icons of both evil and progress in the 19th and 

20th centuries, with special attention to theological and other religious responses to power, wealth, 

technology, immigration, and cultural and religious diversity. Emphasis on how urban contexts 

influence religious practices. Prerequisite: CHIST 203 or its equivalent. 

CHSOC 402/Church and Community (3) 

An exploration of the relationship between the congregation and the social environment through 

off-campus site visits and other direct experiential learning projects. Explores the nature of community 

in its multicultural variations through discussions of the mission and ministry of the congregation. 

The work of the pastor and empowered laity is at the center of the discussion. Recommended for 

M.Div. students in the second or third year of study.

Division 4. Church and Society 99 

CHSOC 403/Sociology of Religion (3) 

This course is designed to acquaint students with the sociological approach and methodology used 

in the study of religion and to give students a general sense of the immense variety of religious 

practice both locally and globally. The ultimate goal of the course is to encourage students to recognize 

and respect the diversity of ways in which people make religious sense of their worlds. 

CHSOC 404/Religion and Social Conflicts (3) 

Assuming that the major social tensions and conflicts marking our lives deeply shape our religious 

choices, interpretations and behavior—and vice-versa: our religious heritage is a key resource in 

our dealing with the tensions and conflicts of our social environment—this course seeks to enhance 

our capacity for grasping, analyzing, and dealing with the interplay of religion and social conflicts 

in today’s society from the perspective of the social sciences of religion, while bearing in mind key 

theological and pastoral concerns involved therein. 

CHSOC 416/Ministries in Non-Parish Settings (3) 

An investigation of the possibilities and constraints of ministries in specialized settings (chaplaincies 

in the armed services, in hospitals, and nursing homes, in prisons, and on campuses; ministries 

in church boards and agencies, in overseas missions, and in administration of church-related institutions) 

and the role of the ordained person in “secular” settings, such as poverty programs, community 

agencies, journalism, and teaching. 

CHSOC 417/Women and Religion (3) 

A review of anthropological, sociological, and psychological theory relating to women and, specifically, 

to women and religion. Combines theoretical readings with cross-cultural case studies 

designed to put social-scientific theory in conversation with the concrete life situations of specific 

women. Topics include women’s spirituality and religious leadership; the social, political, and economic 

forces that shape their lives; as well as the relationship between religious imagery about 

women and the positions they, in fact, occupy in their larger societies. Signature of instructor required 

for registration. Same as: REL 125. 

CHSOC 419/The Search for the Good Community (3) 

The vision of the good community in England and America in the 19th and 20th centuries as that vision 

has emerged in utopias, cooperative movements, theocracies, and intentional communities. A review 

of various perspectives that bear upon the establishment of goals for human communities today. 

CHSOC 428/Topics in Church and Society (3) 

An intensive study of selected problems and themes in contemporary sociology of religion having 

special significance for the church and its ministry. Course may be repeated. 

CHSOC 437/Ethics for Religious Professionals (3) 

Emphasizes ethical dilemmas that arise for religious professionals. Explores issues related to confidentiality, 

sexual misconduct, personal boundaries, and accountability by religious professionals. 

CHSOC 443/The Religious Landscape of the United States (3) 

This course is designed to acquaint students with the diversity of religious/spiritual expression in 

the U.S. Students read in-depth ethnographic portraits of particular groups and movements and 

more general sociological/historical overviews. A central question is how does the socio-cultural 

context of the U.S. shape religious groups. The course seeks to understand the broad theological 

divisions and contours of Christianity in the U.S. and how those intersect with particular racial/ 

ethnic expressions such as African-American, Hispanic and Korean. In addition, the course also 

covers Judaism, Islam, Hinduism, Buddhism, Mormonism, Native American traditions and earth 

and women-centered spiritualities in the U.S. The dynamics of gender, race, ethnicity and national 

origin are considered within every religious group.


CHSOC 444/Ethically Responding to Violence Against Women (3) 

This course investigates the social and moral dimensions of intimate violence against women in the 

United States. The sources include biblical and theological literature, narrative accounts, and feminist 

social science analysis. This course examines the interwoven personal and political dimensions 

of intimate violence against women, and identifies practical, constructive responses for church 

leaders who work in local contexts. Same as: RLSOC 783. 

CHSOC 445/Community Economic Realities and Ministry (3) 

An examination of a range of economic crises that ministers often face in local communities and 

an exploration of useful church responses to those problems. This course examines the ethical role 

of the minister in interpreting economic realities to congregations, advocating specific policy solutions, 

and addressing some of the survival needs of members of the church and community. 

CHSOC 447/Religion and the American Empire (3) 

After 9/11/01, the U.S. official reaction has been one of reviving the problematic political-religious 

traditions of American Exceptionalism and Manifest Destiny—assuming the U.S. as having a godlygiven 

imperial mission to/above all nations on earth. This course examines the historical background 

and religious-theological implications of such orientation. 

CHSOC 450/Religion and the Earth (3) 

This course combines an examination of the development of the Western worldview concerning 

nature and the earth with readings from a diversity of theological, philosophical, spiritual, religious, 

scientific and socio-political responses around the globe to ecological issues and concerns. (Elective 

for Div. 3.) 

CHSOC 451/Christianity and Ecology (3) 

Examines what sociological and theological factors shape various Christian responses to ecological 

concerns. Surveys some of the historical, philosophical, socio-political and theological influences 

that have shaped the current planetary context and looks at an array of contemporary global religious 

ecological voices and emerging eco-theologies. (Same as RLSOC 716. Elective for Div.3.) 

CHSOC 473/Emerging Theologies in World Christianity (3) 

An introduction to a representative sample of the many new theologies currently blossoming 

throughout Christian churches all over the world. Using intriguing, exemplary articles (most of 

them collected in edited “readers”), participants explore the way in which certain themes of the 

Christian tradition are elaborated in some of these theologies. Signature of instructor required for registration. 

Same as: RLSOC 788. 

CHSOC 476/Hispanic Culture and Religion in the United States (3) 

Introduction to history, culture, economics, and politics of the Hispanic presence in the United 

States. In addition to lectures, this course uses feature films, novels, and short stories by and about 

U.S. Hispanics and Latinas/os to stimulate reflection, discussion, and research on its subject matter. 

The religious dimension of the U.S. Latina/o experience is highlighted. Same as: RLSOC 722. 

CHSOC 479/Developing Environmental Education and Resources (2) 

Same as: CERT 313. 

CHSOC 480/Developing Social Justice Programs and Partnering with Ethnic Leaders 

and Communities (2) 

Same as: CERT 314.


CHSOC 481/Political Elections and Church Ministry (3) 

This course examines the role of Christian churches and faith in electoral politics. Resources for our 

discussion will range from ideas about church-state relations in western Christian ethics to the U.S. 

presidential election process. Topics include: values expressed in the media, preaching about politics, 

Christian politicians. 

CHSOC 482/Ministry, Ethics and Spirituality (3) 

Spirituality refers to one’s relationship with God. But the God of Christians requires one to love 

one’s neighbor if one is to be God’s friend. What is love of one’s neighbor? How does one effectively 

love one’s neighbor? How do we experience God today, in our social, ecclesial, and personal 

context? This course explores understandings of spirituality and mysticism, of love of one’s 

neighbor and justice in the opening years of the 21st century. 

RLSOC 700/Good Teaching: Learning to Teach Better 

This course is designed for graduate students who wish to deepen their theoretical and practical 

foundations as teachers. The emphasis will be on becoming deliberately perceptive and insightful 

in one’s teaching. The course will facilitate the development of knowledgeable, competent, creative 

and culturally responsive educators through reflective practices. Our central questions are: 

What does it mean to teach effectively in a particular discipline as well as across the disciplines? 

What are the appropriate and effective ways of teaching in academic settings? Who am I as a 

teacher and how might I strengthen my teaching abilities? Particular attention will be given to 

developing sound practices for such issues as: syllabus design, alternative teaching practices to lecture, 

student assessment, student-teacher-subject relation, student diversity, leading a discussion, 

crafting a lecture, etc. No previous teaching courses are required, however, students with previous 

course work are encouraged to be in conversation with the professor to augment the syllabus. 

Same as: EDUCG 700. 

RLSOC 703/Freud and Religion (3) 

A consideration of Freud’s writings on religion as found in The Collected Works of Sigmund Freud; 

Freud’s correspondence with Jung and Phister, and others; and a consideration of important secondary 

literature and interpretative readings of Freud, including writings by Erikson, Bakan, Rieff, 

Van Herik, Homans, Ricoeur, Mitchell, Gay, and Rubenstein; a constructivist reading of Freud in 

psychology and religion. Offering to be determined. Signature of instructor required for registration. 

RLSOC 704/Autobiography and the Religious Life (3) 

A consideration of autobiographical writings, including journals, diaries, essays, and autobiographical 

novels, with particular attention to stories, accounts, depictions of religious life as pilgrimage, 

chosen path, visitation, ordeal, and ordinary life. Sources include a wide range of readings, including 

a consideration of figures of interest to students. Signature of instructor required for registration. 

Offering to be determined. 

RLSOC 713/The Theory and Practice of Ecosocial Justice (3) 

This course explores the religious dimensions of the concepts of eco-justice and environmental justice 

as movements of concern for justice for both humans and the more-than-human natural 

world. Particular expression is paid to the connections between a globalized culture and economy 

and the effects of environmental degradation suffered by women, the poor, people of color and the 

eco-systems of the earth itself. 

RLSOC 714/Strategies of Social Protest (3) 

An examination of the lives and social justice leadership of U.S. 1960s civil rights movement, 

including Martin Luther King Jr., Septima Clark, Fannie Lou Hamer, Malcolm X. Delves into some 

of the historical circumstances that surrounded these leaders and compares their strategies.


RLSOC 715/The “Self” in Transformation (3) 

A consideration of psychoanalytic clinical studies in cross-disciplinary conversation with religious 

writings, literary criticism, fiction, and feminist thought to provide provocative insight and perspective 

on the “self” in transformation. Topics include the patient as heroine, the talking cure, the 

nature of clinical evidence, silence, shame and awareness, and the terror of good fortune. Signature 

of instructor required for registration. Offering to be determined. 

RLSOC 717/Liturgy and Ethics (3) 

An exploration of the values and normative messages that are embedded in and transmitted by the 

liturgical rituals of the community. The selected texts and contexts studied are drawn from the 

multiform experiences of religious life and language in a multicultural world. Signature of instructor 


RLSOC 721/Contemporary Ethical Issues (3) 

An exploration of contemporary issues, such as sexuality, economics, and globalization; their 

importance; and the contributions of Christian ethics to understanding and dealing with them. 

RLSOC 723/Hispanic Theology in the United States (3) 

A study of the main Hispanic theologians, key themes, and methods of this new theological articulation 

that emerges from the religious life of Latinas and Latinos. Signature of instructor required for 

registration. 

RLSOC 725/History of Western Christian Ethics (3) 

A study of selected themes and formative figures in Christian ethics, with attention to their contributions 

to contemporary reflection. 

RLSOC 727/Latin American Liberation Theology and Ethics (3) 

An examination of the foundational texts and themes of one of the most influential contemporary 

theological movements. Signature of instructor required for registration. 

RLSOC 728/Gay and Lesbian Liberation Theologies in World Religions (3) 

This doctoral seminar strives to collectively explore through research, presentations, discussions, 

films, etc., some of the ways in which emerging lesbian and gay struggles for liberation intersect 

with the diverse religious traditions present both in past history and in the contemporary world. 


RLSOC 729/Feminist Sociology of Religion (3) 

An exploration of ways in which a feminist perspective is emerging today in the social-scientific 

study of religions and the ways in which it might challenge and enrich assumptions about religion. 

Examines theoretical essays and field-research materials expressing that standpoint within the sociology 

of religions, as well as contributions emerging from such areas as feminist theologies. The 

seminar’s approach and method attempt to embody traits central to the feminist perspective itself. 


RLSOC 730/Religion and Social Change (3) 

Selected problems and themes in the sociology of religion regarding issues of religion and social 

change. For example: religious involvement in social movements, disruptive religion, global Pentecostalism 

and social change, gender issues, colonialism. Signature of instructor required for registration.


RLSOC 743/Object Relations in Psychoanalytic Theory (3) 

A consideration of the basic papers of British psychoanalyst Donald Winnicott to gain an initial literacy 

in object relations theory; to understand and gain a facility for the metaphorical language of 

psychoanalytic thought and the metaphorical nature of symbolization theory and the language of 

the self: the dual and subtle constructions of “self,” “other,” “God,” and “world.” Additional papers 

using object relations theory as a basis for interpretive work are considered from the disciplines of 

religious studies, literary criticism, feminist thought, anthropology, and music. Signature of instructor 


RLSOC 745/Selected Thinkers and Themes in Psychology and Religion (3) 

An introduction to thinkers and themes in the modern West in psychology and religion, including 

Freud, Jung, Eliade, James, Tillich, Rubenstein, Gilligan, Lifton, Daly, Erikson, Otto, Winnicott, 

Kristeva, Rizzuto, and Kohut. Themes include anxiety and courage, symbolic immorality; the psychology 

of the survivor; feminist consciousness and cultural mourning; melancholia; faith, prayer, 

and mystical experience; view of God; the role of religion in individual development; the formation 

of religion in the individual psyche; and theology after the Holocaust. Course may be repeated. 


RLSOC 746/United States Women’s Ethics (3) 

An examination of contemporary theological, philosophical, and ethical issues pertinent to 

women’s liberation from the perspective of various racial and ethnic women’s experiences. 


RLSOC 747/Culture and Personality (3) 

An examination of some of the major issues in the interrelationship between culture and personality. 

Interprets cultural roles and their effect on personality by discussing cross-cultural aspects of 

personality theory. Presents psychodynamic theories and social-systems viewpoints as the basis for 

integrating social-psychological concepts of person/situation interaction. Signature of instructor 


RLSOC 748/Ethical and Religious Themes in Women’s Literature (3) 

An analysis of the religious and ethical understanding of Asian-American, Native-American, 

African-American, European-American, and Latina women as exemplified in contemporary novels 

written by women from these different communities. Primarily for graduate students. Signature 

of instructor required for registration. 

RLSOC 756/Religions of Resistance (3) 

Religions of Resistance is designed to investigate the tactics and stategies religious bodies (and religious 

persons) use to support their values and worldviews. We will be looking at acts of resistance 

emanating from religious institutions, as well as resistance directed toward religious institutions. 

Beginning with an historical investigation of religious resistance to colonial powers, we will move 

to acts and/or theories of resistance related to central issues of our time, e.g., war, heterosexism, 

racism, capitalism, imperialism. Post-Colonial and Cultural theory will shape this course. Same as: 

COMFE 756. 

RLSOC 757/Illness of Body, Mind, and Spirit (3) 

An examination of basic concepts of psychiatry. Describes their philosophical underpinnings. More 

concretely, addresses such issues as health and illness in body, mind, and spirit. Signature of instructor 

required for registration.


RLSOC 760/ Methods in the Study of Urban Life, Culture, and Religion (3) 

This course focuses on a variety of methods and methodologies that the academic discipline of 

Anthropology provides for the study of urban life, culture, and religion. The class will cover participant-observation, 

oral histories, field research and field notes, and ethnographic writing of various 

styles including theoretical anthropology, fictional anthropology, and other methods related to 

particular ethnographic projects. We will be working primarily with texts but class members may 

also be required to carry out field research. Offered spring semester annually. 

RLSOC 763/Black Feminist/Womanist Resources for Ethics (3) 

An exploration of the varying forms of social and religious thought that contribute to the construction 

of Christian social ethics offered by womanist theologians, ethicists, and black feminist 

scholars from diverse disciplines. Sources include Dolores Williams, bell hooks, Katie Cannon, and 

Angela Davis. 

RLSOC 767/Reel to Real: Race, Sex, and Class at the Movies (3) 

Movies, though designed for entertainment, are vehicles for learning. Movies make us think, feel, 

and at times, they have the power to transform our thinking. Film is a superb cultural text for talking 

about the convergence of race, sex, and class. This course will examine ways in which film 

teaches its audience. As cultural critics (not film critics), we will look at the way movies depict 

issues of race, sex, and class. Signature of instructor required for registration. Same as: PASTH 596. 

RLSOC 771/Major Thinkers & Major Themes in the Sociology and Anthropology of 

Religion (3) 

A seminar focusing on one particular thinker or one important theme in the history of the social 

scientific study of religion. Required for sociology of religion concentration. Signature of instructor 


RLSOC 772/Anthropology of Religion (3) 

An introduction to major thinkers and theories in the anthropology of religion, including, but not 

limited to, the works of Smith, Tylor, Malinowski, Evans-Pritchard, Geertz, Douglas, Turner, and 

Levi-Strauss. Signature of instructor required for registration. 

RLSOC 773/African Religions (3) 

Major themes in traditional African religions: the nature of person, male and female, the social 

sources of dignity and power, the understanding of life and death, the nature of the divine and the 

relation of the gods to the natural and social orders; forms of religious authority. Consideration of 

the interaction of Christianity and traditional African religions both in the mission efforts of established 

religious denominations and in the independent African-Christian churches appearing 

throughout the continent. Signature of instructor required for registration. 

RLSOC 774/Healing in Cross-Cultural Perspective (3) 

An examination of views of the self, God, society, and cosmos in interaction with notions of wellbeing, 

pathology, healing, and wholeness in the West, Asia, and Africa, and in the African-based 

cultures of the Caribbean and Latin America. Signature of instructor required for registration. 

RLSOC 776/Ritual Theory (3) 

The history of anthropological and psychological thought concerning the structure, process, and 

function of particular rituals and of ritualizing in general, including attention to the important parallels 

between ritual theory and liturgical studies. Students are expected to do a limited amount of 

participatory observation in preparation for the final paper. Signature of instructor required for registration.

RLSOC 779/Classical Theories in the Sociology of Religion (3) 

An introduction to some of the main theories and theorists in the sociological study of religion, 

developed in the North Atlantic urban centers from the last half of the 19th century to the first 

decades of the 20th century. Karl Marx’s (and his colleague and often co-author, Friedrich Engels’), 

Max Weber’s, Emile Durkheim’s and W.E.B. DuBois’ contributions to the sociology of religion are 

often the focus of this course. Signature of instructor required for registration. Offered fall semester in 

odd-numbered years. 

RLSOC 780/Deconstructing Racism (3) 

An examination of interdisciplinary approaches to construction of race/ethnicity and racism in U.S. 

culture. Investigates some of the ways that social norms about race/ethnicity are translated into 

moral norms and upheld by institutional and individual behavior. Also includes examination of 

selected, contemporary, Christian racist groups. 

RLSOC 784/African-Based Religions of the Caribbean and Latin America (3) 

The structure and development of the African-based religions that grew on the slave plantations of 

the New World, including attention to the relation between African traditional religions and their 

New World conglomerate forms, as well as the parallel relation between these New World religions 

and the various forms of colonial Christianity that they selectively absorbed and reinterpreted. 


RLSOC 785/Critical Approaches in Epistemology (3) 

This is a course on the subject of human knowledge as a problematic issue, examined from an 

interdisciplinary perspective. Thus, this course will concentrate on some crucial issues interrelating, 

on the one hand, the sociology, psychology, and biology of knowledge, the history of science and 

philosophical theories of knowledge, with, on the other hand, human action and religious thought. 

In particular, we will privilege analytical and critical perspectives on gender, race, culture, and class as 

cognitive contexts including for theology, ethics, and ministry. Signature of instructor required for registration. 

RLSOC 791/Psychology of Women (3) 

This course explores various developments in the psychology of women with emphasis on the relationship 

between culture and psychology, and between psychology and religion. Included thinkers 

are Jessica Benjamin, Kim Chernin, Nancy Chodorow, Carol Gilligan, Julia Kristeva, Jean Baker 

Miller, Luce Irigaray, and Ann Ulanov. 

RLSOC 795/Topics in Religion and Society (3) 

An intensive study of selected problems and themes in religion and society. 


Karen McCarthy 

Brown 

Professor of the Sociology 

and Anthropology of 

Religion 

Ada Maria Isasi-Diaz 

Professor of 

Theology and Ethics 

Laurel D. Kearns 


Sociology of Religion and 

Environmental Studies 


Otto Maduro 

Professor of Latin 

American Christianity 

and World Christianity 

Traci West 


Ethics and African- 

American Religion


DIVISION 5. PASTORAL THEOLOGY 

Basic Courses 

PASTH 501/The Public Practice of Theology (3) 

What is the “public practice of theology”? Who are its practitioners? How is a Christian theological/spiritual 

life lived in the church and public sphere? How does one discern vocation? This class 

combines lectures and small group discussions as students explore their own vocational goals. 

Should be taken in the first year of the M.Div. program. 

PASTH 503/Introduction to Educational Ministries (3) 

This first-level course is intended to provide the learner with an introduction to theory and methodology 

of Christian Education from a liberation perspective. Christian education, for the purposes of this 

course, is the theory and practice (praxis or art) of nurturing faith. This course leans heavily upon the 

development of critical thinking skills. This course may be taken at any point in the M.Div. program. 

PASTH 504/Introduction to Pastoral Care (3) 

This course is an introduction to the ministry of pastoral care and counseling, with an emphasis on 

the helping relationship, theological understandings of pastoral care, pastoral uses of psychotherapeutic 

theories and strategies for change, various forms of pastoral care and counseling, and various 

cultural contexts. Prerequisite: THEPH 301 or CHSOC 400. 

PASTH 505/The Church @Worship: Worship (3) 

This course is a required, semester-long course for M.Div. and an elective for M.T.S. candidates normally 

offered during the second year of study at Drew. This course is part of an interdisciplinary 

approach to worship, ritual, prayer, and music. Its primary goal is to provide historical, theological, 

and practical resources for leading public worship. It will include a brief history of hymnody as well 

as the role of music in emerging forms of worship. Students will gain new perspectives on their 

own worship tradition by gaining a broader understanding of historical traditions and contemporary 

expressions of Christian worship in an ecumenical context. Course is limited to students who 

are presently enrolled in or have completed Supervised Ministry.

Division 5. Pastoral Theology 107 

PASTH 506/The Church @ Worship: Preaching (3) 

This course is a required course for M.Div. students and an elective for M.T.S. The course is 

designed to be an introductory examination of the place of preaching in the liturgical life of the 

church and a prerequisite for other homiletics offerings. Students will explore both the person and 

the practice of preaching. Students will learn, listen, and practice the task of preaching in peer 

groups for engagement and feedback. Sermons will be presented in required preaching precept 

groups. Students will explore the relationship of preaching to both liturgy and music. Offered every 

semester. Prerequisites: BIBST 101 and BIBST 111. It is strongly recommended that the students 

take PASTH 548 prior to taking this course. 

PASTH 521/Supervised Ministry Practice (3) 

Normally taken by M.Div. candidates in the second year. Related to a setting of ministry throughout 

the year. Weekly seminars on campus focusing on issues and problems of ministry, particularly the 

relationship between one’s own theological understanding and style of ministry. Semiannual conferences 

provide students with evaluations of their performances in ministry from M.Div. 

students during the second year of study. PASTH 521 is a prerequisite to PASTH 522. Offered fall 

semester. 

PASTH 522/Supervised Ministry Practice (3) 

Normally taken by M.Div. candidates in the second year. Related to a setting of ministry throughout 

the year. Weekly seminars on campus focusing on issues and problems of ministry, particularly 

the relationship between one’s own theological understanding and style of ministry. Semiannual 

conferences provide students with evaluations of their performances in ministry from M.Div. students 

during the second year of study. Prerequisite: PASTH 521. Offered spring semester. 

PASTH 548/Communication Skills for Worship and Preaching (2) 

The goal of this class is to improve each participant’s speaking voice through exercises and practical 

work on specific texts thereby opening and expanding the abilities of the speaker to interpret 

the word. To present a chosen text effectively, you must inhabit it. The spoken word is re-animated 

through your stance, breath, understanding, and vocal release. The end result enables the 

speaker to present material in a way that helps a congregation hear, understand, and feel the truth 

behind the words. This course is strongly recommended for first-year students in preparation for 

courses in preaching and worship. 

PASTH 549A/Communication Skills for Liturgical Settings: Reading of the Word (1) 

Focus of instruction is on clarity of expression and effective delivery of the Scriptural text. Emphasis 

placed on the mastery of English pronunciation, intonation, and rhythm. Students meet with 

instructor, individually, for a 50-minute class period, once per week. Student readings are videotaped 

for purposes of analysis and assessment. Note: PASTH 549 A, B, C are offered every semester 

for non-native speakers of English only. Signature of instructor required for registration. 

PASTH 549B/Communication Skills for Liturgical Settings: Presentation of the 

Liturgical Text (1) 

Through the creation of their own liturgical text in the form of homilies, meditations, or sermons, 

students develop skills and strategies for effective oral presentation. Student presentations are 

videotaped for purposes of analysis and assessment. Students meet with instructor, individually, for 

a 50-minute class period, once per week. Note: PASTH 549 A, B, C are offered every semester for 

non-native speakers of English only. Signature of instructor required for registration. 

PASTH 549C/Communication Skills for Liturgical Settings: Advanced Presentation of 

the Liturgical Text (1) 

Through the creation of various forms of liturgical texts to be used for a variety of liturgical tasks, 

students develop skills and strategies for effective oral presentation with minimal reliance on the


written text. Student presentations are videotaped for purposes of analysis and assessment. 

Students meet with instructor, individually, for a 60-minute class period, once per week. Note: 

PASTH 549 A, B, C are offered every semester for non-native speakers of English only. Signature of 


Advanced Courses on Preaching 

PASTH 536/Imaginative Biblical Preaching (3) 

A seminar-practicum on the role of the imagination in the exegesis of Scripture and the proclamation 

of the Gospel. Attention to the parables of Jesus and to the place in preaching of image and 

narrative. 

PASTH 537/Proclamation: The Word in Liturgy (3) 

The origin and aim of preaching are found in the assembled community, especially in its sacramental 

life in the context of liturgical time. This course will reflect theologically on the liturgical situation 

of preaching and exegete texts for preaching in Lent, Holy Week, and Eastertide. 

Prerequisite: PASTH 506. Signature of instructor required for registration. A graduate course open to 

seminarians. Same as: LITST 720. 

PASTH 538/Preaching the Synoptic Gospels (3) 

A seminar-practicum on preaching the synoptic gospels. This course will focus especially on exegetical 

approaches to the gospels and the relationships of exegesis to preaching. Prerequisite: BIBST 

111 or PASTH 506. 

PASTH 540/Contemporary Preaching (3) 

New directions, leading issues, and viable models in today’s pulpit. Readings in the most recent literature 

and listening session on outstanding preachers. Signature of instructor required for registration. 

Prerequisite: PASTH 506. 

PASTH 542/Topics in Preaching and Worship (3) 

This course will examine various topics in the field of preaching/homiletics. Specific topics will be 

described as they are offered. Course may be repeated. 

PASTH 543/Seminar in American Theology and Preaching (3) 

A study of representative figures in American religious history. Consideration is given to the person 

and work of the theologian as preacher and the preacher as theologian. Signature of instructor 


PASTH 646/Exegesis for Preaching (3) 

This intensive seminar will relate methods of biblical interpretations to styles of preaching. 

Advanced Courses on Liturgics 

LITST 712/Initiation (3) 

A study of the rites of Christian initiation in their origins and historical development in both East 

and West, with theological reflection and discussion of pastoral practice in ecumenical perspective. 


LITST 716/Eucharist (3) 

The origins of the Eucharist liturgy and its historical development in both the East and West, doctrinal 

perspectives and evaluation of contemporary reformed rites and pastoral practice. Signature 

of instructor required for registration.


LITST 728/Pastoral Rites (3) 

The rites of marriage, burial, reconciliation and anointing, and ministry to the sick and the dying 

in their origins and historical development, with theological reflection and discussion of pastoral 

practice in ecumenical perspective. Signature of instructor required for registration. 

LITST 746/Modern Roman Catholic Rites (3) 

An intensive study of the Constitution on the Sacred Liturgy of Vatican II (1963) and the reformed 

rites that flowed from it. Signature of instructor required for registration. 

PASTH 566/The Arts and Liturgy (2) 

A seminar-practicum aimed at bringing the arts to the church’s worship, including preaching. 

Readings comprise theology of culture, homiletics, and the history, theology, and practice of liturgy. 

Field trips include experiences of the arts (theater, cinema, the visual arts, contemporary literature) 

and various liturgies. Signature of instructor required for registration. 

PASTH 570/Practicum on the Pastoral Offices (1) 

Hands-on instruction for officiating at baptism, Holy Communion, marriage, and burial. 

Prerequisite: PASTH 505. 

PASTH 607/Children and Worship (1–2) 

A seminar-practicum on the theology and methods that enhance the spiritual and educational 

development of children in an environment of worship. Amount of credit established at time of 

registration. 

PASTH 628/Writing for WOR(d)SHIP (2–3) 

The word “worship” is from Old English and means, “to honor or esteem the being of another.” 

Through the holy, human art of language, communities can be created and individual lives 

enriched. The discipline of writing builds confidence, clarity and creativity in speech as well as the 

written word. This course will concentrate on writing for public worship, and focus on creating, 

revising, and leading original prayers, liturgies, hymns, and meditations. Amount of credit established 

at time of registration. 

PASTH 650/Ministry and the Imagination (3) 

This variable topic course focuses on some aspect of creative expression in ministry and worship. 

PASTH 674/Topics in Prayer (2) 

An intensive course that will feature various topics on prayer in a retreat context during January. 

Course may be repeated. 

Advanced Courses on Church Music 

LITST 731/Liturgical Music of the Middle Ages and Renaissance (3) 

This seminar explores the liturgical music of the Middle Ages and Renaissance with an emphasis 

on liturgical context and analytical techniques. Students must have a background in music and be 

able to analyze melodic and harmonic intervals. Signature of instructor required for registration. Same 

as college course Music 101. 

LITST 735/Hymnology (3) 

A study of the hymn in Christian worship, with emphasis on great hymn writers of the past, contemporary 

writers, and the composers of hymn tunes. Emphasizes the hymn traditions of America 

and Europe, but gives attention to the congregational music of African and Asian Christianity. 

Designed for graduate students and advanced theological students. Signature of instructor required for 

registration.


LOGON 735/Hymnology (3) 

A study of the hymn in Christian worship, with emphasis on great hymn writers of the past, contemporary 

writers, and the composers of hymn tunes. Although the course emphasizes the hymn 

traditions of America and Europe, attention is given to the congregational music of African and 

Asian Christianity as well. The course is designed for both graduate students and theological students. 

PASTH 556/Church Music of the U.S.A. (3) 

This course will examine both historical and current practices in church music in the United States. 

The course will place a special emphasis on the contrasting musical cultures of rural and urban 

churches, European and indigenous styles, and African-American blends of African and Euro- 

American musical styles. Each student will create a profile of the music ministry of one particular 

church, examining church records and bulletins to establish a history of music ministers and organists, 

hymnals, choirs, and other aspects of church music programs. 

PASTH 575/Seminary Choir (1) 

The study and performance of a wide variety of music from the Baroque, Renaissance, and classical 

periods to avant-garde works, including gospel and contemporary Christian. An opportunity for 

voice training and the development of musical abilities. May be repeated for credit up to four credits. 

Offered every fall and spring semester. 

PASTH 663/A Musical Study (1) 

A practicum/performance of original sacred music/text designed for intergenerational participation 

and multicultural settings. In addition to preparing the piece for public performance, students will 

discuss issues surrounding the theological aspects of the experience. 

PASTH 668/Topics in Church Music (3) 

A course that will examine various topics in church music. 

PASTH 669/Music of the World’s Religions (3) 

This course looks at several world religions and examines the interrelationship between ritual and 

music with a particular emphasis on the musical repertoires. Religious traditions studied include 

Islam, Hinduism, Buddhism, Judaism, and Santeria. Same as: MUS 35. 

Advanced Courses on Pastoral Theology 

PASTH 508/The Theology of Church and Mission: Gospel and Culture (3) 

This course examines the current problems and possibilities of forming/reforming churches as 

effective witnesses to Christ in the post-Christian context. Particular attention is directed to the 

identity of Jesus Christ for mission/evangelism in new forms of ministry within the Protestant faith 

tradition in a post-Christian culture. This course meets the United Methodist requirement for Basic 

Graduate Theological Studies. 

PASTH 525/Ordination (2) 

A study of the aspects of the office of ministry. Integral to this course will be reflection on vocation 

and theology in preparation for ordination to traditional and new forms of ministry. The course is 

designed to enhance the student’s skills in oral presentation and theological expression. Offered 

each January. 

PASTH 551/Fundraising and Financing of Camp/Retreat Ministries (2) 

See CERT 315 for course description. Same as: CERT 315.


PASTH 554/Volunteer and Staff Hiring, Training and Supervision for Nonprofit 

Organizations (2–3) 

See CERT 316 for course description. Amount of credit established at time of registration. Same 

as: CERT 316. 

PASTH 560/Parish Administration (3) 

Covers the wide range of issues confronting pastors administering parish life: time management 

and setting priorities, taking charge and facilitating, fiscal responsibility and understanding budgets, 

keeping records, ethical concerns, and a host of other facets of church life. Emphasis is on helping 

each participant develop his/her own style of leadership, on developing with lay leaders and 

other staff a sense of team ministry, on dealing productively with conflict, and on developing the 

discipline necessary for successful self-direction. 

PASTH 561/General Conference of the United Methodist Church (3) 

This course is held every four years in conjunction with the General Conference of the United 

Methodist Church. Students meet a few times at Drew to prepare for the conference and then 

attend the full two-week conference, meeting wtith students from other United Methodist seminaries 

for class each day. Signature of instructor required for registration. Course will be held in 2008. 

PASTH 574/Topics in Evangelism (3) 

Topics will be varied and will be determined before registration. Course may be repeated. 

PASTH 579/Advanced Studies in Evangelism: Economics, the Local Church, and the 

Emerging Global Culture (3) 

What politics was to the modern world, economics is to the postmodern world. This course looks 

into the church as a global, economic entity, and explores how various economic strategies can 

help and hinder the communication of the gospel. Particular notice is given to the emergence of a 

global consciousness, and the role of the Web in this planetary perception. How economic issues 

vary from culture to culture is of particular importance. New understandings of stewardship and 

trusteeship and alternative methods of fund-raising in the local church (for-profit-centers, community 

development corporations, faith-based initiatives, etc.) will be explored. Signature of instructor 


PASTH 581/Topics in Spirituality (3) 

An introduction to Christian spirituality and its biblical/historical roots. Students seek to develop a 

critical assessment of spiritual formation in different Christian traditions. Encourages students to 

integrate their intellectual analysis of spiritual traditions with a personal involvement in the spiritual 

practices and disciplines appropriate to their needs and vocations. 

PASTH 601/Christology, Art, and the Formation of Faith (3) 

This course will explore the use of art, graphics, music, and visual media in faith formation and 

worship. The key doctrines of Christian identity, such as incarnation, will provide the integrating 

themes for the exploration of the faith of the community and its worship leaders. 

PASTH 634/Topics in Pastoral Theology (3) 

A study of theological reflection on the culture and practices of Christian communities. Explores 

theology as a practical discipline. Course may be repeated. 

PASTH 642/God-Talk with Black Thinkers (3) 

This interdisciplinary series highlights Black scholars from across the United States and from 

around the world. Visiting Black scholars, from a variety of theological disciplines, will offer courses 

based upon their own theological discipline and religious expertise. An unique aspect of the 

series will be courses co-taught by spouses who are in the same or complementary theological disciplines. 

Course may be repeated.


PASTH 653/Topics in Postmodern Theology (2) 

A cutting edge seminar series on telling the Story in the foreign land of postmodern culture, the 

course features recent materials from Leonard Sweet’s writings and insights as he engages postmodern 

culture. Requires supplementary Advance at a Teaching Church or National Conference 

(1 credit). Requires attendance at all sessions and the writing of a reflection paper. 

PASTH 675/Topics in Ministry of Administration (3) 

Covers the wide range of issues confronting leaders of centers: time management and setting priorities, 

taking charge and facilitating staff and volunteers, fiscal responsibility and understanding 

budgets, keeping records, ethical concerns. Emphasis is on helping each participant develop his/her 

own style of leadership, on developing a sense of team ministry, on dealing productively with conflict, 

and on developing the discipline necessary for successful self-direction. 

PASTH 677/The Art of Theological Reflection (3) 

There is a vital connection between faith and daily living. The ability to make this connection can 

be taught as a skill and nurtured as an art. This course will assist students in developing the artful 

discipline of putting their experience into conversation with the heritage of the Christian tradition. 

Through practical experience and reflection we will learn to experience greater meaning in life and 

a more tangible sense of God’s creative presence. 

PASTH 773/Introduction to Acting and Public Performance (3) 

A study of the fundamentals of acting and how performance skills can be applied to other forms of 

public expression, such as giving speeches or impromptu talks, doing church readings or other oral 

interpretations. Includes various techniques in preparing a role and developing such skills as relaxation, 

concentration, rehearsal, and performance practices, building a character, and working with 

a director. Practical application of these skills may include readings, storytelling, scenes and monologues. 

Open to those with no theatrical experience, as well as those who have acted before. 

Advanced Courses on Pastoral Care 

PASTH 527/Family Stories and Ministry (3) 

This course explores family loss and major tragedies (accidental death, suicide, alcoholism, mental 

illness, homocide, adoption, sexual identity disclosure, and physical disability) as interpreted by a 

family member through personal (autobiographical) account. The course will engage in issues 

related to the experiences of the suffering endured by the author and other family members, their 

efforts in alleviating such suffering, the role of religious convictions in their coping with the suffering, 

and implications for pastoral care of families in pain. 

PASTH 539/Topics in Institutional Chaplaincy (3) 

This series will explore the nature of ministry in specialized settings with a particular focus on issues 

of authority, identity, and pluralism in institutional chaplaincy. Course may be repeated. 

PASTH 583/Counseling with Black Families (3) 

Discusses contemporary theories of black families and identifies the major parameters affecting the 

quality of interpersonal relationships. Application of this viewpoint is made to understand the implications 

for counseling relationships with black families. Signature of instructor required for registration. 

PASTH 584/Pastoral Counseling and Psychotherapy (3) 

Clinical case studies in pastoral counseling are presented and examined within a psychotherapeutic 

framework with particular attention to clinical evaluation, the therapeutic relationship and process, 

religious issues, and the resources of religion in the practice of pastoral counseling. Signature of 

instructor required for registration.


PASTH 585/Marriage and Family Counseling (3) 

An emphasis on family life, as conceptualized by the various schools of family therapy that have 

come into existence in the past two decades. In addition to reviewing the field, the course will rely 

largely on clinical material to illustrate pastoral and therapeutic intervention. This experience may 

increase the pastor’s understanding and involvement in his or her own family. Signature of instructor 


PASTH 586/Crisis Intervention and Pastoral Care (3) 

Crisis ministry is compassionate Christian response to individuals and communities in critical situations 

(stress, trauma, abuse, addiction, homelessness, AIDS, sickness, and death). Appropriate pastoral 

care includes crisis intervention and recovery and empowerment strategies. This course seeks 

to apply biblical values and psychological principles to at least three critical situations: responding 

to 1) inner city/urban problems, 2) people with AIDS and the terminally ill, 3) survivors of trauma 

and abuse. Signature of instructor required for registration. 

PASTH 587/The Landscape of Loss: Pastoral Care in Situations of Death, Dying, and Grief (3) 

Through readings, lectures, films, interviews, and discussion, students study psychological, cultural, 

and religious dimensions of the experiences of death, dying, and grief. The focus is on understanding 

these dimensions in order to minister effectively to persons in need. Emphasis is on group 

discussions, since effective ministry requires that the minister be open to different ways of experiencing 

these realities. Signature of instructor required for registration. Prerequisite: PASTH 504 or successful 

completion of Clinical Pastoral Education. 

PASTH 588/Erikson, Human Development, and Religion (3) 

This course explores Erik H. Erikson’s work and the implications of his life cycle theory for religion. 

It further engages in the dialogue with the work of James Fowler exploring a developmental 

approach to religion. Additional thinkers included are Robert C. Fuller, Donald Capps, Daniel J. 

Levinson, and Mary Belenky. Same as: RLSOC 768. 

PASTH 589/Topics in Pastoral Care (3) 

This course will focus on a specific approach or aspect of pastoral care. Topics vary with each offering. 


PASTH 590/Suffering, Hope, and the Book of Job (3) 

This course examines the Book of Job and its implications for pastoral care and such issues as 

shame, depression, grief, and hope. The course will involve pastoral counseling method based on 

Heinz Kohut’s psychology of the self and ethical understanding of Diana Fritz Cates. 

PASTH 591/Ministry in the Black Church (3) 

An examination of the major issues in providing pastoral care and ministerial service to black congregations. 

The first part of the course is devoted to discussing the major social/psychological issues 

confronting African-Americans and the ways that ministers can facilitate personal growth. The second 

part of the course focuses on how congregations function as a group and on styles of leadership 

that contribute to congregational development. Signature of instructor required for registration. 

PASTH 595A/Clinical Pastoral Education (6) 

The accredited training of the Association of Clinical Pastoral Education can be taken at a general 

hospital, mental hospital, or correctional institution. Requires 12 weeks of residence. The student 

undertakes directed interviewing and counseling under supervision of the chaplain of the institution 

where the training takes place. By arrangement. Normally taken during the summer session. 

With approval of the director of supervised ministry, up to three credits are applicable toward the 

requirement in Supervised Ministry Practice (PASTH 521, 522).


PASTH 595B/Clinical Pastoral Education (6) 

Normally offered on a full-time basis, although special arrangements allow offering this course on 

a part-time basis over the academic year. Students are expected to spend two full days per week 

throughout the academic year at the training center. One of the two days involves group meetings 

for all student participants; the other day is arranged on an individual basis with each student. 

Credit is given for the course only after completion of the full academic year; no credit is given on 

a single semester basis. With approval of the director of supervised ministry, up to three credits are 

applicable toward the requirement in Supervised Ministry Practice (PASTH 521, 522). 

PASTH 597/Ministry, Sexuality and Professional Ethics (3) 

A study of the theological and psychological foundations of healthy sexuality and ministry. The 

course will address the following issues: How does the minister engage in nurturing and healing? 

What are the dynamics of sexual brokenness and destructiveness? How do these dynamics erode 

ethical sensitivity and professional boundaries in the practice of ministry? Signature of instructor 


PASTH 611/Ministry Among the Disabled Community (3) 

This course will examine ministry among the disabled and will include site visits to communities 

of the disabled and a practical component. 

PASTH 633/Psychology of Women (3) 

The course explores various developments in psychology of women with emphasis on the relationship 

between culture and psychology and between psychology and religion. Included thinkers 

are Jessica Benjamin, Kim Chernin, Nancy Chodorow, Carol Gilligan, Julia Kristeva, Jean Baker 

Miller, Luce Irigaray, and Ann Ulanov. 

RLSOC 731/Major Thinkers: Heinz Kohut and the Psychology of the Self (3) 

This course surveys the progress of the theory of the psychology of the self developed by Heinz 

Kohut. It engages in a psychological understanding of narcissistic phenomena and their healing 

based on Heinz Kohut’s psychology of the self. It examines the psychology of the self in light of 

other theories such as Freudian and Object Relations theories. It also explores its theoretical implications 

on the lives of historical figures. Signature of instructor required for registration. 

Advanced Courses on Teaching Ministry 

PASTH 596/Reel to Real: Race, Sex, and Class at the Movies (3) 

Movies, though designed for entertainment, are vehicles for learning. Movies make us think, feel, 

and at times, they have the power to transform our thinking. Film is a superb cultural text for talking 

about the convergence of race, sex, and class. This course will examine ways in which film 

teaches its audience. As cultural critics, (not film critics), we will look at the way movies depict 

issues of race, sex, and class. Same as: RLSOC 767. 

PASTH 608/Ministry to/for/with Youth (3) 

This course addresses the basic theories and concepts to develop or improve youth ministry with a 

sound pedagogical framework and from a liberative, theological perspective. While primary focus 

will be on the church’s ministry with, to, and for youth, some consideration will be given to youth 

social agencies. Attention will be given to resourcing ministries for adolescents of culturally diverse 

backgrounds and the relevance of these cultural worlds for the building of the realm of God. 

PASTH 610/Faith Formation and Christian Living (3) 

See CERT 301 for course description. Same as: CERT 301.


PASTH 612/Equipping Disciples for Leadership (3) 

This intensive course, designed for laity and clergy, will address the following questions: What is 

leadership? What is discipleship? For times like these, what does it mean to be a leader in the 

church (clergy or lay) who follows, and a disciple (clergy or lay) who leads? The course is 10% lecture, 

60% discussion, 30% experiential learning. 

PASTH 616/Topics in Teaching Ministries (3) 

This variable topics course will consider aspects of teaching ministries in churches. 

PASTH 621/Exploring Theological Imagination: A Spirituality of Education (3) 

This course is built on the notion that God is in everyone, every act, every element of creation. 

Consequently, the activity of God can be known, witnessed, obeyed. This course will develop the 

skill of theological reflection with emphasis on intuition and wonderment. The class will, by reading 

literature of the mystics, doing personal reflection, and critical analysis, explore ways of doing 

theological reflection. 

PASTH 623/Theology, Education, and Media (3) 

This course explores the culture of media in ministry and Christian education. Today, together with 

the traditional media such as radio, television, and video, the new media, which include the Internet 

and multimedia, are rapidly advancing through the development of computer technology and 

creating a new culture of communication. Students examine those forms of media that include 

representative state-of-the-art forms, focusing on their advantages and disadvantages, as well as 

their possibilities and limitations for ministry and Christian education. 

PASTH 635/Developing Christian Camp/Retreat Curriculum and Events (2–3) 

See CERT 311 for course description. Amount of credit established at time of registration. Same as: 

CERT 311. 

PASTH 671/Urban Ministry: Critical Pedagogical Issues (3) 

The city is a place of great cultural expression as well as a place of devastating poverty. What does 

it mean to “do” ministry with race and culture in mind? What does it mean to create a teaching 

church in the rich cultural context of urban settings? What does it mean to nurture faith in the face 

of pluralism and particularity? How can a church leader be an effective pastor in the city? Issues of 

race (specifically, white, black, Korean, and Hispanic), class and sexual orientation will be emphasized. 

PASTH 673/Sabbath as a Spiritual Practice (3) 

The notion of “Sabbath” is an ancient one that centers on the necessity of rest for wholeness and 

healing. Church leaders who are intentional and conscientious about the spiritual journey must 

include care for body, mind, and spirit. At times, this care is “Sabbath rest.” This course, in the context 

of a resort, cruise ship, or retreat center, will focus on assisting leaders and scholars in incorporating 

practices of Sabbath into their wellness regimen. 

PASTH 676/American Academy of Religion: Travel Seminar (1) 

The American Academy of Religion (AAR) is the professional organization for scholars and 

researchers in religion. This course is to encourage seminary and graduate students to attend this 

annual gathering. This course may NOT be taken for credit more than once. 

PASTH 678/Dean’s Seminar in Ministerial Formation (3) 

This seminary for M.Div. students in their last year, will examine the impact of our curriculum on 

our ministerial formation, discuss the students’ intentions for post-graduation ministry, and create 

a five-year plan for continuing education. The seminar will be led by the Dean of the Theological 

School and will include guest presentations by faculty from the various divisions and practitioners. 

Prerequisite: 50 credits toward the M.Div.


PASTH 679/Christian Education Practices in the Local Church (2) 

This course is designed to prepare seminarians as well as persons with the responsibility for the 

Christian Education Ministries in the Local Church to: administer (plan, implement resources, and 

evaluate) the multifaceted educational ministries from nursery school to senior centers. We will 

explore strategies to nurture disciples via the Sunday School, Bible studies, koinonia groups, 

special interest groups, etc. The “Role of the Pastor” in a teaching church will also be emphasized. 

PASTH 695/Emancipatory Teaching (3) 

This advanced course will consider teaching as a tool for dismantling oppression. It will address 

theoretical and practical issues that confront pastors/educators engaged in the challenge of social 

justice ministry. The class will seek to understand and critically analyze theories and practices of 

teaching/learning which have liberation at their core. The role of spirituality in emancipatory 

teaching will be emphasized. 

PASTH 696/What’s Love Got to Do With It?: Womanist Teaching for the Beloved 

Community (3) 

Teaching at its most powerful liberates. This course is an examination of theories and methods of 

creating and sustaining a sense of community for teaching and learning that resists oppression and 

fosters justice. This course will examine the role oppression plays in maintaining structures of alienation 

and fragmentation. 

RLSOC 711/Ain’t I a Woman? African-American Women and Teaching (3) 

The course is designed to help students broaden and deepen their understanding of ways in which 

African-American women have been, and continue to be resilient, resistant to oppression, and 

hopeful about their own future. This course will make the case that the lives of many African- 

American women can be used as models to continue to teach resilience, resistance, and hope. 

Signature of instructor required for registration. Same as: WMSTG 717. 

Advanced Courses on Polity 

PASTH 632/Polity, Doctrine, and History (2–3) 

A study of the polity and history of the various denominations: Presbyterian, Episcopal, United 

Church of Christ, Baptist, and others. (For United Methodist polity see CHIST 260, 261.) Offered 

by special arrangement. January polity course limited to 2 credits; polity and history, 3 credits in 

fall or spring. Amount of credit established at time of registration. 

Advanced Courses on Supervised Ministerial Practice 

PASTH 647/Intern Year (6) 

M.Div. students engaged in an approved Intern Year Program register for this course. (Consult 

Office of Supervised Ministry for further details.) Students engaged in such a program participate 

in preparatory and post-intern year conferences and maintain a journal that includes reflection 

upon issues of ministry arising in the intern-year setting that are the basis for supervisory conferences 

with Theological School personnel. In addition, the student writes a paper involving theological 

reflection upon the field situation under the supervision of a member of the Theological 

School faculty. Six academic credits are given for satisfactory completion of an approved intern 

year; a fee is charged for enrollment in the intern-year program. Approval and signature of the director 

of supervised ministry required for registration. Satisfies requirement in Supervised Ministerial 

Practice (PASTH 521, 522). Students must enroll early for this spring semester course. Course may 

be repeated.


Deok-Weon Ahn 


Worship and Preaching 

Virginia Samuel 

Director of 

Contextual Learning, 

Associate Dean 

Heather Murray 

Elkins 


Worship and 

Liturgical Studies 

Gary V. Simpson 


Homiletics 

Mark Miller 

Director of Music and 

Instructor in 

Church Music 

N. Lynne Westfield 

Associate Professor 

of Religious Education 


Arthur L. Pressley 


Psychology and Religion 

Anne B. Yardley 

Associate Professor 

of Music, 

Associate Academic Dean 

Angela Pak Son 


Psychology and Religion


INTERDISCIPLINARY AND CROSS-CULTURAL AREA 

CRCUL 724/Cross-Cultural Pre-Departure Course (1) 

Ths course, together with CRCUL 725, fulfills the Master of Divinity requirement of a cross-cultural 

immersion experience. This ten-hour course introduces students to the religious, political, historical, 

economic, and social life of the culture chosen. Course may be repeated. Signature of instructor 


CRCUL 725/Cross-Cultural Immersion Trip (2) 

This two-credit course involves a two- or three-week trip abroad or to an appropriate domestic site 

for an immersion experience. Course may be repeated. Prerequisite: CRCUL 724. 

PASTH 642/God-Talk with Black Thinkers (3) 

This interdisciplinary series highlights Black scholars from across the United States and from 

around the world. Visiting Black Scholars, from a variety of theological disciplines, will offer courses 

based upon their own theological discipline and religious expertise. An unique aspect of the 

series will be courses co-taught by spouses who are in the same or complementary theological disciplines. 


NON-DIVISIONAL COURSES 

INTRT 690/Internship (1) 

This course allows students to supplement their academic knowledge with hands-on experience 

through work in their field of study. Students will put theory into practice to gauge it effectiveness 

in real-life settings. Students will be monitored by an adviser and complete a project relating to 

their internship. Given the intense nature of the Theological School programs, it is advised that students 

begin internships soon after arriving at Drew to obtain the maximum benefit. This course can 

be repeated with a new project. Successful completion of 3 credits of internship allows the student 

to receive Internship Certification, which is placed on the student’s official transcript. Signature of 


MTS 675/M.T.S. Capstone Project (3) 

All M.T.S. students are required to complete a Capstone Project in their last (or next to last) semester 

of residence. Each M.T.S. student will consult with his/her adviser during the fall semester to 

choose a topic/project that would be summative in nature. Guidelines for the project are available 

from the student’s adviser. 

STM 675/S.T.M. Thesis Tutorial (3–6) 

Open to students engaged in the writing of a thesis for the Master of Sacred Theology program. 

Amount of credit established at time of registration. Signature of instructor required for registration. 

TUT 690/Tutorial (1–3) 

Available only with special permission. Permission includes agreement of a faculty instructor to 

supervise the tutorial project and approval of the arrangement by the Committee on Academic 

Standing. Tutorials are normally not available as a regular option. Amount of credit established at 

time of registration. Course may be repeated. Signature of instructor required for registration.

Doctor of Ministry Program 119 

DOCTOR OF MINISTRY PROGRAM 

Congregational and Community Development Concentration 

CONCD 900/Pastoral Leadership in Historical and Theological Perspective (3) 

Promotes critical reflection on ministerial leadership in the congregation. A study of the local congregation, 

its history, and program of ministries, is carried out and understood against the backdrop 

of the particular denomination or tradition. Culminates in the writing of a theological portrait of 

the congregation. Students reflect critically on pastoral leadership, offer professional feedback to 

one another, and give attention to spiritual formation as a basis for parish ministry. 

CONCD 910/Ministerial Leadership and Congregational Dynamics (3) 

Explores the challenge to leadership by unhealthy triangles found in pastoral relationships and 

congregational conflicts. In two three-day retreat sessions, students are exposed to Bowen Family 

Systems Theory as interpreted by Edwin Friedman and others. The course is taught by a qualified 

family therapy practitioner and/or pastoral psychotherapist. Students reflect on their personal 

dynamics of pastoral leadership through recollections from their “family of origin emotional 

process” and ways of relating in their current families and congregations. Case studies, brought to 

class by students, are discussed and interpreted. 

CONCD 920/The Church in Social Context (3) 

The focus of this unit is to understand the congregation as a social system in relationship to the 

larger community and global context. Environmental dynamics are scanned and evaluated. The 

unit identifies resources for contextualizing the gospel in a particular social setting, requires a journal 

record, and culminates in a reflection paper. 

CONCD 980/Theological Methods for Ministry (3) 

Prepares students for the Professional Project and Thesis. Introduces research tools and methodologies 

appropriate for D.Min. projects. Assist students in developing an initial Topic Outline for the 

professional project. 

Global/Online Concentration in Ministerial Leadership 

LOGON 900/Topics in Re-imagining Faith and Ministry (3) 

A study of historical and theological foundations of ministry by means of particular interpretative 

frameworks. Topics vary; description to be determined by D.Min. faculty. Course may be repeated. 

LOGON 901/Apocalyptic Theology and New Millennialism (3) 

A survey of historic paradigm shifts, cultural turning points and major theological transitions in 

religion and society that can be interpreted eschatologically and epoch-alyptically as the end and/or 

beginning of an era (e.g., the shift from scroll to codex, from codex to printed page, and from word 

to sound/image). Requires critical and creative weekly online reflections on the theological implications 

of the present paradigm shift (technological revolution) for ministry in the Third 

Millennium. Promotes critical reflection on the ways in which technology and ministry intersect 

using historical and theological methods related to eschatology. 

LOGON 902/American Jesus: Representing Christ in U.S. Cultures (3) 

This course is a study of how Jesus appears in literature, art, and film, and other popular media in 

America, examining how those representations have shifted and changed over the course of time. 

The course will give students an understanding of how books, film, and other media convey representations 

of the sacred. D.Min. students are expected to use insights from the course to produce 

a social-theological study of how people in their own congregations understand and imagine the 

figure of Jesus.


LOGON 910/Ministerial Leadership in Postmodern Culture (3) 

Exploration of new means of envisioning, planning and carrying out ministry in the contemporary 

setting. Topics vary; description to be determined by D.Min. faculty. 

LOGON 911/Christian Futuring: An Operator’s Manual for the Future (3) 

Provides a theological basis for pointing churches toward the future and provides an alternative 

model to church planning as strategic planning. Explores common stumbling blocks ministers and 

churches face as they move into the future. Provides an optimistic, postmodern “birthing” theology 

that requires church transformation rather than mere stylistic tinkering, and a practical “operator’s” 

manual to the future. 

LOGON 912/Preaching in a Postmodern Culture: Communicating with Contemporary 

Audiences (3) 

Postmoderns do not “know” life like moderns “knew” the world. In postmodern culture, knowing 

proceeds through imaginative leaps, loops, and lurches that come to life almost holographically 

around performative metaphors. This course explores the abductive hermeneutic that all communicators 

to contemporary audiences need to claim and clarify. This abductive epistemology moves 

worship beyond the discussion over induction or deduction, over theory-based or data-oriented. 

Knowing is not linear movement either from (deduction) or towards (induction) propositions. We 

will review the multiple modes of cognition, and propose an EPIC methodology that moves preaching 

into more experiential, participatory, image-rich, and connective directions and dimensions. 

LOGON 920/Models of a Future Church (3) 

A study of contemporary issues in theology, ecclesiology and ministry. Topics vary; descriptions to 

be determined by D.Min. faculty. Course may be repeated. 

LOGON 921/Readings in Postmodern Ecclesiology (3) 

A theological and sociological exploration of church leadership in the face of ambiguity and adversity. 

Confronts the challenge of “getting engaged” in high and low context societies, as well as the 

economies of design in modern vs. postmodern cultures. Includes an advance at a selected “new 

paradigm” teaching church with national profile that provides on-site learning in postmodern 

ecclesiology. 

LOGON 922/The Next Church: Ministry in the New World (3) 

A theological and sociological exploration of new models for ministry in the contemporary context. 

Students will explore how one meets the challenge of envisioning ministry in a contemporary mix 

of modern and postmodern cultures without succumbing to co-optation by those cultures. Includes 

an advance at a selected “new paradigm” teaching church with national profile that provides onsite 

learning in postmodern ecclesiology. 

LOGON 930/Topics in Practical Theology and Postmodern Ministry (3) 

A study of contemporary issues in theology and ministry. Topics vary; description to be determined 

by D.Min. faculty. Course may be repeated. 

LOGON 931/Practical Theology: Virtual Faith and Postmodern Ministry (3) 

This course aims to explore the nature of virtualization as a feature of postmodern culture with 

regard to its implications on faith formation and Christian ministry in the new millennium. 

Students will be introduced to the recent discussions on virtualization, including a theory that the 

virtual is not the opposite of the real but a fecund and powerful mode of being that expands the 

process of creation and opens up the future. Understanding the virtual as a legitimate mode of 

being (along with the possible, the real, the actual), and virtualization as a change of identity displacing 

the center of ontological gravity of the object, this course seeks to develop ways of expressing 

and nurturing Christian formation in postmodern ministry.


LOGON 980/Theological Methods and Practice (2) 

Building on the understanding of ministry in the postmodern context, the course will introduce 

students to relevant research methodologies and tools that may be employed in the Doctor of 

Ministry Project. Students will engage in formulating their D.Min. project using their ministerial 

context. Framing the project theologically, students will begin to conceptualize the components of 

the project that will enable them to address the project focus. 

Worship and Spirituality Concentration 

WSP 900/Foundations in Worship and Spirituality (3) 

Promotes critical reflection on ministerial leadership in the congregation through preaching, teaching, 

and theological reflection. Includes a 3-day retreat/advance at teaching church or extension 

site, and a follow-up session on historical and theological foundations for ministry. Course objective: 

to understand the role of worship and spiritual formation in one’s particular denominational 

tradition and congregational history. Term project includes a written theological portrait of one’s 

congregational ethos. 

WSP 901/Theology of Story (3) 

Draws on historical and theological foundations for worship and spirituality through critical reflection 

on the acts of preaching, teaching, storytelling and imaginative interpretation of Scripture. 

Ministerial leaders live and breathe at the intersection of stories that are secular and sacred, human 

and holy. Communities of faith construct narratives that signify the traditions that shape their ministries 

in healing or wounding ways. This course will explore the use of narrative in personal identity 

and congregational development. Course objective: to understand the role of worship and spiritual 

formation in one’s particular denominational tradition and congregational history. Term project 

includes a written spiritual-theological portrait of one’s “parish” (congregational or ministry context). 

WSP 910/Leading in Worship and Spiritual Formation (3) 

An active learning event and planning retreat for contemporary worship and ritual, focused on 

practical skills and ministerial leadership development. Offered at Drew Extension sites. 

WSP 911/Ministerial Leadership and Congregational Dynamics (3) 

Explores the use of family systems theory in the analysis of the inner dynamics of the congregation 

and the pastor’s leadership style. 

WSP 920/Spirituality and Community (3) 

Explores the classical Christian contemplative tradition in light of spiritual experience and trends 

in the modern and postmodern eras, and considers new ways to appropriate ancient wisdom for 

the contemporary church and community. 

WSP 961/The Varieties of Spiritual Experience (3) 

In contemporary American culture, the term “spirituality” can be applied to anything and everything: 

addiction recovery therapies, alternative medicine regimens, diet plans, and financial investment 

strategies are labeled and marketed as spirituality options. The cultural ethos that sustains the 

spirituality movement and is reflected in the phenomenon offers opportunities and hazards for the 

church. This course examines the development, spread and varieties of spirituality in the context 

of postmodernity, and its import for constructive theology. Same as: DMIN 961. 

WSP 962/Figures in Contemporary Spirituality: The Life and Work of Henri J. M. Nouwen (3) 

As a Dutch psychologist, contemplative theologian and Roman Catholic priest, Henri Nouwen’s 

shaping influence on contemporary Christian spirituality is unsurpassed. This introductory course 

traces his extraordinary life—from his birth and childhood in the Netherlands, through his academic 

career at Notre Dame, Yale and Harvard, to his final days at L’Arche Daybreak Community 

near Toronto—and reviews many of his 40 books on spiritual life. Same as: DMIN 962.


WSP 972/Pilgrimage: Exploring Celtic Sites with Christian Faith (3) 

Celtic Christianity flourished from the fifth to the twelfth centuries in Ireland, Scotland, Wales, 

Brittany and northern France. Emerging from the mists of time, Celtic spirituality continues to resonate 

with many interests and concerns of contemporary Christians and seekers of faith. This travelstudy 

seminar will explore the rich Celtic traditions by visiting historic sites in Wales and hearing 

presentations from a variety of international scholars at St. Deiniol’s Library, Wales. Celtic themes 

include: divine immanence, intimacy with God, soul friendship, solitude and community, communion 

of the saints, and “thin places in the universe.” Preparatory reading and integrative term 

paper required. Same as: DMIN 972. 

WSP 980/Theological Methods and Practice (2) 

Building on the understanding of ministry in the postmodern context, the course will introduce 

students to relevant research methodologies and tools that may be employed in the Doctor of 

Ministry Project. Framing the project theologically and contextually, students begin to conceptualize 

the components of the project that will enable them to address the project focus. 

Ecological Ministries and the Get Out Of Doors Church Concentration 

GRC 900/The Theology and Ecology of Common Ground (3) 

Focuses on the role of camp/retreat ministry in inspiring leaders who shape society by engaging 

communities and congregations in ministries of earth care and social justice as expressions of holy 

common ground. Students will study biblical and theological perspectives on the link between faith 

in God and loving interdependence among people and all of creation. 

GRC 910/Ministerial Leadership and Faith Formation (3) 

Focuses on the role of the minister in inspiring and enabling faith formation. Students will study biblical 

and theological perspectives on the role of the clergy as model, guide and director of faith formation. 

GRC 914/Themes in Ministry: Pilgrimage (3) 

In 2004, the ecological pilgrimage was to Guatemala. The theme and location for 2007 have not 

yet been determined. 

GRC 920/Greening the Church: Christianity and Ecology (3) 

An overview of the earth crisis and a critique of Christianity’s historical relationship to the earth. 

Surveys biblical and theological resources for constructive responses to this crisis. 

GRC 930/Biblical Foundations of Camp/Retreat Ministry (2) 

An overview of the historical development and contemporary theological foundations of camp/ 

retreat ministry. Surveys the historical, biblical and theological development of camp/retreat ministry. 

GRC 950/Practical Theology: Ministry of Camp/Retreat Center Management (2) 

Focuses on the role of the camp/retreat leader as manager of camp program and resources in 

engaging communities and congregations in ministries at camp/retreat centers. Students will study 

biblical and theological perspectives on the link between faith in God, camp/retreat ministry and 

administration. 

GRC 980/Theological Methods for Ministry (2) 

Prepares students for the Professional Project and Thesis. Introduces research tools and methodologies 

appropriate for D.Min. projects. Assists students in developing an initial topic outline for the 

professional project.


Hispanic Leadership and Ministry Development Concentration 

HISP 900/Hispanic Theology, Ethics, and Ministry in the U.S.A. (3) 

Explores resources for ministry in the Hispanic North American context. 

HISP 901/Ministerial Leadership and Congregational Dynamics (3) 

Explores the use of family systems theory in the analysis of the inner dynamics of the congregation 

and the pastor’s leadership style. 

HISP 902/The Church in Social Context (3) 

The Hispanic congregation as a social system in relation to the larger community and global context 

is explored. 

HISP 981/Topics in the Mission of the Hispanic Church (1) 

A study of contemporary issues in ministry and the larger social context that affect the Hispanic 

congregation. Topics vary; description to be determined by the D.Min. faculty. Course may be repeated. 

Pastoral Care and Counseling Concentration 

PCC 951/Biblical Faith and Family Systems Theory (3) 

Builds on the potential of the counseling relationship to bring together real-life human stories with 

the redemptive stories of biblical faith. Engages students to develop skills in recognizing the repetitive, 

“stuck” intergenerational ingredients in family systems dynamics and congruencies with biblical 

concepts of sin and evil, obligation and legacy, captivity, and injustice. Encourages students to theologize 

as they build models for counseling practice. Challenges students to focus on strengths and 

resources of families and individuals and the facilitation of growth in mind-body-spirit wholeness. 

Stresses the sacramental nature of relationships and how counselors can facilitate empowerment 

in counselees through growth in self-understanding and liberation from oppressive social projections. 

PCC 952/Theories of Psychology (3) 

Psychological theory is introduced through an in-depth presentation of Object Relations Theory. 

The origin and development of Object Relations Theory and its clinical applications to individual, 

couple, and family counseling will be covered. Other useful theories of counseling psychology, such 

as Erikson Ego-Psychology, Narrative, and Internal Family Systems psychologies, will be introduced 

and contrasted in an effort to better understand the relationship of the self to self, others, 

and the created world. Course addresses the emerging critique of psychology as “mere science” and 

the need to recognize and validate other sources of truth and explores the ways in which gender, 

race, socio-economic, and other features of the social context impact pastoral care and counseling. 

PCC 953/Theories of Family Therapy (3) 

Details in depth Bowen Family Systems Theory and its applications to individual, couple, family 

counseling and institutional consultation as an introduction to theories of family therapy. Covers 

other family systems theories such as Structural (Minuchin), Strategic (Madanes), Symbolic- 

Experiential (Whitaker), Contextual (Bosormenyi-Nagy), and Narrative (Freedman and Combs). 

Notes common origins and suggested clinical applications and integrations of the theories. 

Encourages theological critique and integrative thinking.


PCC 954/Ethnicity in Family Therapy Assessment (3) 

Guides students in assessing the functioning of families through the lens of ethnic and cultural 

awareness and familiarizes them with a variety of useful assessment tools. Develops consciousness 

of how inherited cultural norms and values shape the individual’s development and affect the relationship 

dynamics of the family. Highlights the importance of the counselor’s own culturally conditioned 

biases and preferences in assessing family health and functioning, and the need to compensate 

for these in planning interventions. Reviews relevant cross-cultural literature and identifies 

such issues as racism, ethnocentrism, the social projection process, and the damaging effects of 

the introjections of negative social norms and perceptions. Encourages a counseling and family 

education approach which is inclusive, respectful of ethnic heritage, and open to the positive learning 

of shared diversity. 

PCC 955/Counseling Skills in Clinical Practice (3) 

Engages students in learning and application of counseling skills to actual counseling cases from 

their work settings and experiencing team case consultation under professional supervision aimed 

at sharpening skills in establishing rapport, listening, interviewing, handling transference and 

countertransference, assessment, diagnosis, clinical reasoning, intervention, and case management 

within a well-defined theological and theoretical framework. Explores how to recognize severe 

mental illness, use protocols for referral and evaluation, and collaborate with physicians and clinical 

consultants for a multidisciplinary approach. 

PCC 956/Family Systems Interventions with Couples, Families, Groups, and Social 

Institutions (3) 

Develops skills in systems assessment of the relationship functioning of families, groups, and social 

institutions. Introduces methods for data-gathering through charting, genograms, and interviewing. 

Presents tools for assessing relationship functioning, tracking issues, recognizing triangles, cutoffs, 

power imbalances and injustices, etc., and planning appropriate interventions. Identifies intergenerational 

transmission, myths and legacies, recursive patterns, script construction, and rituals 

and rites of passage. Structures counseling and consultation skill practices through training films, 

role play, and case development. 

PCC 957/Family Crisis (3) 

Presents a spectrum of literature on personal, couple, and family crisis and models for crisis intervention. 

Investigates the utility of personal life crises as a vehicle for understanding the emotional 

dynamics of crisis and enhancing crisis intervention skills. Employs casework on crisis counseling. 

PCC 958/Gender, Sexuality and Wholeness (3) 

Explores sexuality as a metaphor that unites physical, psychological, social, religious and political 

aspects of human life in contrast to the traditional perspective that understood the five aspects of 

sexuality as separate and distinct modes of analysis. Examines sexuality as a fluid layering of interaction 

between those elements for each individual within their social context. Course explores 

gender, sexuality, and wholeness from the perspective of object relations theory, cultural psychoanalysis, 

and process theology. 

PCC 959/Use of Self and Countertransference (3) 

Illustrates that counseling depends not only on knowledge of theory but also the counselor’s ability 

to use her or his own psyche and spirit to understand the psychological, spiritual, and systemic 

dynamics involving another person or group. Explores different perspectives on using the 

couselor’s reactions to the dynamics in a given situation as a tool for effective interventions.

PCC 960/Addiction and Recovery Counseling (3) 

Using substance abuse as the primary clinical example of addiction, examines the nature of addiction 

as a disease and how recovery from the disease is and must be a spiritual, as well as a 

psychological process. Studies in-depth the 12 Steps of Alcoholics Anonymous as a spiritual growth 

process and how these steps are compatible with traditional Christian spirituality. Employs didactic 

presentations, group discussions, and clinical presentations, group discussions, and clinical 

experiences with recovering persons who share the spirituality of their experience, strength, and 

hope. Explores family/systemic dimensions of addiction. 

PCC 980/Theories and Methods for Evaluating Change in Pastoral Care and Counseling (3) 

This course on social science research methodologies is designed to help students plan for their final 

projects. It introduces theories and methods for evaluating change that occurs as a result of pastoral 

care and counseling interventions. Quasi-experimental design and unobtrusive methods are 

utilized to measure this change. Students learn to enable people in their ministry setting to become 

more reflective of psychosocial and spiritual dynamics, understanding how values and history 

shape immediate decisions. 

General Electives 


DMIN 930/Topics in Biblical Studies (3) 

A study of issues in biblical studies and ministry. Topics vary; description to be determined by 

D.Min. faculty. Course may be repeated. 

DMIN 931/Preaching with the Old Testament (3) 

A study of the various genres of texts (e.g., Prophecy, Psalms, Narratives, and Wisdom texts) in the Old 

Testament and the appropriate way to utilize these texts in Christian preaching. Limited to 15 students. 

DMIN 932/Priest, Prophet, Sage (3) 

A survey of the distinctive roles within ancient Israel of the priests, the prophets, and wise persons, 

with reference to their types of authority, their functions, and their ideologies; with continual 

reference to these roles as they relate to leadership within the church community. 

DMIN 940/Topics in Theological Studies (3) 

A study of contemporary issues in theology and ministry. Topics vary; description to be determined 

by the D.Min. faculty. Course may be repeated. 

DMIN 950/Topics in Pastoral Theology (3) 

A study of contemporary issues in pastoral theology and ministry. Topics vary; description to be 

determined by D.Min. faculty. Course may be repeated. 

DMIN 960/Topics on Spirituality (3) 

A study of contemporary issues in spirituality and ministry. Topics vary; description to be determined 

by D.Min. faculty. Course may be repeated. 

DMIN 961/The Varieties of Spiritual Experience (3) 

See Worship and Spirituality Concentration for course description. Same as: WSP 961. 

DMIN 962/Figures in Contemporary Spirituality: The Life and Work of 

Henri J.M. Nouven (3) 

See Worship and Spirituality Concentration for course description. Same as: WSP 962.


DMIN 970/Themes in Ministry Intensive Options (3) 

A study of contemporary issues in ministry in an intensive weeklong seminar setting. Topics vary; 

description to be determined by D.Min. faculty. Course may be repeated. 

DMIN 971/Drew@Ocean Grove (3) 

A theological theme will be selected annually. Offered during summer term. Course may be repeated. 

DMIN 972/Pilgrimage: Exploring Celtic Sites with Christian Faith (3) 

See Worship and Spirituality Concentration for course description. Same as: WSP 972. 

DMIN 973/Drew@Lake Junaluska Seminar (3) 

This course explores the understanding of the church as being on a mission where evangelism is 

the lifeblood of the church. Offered during January Term. 

DMIN 980/Theological Methods for Ministry (3) 

Prepares the student for the Professional Project and Thesis. Introduces research tools and methodologies 

appropriate for D.Min. projects. Assists students in developing an initial topic outline for the 

professional project. 

DMIN 981/Topics in the Mission of the Church in the World (3) 

A study of contemporary issues in ministry and the larger social context. Topics vary; description 

to be determined by D.Min. faculty. Course may be repeated. 

Project Colloquia 

DMIN 990/Project Colloquium (3) 

Fall colloquium for processing project proposals with the goal of getting the prospectus approved 

before the end of the semester. It usually occurs in two 3-days sessions in mid-September and mid- 

October, and usually requires revisions in November/December Graded Pass/Unsatisfactory. 

DMIN 991/D.Min. Professional Project (3) 

Provides academic credit for project execution and requires a one-day “report back” session in the 

spring semester. Graded Pass/Unsatisfactory. 

DMIN 992/Project and Thesis Research and Writing (3) 

Continuation of work on project and thesis research and writing. “Report back” sessions are scheduled 

leading to approval of the first draft of the thesis. Graded Pass/Unsatisfactory. 

DMIN 993/Project Thesis Completion and Exit Interview (3) 

Work on writing the final draft of the paper and exit interview. “Report back” sessions are scheduled 

leading to approval of the thesis. Exit interviews are required for all students. Graded 

Pass/Unsatisfactory. 

LOGON 990/Project Colloquium (3) 

Colloquium work on approval for the topic outline, then prospectus (which includes plans for the 

project and thesis). Development of topic outline for doctoral proposal online (September) followed 

by a two-day workshop on proposal development with faculty advisers (October), leading 

to a professional project and doctoral thesis. Online “report back” sessions and “cyber-chats” are 

scheduled each semester until graduation in May of third year. Graded Pass/Unsatisfactory. 

LOGON 991/D.Min. Professional Project (3) 

Online colloquium to aid in implementing and evaluating the project. Online “report back” sessions 

and “cyber-chats” are scheduled during the semester. Graded Pass/Unsatisfactory.

LOGON 992/Project Thesis Research and Writing (3) 

Continuation of work on project and thesis research and writing. Online “report back” sessions and 

“cyber-chats” are scheduled leading to approval of the first draft of the thesis. Graded Pass/ Unsatisfactory. 

LOGON 993/Project Thesis Completion and Exit Interview (3) 

Work on writing the final draft of the paper and exit interview. Online “report back” sessions and 

“cyber-chats” are scheduled leading to approval of the thesis. Exit interviews are required for 

Online students. Students may meet with faculty via ISDN videoconferencing compatible with 

TANDBERG equipment or have the exit interview on campus. Graded Pass/Unsatisfactory. 

CERTIFICATION COURSES 


CERT 301/Faith Formation and Christian Living (3) 

This course explores the biblical foundations of camp/retreat ministry and faith formation. It 

includes creative strategies for reaching out and welcoming persons of the 21st century into faith 

formation experiences; preparing intentional pathways for people to connect and deepen their 

relationship with God; effective methods for teaching core elements of Christian faith and discipleship; 

and providing participants and guests with opportunities to actively practice Christian discipleship 

with one another and all of God’s creation. Strengthening the partnership between 

camp/retreat ministry, local congregations and conference ministries for long-term faith formation 

and developing spiritual leaders are important aspects of this course. The course will also cover the 

unique dynamics of Christian hospitality and faith formation when hosting culturally-diverse 

guests and groups and those that are not church-related. Same as: PASTH 610. 

CERT 302/The Theology and Ecology of Common Ground (3) 

This course focuses on the role of camp/retreat ministry in inspiring and training spiritual leaders 

who shape society by engaging communities and congregations in ministries of earth care and 

social justice as an expression of holy common ground. Students will study biblical and theological 

perspectives on the link between faith in God and loving interdependence among people and 

of all creation. The course further gives a basic overview of key ecological principles and environmental 

concerns facing contemporary societies; studies the global social justice aspects of the ecological 

crisis; explores site operational practices that establish camp/retreat/conference centers and 

communities as Common Ground Centers where people practice Christian stewardship of creation, 

justice and mercy; and discusses strategies for training and involving both urban and rural leaders 

for Common Ground Ministries that reach out beyond the camp/retreat site or local congregation. 

Same as: THEPH 329. 

CERT 303/The Ministry of Camp/Retreat Center Management (3) 

This course provides an overview of Christian camp/retreat/conference center administration that 

includes: leading a mission-driven ministry; discerning shared visions and implementation; offering 

Christian hospitality and hosting guest groups; selecting and developing volunteer and paid 

staff; partnering with local churches, judicatory entities and other organizations; managing food 

service; maintaining grounds and facilities; providing risk management and health care; assuring 

the safety of children, youth, and vulnerable adults; creating and managing budgets; marketing and 

public relations; office management; establishing operational standards, procedures, and guidelines; 

strengthening boards and committees; spiritual nurture and renewal of resident staff; continuing 

education opportunities and more. 

CERT 310/Biblical Foundations of Camp/Retreat Ministry (2) 

A survey course of the Bible with emphasis on its use as the foundation for ministry through camps 

and retreats. Concepts of Christians as caretakers, the stewardship of resources and global sustainability 

will inform the exploration of texts on creation, justice, covenant, and community. Same as: 

BIBST 107.


CERT 311/Developing Christian Camp/Retreat Curriculum and Events (2) 

This course will include hands-on experiences in creating and using activities, programs and curriculum 

for weekend retreats and overnight and day summer camping experiences. Participants 

will spend the first weekend in an adult retreat setting, focusing on retreat leadership and then 

spend three days in a summer camp/retreat setting focusing on children, youth and multi-age programs. 

It will also include educational theory for faith formation for all ages. Same as: PASTH 635. 

CERT 313/Developing Environmental Education and Resources (2) 

No description is available for this course. Same as: CHSOC 479. 

CERT 314/Developing Social Justice Programs and Partnering with Ethnic Leaders and 

Communities (2) 

No description is available for this course. Same as: CHSOC 480. 

CERT 315/Fund-raising and Financing of Camp/Retreat Ministries (2) 

Charitable fund-raising in support of the outdoor ministry programs of the various denominations 

is facing increasing challenges to the previous “routine” processes by which the extra-congregational 

services are funded and maintained. As congregational/parish allotments are reduced to provide 

funding for more and more local interests/needs, the amounts left to support broader service 

ministries are diminished. These ministries, then, are forced to develop their own support bases and 

“asking techniques” in order to provide both basic services and new initiatives. This course will 

offer a presentation of the basic tenets and concepts for charitable fund-raising, an investigation of 

the requisite elements for a successful program and the specific techniques used in the design of a 

fund-raising program for specific initiatives, the “asking” process, and the specific “ask.” Since the 

course will provide several opportunities for the application of concepts to a specific case situation, 

students should come prepared with the descriptive details (financial, population, and program 

descriptions) of an independent ministry program to be used in these exercises. Same as: PASTH 551. 

CERT 316/Volunteer and Staff Hiring, Training and Supervision for Nonprofit 

Organizations (2–3) 

This course will focus on the recruitment, interviewing, hiring, supervision, disciplining, evaluating 

and dismissal of paid and volunteer staff. In this interactive course, students will use their past 

experiences and present policies to develop new skills for their ministry of personnel management. 

The theological underpinnings of Christian leadership and role modeling will be woven into the 

course curriculum and classroom discussion. Amount of credit established at time of registration. 

Same as: PASTH 554.

FACULTY, 2005–2006 

Vice President/Dean 


Associate Academic Dean 


Associate Dean/Director of 

Contextual Learning 

Virginia Samuel 

Director, Doctor of 

Ministry Program 

Michael Christensen 

Professors 

S. Wesley Ariarajah, ecumenical theology 

Karen McCarthy Brown, sociology and 

anthropology of religion 

Virginia Burrus, early church history 

Robert S. Corrington, philosophical theology 

Danna Nolan Fewell, Hebrew Bible 

Herbert B. Huffmon, Old Testament 

Ada Maria Isasi-Diaz, theology and ethics 

Catherine Keller, constructive theology 

Otto Maduro, Latin American Christianity and 

world Christianity 

Stephen D. Moore, New Testament 

James H. Pain, religion 

Leonard I. Sweet, evangelism 


Associate Professors 

Heather M. Elkins, worship and liturgical studies 

Laurel D. Kearns, sociology of religion and 

environmental studies 

Arthur L. Pressley, psychology and religion 

Jesse Terry Todd, American religious studies 

Traci West, ethics and African-American religion 

N. Lynne Westfield, religious education 

Anne B. Yardley, music 

Assistant Professors 

Deok-Weon Ahn, worship and preaching 

Christopher Boesel, Christian theology 

Morris L. Davis Jr., history of Christianity and 

Wesleyan/Methodist studies 

Leticia Guardiola-Sáenz, New Testament 

Melanie J. Johnson-DeBaufre, New Testament 

Angela Pak Son, psychology and religion 

Gary V. Simpson, homiletics 

Instructor 

Mark Miller, director of music and instructor in 

church music

THE UNIVERSITY


THE UNIVERSITY 

Drew University’s highest priority is academic excellence. With that priority as its mission, 

Drew has focused on three aspects of learning to promote academic excellence in its students 

and faculty. Under the leadership of President Robert Weisbuch, the University has devoted 

itself to maintaining the highest quality of teaching and learning, to the use of technology 

in gaining access to knowledge and interpreting it, and to an awareness of the global 

contexts of knowledge. In these areas, Drew seeks to be a national leader. 

Drew faculty, administrators, students, staff, and alumni are committed to creating the special conditions 

that make Drew’s mission attainable. They realize that the University must foster a genuine 

community of learners who challenge and support each other for growth and responsible citizenship. 

Thus, the University is dedicated to sustaining an on-campus community that is characterized by 

diversity, respect for differences, and a lively engagement with contemporary issues and concerns. 

History 

Drew was founded in 1867 by the General (nationwide) Conference of the Methodist Episcopal 

Church as a “national” seminary. In part this was an attempt to heal wounds remaining from the 

division between north and south. Drew’s mission was to reflect the full range and depth of 

thought and faith experience of one of the largest and most diverse Protestant denominations, and 

to train church leaders of many denominations, clergy and lay, to minister to people of all backgrounds 

and needs. 

Drew has continued as a seminary of the United Methodist Church and, in keeping with its original 

mission, has also become one of the world’s foremost ecumenical institutions, drawing on Catholic, 

reformed, evangelical, and liberal strands of Christian thought.

The University 133 

Location 

The school enjoys a setting that is conducive both to study and research, and presents unparalleled 

supervised ministry opportunities. North-central New Jersey is lavish with woodlands, wildlife, and 

lakes that provide scenery and recreation. The campus is spacious, forested, and secure. Madison, 

a pleasant town of 15,000 people, has services and stores typical of a much larger community. New 

York City, Newark, and Philadelphia are all easy to reach and offer not only rich cultural and 

historical resources but also an amazing variety of opportunities to practice ministry. 

The University Setting 

Drew established two other schools as it grew into a university-the College of Liberal Arts and the 

Caspersen School of Graduate Studies. This university environment makes possible an abundant 

and enjoyable campus life, with cultural, social, entertainment, and recreational possibilities that 

could not exist in a more limited institution. 

Our Mission 

Drew Theological School empowers leadership for a global Christianity of justice, ecumenism, and 

the integrity of creation. Its pastoral, spiritual, and conceptual disciplines grow within an intimate 

liturgical and communal context, one that sustains multiple relations of difference. Through its 

particular historical commitments to African, Asian, African-American, Hispanic, and women’s 

ministries, the Theological School remains faithfully rooted in its Methodist heritage. Drew nurtures 

Christian practices through vital partnership with local churches and international networks 

of education. 

Transdisciplinary interpretation of text, tradition, and experience energizes its scholarly rigor. Drew 

engenders theologies responsible to the complex social realities of an interconnected world. Into 

that world Drew sends pastors, preachers and prophets, deacons, activists, and teachers. 

Our Theological Position 

Drew Theological School is rooted in the Wesleyan heritage and celebrates the centrality of Christ 

to our faith. The school does not require students to adopt a particular position or creed, but expects 

that students will remain in touch with and develop their own distinct faith tradition. Students take 

responsibility for articulating their own convictions, yet remain in dialogue with those of other 

faiths and with Christians who may think and believe differently. Students find many persons who 

share their faith experience and learn from persons who challenge them with their differences. In 

a world where diversity is often an excuse for hatred and a trigger for violence, Drew students learn 

to use diversity as a key to unlock the mysteries of a God beyond individual understanding, who 

is revealed more fully through our shared faith and experience. 

The Distinctiveness of Drew 

Drew Theological School represents a unique combination of church ties and university setting, 

faithfulness in ministry and cultural relevance, classical Christian convictions and creative reinterpretations, 

regard for diversity and protection of personal integrity, global awareness and local 

effectiveness, intellectual rigor, and vital community life.


Programs 

The Theological School offers four degree programs, two entry-level and two advanced. The Master 

of Divinity (M.Div.) is the three-year basic program providing preparation for ordained ministry. 

The Master of Theological Studies (M.T.S.) is a basic, flexible, individualized two-year program for 

those who wish to study theology for personal enrichment, for theologically informed practitioners 

of other vocations, or for those who wish to prepare for the United Methodist order of deacon 

or diaconal ministry. The Master of Sacred Theology (S.T.M.) is a one-year advanced degree that 

presupposes the M.Div. degree and offers further academic study in one or more of the theological 

disciplines. The Doctor of Ministry (D.Min.) is a six-semester “in-ministry” program for ordained 

or recognized, practicing ministers in parish or recognized ministry settings. 

Accreditation 

The University is fully accredited by the Middle States Association of Schools and Colleges, and the 

Theological School is further accredited by the Association of Theological Schools in the United 

States and Canada. 

University Services and Policies 

The Writing Center 

The ability to write effectively is important in today’s communications-conscious world. Therefore, 

Drew maintains The Writing Center to give students in its three schools (College, Graduate, 

Theological) special assistance with writing problems and questions. Not only does its staff answer 

questions about grammar, but instructors and tutors also aid students in getting papers started, 

developing content, organizing ideas, and revising. The assistance is based primarily on one-to-one 

tutorial help, but the center offers some group workshops and maintains a resource library of writing 

manuals and computer software. The Writing Center is located in Rose Memorial Library. 

Center for Counseling and Psychological Services 

The center offers a variety of services free to all Drew students. Students with personal, social, academic, 

vocational, or other concerns may meet individually with a counselor or take advantage of 

several group programs offered by the center. 

Psychiatric consultation and referral to private and community resources are available. In addition, 

the center coordinates a reading and study skills program for undergraduates. Psychological and 

vocational referrals to off-campus specialists also are available through the center. The staff operates 

under a policy of strict confidentiality, adhering to the ethics of the American Psychological 

Association. 

English for Speakers of Other Languages 

Drew University is committed to assisting its non-native English-speaking members in the development 

of their English language proficiency. Reflecting that objective, the Department of English 

for Speakers of Other Languages (ESOL) serves the community as a language support service for 

students in all three schools. 

Its purpose is to coordinate testing and to provide instruction and activities that help students 

enhance their English language skills. The ESOL staff also provides individual assistance to students, 

by appointment, as requested or recommended, in language-related tasks. English language 

instruction is also available to non-native English-speaking spouses of students. The ESOL office is 

located in Sycamore Cottage.

The University 135 

International Student Services 

The coordinator for International Student Services works with international students in the three 

schools of the University, assisting them with BCIS regulations and cultural adjustment issues. 

International students are required to participate in an orientation designed specifically for them. 

Other programs are offered throughout the academic year. The office is located in Brothers College 119. 

Recreation 

Drew’s athletic fields, tennis courts, and indoor recreational and athletic facilities are available for 

use by all students, faculty, administrators, and staff when the facilities are not otherwise scheduled. 

This includes the Simon Forum and Athletic Center with its eight-lane swimming pool, sixlane 

200-meter indoor track, racquet courts, free weight and machine-weight exercise rooms, 

dance studio, performance basketball court, four multisport indoor courts, synthetic-surfaced 

indoor practice area for field sports, and a forum seating 3,800 for special events. The center is the 

premier facility of its kind in northern New Jersey and complements Drew’s outdoor stadium with 

its synthetic playing field and the tennis center with eight lighted courts and spectators’ gazebo. 

The campus itself and the Drew forest preserve are ideal places to jog or hike, while the two ponds 

in the beautiful Zuck Arboretum attract ice skaters. 

University-Wide Policies 

Academic Honesty 

Drew University holds academic honesty and scholarly integrity to be indispensable to genuine 

learning and true scholarship. Breaches of academic honesty and integrity, such as cheating on 

examinations or papers, offering work done by others as one’s own, plagiarism, improperly providing 

information, papers, or projects to others, or falsifying the nature or results of one’s research, 

are inimical to the learner or scholar personally and are infringements of the mutual faith and trust 

essential to the academic enterprise. 

Sanctions are incurred for demonstrated breaches of academic honesty or scholarly integrity. In the 

case of students, the faculty regulations of each school of the University provide procedures whereby 

instances of alleged academic dishonesty are dealt with in an orderly way with due attention to 

the rights of the student(s) involved (see pages 53–57). 

Where dishonesty has been determined, sanctions may range from requiring an assignment to be 

redone to automatic failure for a course to dismissal from the University. (Details are published 

annually in the student handbook and/or faculty regulations of each school.) All members of the 

academic community are obliged, by that membership, to report observed instances of presumed 

academic dishonesty to appropriate officials. 

Student Education Records: Access and Privacy 

Drew students have the right of access to, and the assurance of privacy for, their Drew educational 

records. Students are also afforded the opportunity to challenge these official records. These 

rights are in keeping with Public Law 93-380, Family Educational Rights and Privacy Act of 1974, 

as amended (also known as the Buckley Amendment), and University policy. The full text of Public 

Law 93-380 and a full statement of Drew University policy and procedures with respect to student 

education records are on file and may be consulted in the offices of the Registrar and Dean of 

Student Life and in the Office of Financial Assistance.


Equal Access to Education for the Disabled 

Drew University has a long history of successfully accommodating individuals whose special needs 

have ranged from mild to severely limiting. As with all students, those with special needs are 

accommodated with personal attention, and the University guarantees that each special-needs student 

shall have equal access to a Drew University education. This policy is in keeping with Section 

504 of the Rehabilitation Act of 1973 and with the Americans with Disabilities Act. 

Student Conduct 

A student’s voluntary act of registration is considered an acceptance by the student of the rules and 

regulations of Drew University. It is a pledge to respect the University’s standards of individual 

responsibility and conduct at all times. Since Drew is an integral part of the larger community, a Drew 

student is responsible for observing all state and local ordinances governing the behavior of all citizens. 

An individual, by nature of his or her status as a student, is a member of a community, the very 

existence of which is contingent upon the responsible behavior of the individual members, namely, 

that the exercise of freedom takes full cognizance of the rights of others. 

The University reserves the right to take action, including suspension or required withdrawal, without 

refunding fees, for conduct it considers undesirable. Neither Drew University nor any of its officers 

shall be under any liability for such required withdrawal. Off-campus violations of University 

regulations or state and local ordinances may subject a student to University disciplinary action. 

The University views the following as among the most serious conduct violations: academic 

dishonesty; acts of racial, religious, or ethnic intolerance or incivility; intimidation of a witness; 

sexual harassment; the illegal use, possession, or distribution of controlled dangerous substances; 

possession of a weapon; use or possession of alcoholic beverages by those under the legal drinking 

age; theft; vandalism; and direct disobedience of a University official in relation to a University 

regulation. 

Drew University reserves the right to require a student to withdraw when competent medical 

advice dictates that not to do so endangers the welfare of the student or institution. 

Damage to Property 

Damage beyond ordinary wear to University property, including residence hall rooms and 

furnishings, is charged to the student’s account. In cases where damage is not assignable to an individual, 

costs may be prorated to accounts of students within the responsible group. 

Breakage of materials in science laboratories is charged to the student’s account and is payable in 

full with the next University bill issued.

THE REGISTER


THE REGISTER 

University Faculty for the 

Theological School 

The following listing is for the 2005–2006 

academic year. The date following the name 

indicates the year of beginning service at 

Drew University. The letter(s) in parentheses 

indicate(s) the Drew school(s) in which the 

faculty member teaches (College, Graduate, 

or Theological). 

Deok-Weon Ahn 

2005/Assistant Professor of Worship and Preaching 

(G,T) 

B.A., Seoul Theological Seminary, 1991; 

B.A. Sogang University, 1993; M.Div. Drew 

University, 1997; M.Phil., 2001; Ph.D., 2004. 

S. Wesley Ariarajah 

1997/Professor of Ecumenical Theology (G,T) 

B.S., Madras Christian College, Madras, India, 

1966; B.D., United Theological College, 

Bangalore, India, 1963; Th.M., Princeton 

Theological Seminary, 1972; M.Phil., 

University of London (King’s College), 1975; 

Ph.D., University of London, 1987. 

Christopher Boesel 

2002/Assistant Professor of Christian Theology (G,T) 

B.A., Westmont College, 1984; M.T.S., 

Candler School of Theology, 1995; Ph.D., 

Emory University, 2002. 

Karen McCarthy Brown 

1976/Professor of the Sociology and Anthropology 

of Religion (G,T) 

B.A., Smith College, 1964; M.A., Columbia 

University/Union Theological Seminary, 

1966; Ph.D., Temple University, 1976. 

Virginia Burrus 

1991/Professor of Early Church History (G,T) 

B.A., Yale University, 1981; M.A., Graduate 

Theological Union, 1984; Ph.D., 1991. 

Robert S. Corrington 

1990/Professor of Philosophical Theology (G,T) 

B.A., Temple University, 1973; M.Phil., Drew 

University, 1980; Ph.D., 1982. 

Morris L. Davis Jr. 

2003/Assistant Professor of History of Christianity 

and Wesleyan/Methodist Studies (T) 

B.A., Houghton College, 1991; M.Phil., Drew 


Heather Murray Elkins 

1989/Associate Professor of Worship and Liturgical 

Studies (G,T) 

B.A., Prescott College, 1970; M.A., University 

of Arizona, 1972; M.Div., Duke University, 

1977; Ph.D., Drew University, 1991. 

Danna Nolan Fewell 

2000/Professor of Hebrew Bible (G,T) 

B.A., Louisiana College, 1979; M.T.S., 

Candler School of Theology, 1981; Ph.D., 

Emory University, 1987. 

Leticia Guardiola-Sáenz 

2003/Assistant Professor of New Testament (T) 

B.A., Tecnológico de Monterrey (Mexico), 

1987; M.A., Northern Baptist Theological 

Seminary, 1990; M.Div., 1992; M.A., 

Vanderbilt University, 2000. 

Herbert B. Huffmon 

1968/Professor of Old Testament (G,T) 

A.B., University of Michigan, 1954; B.D., 

McCormick Theological Seminary, 1957; 

M.A., Johns Hopkins University, 1958; Ph.D., 

University of Michigan, 1963. 

Ada Maria Isasi-Diaz 

1992/Professor of Theology and Ethics (G,T) 

B.A., College of New Rochelle, 1971; M.A., 

SUNY-Brockport, 1977; M.Div., Union 

Theological Seminary, 1985; Ph.D., 1990. 

Melanie J. Johnson-DeBaufre 

2005/Assistant Professor of New Testament 

B.A., Eastern College, 1988; M.Div., Harvard 

Divinity School, 1992; Ph.D., 2002. 

Laurel D. Kearns 

1994/Associate Professor of Sociology of Religion 

and Environmental Studies (G,T) 

B.A., Florida State University, 1981; M.A., 

Emory University, 1985; Ph.D., 1994. 

Catherine Keller 

1986/Professor of Constructive Theology (G,T) 

B.A. equiv., University of Heidelberg, 

Germany, 1974; M.Div., Eden Theological 

Seminary, 1977; Ph.D., Claremont Graduate 

School, 1984. 

Otto Maduro 

1994/Professor of Latin American Christianity, 

Professor of World Christianity (G,T) 

Licentiate in Philosophy, Universidad Central de 

Venezuela, 1968; M.Phil., Université Catholique 

de Louvain, Belgium, 1973; Ph.D., 1993.

Mark Miller 

1995/Director of Music and Instructor in 

Church Music (T) 

B.A., Yale University, 1989; M.M., The Juilliard 

School, 1991. 

Stephen D. Moore 

1999/Professor of New Testament (G,T) 

B.A., University College, Galway, 1975; B.A., 

University of Dublin (Trinity College), 1982; 

Ph.D., University of Dublin, 1986. 

James H. Pain 

1954/Henry and Annie M. Pfeiffer Professor of 

Religion, Dean of the Graduate School (C,G,T) 

B.A., Occidental College, 1951; B.D., Drew 

University, 1954; S.T.M., 1955; D.Phil., 

University of Oxford (England), 1967. 

Arthur L. Pressley 

1982/Associate Professor of Psychology and 

Religion (G,T) 

B.A., Allegheny College, 1972; M.Div., 

Garrett-Evangelical Seminary, 1975; Ph.D., 

Northwestern University, 1986. 

Gary V. Simpson 

2005/Assistant Professor of Homiletics 

B.A., Denison University, 1984; M.Div., 

Union Theological Seminary, 1987; D.Min. 

United Theological Seminary, 1995. 

Angela Pak Son 

2002/Assistant Professor of Psychology and 

Religion (G,T) 

B.S.B., University of Minnesota, 1981; 

M.Div., Princeton Theological School, 1989; 

Th.M., 1990; Ph.D., 2000. 

Leonard I. Sweet 

1995/E. Stanley Jones Professor of Evangelism (G,T) 

B.A., University of Richmond, 1969; M.Div., 

Colgate Rochester Divinity School, 1972; 

Ph.D., University of Rochester, 1974. 

Jesse T. Todd 

1997/Associate Professor of American Religious 

Studies (G,T) 

B.A., Boston University, 1982; M.Div., 

Harvard University, 1986; M.Phil., Columbia 


Traci West 

1995/Associate Professor of Ethics and African- 

American Religion (G,T) 

B.A., Yale University, 1981; M.Div., Pacific 

School of Religion, 1984; Ph.D., Union 

Theological Seminary, 1995. 

The Register 139 

N. Lynne Westfield 

1999/Associate Professor of Religious Education (G,T) 

B.S., Murray State University, 1983; M.A., 

Scarritt Graduate School, 1985; Ph.D., 

The Union Institute, 1999. 


1980/Associate Professor of Music, Associate 

Academic Dean of the Theological School (C,G,T) 

B.A., Whitman College, 1971; M.A., 

Columbia University, 1973; Ph.D., 1975. 


Emeriti Faculty 

Dates indicate years of service at Drew University. 

Lester W. Berenbroick, B.S., M.S. 

1952–1991/Professor of Church Music 

Robert J. Bull, B.A., B.D., S.T.M., Ph.D. 

1955–1991/Professor of Church History 

Lala Kalyan K. Dey, B.A., B.D., M.A., Th.D. 

1970–2002/Associate Professor of New Testament 

Darrell Doughty, B.S., B.D., Th.D. 

1969–2003/Professor of Old Testament (G,T) 

Janet F. Fishburn, B.A., Ph.D. 

1978–1995/Professor of Teaching Ministries and 

Church History. 1994–1995 Acting Dean of the 


David M. Graybeal, B.A., B.D., Ph.D. 

1956–1991/Professor of Church and Society 

Edward L. Long Jr., B.C.E., B.D., Ph.D. 

1976–1986/James W. Pearsall Professor of 

Christian Ethics and Theology of Culture 

Thomas C. Oden, B.A., M.A., Ph.D., 1960. 

1970–2004/Henry Anson Buttz Professor of 

Theology and Ethics (G,T) 

Charles L. Rice, B.A., B.D., S.T.M., Ph.D. 

1970–2002/Professor of Homiletics 

Kenneth E. Rowe, B.A., B.D., Ph.D., M.L.S. 

1971–2004/Professor of Church History (retired as 

Methodist Librarian 2002) (G,T) 

Michael D. Ryan, B.A., B.D., Ph.D. 

1969–1997/Professor of Historical Theology


University Library Faculty 

Jody Caldwell 

1991/Head, Reference Department. Assistant Librarian 

B.A., SUNY–Geneseo, 1975; M.L.S., 1976; 

M.A., SUNY–Brockport, 1986. 

Linda E. Connors 

1971/Head, Acquisitions and Collection Development 

Department. Associate Librarian 

A.B., Drew University, 1965; M.L.S., Rutgers 

University, 1970; M.A., 1981; Ph.D. 1994. 

Lessie Culmer–Nier 

1977/Head, Catalog Department. Assistant Librarian 

B.A., University of Minnesota, 1967; M.A., 

1968; M.A., Drew University, 1980. 

James Farrugia 

2005/Systems and Electronic Resources Librarian 

B.A., East Stroudsburg University, 1986; M.S., 

Pennsylvania State University, 1992; M.S.L.S., 

University of North Carolina at Chapel Hill, 1994; 

Ph.D. candidate, University of Maine, 2003. 

Lucy K. Marks 

1989/Methodist Cataloger. Adjunct Instructor Librarian 

A.B., Oberlin College, 1973; M.A., University 

of Michigan, 1974; M.S.L.S., Columbia 

University, 1975. 

Sarah K. Oelker 

2003/Reference Librarian 

B.A., Yale University, 1999; M.L.I.S., Rutgers 


Elizabeth Patterson 

2005/Reference and Government Documents Librarian 

B.A., Drew University, 1977; Ph.D., 1986; 

M.S.I.S., Rutgers University, 2003. 

Andrew D. Scrimgeour 

2000/Director of the University Library. Senior 

Librarian 

A.B., Nyack College, 1967; M.Th., Princeton 

Theological Seminary, 1975; M.L.S., Rutgers 

University, 1976; Ph.D., Drexel University, 

1999. 

Jennifer Woodruff Tait 

2003/Methodist Librarian 

B.A., Augustana College, 1992; M.A., Asbury 

Theological Seminary, 1997; M.S. in L.I.S., 

University of Illinois at Urbana–Champaign, 

2000; Ph.D. candidate, Duke University, 2002. 

Elise T. Zappas 

1989/Humanities Cataloger and Automation 

Librarian. Instructor Librarian 

B.A., Drew University, 1974; M.L.S., Rutgers 


University Library 

Emeriti Faculty 

John Mark Califf, A.B., M.Div., M.L.S. 

1986/Methodist and Theological Cataloger, 

Emeritus 

Alice T. Copeland, B.A., M.L.S. 

1965/Catalog Librarian, Emerita 

Ruth Friedman, B.S., M.L.S., M.A. 

1980/Reference Librarian, Emerita 

Arthur E. Jones Jr., A.B., M.A., Ph.D., 

M.L.S. 

1949/Director of the Library, Emeritus 

Evelyn S. Meyer, B.A., M.S.L.S. 

1964/Reference Librarian, Emerita 

Kenneth E. Rowe, B.A., B.D., Ph.D., M.L.S. 

1970/Methodist Librarian, Emeritus 

Suzanne T. Selinger, A.B., M.A., Ph.D., 

M.S.L.S. 

1987/Theological Librarian, Emerita 

Janice Wanggaard, A.B., M.L.S. 

1989/Reference and Government Documents 

Librarian, Emerita

Trustees of the University 

Officers 

Barbara Morris Caspersen, Chair 

William M. Freeman, Vice Chair 

Hugh A. D’Andrade, Secretary 

Robert Weisbuch, President of the University 

Lewis D. Andrews Jr.,* B.A. 

Associate Deputy Administrator, US Small Business 

Administration, Washington, D.C. 

A. David Brown, B.S. 

Managing Director, Bridge Partners LLC, Newark, 

New Jersey 

Judith E. Campbell, B.A. 

Senior Vice President and CIO, New York Life 

Insurance Co., New York, New York 

Barbara Morris Caspersen,* B.A., M.A., 

M.Phil., Ph.D. 

Civic Volunteer, Gladstone, New Jersey 

Raymond G. Chambers, B.S., M.B.A. 

Chair, Amelior Foundation, Morristown, New Jersey 

C. Rory Corrigan,* B.A. 

Director, retired, National Equity Sales and 

Trading, Jefferies & Co., Inc., New York, New York 

John H. Crawford III,* B.A., M.Div. 

President, Crawford Investment Counsel, Atlanta, 

Georgia 

Dean T. Criares,* B.A., M.B.A. 

Managing Director, The Blackstone Group, 

New York, New York 

Hugh A. D’Andrade, B.A., J.D. 

Vice Chair and Chief Administrative Officer, retired, 

Schering-Plough Corporation, Madison, New Jersey 

Sudarshana Devadhar,* B.Com., B.D., 

M.Th., M.Phil., Ph.D. 

Bishop, United Methodist Church, Ocean, New Jersey 

Donald L. Drakeman, B.A., J.D., Ph.D. 

President and CEO, Medarex, Inc., Princeton, 

New Jersey 

D. Stuart Dunnan, B.A., Ph.D. 

Headmaster, St. James School, St. James, Maryland 


Louis V. Eccleston,* B.A., M.B.A. 

President, Global Sales, Marketing and Services, 

Thomson Financial, New York, New York 

John A. Ehinger,* B.A., M.B.A. 

Managing Director of Credit Suisse First Boston 

and Co-Head of the Equity Global Division, 


Kathryn Faber,* B.A., M.Litt., D.Litt. 

Former Educator, Madison, New Jersey 

Michele E. Fabrizio,* B.A. 

Freelance Writer and Civic Volunteer, Short Hills, 

New Jersey 

William M. Freeman,* B.A., M.B.A. 

Former CEO, Cricket Communications, San Diego, 

California 

Fredrick Fuest,* B.A., M.S. 

President, International Division, Active International, 

Inc., Pearl River, New York 

Jordan Glatt,* B.A. 

President, Magla Products, Morristown, 

New Jersey 

Leo P. Grohowski,* B.A., M.B.A. 

Chief Investment Officer, Americas Deutsche Asset 

Management, New York, New York 

William R. Huff, B.B.A. 

CIO, W. R. Huff Asset Management, Morristown, 

New Jersey 

Elizabeth H. Marsh,* B.A., Ph.D. 

Former Educator, Civic Volunteer, Morristown, 

New Jersey 

Marcus Matthews, B.A., M.Div., D.Min. 

Bishop, United Methodist Church, Valley Forge, 

Pennsylvania 

Heath B. McLendon, B.A., M.B.A. 

Managing Director, Citigroup Smith Barney, 


Stanley J. Menking,* B.A., B.D., Ph.D. 

Minister/Development, retired, Pocono Pines, 

Pennsylvania 

*Alumni/ae of the University


Champ Meyercord, B.A. 

Managing Director, Eagle Capital Management, 


Eugene I. Meyers, B.A., LL.B., LL.M. 

Senor Vice President and Senior Tax Counsel, retired, 

Paramount Communications, Inc., New York, 

New York 

Christopher A. Mickel,* B.P.S., M.Div., 

S.T.M. 

Minister, United Methodist Church, Rock City Falls, 

New York 

Pamela Moed,* B.A., M.A. 

Former University Administrator, Montclair, 

New Jersey 

Jeffrey B. Noss,* B.A., M.B.A. 

Vice President, The Bank of New York, New York, 

New York 

Randolph W. Nugent,* B.A., M.A., D.Min., 

Master’s Urban Planning, M.Div. 

General Secretary, General Board of Global 

Ministries, United Methodist Church, retired, 


Jeremiah J. Park,* B.Div., M.Div., D.Min. 

Bishop, United Methodist Church, White Plains, 

New York 

Nancy W. Priest,* B.A. 

Civic Volunteer, Westfield, New Jersey; Docent, 

Metropolitan Museum of Art, New York, New York 

Jennifer Bernstein Rothkin,* B.A., M.A. 

Former Marketing Associate, Teen Magazine, 


Gary S. Stein, B.A., J.D. 

Legal Counsel, Pashman Stein, Justice, retired, 

New Jersey Supreme Court, Hackensack, 

New Jersey 

Charles H. Straut Jr.,* B.S., M.Div., D.Min. 

Minister, retired, Kings Highway United Methodist 

Church, Brooklyn, New York 

Mary A. Stringfield,* B.A., M.A., J.D. 

National Director, America’s People Team, 

Ernst & Young, LLP, Lyndhurst, New Jersey 

*Alumni/ae of the University 

Arturo A. Valenzuela,* B.A., M.A., Ph.D. 

Professor, Government/Director, Latin American 

Studies, Georgetown University, Washington, D.C. 

Sidney F. Wentz, A.B., LL.B. 

Chair, retired, The Robert Wood Johnson 

Foundation, Princeton, New Jersey 

Emeriti Trustees 

C. W. Carson Jr., A.B. 

Vice Chair, retired, Chemical Bank, New York, 

New York 

John H. Evans, B.A. 

Chairman, The Willits Foundation, 

New Providence, New Jersey 

Robert B. Goodwin,* B.S., M.Div., S.T.M., 

D.Min. 

Senior Minister, retired, First United Methodist 

Church, Westfield, New Jersey 

Philip H. Haselton, B.M.E. 

Chair and CEO, Haselton Family Office, LLC, 

Newark, New Jersey 

Barbara Thompson Howell, A.B. 

Deputy Editor, retired, Magazine Development 

Office, Time, Inc., New York, New York 

Ernest S. Lyght,* B.A., M.Div., Th.M., 

D.Min. 

Bishop, United Methodist Church, Charleston, 

West Virginia 

Henry G. Parker III, A.B. 

Managing Director, retired, Chubb & Son, Inc., 

Warren, New Jersey; Chair, Parker Associates, 

Madison, New Jersey 

Donald E. Procknow, B.S., D.Eng., LLD, 

D.Sc. 

Vice Chair and COO, retired, AT&T Technologies, 

Inc., Berkeley Heights, New Jersey 

B. P. Russell 

Chair and CEO, retired, Crum & Foster Insurance 

Companies, Convent Station, New Jersey 

Nancy S. Schaenen, A.B. 

Civic Volunteer

Robert Drew Simpson,* B.A., B.D., Ph.D. 

Senior Minister, retired, Chatham United 

Methodist Church, Chatham, New Jersey 

Shirley Sugerman,* B.A., Ph.D. 

Clinical Psychologist, New York, New York, 

Adjunct Associate Professor of Religion, 

Drew University 

Ross E. Traphagen Jr., A.B., LL.B. 

General Partner, retired, Goldman Sachs & Co., 


Edward J. Wynne Jr.,* B.D., Ph.D. 

Pastor, retired, Westwood United Methodist Church, 

Westwood, New Jersey 

Jeanne T. Zenker, B.A. 

Civic Volunteer 

Administrative Offices 

PRESIDENT’S OFFICE 

President, Robert Weisbuch, B.A., Ph.D. 

Vice President for Administration and University 

Relations, Margaret E.L. Howard, M.S.W. 

Deputy Chief of Staff, Erin Hennessy, B.A. 

Affirmative Action Officer, George-Harold 

Jennings, Ph.D. 

ACADEMIC AFFAIRS 

University Registrar, Horace Tate, B.A., M.Litt. 

University Director of Financial Assistance, 

Norma Betz, B.A., M.A., D.Litt. 

Director of Institutional Research, Christopher J. 

Van Wyk, Ph.D. 

Library Director, Andrew D. Scrimgeour, A.B., 

M.L.S., M.Th., M.Div., Ph.D. 


Vice President and Dean of the Theological School, 

Maxine Clarke Beach, Ph.D. 

Associate Academic Dean of the Theological School, 

Anne B. Yardley, Ph.D. 

Director of the D.Min. Program, Michael 

Christensen, Ph.D. 


Associate Dean of Contextual Learning in the 

Theological School, Virginia Samuel, D.Min. 

THE CASPERSEN SCHOOL OF 

GRADUATE STUDIES 

Dean of the Caspersen School of Graduate Studies, 

James H. Pain, D.Phil. 

Associate Dean of the Caspersen School of Graduate 

Studies, William B. Rogers, Ph.D. 

Director of the Medical Humanities Program, 

Jo Ann Middleton, Ph.D. 

Director of the Arts and Letters Program, Virginia 

Phelan, Ph.D. 

THE COLLEGE OF LIBERAL ARTS 

Vice President and Dean of the College and Chair, 

Council of Deans, Paolo M. Cucchi, Ph.D. 

Associate Dean of the College, Edward A. 

Domber, Ph.D. 

Assistant Dean of the College for Faculty and 

Curriculum Development, Wendy K. Kolmar, 

Ph.D. 

Dean of Educational and Student Affairs, Director 

of Drew Scholars Program, Edwina Lawler, 

Ph.D. 

Associate Dean of Student Affairs and Director of 

the Career Center, Laure Paul, M.Ed. 

Director of Off-Campus Programs, Carlo 

Colecchia, M.B.A., M.A. 

Director, Continuing Education and Special 

Programs, Patricia Laprey, M.A. 

Assistant Director of the Career Center, Suzanne 

Ceravolo, M.A. 

Coordinator of Academic Internships and Federal 

Community Service Programs, Patricia Harris, B.S. 

Coordinator of Off-Campus Student Employment, 

Mary Jane Ryan 

Director of Educational Opportunity Scholars 

Program, Cordelza Haynes, M.A.


ADMINISTRATION AND 

UNIVERSITY RELATIONS 

Vice President for Administration and University 

Relations, Margaret E.L. Howard, M.S.W. 

Assistant Vice President for University Relations, 

Thomas F. Harris, M.A. 

University Editor, E. Virginia Duetsch, B.A., M.Litt. 

Director of Publications and Advertising, Margaret 

M. Kiernan, B.F.A. 

Director of Sports Information, Jennifer Brauner, 

B.A. 

Assistant Web Specialist, Matthew Pierce, B.S. 

Director of Facilities, Julie Valerio, B.A., M.S. 

Director of Operations, David Morales 

Director of Public Safety, Thomas Evans, M.Ed. 

Director of Housing, Conferences & Hospitality, 

Patricia Naylor, M.P.A. 

Conference and Events Coordinator, Stephanie 

Traina, B.S., M.F.A. 

Events Coordinator, Lucinda Crain, B.S. 

Director of Child Development Center, Nancy 

Opperthauser, B.A. 

BUSINESS, FINANCE, AND FACILITIES 

Vice President for Finance and Business Affairs, 

Michael B. McKitish, B.S., C.P.A. 

Associate Vice President and Treasurer, Joseph 

Kelly, M.B.A. 

Associate Vice President of Finance, Christopher J. 

Van Wyk, B.A., Ph.D. 

Associate Treasurer, Jeffrey S. Balog, B.S., M.S. 

Associate Controller, Kiersten L. Ciocca, B.S., C.P.A. 

Assistant Controller, Accounts Payable, Diane C. 

Zsombik, B.S., M.Litt. 

Assistant Controller, Payroll, Janis M. Prezuhy, A.S. 

Director of Athletics, Connee Zotos, Ph.D. 

Director of Purchasing, Harry C. Scarpa, B.S. 

Assistant Director of Purchasing, Betty A. Dent, 

B.A. 

Manager of the Bookstore, Patricia Lardas, B.A. 

Dining Services Director, Tom Lambert, B.S. 

ADMISSIONS 

Dean of College Admissions and Financial 

Assistance, Mary Beth Carey, B.A. 

Associate Dean of College Admissions, Matthew 

Mergen, M.A. 

Director of Graduate Admissions, Carla Burns, 

M.Ed. 

Director of Theological Admissions, Kevin D. 

Miller, M.A., M.Div. 

Assistant Director of Theological Admissions, 

Karen G. Puckett, B.A., M.Div. 

DEVELOPMENT AND 

ALUMNI/AE RELATIONS 

Vice President for Development and Alumni/ae 

Relations, Ronald A. Ross, M.A.T. 

Assistant Vice President for Annual Giving, 

Alumni/ae Relations and Advancement Services, 

Barbara J. Parker, M.A. 

Director/Alumni/ae & Parent Relations, 

Karrie Moss, B.A. 

Director/Corporate, Foundation & Government 

Relations, Kenneth Alexo Jr., M.A. 

Director/Planned Giving, Kevin Boyle, M.B.A. 

Director/Major Gifts, Lisa Duff, B.S. 

Director/Annual Giving, Gregory Ellmer, B.S. 

Director/Advancement Services, Maryann E. Errico 

STUDENT LIFE 

Dean of Educational and Student Affairs, Edwina 

Lawler, Ph.D. 

Associate Dean of Educational and Student Affairs, 

Frank Merckx, M.P.A. 

Associate Dean of Student Affairs, Laure Paul, M.Ed. 

Director of Counseling and Psychological Services, 

Marianne M. O’Hare, Ph.D. 

Coordinator, Substance Awareness and 

Educational Programs, Audra Tonero, M.S.Ed. 

Coordinator of English for Speakers of Other 

Languages Program, Katherine G. Brown, M.A. 

Coordinator of Conversation Partners Program, 

Leigh Anne Walters, B.S.

Coordinator of International Student Services, 

Char Lee Kibler, M.A. 

Director of Student Activities, Maria Miceli- 

Jacobson, M.Ed. 

Assistant Director of Student Activities, Genevieve 

Famoso, M.A. 

Director of Residence Life, Mecca Scott, M.A. 

Director of University Health Services, Kathleen 

Nottage, M.A., R.N., C.S. 

University Physician, Walter D. Rosenfeld, M.D. 

Director of Campus Recreation, TBA 

UNIVERSITY TECHNOLOGY 

Assistant Vice President for University Technology, 

Alan Candiotti, Ph.D. 

Director of Administrative Computing, Marsha A. 

Huber, B.A. 

Assistant Director of Administrative Computing, 

William Schulz, M.S. 

Director of Computing and Network Services, 

Michael R. Richichi, B.A. 

Manager, Enterprise Applications, K. Scott 

Wood, B.A. 

Manager, Telecommunications, Wayne Hunter, 

M.B.A. 

Manager, Systems Administration, Paul Coen, B.A. 

Manager, User Services, Elizabeth Black 

Director of Instructional Technology Services, 

Richard Ranker, Ed.D. 

Assistant Director, Instructional Technology 

Services, Oriana C. Kopec, M.S.Ed. 

Manager, Media Services, Robert Gainey, B.A 

President and Cabinet 

Robert Weisbuch 

2005/President of the University 

B.A., Wesleyan University, 1968; 

Ph.D., Yale University, 1972. 


2000/Vice President and Dean of the Theological School 

A.A., York College, 1964; B.A., Scarritt 

College, 1966; M.T.S., Harvard Divinity 

School, 1985; Ph.D., Boston University, 1993. 

Mary Beth Carey 

2003/Dean of College Admissions and 

Financial Assistance 

B.A., Marist College, 1979. 


Paolo M. Cucchi 

1984/Vice President and Dean of the College of 

Liberal Arts. Professor of French and Italian 

B.A., Fordham University, 1963; 

M.A., Princeton University, 1966; Ph.D.,1972. 

Margaret E.L. Howard 

1990/Vice President for Administration and 

University Relations 

B.A., Kenyon College, 1973; 

M.S.W., Rutgers University, 1980. 

Edwina Lawler 

1967/Dean of Educational and Student Affairs 

B.A., College of St. Catherine, 1965; 

M.A., University of Wisconsin, 1967; 

M.Phil, Drew University, 1979; Ph.D. 1981. 

Michael B. McKitish 

1991/Vice President for Finance and 

Business Affairs 

B.S., Rider College, 1973; C.P.A., 1978. 

James H. Pain 

1991/Dean of the Caspersen School of 

Graduate Studies 

B.A., Occidental College, 1951; 

B.D., Drew University, 1954; S.T.M., 1955; 

D.Phil., University of Oxford, 1967. 

Ronald A. Ross 

1978/Vice President for Development and 

Alumni/ae Relations 

B.A., Drew University, 1973; 

M.A., Colgate University. 

Andrew D. Scrimgeour 

2000/Director of the University Library. Senior 

Librarian 

A.B., Nyack College, 1967; M.Th., Princeton 

Theological Seminary, 1975; M.L.S., Rutgers 

University, 1976; Ph.D., Drexel University, 

1999.

ACADEMIC CALENDAR


DREW THEOLOGICAL SCHOOL 

2005–2007 ACADEMIC CALENDAR 

SUMMER SCHOOL 2005 

Mon., May 23 ................................................................................................Summer Term, Session I 

Mon., May 30 ................................................................................Memorial Day, no summer classes 

Mon., June 20 ..............................................................................................Summer Term, Session II 

Mon., June 20–Mon., July 18..................................................................Doctor of Ministry Program 

Mon., July 4 ............................................................................Independence Day, no summer classes 

FALL SEMESTER 2005 

Tues. Aug. 30 ............................................................New students arrive, orientation begins, 4 p.m. 

Wed., Aug. 31 ........................................................................................Registration for new students 

Mon., Sept. 5 ......................................................................................................Labor Day, no classes 

Tues., Sept. 6 ....................................................................................................................Classes begin 

Fri., Sept. 9 ........................................................................Applications due for Fall Commencement 

Mon., Sept. 12 ..........................Last day to add a semester-long class without instructor’s signature 

Thurs., Sept. 15 ..................................................................................................Matriculation Service 

Mon., Sept 19................................Last day to add a semester-long class with instructor’s signature, 

enroll from wait list, change P/U option 

or drop a semester-long class without a “W” 

(Note: No reduction in charges for any reduced load after this date) 

Mon., Oct. 10–Fri., Oct. 14 ..........................................................................Reading week, no classes 

Tues., Oct. 18–Thurs., Oct. 20 ......................................................................Tipple-Vosburgh Lectures 

Fri., Oct. 28 ........................................................................................Fall Commencement, 4:30 p.m. 

Fri., Nov. 11..............................................................Last day to drop semester-long class with a “W” 

(Courses discontinued after this date earn a grade of “U”) 

Wed., Nov. 23 ..........................................................................Thanksgiving recess begins, no classes 

Mon., Nov. 28 ..............................................................................................................Classes resume 

Mon., Nov. 28–Thurs., Dec. 1............................Registration for JanTerm and Spring 2006 semester 

(Materials available 2 weeks before, clear accounts required to register) 

Mon., Dec. 12..............................................................................................................Last classes meet 

Tues., Dec. 13–Wed., Dec. 14 ........................................................................Reading days, no classes 

Thurs., Dec. 15 ..............................................................................................Final examinations begin 

Wed., Dec. 21................................................................................All examinations and semester end

Academic Calendar 149 

JANUARY TERM 2006 

Tues., Jan. 3 ........................................................................................................JanTerm 2006 begins 

Wed., Jan. 25 ......................................................................................................JanTerm courses end 

SPRING SEMESTER 2006 

Thurs., Jan. 26 ................................................................Orientation for new students begins 4 p.m. 

Fri., Jan. 27 ........Registration/Orientation for new students, returning students not pre-registered 

Mon., Jan. 30 ............................................Classes begin, applications due for May Commencement 

Fri., Feb. 3 ................................Last day to add a semester-long class without instructor’s signature 

Thurs., Feb. 9 ......................................................................................................Matriculation Service 

Fri., Feb. 10 ..................................Last day to add a semester-long class with instructor’s signature, 




Fri., March 10 ........................................................................................Spring recess begins at 5 p.m. 

Mon., March 20 ............................................................................................................Classes resume 

Fri., Apr. 7 ..............................................Last day to drop a semester-long class with a grade of “W” 


Mon., Apr. 10–Fri., 14........................................................................................Holy week, no classes 

Mon., Apr. 24–Thurs., 27 ......................................................Registration for the Fall 2006 semester 

(Materials available one week before; clear accounts required to register) 

Fri., May 5 ..................................................................................................................Last classes meet 

Mon., May 8–Wed., May 10 ..........................................................................Reading days, no classes 

Thurs., May 11..............................................................................................Final examinations begin 

Wed., May 17 ..............................................................Last day of final examination, semester ends, 

last day to submit an approved STM Thesis 

Fri., May 19 ........................................................................................................Baccalaureate Service 

Sat., May 20 ............................................................................................Commencement, 10:30 a.m. 

SUMMER SCHOOL 2006 

Mon., May 22 ................................................................................................Summer Term, Session I 

Mon., May 29 ................................................................................Memorial Day, no summer classes 

Mon., June 19 ..............................................................................................Summer Term, Session II 

Mon., June 19–Mon., July 17..................................................................Doctor of Ministry Program 

Tues., July 4 ............................................................................Independence Day, no summer classes


DREW THEOLOGICAL SCHOOL 

2005–2007 ACADEMIC CALENDAR 

FALL SEMESTER 2006 

Tues., Aug. 29 ........................................................................New students arrive, orientation begins 

Wed., Aug. 30 ........................................................................................Registration for new students 

Mon., Sept. 4 ......................................................................................................Labor Day, no classes 

Tues., Sept. 5 ....................................................................................................................Classes begin 

Fri., Sept. 8 ........................................................................Applications due for Fall Commencement 

Mon., Sept. 11 ..........................Last day to add a semester-long class without instructor’s signature 

Thurs., Sept. 14 ..................................................................................................Matriculation Service 

Mon., Sept. 18 ..............................Last day to add a semester-long class with instructor’s signature, 




Mon., Oct. 2 ..................................................................................Yom Kippur, no classes, all schools 

Mon., Oct. 9–Fri., Oct. 13 ............................................................................Reading week, no classes 

Tues., Oct. 17–Thurs., Oct. 19 ......................................................................Tipple-Vosburgh Lectures 

Fri., Oct. 27 ........................................................................................Fall Commencement, 4:30 p.m. 

Fri., Nov. 10..............................................................Last day to drop semester-long class with a “W” 


Wed., Nov. 22 ..........................................................................Thanksgiving recess begins, no classes 

Mon., Nov. 27–Thurs., Nov. 30 ....................................................................................Classes resume, 

registration for JanTerm and Spring 2007 Semester 

(Materials available 2 weeks before, clear accounts required to register) 

Tues., Dec. 12 ..............................................................................................................Last classes meet 

Wed., Dec. 13–Thurs., Dec. 14 ......................................................................Reading days, no classes 

Fri., Dec. 15 ..................................................................................................Final examinations begin 

Thurs., Dec 21 ..............................................................................All examinations and semester end

Academic Calendar 151 

JANUARY TERM 2007 

Tues., Jan. 2 ........................................................................................................JanTerm 2007 begins 

Wed., Jan. 24 ......................................................................................................JanTerm courses end 

SPRING 2007 

Thurs., Jan. 25 ................................................................Orientation for new students begins 4 p.m. 

Fri., Jan. 26 ........Registration/Orientation for new students, returning students not pre-registered 

Mon., Jan. 29 ............................................Classes begin, applications due for May commencement 

Fri., Feb. 2 ................................Last day to add a semester-long class without instructor’s signature 

Thurs., Feb. 8 ......................................................................................................Matriculation Service 

Fri., Feb. 9 ....................................Last day to add a semester-long class with instructor’s signature, 




Fri., March 9 ..........................................................................................Spring recess begins at 5 p.m. 

Mon., March 19 ............................................................................................................Classes resume 

Mon., Apr. 2–Fri., Apr. 6 ....................................................................................Holy week, no classes 

Mon., April 9 ........................Last day to withdraw from a semester-long class with a grade of “W” 


Mon., Apr. 23–Thurs., Apr. 26......................................................Registration for the Fall 2007 term 

(Materials available one week before, clear accounts required to register) 

Fri., May 4 ..................................................................................................................Last classes meet 

Mon., May 7–Wed., May 9 ............................................................................Reading days, no classes 

Thurs., May 10..............................................................................................Final examinations begin 

Wed., May 16 ..............................................................Last day of final examination, semester ends, 

last day to submit an approved STM thesis 

Fri., May 18 ........................................................................................................Baccalaureate Service 

Sat., May 19 ............................................................................................Commencement, 10:30 a.m.


INDEX 

Academic Advising . . . . . . . . . . . . . . . . . . .52 

Academic Calendar . . . . . . . . . . . . . .148–151 

Academic Computing Center . . . . . . . . . . .11 

Academic Degrees . . . . . . . . . . . . . . . . . . . .30 

Academic Divisions . . . . . . . . . . . . . . . . . . .32 

Academic Honesty . . . . . . . . . . . . . . .53, 135 

Academic Integrity . . . . . . . . . . . . . . . . . . .53 

Academic Performance Policy . . . . . . . . . .46 

Academic Probation . . . . . . . . . . . . . . . . . .50 

Academic Progress Policy . . . . . . . . . . . . . .49 

Accessibility . . . . . . . . . . . . . . . . . . . . . . . . .28 

Add/Drop Policy . . . . . . . . . . . . . . . . . . . . .64 

Administration, University . . . . . . . .143–145 

Admissions, Conditional . . . . . . . . . . . . . . .17 

Admissions, Deadlines . . . . . . . . . . . . . . . .14 

Admissions, Degree Status . . . . . . . . . . . . .15 

Admissions, non-Degree Status . . . . . . . . .16 

Admissions, Probation . . . . . . . . . . . . . . . . .17 

Admissions, Procedures . . . . . . . . . . . . . . .14 

Admissions, Program Changes . . . . . . . . . .15 

Admissions, Requirements, D.Min. . . . . . .41 

Admissions, Requirements, M.Div. . . . . . .31 

Admissions, Requirements, M.T.S. . . . . . . .39 

Admissions, Requirements, S.T.M., . . . . . .40 

Admissions, Transfer Students . . . . . . . . . .18 

Advanced Standing . . . . . . . . . . . . . . . . . . .18 

Advising . . . . . . . . . . . . . . . . . . . . . . . . .19, 52 

Alternative Service . . . . . . . . . . . . . . . . . . .35 

Alumni/ae Association . . . . . . . . . . . . . . . .26 

Audit . . . . . . . . . . . . . . . . . . . . . . . . . . .16, 61 

Biblical Studies Division . . . . . . . . . . . .32, 80 

Black Ministerial Caucus . . . . . . . . . . . . . . .26 

Black Scholars Project . . . . . . . . . . . . . . . .12 

Bookstore . . . . . . . . . . . . . . . . . . . . . . . . . . .12 

Certification Studies . . . . . . . . . . . . . .17, 120 

Chapel Services . . . . . . . . . . . . . . . . . . . . . .24 

Child Care . . . . . . . . . . . . . . . . . . . . . . . . . .27 

Choir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 

Church History Division . . . . . . . . . . . .32, 87 

Church and Society Division . . . . . . . .32, 98 

Clinical Pastoral Education (C.P.E.) . .35, 113 

College of Liberal Arts . . . . . . . . . . . . .9, 143 

Community Fellows . . . . . . . . . . . . . . . . . .17 

Community Life . . . . . . . . . . . . . . . . . . . . .21 

Community Lunch . . . . . . . . . . . . . . . . . . .28 

Computer Initiative . . . . . . . . . . . . . . .62, 133 

Concentrations, Elective (D.Min.) . . . . . . .43 

Concurrent Enrollment (B.A./M.Div.) . . . .20 

Conditional Admission . . . . . . . . . . . . . . . .17 

Conduct, student, 

see University-wide policies 

Congregational & Community 

Development . . . . . . . . . . . . . . . . . . . . . .43 

Contextual Learning: 

Cross-Cultural Study . . . . . . . . . . . . . . . .34 

Contextual Learning: Ministerial Practice .34 

Costs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 

Counseling, Student . . . . . . . . . . . . . .25, 134 

Course Listings . . . . . . . . . . . . . . . . . . . . . .78 

Course Sequence . . . . . . . . . . . . . . . . . . . . .34 

Covenant Groups . . . . . . . . . . . . . . . . . . . .24 

Cross-Cultural Study . . . . . . . . . . . . . . . . . .33

Cross-Registration . . . . . . . . . . . . . . . . . . . .38 

Curriculum, D.Min. . . . . . . . . . . . . . . . . . . .43 

Curriculum, M.Div. . . . . . . . . . . . . . . . . . . .32 

Curriculum, M.Div./M.S.W. . . . . . . . . . . . .37 

Curriculum, M.T.S. . . . . . . . . . . . . . . . . . . .39 

Curriculum, S.T.M. . . . . . . . . . . . . . . . . . . .40 

Damage, Property . . . . . . . . . . . . . . . . . . .136 

Day Care . . . . . . . . . . . . . . . . . . . . . . . . . . .27 

Degree Offerings . . . . . . . . . . . . . . . . . . . . .30 

Deposits . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 

Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 

Doctor of Ministry (D.Min.) . . . . . .10, 16, 41 

Doctor of Ministry Concentrations . . . . . . .43 

Congregational & Community 

Development Concentration . . . . . . . .43 

Ecological Ministries and the Get Out Of 

Doors Church Concentration . . . . . . . . .44 

Global Online/Ministerial Leadership 

Concentration . . . . . . . . . . . . . . . . . . . . .43 

Hispanic Leadership & Ministry 


Pastoral Care & Counseling 


Worship and Spirituality 


Doctor of Ministry Course Descriptions . .119 

Drew Awards, Grants . . . . . . . . . . . . . . . . .66 

Ecological Ministries and the 

Get Out Of Doors Church . . . . . . . . . . . .44 

Emeriti Faculty . . . . . . . . . . . . . . . . . . . . .139 

Employment, Student . . . . . . . . . . . . . .23, 74 

Index 153 

English for Speakers of 

Other Languages (ESOL) . . . . . . . .36, 135 

Enrollment Deposit . . . . . . . . . . . . . . . .15, 62 

Equal Access . . . . . . . . . . . . . . . . . . . . . . .136 

Exchange Students . . . . . . . . . . . . . . . . . . .19 

Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . .129 

Fees . . . . . . . . . . . . . . . . . . . . . .14, 15, 60–63 

Financial Assistance, Application . . . . . . . .66 

Financial Assistance, D.Min. . . . . . . . . . . . .45 

Financial Information . . . . . . . . . . . . . . . . .60 

Florence Bell Center . . . . . . . . . . . . . . . . . .11 

Food Services . . . . . . . . . . . . . . . . . . . . . . . .27 

Global/Online Concentration in 

Ministerial Leadership . . . . . . . . . . . . . .43 

Grading and Honors . . . . . . . . . . . . . . . . . .51 

Graduate School, The . . . . . . . . . . . . . . . . . .9 

Grants and Scholarships . . . . . . . . . . . . . . .67 

Harold Brock Media Resource Center . . . .12 

Health Services . . . . . . . . . . . . . . . .15, 27, 62 

Hispanic Caucus . . . . . . . . . . . . . . . . . . . . 26 

Hispanic Institute of Theology . . . . . . . . . .12 

Hispanic Latino/a Theology and 

Religion Lecture . . . . . . . . . . . . . . . . . . . .12 

Hispanic Leadership & Ministry . . . . . . . . .43 

Hispanic Summer Program (HSP) . . . . . . .37 

History of Drew . . . . . . . . . . . . . . .8, 132–134 

Honors . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 

Housing . . . . . . . . . . . . . . . . . . . . . . . . .22, 60 

Housing, Deposit . . . . . . . . . . . . . . . . . .61, 62


Illnesses and Family Crisis . . . . . . . . . . . . .25 

Inclusive Language Policy . . . . . . . . . . .19, 46 

Intern Year . . . . . . . . . . . . . . . . . . . . . . . . . .36 

International Student Financial Aid . . . . . .67 

International Student Organization . . . . . .26 

International Students . . . . . . . . . . . . . . . .19 

Korean Caucus . . . . . . . . . . . . . . . . . . . . . .26 

Korean Theological Studies Lecture . . . . . .12 

Learning Differences . . . . . . . . . . . . . . . . . .25 

Leave of Absence . . . . . . . . . . . . . . . . . . . . .64 

Lecture Series . . . . . . . . . . . . . . . . . . . . . . .12 

Lena C. Coburn Media Resource Center . .12 


D.Min. . . . . . . . . . . . . . . . . . . . . . . . . . . .43 

M.Div. . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 

M.T.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 

S.T.M. . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 

Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 

Loans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 

Martin Luther King, Jr., Lecture . . . . . . . .12 

Master of Divinity Degree 

(M.Div.) . . . . . . . . . . . . . . . . .10, 15, 30, 49 

Master of Divinity/Master of Social Work 

Degree (M.Div./M.S.W.) . . . . . . . . . . . . .39 

Master of Sacred Theology Degree . . . . . . . . . 

(S.T.M.) . . . . . . . . . . . . . . . . .10, 15, 40, 50 

Master of Theological Studies Degree 

(M.T.S.) . . . . . . . . . . . . . . . . .10, 15, 39, 50 

Media Resource Center . . . . . . . . . . . . . . . .12 

Methodist Studies Center . . . . . . . . . . . . . .11 

Minimum Degree Requirements . . . . . . . .52 

Ministerial Internship . . . . . . . . . . . . . . . . .36 

Mission Statement . . . . . . . . . . . . . . . . . . . . .9 

Nelle Morton Lecture . . . . . . . . . . . . . . . . .12 

Non-Degree Students . . . . . . . . . . . . . . . . .16 

Order of Saint Luke . . . . . . . . . . . . . . . . . . .26 

Ordination . . . . . . . . . . . . . . . . . . . . . . . . . .37 

Ordination, Other Denominations . . . . . . .38 

Ordination, UMC . . . . . . . . . . . . . . . . . . . .37 

Orientation, New Students . . . . . . . . . .18, 62 

Pastoral Care and Counseling 


Pastoral Theology Division . . . . . . . . .33, 106 

Payment Plans . . . . . . . . . . . . . . . . . . . . . . .63 

Policies, University . . . . . . . . . . . . . . . . . .134 

Prizes . . . . . . . . . . . . . . . . . . . . . . . . . . .72–73 

Probationary Admission . . . . . . . . . . . . . . 17 

Recreation . . . . . . . . . . . . . . . . . . . . . .28, 135 

Refunds . . . . . . . . . . . . . . . . . . . . . . . . .45, 64 

Register . . . . . . . . . . . . . . . . . . . . . . . . . . .138 

Registration, D.Min. . . . . . . . . . . . . . . . . . .45 

Scholarships and Grants . . . . . . . . .67–72, 74 

Security Deposit . . . . . . . . . . . . . . . . . . . . .62 

Seminary Choir . . . . . . . . . . . . . . . . . . . . . .26 

Seminary Governance . . . . . . . . . . . . . . . .25 

Separation from School . . . . . . . . . . . .28, 66 

Sexual Harassment . . . . . . . . . . . . . . . . . . .28 

Shippey Lectures . . . . . . . . . . . . . . . . . . . . .12

Snack Bar . . . . . . . . . . . . . . . . . . . . . . . . . . .27 

Spouse, Privileges . . . . . . . . . . . . . . . . . . . .61 

Special (non-degree) students . . . . . . . . . .16 

Spiritual Formation . . . . . . . . . . . . . . . . . . .24 

Student Body Profile . . . . . . . . . . . . . . . . . .25 

Student Conduct . . . . . . . . . . . . . . . . . . . .136 

Student Government . . . . . . . . . . . . . . . . .25 

Student Organizations . . . . . . . . . . . . . . . . .25 

Student Records . . . . . . . . . . . . . . . . . . . .136 

Student Visas . . . . . . . . . . . . . . . . . . . . . . . .20 

Study Abroad . . . . . . . . . . . . . . . . . . . . . . . .36 

Supervised Ministerial Practice . . . . . .34, 107 

Telephones, Student . . . . . . . . . . . . . . . . . .63 

Theological Position . . . . . . . . . . . . . . . . . . . .9 

Theological Students Association . . . . . . . .25 

Theology and Philosophy Division . . . .32, 93 

Tipple/Vosburgh Lectures . . . . . . . . . . . . . .12 

Index 155 

TOEFL . . . . . . . . . . . . . . . . . . . . . . . . . .19, 41 

Transcript Requests . . . . . . . . . . . . . . . . . . .63 

Transfer Credit . . . . . . . . . . . . . . . . . . . .18, 31 

Transfer Students . . . . . . . . . . . . . . . . . . . . .17 

Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . .141 

Tuition Costs . . . . . . . . . . . . . . . . . . . . . . . .60 

Tuition Refund Policies . . . . . . . . . .45, 64–65 

United Methodist Church Archives . . . . . .11 

United Methodist Church History, 

Doctrine, and Polity . . . . . . . . . . . . . . . . .37 

United Methodist Church connections . . . .8 

United Methodist Church support . . . . . . .60 

University . . . . . . . . . . . . . . . . . . . . . . . . .132 

Work-study program . . . . . . . . . . . . . .23, 74 

Worship and Spirituality . . . . . . . . . . . . . . .44 

Worship, Chapel . . . . . . . . . . . . . . . . . . . . .24 

Writing Center . . . . . . . . . . . . . . . . . . . . . .134


NOTES 

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26 

CAMPUS MAP 

25 

27 

Drew Forest Preserve 

24 

23 

22 

28 

21 

29 

31 

32 

50 

30 

33 

19 

34 

20 

36 

37 

18 5 

35 

38 

17 

46 

47 

16 

13 

12 

39 

48 

14 

42 

43 

10 

51 

11 

40 

4 

44 

9 

45 

15 

8 

41 

Lewis House . . . . . . . . . . . . . . . 48 

Bowne Memorial Gateway . . . 49 

Tennis Courts . . . . . . . . . . . . . . 50 

Zuck Arboretum. . . . . . . . . . . . 51 

Hall of Sciences*. . . . . . . . . . . . 41 

Gilbert House . . . . . . . . . . . . . . 42 

Faulkner House* . . . . . . . . . . . 43 

Davies House . . . . . . . . . . . . . . 44 

Smith House. . . . . . . . . . . . . . . 45 

Hannan House . . . . . . . . . . . . . 46 

Sitterly House* . . . . . . . . . . . . . 47 

S.W. Bowne Hall of 

Graduate Studies. . . . . . . . . . 35 

Hoyt-Bowne Hall . . . . . . . . . . . 36 

Asbury Hall* . . . . . . . . . . . . . . . 37 

Embury Hall . . . . . . . . . . . . . . . 38 

Sycamore Cottage . . . . . . . . . . 39 

Brothers College* . . . . . . . . . . . 40 

Alumni/ae House* . . . . . . . . . . . 1 

Madison House* . . . . . . . . . . . . . 2 

Carriage House* . . . . . . . . . . . . . 3 

Drew Outdoor Stadium* . . . . . . 4 

Young Field* . . . . . . . . . . . . . . . . 5 

Tilghman House* . . . . . . . . . . . . 6 

Dorothy Young Center 

for the Arts* . . . . . . . . . . . . . . 7 

Wesley House . . . . . . . . . . . . . . . 8 

Asbury Statue. . . . . . . . . . . . . . . 9 

Mead Hall* . . . . . . . . . . . . . . . . 10 

Rose Memorial Library*. . . . . . 11 

United Methodist Archives and 

History Center* . . . . . . . . . . . 12 

Learning Center* . . . . . . . . . . . 13 

Seminary Hall. . . . . . . . . . . . . . 14 

Pepin Services Center*. . . . . . . 15 

Kirby Shakespeare Theatre* . . 16 

Wendel Hall . . . . . . . . . . . . . . . 17 

Tipple Hall. . . . . . . . . . . . . . . . . 18 

University Commons* . . . . . . . 19 

Simon Forum and Athletic 

Center* . . . . . . . . . . . . . . . . . 20 

Health Center* . . . . . . . . . . . . . 21 

Holloway Hall. . . . . . . . . . . . . . 22 

Welch Hall . . . . . . . . . . . . . . . . 23 

Brown Hall . . . . . . . . . . . . . . . . 24 

Tolley Hall. . . . . . . . . . . . . . . . . 25 

McClintock Hall (left) . . . . . . . . 26 

Foster Hall (center) . . . . . . . . . . 26 

Hurst Hall (right). . . . . . . . . . . . 26 

President’s House . . . . . . . . . . . 27 

Riker Hall* . . . . . . . . . . . . . . . . 28 

Baldwin Hall* . . . . . . . . . . . . . . 29 

Haselton Hall*. . . . . . . . . . . . . . 30 

Eberhardt Hall . . . . . . . . . . . . . 31 

Town House . . . . . . . . . . . . . . . 32 

University Center* . . . . . . . . . 33 

12 Campus Drive* . . . . . . . . . . 34 

3 

Ross Court 

49 

Route 124 (Madison Avenue) 

6 

7 

Vinal Place 

Lancaster Road 

1 

2 

Morristown 

dark circle and * indicates building 

has barrier-free accessibility

REG 0506 Theo Catalog Final - Drew University

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